THE EFFECTIVENESS OF MEMRISE APPLICATION AND

TINYCARDS BY DUOLINGO APPLICATION TO TEACH ADJECTIVE

(A QUASY EXPERIMENTAL RESEARCH AT THE 11TH

GRADE

STUDENTS OF SMA KARTIKA III-1 BANYUBIRU

IN THE ACADEMIC YEAR OF 2019/2020)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S. Pd.)

By:

IQBAL ARIFIN

23030160041

ENGLISH EDUCATION DEPARTMENT

TEACHING TRAINING AND EDUCATIONAL FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2020

ii

iii

iv

v

MOTTO

“DON’T HIDE YOURSELF IN REGRET, JUST LOVE

YOURSELF AND YOU ARE SET”

-LADY GAGA-

vi

DEDICATION

This research is dedicated to:

1. My parents, Arifin Supriyadi and Tri Andi Luqsiana, who always love me,

support me and always pray for me, and also always pay my expenses during

my study. I love you so much!

2. My little brother who is not little anymore, Rois. You are nine years younger

than me, so we never talk about serious things. But, I also love you boy!

3. My big family both from my dad and my mom side. You all always be really

nice and funny family.

4. All of my virtual friends that I cannot mention here one by one. You all

always be on my side everytime I need you all. Thanks for always support

and motivate me. I love you all guys!

5. My bopung, Dewi, Juragan (Dinda), Ncuis (Siska). Thanks for this past 7

semesters guys. Thanks for sharing everything!

vii

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

Asslamu‟alaikum Wr. Wb.

Alhamdulillahirobbil‟alamin, all praise to Allah SWT, the Most Gracious and the

Most Merciful who always bless and help the researcher so he can finish the

graduating paper. Bless and mercy is upon great Prophet Muhammad SAW for his

guidance that leads the researcher to the truth.

However, this paper will not be finished without support, advice, help, and

encouragement from several people and institution. Hence, the researcher would

like to express special thanks to:

1. Prof. Dr. Zakiyuddin, M. Ag., the Rector of IAIN Salatiga

2. Prof. Dr. Mansur, M. Ag., the Dean of Teacher Training and Educational

Faculty of IAIN Salatiga

3. Mr. Norwanto, S. Pd., M. Hum., Ph. D., the Head of English Education

Department of Teacher Training and Educational Faculty of IAIN Salatiga

4. Dr. Ruwandi, S. Pd., M. A., the counselor of this research. Thanks for all of

your suggestion, correction, and guidance for this research from the beginning

until the end

5. All lecturers and staff of IAIN Salatiga

6. Mrs. Dra. Winarni, the principal of SMA Kartika III-1 Banyubiru. Thanks for

allowed the researcher to did his research on the school.

viii

Finally, this research is expected to be able to provide useful knowledge and

information for the readers. In addition, the researcher is pleased to accept more

suggestion and contribution from the readers for the improvement of this research.

Salatiga, 12th

March 2020

IQBAL ARIFIN

23030160041

ix

ABSTRACT

Arifin, Iqbal. 2020. The Effectiveness of Memrise Application to Teach Adjective (A

Quasy Experimental Research at the Eleventh Grade Students of SMA

Kartika III-1 Banyubiru in the Academic Year of 2019/2020). A Graduating

Paper. English Education Department. Teaching Training and Educational

Faculty. State Institute for Islamic Studies of Salatiga. Counselor: Dr.

Ruwandi, S. Pd., M. A.

This research population was intended to find out the effectiveness or

the significant difference of using Memrise application and Tinycards by

Duolingo application towards students‟ adjective mastery of the eleventh

grade students of SMA Kartika III-1 Banyubiru in the academic year of

2019/2020.

This reseach is a quasy experimental research. The population of this

research was the eleventh grade students of SMA Kartika III-1 Banyubiru

that consist of 197 students. The sample was 65 students chosen based on

their class; experiment and comparison classes. The instrument for collecting

data was tests, which were given at the beginning before the treatment and

the last meeting after the treatment. The data of pre-test and post-test were

analyzed by using t-test. At the end of this research, the researcher took

some conclusions as follows: after analyzing data, (1) the mean score of pre-

test of students who were taught using Memrise application is 70.47, and the

mean score from students who were taught using Tinycards by Duolingo

application is 65.61. There is difference Ma (70.77) > Mb (65.61). Based on

the independent sample test result p-value or sig (2 – tailed) = 0.118. The

coefficient of t-test is 1.583, than it is compared with t-table. The coefficient

of t-table at real level α= 0.05 with df= 63 gained the coefficient of t-table =

2.656. In fact, the coefficient of t-test (1.583) < t-table (2.656). (2) The

students‟ adjective mastery who was taught using Memrise application

shows that the average of the score is 77.19 with the higest score is 95 and

the lowest score is 55. The students‟ adjective mastery who was taught using

Tinycards by Duolingo application shows the average of the score is 72.27

with the highest score is 95 and the lowest score is 45. There is difference

Ma (77.19) > Mb (72.27) which shows that the teaching and learning activity

by using Memrise application is more effective to increase students‟ mastery

of adjective. Based on independent sample t-test result, p-value (2 tailed) =

0.113 is higher than sig α= 0.05 (5%). It shows that the hypothesis which

proposed by the researcher that there is no significant difference of using

Memrise application and using Tinycards by Duolingo application toward

students‟ mastery on adjective is acceptable. There is no significant

difference of t-test (1.609) < t-table (2.656). It shows that t-test is in

alternative hypothesis rejection (Ha1). Thus, null hypothesis (Ha2) is

accepted. It means that the null hypothesis proposed by the researcher that

there is no significant different effectiveness is accepted.

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Keyword: Memrise Application, Tinycards by Duolingo Application, Students’ Adjective

Mastery

xi

TABLE OF CONTENTS

TITLE ...............................................................................................................

DECLARATION AND PERMISSION FOR PUBLICATION .................. ii

ATTENTIVE CONSELOR ............................................................................ iii

CERTIFICATION PAGE .............................................................................. iv

MOTTO ............................................................................................................ v

DEDICATION ................................................................................................. vi

ACKNOWLEDGEMENT .............................................................................. vii

ABSTRACT ..................................................................................................... ix

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

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

CHAPTER I INTRODUTION

A. Background of the Study ............................................................................. 1

B. Problems of the Study ................................................................................. 5

C. Objectives of the Study ............................................................................... 5

D. Limitation of the Problem ........................................................................... 6

E. Benefit of the Study ..................................................................................... 6

F. Definition of Key Terms ............................................................................. 7

G. Outline of Graduating Paper ........................................................................ 8

CHAPTER II REVIEW OF RELATED LITERATURE

A. Review of Related Researches .................................................................... 10

B. Review of Related Theories ........................................................................ 11

1. Teaching ................................................................................................ 11

xii

a. Definition of Teaching .................................................................... 11

b. The Strategy of Teaching ................................................................ 12

2. Adjective ............................................................................................... 15

a. Terms of Adjective .......................................................................... 15

b. Teaching Adjective .......................................................................... 16

c. Learning Adjective .......................................................................... 17

d. Adjective Mastery ........................................................................... 17

3. Memrise ................................................................................................. 18

a. Terms ............................................................................................... 18

b. Stength of Memrise Application ..................................................... 19

c. Procedures ....................................................................................... 19

4. Duolingo ................................................................................................ 22

a. Terms ............................................................................................... 22

b. Strength of Duolingo Application ................................................... 23

c. Procedures ....................................................................................... 23

C. Theoretical Framework ............................................................................... 25

D. Hypothesis of the Research ......................................................................... 26

CHAPTER III RESERACH METHODOLOGY

A. Reserach Approach ...................................................................................... 27

B. Research Design .......................................................................................... 27

C. Setting of the Research ................................................................................ 29

D. Population and Sample ................................................................................ 30

E. Instrument of the Reserach .......................................................................... 35

xiii

F. Technique of Collecting the Data ................................................................ 36

G. Evaluation Criteria ...................................................................................... 37

H. Technique of Data Analysis ........................................................................ 38

I. Statistical Hypothesis .................................................................................. 39

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Findings ....................................................................................... 41

B. Discussion ................................................................................................... 52

CHAPTER V CONCLUSION AND SUGGESTION

A. Consclusions ................................................................................................ 55

B. Suggestions .................................................................................................. 56

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xiv

LIST OF TABLES

Table 3.1 Research Design .............................................................................. 29

Table 3.2 Research Activity ............................................................................ 30

Table 3.3 List of Students from Experiment Class ......................................... 31

Table 3.4 List of Students from Comparison Class ........................................ 33

Table 4.1 Students‟ Score of Experiment Class .............................................. 42

Table 4.2 Students‟ Score of Comparison Class ............................................. 43

Table 4.3 Normality Test Result ..................................................................... 47

Table 4.4 Homogeinity Test Result of Pre-Test.............................................. 47

Table 4.5 Homogeinity Test Result of Post-Test ............................................ 48

Table 4.6 Group Statistic of Pre-Test .............................................................. 49

Table 4.7 T-Test Result of Pre-Test Score ...................................................... 50

Table 4.8 Group Statistic of Post-Test ............................................................ 51

Table 4.9 T-Test Result of Post-Test Score .................................................... 51

1

CHAPTER I

INTRODUCTION

This chapter contains the introduction of graduating paper, the researcher

presents some sub chapters background of the research, the research problems,

and then the objectives of the reserach, significances of the research, definition of

key terms, and graduating paper outline.

A. Background of the Research

Adjective is one of the part of speech in English. Adjective is also an

important elements of a sentence. Allen (1972: 11) argues that an adjective is

a word that modifies noun or pronoun. By using adjective means that the the

speakers can express the quality of any person or object. Furthermore, when

we read a text, adjectives help us to picture the substance of what we read

about.

Mastering adjective is not exactly easy. The beginner students who

learn English as foreign language have difficulties using adjective, especially

when they write a description (Jara 2011: 2). Most of English vocabulary is

different from Indonesian viewed from form, including pronounciation and

spelling, meaning, and the word use (Rohmatillah 2014: 70). In English, the

form of the use of adjective has a difference with Indonesian. In English, the

adjective is written before the noun, whereas in Indonesian the adjective is

written after the noun. Eastwood (2002: 257) states that in English grammar,

2

adejctive order is the customary order in which two or more adjectives appear

in front of a noun phrase. There is often a spesific order in which they must

be placed. We can use most adjectives in both positions – before a noun or

after a linking verb. But a few adjectives can go in one position but not in the

other. Therefore, the students often find difficulties in learning vocabulary

especially in learning adjective because it has difference form of the use with

their first language.

