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IMPROVING STUDENTS’ VOCABULARY
THROUGH VOCABULARY CARD
(A Classroom Action Research in the First Grade of MTs. Nurul Falah School
at Pondok Ranji Ciputat Tangerang)
By:
NEATY MUTTAHIDAH
106014000413
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
IMPROVING STUDENTS’ VOCABULARY
THROUGH VOCABULARY CARD
(A Classroom Action Research in the First Grade of MTs. Nurul Falah School
at Pondok Ranji Ciputat Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
NEATY MUTTAHIDAH
NIM: 106014000413
Approved by the Advisor:
Dr. Ratna Sari Dewi, M.Pd
NIP. 197205011999 03 2 013
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1432 H / 2011
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training
certifies that the Paper entitled, “Improving Students’ Vocabulary Through
Vocabulary Card” (A Classroom Action Research at the First Grade of MTs.
Nurul Falah School, Pondok Ranji Ciputat) written by Neaty Muttahidah,
student’s registration number : 106014000413, was examined by the Committee
on June 2011, and was declared to have passed and, therefore, fulfilled one of the
the requirements for the academic title of S.Pd. (Bachelor of Arts) in English
Language Education at The Department of English Education.
Jakarta, June 2011
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki M.Pd. (__________________)
NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd. (__________________)
NIP. 19730625 199903 2 001
EXAMINERS : 1. Drs. H. Bahrul Hasibuan, M.Ed (__________________)
NIP. 150 041 070
2. Dr. Fahriany, M.Pd (__________________)
NIP. 19700611 199101 2 001
Acknowledged by:
Dean of Tarbiyah and Teachers’ Training Faculty
Prof. Dr. Dede Rosyada, MA.
NIP. 19571005 198703 1 003
i
ABSTRACT
Muttahidah, Neaty 2011. Improving Students’ Vocabulary through Vocabulary
Card (A Classroom Action Research in the First Year of MTs.
Nurul Falah, Ciputat), Skripsi, Department of English Education,
the Faculty of Tarbiyah and Teachers’ Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisor: Dr. Ratna Sari Dewi, M.Pd
Key words: Vocabulary, Vocabulary Card
The objective of the research is to improve students’ vocabulary. This
research was conducted at MTs. Nurul Falah Ciputat Tangerang academic year
2010-2011 as the subject of the research. The subjects of this research were
consisted of 30 students’ of first grade.
The method used in this study was Classroom Action Research (CAR).
The classroom action research design applied in this study was a collaborative
classroom action research means that the researcher worked collaboratively with
the English teacher in the class. The CAR (classroom action research) was done
based on Kemmis and Mc Taggarts’ design, it content of two cycles in each cycle
consists of planning, acting, observing, and reflecting. The data were gathered
through qualitative and quantitative data. The qualitative data were gained by
analyzing the interview and observation result. Then, quantitative data were
obtained from the students’ vocabulary score of pretest and posttest and
questionnaire.
Based on the result of this research showed that there was a development
on the students’ vocabulary mastery, it can be seen from the mean score of pretest
were 49.6, the mean score of posttest cycle 1 was 58.0 and the mean score of
posttest cycle 2 was 66.3. In addition, there were 5 students (16.6 %) who passed
Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) in the pre
test. Meanwhile, in the cycle 1, there were 18 students (60 %) who passed
Minimum Mastery Criterion (KKM) and it gained which was in the posttest cycle
2 there were 26 students (86.6%) who passed Minimum Mastery Criterion, so the
criteria of success was achieved. Then, from the result of questionnaire, it showed
that there was improvement of positive responses in the teaching-learning process
of vocabulary through vocabulary card. The mean of pre questionnaire was 47 %.
Then, the mean of post questionnaire was 72.9 %. It improved 25. 9 %.
Furthermore, the results of observation and interview showed that the students
were motivated in the teaching-learning process during the implementation of
vocabulary card.
ii
ABSTRAK
Muttahidah, Neaty 2011. Improving Students’ Vocabulary through Vocabulary
Card (A Classroom Action Research in the First Year of MTs.
Nurul Falah, Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri
Syarif Hidayatullah Jakarta.
Advisor: Dr. Ratna Sari Dewi, M.Pd
Key words: Vocabulary, Vocabulary Card
Penelitian ini bertujuan untuk meningkatkan kosakata siswa. Penelitian ini
dilaksanakan di kelas satu MTs. Nurul Falah Pondok Ranji Ciputat tahun
pelajaran 2010/2011 sebagai subjek penelitian. Subyek dari penelitian ini
berjumlah 30 siswa kelas 1
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan
kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian
ini yaitu penelitian tindakan kelas kolaboratif yaitu bekerjasama dengan guru
bahasa Ingggris sebagai kolaborator dalam kelas. Penelitian tindakan kelas ini
menggunakan model Kemmis dan Mc Taggart. Penelitian ini dilakukan dalam 2
siklus dimana setiap siklus terdiri dari tahap (Planning) perencanaan, (Acting)
tindakan, (Observing) observasi, dan (Reflecting) refleksi. Dalam pengumpulan
data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif
didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan
melalui tes (pre tes dan pos tes) dan kuesioner.
Hasil penelitian ini menunjukkan bahwa ada perkembangan dalam
penguasaan kosakata siswa. Hal ini dapat dilihat dari hasil tes siswa. Hasil pretest
menunjukkan bahwa skor mean pretes adalah 49.6. Sedangkan skor rata-rata post
tes siklus 1 adalah 58.0 dan skor mean postes siklus 2 adalah 66.3 Selanjutnya,
hasil pretes menunjukkan hanya ada 5 siswa atau 16.6 % yang mencapai nilai
KKM sedangkan dalam postes siklus 1 ada 18 atau 60 % siswa mencapai nilai
KKM dan 26 siswa atau 86.6 % telah mencapai nilai KKM, dengan demikian
kriteria kesuksesan telah dicapai. Dari data hasil kuosioner diketahui bahwa ada
peningkatan respon positif yang diberikan siswa dalam proses belajar-mengajar
kosakata dengan menggunakan vocabulary card rata-rata dari pre kuosioner yaitu
bahwa 47 % sedangkan mean dari post kuosioner yaitu 72.9 %, jadi meningkat
sebanyak 25.9 %. Selain itu, dari hasil observasi dan interview diketahui bahwa
siswa termotivasi dalam kegiatan belajar-mengajar ketika diterapkannya strategi
kartu kosakata.
iii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
Praise be to Allah, the Cherisher and Sustainer of the world, who has given
the writer many things such as chance to learn, strength, motivation and guidance
for the writer, therefore this paper can be finished thoroughly. Peace and blessing
be upon to Prophet Muhammad SAW, his families, his relatives and all followers.
This paper is written to fulfill one of the requirements to obtain the sarjana
degree at the English Department of Faculty of Tarbiyah and Teachers’ Training,
State Islamic University Syarif Hidayatullah Jakarta. The writer would like to
express her great appreciation and thanks to Dr. Ratna Sari Dewi M.Pd, as her
advisor, for her valuable guidance, motivation, suggestion and help throughout the
“Skripsi” writing process.
On this occasion, the writer would like to express her gratitude to her lovely
parent Mr. A. Tamami, S.Pd and Mrs. Atiqoh S.Pd who always gives pray,
advices, motivations and love without them the writer would never finished this
paper, hopefully Allah always bless them in the world and hereafter. Besides, the
writer would also deliver special thanks to:
1. Prof. DR. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and
Teacher’s Training.
2. Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of
the English Department.
3. Drs. Nasrun Mahmud M.Pd. who accept writer’s paper title.
4. All lecturers in the English Department, for teaching precious knowledge,
sharing Philosophy of like and for giving wonderful study experience
especially Mrs. Evi.
5. Drs. H. Bahrul Hasibuan, M.Ed. and Dr. Fahriany (Examiners).
6. The Head Master of MTs. Nurul Falah Pondok Ranji Ciputat, Mr. Satiri,
S.Ag and Drs. Fuzi Fauzi M.Pd.
7. The writer’s Sister Uum Sayyidah Umami, Noor Kamal, little Vier, Uus
Usrotus Saadah, Amalia Tartila, and writer’s brother Salsabil Firdaus, her
iv
cousin Yaseer Fahmi, Ida Kutrotunnida, Yusri N. Fajri, Aunty Kartini, and
husband, and all her relatives who support the writer thanks on your pray,
motivation and love.
8. Ms. Dinnia Imalia, S.Pd as the English teacher at MTs. Nurul Falah..
9. Mr. and Mrs. Joko Purwadi thanks for support and pray.
10. All the writer’s great friends in English Department C Class 2006. Especially
for Nia became friend also teacher for writer and the writer’s best friends:
Sancay, Upi, Bu Zuam, Viki, Ibah, Nci, Lulu, Cunink, La2 romlah, Nindy,
Nina, Nto, Joe, Qyu2, Ana, Siti, and Fitri who always help, motivated the
writer and thanks for being good friend for writer, May Allah bless you all.
Finally, the writer realizes that this paper is far from being perfect and need
for suggestion and correction. It is a great pleasure for the writer to receive critics
and suggestions in developing this research and it will have some value for her
and for a better thing in the future. Hopefully this paper may give the advantages
for all.
Jakarta, Juni 2011
The Writer
v
TABLE OF CONTENTS
TITLE
APPROVAL
ENDORSEMENT SHEET OF EXAMINATION COMMITTEE
ABSTRACT ...................................................................................................... i
ABSTRAK ......................................................................................................... ii
ACKNOWLEDGEMENT ................................................................................ iii
TABLE OF CONTENTS ................................................................................. v
LIST OF TABLES ........................................................................................... viii
LIST OF FIGURES ......................................................................................... ix
LIST OF APPENDICES .................................................................................. x
CHAPTER I INTRODUCTION
A. The Background of the Research ....................................... 1
B. The Identification of the Problem ...................................... 5
C. The Limitation of the Research Focus ............................... 5
D. The Formulation of the Problem ........................................ 5
E. The Aim of the Research .................................................... 6
F. . The Significance of the Research…… ................................ 6
CHAPTER II THEORETICAL FRAMEWORK
A. The Reference of Area Theory and Research Focus
1. The Nature of Vocabulary ............................................. 7
a. The General Concept of Vocabulary ........................ 7
b. The Purpose of Vocabulary ...................................... 8
c. The Problems of Vocabulary………………………. 9
B. The Reference of Action Intervention Alternative Chosen
1. The Understanding of Vocabulary Card .................. 12
2. The Design of Vocabulary Card ............................. 14
3. The Purpose of Using Vocabulary Card ................... 16
4. The Advantages of Using Vocabulary Card ............. 17
vi
5. The Disadvantages of Using Vocabulary Card ........ 18
C. Teaching Vocabulary Through Vocabulary Card ............... 19
D. Relevant Study .................................................................... 21
E. The Conceptual Development of Action Planning ............. 22
F. Action Hypothesis ............................................................... 23
CHAPTER III RESEARCH METHODOLOGY
A. The Purpose of the Research ............................................... 24
B. The Time and Place on the Research .................................. 24
C. The Method of the Research ............................................... 24
D. The Subject and the Object of the Research ....................... 25
E. The Researcher’s Role on the Research ............................. 25
F. The Research Design .......................................................... 25
G. The Classroom Action Research Procedures ...................... 27
1. Planning Phase .............................................................. 28
2. Acting Phase ................................................................. 28
3. Observing Phase ........................................................... 29
4. Reflecting Phase ........................................................... 29
H. The Expectation Result of Action Intervention ................... 31
I. Data and Data Sources ........................................................ 31
J. The Instrument of Data Collection ...................................... 31
K. The Technique of Collecting Data ...................................... 32
L. The Technique of Data Analysis ......................................... 33
M. Trustworthiness of Study .................................................... 34
1. Validity of Data ............................................................ 31
2. Discriminating Power .................................................... 34
3. Difficulty Item ............................................................... 35
N. The Criteria of the Action Success ..................................... 37
CHAPTER IV RESULT AND DISCUSSION
A. The Description of the Data ................................................ 39
1. Finding of the Preliminary Study .................................. 39
vii
a. The Result of Pre Interview ..................................... 40
b. The Result of Pre Questionnaire .............................. 41
c. The Result of Pre-Test ............................................... 44
1. Finding of the First Cycle ……………………………. 47
a. Planning ................................................................... 47
b. Acting ...................................................................... 48
c. Observing ................................................................. 50
d. Reflecting ................................................................ 53
e. Revision of the First Cycle ...................................... 54
2. Finding of the Second Cycle…………………………. 55
a. Planning ................................................................... 55
b. Acting ...................................................................... 56
c. Observing ................................................................. 58
d. Reflecting ................................................................ 61
3. Finding After Implementing CAR……………………. 62
a. The Result of Post Interview ................................... 62
b. The Result of Post Questionnaire ............................ 63
B. The Interpretation of the Data .............................................. 66
1. Data of Observation ..................................................... 66
2. Data of Questionnaire .................................................... 67
3. Data of Interview .......................................................... 67
4. Data of Test ................................................................... 67
C. The Interpretation of Analysis Result ................................... 68
D. Discussion ............................................................................ 65
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................... 66
B. Suggestion ........................................................................... 67
BIBLIOGRAPHY ........................................................................................... 68
APPENDICES ................................................................................................. 70
viii
LIST OF TABLES
Table 2.1 Countable and Uncountable Noun ............................................................................ 11
Table 2.2 Kind of Verb ............................................................................................................ 11
Table 2.3 The Changes Adjective into Adverb ........................................................................ 12
Table 4.1 Students’ grade in pre-test ...................................................................................... 41
Table 4.2 The Students’ vocabulary Score of Posttest1 .......................................................... 48
Table 4.3 Percentage of students’ grade improvement ............................................................ 63
Table 4.4 Data of Research Result ........................................................................................... 63
ix
LIST OF FIGURES
Figure 1.1 Vocabulary Card ..................................................................................................... 4
Figure 2.1 Students’ Vocabulary Card..................................................................................... 14
Figure 2.2 Teacher’s Vocabulary Card .................................................................................... 15
Figure 3.2: The phases of CAR modified by the researcher .................................................... 29
Figure 4.1. The Students’ Improvement in vocabulary score in the First Cycle ..................... 49
Figure 4.2. The Students’ Improvement in vocabulary score in the Second Cycle ................. 56
Figure 4.3 The Students’ Achievement in Vocabulary score .................................................. 64
x
LIST OF APPENDICES
Appendix 1a Interview before CAR .................................................................... 70
Appendix 1b Result of interview before CAR ..................................................... 71
Appendix 2a Interview after CAR ....................................................................... 73
Appendix 2b Result of Interview after CAR ....................................................... 74
Appendix 3a Questionnaire for students before CAR ......................................... 76
Appendix 3b Result of Questionnaire for students before CAR.......................... 77
Appendix 4a Questionnaire for students after CAR ............................................ 78
Appendix 4b Result of Questionnaire for students after CAR ............................ 80
Appendix 5a Test Instrument and Answer Key in Pre-test.................................. 82
Appendix 5b Students’ Score in Pre test ............................................................. 86
Appendix 6a Test Instrument and Answer Key in Cycle 1 ................................. 87
Appendix 6b Students’ Score in in Cycle 1 ......................................................... 90
Appendix 7a Test Instrument and Answer Key in Cycle 2 ................................. 91
Appendix 7b Students’ Score in in Cycle 2 ......................................................... 94
Appendix 8a Blueprint Test of Pre-test .............................................................. 95
Appendix 8b Blueprint Test of Post-test 1 .......................................................... 97
Appendix 8c Blueprint Test of Post-test 2 .......................................................... 99
Appendix 9a Item Analysis of Pre-test ................................................................ 101
Appendix 10a Observational Notes in Preliminary Study ................................... 105
Appendix 10b Observational Notes in Cycle 1.................................................... 107
Appendix 10c Observational Notes in Cycle 2 .................................................... 110
Appendix 11a Lesson Plan Cycle 1 ..................................................................... 113
Appendix 12a Lesson Plan Cycle 2 ..................................................................... 132
Appendix 13a Silabus .......................................................................................... 151
Appendix 14a Kisi-kisi soal Pre-test ................................................................... 155
Appendix 14b Kisi-kisi soal Post-test 1 ............................................................... 156
Appendix 14c Kisi-kisi soal Post-test 2 ............................................................... 157
Appendix 15a Photographs of the Students’ Participation ................................. 158
Appendix 16a Letters .......................................................................................... 159
1
CHAPTER I
INTRODUCTION
A. The Background of the Research
English as International language is spoken almost all over the world. In
the global era, English takes an important role as communication language used in
many sector of life, such as trading, bilateral relationship, politic, science,
technology and many others. In fact, people use the language to express their
feelings, ideas, and desires. English has become the language used by many
people over the world to connect and share with another. Therefore, people should
understand and master English in order to gain broader knowledge, information
and technology.
People need to communicate in doing daily activities and making an
interaction to other people in their life. English uses as a medium language in all
aspects of national relationship with other countries such as diplomatic, social,
cultural, international commerce and also in education.1 In other word English
takes an important role in communication such a medium for every nation to
communicate each other.
In Indonesian government, English is considered as the first foreign
1 George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield, 1996), p. 3.
2
language and the compulsory subject to be taught in secondary schools.2 Also, it
considers as optional subject or local content materials to be taught in elementary
schools and as a requirement subject to pass National Examination.
The objective of teaching English is to enable students to communicate in
English orally and written form. Accuracy and fluency are aspects of language
proficiency. Accuracy refers to mastering language components; pronunciation,
vocabulary and grammar. Meanwhile, fluency refers to mastering language skills:
listening, speaking, reading and writing. Moreover, mastering language skills is
the objective of English teaching based on the current School-Based Curriculum.