In addition, Harmer (2007: 102) argues that in English language

teaching, students are not only expected to master the four language skills;

listening, reading, speaking, and writing, but also the components such as

structure, grammar, spelling, pronunciation, and vocabulary. To integrated for

those skills, the components also must be learnt by the students. Frank (1972:

1) states that the sentence in English may be further devided according to the

function of each word has in the subject-predicate relationship. Each of these

function is classified as a different part of speech. The student who learn

English as a foreign language usually find some difficulties when they have

to memorize and differentiate the type of vocabulary.

There are a lot of ways to teach adjective. Zhen (2011: 1) states that

one of the method of teaching adjective is using TPR (Total Physical

Response) which can combine the meaning of English adjectives with

actions, pictures, and objects. This method is not only useful way to teach the

accurate meaning of each English adjective to the students, but it can also

help them to recall the meaning of its meaning. In addition, Novitasari (2019)

3

argues that one of the technique to improve students‟ understanding of

adjective is using Jumbled Sentence Game. The game is an activities that are

played in teaching learning process, especially in writing a descriptive text by

rearranging the jumbled sentence.

Mostly students in Indonesia still have less interest in remembering

new vocabulary‟s meaning and differentiate its type. They meets some

obstacles, for example when students is trying to memorize the meaning of

some new vocabularies, they feel confused because in English, there are some

vocabularies that has multiple meaning in Indonesian. The other obstacle is

that they still cannot differentiate whether it is verb, or noun, or even

adjective. They still cannot diffentiate if they do not know the meaning of the

word. The researcher was observing the students of SMA Kartika III-1

Banyubiru on his teaching internship a few months ago. The researcher asked

some students to know what their obstacles in learning English. Some of

them said that English is very difficult because they do not understand the

meaning of each words. Some of them said that English is annoying because

they always found an unfamiliar word everytime they read a new English

text. When the researcher asked them, he taught the material about simple

present tense to the students. One of the function of simple present tense is to

state an opinion and fact. In stating an opinion and fact, the speaker usually

use an adjective. For example: I think you look beautiful today. The

researcher then asked the students to make an example in stating an opinion

or a fact. They told the researcher that they are still do not understand yet

4

about an adjective. Some of them said that it is easy to memorize the meaning

of a verb and a noun, because when they try to memorize a verb, they just

have to imagine they are doing that verb, and when they try to memorize a

noun, they just have to imagine the thing, the shape, the color, the size, etc.

But, when they try to memorize an adjective, they feel that it is difficult to

imagine the meaning.

Based on the students‟ obstacles in memorizing the adjective that have

mentioned above, Memrise can be used as a media to master adjective.

Memrise application utilizes an algorithmic review system whereby students

must revisit words repeatedly but at a particular scheduled time, with

reminders to review occuring at the time when the memory is most likely to

fade (Walker, 2016: 14). Memrise is a language platform which uses spaced

repetition of flash cards to increase rate of learning. Memrise was founded by

Ed Cooke, a grand master of memory, and Greg Detre, a princeton

neuroscientist specializing in the scince of memory and forgetting. The

website launched in 2009 (Wikipedia).

In addition, there is another application which is similiar to do as

Memrise. The application is Tinycards by Duolingo. To understand the

effectiveness of both application, the researcher would like to conduct a

research entitled THE EFFECTIVENESS OF MEMRISE APPLICATION

AND TINYCARDS BY DUOLINGO APPLICATION TO TEACH

ADJECTIVE (A QUASY EXPERIMENTAL RESEARCH AT THE 11TH

5

GRADE STUDENTS OF SMA KARTIKA III-1 BANYUBIRU IN THE

ACADEMIC YEAR 2019/2020).

B. Limitation of the Problem

This study is an quasy experimental research which is one of the

quantitative research. The researcher will limit the use of Memrise application

and Tinycards by Duolingo application towards students‟ mastery in

adjective. This study is highlighted on how the students of SMA Kartika III-1

Banyubiru focus on their mastery in adjective and media used.

C. Problem of the Research

Based on the background of the reasearch and the identification of the

study mentioned above, the researcher proposes the problems into the

following research statement:

1. Is there any different adjective mastery between students who were

taught using Memrise application and those taught using Tinycards by

Duolingo application on their adjective mastery?

2. To what extent is the significant difference of adjective mastery of the

students who used Memrise application and who used Tinycards by

Duolingo application?

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D. Objective of the Research

1. To find out the difference of Memrise and Tinycards by Duolingo

application to teach adjective at 11th

grade students of SMA Kartika III-1

Banyubiru in the academic year 2019/2020.

2. To find the significant difference of students‟ mastery in adjective that

used Memrise application and who did not use Memrise application.

E. Benefit of the Study

Through the research, this study is expected to give benefit

theoretically and practically.

1. Theoretically

The result of the research can be used as the reference material of another

researcher based on the similiar topic.

2. Practically

a. For the teacher

This research can be used as an information and alternative solution in

teaching vocabulary. So that, the teacher will motivate to carry out the

strategy to make the learning activities particulary in teaching

vocabulary become more effective.

b. For the students

By using Memrise application in learning new vocabulary, the

students will find out the media, but also the other media to help them

improving their mastery in vocabulary.

7

c. For the school

The result of the research will become a reference for the school to

enhance learning quality especially in improving students‟

vocabulary. Motivate the school to improve a better learning

processes that increase the quality of the school itself continously.

d. For the researcher

By doing this research, the researcher will get experience, knowledge,

and also motivation to improve teaching and learning activity with

other new medium and strategies.

e. For the other researcher

The researcher wishes that this research can be used as a reference for

other researcher. By conducting this research, hopefully the other

researcher will be motivated to explore more medium and strategies in

teaching to make the education quality better.

F. Definiton of the Key Terms

There are definitions that the researcher has to clarify in order to make

the study understandable. The term is as follows:

1. The Effectiveness of Memrise Application

According to Izah (2019), Memrise can be described as a

language learning application that has different form with textbook

teaching in a fun and beneficial learning. The application provides more

than 150 languages course from 25 languages and it is accessible in some

8

languages such as English, French, Spanish, German, Japanese,

Indonesian, Arabic, Chinese, Korean, etc. Memrise has a slogan to make

the users interesting to apply the application. It is “Unleash your learning

superpower”.

2. The Effectiveness of Tinycards by Duolingo

According to duolingo.com, Tinycards by Duolingo is an online

platform that offers the users a free and innovative way to learn new

languages. Duolingo is designed to feel like a game and scientifically

proven to be effective. Duolingo has developed a computer adaptive test

of English competency for non-native English learners. Duolingo also

developed in smartphone as an educational application. Duolingo was

launched their application in Android after successfully became top five

most-used app in iOS.

3. Teaching Adjective

According to Yagcioglu (2018), teaching adjective is very

important subject in English. If the students who learn English as a

second or foreign language can use adjective effectively, they can be

more successful in understanding something thay read or something they

listen.

G. Graduating Paper Outline

This research report highlight five chapters in sequence order. Chapter

I is Introduction, consist of the background of the study, the problem of the

9

study, objectives of the study, significances of the study, definition of the key

terms, and graduating paper outline. Chapter II describes the literature review.

The researcher takes some books written by many experts and some journals

to explain more about the concept of Memrise application and vocabulary

mastery. In the last part of this chapter, the researcher clarifies the hypothesis

of the study. Chapter III presents research methodology which consist of

reserach approach, research method, research design, time and setting of

research, population and sample, reserach instrument, the technique of data

collection, and data analysis method. Chapter IV is the reserach analysis and

discussion. The researcher presents the data analysis and discusses the result

of the test. In chapter V, the reseracher ends the graduating paper by giving a

summary of all the information in chapter IV. The last part is references and

appendices.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses some of the theories relevant to

the research. The theoritical review presents the underlying theories of vocabulary

and Memrise application. In the last of this chapter, the researcher explains the

statistical hypothesis to clarify the null and alternative hypothesis.

A. Review of Related Researches

The first is taken by Affandi and Syafi‟i (2018). The researchers take

a point of view of Memrise application could be used as a builder students

vocabulary. The research revealed that technology might be the provider for

students difficulties in learning vocabulary. It has some differences with the

writer‟s research. The difference, it has a techniques in improving students‟

mastery in adjective through Memrise application, the technique of the

research design, data collection, the sample of the study, subject, and place of

study. The position of the writer is to develop Memrise application in

adjective mastery at senior high school.

The second is Rosydah (2018) with her study in using Memrise

application to teach irregular verb at tenth grade students. The research was

aimed to prove whether Memrise application is effective to teach the students

about irregular verb. She concluded that teaching using Memrise application

is successful. The students who taught using the application have better

11

mastery in irregular verb. This research proved that there is a positive

correlation between using Memrise application with students‟ vocabulary

mastery.

The third is Abarghoui and Taki (2018). Their research examined the

students‟ perception of the effectiveness of Mobile Assisted Language

Learning (MALL) in 36 high schools in Iran. They examined students‟

perception using direct instruction combined with Memrise application

versus direct language instruction only.

The fourth is Fadhilawati (2016). Her research is about the use of

Memrise application in improve students‟ vocabulary achievement of second

semester students of Faculty of Agriculture and Animal Husbandry at the

Islamic University of Blitar. The result of her research showed that the

implementation of Memrise application as learning and reviewing vocabulary

tool could improve students‟ vocabulary achievement.

B. Review of Related Theories

1. Teaching

a. Definition of Teaching

Kumar (2012: 4) defines teaching as a tradic relation involving

the source of teaching, students, and the set of activities designed and

manipulated primarily to bring changes in the behavior of the

students. Moreover, Brown (2000: 7) argues that teaching is guiding

and facilitating learning, enabling the learner to learn, setting the

12

conditions for learning. Other definitions describes that teaching as an

interactive process between the teacher and the students under certain

conditions for facilitating effective construction of knowledge by

students (Wells, 1982: 1).