The objective of teaching vocabulary for the first grade of junior high
school/ Islamic junior high school (SMP/ MTs) is to enable students to master
vocabulary about functional text and monologue text or paragraph in the form of
descriptive and procedure. Moreover, based on Competency Standard- Standar
Kompetensi (SK) and Basic Competency- Kompetensi Dasar (KD), the first grade
students are expected to be able to express meaningful ideas in term of functional
text and simple short essay in the form of descriptive and procedure to interact
with people in their nearest environment.3 The work of vocabulary is presented in
the form of text types, usually known as genres.
Vocabulary is one of English components or sub skill that must be taught
to the learners, because vocabulary has the primary role for all languages.
Moreover, there are some researchers regarding that vocabulary more important
than grammar. Among them is McCarthy in his book stated “no matter how well
the student learns grammar, no matter how successfully the sounds of L2 just
cannot happen in any meaningful way.4” in other words the first that to be master
for language learner in learning language especially English is vocabulary.
2 Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan
Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 11. 3 Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar Isi
Mata Pelajaran Bahasa Inggris SMP dan MTS, … 4 Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and
Pedagogy, (New York: Cambridge University Press), p.140
3
In addition to knowing English words and their meanings, one must know
also how the words work together in English sentences.5 It concludes that in
teaching vocabulary is not only to give the meaning of the word but teach how the
word works in sentence, because there are many words that have multiple
meanings. In this case the grammar should be taught together with the vocabulary
to the language learners to avoid many problems in learning English language.
Problem in learning and teaching English still exist at school, because
English language is completely different from the Indonesian language in the
system of the structure, pronunciation and vocabulary. For example students tend
to forget the meaning of the word which have been taught or practiced before.
Usually vocabulary is taught through memorizing words or drilling patterns. For
teachers creating English teaching effectively and efficiently is not an easy job,
therefore, that the English teacher must be able to organize teaching learning
activities. They have to present materials by using a suitable teaching technique.
A good teaching technique makes students understand and master the lesson like
the other lessons which need a suitable technique and methods, teaching language
also needs a suitable techniques and methods. In reality learning English
especially to memorize vocabulary is boring for some students. The technique
used in teaching vocabulary is monotonous; the students just memorize the
changes of verbs, the word related to nouns, adjectives and adverbs. There are
many technique and methods of language teaching that can be selected for
teaching vocabulary, some of the teacher are using kind of games such as: stick
figure, puzzle, card game, wall cards, pictures and etc.
Teaching learning process of language cannot be separated from the
curriculum or syllabus. Based on our curriculum, the purposes of teaching English
in Indonesia is “students can master four skills (listening, speaking, reading and
writing)”. But in many work fields most of students cannot state their ideas and
opinion well since they are not accustomed to speak, feeling shy, hesitation and
fear to make a mistake. Commonly, it is caused by the limited vocabulary.
5 Virginia Fench Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University
Press,1983 ), p. 2
4
Based on the researcher’s observation through conducting preliminary
study during teaching learning English activity at the first grade at MTs. Nurul
Falah Pondok Ranji Ciputat, the researcher found that many students of first grade
at MTs. Nurul Falah had difficulties in learning English especially in the
vocabulary. It was proved by the result of the students’ Pre test in preliminary
study. The mean of the students’ English score was 49.6. Meanwhile, the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) was 60.0. The
result indicates that the students’ English achievement was very low. Besides, it
was supported by the result of interview to the English teacher in preliminary
study that the students’ difficulties come from the weaknesses of students’
vocabulary. Also, the students had difficulty in differentiating the form of word
grammatically such as parts of speech: noun, verb, adjective, and adverb.
Furthermore, the students tend to be bored and low participation in English class.
Those problems of vocabulary must be solved, because it can be the
difficulties for the students to continue the next level or grade. Also the students
may have low motivation in learning English because they feel English is
difficult. Furthermore, the students will have boredom in English class.
One of the teaching strategies that can make the students motivated to
learn English is using the suitable strategy such as games. Actually, students do
not have to memorize exactly the vocabulary because in fact they repeat the
vocabulary by writing the vocabulary while make the vocabulary card, reading
and playing game by using vocabulary card. Actually, word which is used by the
students is always the same word around their conversation of their daily
activities which consist of: noun, verb, adjective and adverb. The teacher only has
to improve students’ vocabulary by a suitable strategy such as vocabulary card.
Vocabulary card may help students to facilitate them to improve their
vocabulary, it is used as a personal dictionary for every student that can be as
medium to improve their vocabulary, it is also easy to create, easy to bring and
also can be the instrument to play game. This learning strategy is expected make
the students more active in English class, motivated and enjoy in learning English.
In conclusion, by using vocabulary card the students of MTs. Nurul Falah
5
Pondok Ranji can improve their vocabulary and help them to remember about
noun, verb, adjective, and adverb easily. It is expected to be positive atmosphere
in the classroom. It is also can be an alternative way to keep the students’
vocabulary. The Following figure is a kind of vocabulary card:
Figure 1.1: Vocabulary Card
Teacher gives example how to make vocabulary card and give the students
several tips to learn through vocabulary card, after they finished their own
vocabulary card the teacher asked them to play the game in pair or in a group by
using their vocabulary card or teacher’s vocabulary card. Finally, it can improve
the students’ vocabulary mastery; improve the students’ vocabulary by repeated
last and new word by doing activities or playing games through vocabulary card.
According with the explanation above, the researcher intends to conduct a
classroom action research entitled:” Improving Students’ Vocabulary through
Vocabulary Card (A Classroom Action Research at the First grade of MTs.
Nurul Falah Pondok Ranji Ciputat.”
B. The Identification of the Problem
Based on the background of the problem above, it can be identified some
problems:
1. The difficulties in understanding English language because lack of
vocabulary.
2. The difficulties in using the English vocabulary in the sentence.
6
3. The difficulties in understanding the form of word or vocabulary such as
noun, verb, adjective, and adverb.
C. The Limitation of the Research Focus
Based on the background above, the researcher limits the research focus on
improving students’ vocabulary through vocabulary card at the first grade of MTs.
Nurul Falah Pondok Ranji Ciputat Tangerang.
D. The Formulation of the Problem
In line with the background of the research, the researcher formulates the
research question as follows:” How is vocabulary card improving the students’
vocabulary at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat? And
then, “How does vocabulary card improving students’ vocabulary at the first
grade of MTs. Nurul Falah Pondok Ranji Ciputat?”
E. The Aim of the Research
The aim of this Classroom Action Research (CAR) is conducted in order
to improve students’ vocabulary through vocabulary card at the first grade of
MTs. Nurul Falah Pondok Ranji Ciputat Tangerang.
F. The Significance of the Research
The finding (result) of this research are expected for 3 (three) groups are:
1. The teacher
The result of this research is expected to be able to enrich the teachers’
knowledge in terms of teaching English vocabulary and to solve the problem of
students’ difficulties in memorizing the meaning of word or vocabulary and
parts of speech: noun, verb, adjective and adverb at MTs. Nurul Falah Pondok
Ranji Ciputat Tangerang.
7
2. The students
This research expected to encourage the students mastering the English
lesson, the students feel relax and enjoy when they learn English lesson, and
solve their problem in understanding the meaning of word in the sentence,
because the teacher use the suitable technique in teaching. Therefore, the
students can use the vocabulary they have learned in the communication.
3. The further researcher
This research expected to give a new knowledge of the further researcher
to do the better research of teaching and learning cases, and to solve the
students’ vocabulary problems, and also the teachers that have the similar
problem with this researcher.
8
CHAPTER II
THEORETICAL FRAMEWORK
A. The Reference of Area Theory and Research Focus
1. The Nature of Vocabulary
a. The General Concept of Vocabulary
Vocabulary cannot be separated from the language; it is important part
of language. Hari Mukti Krida Laksana points out “Vocabulary is a component
of a language that maintains all of information about meaning and using word
in language.”1 It means that vocabulary is the important part of language,
without vocabulary the language cannot be used to maintain all information in
language. Vocabulary can be defining as sound that expresses a meaning and
forms an independent unit in a language. It can be say that vocabulary is
smallest unit of speech that processes individual meaning to speak and can be
used to interact one another and vocabulary can be say as a group of words on
certain language as a part in teaching-learning in a foreign language.
According to Krashen and Terrell stated in David Nunan book “The
status of vocabulary has been considerably enhanced. This has come about
partly as a result of the development of communicative approach in language
1 Harimukti Krida laksana, Kamus Linguistik, (Jakarta: PT Gramedia Pustaka Utama,
1993), p.127.
9
teaching.”2 On the other word vocabulary has become one of the object of the
research in the methodology of teaching till become as a result of the
development of communicative approach.
Vocabulary should be taught especially for foreign language teaching-
learning activity; because even the students have mastered grammatical form
they could not the communication in the foreign language without mastering a
vocabulary. To master a language is not easy because some aspects of language
are not easy to learn, it is impossible to learn a language without mastering
vocabulary.
b. The Purpose of Learning Vocabulary
To learn something people have to know the purpose of the things their
learn, in this case the purpose of learning vocabulary is to help the learners
easier in expressing the idea because the vocabulary is all of the words
contained in a language, the word property owned by a speaker or a writer,
words used in a field science, compiled a list of words like the dictionary is
accompanied brief explanations through game; this problem is not only
enriching vocabulary through lessons language but also through other study.
Learning language not only prepare the material as much as possible, but the
major provides training to the students how to use language who has taught it
actively, whether oral or written form. Many definition of the purpose of
learning vocabulary can be found from the experts:
“Large vocabulary helps us express our ideas precisely in
communication. We often believe that need a large number of words to
master English language well it is not always wrong because we are
hoped to realize that without a certain amount of vocabulary, it seems it
is quite impossible to use the language precisely and vividly. We
sometimes have difficulties; in understanding the meaning of the word,
in differentiating the word form, and in applying the word in a
sentences”.3
2 David Nunan, Language Teaching methodology, (New York: Prentice Hall, 1991),
p.117. 3 A.M. Zainuri, Vocabulary 1, (Jakarta: English Department, 2003), p. 1.
10
Indonesian National Education Department also pointed about learning
vocabulary:
“In accordance essentially language learning, learning vocabulary not
taught the words or phrases separated off, but was involved in discourse
context, with regard to subjects and also related with specific areas as
an example of the discourse on the theme games. In order to achieve
optimal learning outcomes vocabulary, teachers need to equip their
students with words related to particular field. In every field of science
used special words. Vocabulary enrichment effort needs to be done
continuously and can be obtained through certain areas.”4
From the description above it can be conclude that vocabulary
understanding is very important as one means to understand the language of
relationship with its context, both the Indonesian and English context. The
students are able to communicate both verbally or in writing. To achieve those
students need in Arm ability adequate mastery of vocabulary to make students
to communicate optimally. Therefore, the words related in specific areas to the
students are the words round them like nouns, verbs, adjectives and adverbs.
c. The Problems of Vocabulary
There are several strong reasons for which the vocabulary components
of language course needs to be carefully planned. According to Paul Nation
Firstly because different vocabulary gives greatly different return for learning,
it is important to make sure that learner have a good control of the high
frequency words of the language before moving on the less frequent
vocabulary. Secondly, most language teaching courses make vocabulary
learning more difficult than it should be as a result of the way vocabulary in the
course is sequenced. Grouping, opposites, synonyms, and items in a lexical set
together courses. Interference that results in confusion for the learners it is
simple matter to avoid this problem. Thirdly, vocabulary learning opportunities
and the quality of vocabulary learning can be greatly increased through the
careful design of both vocabulary and other skill activities.5
4 Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar
dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 35. 5 Paul Nations, New Ways in Teaching Vocabulary, (Alexandria: TESOL, 1994), p. 20.
11
From the explanation above we know that learning and understanding
the vocabulary is an important thing to do in learning the target language,
because by learning, memorizing and understanding a target language
vocabulary the students suppose to apply their vocabulary in speaking,
understanding the text and for communication.
Many problems faced by Indonesian students to learn a target language
such as English in vocabulary is they can not understand what the connection
between the new vocabulary they have learned with the function of the
vocabulary or word, then they can not apply their new vocabulary in their mind
by using it in the communication.
Term used to classify words based on their functional categories are
called part of speech. The classification of the words of a language in this way
is dependent on their function in communication. Noun can occur in certain
places in sentence and serve certain function. Verb, adjective and adverb also
occur in certain laces in sentences and serves special functions. If we just look
at a word, it is sometimes difficult to know how to classify it. E.g.: can, could
be noun, verb, adjective and adverb.
Words have traditionally been classified into part of speech: nouns,
verb, adjective, and adverbs are the four largest groups. The remaining
classifications are essentially function words. They may substitute for words in
one of largest group serve as signals for various patterns, or relate one group of
words to another. In English, the functional categories include pronouns and
interjections.6 In this case the writer will talk about the four largest groups such
as noun, verb, adjective and adverb.
Noun is a word used as the name of anything, person, animal, object,
place, situation, quality or idea. Noun is divided commonly into six they are: 1.
Proper noun, 2. Common noun, 3. Material noun, 4. Collective noun, 5.
Abstract noun, 6. Possessive noun. In another source nouns are the names
given to people and objects: John, Marry, tree, cave. English nouns have no
grammatical gender. They are not arbitrarily classed as masculine and feminine
6 Hall J. Eugene, Grammar for Use, (Bina rupa aksara, Jakarta, 1993), p. 8.
12
or neuter. Instead, they have logical gender, in which the gender of word
depends on the gender of the person or object itself. They have singular and
plural forms ex: boy-boys, woman-women, class-classes, desk, and desks.
Nouns are divided into two general groups countable and uncountable.
Countable noun are things we can count so we can say “one banana and two
bananas”. Uncountable noun are the things we can not say “one rice”, “two
rices” but only one form “rice”.
Example:
Table 2.1 Countable and Uncountable Noun
Countable Noun Uncountable Noun
One book, two books Water, salt
A battery, two batteries A bowl of rice, a piece of paper
Some song Some music
A few jobs A little work
Verb is a word that expresses an action or state of being, and the time of
when it is. From all of the part of speech verb is the most important like the
moving power and the motor of sentence because without it there is no
sentence. Verb also helps you to say exactly what you mean; one verb can
convey a variety meaning. English verb have three principle parts-the present,
past and past participle. With regular verbs, the past and past participle are the
same. With irregular verbs, all three forms may be different.7
Example:
Table 2.2 Kind of Verb
Kind of
verb
To
infinitive
V1/present V2/past V3/past
participle
Irregular To go Go Went Gone
Regular To work Work Worked Worked
7 Fuad Mahmud, Essentials of English Grammar; A Practical Guide, (Jogjakarta: BPFE
Yogyakarta.1991), pp. 114-118.
13
Adjective is a word used to qualify a noun or pronoun, it divided into
seven: 1. Proper adjective, 2. Adjective of quality or state, 3. Adjective of
number or quantity, 4. Distributive adjective, 5. Demonstrative adjective, 6.
Interrogative adjective, 7. Possessive adjective. In English (exception of the
demonstratives) are not inflected for gender and number. They have no
singular and plural forms, and they do not agree with their nouns in gender.8
Adverb is a word which modifies a verb, adjective or another adverb.
Many adverbs are formed from adjectives with additional of suffix “ly”.
Adverb: there is really no simple test for adverbs, for one thing, they are often
expression rather than individual word; and for another there are number of
different kinds of adverbs. The most common adverbs are expression of time,
place and manner.9
Example:
Table 2.3 the Changes Adjective into Adverb
Adjective Adverb
Busy Busily
Slow Slowly
B. The Reference of Intervention Action Alternative Chosen
1. The Understanding of Vocabulary Card
Media as one component of learning, the word media comes from the
Latin means meaningful tool or means of communication. Gagne Sadiman in
Rasibah paper states that media are different types of components in the
environment students can stimulate learning. The media is anything that can be
used to channel messages from the sender to the receiver so that can inflame
the mind, feelings, concerns, and student interest such that the learning process
8 Fuad Mahmud, Essentials of English Grammar; A Practical Guide, (Jogjakarta: BPFE
Yogyakarta.1991), pp. 93-98. 9 A.J. Thomson, and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford
University Press, 1986), p. 47.
14
occurs.10
Media is integral part of the education process of learning in school
so into components that must be mastered by a professional teacher. Benefits
of media in teaching, the media have several benefits. In Encyclopedia of
Educational Research, the benefits include:
a. Lay the foundations of the concrete to think so reduce verbal
b. Enlarge the students' attention
c. Lay the foundations necessary for the development of learning, thus
making the lessons more stable
d. Provide tangible experiences that can foster self-employed activity
among students
e. Helped to foster the understanding that fosters student ability,
f. Provide experiences that are not obtained with other ways as well as
helping the development of greater efficiency depth and diversity more.
The things that need to be considered in selecting media are
characteristics of the media. Is the media used was appropriate with the
message or information to be communicated or not. The objective will be
achieved or not, for example to increase or enrich and improve students'
vocabulary proficiency by using media such as vocabulary card.
Vocabulary card is a card made from any particular paper content of a
word of target language in one side and the other side is the meaning of the
word in the first language learner.
Using vocabulary cards is a word learning strategy for independent
learning in or out of class. On one side of the card is written the word to be
learned. On the other side is the word’s meaning, usually in the form of a first
language translation.11
10
Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense,
skripsi, (Jakarta : FITK UIN, 2006), p. 11. 11
Paul Nations, New ways in Teaching Vocabulary, (Alexandria: TESOL, 1994), p. 20.