Based of the definition mentioned above, it can be concluded

that teaching is a process where the teacher has a role as a facilitator

to guide the students in learning process.

b. The Strategy of Teaching

According to Eggen, Kauchak, and Harder (1979: 102), there

are two strategies in teaching as follows:

1) General Deductive Model

Deductive reasoning is a thinking process from the general

to particular. The pattern of deductive reasoning is two statements

which consist of premise and conclusion. For example

Major premise: All men are mortal

Minor premise: Socrates is a man

Conclusion: Therefore, Socrates is a mortal.

The general deductive model is resembles to the general

inductive model in pattern of the content purpose which planned to

lesson. The general deductive lesson begins with the order of

marked of example. There are four steps to use deductive

reasoning, they are present abstraction, explanation the term,

presentation of illustration, and generate the example.

13

2) General Inductive Model

The inductive reasoning is combination of conclusion and

abstraction. Inductive thinking form is the specific to the general.

In inductive thinking, the individual does not have prior

knowledge of the abstraction but recieve and analyzing the

observation.

The general inductive model is a teaching strategy which

using the data to teach students concept and generalization. The

steps of the general inductive model are planning inductive

activities, implementing inductive activities, and evaluating

inductive activities.

c. The Methods of Teaching

Nadezhda and Evgeny (2014) give an overview of the

modern teaching methods which are most widespread in the

scientific and methodological literature, they are:

1) Training is a teaching methods that aims at developing skills

and knowledge in any field by performing sequintal task,

activities, or games. This method allows teachers to give the

participants missing information and allows students to form

skills of professional appropriate behavior in the performance

of professional tasks.

2) Case study method is training by solving spesific case. The

essence of this method is a collective analysis of a situation,

14

finding solution, and a public defence of said solution. This

activity of teacher using this method includes two phases. The

first phase includes creating the case, formulating the

questions for analysis, and developing methodological

software support materials for the students and their

independent work. The second phase includes classroom

activities, closing remarks, and organize discussion.

3) Behavioral modelling is a method of teaching interpersonal

skills and professional conduct. This method can enhance the

quality of training by promoting appropriate behavior in ways

typical of future employment situations.

4) Peer feedback is where one student provides another student

on going feedback about his/her actions, deeds, and decisions.

The students need to be trained to give objective feedback to

make informed judgemental and become competent to

provide information. Thus, this method provides more

efficient development of the competence of future

professionals through continous monitoring of activities.

5) Play project is a teaching method where learning is effected

via problem solving. This method provides high activity for

teaching courses and is more productive because design skills

are developed and the specialist will be more flexible.

15

6) Metaphor game is a teaching method aims at developing new

activities and changing behavioral attitudes. The main goal of

this method is to find a new way solving a problem within the

given metaphor. This form of teching helps activate the

creative skills of students.

7) Storytelling teaches future professionals the rules of work

with the help of myths and stories from professional life. This

method helps students adapt more quickly to profession and

form value judgements of the professional activities as a

whole and their role in society.

8) Basket-method requires the development of scenarios and

role-playing. For example, a student plays the role of a school

teacher “is conducting a lesson”. Each “student” acts in

accordance with their role unbeknown to the “teacher”.

2. Adjective

a. Terms of Adjective

According to Clark (1958: 64), an adjective is a word that

qualifies or tells us something about: a noun, a pronoun, an adjective,

or participle used as a noun, a phrase used as noun, or a clause used as

a noun. Besides, Straus (2008: 10) states that adjectives are words

describe nouns or pronouns. They may come before the word they

16

describe (that is a cute puppy) or they may follow the word they

describe (that puppy is cute).

Moreover, House (1950: 73) argues that an adjective is used

with a noun or other substantive as a modifier to describe or define it.

Frank (1972: 109) in her book says that adjective is a modifier that

has grammatical property of comparison, its usual position is before

the noun its modifies, but it fills other positions as well.

It can be concluded that an adjective is a word which describe

or modify other words and makes it more spesific. Adjective is

important to describe something to make it clear and easy to

understand. For example: The green car. In the example, the

underlined word modifies the italic word which mean the car is green.

Adjective is a word used to describe a noun or pronoun and it can be

used describing thing, person, or place.

b. Teaching Adjective

Vocabulary becomes the most important things to be improved

when learning a new language. Thornbury (2002) states that teaching

words is a crucial aspect in learning a language as languages are based

on words. Adjectives are important because adjectives describe nouns

and make sentence more meaningful. When the students have a lot of

adjectives, they would make more words to express their ideas and

make their sentence more meaningful as well. Vocabulary should be

learned and skills should be practiced.

17

Moreover, Amalia (2017: 31) says that teaching English as the

foreign language for Indonesian students is not easy. The teacher

asked to use a suitable technique or media to teach effectively because

effective teaching is the basic factor for the successful learning

process, including learning vocabulary. The media might make the

students interested to the material and motivated them in teaching

learning process.

c. Learning Adjective

Adjective is one of the important elements in sentence. By

using adjective, it means that we can express the quality of any person

or object. Without using adjective, we could not say how any object

looks like. Adjectives also the word which are used for describing

something or somebody. When we read a newspaper that is a

descriptive one, adjectives help us to picture the content of what we

read about Yagcioglu (2018). Thus, learning adjective is really

important for the students. If the students mastering adjective, it

would be easy for them to express the quality of something or

describing something.

d. Adjective Mastery

The part of speech that used to modify, describe, or quantify a

noun or pronoun is adjective. By using adjective, we can express the

quality of any person or object. Without adjective, we could not say

how the object looks like. Adjective mastery is ability to describe

18

clearer picture to make the listeners or the readers when they listen or

read. Using adjective makes what we are going to tell to another more

visual and vivid (Yolanda 2017: 32)

Yolanda also added that adjective also tell how things look,

feel, taste, sounds, or smell and describe the feel about something. It

means that adjective help the speaker or the writer to create clear ideas

of what the noun or pronoun tastes, smells, feels, looks, and sounds

like. The listeners and the readers will get a fuller picture of the things

when thay read or listen about something.

It can be conluded that adjective mastery is an ability to

express or create a clear idea of what the noun or pronoun tates,

smells, feels, looks, and sounds in order to make the description more

vivid.

3. Memrise

a. Terms

According to www.memrise.com, Memrise can be described

as a language learning application that has different form with

textbook teaching in a fun and benefical learning [Accessed:

November 4, 2019]. According to Karjo and Andreani (2018),

Memrise created in 2005 and released in 2013 by Ed Cooke, a Grand

Master of Memory, Ben Whately, and Greg Detre, a Princeton

neuroscientist specializing in the science of memory and forgetting.

19

The application provides more than 150 languages courses

from 25 languages and it is accessible in some languages, such as

English, Korean, French, Spanish, Japanese, German, Russian,

Chinese, Vietnamese, Potuguese, Swedish, Norwegian, Danish,

Arabic, Dutch, Indonesian, Italian, Polish, and Turkish. In addition, it

almost has the same arrangement with Duolingo application and over

20 million users have registered to this remarkable application.

Memrise has a slogan to make the users interesting to apply the

application. It is “Unleash your learning superpower”.

b. Stength of Memrise Application

1) Memrise has several strong features that make it an appealing

learning option for students and teachers. This features is built

from cognitive science, so learners can engage with the material

in a way that enables information storage in the long-term

memory (Cooke and Detre 2017: 10).

2) Memrise is multimedia. Audio supported by text and images can

attract students attention so can make the students‟ motivation

increase in learning new vocabulary (Luczak 2017).

c. Procedures

To install the application, the students can download it in their

Android or iOS devices from Google Play or App Store. They also

can access it via their browser. The steps to apply the application are

as follows:

20

1) Students can register at www.memrise.com to make sure that the

application is in English-Indonesia language setting.

2) After registering an account on the website, students can apply

directly and tap “sign in now”. Students do not need to choose

language that they want to learn because it has been chosen when

they are register on the website.

Picture 2.1

The first page of Memrise application

3) Next, the application will ask the students to login with their

account that have been registered.

21

Picture 2.2

Login page of Memrise application

4) After students have succeed to log in, the application will display

some items to start the learning process.

Picture 2.3

Memrise application has many types of games to enrich

students‟ vocabulary. Therefore, students can feel fun learning

experience when they are using this application.

22

Picture 2.4

The word translation challenge

The flashcard item

The typing challenge

4. Duolingo

a. Terms

Duolingo is an online platform and mobile application that

offers the users a free and innovative way to learn a new language

while at the same time unlocking online linguistic content through

translation. Duolingo is designed to feel like a game and scientifically

proven to be effective. Duolingo has developed a computer adaptive

test of English competency for non-native English learners. This

application also developed in smartphone as an educational

application. Duolingo was launched their application in Andriod after

successes became top five most-used educational application in App

Store (Latief 2019: 27)

23

b. Strength of Duolingo Application

Latief (2019: 33) states that the strength of Duolingo

application are as follows:

1) The application is user friendly, with free, simple, and

informative lessons.

2) Learning is based around subjects.

3) Can be accessed on various electronic devices like a smartphone

or PC.

4) Course is offered in multiple languages.

c. Procedures

To install the application, the students can download it in

their Android or iOS devices from Google Play or App Store. They

also can access it via their browser. The steps to apply the application

are as follows:

1) Students register directly from the application.

Picture 2.5

24

The first page of Tinycards by Duolingo application

2) After students are registered, the application will bring the

students directly to the homepage of the application.

Picture 2.6

The homepage of Tinycards by Duolingo application

3) Students can choose what kind of vocabulary they want to

learn by typing in the search section.

Picture 2.7

25

The types of vocabulary which can be learned by the

students

C. Theoretical Framework

Adjective is one of important part of speech in English. Without

adjective mastery, students who learn English as a foreign language will have

some difficulties in describing something.

Learning adjective is sometimes boring if the teacher use the

conventional way. Teacher should look for another media to stimulate

students‟ interest in mastering adjective. Two of the medium are Memrise and

Tinycards by Duolingo application. Both of the application gives the students

a fun way to learn new vocabulary, especially learning adjective. The

applications can make the students understand how to use, pronounce, spell,

and the meaning of each adjective.

Some students know that mastering new vocabulary is important, but

they often do not know what should they do if they want to mastering a new

kind of vocabulary. For students, remembering a new adjective word is

difficult because there are a lot of adjective that used for describing

something. That is way Memrise application is good choice to help the

students learning a new adjective. Students can learn actively in identify the

important of a word, and they also can learn independently. This application

also provides the features that some similiar application does not has. It can

26

help students to memorize and understand a new word in a long term because

the application uses repetitive method.