15
The Procedures are:
1. Show the learners how to make and learn from cards. When learning
from cards they should keep changing the order of the cards, use
mnemonic tricks to fix the meaning in their mind, look at the cards at
spaced intervals rather than spending a long amount of time in one go,
and make sure that similar words are not in the same group of cards.
2. The learners make 10-15 cards each day and keep a record of their
progress.
3. If the learners prepare their own cards, you may wish to check the words
they choose and the translations.
4. The students can exchange cards they have already studied.
5. In addition to a translation, the cards could contain in a context for the
word.12
2. The Design of Using Vocabulary Card
To create a traditional vocabulary card is on paper; write the word in
very large writing on one side of the vocabulary card. On the other side, write a
definition gained from a dictionary. Also, write a definition in your own words.
You can also split the word into roots and define the roots. Also write
antonyms (opposite words) and synonyms (similar words). Try to color-code
the vocabulary cards (e.g. nouns with black color, verbs with yellow color,
adjective with green color, and adverb with blue color). If you want to get more
involved, you can also attach vocabulary card by picture to assist learning.
These are the example of vocabulary card according to their function
such as noun, verb, adjective and adverb.
12
Paul Nations, New ways in Teaching Vocabulary, ... p. 20.
16
Figure 2.1 Students’ Vocabulary Card
Front side Back side
1. Noun
2. Verb
3. Adjective
4. Adverb
Figure 2.2 Teacher’s Vocabulary Card
Draw, drew, drawn
Menggambar, menarik,
mengambilkan
Drawing
Drawn
Gambar, penarikan
Dreadfully
Sangat
Lesu, letih, lelah
(N)
Car
Mobil
Mengemudi
(adj.)
Light
Terang
Dengan benar
(v.)
Break, broke, broken
Memecahkan
(adv.)
How
Bagaimana
17
3. The Purpose of Using Vocabulary Card
Generally as the beginner to understand the sentence is not easy,
especially if the student’s lack of vocabulary, that is why to know the
vocabulary is strongly important to understand the language. However it is
crucial to know the technique to present the vocabulary to students.
According to Ruth Gairns and Stuart Redman, there are two techniques
in presenting vocabulary, visual technique and verbal technique.
a. Visual techniques includes visual, mime, gesture, visuals includes flash
card, photograph, blackboard drawing, wall chart. They are extensively
used for teaching concentrate items of vocabulary.
b. Verbal technique includes the use of illustrative situation (oral or
written), use of synonym and definition, contrast and opposite, scales and
example of type.13
From the definition above vocabulary card included both of them. The
purpose of vocabulary card is to improve vocabulary; it is an important part of
education. Students tend to learn many words from hearing them, spoken
around them, and learn further words from general reading, but they may forget
what they have learned. Therefore, this vocabulary card as a medium for them
to improve their vocabulary, many teachers also believe it helps for children to
be specifically taught to learn useful words and their meaning. One idea that
may help for students is introducing vocabulary games, and one game in
particular that can be played for this purpose is vocabulary card.
4. Advantages of Using Vocabulary Card
There are several advantages of language game as a medium of
learning. Advantages include:
1. The game language is a language learning media that can be used to
increase levels of active learners in the process teaching and learning.
13
Ruth Gairns and Stuart Redman, Working With words, a guide To Teaching and
learning Vocabulary, (Cambridge: Cambridge University Press, 1991), pp.73-74.
18
2. Language games can be used to revive learners in the excitement of
learning that has begun to will
3. Competitive nature that exists in the game to encourage learners to
advanced racing
4. In addition to generate excitement and practice the skills
5. Specific language, language games foster a variety of attitudes positive
such as solidarity, creativity, and self-confidence
6. The material is usually communicated through the language game
suggests that it is difficult to forget.
In a teaching tool or media included also all games that can be played
by student groups, lass, or both. The examples presented here is a) the puzzle
game cross, b) a game to train the structure (sentence patterns), c) game to train
the vocabulary, d) a game to practice reading and answer questions in writing,
e) a game to train hearing to distinguish and identify the words.
Visual elements are a major part of the design of vocabulary card. A
visual vocabulary is a way to improve and add to the messaging that is
contained in students’ mind. These elements should be used consistently. These
are the several advantages over use of a vocabulary card14
:
It is simple to make.
The students write themselves their vocabulary card and it can improve
their vocabulary.
The elements of visual vocabulary become an interesting for students to
read and memorize a new vocabulary.
The students inspired to do his job by him/herself to do a good writing
vocabulary cards.
By visually seeing the students unintentionally getting more vocabulary
in continually.
14
http://www.elf-design.com/article-Visual-Vocabulary.html jam 16.00 pm 030111.
19
By coloring on each functions word Such as noun by black color, blue
color by verb, adjective by red color, and adverb by green color
students can remember easily kind of function word.
Using a visual vocabulary card in the materials will automatically make
the materials look more coherent, credible and professional, through the
repetitive use of consistent elements.
A visual vocabulary will increase the memory ability of your materials
as well, since people will have more visual elements to remember the
materials.
This card is easy to put and bring anywhere.
Helping in learning basics and portable, they help in summarizing and
memorizing.
The students also can refresh the past vocabulary from this card.
It can be used in other purposes such as math history and etc.
If you want to focus on vocabulary exercises, you can write the word on
one side of the card and the definition on the back.
5. Disadvantages of using Vocabulary Card
Every media for learning has positive and negative side it is according
to the goal of learning, here are some disadvantages of using vocabulary card
are:
Needs more preparation for the teacher for time allocation, such as time
to make a vocabulary card by the students
It is sometimes not suitable for an advance learner
Sometimes students could use to cheat example in the examination,
then the teacher should aware with this.
The more complex the information is, the more likely the learners are to
misinterpret it.
20
C. Teaching Vocabulary through Vocabulary Card
Teaching by using vocabulary cards is one of the alternative ways to teach
vocabulary in elementary school up to senior high school for independent learning
in or out of class. Teachers can use various ways activities using Vocabulary like
their peer teaching and testing, association games guess my word, the-vowel
words, ghost writing, and other categories.
In this case, the teacher uses guessing my word activity: first, each student
has 10 until 15 words that they made before, second, pair student off, and ask
them to compare current words sets. Then when learners are already familiar with
each other vocabulary card, each takes a word at random, and other has to guess
which word it is by asking yes/no questions, such as is it a noun/verb/adjective?
Does it begin with?
1. Principles:
a. Keep the teaching simple and clear. Don’t give complicated
explanations.
b. Relate the present teaching to past knowledge by showing a pattern or
analogies.
c. Use both oral and written presentation - write it on the blackboard as
well as explaining.
d. Give most attention to words that are already partly known.
e. Tell the learners if it is a high frequency word that is worth noting for
future attention.
f. Do not bring in other unknown or poorly known related words like
near synonyms, opposites, or members of the same lexical set.15
We need to see learning any particular word as being a cumulative
process where knowledge is built up over a series of varied meetings with
the word. At best, teaching can provide only one or two of these meetings.
The others involve deliberate study, meeting through meaning-focused
input and output, and fluency development activities.
15
http://www.ehow.com/how_6044694_improve-expand-vocabulary.html jam 16.15
030111
21
2. The Procedures are:
a. Show the learners how to make and learn from cards. When learning
from cards they should keep changing the order of the cards, use
mnemonic tricks to fix the meaning in their mind, look at the cards at
spaced intervals rather than spending a long amount of time in one go,
and make sure that similar words are not in the same group of cards.
b. The learners make 10-15 cards each day and keep a record of their
progress.
c. If the learners prepare their own cards, you may wish to check the
words they choose and the translations.
d. The students can exchange cards they have already studied.
e. In addition to a translation, the cards could contain in a context for the
word.16
To variety teaching learning process the teacher could use this activity
through vocabulary card.
Activity : Vocabulary Review
Skills : Speaking, Listening
Level : Intermediate-advanced
Class Time : 30 minutes
Preparation : However long it takes you to copy the words onto
cardstock (or index cards), and cut up.
Directions : Divide the class into small groups. (If you have
fewer than ten students, you could play together--just pair students and
have each pair be a team.) Give each group a set of vocabulary cards.
Instruct students to place the cards face down in the center of the group.
Play begins by one student choosing a card and providing an oral
definition. No gesturing or spelling is allowed. The person who answers
with the word on the card gets to keep the card. Play continues clockwise.
If a student does not know a vocabulary word, the card is returned to the
16
Paul Nation, New ways in Teaching Vocabulary, (Virginia: TESOL, 1994), p. 201.
22
middle of the deck and the student forfeits his/her turn. Play continues
until all of the cards have been defined. The winner is the person with the
most cards.
The positive effects of vocabulary teaching are that it can provide help
when learners feel it is most needed. This is particularly true for
vocabulary teaching that occurs in the on text of message-focused
activities involving listening, speaking, reading and writing, and where the
teaching deals with items that learners see as being very relevant for the
activity. Table 1 lists ways of quickly dealing with words. The small
amount of research on such teaching indicates that it has a strong effect on
vocabulary learning. The first decision to make when teaching a word is to
decide whether the word is worth spending time on or not. If the word is a
low frequency word and is not a useful technical word and not one that is
particularly useful for the learners, it should be dealt with as quickly as
possible. Usually when words come up in the context of a reading or
listening text, or of learners need a word or phrase when speaking or
writing, they need quick help which does not interrupt the activity too
much. Sometimes however a teacher may want to spend time on a word. In
general, time should be spent on high frequency words or words that fill a
language need that the learners have. When deciding how to spend time on
a word, it is useful to consider the learning burden of the word.
D. Relevant Study
The research about flash card has done by Rasibah that was “The
Effectiveness of Using Flash Card in Teaching Simple Past Tense”.17
This
research explains about the application of Flash Card in teaching Simple Past
Tense. She conducted the observation started on April 3rd
, 2006 to Mei 1st, 2006.
She used flash card to teach the simple past tense in order to find the effectiveness
17
Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense,
skripsi, (Jakarta : FITK UIN, 2006).
23
the students’ understanding simple past tense, because by using this technique is
more effective to teach simple past tense than just teaching past tense by
presentation only. In fact, the result of analysis of interpretation of the data shows
that teaching simple past tense is probably more effective by using flash card it
can be seen from the result of the test.
By using flash card the similar card with vocabulary card, the researcher
hopes that the students will be interested in grammar, and then it is easier for the
researcher to transfer her knowledge to the students. This is suitable such as what
the researcher does to her research.
E. The Conceptual Development of Action of Planning
Vocabulary is one of the essentials part in language which are taught for
every language learner. Vocabulary is the words used in general; there is no limit
of fields or users, general in meaning and use. Vocabulary has also the important
rules in understanding the language. Where, vocabulary does not only smallest
units of language but is must be with grammatical rule in order to be correct. It
will be useless if the learners do not know how to form new sentence if they do
not know noun, verb, adjective and adverb.
The application of vocabulary card games which is addressed by
researcher hope the vocabulary which will be given to the students based on the
material, till vocabulary card concept has been prepared by researcher in
improving students’ vocabulary of noun, verb, adjective and adverb can be used in
daily activity in English class. As the statement above that vocabulary card make
students interested in English lesson and basic grammar such as the part of speech
and it is easier for the researcher to transfer her knowledge to the students. Where,
multiple choices are chosen as the research intervention. This is done to know
how long the students’ ability in vocabulary especially in part of speech such as
noun, verb, adjective and, adverb.
From the statements above the researcher concludes that vocabulary card
in teaching vocabulary in English language can improve students’ English
24
vocabulary. So, the more teachers use vocabulary card the more vocabulary
students will have.
F. Action Hypothesis
Action hypothesis is proposed in this research has a formula as follows: by
using vocabulary card in teaching vocabulary in English lesson can improve
students’ Vocabulary and understanding of noun, verb, adjective and adverb and
improve students vocabulary at the first grade students’ of MTs. Nurul Falah
Pondok Ranji Ciputat.
25
CHAPTER III
RESEARCH METHODOLOGY
A. The Purpose of the Research
The purpose of the research is to know whether vocabulary card can improve
the students vocabulary of English lesson. In addition, the researcher hopes that
this writing will be useful especially for herself in improving her English
vocabulary and in general for English students and teachers at that school, as well.
B. The Time and Place of the Research
This research is carried out for a month started from 7th
February up to 9th
May 2011. The place is at the first grade of MTs. Nurul Falah Pondok Ranji
Ciputat, academic year 2010/2011.
C. The Method of the Research
The method used in this research is Classroom Action Research (CAR).
According to Michael J. Wallace, Classroom Action Research (CAR) is a type of
classroom research carried out by the teacher in order to solve problems or to find
answers toward context-specific issues.1 It means that before implementing the
Classroom Action Research (CAR), the researcher or the teacher needs to identify
any problems real found in the classroom before implementing the CAR.
1 Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 2006), p. 5.
26
D. The Subject and the Object of Research
1. The Subject of Research
The subject of this research is students at grade VII of Islamic Junior High
School Nurul Falah, academic year 2010/2011. The number of students
consists of 30 (thirty). It is chosen based upon the unstructured interview
result with the English teacher at that class proving that they have the lowest
achievement of English test especially in vocabulary among the other first
grade classes. That is why they need an appropriate strategy to help them in
improving their English scores by improving students vocabulary.
2. The Object of Research
The object of this research is vocabulary card technique to develop
students’ vocabulary in terms of English lesson.
E. The Researcher’s Role on the Research
In this research, the researcher acts in Classroom action research is not only
as the researcher but also as a teacher, a planner, and does in making pre-test, a
lesson plan, post-test in each final cycles, collecting data, analyzing and reports
the result of the research. Besides, the researcher is helped by the teacher who
teaches that subjects and he acts as observer. On the other side, the teacher carries
out the action based upon the lesson plan has been made. Therefore, the researcher
works collaboratively with the English teacher.
The researcher does teaching learning activity immediately and attempt to
collect the data based on research focus. As a main implementer in this research,
the researcher is hoped can obtain accurate data till research goal for improving
students’ vocabulary of English.
F. The Research Design
The design of this research is classroom action research. It is called CAR
because the research focuses on a particular problem and a particular group of
students in a certain classroom.
27
The expert defines about Classroom Action Research:
“Mean by the term Action Research is a strategy is basically way of reflecting
on your teaching (or teacher training, or management of an English
department, or whatever you doing ELT). It is done by systematically
collecting data on your everyday practice and analyzing it in order to come to
some decisions about what your future practice will be.”2
From the explanation above we can conclude that the strategy of teaching is
depend on the reflection done by the researcher and her collaborator, and then it is
important for the collaborator and researcher to make a relational note. In the
reflection the researcher and her collaborator make the strategy to solve the
problem which appears in the classroom activity.
The researcher uses classroom action research Kemmis and Taggart model,
which consists of four steps namely: planning, acting, observing, and reflecting.
Improvement of the problem in this research is brought about by a series of
cycles. The figure is below:
Figure 3.1: Action Research Spiral, Model from Kemmis & Taggart (1988)3
2 Michael J. Wallace, Action Research for Language Teacher. (Cambridge: Cambridge
University Press, 1998), p. 4. 3 Prof. Dr. Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas (Untuk
Meningkatkan Kinerja Guru dan Dosen), (Bandung: Remaja Rosdakarya, 2006), p. 66.
28
The classroom action research design used in this research is a collaborative
classroom action research. It means that the researcher collaborates with the
English teacher of MTs. Nurul Falah as observer and collaborator. In conducting
the research, the researcher’s role is as an English teacher who teaches English
vocabulary through vocabulary card, while the real English teacher’s role is as an
observer or collaborator who observes the action of the research while teaching-
learning activities happens in the classroom. Also she acts as a collaborator when
helps the researcher in designing lesson plan, carrying out the reflection, and
determining the follow up of the research.
G. Classroom Action Research (CAR) Procedures
The Classroom Action Research using Kemmis & Taggart design consists of
four phases, they are planning, acting, observing, and reflecting, after doing four
phases called one cycle. After finishing the first cycle, it might be found a new
problem or the previous unfinished problems yet. Therefore, it is necessary to
continue to the second cycle in line with the same concept of the first cycle.
Here are the explanations about four phases:
1. Planning Phase
A planning phase was done after identifying and diagnosing students’
vocabulary problem occurred in the class proven by observing and
interviewing; furthermore in this phase the planning is divided into two types.
Those are general planning and specific planning. The general planning is
aimed at organizing whole aspects referred to Classroom Action Research
(CAR). Meanwhile the specific planning is aimed at organizing the plan
related to cycle-to-cycle. The organized planning will be formed into lesson
planning based on the current used syllabus. The lesson plan has been
prepared to be implemented in VII grade at MTs. Nurul Falah Ciputat. It has
been mentioned some instructions regarding procedures of teaching, media,
resources, and evaluation.
29
2. Acting Phase
The acting phase in the principle is a realization from an act which has
been planned before such as what the strategy used, what material be taught
and others.4Acting phase is the phase where both the researcher and the
teacher collaborate to carry out the planned action. The teacher uses the
determined strategy as she is teaching while the researcher observes the class
condition during teaching learning activity.
In this phase it begins the process of going more deeply into the issue
being researched, it takes two weeks within two cycles in which each cycle
consists of two meetings in action it is according to Arikunto that the acting
phase should be implemented at least two cycles continuously and the time
period for each cycle depends on the material needs that existed in the
semester or annual program designed by the teacher.5
3. Observing Phase
In this phase, the researcher and the teacher collaboratively to write all
events which is happen in the class, and also carries out observation toward
implementation of the action using field note or unstructured observation
sheet. The researcher observed the outcomes of the intervention and
reflecting on its effectiveness. When observing, the observer should notice
and note all of activities in the physical classroom. It may be about the
teacher’s performance, class situation, students’ response, etc. In this phase, it
also collects the data derived from evaluation or post-test.