Moreover, using Memrise can help the teacher teach material easily.

The application encourages student‟ understanding, their interest in learn a

new word, and offer a fun way to identify and learn a new words.

Based of the statement above, the researcher assumes that Memrise

application is an effective media to teach adjective to the students. Their

adjective mastery can be better after using Memrise application.

D. Hypothesis of the Research

Based on the theoretical framework, the researcher can formulate the

hypothesis as follows:

Ha1 : There is no difference effectiveness between Memrise application and

Tinycards by Duolingo application in teaching adjective to the students of the

eleventh-grade of SMA Kartika III-1 Banyubiru.

Ha2 : There is no significant difference effectiveness between Memrise application

and Tinycards by Duolingo application in teaching adjective to the students of

the eleventh-grade of SMA Kartika III-1 Banyubiru.

27

CHAPTER III

RESEARCH METHODOLOGY

This chapter consists of the research design, place and time research,

population and sample, research variable, research instrument, techniques of data

collectiob, and technique of data analysis.

A. Research Approach

In this research, the researcher used quantitative approach. The data

collected in processed statistically or in numerals to answer the research

questions. The quantitative analysis requires numeric information in the form

of variables. The result of the research are reported in the form of statistical

tables or graphs.

According to Darmawan (2014), quantitative is a process to find the

knowledge by using the data in the form of numeral as the finding tool of the

informative concern about what we want to know. A quantitative approach

focused on the attention of indication that has certain characteristic in the

human life called variable. The relationship between variables analyze by

using objective theory.

B. Research Design

This study deals with effect of Memrise application on students‟

mastery in adjective. The researcher used a quantitative approach a quasi

28

experimental research. According to Muijs (2004: 13), experimental design

are sometimes known as „the scientific method due to their popularity in

scientific research where they originated. Moreover, Indrawan and Yaniawati

(2014: 51) stated that quantitative research is a form of scientific research that

examines a problem of phenomenon and looks like between variables in the

problem applied. Quantitative research is a process of getting knowledge by

using a number of data as an instrument to have the explanation about what

will know in this research, mathematically or statistically used to collect the

data.

In experimental research, there are many research design offered. One

of them is two groups pre-test and post-test, whereas the other group as

comparison group which given pre-test, intervention, and post-test. The

experimental group is given intervention by using Memrise application and

the comparion group is without given intervention. The researcher used this

research design because the researcher would like to find out the effect of

Memrise application in students‟ mastery in adjective. The researcher also

gave different treatment to the experimental group and the comparison group,

in order to find the significant effect between both of groups.

The research that will be showed by the researcher have some

similarities with the previous research that have written in the previous

chapter. However, there are several matters that distinguish this research from

the previous, which are as follows. The subject of this research is the

eleventh-grade students of SMA Kartika III-1 Banyubiru in the academic year

29

2019/2020. The researcher wants to do this research for comparing the effect

of Memrise application in students‟ mastery in adjective which is still having

a poor skill. The researcher is interested in knowing whether the Memrise

application is applicable and profitable. Moreover, the reasearcher uses

articles, journals, and other previous studies to bolster this research. The

research design can be in the following table:

Table 3.1

Research Design

No. Experimental Group Comparison Group

1 Pre-test Pre-test

2 Treatment A Treatment B

3 Post-test Post-test

C. Setting of the Research

This research conducted at the eleventh grade of SMA Kartika III-1

Banyubiru. It is located on Jalan Raya Muncul Km. 4, Desa Kebondowo,

Kecamatan Banyubiru, Kabupaten Semarang and the time will be held in the

academic year of 2019/2020. The researcher planned the time of the reserach,

and the research plan that the research was done in January 9, 2020. The time

of the research is showed in the following table:

Table 3.2

Research Activity

30

Date Activity

1st November

2019

Pre-survey, interview with the teacher and the students,

and asking for the permission to do a reseach at the

school.

3rd

January 2020

Consulting the lesson plan and the class activity with the

teacher.

6th

January 2020 First meeting and pre-test for the comparison group.

7th

January 2020 First meeting and pre-test for the experimental group.

8th

January 2020

Second meeting and post-test for the experimental

group.

9th

January 2020 Second meeting and post-test for the comparison group.

D. Population and Sample

1. Population

According to Muijs (2004: 37), population is the group you want to

simplify your finding. In this research, the subject population was the

eleventh grade students of SMA Kartika III-1 Banyubiru in the academic

year of 2019/2020. The eleventh grade consist of 6 classes. There is 92

males and 105 females students. Therefore, there is 197 students in total.

31

2. Sample

According to Arikunto (2002: 174), sample is part of population

which wants to observe. The researcher used purposive sampling to

choose students a the sample of the research. Etikan, Musa, and Alkasim

(2016: 2) stated that purposive sampling is the deliberate choice of a

participant due to the qualities of the participant possesses. The samples

are choosen because those have the purpose and made the researcher

easier to collect the data. The researcher took two classes. Class XI IPA 1

consists of 32 students as the experimental group and class XI IPA 2

consist of 33 students as the comparison group. Therefore, there are 65

students in total. For clearer information, it showed in the table below:

Table 3.3

List of Students from the Experimental Class

No Name Gender

1 APP Female

2 ADP Male

3 AQA Female

4 AR Female

5 AASPBH Female

6 BARJ Female

32

7 DP Male

8 DAAP Female

9 DRP Male

10 DL Female

11 EAR Female

12 FAZ Male

13 FIR Male

14 FM Female

15 FS Male

16 IPNA Male

17 IP Male

18 JRS Male

19 KS Male

20 LM Female

21 MMV Female

22 MJP Male

23 MA Male

33

24 NC Female

25 NRFN Female

26 PNH Female

27 STHST Female

28 VVEE Female

29 VRA Male

30 YNP Male

31 YYJT Male

32 YA Male

Table 3.4

List of Students from the Comparison Class

No Name Gender

1 ANDE Male

2 AHH Female

3 AA Female

4 AF Female

5 AR Male

34

6 AK Male

7 AJK Male

8 DAF Female

9 DES Male

10 DAA Female

11 EAR Female

12 FWR Male

13 FMR Male

14 FAK Male

15 HRS Female

16 IF Male

17 II Female

18 KYP Male

19 LNA Female

20 MYN Female

21 MJ Female

22 MAW Male

35

23 MHAA Male

24 RRR Female

25 RANR Male

26 RQ Male

27 SP Female

28 SFG Male

29 SBW Male

30 SP Female

31 VBA Male

32 WR Female

33 YEPAS Male

E. Instrument of the Research

Creswell (2012: 14) argued that “An instrument is a tool for measuring,

observing, or documenting quantitative data. An instrument contains spesific

question and response possibilities that you can establish or develop in

advance of the study”. In this research, the research instrument used to collect

data by using written test.

1. Test

36

The instrument for this study was test. The test is an assessment

that is used to mesure students‟ mastery. The researcher used short

answer test as the instrument of this research. The test given to both the

experiment and control class before and after the treatment or also known

as pre-test and post-test. Pre-test was given in order to measure the

students‟ mastery in adjective. Post-test was given to both experiment

and control class after the treatment. It was intended to compare whether

the treatment is going to affect students‟ adjective mastery or not.

2. Non-Test

The researcher used the nom-test instrument as supporting

evidence or secondary data of this research. The non-test instrument is to

know the informatiom, inclination, and idea of the students. In this

research, the researcher uses photos and students file to know the details

of students‟ information.

F. Technique of Collecting the Data

The researcher used two techniques in data collection, they are test and

non-test.

1. Test

The researcher gave the test to both the experimental and the

comparison groups. The test applied before and after the treatment. The

researcher used two kinds of test as follows:

a. Pre-test

37

Creswell (2012: 297) stated that a pre-test provides a measure

on some attributes or characteristics that is assessed for participants in

an experiment before they receive treatment. The pre-test is used to

find out how far students‟ mastery in adjective before using Memrise

application.

b. Post-test

Creswell (2012: 297) stated that a post-test is a measure on some

attributes or characteristics that is assessed for participants in an

experiment after a treatment. The function of post-test is to know how

far the students‟ mastery in adjective after the treatment. The

questions on post-test has the same point with the pre-test.

2. Documentation

Documentation is about looking for the data about variables of the

research (Creswell, 2012: 152). The researcher used some related

documents to the object. In this research, the researcher documented the

students‟ test sheets, student name list, lesson plans, and photos during the

process of research and they can be seen on the appendices.

G. Evaluation Criteria

There are 20 items of the test for both the pre-test and the post-test .

The students have to answer the questions with a short answer. The score of

each question is 1 for correct answer and 0 for wrong answer. Hence, the

38

highest score is 100 and the lowest score is 0 with measurement of the total

score as follows:

∑C = Total correct answer

H. Technique of Data Analysis

The researcher did some steps to analyze the data, they are:

1. Scoring the Students‟ Test

The research scored the result of students‟ pre-test and post-test from

both experimental and comparison group. The formula is as follows:

2. Calculating the Result of Test

After the students‟ test is scored, the researcher calculates the data

using t-test to determine whether there is significant difference before

and after the treatment for both experiment and comparison group.