4. Reflecting Phase
This phase is aimed to reflect or evaluation from three phase before, it is
done based on data that have been collected to hold evaluation for completing
the next cycle. Thus, the reflection is able to be determined after
implementing the action and observation outcomes. If there still might have
found some problems, it needs to move to the next cycle until it solve.
4 Wijaya Kusumah, Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta:
PT Indeks, 2009), p. 39 5 Suharsini Arikunto,Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 21-
23.
30
Analysis and Findings
- Analyzing : Analyzing the result of preliminary study
- Findings : The students hard to remember the given-word and have difficulty to
make a sentence.
- Causes : The student bored easily and lazy to remember the given-vocabulary
Teacher gives the new word and asked the students to remember the new
word related to the topic, without using the suitable technique to help
students memorize new word easily.
Preliminary Study
1. Observing the class 3. Interviewing the English teacher
2. Giving questionnaire to the student 4. Carry out Pretest
Planning
1. Deciding kind of text & making lesson plan with the
collaborator.
2. Preparing model of vocabulary card using different variety.
3. Preparing materials & students worksheet.
4. Preparing instrument of post test 1
5. Setting criteria of success.
Figure 3.2: The phases of Classroom Action Research modified by the researcher
Revision of the First
Cycle
Observing
Observing teaching learning process
Reflecting
1. Analyzing the collecting data.
2. Determining the criteria of success.
Acting
Implementing the plan
Success
Fail
Conclusion and
Suggestion
Continue to the
next Cycle
31
H. Expectation Result of Action Intervention
There are several categories that show the successful of the application of
vocabulary card, they are: first, vocabulary card is expected to improve students’
vocabulary in learning English lesson and they will be interested to remember their
English vocabulary. Second, it can improving students’ memory in English. The
last, it can make students pass the minimum mastery criterion (KKM-60) by
improving their scores in pre-test up to post-test II.
I. Data and Data Sources
In this research the researcher using qualitative data (experience-based) and
quantitative data (number based). The qualitative data consists of observation
within the physical activity in the classroom and interview to be presented for the
teacher. On the other side, the quantitative data uses pre-test and post-test.6
J. Instrument of Data Collection
The instrument of collecting data is used by the researcher to get the data
observation by using:
1. Observations: is a technique for collecting data about researcher and
students’ activities in teaching and learning process. Then observation
sheet is given based on reality in the classroom, the type of observation
which is used in this research is direct observation.
2. Interview: used to get data about implementation of CAR to the teacher.
3. Questionnaire: it conducted both before and after implementing CAR.
4. Test: is used for getting data of research result and students activities in
teaching learning. There are two tests used in this research as follows:
a. Pre-test is done before implementing the CAR.
b. Post-test is implemented after implementing the CAR.
6 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127.
32
K. Technique of Collecting Data
Technique of collecting data in this research using qualitative data
(experience-based) and quantitative data (number-based). The qualitative data
consists of observation within the physical activity in the classroom and interview
to be presented for the teacher. On the other side, the quantitative data uses pre-
test and post-test.7 The completely explanation as follows:
a. Observation
In this case, the researcher uses the unstructured or opened observation. to
know the occurrences within learning process. It may be about the teacher’s
performance during Classroom Action Research (CAR), class situation in the
classroom activity, and students’ response concerning the use of vocabulary
card.
b. Interview
The researcher asks the teacher to know students’ difficulties in English
vocabulary, students’ condition involving in English class activity, and the
vocabulary card strategies used by the teacher in teaching English
vocabulary.
c. Test
The test used in this research is pre-test and post-test. The pre-test was
done before implementing vocabulary card. It is to measure students’
vocabulary comprehension at first. Meanwhile, the post-test is implemented
after using vocabulary card. In this research, the test was done in form of
multiple choices. The test is held on the end of every cycle.
L. Technique of Data Analysis
The analysis qualitative data used in this research is the observation of
students’ activities during teaching learning process, and the interview before and
after Classroom Action Research (CAR). In this case, the researcher collected the
7 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 127-
132.
33
entire data which have gained. In analyzing the numerical data, first the researcher
tries to get the average of students’ vocabulary score per action within one cycle.
It is used to know how well students’ score as a whole on vocabulary skill. It uses
the formula:8
_
X : mean
x : individual score
n : number of students
Second, the researcher tries to get the class percentage which pass the
minimal mastery level criterion (KKM) considering English subject gains score
60 (sixty) which is adapted from the school agreement at MTs. Nurul Falah. It
uses the formula:9
P : the class percentage
F : total percentage score
N : number of students
Third, after getting mean of students’ score per actions, the researcher
identifies whether or not there might have students’ improvement score on
8 Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
9 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p. 43.
_ ∑x
X = ──
n
F
P = ── X 100%
N
y1 - y
P = ─── X 100%
y
34
Vocabulary comprehension from pre-test up to posttest score in cycle 1
and cycle 2. In analyzing that, the researcher uses the formula:10
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
M. Trustworthiness of Research
To analyze the examined test items, the researcher implements the
trustworthiness of the test. There are some phases including:
1. Validity of Data
Validity is one of the essential requirements of good educational testing
which can represent an acceptable action research. In other words validity is
the most requirements for instrument of evaluation. Arthur Hughes stated that
“a test is said to be valid if it accurately what it is intended to measure”.11
It
means that a test can be said valid if the test measures what it will be
measured. Terminologically, in Indonesia “valid” is “shahih”. Validity is not
an absolute feature from technique evaluation. It is a relative feature for a
purpose which will be reached by the test maker. Validity should be
determined by the purpose will be reached by using test. Therefore validity
10
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Department of Physics and Astronomy, 2008), p.3. 11
Arthur Hughes, Testing for Language Teachers second edition, (Cambridge:
Cambridge University Press, 1989), p.26.
y2 - y
P = ─── X 100%
y
35
refers to extent to which the results of an evaluation procedure serve the
particular uses for which they are intended.
In this research the researcher adopts Anderson, Herr, and Nihlen’s
criteria that mention that validity of action research including democratic
validity, outcome validity, process validity, catalytic validity, and dialogic
validity.12
In this research she uses three kinds of validity are outcome,
process, and dialogic validity. First, outcome validity requires that the action
emerging from a particular research leads to the successful resolution of the
problem that was being studied, that is, your research can be considered valid
of you learn something that can be applied to the subsequent research cycle.13
Second, process validity is “the validity that requires a research has been
conducted in a “dependable” and competent“manner”.14
The last, dialogic
validity; “it involves having a critical conversation with peers about research
finding and practices.”15
It could be concluded from the explanation above that we could be seen
the outcome validity from the students’ result of the test. Moreover, in
process validity the researcher notes all events happening during the CAR.
Therefore, in these validities the research is said successful if the result of
cycle II is better than cycle 1. Besides, if there might have some mistakes in
the method of teaching, so the researcher should discuss this problem with
the teacher to modify the further strategies. Then, for dialogic validity, to
avoid invalid data the researcher and the teacher discuss and assess the
students’ test result of two cycles.
2. Discriminating Power
The analysis of discriminating power of test items is to know the
performance of the test through distinguishing students who have high
12
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey:
Merril Prentice Hall, 2003), p. 84. 13
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, … p. 84. 14
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, …p. 84. 15
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey:
Merril Prentice Hall, 2003), p. 85.
36
achievement and low achievement. Discriminating power provides a more
detailed analysis of the test items than does item difficulty, because it shows
how the top scores and lower scores performed on each item.16
The computing of discriminating power uses the formula as following:17
U – L
D = ────
N
In which, D : The index of discriminating power
U : The number of pupils in the upper group who answered the item
correctly
L : The number of pupils in the lower group who answered the item
correctly
N : Number of pupils in each of the groups
Next, the discriminating scale uses:18
DP REMARK
0.6 – 1.0 Very good
0.4 – 0.6 Good
0.1 – 0.3 Ok
-1 – 0.0 Bad
3. Difficulty Item
The difficulty item analysis concerns with the proportion of comparing
students who answer correctly with all of students who follow the test. Item
difficulty is how easy or difficult an item is form the viewpoint of the group
16
Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and
Direction, (London: Heinle & Heinle Publisher, 1998), p. 135. 17
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998),
p. 139. 18
J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.
37
of students or examinees taking the test of which that item is a part. The
formula as following:19
R
P = ──
T
In which, P : Index of difficulty
R : The total number of students who selected the correct answer
T : The total number of students including upper and lower
group
N. Criteria of the Action Success
Classroom Action Research (CAR) is able to be called successful if it can
exceed the criteria which has been determined, and fail if it is cannot exceed the
criteria which has been detained. In this research, the research will succeed when
there is 75% numbers of students could achieve some improvement scores from
the pre-test until the second post-test in cycle two or they could pass the target
score of the minimal mastery level criterion (KKM).20
The KKM that must be
attained considering reading subject is 60 (sixty) which is adapted from the school
agreement (MTs. Nurul Falah Ciputat). If the criterion of the action success
achieved, it means that the next action of the Classroom Action Research (CAR)
would be stopped, but if this condition has not been reached yet, the alternative
action would be done in the next cycle.
19
Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall,
1982), p. 102. 20
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT
Rineka Cipta, 2006) p. 108.
38
CHAPTER IV
RESEARCH FINDINGS
A. The Description of the Data
1. Findings of the Preliminary Research
A preliminary study was conducted on Monday 7th
and 14th
February
2011 in MTs. Nurul Falah to get data about the factual conditions of the
problems faced by the teacher and students in the teaching and learning
English especially vocabulary. This action was done at first grade of MTs.
Nurul Falah, this class is the only first grade in this school, when the
researcher took a part in the class for preliminary research, the researcher
found many problems in the classroom. The first problem is the classroom
situation, the class was very crowded the class consists of 30 students and
the teacher could not manage the classroom easily. The second problem was
the technique used by a teacher is not suitable with the student’s condition,
it is seen from the students respond on teacher explanation. The last problem
was the limit of student’s vocabulary caused many errors of the student’s
understanding and student’s motivation in learning English.
The researcher conducted the research by (a) interviewing the English
teachers in terms of the techniques and activities employed in teaching
English especially in teaching vocabulary, (b) giving questionnaire to the
39
students in terms of learning English vocabulary, and (c) assigning the
students to do the test in order to identify the students’ problems of English
vocabulary and students’ understanding about part of speech such as noun,
verb, adjective and adverb.
a. The Result of Pre Interview
Pre interview carried out in this research was the unstructured
interview. It was held on Monday, 21th
February 2011 started at 12.00
p.m and finished at 12.30 P.M. The researcher asked to the teacher
some questions which clasified into three categories, they are: the
general condition in English class especially in vocabulary learning, the
strategy in teaching vocabulary used by the teacher, and the difficulty
faced by students in vocabulary learning. At the end the researcher also
asked about vocabulary card.
First category discussed about the general condition in English
class especially in vocabulary learning. The teaching learning process
conducted as three phase there were pre activities, while activities and
post activities. In vocabulary learning, the teacher used a little activity
such as giving an assignment personally, bring a picture related to the
new vocabulary, and grouping for teamwork.1
Second category talked about the strategy used by the teacher in
teaching vocabulary, the teacher said that sometimes she brings some
picture to the class but mostly using a dictionary to find the meaning of
new vocabulary. The researcher asked the teacher about vocabulary
card technique, the teacher said she has known about vocabulary card
but she never uses this technique. She hoped that this technique
(vocabulary card) can be effective in retaining students’ English
vocabulary, because this technique such as s game and the students will
be fun in learning through this technique.2
1 See Appendix 1a-1b Numbers 1-6 of Preliminary Interview.
2 See Appendix 1a-1b Numbers 11-13 of Preliminary Interview.
40
The third category is the difficulty faced by the students focus on
vocabulary. The teacher said that vocabulary was not the difficult
English sub-skills to be learned but the vocabulary were the main things
of language, then we have to give a special attention on this sub-skill
without knowledge of vocabulary the students will find many problem
in learning language especially English. Whereas the students must
achieve the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) then they have to master from the essential things of language in
this case is vocabulary. The students’ difficulty in learning or
memorizing vocabulary is the differences of the word function or part
of speech. Consequently, the students confuse to compare the word
stand for in the sentence.3
The conclusion of the interview in term of the students’ difficulties
in vocabulary was the students’ of English first grade of MTs. Nurul
Falah still have difficulties in vocabulary in term of part of speech. (The
detail result of pre interview can be seen in appendix 1b).
b. The Result of Pre Questionnaire
The pre questionnaire was conducted to obtain the data indicating
students’ motivation in learning English vocabulary. The questionnaire
was given to the students in the first year of MTs Nurul Falah on
Monday, February 21th
2011. The questionnaire had ten questions
which revealed in three categories, they are the students’ response about
teaching-learning process (2 items, no. 1&2), the result of the students’
vocabulary learning activity (2 items, no. 3&4) and the solution of the
problems in vocabulary (6 items, no. 5-10), and all of them are ten
items. The table below showed the result of pre questionnaire.
3 See Appendix 1a-1b Item Numbers 7-10 of Preliminary Interview.
41
The first category was the students’ response about teaching-
learning process in learning English vocabulary. The result showed 90
% students were motivated in the teaching-learning process. Next item
is students understanding about English lesson, shows that 46.6 % of
the students understood the teacher’s explanation. It means that most of
the student FIRST grade of MTs. Nurul Falah like English vocabulary
lesson, even though they didn’t mastery English vocabulary yet.4
The Second category is the result of students’ vocabulary
achievement. 53.3 % of the students were not satisfied with their score
in vocabulary. So, most of the student were not satisfied in their score is
bigger than those who weren’t. Then, only 33.3 % students could
answer the teachers’ questions about vocabulary material. It can be
drawn that most of the student hadn’t reached a good score which
passed minimum mastery criterion (KKM).
The Last category asks the solution of the problem in vocabulary
learning. For the first item, there were so many students who didn’t ask
their teacher if they had difficulties, it’s about 76.6 %. It was indicated
that the student were not actively involved in the teaching-learning
process and they were shy and not interested in the lesson, then do not
ask their difficulty in understanding the materials. Second item, 53.3 %
students said that their teacher didn’t implement the suitable technique
to solve difficulties in learning vocabulary. It can be predicted that
technique used by the teacher was not really appropriate and could not
solve their problems in learning vocabulary mostly. After that, most
student answer that their teachers’ technique couldn’t help students
memorize vocabulary easily and get the new vocabulary, it’s about 56.6
% of the student. It means that most of them thought the used technique
could not help them transferring the given words to their long term
memory and getting the new vocabulary. Next item, 80 % students said
that their teacher gave exercise to develop students’ ability in
4 Appendix 3b.
42
vocabulary, in the contrary many students, 60 % couldn’t do the task
easily. It means that most of them faced the problem in vocabulary and
thought the used technique could not help them in developing their
vocabulary because not all of the words are given by teacher. So that,
they hard to do the task. The last, there were only 6 students or 20 % of
them stated that they had rich vocabulary. It means that most of
students’ ability in vocabulary was still low. 5
Related to the result of pre questionnaire above, it can be concluded
that there were needed to improve the students’ positive response after
the implementation of the action. Therefore, the CAR was done.
c. The Result of Pre Test
The Pretest was conducted as the preliminary study or done before
Classroom action research (CAR) to identify the students’ real
competence and problems in vocabulary. In pretest, the students
assigned to answer some question related to their competence in
English vocabulary and students understanding on part of speech
especially noun, verb, adjective and adverb, there were 20 questions in
multiple choice and 10 in matching, this pretest was conducted on
Monday 14th
March 2011. In doing this test the students carried out the
test during 40 minutes.
5 See Appendix 3a-3b.
43
Table 4.1
Students’ grade in pre-test
Respondents Pre-Test
Student 1 62*
Student 2 63*
Student 3 37
Student 4 59
Student 5 63*
Student 6 33
Student 7 51
Student 8 56
Student 9 50
Student 10 33
Student 11 47
Student 12 56
Student 13 76*
Student 14 50
Student 15 45
Student 16 51
Student 17 54
Student 18 39
Student 19 62*
Student 20 50
Student 21 54
Student 22 56
Student 23 42
Student 24 50
Student 25 36
Student 26 39
Student 27 42
Student 28 31
Student 29 48
Student 30 53
MEAN 49.6
*student who passed the KKM the scores are processed from
students’ answer sheets
44
To get the result of pretest, firstly, the researcher calculated the
mean score:
_ = 49.6
X
Then, to the percentage of students who passed the KKM score, the
researcher used the following formula:
%100xN
F
30
%1005x
%6.16
Based on the result of the pre test, the data showed that the mean
score of pretest is 49.6. There were only five students or 16.6% of the
students who got the score above the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) meanwhile the other 25 students
were below that criterion. From that analyzing, it could be seen that
almost of first grade of MTs. Nurul Falah students’ vocabulary was still
very low.
_ ∑x
X = ──
n
_ 1488
X = ──
30
45
After analyzing the result of preliminary study, it could be
conclude that most of the students at first grade of MTs. Nurul Falah
had small vocabulary size and low understanding on part of speech
especially in noun, verb, adjective and adverb. So, it needs to find out
the solution to overcome this problem. The researcher used vocabulary
card as the technique in teaching vocabulary as an innovation in
teaching learning process. The action needed to retain students’
vocabulary. The action research conducted in two cycles. Every cycle
followed the procedures of action research involving planning, acting,
observing, and reflecting. Every cycle was conducted in three meetings.