According to Sudijono (2017: 305-307), there are some terms can be

explained:

a. Calculating the mean from each group (M)

M = mean

∑x = total score

N = number of students

b. Calculating the standard deviation difference (SDD)

39

c. Calculating mean of difference

d. Calculating the standard error of mean difference (SEMD)

e. Calculating t-test (to)

f. Comparing t-test (to) with t-table (tt)

g. Calculating the effect size

I. Statistical Hypothesis

According to Creswell (2012: 187), hypothesis is a procedure for

making a decision about the result by comparing an observed value of a

sample with a population value to determine if no difference exist between

the values. In this research uses two hypothesis. There are an alternative

hypothesis and null hypothesis. The researcher states the hypothesis as

follows:

1. Ha1 (Alternative Hypothesis)

There is a difference of adjective mastery of students who were taught

using Memrise application and those who were taught using Tinycards

by Duolingo application

2. Ha2 (Null Hypothesis)

There is no significant difference of adjective mastery of students who

were taught using Memrise application and those who were taught using

Tinycards by Duolingo application

The hypothesises above are interpreted to know which one is accepted

and rejected after acquiring the result of computing the data. The decision of

hypothesis was gotten from the comparison of t-test with t-table:

40

If t-test ≥ t-table : Ha1 is accepted

If t-test ≤ t-table : Ha2 is accepted

41

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter consist of the research findings, and the discussion

A. Research Findings

The researcher observed the eleventh grade students of SMA Kartika

III-1 Banyubiru to collect the data for this research. There were two classes

namely XI IPA 1 as the experiment group and XI IPA 2 as the comparison

group. The medium that used by the researcher are Memrise application for

XI IPA 1 and Tinycards by Duolingo application for XI IPA 2. The

researcher gave the test to the students to get the data about the difference

between using Memrise application and Tinycards by Duolingo application

towards students‟ mastery of adjective. After getting the data of this research,

the researcher analyzed each variable. As the test is the primary data

instrument used in the data collection, two test result from each experimental

and comparison class has been collected. The test result from both class

consist of pre-test which is administered at the beginning of the research and

post-test at the end of the research. To complete the explanation that

mentioned above, the researcher would like to present the data analysis as

follows:

42

1. Data Result of Experiment Class

In the experiment class obtained in the pre-test that is 70,46 from

32 students. The highest score is 90 and the lowest score is 50.

Meanwhile, the mean is ascended in the post-test result that is 77,18 with

95 as the highest score and 55 as the lowest score. The students‟ score are

shown in the following table:

Table 4.1

Students‟s Score of Experiment Class

NO NAME GENDER SCORE

GAINED

SCORE PRE-

TEST

POST-

TEST

1 APP FEMALE 60 65 5

2 ADP MALE 85 90 5

3 AQA FEMALE 55 60 5

4 AR FEMALE 85 95 10

5 AASPBH FEMALE 80 85 5

6 BARJ FEMALE 65 70 5

7 DP MALE 70 75 5

8 DAAP FEMALE 85 90 5

9 DRP MALE 85 95 10

10 DL FEMALE 90 90 0

11 EAR FEMALE 55 60 5

12 FAZ MALE 75 80 5

13 FIR MALE 70 80 10

14 FM FEMALE 60 65 5

15 FS MALE 50 55 5

16 IPNA MALE 90 95 5

17 IP MALE 70 80 10

18 JRS MALE 75 85 10

19 KS MALE 70 75 5

20 LM FEMALE 55 65 10

21 MMV FEMALE 85 90 5

22 MJP MALE 75 85 10

23 MA MALE 70 80 10

24 NC FEMALE 85 90 5

43

25 NRFN FEMALE 75 85 10

26 PNH FEMALE 65 70 5

27 STHST FEMALE 55 60 5

28 VVEE FEMALE 55 65 10

29 VRA MALE 55 65 10

30 YNP MALE 75 80 5

31 YYJT MALE 65 75 10

32 YA MALE 65 70 5

MEAN 70,46875 77,1875 6,71875

MAXIMUM SCORE 90 95 10

MINIMUM SCORE 50 55 0

∑ 2255 2470 215

2. Data Result of Comparison Class

In the comparison class, the mean score of pre-test from 33

students is 66,06. The highest score is 85 and the lowest score is 35.

Meanwhile, the mean is ascended in the post-test result that is 76,51 with

95 as the highest score and 45 as the lowest score. The students‟ score are

shown in the following table:

Table 4.2

Students‟s Score of Comparison Class

NO NAME GENDER SCORE GAINED

SCORE PRE POST

1 ANDE MALE 75 80 5

2 AHH FEMALE 55 65 10

3 AA FEMALE 75 85 10

4 AF FEMALE 35 45 10

5 AR MALE 85 90 5

6 AK MALE 55 60 5

7 AJK MALE 65 70 5

8 DAF FEMALE 65 70 5

9 DES MALE 75 80 5

10 DAA FEMALE 65 75 10

11 EAR FEMALE 50 60 10

44

12 FWR MALE 80 90 10

13 FMR MALE 75 80 5

14 FAK MALE 65 70 5

15 HRS FEMALE 70 75 5

16 IF MALE 35 45 10

17 II FEMALE 70 75 5

18 KYP MALE 80 85 5

19 LNA FEMALE 65 70 5

20 MYN FEMALE 55 60 5

21 MJ FEMALE 60 65 5

22 MAW MALE 75 80 5

23 MHAA MALE 70 75 5

24 RRR FEMALE 75 75 0

25 RANR MALE 55 60 5

26 RQ MALE 50 55 5

27 SP FEMALE 65 75 10

28 SFG MALE 80 90 10

29 SBW MALE 85 95 10

30 SP FEMALE 80 90 10

31 VBA MALE 55 60 5

32 WR FEMALE 65 75 10

33 YEPAS MALE 55 60 5

MEAN 65,60606 72,272727 6,666666667

MAXIMUM SCORE 85 95 10

MINIMUM SCORE 35 45 0

∑ 2165 2385 220

3. Overview of the Data Result

As the data had been described in the descriptive statistic, then it

is compared to get the overview of the scores between both of the classes

before and after the treatment and to see the progress achieved in each

class. It can be viewed as provided in the following figure:

Figure 4.1

Overview of Both Classes Comparison

45

In figure 4.1, it illuistrates that the pre-test means score of the

experiment class is 70.46 which is a bit higher than the comparison class

that is 65.60. It reflects that students in the experiment class have almost

the same adjective mastery with the comparison class. The figure also

shows a chart of the post-test mean scores. Even both classes showed an

improvement in the post-test result, but the mean indicates that the

students of experiment class achieved higher scores in the post-test.

4. Data Analysis

In the data analysis part, the collected scores of pre-test from both

classes are analyzed statistically by using t-test. The result of t-test is

what called inferential statistics. However, prior to calculate the result of

t-test by t-test, the researcher had to determine whether the data collected

are distributed normally or not and to determine if the research sample

variances are homogenous. In final, the researcher calculate t-test result

in order to determine the difference between Memrise application and

0

10

20

30

40

50

60

70

80

90

1 2 3

Memrise Application Tinycards by Duolingo Application

46

Tinycards by Duolingo application as the media to teach adjective in this

research.

Therefore, normality test and homogenity test are conducted

before the data use further analyzed by t-test. All the data analyzing and

calculation were done by using IBM SPSS Statistic 16.

a. Normality Test

To calculate the normality test, the researcher used

Kormogolov-Smirnovas presented in the table. It shows that the

normality significance of pre-test in the experiment class is 0.124 and

0.065 in the comparison class. Both of the significance results in pre-

test proved that the data are nomally distributed because the

significance is above α = 0.05 (0.124>0.05; 0.065>0.05).

Meanwhile, the post-test shows that the significance is 0.187

in the experiment class and 0.169 in the comparison class. The result

also proved that the post-test data are nomally distributed because

the significance is above α = 0.05 (0.187>0.05; 0.169>0.05).

47

Table 4.3

Normality Test Result

a. Homogeneity Test

To calculate the homogeinity test, the researcher refers to

Levene Statistic test. The homogeinity test result in the pre-test of

both classes shows 0.931 as the significance of the data, which is

higher than α = 0.05 (0.931>0.05). Therefore, based on the pre-test

result, both of the classes have homogenous variance.

Table 4.4

Homogeinity Test Result of PreTest

Test of Homogeneity of Variances

Pre-Test

Levene Statistic df1 df2 Sig.

.008 1 63 .931

48

Moreover, the result of homogeinity test of post-test from

both classes indicated a significance of 0.965. It is higher than α =

0.05 (0.965>0.05). Therefore, it can be conclude that the post-test data

result of both classes is also homogenous.

Table 4.5

Homogeinity Test Result of Post-Test

b. Statistical Hypothesis Test

As the collected data have been proved its normality and

homogeinity, the data is further analyzed to examine the research

hypothesis by using t-test. Ha1 is accepted if t-test ≥ t-table. After

examining the hypothesis, the result of the t-test gives the answer to

the research question on there is no difference effectiveness between

Memrise application and Tinycards by Duolingo application in

teaching adjective to the students of the eleventh-grade of SMA

Kartika III-1 Banyubiru. After knowing that, H0 is rejected, the

further analysis is done to know the mean difference between the two

groups. Furthermore, to know which group is better, the mean score

of the groups are compared.

Test of Homogeneity of Variances

Post-Test

Levene Statistic df1 df2 Sig.

.002 1 63 .965

49

In performing the t-test calculation, the score of post-test of

both classes are being compared. The result are presented in the

following table:

1) Pre-Test Result

In the Table 4.6 shows that the result of mean pre-test score

in experiment class and comparison class before the treatment.

The mean of experiment class is 70.47 and the mean of

comparison class is 65.61. Thus, it can be concluded that Ma > Mb

(70.74 > 65.61).

Table 4.6

Group Statistic of Pre-Test

G

r

o

u

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Pre-Test Experiment Class 32 70.47 11.938 2.110

Comparison Class 33 65.61 12.794 2.227

50

Table 4.7

T-Test Result of Pre-Test Score

Based on the table, the independent sample test result p-value or

sig (2 – tailed) = 0.118. The coefficient of t-test is 1.583, than it is

compared with t-table. The coefficient of t-table at real level α=

0.05 with df= 63 gained the coefficient of t-table = 2.656. In fact,

the coefficient of t-test (1.583) < t-table (2.656). It shows that this

research can be continued.

2) Post-Test Result

From table 4.7 shows the mean of experiment class is 77.19

which is higher than the comparison class 72.27 (Ma>Mb).

51

Table 4.8

Group Statistic of Post-Test

Table 4.9

T-Test Result of Post-Test Score

In table 4.9, it shows the result of t-test analysis of post-test

score in both experiment and comparison class after the

experiment class was given the treatment by using Memrise

application and the comparison class was given Tinycards by

Duolingo as the treatment. The equal variance assumed is used to

read the result and refers to a significance level of sig α= 0.05

(5%).

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Post-Test Experiment Class 32 77.19 11.842 2.093

Comparison Class 33 72.27 12.753 2.220

52

Based on the table, the independent sample test result p-

value or sig (2 – tailed) = 0.113. From the result, it can be

concluded that the altrnative hypothesis is rejected and the null

hypothesis is accepted because the p-value (0.113) is higher than

sig α= 0.05 (5%). It also means that there is no statistical

significance in the experiment class.

Moreover, the coefficient of t-test is 1.609 is compared with

t-table. The coefficient of t-table at real level α= 0.05 with df= 63

gained the coefficient of t-table = 2.656. In fact, the coefficient of

t-test (1.609) < t-table (2.656). It shows that t-test is in alternative

hypothesis rejection (Ha1). Thus, null hypothesis (Ha2) is

accepted. It means that the null hypothesis proposed by the

researcher that there is no significant different effectiveness is

accepted.

B. Discussion

The result of this quasy experimental research indicated that there is no

significant different effectiveness between Memrise application and

Tinycards by Duolingo application. In this case, Memrise application is

more effectieve than Tinycards by Duolingo application on students‟

adjective mastery of the eleventh grade of SMA Kartika III-1 Banyubiru in

the academic year 2019/2020.

53

In the data description, it presents the result of both class samples in

their adejctive mastery through the administered pre-test and post-test. In

the beginning, the pre-test result shows the students‟ score of their adjective

mastery in both the experiment class and comparison class before the

researcher give the treatment. The pre-test of the experiment class resulted

in average of 70,46 and the comparison class is 65,60 which shows 4,86 of

slight difference.

After the pre-test, the researcher implemented Memrise application in

experiment class and Tinycards by Duolingo application in comparison

class, than the result of the students‟ adjective mastery is not really different

between both of classes. The result shows that the average of the post-test

from the experiment class is higher than the comparison class (Ma 77.19 >

Mb 72.27). It also indicates by significant changes on their post-test mean

score that gained 6.73 points compared to the comparison class that gained

6.67 points. This fact indicates that the Memrise application is proven more

effective to teach adjective and to improve students‟ mastery of adjective. It

can be accepted because through teaching activity using Memrise

application facilitated the students with a lot of features, so they can learn

easily.

Moreover, the data analysis which used independent sample t-test

shows statistically that there is no significant different effectiveness between

Memrise application Memrise application and Tinycards by Duolingo

application. In fact, the coefficient of t-test (1.609) < t-table (2.656). It

54

shows that t-test is in alternative hypothesis rejection (Ha1). Thus, null

hypothesis (Ha2) is accepted. It means that the null hypothesis proposed by

the researcher that there is no significant different effectiveness is accepted.

In statistical significance shown by the analyzed post-test data that resulted

in the p-value or sig (2 – tailed) = 0.113 is higher than the significance level

sig α= 0.05. The statistical result indicates that the null hypothesis is

accepted and the alternative hypothesis is rejected. Therefore, it is implied

that an effect is found on use both of Memrise application and Tinycards by

Duolingo on students‟ mastery of adjective. In the other words, Memrise

application is more effective than Tinycards by Duolingo application

towards students‟ mastery of adjective.

55

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consist of the conclusion and suggestion. After completing

this research, the research provides some conclusions and suggestions of the

reseacrh.

A. Conclusion

In this final part of the research writing, the researcher gives some

conclusions as follows:

1. There is no significant difference of using Memrise application and

Tinycards by Duolingo application towards students‟ mastery on

adjective. Pre-test average score from the experiment class and the

comparison class is 70.47 and 65.61. It shows that the experiment class

have a higher score than the comparison class before the researcher gave

them the treatment. Based on the independent sample test result p-value

or sig (2 – tailed) = 0.118. The coefficient of t-test is 1.583, than it is

compared with t-table. The coefficient of t-table at real level α= 0.05 with

df= 63 gained the coefficient of t-table = 2.656. In fact, the coefficient of

t-test (1.583) < t-table (2.656). It shows that the research can be

continued.

2. The students‟ adjective mastery who was taught using Memrise

application shows that the average of the score is 77.19 with the higest

56

score is 95 and the lowest score is 55. The students‟ adjective mastery

who was taught using Tinycards by Duolingo application shows the

average of the score is 72.27 with the highest score is 95 and the lowest

score is 45. There is difference Ma (77.19) > Mb (72.27), it shows that the

teaching learning activity by using Memrise application is more effective

to increase students‟ adjective mastery than Tinycards by Duolingo

application. Based on independent sample t-test result, p-value (2 tailed) =

0.113 is higher than sig α= 0.05 (5%). It shows that the hypothesis which

proposed by the researcher that there is no significant difference of using

Memrise application and using Tinycards by Duolingo application toward

students‟ mastery on adjective is acceptable. There is no significant

difference of t-test (1.609) < t-table (2.656). It shows that t-test is in

alternative hypothesis rejection (Ha1). Thus, null hypothesis (Ha2) is

accepted. It means that the null hypothesis proposed by the researcher that

there is no significant different effectiveness is accepted.

B. Suggestion

In relation to the research findings, the researcher suggests to:

1. The students, to improve the adjective mastery because adjective is an

important part of speech in telling something.

2. The English teacher should find the appropriate media in teaching adjective

or another part of speech such as Memrise application and Tinycards by

Duolingo application. In applying the media, the teacher should prepare the

57

materials and guide the students to learn from the application. The students

also can explore something new from the application which has a lot of

features. It is proven by the researcher that it has significant effect on the

students‟ mastery on adjective. It also can be used to teach another

materials.

3. The other researcher, this research finding was materials which can be

develop further and deeper by adding other variables or expanding the

sample ranges.

BIBLIOGRAPHY

Affandi, M.H., & Syafi‟i, A. 2018. Memrise As A Builder Students Vocabulary.

ojs.unpkediri.ac.id, (Online), Vol. 5, No.1.

Aleksandra Luczak, “Using Memrise in Legal English Teaching”, Studies in

logic, Grammar and Rhetoric, Vol. 49, No. 62, (Published Online: De

Gruyter Open, 2017), DOI: https://doi.org/101515/slgr-2017-0009, 152.

Allen, Robert I. 1972. English Grammars and English Grammar. USA

Branovskaya, T., & Shaforostova, V. 2017.Assesment and evaluation techniques.

Journal of language and Education, (Online), Vol. 3, No. 2,

(https://doi.org/10.17323/2411-7390-2017-3-2-30-38).

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New

York: Longman.

Clark, Arthur Melville. 1958. Spoken English and Idiomatic Grammar. London:

Oliver and Boyd.

Creswell, J. W, 2012. Educational Research: Planning, Conducting and

Evaluating Quantitative and Qualitative Research (4th ed). Boston:

Pearson.

Darmawan, D. 2014. Metode Penelitian Kuantitative. Bandung: PT Remaja

Rosdakarya

Eastwood, John. 2002. Oxford Practice Grammar with Answers. New York :

Oxford University Press.

Ed Cook and Dr. Greg Detre, “Memrise”, The Electronic Journal for English as a

Second Language, Vol. 21, No. 1, (2017), 10.

Eggen, P. D., Kauchack, P. d. & Harder, R. 1979. Strategies for teacher, Prentice-

Hall: London.

Fadhila, Dian . 2016. Learning And Reviewing Vocabulary Through Memrise To

Improve Students’ Vocabulary Achievement JARES, (2016), 1(2): 33-

46

Frank, Marcella. 1972. Modern English (a practical reference guide). United

States: Prentice Hall.

Harmer, J. (2007). How to Teach English. New Edition. England:

Pearson Education Limited.

House, Homer C. and Susan Emolyn Harman. 1950. Descriptive English

Grammar. USA: Pretince Hall, Inc.

Karjo, C. H., & Andreani, W. (2018). Learning foreign languages with Duolingo

and Memrise. ICDEL, 109-112. doi:10.1145/3231848.3231871

Kumar, Pradeep. 2012. Advanced methods of teaching. Mumbai: Meena

Pandeyfor Himalaya Publishing House.

L. Jara, Omar Y. 2011. Using a Blog to Guide Begginer Students to Use

Adjectives Appropriately When Writing Descriptions in English.

Muijs, D. 2004. Doing Quantitative Research in Education with SPSS. London:

SAGE publication Ltd.

Rohmatillah, R. 2014. A STUDY ON STUDENTS'DIFFICULTIES

IN LEARNING

VOCABULARY ejournal.radenintan.ac.id

Schmitt, N. McCarthy, M. (Eds.) (1997). Vocabulary: Descriptive, Acquisition

and Pedagogy. Cambridge: Cambridge University Press.

Straus, Jane. 2008. The Blue Book of Grammar and Punctuation: An Easy to Use

Guide with Clear Rules, Real World Example, and Reproducible

Quizzes 10th Edition. San Francisco: Jossey Bass

Thornbury, Scott. 2002. How to Teach Vocabulary. England: Longman.

Walker, Louise. The impact of using Memrise on student perceptions of learning

Latin vocabulary and on long-term memory of words. Journal of

Classics Teaching / Volume 16 / Issue 32 / September 2016, pp 14 -

20DOI: 10.1017/S2058631015000148, Published online: 18 January

2016.

Wells, G. 1982. Teacher Research and Educational Change. Toronto: OISE

Press.

Yagcioglu, Ozlem. Teaching Adjective in ESL Classes. European Journal of

Education Studies/ Volume 5/ Issue 3/ 2018.

Zen, Ye. 2011. Using TPR Method in Teaching English Adjective. Kristianstad

University Sweden

APPENDICES

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMA Kartika III-1 Banyubiru

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI / 2

Materi Pokok : Pendapat dan Pikiran

Alokasi Waktu : 4 x 45 Menit

A. Kompetensi Inti

KI-1 (Sikap Religius) dan KI-2 (Sikap Sosial)

Menghayati dan mengamalkan ajaran agama yang dianutnya.

Memiliki sikap jujur, disiplin, kerjasama, responsif, dan proaktif dalam

mencari solusi permasalahan, sehingga dapat menyadari dirinya sebagai

makhluk ciptaan yang Maha Kuasa serta menjalankan kewajibannya sesuai

dengan agama yang di anutnya.

KI-3 (Pengetahuan) KI-4 (Ketrampilan)

Memahami, menerapkan, dan

menganalisis pengetahuan faktual,

konseptual,dan prosedural

berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian,

serta menerapkan pengetahuan

prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan

minatnya untuk memecahkan

masalah.

Mengolah, menalar, dan menyaji,

dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan

dari yang dipelajarinya di sekolah

secara mandiri dan mampu

menggunakan metoda sesuai kaidah

keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.2 Menerapkan fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

memberi dan meminta informasi

3.2.1 Mengidentifikasi fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

memberi dan meminta informasi

terkait pendapat dan pikiran, sesuai

dengan konteks penggunaannya.