The following was the explanation of the action research results.
2. Findings of the First Cycle
a. Planning
The researcher collaborated with her collaborator (in this case is the
teacher) planned the action dealing with preparing vocabulary card
technique, instructional materials and media, and determining the
criteria of success. In this phase, the researcher made a planning for the
Action Research based upon the problems faced by students about
vocabulary. In this case, the researcher determined selected material
and exercises into lesson plan. Based on syllabus, there are some kinds
of text on this term, as follows: narrative, descriptive and procedure.
Procedure text was chosen as the text to be delivered for students. That
was only discussing some vocabulary that consists of part of speech
especially noun, verb, adjective and adverb. In the lesson plan, there
were some sentences to identify part of speech.
Besides of making lesson plan, the researcher also prepared
observation sheet to observe the students and researcher’s activities in
teaching learning process whether it was in line with the lesson plan had
made before or not. And the researcher also prepared the post test 1 to
46
collect the data; to know there are some students’ improvement scores
from pre-test to post-test.
Next, the researcher and collaborator determined the criteria of
success. The criteria of success were 75% of the students’ vocabulary
score achieved the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) of English (60.0) or above and 75% of students
participated in English vocabulary class. Besides, the researcher
prepared the instruments for the research such as: posttest 1,
observation checklist, and camera to take a picture of the action. And
here are the summary of the researcher steps in planning phase:
1) Decide the kind of text.
2) Making lesson plan with the collaborator6
3) Preparing model of vocabulary card using different variety.
4) Preparing materials (taken from the English text book) and media
(paper, card, marker colors).
5) Preparing student worksheet.7
6) Preparing the instrument (posttest 1 and observational note).8
7) Determining the criteria of success with the collaborator (75% of
30 students or 22 students achieve the Minimum Mastery Criterion
– Kriteria Ketuntasan Minimal (KKM) of English 60 or above).
b. Acting
The action of the first cycle was done on March and April 28th
, 31st
and 4th
2011. The researcher implemented the teaching learning process
based on the lesson plan had been made. In the first meeting, before
involving students in vocabulary card technique, the researcher act as
teacher and she done based on the lesson plan before, the researcher
gave the hand out to students and asked to listen to what the teacher
read, next the researcher asked students to read the material, then asked
6 See Appendix 11a.
7 See Appendix 11a.
8 See Appendix 8b & 10b.
47
them to do the task on their handout, showed them how to make a
vocabulary card by using the vocabulary in the text given, asked them
to make a vocabulary card and finally the teacher asked the students to
play a game “who am I” by using vocabulary card.
First meeting (Monday, March 28th
2011 at 13.45 am – 15.00 pm)
1) Implemented the teaching learning process based on the lesson
plan.
2) Taught the students about noun and adjective, and how to identify
noun and adjective from the text.
3) Introduced the students how to make a vocabulary card and learn
from the vocabulary card.
4) Asked the students to mention all noun and adjective in the text.
5) Asked the student to make a vocabulary card based on the word
related to noun and adjective individually.
6) Asked the students to make a pair and play the game “who am I”
by using a vocabulary card.
7) Asked the students to keep their vocabulary card and retain their
vocabulary by keep their memory through vocabulary card.
Second Meeting (Monday, March 31st 2011 at 13.45 am – 15.00 pm)
1) Implemented the teaching learning process based on the lesson
plan.
2) Asked their understanding about last lesson (noun, and adjective).
3) Explain the students about verb and adverb.
4) Asked the students to mention verb and adverb in the text, and
teacher write it on the board.
5) Asked the students to make a vocabulary card by using the word on
the board.
6) Teacher made them a group of four and gives them 1 set of
vocabulary card and asked them to play on it.(see how to play a
game on appendix ). A student with more cards is the winner.
7) Giving the students homework as feedback.
48
8) Asked the students to keep their vocabulary card and retain their
vocabulary by keep their memory through vocabulary card.
Third Meeting (Monday, March 4th
2011 at 13.45 am – 15.00 p m)
1) Reviewed the material and student homework.
2) Teacher made them a group of four and introduced them about the
game “not belong” and asked them to be active in the game. This
game function to measure their vocabulary related to noun, verb,
adjective and adverb.
3) Give students a worksheet and asked them to do the task with their
partner.
c. Observing
In this phase, the researcher observed the students’ participation in
the process of vocabulary teaching learning process on pre, whilst and
post vocabulary activities through observation.
In the first meeting, the observer watched the students were
interested in the lesson given through vocabulary card games, but there
was the class still had a problem in making a vocabulary card, the
students do not understand well how to make a vocabulary card then it
made class noisy. The students couldn’t concentrate on the explanation
given by the teacher about noun and adjective and they couldn’t
understand well about noun and adjective it is known from their scores
on the worksheet given.
In the second meeting, the observer watched the better classroom
condition; they are already known how to make a vocabulary card and
the students do not make a lot of noise in the class. The students were
interested to follow the teacher instruction to play a game through
vocabulary card. In the second meeting the observer still find the
problem from the students there are five students do not bring their last
vocabulary card then it disturbed the other students to do the activity
given the teacher.
49
In the third meeting, the observer watched the class was in a good
condition, but there still had a problem because there is a student who
forgot to bring their vocabulary card then disturbed the other friends to
follow the activity given. But outside of the problem the class could
understand the lesson. It could be seen from their scores from the
worksheet given.
The next is collecting data or materials for the post test 1. The
result of post test showed the mean score of the class increased to 58.0
in which there were 18 students who passed the Minimum Mastery
Criterion or KKM 60.9 The detail result of instruments used in the first
cycle can be seen below:
1) The Result of Students’ Vocabulary Achievement (Cycle 1)
To know the result of students’ vocabulary achievement, first, the
researcher needs to calculate the mean score. The mean score derived
from the following formula:
_ = 58
X
Then, the researcher calculated the class percentage that’s passed
the Minimum Mastery Criterion, using the following formula:
%100xN
F
30
%10018x
P = 60 %
9 See Appendix 6b.
_ ∑x
X = ──
n
_ 1740
X = ──
30
50
Table 4.2. The Students’ vocabulary Score of Posttest 1
Figure 4.1. The Students’ Improvement in Vocabulary Score in the 1st Cycle
No. Students’ name Post-Test Score
1 Student 1 65*
2 Student 2 70*
3 Student 3 40
4 Student 4 55
5 Student 5 65*
6 Student 6 40
7 Student 7 60*
8 Student 8 75*
9 Student 9 60*
10 Student 10 35
11 Student 11 50
12 Student 12 70*
13 Student 13 80*
14 Student 14 60*
15 Student 15 60*
16 Student 16 60*
17 Student 17 55
18 Student 18 65*
19 Student 19 65*
20 Student 20 55
21 Student 21 60*
22 Student 22 65*
23 Student 23 65*
24 Student 24 50
25 Student 25 40
26 Student 26 55
27 Student 27 45
28 Student 28 60*
29 Student 29 60*
30 Student 30 55
MEAN 58
405060
Preliminary Study
Cycle 1
Preliminary Study
Cycle 1
51
The data showed that the mean score of posttest 1 was 58.0. There
were eighteen students or 60 % of the students who got the score above
the Minimum Mastery Criterion, meanwhile the other 12 students were
below that criterion. It implied that the first criterion has not fulfilled.
Based on the result of the students’ vocabulary achievement in the
cycle 1, there was an increase of students’ mean score from the
students’ vocabulary achievement on the preliminary study to the
students’ vocabulary achievement on the first cycle. It was from
preliminary study mean score from the mean class 49.6 increased to
58.0 or from 5 students who passed the score above the Minimum
Mastery Criterion to 18 students. That means that there was 16.9 % of
mean score improvement. The improvement percentage derived from
the formula: 10
%1001
y
yy
P = %1006.49
6.490.58
P = 16.9 %
d. Reflecting
In this phase is discussing the result of the action. The researcher
and her collaborator talked about the result of the action. Based on the
analysis of the students’ vocabulary score in post test 1 have not
achieved the criteria of success that 75% of students must achieve the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). It
can be seen that only 60 % of the students who got the score above the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). So,
52
the implementation of vocabulary card technique has not given
satisfactory result yet on the improvement of students’ vocabulary.
The next is talking about Students’ participation. From the analysis
of the students’ vocabulary worksheet score in the first cycle, it was
found that the students do not understand well about noun, verb,
adjective and adverb well. They could not understand well about the
differences on noun and verb or adjective and adverb. But the better
vocabulary memorizing is showed from their worksheet score on
vocabulary meaning (See table 4.2).
Therefore, it needs to revise the acting and planning before
implement to the next cycle so that it could achieve the criteria of
success of this study. The test result indicated that the action in first
cycle did not achieve the action success yet, it need 10 % to achieve the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) so
the teacher and the researcher had to move to the next cycle.
e. Revision of the First Cycle
Based on the analysis of the students’ score achievement on
vocabulary in the first cycle, the implementation of vocabulary card
technique did not yet give satisfactory result on the improvement of
students’ vocabulary. Therefore, the researcher and the collaborator
concluded some revision before the implementation of the next cycle in
order to achieve the criteria of success of this study.
First, the revision was focused on the teaching procedure. In the
first cycle, the students were confused on making a vocabulary card.
The students had a difficulty in understanding how to play a game by
using a vocabulary card. These problems were time-consuming and
make the other students disturbed and felt bored. Then the teacher has
to give the example to make a vocabulary card clearly and slowly.
Second revision was on classroom rule. In this cycle especially in
second and third meeting some students do not bring their last
53
vocabulary card and it make the other student disturbed because her or
his friend borrowed their vocabulary card for the example for them and
it make the activity given by the teacher delayed. Because of this
problem the teacher should remain the students to bring their
vocabulary card in every meeting.
Third revision was on the explanation about the materials. In this
case is the explanation on several parts of speech such as noun, verb,
adjective and adverb. The teacher should give the explanation clearly
and slowly to make a students understand about them and always repeat
and check their understanding in beginning or the end of the lesson.
The last, the students had to bring dictionary, in order to help them
to find out the meaning of word as their learning source except the
teacher.
Collaboration with the teacher, the researcher concludes some
revisions for the first cycle to move to the next cycle, they are:
1) The teacher should give the clear explanation on how to make a
vocabulary card and slowly.
2) Remain the students to bring their vocabulary card in every
meeting.
3) Giving brief explanation about part of speech: noun, verb, adjective
and adverb slowly and clearly.
4) Get them to bring a dictionary in every meeting.
3. Findings of the Second Cycle
a. Planning
The researcher collaborated with her collaborator (in this case is the
teacher) planned the action dealing with preparing vocabulary card
technique, instructional materials and media, and determining the
criteria of success. In this phase, the researcher made a planning for the
Action Research based upon the problems faced by students about
vocabulary. In this case, the researcher determined selected material
54
and exercises into lesson plan. Based on syllabus, there are some kinds
of text on this term, as follows: narrative, descriptive and procedure.
Procedure text was chosen as the text to be delivered for students. That
was only discussing some vocabulary that consists of part of speech
especially noun, verb, adjective and adverb. In the lesson plan, there
were some sentences to identify part of speech.
Besides of making lesson plan, the researcher also prepared
observation sheet to observe the students and researcher’s activities in
teaching learning process whether it was in line with the lesson plan had
made before or not. And the researcher also prepared the post test 1 to
collect the data; to know there are some students’ improvement scores
from pre-test to post-test.
b. Acting
The action of the Second cycle was done on April 11st, 14
th and 18
th
2011. The researcher implemented the teaching learning process based
on the lesson plan had been made. In the first meeting, before involving
students in vocabulary card technique, the researcher act as teacher and
she done based on the lesson plan before, the researcher give the hand
out to students and asked to listen to what the teacher read, next the
researcher asked students to read the material, then asked to them to do
the task on their handout, showed them how to make a vocabulary card
by using the vocabulary in the text given, asked them to make a
vocabulary card and finally the teacher asked the students to play a
game “who am I” by using vocabulary card.
First meeting (Monday, April 11th
2011 at 13.45 am – 15.00 pm)
1) Implemented the teaching learning process based on the lesson
plan.
2) Giving the students handout, and asked them to fill in the blank
according to what their heard on the recorder.
3) Asked them to change their handout with their partner.
55
4) Explained the students about noun and adjective, and how to
identify noun and adjective from the text.
5) Asked the students to mention all noun and adjective in the text.
6) Asked the student to make a vocabulary card based on the word
related to noun and adjective individually.
7) Asked the students to make a pair and play the game “who am I”
by using a vocabulary card.
8) Asked the students to keep their vocabulary card and retain their
vocabulary by keep their memory through vocabulary card.
Second Meeting (Monday, April 14th
2011 at 13.45 am – 15.00 pm)
1) Implemented the teaching learning process based on the lesson
plan.
2) Brain storming by asking the last lesson (noun, and adjective).
3) Explain the students about verb and adverb.
4) Asked the students to mention verb and adverb in the text, and
teacher write it on the board.
5) Asked the students to make a vocabulary card by using the word on
the board.
6) Teacher made them a group of four and gives them 1 set of
vocabulary card and asked them to play on it. (See how to play a
game on appendix). A student with more cards is the winner.
7) Giving the students homework as feedback.
8) Asked the students to keep their vocabulary card and retain their
vocabulary by keep their memory through vocabulary card.
Third Meeting (Monday, April 18th
2011 at 13.45 am – 15.00 pm)
1) Reviewed the material and student homework.
2) Teacher made them a group of four and introduced them about the
game “not belong” and asked them to be active in the game. This
game function to measure their vocabulary related to noun, verb,
adjective and adverb.
56
3) Give students a worksheet and asked them to do the task with their
partner.
c. Observing
As in the first cycle, the researcher observed the students’
participation in the process of vocabulary learning in pre, whilst and
post vocabulary activities through observation note (see Table 4.2).
The researcher and the teacher collaborative in observing the
teaching learning process through observational notes. The condition of
the class was very well after implementing vocabulary card technique;
there were fewer the students who didn’t follow the rule such as do not
bring the last vocabulary card and dictionary, all of the students become
actively to the activity given by the teacher so the atmosphere of class
make the students interested to follow the lesson. Then student could
compare and recognize kind of noun, verb, adjective and adverb.
The next step the researcher and the teacher collected the data for
posttest 2. The result of posttest 2 showed that the average score of the
class increased to 66.3 in which there were 26 students who passed the
Minimum Mastery Criterion or KKM 60.
The calculation of the mean of students’ score in vocabulary
posttest 2 gained 77.2. It was derived from:
n
xiX
30
1990X
3.66X
Then, the calculation of class percentage about the students who
passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM):
%100xN
F
57
%10030
26x
%6.86
Finally, the calculation of the improvement percentage is gained
from the following formula:
P = %1002
y
yy
%1006.49
6.493.66
%6.33
Based on the result of the students’ vocabulary score, there was
better improvement of students’ average score from the students’
vocabulary achievement in the preliminary study to the students’
vocabulary in the second cycle. The mean score of the pretest in the
preliminary study was 16.6% and the mean score of the students’
writing on the second cycle was 60 %. Means that there was 16.7 points
or 33.6% of average score improvement. The students’ vocabulary
improvement from the first cycle to the second cycle recapped in the
following chart:
0
20
40
60
80
Cycle 1 Cycle 2
Cycle 2
Cycle 1
58
Figure 4.2. The Students’ Improvement in vocabulary score in the
Second Cycle
The students who passed the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) (60.0) were 26 students or 86.6% if it
calculated into class percentage, while 4 out of 30 students (13.3%)
achieved bellow 60.0 of 30. It indicated that the first criterion of success
which required 75% of the students who got at the same as or above the
minimum adequacy criteria has been achieved. The following was the
table of students’ vocabulary score.
d. Reflecting
1) Students’ activity in making vocabulary card and learn from it.
In this cycle 2 the researcher and collaborator reflect about the
activity in making and keeping the vocabulary card. The students
could use vocabulary card as their media in memorizing and
retaining their vocabulary.
2) Discussing the result of the action
The result from students’ score in this cycle was 86.6 % of the
students or 26 students got the score above the Minimum Mastery
Criterion.
After getting the result of observation note and posttest 2, the
researcher and the collaborator carried out the reflection. They felt
satisfaction with the result of the action. The result of the posttest 2
showed that 86.6% of the students got the score above the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM).
So it has met the first criterion of success that 75% of the students
must get the score above the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM). Because of the satisfied result, so the
researcher and the collaborator decided to stop the action.
59
4. Findings after implementing CAR
a. The Result of Post Interview
Unstructured interview was conducted on Monday, May 2nd
2011.
It started at 12.00 p.m. and finished at 12.30 p.m. In this case, the
researcher divided into three criteria of questions. First criterion talked
about the general condition in class during implementing the action. It
was found that the students’ condition were better than before. In this
phase, they looked interested in the lesson; enjoy following the lesson
and feeling easier to remember vocabulary by using vocabulary card
technique. The students’ participation was good because the activity in
the classroom involved the students.
Second criterion was about the problem and its solution in
implementing vocabulary card technique during implementing the
action. There were some students do not bring their vocabulary card in
the English class while doing a research. The researcher discuss with
the teacher to solve the problems, and after the discussion finally the
problem solving by giving a punishment to the students who do not
obey the rule such as do not bring their last vocabulary card and
dictionary minimally 1 for two person.
The last criterion is about the opinion of vocabulary card technique.
It was said that vocabulary card was a good technique to solve students’
vocabulary problem and retain their last vocabulary. It could be an
effective way to help the students’ vocabulary. Vocabulary card could
be an alternative strategy and motivate the English teacher to use it.