(Perhatikan unsur kebahasaan I

think, I suppose, in my opinion).

terkait pendapat dan pikiran, sesuai

dengan konteks penggunaannya.

3.2.2 Menjelaskan fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

memberi dan meminta informasi

terkait pendapat dan pikiran .

3.2.3 Menerapkan fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

memberi dan meminta informasi

terkait pendapat dan pikiran.

4.2 Menyusun teks interaksi

transaksional, lisan dan tulis, pendek

dan sederhana, yang melibatkan

tindakan memberi dan meminta

informasi terkait pendapat dan

pikiran, dengan memperhatikan

fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai

konteks.

4.2.1 Merancang teks interaksi

transaksional, lisan dan tulis, pendek

dan sederhana, yang melibatkan

tindakan memberi dan meminta

informasi terkait pendapat dan

pikiran.

4.2.2 Menulis teks interaksi

transaksional, lisan dan tulis, pendek

dan sederhana, yang melibatkan

tindakan memberi dan meminta

informasi terkait pendapat dan

pikiran.

4.2.3 Mempresentasikan teks

interaksi transaksional, lisan dan tulis,

pendek dan sederhana, yang

melibatkan tindakan memberi dan

meminta informasi terkait pendapat

dan pikiran.

C. Tujuan Pembelajaran

Melalui pendekatan autonomous learning, peserta didik terampil menerapkan

fungsi sosial struktur teks, dan unsur kebahasaan serta menyusun teks

interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan

tindakan memberi dan meminta informasi terkait pendapat dan pikiran, sesuai

dengan konteks penggunaannya.

D. Materi Pembelajaran

Fungsi sosial memberi dan meminta pendapat dan pikiran.

Struktur teks memberi dan meminta pendapat dan pikiran.

Unsur kebahasaan memberi dan meminta pendapat dan pikiran.

E. Pendekatan/Metode/Model Pembelajaran

Pendekatan : Scientific Approach

Metode : Autonomous Learning

F. Media dan Alat Pembelajaran

Media : Smartphone

Alat : Whiteboard, Proyektor

G. Sumber Belajar

Buku “Bahasa Inggris” Kurikulum 2013 untuk SMA/MA/SMK/MAK Kelas

XI Semester 2 oleh Kementrian Pendidikan dan Kebudayaan Jakarta, 2014.

H. Kegiatan Pembelajaran

Pertemuan 1

No Kegiatan Waktu

1 Pendahuluan

1. Memberi salam kepada siswa.

2. Mengajak siswa berdoa.

3. Mengecek kehadiran siswa.

4. Mengkondisikan kelas dan siswa untuk siap mengikuti

pembelajaran dengan brainstorming.

5. Membacakan Indikator Pencapaian Kompetensi.

6. Menyebutkan kegiatan yang akan dilakukan.

10 Menit

2 PRE-TEST 20 Menit

3 Kegiatan Inti

a. Mengamati

- Peneliti menampilkan beberapa gambar yang

berbeda, kemudian meminta siswa untuk

50 Menit

mengamatinya. Setelah itu peneliti meminta secara

acak pendapat dan pikiran siswa mengenai gambar

tersebut

- Siswa menganalisis fungsi sosial, struktur teks, dan

unsur kebahasaan yang digunakam dalam meminta

dan memberi pendapat dan pikiran.

- Siswa belajar menemukan informasi rinci dan

informasi tertentu dalam dialog meminta dan

memberi pendapat dan pikiran.

b. Menanya

- Peneliti membimbing siswa mempertanyakan

informasi yang terdapat dalam meminta dan

memberi pendapat dan pikiran, mengenai fungsi

sosial, struktur teks, dan unsur kebahasaan.

c. Mengumpulkan Informasi dan Mencoba

- Siswa diminta untuk menyiapkan aplikasi Memrise

pada ponsel mereka.

- Peneliti memberikan arahan kepada siswa untuk

mendaftar aplikasi tersebut.

- Peneliti mengarahkan siswa untuk masuk ke course

di aplikasi tersebut.

- Dengan arahan dan bimbingan peneliti, siswa

berlatih menghafalkan dan memahami kosa kata

adjective yang digunakan dalam meminta dan

memberi pendapat dan pikiran.

d. Mengasosiasi

- Siswa menganalisis adjective yang mereka pelajari

di dalam aplikasi tersebut.

e. Mengkomunikasikan

- Siswa menyampaikan apa yang telah mereka

pelajari dari aplikasi tersebut di depan guru dan

teman sekelas.

- Siswa memperoleh feedback dari guru dan teman

tentang dialog yang mereka sampaikan.

4 Penutup

1. Siswa menyimpulkan pembelajaran.

2. Peneliti meminta siswa untuk menanyakan hal-hal yang

belum dimengerti siswa.

3. Menyampaikan rencana pembelajaran pada pertemuan

selanjutnya.

10 Menit

4. Berdoa bersama untuk mengakhiri pembelajaran

Pertemuan 2

No Kegiatan Waktu

1 Pendahuluan

1. Memberi salam kepada siswa.

2. Mengajak siswa berdoa.

3. Mengecek kehadiran siswa.

4. Mengkondisikan kelas dan siswa untuk siap mengikuti

pembelajaran dengan brainstorming.

5. Membacakan Indikator Pencapaian Kompetensi.

6. Menyebutkan kegiatan yang akan dilakukan.

10 Menit

2 Kegiatan Inti

a. Mengamati

- Peneliti me-review materi pelajaran yang telah

disampaikan pada pertemuan sebelumnya.

b. Menanya

- Peneliti membimbing dan megarahkan siswa untuk

bertanya mengenai materi yang sudah dipelajari

sebelumnya (fungsi sosial, struktur teks, dan unsur

kebahasaan).

c. Mengumpulkan Informasi dan Mencoba

- Siswa diminta untuk menyiapkan aplikasi Memrise

- Peneliti mengarahkan siswa untuk masuk ke course di

aplikasi tersebut.

- Dengan arahan dan bimbingan peneliti, siswa berlatih

menghafalkan dan memahami kosa kata adjective

yang digunakan dalam meminta dan memberi

pendapat dan pikiran.

- Setelaha seleasi menghafal dan memahami, siswa

berlatih membuat dialog berdasarkan dari kosa kata

yang telah mereka pelajari dari aplikasi Memrise.

d. Mengasosiasi

- Siswa menganalisis dialog mereka masing-masing

berdasarkan kosa kata yang mereka pelajari dari

aplikasi.

- Peneliti mengamati aktivitas siswa.

e. Mengkomunikasikan

- Siswa dapat mempresentasikan kepada teman dan

50 Menit

peneliti tentang dialog yang mereka buat.

- Siswa memperoleh feedback dari guru dan teman

tentang dialog yang mereka sampaikan.

3 POST-TEST 20 Menit

4 Penutup

1. Siswa menyimpulkan pembelajaran.

2. Peneliti meminta siswa untuk menanyakan hal-hal yang

belum dimengerti siswa.

3. Menyampaikan rencana pembelajaran pada pertemuan

selanjutnya.

4. Berdoa bersama untuk mengakhiri pembelajaran

10 Menit

I. Peniliaian Hasi Belajar

1. Teknik : Tes Tertulis

2. Bentuk : Membuat dialog meminta dan memberi pendapat dan

pikiran

3. Instrumen :

PRE-TEST

PRE-TEST

Beautiful Brown Hot Small Black

Fat Kind Healthy Handsome Cute

Old Famous Fantastic Alive Dirty

Young Proud Tired Mad Jealous

1. The _______ horse run fastly.

2. I drink from a _______ cup.

3. The fire was _______.

4. The _______ car went down the street.

5. My mom looks _______ when she wears kebaya.

6. He is so _______, and every girls like him.

7. My sister is getting _______ after her pregnancy.

8. Joko is so _______ to everone in his school.

9. This cat is _______.

10.KFC’s foods are not _______.

11.Nick has to wash his bag, because it is so _______.

12.Have you seen Jumanji? The movie was _______.

13.Your mother is 60? She doesn’t look _______ at all.

14.All of the soldiers survived. They are still _______.

15.Rich Brian is a _______ rapper.

16.He won the competition. His parents must be _______ of him.

17.They used to live here when they were _______.

18.She’s been working for all day long, now she is feeling _______.

19.My brother would be _______ if he find out I lost his ball.

20.Don’t mind them, they just _______.

POST-TEST

J. Instrumen Penilaian

1. PRE-TEST

Skor Maximum : 100

1 soal bernilai : 5 poin

Untuk menghitung

N = B x 20

N : Nilai

B : Jumlah soal yang benar

2. POST-TEST

Skor Maximum : 100

1 soal bernilai : 10 poin

Untuk menghitung

N = B x 10

N : Nilai

B : Jumlah soal yang benar

POST-TEST

Make a good sentence about giving an opinion using these adjective!

1. Cheap 2. Easy 3. Angry 4. Fake 5. Clean 6. Smart 7. Kind 8. Cold 9. Honest 10.Sleepy

Salatiga, 28 Desember 2019

Mengetahui

Guru Mata Pelajaran Peneliti

Imam Hidayat, S. Pd. Iqbal Arifin

NIP. -

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMA Kartika III-1 Banyubiru

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI / 2

Materi Pokok : Pendapat dan Pikiran

Alokasi Waktu : 4 x 45 Menit

A. Kompetensi Inti

KI-1 (Sikap Religius) dan KI-2 (Sikap Sosial)

Menghayati dan mengamalkan ajaran agama yang dianutnya.

Memiliki sikap jujur, disiplin, kerjasama, responsif, dan proaktif dalam

mencari solusi permasalahan, sehingga dapat menyadari dirinya sebagai

makhluk ciptaan yang Maha Kuasa serta menjalankan kewajibannya sesuai

dengan agama yang di anutnya.

KI-3 (Pengetahuan) KI-4 (Ketrampilan)

Memahami, menerapkan, dan

menganalisis pengetahuan faktual,

konseptual,dan prosedural

berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian,

serta menerapkan pengetahuan

prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan

minatnya untuk memecahkan

masalah.

Mengolah, menalar, dan menyaji,

dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan

dari yang dipelajarinya di sekolah

secara mandiri dan mampu

menggunakan metoda sesuai kaidah

keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.2 Menerapkan fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

3.2.1 Mengidentifikasi fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

memberi dan meminta informasi

terkait pendapat dan pikiran, sesuai

dengan konteks penggunaannya.

(Perhatikan unsur kebahasaan I

think, I suppose, in my opinion).

memberi dan meminta informasi

terkait pendapat dan pikiran, sesuai

dengan konteks penggunaannya.

3.2.2 Menjelaskan fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

memberi dan meminta informasi

terkait pendapat dan pikiran .

3.2.3 Menerapkan fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

memberi dan meminta informasi

terkait pendapat dan pikiran.

4.2 Menyusun teks interaksi

transaksional, lisan dan tulis, pendek

dan sederhana, yang melibatkan

tindakan memberi dan meminta

informasi terkait pendapat dan

pikiran, dengan memperhatikan

fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai

konteks.

4.2.1 Merancang teks interaksi

transaksional, lisan dan tulis, pendek

dan sederhana, yang melibatkan

tindakan memberi dan meminta

informasi terkait pendapat dan

pikiran.

4.2.2 Menulis teks interaksi

transaksional, lisan dan tulis, pendek

dan sederhana, yang melibatkan

tindakan memberi dan meminta

informasi terkait pendapat dan

pikiran.

4.2.3 Mempresentasikan teks

interaksi transaksional, lisan dan tulis,

pendek dan sederhana, yang

melibatkan tindakan memberi dan

meminta informasi terkait pendapat

dan pikiran.

C. Tujuan Pembelajaran

Melalui pendekatan autonomous learning, peserta didik terampil menerapkan

fungsi sosial struktur teks, dan unsur kebahasaan serta menyusun teks

interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan

tindakan memberi dan meminta informasi terkait pendapat dan pikiran, sesuai

dengan konteks penggunaannya.

D. Materi Pembelajaran

Fungsi sosial memberi dan meminta pendapat dan pikiran.

Struktur teks memberi dan meminta pendapat dan pikiran.

Unsur kebahasaan memberi dan meminta pendapat dan pikiran.

E. Pendekatan/Metode/Model Pembelajaran

Pendekatan : Scientific Approach

Metode : Autonomous Learning

F. Media dan Alat Pembelajaran

Media : Smartphone

Alat : Whiteboard, Proyektor

G. Sumber Belajar

Buku “Bahasa Inggris” Kurikulum 2013 untuk SMA/MA/SMK/MAK Kelas

XI Semester 2 oleh Kementrian Pendidikan dan Kebudayaan Jakarta, 2014.

H. Kegiatan Pembelajaran

Pertemuan 1

No Kegiatan Waktu

1 Pendahuluan

7. Memberi salam kepada siswa.

8. Mengajak siswa berdoa.

9. Mengecek kehadiran siswa.

10. Mengkondisikan kelas dan siswa untuk siap mengikuti

pembelajaran dengan brainstorming.

11. Membacakan Indikator Pencapaian Kompetensi.

12. Menyebutkan kegiatan yang akan dilakukan.

10 Menit

2 PRE-TEST 20 Menit

3 Kegiatan Inti

f. Mengamati

- Peneliti menampilkan beberapa gambar yang

50 Menit

berbeda, kemudian meminta siswa untuk

mengamatinya. Setelah itu peneliti meminta secara

acak pendapat dan pikiran siswa mengenai gambar

tersebut

- Siswa menganalisis fungsi sosial, struktur teks, dan

unsur kebahasaan yang digunakam dalam meminta

dan memberi pendapat dan pikiran.

- Siswa belajar menemukan informasi rinci dan

informasi tertentu dalam dialog meminta dan

memberi pendapat dan pikiran.

g. Menanya

- Peneliti membimbing siswa mempertanyakan

informasi yang terdapat dalam meminta dan

memberi pendapat dan pikiran, mengenai fungsi

sosial, struktur teks, dan unsur kebahasaan.

h. Mengumpulkan Informasi dan Mencoba

- Siswa diminta untuk menyiapkan aplikasi Tinycards

by Duolingo pada ponsel mereka.

- Peneliti memberikan arahan kepada siswa untuk

mendaftar aplikasi tersebut.

- Peneliti mengarahkan siswa untuk masuk ke course

di aplikasi tersebut.

- Dengan arahan dan bimbingan peneliti, siswa

berlatih menghafalkan dan memahami kosa kata

adjective yang digunakan dalam meminta dan

memberi pendapat dan pikiran.

i. Mengasosiasi

- Siswa menganalisis adjective yang mereka pelajari

di dalam aplikasi tersebut.

j. Mengkomunikasikan

- Siswa menyampaikan apa yang telah mereka

pelajari dari aplikasi tersebut di depan guru dan

teman sekelas.

- Siswa memperoleh feedback dari guru dan teman

tentang dialog yang mereka sampaikan.

4 Penutup

5. Siswa menyimpulkan pembelajaran.

6. Peneliti meminta siswa untuk menanyakan hal-hal yang

belum dimengerti siswa.

7. Menyampaikan rencana pembelajaran pada pertemuan

10 Menit

selanjutnya.

8. Berdoa bersama untuk mengakhiri pembelajaran

Pertemuan 2

No Kegiatan Waktu

1 Pendahuluan

7. Memberi salam kepada siswa.

8. Mengajak siswa berdoa.

9. Mengecek kehadiran siswa.

10. Mengkondisikan kelas dan siswa untuk siap mengikuti

pembelajaran dengan brainstorming.

11. Membacakan Indikator Pencapaian Kompetensi.

12. Menyebutkan kegiatan yang akan dilakukan.

10 Menit

2 Kegiatan Inti

f. Mengamati

- Peneliti me-review materi pelajaran yang telah

disampaikan pada pertemuan sebelumnya.

g. Menanya

- Peneliti membimbing dan megarahkan siswa untuk

bertanya mengenai materi yang sudah dipelajari

sebelumnya (fungsi sosial, struktur teks, dan unsur

kebahasaan).

h. Mengumpulkan Informasi dan Mencoba

- Siswa diminta untuk menyiapkan aplikasi Tinycards

by Duolingo.

- Peneliti mengarahkan siswa untuk masuk ke course di

aplikasi tersebut.

- Dengan arahan dan bimbingan peneliti, siswa berlatih

menghafalkan dan memahami kosa kata adjective

yang digunakan dalam meminta dan memberi

pendapat dan pikiran.

- Setelaha seleasi menghafal dan memahami, siswa

berlatih membuat dialog berdasarkan dari kosa kata

yang telah mereka pelajari dari aplikasi Memrise.

i. Mengasosiasi

- Siswa menganalisis dialog mereka masing-masing

berdasarkan kosa kata yang mereka pelajari dari

aplikasi.

- Peneliti mengamati aktivitas siswa.

50 Menit

j. Mengkomunikasikan

- Siswa dapat mempresentasikan kepada teman dan

peneliti tentang dialog yang mereka buat.

- Siswa memperoleh feedback dari guru dan teman

tentang dialog yang mereka sampaikan.

3 POST-TEST 20 Menit

4 Penutup

5. Siswa menyimpulkan pembelajaran.

6. Peneliti meminta siswa untuk menanyakan hal-hal yang

belum dimengerti siswa.

7. Menyampaikan rencana pembelajaran pada pertemuan

selanjutnya.

8. Berdoa bersama untuk mengakhiri pembelajaran

10 Menit

I. Peniliaian Hasi Belajar

4. Teknik : Tes Tertulis

5. Bentuk : Membuat dialog meminta dan memberi pendapat dan

pikiran

6. Instrumen :

PRE-TEST

PRE-TEST

Beautiful Brown Hot Small Black

Fat Kind Healthy Handsome Cute

Old Famous Fantastic Alive Dirty

Young Proud Tired Mad Jealous

1. The _______ horse run fastly.

2. I drink from a _______ cup.

3. The fire was _______.

4. The _______ car went down the street.

5. My mom looks _______ when she wears kebaya.

6. He is so _______, and every girls like him.

7. My sister is getting _______ after her pregnancy.

8. Joko is so _______ to everone in his school.

9. This cat is _______.

10.KFC’s foods are not _______.

11.Nick has to wash his bag, because it is so _______.

12.Have you seen Jumanji? The movie was _______.

13.Your mother is 60? She doesn’t look _______ at all.

14.All of the soldiers survived. They are still _______.

15.Rich Brian is a _______ rapper.

16.He won the competition. His parents must be _______ of him.

17.They used to live here when they were _______.

18.She’s been working for all day long, now she is feeling _______.

19.My brother would be _______ if he find out I lost his ball.

20.Don’t mind them, they just _______.

POST-TEST

J. Instrumen Penilaian

1. PRE-TEST

Skor Maximum : 100

1 soal bernilai : 5 poin

Untuk menghitung

N = B x 20

N : Nilai

B : Jumlah soal yang benar

2. POST-TEST

Skor Maximum : 100

1 soal bernilai : 10 poin

Untuk menghitung

N = B x 10

N : Nilai

B : Jumlah soal yang benar

POST-TEST

Make a good sentence about giving an opinion using these adjective!

1. Cheap 2. Easy 3. Angry 4. Fake 5. Clean 6. Smart 7. Kind 8. Cold 9. Honest 10.Sleepy

Salatiga, 28 Desember 2019

Mengetahui

Guru Mata Pelajaran Peneliti

Imam Hidayat, S. Pd. Iqbal Arifin

NIP. -

PRE-TEST AND POST-TEST FROM EXPERIMENTAL CLASS

PRE-TEST AND POST-TEST FROM COMPARISON CLASS

PHOTOS OF THE RESEARCH

The researcher told the students about the material in the experimental class

The reasearcher told the students from the experimental class about Memrise

application

The students from experimental class was working on their pre-test and post-

test

The reasearcher told the students from the comparison class about the

material and Tinycards by Duolingo application

The students from comparison class was working on their pre-test and post-

test

CURRICULUM VITAE

Personal Details

Full Name : Iqbal Arifin

Place and Date of Birth : Kab. Semarang, 26th

May 1999

Gender : Male

Address : Gambir RT2/2, Semowo, Kec. Pabelan

Email : iqbaalgypsy@gmail.com

Education Background

2004 – 2010 : SD Negeri Semowo 2

2010 – 2013 : SMP Negeri 2 Pabelan

2013 – 2016 : SMA Negeri 1 Pabelan

2016 – 2020 : English Education Department IAIN Salatiga