(See appendix 2b for detail result of interview).
From the description above, it could be drawn the general
conclusion from the post interview that the teacher gave a positive
response about the implementation of vocabulary card technique.
b. The Result of Post Questionnaire
60
The post-questionnaire was conducted on Monday, 25th
April 2011.
This questionnaire used to know about the students’ response after
learning vocabulary card through vocabulary card technique. The
questionnaire had fifteen questions which revealed in four categories:
The students’ response about teaching learning process (number 1, 3 &
14), the result of the students vocabulary learning activity (number 7, 8,
11, 13 & 15), the solution of the problems in vocabulary (number 12),
and the last issue the students responses about vocabulary card
technique (number 2, 4, 5, 6, 9 & 10). The table below showed the
result of post questionnaire.
The first category in table 4.4 was the students’ response about
teaching-learning process in learning English vocabulary. From the data
above it indicated that 100 % students said yes, it indicated in the table
that all of the students were interested in the teaching-learning process
through vocabulary card. Next item is students’ motivation in learning
vocabulary through vocabulary card, shows that 66.6 % of the students
understood the teacher’s explanation. The last item about the
comparison between learning through vocabulary card than the usual
learning It is about 60 % of students feel better to learn through
vocabulary card than usual learning. It means that most of the student
first grade of MTs. Nurul Falah like English vocabulary lesson.
The Second category is the result of students’ vocabulary
achievement. The first data above number 7 indicated that 76.6 % of
students were helped in retaining their vocabularies through vocabulary
card. The second item is the students felt that vocabulary card can solve
their vocabulary problems is about 53.3 %. The third item is about is
about 56.6 % of students could do their vocabulary task easily by using
vocabulary card. The fourth item indicate 70 % of students’ score were
increase after implementing the vocabulary card, fifth item then
indicated that the students’ score were increase after then. The last item
the students’ vocabulary was enriched by vocabulary card is about 80%.
61
The third category asks the solution of the problem in vocabulary
learning. In this case the teacher gave opportunity to ask their
difficulties, about 16 students said yes or 53.3 % of students said that
the teacher gave them an opportunity to ask their difficulties in
vocabulary. It was indicated that half of student were actively involved
in the teaching-learning process.
The last category asks the Students’ Response about Vocabulary
card Technique. The first item in this category asks about the students
feel better in learning vocabulary through vocabulary card it was
indicated that 80 % students agreed that they feel better in learning
vocabulary through vocabulary card. The second item indicated that
86.6 % of students said that vocabulary card is suitable to be implied in
teaching-learning vocabulary. The third item it indicated that 66.6 % of
students said that they feel more understand the vocabulary easily. The
fourth item indicated that 76.6 % of students like learning vocabulary
through vocabulary card. The fifth item it is about 100 % of students
feels that vocabulary card facilitate their vocabulary learning, it means
that they are agree that vocabulary card help them in retaining their
vocabulary. The last item indicated that 66.6 % of students could
remember both their previous vocabulary and the new word easily.
To sump up, Table 4.5 indicated that 72.9 %students agreed that
vocabulary card technique motivated them to retain their English
vocabulary learning and memorizing.
B. The Interpretation of the Data
In the classroom action research, researcher should not rely on any
single data but we have to look the various data sources to sustain the result
of research. Data sources used in this study was triangulation. It was used to
know and to check whether the result of each instrument was in line with the
result of other instrument. So it could produce the validity of the data and it
could be clearly seen the accordance of the research findings.
62
1. Data of Observation
The data gained from first observation before classroom action research
(CAR) and during the CAR. Based on the result of the students’
participation during the teaching and learning process of English vocabulary
class through observation note, in observation before CAR it was the
technique given by a teacher in teaching vocabulary is not interested for
students, the teacher just giving a list of vocabulary and asked them to
memorize individually then students could not memorize the vocabulary
easily. This problem affect to another problem of students’ proficiency in
the skills of English such as their listening, speaking, reading and writing
ability, if the students had a little vocabulary they could not speak fluently,
or do not understand while listening English and many others because the
limitation of their vocabulary. Vocabulary is not one of the skills in learning
a language but it is the essential part of language.
However, after the students learning vocabulary through vocabulary
card they feel enjoy and motivated to memorize and learning English. It
seen from their enthusiastic and interested in the lesson whiles the teaching
learning process and the increase of their understanding and memorizing
from their score.
2. Data of Questionnaire
The data from the pre questionnaire revealed that vocabulary was one
of the English sub skill that difficult to master. The students had difficulty in
term of memorizing and keeping their last vocabulary and influenced
another skill. However, after using vocabulary card technique in teaching
vocabulary, the students gave positive responses about that action.
Vocabulary card technique could make the classroom atmosphere more
interesting and make students easier to retain their vocabulary. It because
the application of this technique by playing the game then the students
63
memorizes the vocabulary in enjoys and motivated them to enrich their own
vocabulary.
3. Data of Interview
The data gained from the pre interview with the English teacher
indicated that the students’ vocabulary was poor because the students had
some difficulty in memorizing the new word and keeping their last
vocabulary. Besides, the students’ participation in English vocabulary class
was not too active. Therefore, it needed to find the suitable technique in
teaching vocabulary. The researcher suggested implementing vocabulary
card technique as the strategy in teaching vocabulary. After conducting the
action, the English teacher gave positive responses about the action. The
English teacher felt satisfied with the improvement made by the students
focus on vocabulary score. The English teacher also motivated to use
vocabulary card technique because it could facilitate the students in
retaining their vocabulary.
4. Data of Test
Based on the result of students’ vocabulary score, it was found out that
the students’ vocabulary score was improving. It indicated that the use of
vocabulary card technique could increase and motivate them to retain and
enrich their vocabulary. Most of the students gained good scores at the end
of each cycle. The students’ average score in preliminary study was 49.6 in
the first cycle, and the average score in the first cycle was 58.0 second cycle
was 66.3.
C. The Interpretation of Analysis Result
The overall finding of the research after accomplishing the classroom
action research at MTs. Nurul Falah found the good results from
implementing vocabulary card technique in retaining students’ vocabulary.
The result of the research through vocabulary card technique indicated
that there was an increase in students’ vocabulary and motivated the
64
students to retain and to enrich their vocabulary, from 16.6 % in the
preliminary study to 86.6% in the second cycle. The implementation of
vocabulary card technique gradually improved students’ vocabulary.
Furthermore, the interview implied that vocabulary card technique was
a suitable technique to retain and keep the students’ vocabulary. Vocabulary
card could be an alternative technique in teaching vocabulary.
Some points that can be concluded from the research is vocabulary card
technique (1) stimulates the students to memorize and retain their
vocabulary easily and enjoy the class activities, (2) increases students’
achievement and motivation, (3) produces a fun English class, and (4) gives
a good influence to their four language skills.
These data can be concluded that vocabulary card motivates the students
to study English vocabulary. In addition, the analysis of the data shows that
there is a significant difference of students’ achievement in the pre-test and
post-test. This is proved in cycle 2 students’ ability in retaining students’
vocabulary through vocabulary card has shown the target is hoped.
Here, the researcher describes the result of CAR in every cycle on the
table below:
Table 4.3
Percentage of students’ grade improvement
No Cycle Students’ Vocabulary Score
Percentage Lowest Highest
1 1 35 80 60 %
2 2 50 90 86.6 %
Table 4.4
Data of Research Result
No Test
Activities
Average Percentage
1 Pre-test 49.6 16.6 %
2 Post-test 1 58.0 60 %
3 Post-test II 66.3 86.6 %
65
Next, the chart of analysis students’ grade from pre-test to post-test II:
Figure 4.3 The Students’ Achievement in Vocabulary score
D. Discussion
This part covers the discussion of the teaching vocabulary through
vocabulary card. The discussion is based on how vocabulary card can retain
students’ vocabulary.
The finding of the research proved that vocabulary card can retain
students’ vocabulary. It can be seen from the improvement of the students
score. The students’ average score of pretest was 49.6. After the
implementation of vocabulary card technique, the average scores of posttest 1
cycle 1 was 58.0. Then, the researcher continued to the second cycle with the
average of posttest 2 were 66.3 or 86.6 % passed The Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) 60 as the criterion of success
determined. Besides, improving the students’ score, the implementation of
vocabulary card technique got positive responses from students in their
teaching-learning process of vocabulary.
0
10
20
30
40
50
60
70
Preliminary Study
Cycle 1 Cycle 2
Cycle 2
Cycle 1
Preliminary Study
66
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting CAR at first grade of MTs. Nurul Falah school academic
year 2010/2011, it can be concluded that vocabulary card technique can improve
the students’ vocabulary and can help them to remember and keep their
vocabulary. It can be proved from the following facts.
First, related to the students’ achievement, there were 86.6% who passed
The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 60 with
the improvement of students’ mean score from pretest to the posttest of the second
cycle was 33.6%. In the pretest, there were only 5 students who passed the The
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Meanwhile, in
the posttest of cycle one there were 18 students who passed the KKM or 60 %.
Next in the result of posttest in the cycle 2, there gained 26 or 86.6% students who
passed the The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM)
in which their mean score of vocabulary test derived 66.3. So it achieved the
criteria of success. Second, the questionnaire result showed that the
implementation of this technique got positive responses from students in the
teaching-learning process of vocabulary, it could be seen from the mean of pre
questionnaire was 47 %. Then, the mean of post questionnaire was 72.9 %. It
67
improved 25. 9 %. Third, the data from the observation showed that the students
were more active and participated in the teaching learning process; it could be
seen from the improvements of the students’ score in the teaching-learning
process for each meeting. The last, the result of interview with the English
teacher showed that the teacher gave positive responses after the implementation
of vocabulary card in teaching vocabulary since it could be an alternative
technique to be used in teaching vocabulary.
In conclusion, this research was successful in improving the students’
vocabulary by using vocabulary card. In addition, the students were more active
and participated in the teaching-learning process of vocabulary. Therefore,
vocabulary card can be alternative strategy for teacher in teaching vocabulary
which can improve and keep their vocabulary.
B. Suggestion
There are some suggestions to offer to the English teachers and the other
researchers based on the research findings.
1. Vocabulary card technique is effective to improve students’ vocabulary.
2. Vocabulary card can be the alternative to overcome students’ boredom.
3. This strategy or technique is suggested to the English teacher or other
researcher who want to conduct in similar research or study.
Last, the researcher hopes the result of this research can be used as an
additional reference; there will be a further research with different discussion
which can make a revision within development of this vocabulary card.
68
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Appendix 1a: Interview for the English teacher in the Preliminary Study
Interview for the English teacher in the Preliminary Study
(Before Classroom Action Research)
A. INTERVIEW GUIDELINESS
1. Apa sajakah kegiatan belajar mengajar bahasa Inggris didalam kelas?
2. Skill dan sub-skill apa yang anda anggap paling sulit dalam pengajaran
bahasa Inggris?
3. Teknik mengajar apa saja yang anda gunakan dalam pengajaran
vocabulary?
4. Aktivitas apa saja yang dilaksanakan dalam proses pengajaran
vocabulary?
5. Media apa yang anda gunakan dalam pengajaran vocabulary?
6. Sarana/fasilitas apa saja yang tersedia di sekolah ini yang mendukung
pembelajaran Bahasa Inggris?
7. Apa kendala dalam pengajaran vocabulary?
8. Bagaimana partisipasi siswa ketika pengajaran vocabulary berlangsung?
9. Tugas apa yang biasa Bapak/Ibu berikan di kelas?
10. Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas VII di
MTs. Nurul Falah?
11. Apakah anda pernah mendengar tehnik pengajaran vocabulary card?
12. Apakah strategi pengajaran vocabulary card efektif diterapkan pada
pengajaran sub-skill vocabulary?
13. Menurut anda, apakah strategi pengajaran vocabulary card dapat
meningkatkan perbendaharaan vocabulary siswa dalam bahasa Inggris?
14. Apakah texts procedure termasuk materi yang sulit?
15. Kelas mana yang memiliki kemampuan menguasai vocabulary yang
rendah?
71
Appendix 1b: The Result of Interview in the Last of Classroom Action Research
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (MTs. Nurul Falah)
Interviewer : Neaty Muttahidah
Interviewee : Dinnia Imalia
Profession : English Teacher
Day, Date :
Time : 12.00 P.M-12.30 P.M
Place : Teachers’ Office
R : Apa sajakah kegiatan belajar mengajar bahasa Inggris didalam
kelas?
T : Proses pembelajaran bahasa Inggris di kelas adalah: memberikan
materi, game dan test.
R : Skill dan sub-skill apa yang anda anggap paling sulit dalam
pengajaran bahasa Inggris?
T : Dalam pengajaran sub skill vocabulary.
R : Teknik mengajar apa saja yang anda gunakan dalam pengajaran
vocabulary?
T : Metode fun learning.
R : Aktivitas apa yang dilaksanakan dalam proses pengajaran
vocabulary?
T : Mengumpulkan gambar dan mengingat vocabulary bahasa
Inggris.
R : Media apa yang anda gunakan dalam pengajaran vocabulary?
T : Mengggunakan kamus.
R : Sarana/fasilitas apa saja yang tersedia di sekolah ini yang
mendukung pembelajaran Bahasa Inggris?
T : Sarana yang tersedia di sekolah adalah kamus dan laboratorium
bahasa.
R : Apa kendala dalam pengajaran vocabulary?
T : Sulit menghafal vocabulary baru.
72
R : Bagaimana partisipasi siswa ketika pengajaran vocabulary
berlangsung?
T : Membawa gambar dan membawa kamus.
R : Tugas apa yang biasa Bapak/Ibu berikan di kelas?
T : Mendeskripsikan sebuah gambar berbahasa Inggris dan meminta
murid menghafal vocabulary baru.
R : Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas
VII di MTs. Nurul Falah?
T : KKM pelajaran bahasa Inggris di MTs Nurul Falah 6.00.
R : Apakah anda pernah mendengar tehnik pengajaran vocabulary
card?
T : Pernah
R : Apakah strategi pengajaran vocabulary card efektif diterapkan
pada pengajaran sub-skill vocabulary?
T : Ya, agar siswa tidak jenuh
R : Menurut anda, apakah strategi pengajaran vocabulary card dapat
meningkatkan perbendaharaan vocabulary siswa dalam bahasa
Inggris?
T : Ya.
R : Apakah teks procedure termasuk materi yang sulit?
T : Ya, agak sulit.
R : Kelas mana yang memiliki kemampuan menguasai vocabulary
yang rendah?
T : Kelas VII karena mereka masih pemula.
Ciputat, 21 February 2011
Interviewee
Dinnia Imalia
NUPTK: 8434766666300002
Interviewer
Neaty Muttahidah
NIM: 106014000413
73
Appendix 2a: Interview for the English Teacher after Classroom Action
Research
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS
TERKAIT RESPON PENGGUNAAN VOCABULARY CARD
A. INTERVIEW GUIDELINESS
1. Bagaimana kemampuan siswa ibu dalam pembelajaran vocabulary setelah
menggunakan tehnik vocabulary card?
2. Bagaimana penguasaan vocabulary siswa setelah menerapkan strategi
vocabulary card?
3. Bagaimana partisipasi siswa ketika pembelajaran vocabulary
menggunakan vocabulary card berlangsung?
4. Masalah apa sajakah yang terlihat ketika belajar vocabulary menggunakan
vocabulary card?
5. Menurut anda, bagaimana cara mengatasi permasalahan tersebut?
6. Apa pendapat anda, setelah melihat pembelajaran vocabulary
menggunakan vocabulary card?
7. Apakah Ibu merasa termotivasi setelah melihat penggunaan vocabulary
card dalam pembelajaran di kelas?
8. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam
proses pembelajaran vocabulary dengan menggunakan vocabulary card?
9. Setelah mengobservasi pembelajaran vocabulary dengan menggunakan
vocabulary card, apakah strategi pembelajaran vocabulary card efektif
diterapkan pada pembelajaran vocabulary?
10. Setelah menjadi observer, Menurut anda, apakah strategi pengajaran
vocabulary card dapat memperkaya vocabulary siswa dalam bahasa
Inggris?
74
Appendix 2b: The Result of Interview in the Last of Classroom Action
Research
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (MTs. Nurul Falah)
Interviewer : Neaty Muttahidah
Interviewee : Dinnia Imalia
Profession : English Teacher
Day, Date :
Time : 12.00 p.m-12.30 p.m
Place : Teachers’ Office
R : Researcher
T : Teacher
R : Bagaimana kemampuan siswa ibu dalam pembelajaran
vocabulary setelah menggunakan tehnik vocabulary card?
T : Kondisi siswa sangat senang dan sangat santai.
R : Bagaimana penguasaan vocabulary siswa setelah menerapkan
strategi vocabulary card?
T : Lebih mudah menghafal dan mengetahui vocabulary baru.
R : Bagaimana partisipasi siswa ketika pembelajaran vocabulary
menggunakan vocabulary card berlangsung?
T : Partisipasi siswa sangat aktif dan mau menghargai guru dan
mengerti pelajaran yang diberikan.
R : Masalah apa sajakah yang terlihat ketika belajar vocabulary
menggunakan vocabulary card?
T : Siswa yang kurang patuh kadang tidak membawa vocabulary
card di pertemuan selanjutnya.
R : Menurut anda, bagaimana cara mengatasi permasalahan tersebut?
T : Guru harus selalu mengingatkan dan memeriksa siswa agar
menjaga dan membawa vocabulary card mereka setiap pelajaran
bahasa Inggris.
75
R : Apa pendapat anda, setelah melihat pembelajaran vocabulary
menggunakan vocabulary card?
T : Pendapat saya, setelah menggunakan vocabulary card peserta
didik lebih mudah memahami vocabulary dalam bahasa Inggris.
R : Apakah Ibu merasa termotivasi setelah melihat penggunaan
vocabulary card dalam pembelajaran di kelas?
T : Ya, saya ingin menerapkannya dalam mengajar.
R : Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan
dalam proses pembelajaran vocabulary dengan menggunakan
vocabulary card?
T : Sangat menyenangkan dan santai.
R : Setelah mengobservasi pembelajaran vocabulary dengan
menggunakan vocabulary card, apakah strategi pembelajaran
vocabulary card efektif diterapkan pada pembelajaran
vocabulary?
T : Ya.
R : Setelah menjadi observer, Menurut anda, apakah strategi
pengajaran vocabulary card dapat memperkaya vocabulary siswa
dalam bahasa Inggris?
T : Ya, dan dapat mempertahankan vocabulary yang telah di pelajari
sebelumnya.
Ciputat, 9 Mei 2011
Interviewee
Dinnia Imalia
NUPTK: 8434766666300002
Interviewer
Neaty Muttahidah
NIM: 106014000413
76
Appendix 3a Questionnaire for Students in the Preliminary Study
ANGKET UNTUK SISWA (Sebelum PTK)1
Nama :
Kelas :
Petunjuk:
1. Tulislah nama dan kelas di tempat yang telah disediakan
2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak”
3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya!
4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan
tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab
pertanyaan
5. Terimakasih atas bantuan dan kerjasamanya.
No Pertanyaan Ya Tidak
1 Apakah kamu merasa senang ketika mengikuti
pelajaran bahasa Inggris materi kosakata
(vocabulary)
2 Apakah kamu dengan mudah memahami materi
kosakata (vocabulary) dalam bahasa Inggris selama
ini
3 Apakah kamu merasa nilai bahasa Inggris materi
kosakata (vocabulary) selama ini baik
4 Apakah kamu dapat menjawab pertanyaan yang
diberikan guru mengenai materi yang diajarkan
5 Apakah kamu sering bertanya kepada guru jika ada
kesulitan dalam materi kosakata (vocabulary)
6 Apakah kamu merasa teknik yang digunakan guru
dapat mengatasi kesulitanmu dalam menguasai
kosakata (vocabulary) bahasa Inggris
7 Apakah teknik yang digunakan guru dapat
membantumu memperkaya kosakatamu
8 Apakah guru sering memberikan latihan untuk
mengembangkan kemampuan kosakata (vocabulary)
9 Apakah kamu dapat mengerjakan tugas kosakata
(vocabulary) dengan mudah
10 Apakah kamu merasa kosakata (vocabulary) bahasa
Inggris kamu sudah banyak
1 Vivienne Baumfield,, Action Research di Ruang Kelas (London: SAGE, 2008), pp. 93-
95.
77
Appendix 3b: The Result of Questionnaire in the Preliminary Study
The Result of Questionnaire in the Preliminary Study VII Grade of MTs
Nurul Falah
NO. The students’ response about
teaching-learning process
Yes No
1.
The students were enjoy in the
teaching-learning process
27 90 % 3 10 %
The students understood the
teacher’s explanation easily
14 46.6 % 16 53.3 %
2. The result of the students’
vocabulary learning activity
Yes No
The students felt good with their
score in vocabulary
14 46.6 % 16 53.3 %
The students could answer the
teachers questions about
vocabulary material given
10 33.3 % 20 66.6 %
3 The solution of the problems in
vocabulary
Yes No
The students asked their difficulty
in vocabulary to the teacher
7 23.3 % 23 76.6 %
The teacher implemented the
suitable technique to solve
difficulties in learning vocabulary
14 46.6 % 16 53.3 %
The technique could help students
memorize vocabulary easily and
get the new vocabulary.
13 43.3 % 17 56.6 %
The teacher gave exercise to
develop students’ ability in
vocabulary
24 80 % 6 20 %
The students could do the task
easily.
12 40 % 18 60 %
The students’ had rich vocabulary 6 20 % 24 80 %
Mean 47 % 53 %
78
Appendix 4a: Questionnaire for Students after Classroom Action Research
ANGKET UNTUK SISWA (Setelah PTK)
Nama :
Kelas :
Petunjuk:
1. Tulislah nama dan kelas di tempat yang telah disediakan
2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak”
3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya!
4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan
tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab
pertanyaan
5. Terimakasih atas bantuan dan kerjasamanya.
No Pertanyaan Ya Tidak
1 Apakah kamu merasa senang ketika mempelajari
kosakata Bahasa Inggris menggunakan vocabulary card
2 Apakah kamu merasa belajar kosakata dengan lebih baik
menggunakan vocabulary card
3 Apakah kamu merasa termotivasi belajar kosakata dalam
KBM dengan menerapkan vocabulary card
4 Apakah kamu merasa kalau vocabulary card cocok
diterapkan dalam belajar kosakata Bahasa Inggris
5 Apakah kamu lebih mudah memahami kosakata B.Inggris
dengan menggunakan vocabulary card
6 Apakah kamu menyukai pembelajaran kosakata B.Inggris
dengan vocabulary card
7 Apakah kamu merasa vocabulary card dapat
membantumu untuk mengembangkan
perbendaharaan/memperkaya kosakata kamu
8 Apakah kamu merasa vocabulary card dapat
memecahkan masalah kamu dalam belajar kosakata
B.Inggris
9 Apakah pembelajaran dengan menggunakan vocabulary
card mempermudah cara belajar kamu
10 Apakah kamu merasa lebih mudah mengingat kosakata
baru dan kosakata yang telah kamu miliki, ketika belajar
79
dengan vocabulary card
11 Apakah kamu merasa lebih mudah mengerjakan tugas
kosakata setelah menerapkan vocabulary card
12 Apakah kamu diberikan kesempatan bertanya ketika
mengalami kesulitan dalam mengerjakan tugas kosakata
dengan bahasa inggris
13 Apakah kamu sudah merasa ada peningkatan nilai bahasa
Inggris materi vocabulary
14 Apakah pembelajaran kosakata Bahasa Inggris dengan
vocabulary card lebih baik dibandingkan dengan
pembelajaran yang biasa
15 Apakah kamu merasa kepemilikan kosakata(vocabulary)
kamu sudah banyak setelah belajar dengan tehnik
vocabulary card
80
Appendix 4b: The Result of Questionnaire after Classroom Action Research.
The Result of Questionnaire after Classroom Action Research VII Grade of
MTs. Nurul Falah
A. The students’ response about
teaching-learning process
Yes No
NO.
1 The students were satisfied in the
teaching-learning process through
vocabulary card
30 100 % 0 0%
3 The students were motivated learning
vocabulary through vocabulary card
20 66. 6 % 10 33. 3 %
14 The students could learn vocabulary
better through vocabulary card than the
usual learning
18 60 % 12 40 %
B The result of the students’ vocabulary
learning activity Yes No
7 The students were helped in enriching
their vocabularies through vocabulary
card
23 76. 6 % 7 23. 3 %
8 The students felt that vocabulary card
can solve their vocabulary problems
16 53. 3 % 14 46. 6 %
11 The students could do the vocabulary
task easily by using vocabulary card
17 56. 6 % 13 43. 3 %
13 The students’ score were increase after
then
21 70 % 9 30 %
15 The students’ vocabulary were enriched
by vocabulary card
24 80 % 6 20 %
C The solution of the problems in
vocabulary
Yes No
12 The teacher gave opportunity to ask
their difficulties
16 53. 3 % 14 46. 6 %
D Students’ Response about
Vocabulary card
Yes No
2 The students feel better in learning
vocabulary through vocabulary card
24 80 % 6 20 %
4 Vocabulary card is suitable to be
implied in teaching-learning vocabulary
26 86. 6 % 4 13. 3 %
81
5 The students more understand the
vocabulary easily
20 66. 6 % 10 33. 3 %
6 The students like learning vocabulary
through vocabulary card
23 76. 6 % 7 23. 3 %
9 The student feels that vocabulary card
facilitate their vocabulary learning
30 100 % 0 0 %
10 The students could remember both their
previous vocabulary and the new word
easily
20 66. 6 % 10 33. 3 %
Mean 72.9 % 27.1 %
82
Appendix 5a: Test Instrument and Answer Key in Pre-test
Name : Day, Date :
Class /Program : Time : 40
minutes
Saying Basmalah…
A. Choose the most appropriate answer!
1. Cut up meatballs and chicken fillet into small pieces. Kata meatballs
bermakna…
a. Daging c. Bakso
b. Sate d. Pentol
2. Grind together garlic, pepper and salt. Kata Grind bermakna…
a. Uleg c. Cincang
b. Campurkn d. Tambahkan
3. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur c. Ayam
b. Daging d. Bebek
4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs,
leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper
and salt, and a spoonful of oyster sauce. Kata frozen bermakna…
a. Yang didinginkan c. Yang dibekukan
b. Yang direndam d. Yang disimpan
5. Chop up the leeks into very small pieces. Kata leeks bermakna…
a. Bawang merah c. Daun bawang
b. Bawang putih d. Bawang Bombay
6. How to make it. kata how bermakna…
a. Apa c. kapan
b. Bagaimana d. Dimana
7. Then, pour the eggs and green peas. Kata pour bermakna…
a. Campurkan c. Dicampur
b. Tuangkan d. Campuran
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of
oyster sauce. Kata salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
9. Put the leeks into the mixture and plate of rice. Kata plate of rice
bermakna…
a. Piring b. Sepiring nasi
b. Nasi d. Semangkuk nasi
10. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata
stir bermakna…
a. Membuat c. Diaduk
b. Mengadoni d. Aduk
11. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata
plate termasuk jenis kata…
a. Noun c. Verb
83
b. Adjective d. Adverb
12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
13. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato.
Kata garnish termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
14. Drink a glass of hot milk. Next, you’ll fell so sleepy.
a. Noun c. Verb
b. Adjective d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
17. Heat the oil in a frying pan. Kata pan termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs.
Wono termasuk jenis kata…
a. Noun b. Verb
b. Adjective d. Adverb
19. Fry the spices until aromatic. Kata spices termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
20. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk
jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
B. Complete the sentences below with the appropriate words from the list
Steps Lay Hot Lately Tell
Novel Read easy Easily Much
How to fall sleep easily
It is easy to fall asleep (1) ________. Follow these (2) __________, First (3)
_________ your body down in a comfortable sofa. Then, (4)__________
something that entrain you. After that, drink a glass of (5) _________milk. Next,
you’ll fell so sleepy.
Yuning : I’m hardly to sleep (6)________, Solah. Can you help me?
Solah : Well, actually too (7)________ sleeping is not very good also.
But, you know it’s (8)________ to fall asleep soon.
Yuning : Yes. (9)______me how.
Solah : Just read a (10) ________or magazine that you interested in than
you will so sleepy.
Yuning : Thanks Solah. That’s very helpful. I’ll try.
84
PRE-TEST ANSWER KEY
1. C
2. A
3. A
4. C
5. C
6. B
7. B
8. C
9. C
10. D
11. A
12. C
13. C
14. B
15. B
16. C
17. A
18. A
19. A
20. D
ESSAY
1. Easily
2. Steps
3. Lay
4. Read
5. Hot
6. Lately
7. Much
8. Easy
9. Tell
10. Novel
85
Appendix 5b : Students’ Score in Preliminary Study Pre-Test
THE RESULT OF STUDENTS' VOCABULARY IN PRELIMINARY
STUDY
*student who passed the KKM the scores are processed from students’ answer
sheets.
No. Students’
number
Pre-Test Score
1 Student 1 62*
2 Student 2 63*
3 Student 3 37
4 Student 4 59
5 Student 5 63*
6 Student 6 33
7 Student 7 51
8 Student 8 56
9 Student 9 50
10 Student 10 33
11 Student 11 47
12 Student 12 56
13 Student 13 76*
14 Student 14 50
15 Student 15 45
16 Student 16 51
17 Student 17 54
18 Student 18 39
19 Student 19 62*
20 Student 20 50
21 Student 21 54
22 Student 22 56
23 Student 23 42
24 Student 24 50
25 Student 25 36
26 Student 26 39
27 Student 27 42
28 Student 28 31
29 Student 29 48
30 Student 30 53
MEAN 49.6
86
Appendix 6a: Test Instrument and Answer Key in Cycle 1 (Post test 1)
Name : Day, Date :
Class /Program : Time : 40
minutes
Saying Basmalah…
A. Choose the most appropriate answer!
1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
2. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato.
Kata garnish termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
3. Heat the oil in a frying pan. Kata pan termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
4. Drink a glass of hot milk. Next, you’ll fell so sleepy.
a. Noun c. Verb
b. Adjective d. Adverb
5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs.
Wono termasuk jenis kata…
a. Noun b. Verb
b. Adjective d. Adverb
7. Fry the spices until aromatic. Kata spices termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
8. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk
jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata
plate termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata…
87
a. Noun c. Verb
b. Adjective d. Adverb
11. Then, pour the eggs and green peas. Kata pour bermakna…
a. Campurkan c. Dicampur
b. Tuangkan d. Campuran
12. After that, pour the ground garlic, pepper and salt, adds a spoonful of
oyster sauce. Kata salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs
bermakna…
a. Daging c. Bakso
b. Sate d. Pentol
14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs,
leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper
and salt, and a spoonful of oyster sauce. Kata frozen bermakna…
a. Yang didinginkan c. Yang dibekukan
b. Yang direndam d. Yang disimpan
15. Chop up the leeks into very small pieces. Kata leeks bermakna…
a. Bawang merah c. Daun bawang
b. Bawang putih d. Bawang Bombay
16. How to make it. kata how bermakna…
a. Apa c. kapan
b. Bagaimana d. Dimana
17. Put the leeks into the mixture and plate of rice. Kata plate of rice
bermakna…
a. Piring c. Sepiring nasi
b. Nasi d. Semangkuk nasi
18. Grind together garlic, pepper and salt. Kata Grind bermakna…
a. Uleg c. Cincang
b. Campurkan d. Tambahkan
19. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur c. Ayam
b. Daging d. Bebek
20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata
stir bermakna…
a. Membuat c. Diaduk
b. Mengadoni d. Aduk
Do Your Best!!!
88
POST-TEST I ANSWER KEY
1. C
2. C
3. A
4. B
5. B
6. A
7. A
8. D
9. A
10. C
11. B
12. C
13. C
14. C
15. C
16. B
17. C
18. A
19. A
20. D
89
Appendix 6b: Students’ Score in the Cycle 1 (Post test 1)
THE RESULT OF STUDENTS' VOCABULARY IN THE 1ST
CYCLE
*student who passed the KKM the scores are processed from students’ answer
sheets.
No. Students’ name Post-Test Score
1 Student 1 65*
2 Student 2 70*
3 Student 3 40
4 Student 4 55
5 Student 5 65*
6 Student 6 40
7 Student 7 60*
8 Student 8 75*
9 Student 9 60*
10 Student 10 35
11 Student 11 50
12 Student 12 70*
13 Student 13 80*
14 Student 14 60*
15 Student 15 60*
16 Student 16 60*
17 Student 17 55
18 Student 18 65*
19 Student 19 65*
20 Student 20 55
21 Student 21 60*
22 Student 22 65*
23 Student 23 65*
24 Student 24 50
25 Student 25 40
26 Student 26 55
27 Student 27 45
28 Student 28 60*
29 Student 29 60*
30 Student 30 55
MEAN 58
90
Appendix 7a: Test Instrument and Answer Key in Cycle 2 (Post test 2)
Name : Day, Date :
Class /Program : Time : 40
minutes
Saying Basmalah…
A. Choose the best answer according to what you have learned.
1. First, make sure that the car is neutral, now, start the engine. Kata neutral
bermakna…
2. Helen : How do I do that?. Kata How bermakna…
3. Just turn the key. Kata key bermakna…
4. Helen wants to learn how to drive a car to get a driving license. She
learns how to drive a car with Andri. Kata wants bermakna…
5. Put your foot on the clutch. Kata clutch bermakna…
6. That’s right. Press it down, but don’t put your other foot on the
accelerator yet.. Kata Press bermakna…
7. Helen : And should I press it down?. Kata down bermakna…
8. Yes. Remember, don’t take your foot off the clutch before you’ve
pressed the accelerator lightly. Kata lightly bermakna…
a. Kedepan c. Kedalam
b. Keatas d. Kesamping
a. Apa c. Bagaimana
b. Siapa d. Dimana
a. Bersih c. Menyala
b. Netral d. Mati
a. Ingin c. Sedang
b. Akan d. Belajar
a. Gantungan c. Stir
b. Tombol d. Kunci
a. Kopling c. Rem kaki
b. Gas d. Rem tangan
a. Tarik c. Dorong
b. Tekan d. Ambil
a. Dengan baik c. Kencang
b. Pelan d. dengan benar
91
9. I’ve put it into gear. Oh! The car has stopped!. Kata gear bermakna…
10. OK. And now, what should I do?. Kata do bermakna…
11. Put your foot on the clutch. Kata clutch termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
12. That’s right. Press it down, but don’t put your other foot on the
accelerator yet.. Kata other termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
15. Yes. Remember, don’t take your foot off the clutch before you’ve
pressed the accelerator lightly. Kata take termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb,
adjective and adverb) see the example below!
NO. 1 2 3 4 5 Part of Speech
Drive Helen Instruction Andri Clutch (Noun)
1 Engine Key First Foot Driving license
2 Learn Start Do Take off Clutch
3 Stopped Sure Accelerator Right Left
4 Gear Yet How Now Lightly
5 Gear Yet Foot Engine Car
Do Your Best!!!
a. Lakukan c. Injak
b. Tekan d. Tarik
a. Kopling c. Gigi
b. Gas d. Rem tangan
92
Answer Key Post Test 2:
A.
1. B
2. C
3. D
4. A
5. A
6. B
7. C
8. D
9. C
10. A
11. A
12. C
13. C
14. B
15. A
B.
NO. 1 2 3 4 5 Part of Speech
Drive Helen Instruction Andri Clutch (Noun)
1 Engine Key First Foot Driving license Noun
2 Learn Start Do Take off Clutch Verb
3 Stopped Sure Accelerator Right Left Adjective
4 Gear Yet How Now Lightly Adverb
5 Gear Yet Foot Engine Car Noun
93
Appendix 7b: Students’ Score in the Cycle 1 (Post test 1)
THE RESULT OF STUDENTS' VOCABULARY IN THE 1ST
CYCLE
*student who passed the KKM the scores are processed from students’ answer
sheets.
No. Students’ name Post-Test Score
1 Student 1 70*
2 Student 2 80*
3 Student 3 50
4 Student 4 60*
5 Student 5 70*
6 Student 6 55
7 Student 7 80*
8 Student 8 80*
9 Student 9 85*
10 Student 10 55
11 Student 11 60*
12 Student 12 80*
13 Student 13 90*
14 Student 14 65*
15 Student 15 65*
16 Student 16 65*
17 Student 17 65*
18 Student 18 65*
19 Student 19 65*
20 Student 20 60*
21 Student 21 60*
22 Student 22 65*
23 Student 23 65*
24 Student 24 70*
25 Student 25 55
26 Student 26 60*
27 Student 27 60*
28 Student 28 60*
29 Student 29 70*
30 Student 30 60*
MEAN 66.3
91
Appendix 8b Blue Print Test of Post Test 1
POST TEST 1 MTs. NURUL FALAH
No. Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 SCORE
1 Student 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 65
2 Student 2 0 0 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 0 70
3 Student 3 0 0 1 0 0 0 0 0 1 0 0 1 1 1 0 1 1 0 1 0 40
4 Student 4 1 0 1 0 0 0 0 0 1 0 0 1 1 1 1 1 1 0 1 1 55
5 Student 5 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 1 0 1 1 65
6 Student 6 1 0 0 0 0 0 0 0 0 1 0 0 1 1 1 1 1 0 1 0 40
7 Student 7 1 0 1 0 0 0 0 0 1 0 0 1 1 1 1 1 1 1 1 1 60
8 Student 8 1 0 1 1 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 75
9 Student 9 1 0 1 0 0 0 0 0 1 0 0 1 1 1 1 1 1 1 1 1 60
10 Student 10 1 0 1 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 1 1 35
11 Student 11 1 0 1 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 0 50
12 Student 12 0 0 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 0 70
13 Student 13 0 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 80
14 Student 14 1 0 1 1 1 0 1 0 0 0 0 1 1 1 0 1 1 0 1 1 60
15 Student 15 1 0 1 1 1 0 1 0 0 0 0 1 1 1 0 1 1 0 1 1 60
16 Student 16 1 0 1 1 1 0 1 0 0 0 0 1 1 1 0 1 1 0 1 1 60
17 Student 17 0 0 1 0 1 0 0 1 1 0 0 1 1 1 1 1 1 0 1 0 55
18 Student 18 1 1 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 65
19 Student 19 1 1 1 0 0 1 0 0 1 0 0 1 1 0 1 1 1 1 1 1 65
92
20 Student 20 0 0 1 0 1 0 1 1 1 0 1 0 0 0 1 1 1 1 1 0 55
21 Student 21 1 1 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 0 1 0 60
22 Student 22 1 1 1 0 0 1 0 0 1 0 0 1 1 0 1 1 1 1 1 1 65
23 Student 23 1 1 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 65
24 Student 24 1 0 1 0 0 0 0 0 1 0 0 1 1 1 1 1 1 0 1 0 50
25 Student 25 1 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 1 1 1 0 40
26 Student 26 0 0 1 0 1 0 1 0 1 0 0 1 1 0 1 1 1 0 1 1 55
27 Student 27 1 0 0 0 1 0 0 0 0 0 0 1 1 0 1 1 1 1 1 0 45
28 Student 28 1 1 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 0 60
29 Student 29 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 0 1 1 60
30 Student 30 0 1 1 1 0 0 0 1 1 0 0 0 1 0 1 1 1 1 1 0 55
21 7 24 10 16 5 10 8 18 4 5 27 29 19 24 29 30 16 30 16 1740
93
Appendix 8b Blue Print Test of Post Test 1
PRETEST MTs NURUL FALAH
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 NILAI
Student 1 1 1 1 0 1 0 1 0 0 0 1 1 1 0 0 0 1 0 1 0 1 1 1 0 0 1 1 1 1 1 62 Student 2 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1 0 0 0 1 0 1 1 63 Student 3 1 1 1 0 0 1 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 37
Student 4 1 1 1 0 0 1 0 1 0 0 0 1 1 1 0 1 0 0 0 0 1 1 1 0 0 1 1 1 1 1 59 Student 5 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1 0 0 0 1 0 1 1 63 Student 6 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 33
Student 7 1 1 1 0 0 1 0 1 1 0 1 0 1 0 0 1 0 0 0 0 1 1 1 0 0 0 1 0 1 1 51
Student 8 1 1 1 0 1 0 0 1 1 0 1 0 0 0 0 0 1 0 0 0 1 1 1 1 1 0 1 0 1 1 56
Student 9 1 1 1 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0 1 1 1 1 1 50
Student 10 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 33
Student 11 1 1 1 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1 0 0 1 1 1 1 1 47
Student 12 1 1 1 0 1 1 0 0 0 0 0 0 1 0 1 0 0 1 0 0 1 1 1 0 0 1 1 1 1 1 56
Student 13 1 0 1 1 1 1 0 1 1 1 1 1 0 0 1 0 1 0 0 0 1 1 1 1 1 1 1 1 1 1 76
Student 14 1 1 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 1 50
Student 15 1 1 0 0 0 0 1 1 0 0 0 0 1 0 0 0 1 0 1 0 1 1 1 0 0 0 1 0 1 1 45
Student 16 1 1 1 0 0 1 1 1 0 0 1 1 0 0 0 0 1 0 0 0 1 1 1 0 0 0 1 0 1 1 51
Student 17 1 1 1 1 0 1 0 1 0 0 1 1 0 0 0 1 1 0 0 0 1 1 1 0 0 0 1 0 1 1 54
Student 18 1 1 1 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 39
Student 19 1 1 1 0 0 1 0 1 1 0 1 1 0 0 0 0 0 1 0 1 1 1 1 1 1 0 1 0 1 1 62 Student 20 0 1 1 0 0 1 0 0 0 0 0 0 0 1 0 1 0 1 0 0 1 1 1 1 1 0 1 0 1 1 50
Student 21 1 1 1 0 0 0 1 1 0 0 0 0 1 1 0 0 0 1 1 1 1 1 1 0 0 0 1 0 1 1 54
Student 22 1 1 1 0 0 0 0 1 0 0 0 0 1 1 0 0 1 0 1 0 1 1 1 0 0 1 1 1 1 1 56
94
Student 23 1 1 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 42
Student 24 1 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 1 1 1 1 1 0 1 0 1 1 50
Student 25 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 1 0 1 1 1 0 1 0 1 1 0 0 36
Student 26 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 39
Student 27 1 1 1 0 0 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 42
Student 28 1 1 1 0 0 1 0 1 1 0 1 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 31
Student 29 1 1 1 0 0 1 0 1 0 0 0 1 1 0 0 1 0 0 0 0 1 1 1 0 0 0 1 0 1 1 48
Student 30 1 1 1 0 0 1 0 1 0 0 0 0 0 0 0 1 1 0 0 0 1 1 1 1 1 0 1 0 1 1 53
28 27 28 3 4 18 7 21 6 5 10 11 15 5 6 9 13 5 5 2 28 29 28 7 8 7 29 9 28 28 1488
95
Appendix 8c Blue Print Test of Post Test 2
POST TEST 2 MTs. NURUL FALAH
No. Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 SCORE
1 Student 1 1 1 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 70
2 Student 2 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 0 80
3 Student 3 1 0 1 1 1 1 0 0 1 1 0 1 1 1 0 0 0 0 0 0 50
4 Student 4 1 1 1 0 0 0 0 0 1 0 0 1 1 1 1 1 1 0 1 1 60
5 Student 5 1 1 1 1 1 0 1 0 0 1 0 1 1 1 0 1 1 0 1 1 70
6 Student 6 1 1 0 0 0 1 0 1 0 1 0 0 1 1 1 1 1 0 1 0 55
7 Student 7 1 0 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 80
8 Student 8 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 80
9 Student 9 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 85
10 Student 10 1 1 1 0 1 0 0 1 1 0 1 1 1 0 0 0 1 0 1 0 55
11 Student 11 1 0 1 0 1 0 1 1 1 0 0 1 1 1 1 0 1 1 0 0 60
12 Student 12 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 0 80
13 Student 13 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 90
14 Student 14 1 1 1 1 1 0 1 0 0 0 0 1 1 1 0 1 1 0 1 1 65
15 Student 15 1 1 1 1 1 0 1 0 0 0 0 1 1 1 0 1 1 0 1 1 65
16 Student 16 1 1 1 1 1 0 1 0 0 0 0 1 1 1 0 1 1 0 1 1 65
17 Student 17 1 1 1 0 1 0 0 1 1 0 0 1 1 1 1 1 1 0 1 0 65
18 Student 18 1 1 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 65
19 Student 19 1 1 1 0 0 1 0 0 1 0 0 1 1 0 1 1 1 1 1 1 65
96
20 Student 20 1 0 1 0 1 0 1 1 1 0 1 0 0 0 1 1 1 1 1 0 60
21 Student 21 1 1 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 0 1 0 60
22 Student 22 1 1 1 0 0 1 0 0 1 0 0 1 1 0 1 1 1 1 1 1 65
23 Student 23 1 1 0 1 1 0 0 1 0 1 1 1 1 1 1 1 0 0 1 0 65
24 Student 24 1 1 1 0 1 0 1 0 1 0 1 1 1 1 1 1 1 0 1 0 70
25 Student 25 1 0 1 0 1 1 1 0 1 1 1 1 1 0 1 0 0 0 0 0 55
26 Student 26 0 1 1 0 1 0 1 0 1 0 0 1 1 0 1 1 1 0 1 1 60
27 Student 27 1 0 1 0 1 0 1 0 1 0 0 1 1 0 1 1 1 1 1 0 60
28 Student 28 1 1 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 0 60
29 Student 29 1 1 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 0 1 1 70
30 Student 30 1 1 1 1 0 0 0 1 1 0 0 0 1 0 1 1 1 1 1 0 60
29 24 26 14 23 10 15 12 22 8 8 27 29 19 24 26 27 14 27 14 1990
97
Appendix 9a: Item Analysis
ITEM ANALYSIS OF PRE-TEST
ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS
UNTUK SISWA KELAS I MTs. NURUL FALAH CIPUTAT
TAHUN PELAJARAN 2010-2011
Seluruh Peserta (N) : 30 siswa Siswa Kelompok Tengah (MG)
: 12 siswa
Siswa Kelompok atas(UG) : 9 siswa Siswa Kelompok Bawah (LG)
: 9 siswa
NO.
BUTIR GROUP
PILIHAN DES
(UG-LG)
/9
DIF
(UG+LG)
/18
REMARK
A B C D
1 UG 9 0. 11
(OK)
94. 4 %
(LOW)
USED
LG 1 8
2 UG 8 1 0. 11
(OK)
83. 3 %
(LOW)
USED
LG 7 2
3 UG 9 0. 11
(OK)
94. 4 %
(LOW)
USED
LG 8 1
4 UG 7 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 6 1 2
5 UG 4 0. 44
(GOOD)
22. 2 %
(HIGH)
USED
LG 0
6 UG 3 6 0. 33
(OK)
50 %
(MED.) REVISED
LG 6 3
7 UG 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 1
8 UG 7 2 0. 33
(OK)
61. 1 %
(MED.) REVISED
LG 2 4 3
9 UG 4 0. 33
(OK)
27. 7 %
(HIGH)
USED
LG 1
10 UG 3 0. 11
(OK)
27. 7 %
(HIGH)
USED
LG 2
11 UG 6 0. 55
(GOOD)
38. 8 %
(MED.)
USED
LG 1
12 UG 6 0. 44
(GOOD)
44. 4 %
(MED.)
USED
LG 2
13 UG 5 0. 22
(OK)
44. 4 %
(MED.)
USED
LG 3
14 UG 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 1
15 UG 3 0. 11
(OK)
27. 7 %
(HIGH)
USED
LG 2
98
16 UG 3 0. 22
(OK)
22. 2 %
(HIGH)
USED
LG 1
17 UG 6 0. 55
(GOOD)
38. 8%
(MED.)
USED
LG 1
18 UG 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 1
19 UG 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 1
20 UG 2 0. 22
(OK)
1. 1 %
(HIGH)
USED
LG 0
PEDOMAN PENILAIAN
DESCRIMINATION
DIFFICULTY
0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
6. How to make it. kata how bermakna…
a. Apa c. Kapan
b. Bagaimana d. Dimana
How to make Oriental fried rice. kata how bermakna…
a. Siapa c. Kapan
b. Bagaimana d. Dimana
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster
sauce. Kata salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
Grind together garlic, pepper and salt. Kata salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
Right Answer
99
ITEM ANALYSIS OF PRE-TEST
ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS
UNTUK SISWA KELAS I SMPN 253 JAKARTA
TAHUN PELAJARAN 2010-2011
Seluruh Peserta (N) : 30 siswa Siswa Kelompok Tengah (MG)
: 12 siswa
Siswa Kelompok atas(UG) : 9 siswa Siswa Kelompok Bawah (LG)
: 9 siswa
NO.
BUTIR GROUP
PILIHAN DES
(UG-LG)
/9
DIF
(UG+LG)/
18
REMARK A B C D
1 UG 9 1. 11
(OK)
94. 4 %
(LOW)
USED
LG 1 8
2 UG 8 1 0. 11
(OK)
83. 3 %
(LOW)
USED
LG 7 2
3 UG 9 1. 11
(OK)
94. 4 %
(LOW)
USED
LG 8 1
4 UG 7 2 0. 22
(OK)
11.1 %
(HIGH)
USED
LG 3 6 0
5 UG 7 1 1 0. 66
(V. GOOD)
44. 4 %
(MED.)
USED
LG 1 6 2
6 UG 9 0. 5
(GOOD)
77. 7 %
(LOW)
USED
LG 4 5
7 UG 6 3 22. 2
(OK)
44. 4 %
(MED.)
USED
LG 8 1
8 UG 9 0. 44
(GOOD)
77. 7 %
(MED.)
USED
LG 1 2 5 1
9 UG 2 6 1 22. 2
(OK)
11. 1 %
(LOW)
USED
LG 0 2 6 1
10 UG 2 7 0. 55
(GOOD)
50 %
(MED.)
USED
LG 1 2 4 2
11 UG 8 1 0. 44
(GOOD)
22. 2 %
(HIGH)
USED
LG 4 2 2 1
12 UG 7 3 0. 11
(OK)
27. 7 %
(HIGH)
USED
LG 5 2 2
13 UG 7 2 0. 22
(OK)
11.1 %
(HIGH)
USED
LG 4 2 0 3
14 UG 4 6 0. 22
(OK)
33. 3 %
(MED.) REVISED
LG 2 3 3
15 UG 5 5 0. 11
(OK)
50 %
(MED.) REVISED
LG 3 4 1
16 UG 7 1 3 0. 11
(OK)
27. 7 %
(HIGH)
USED
LG 1 1 2 6
100
17 UG 9 0. 11
(OK)
94. 4 %
(LOW)
USED
LG 8 1
18 UG 2 3 1 0. 22
(OK)
11.1 %
(HIGH)
USED
LG 0 3
19 UG 3 3 3 0. 22
(OK)
27. 7 %
(HIGH)
USED
LG 2 7
20 UG 5 4 0. 22
(OK)
33. 3 %
(MED.) REVISED
LG 2 1 4 2
PEDOMAN PENILAIAN
DESCRIMINATION
DIFFICULTY
0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
14. Be careful when you cook onions, the knife is very sharp. Kata sharp
termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
Drink a glass of hot milk. Next, you’ll fell so sleepy.
a. Noun c. Verb
b. Adjective d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
Chop up the leeks into very small pieces. Kata small termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
Right Answer
101
Appendix 10a: Observational Notes in Preliminary Study
Pre-Observational Note for Need Analysis1
Action : Before CAR 1
Date : Monday, February 7th
2011
Time : 15.40-17.00 P.M.
Topic : Family life
What
learners do
What this
involves
Teacher’s
purpose Comment
Writing the
new
vocabularies
which given
by teacher
Doing the
exercises
about
vocabulary
individually
Students are
involved in
individual
work
Students try
to memorize
the given-
word by
doing the
exercise
given by
teacher.
The teacher
gave the
vocabulary
related to the
materials.
The student didn’t pay attention
to the teacher.
The teacher got some difficulties
to attract the students’ attention
The teacher didn’t implement a
creative technique and suitable
technique to teach vocabulary.
Some students did not do their
assignment correctly, because do
not know the meaning of
vocabulary.
1 Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge Univ. Press, 1996),
p. 323
102
Pre-Observational Note for Need Analysis
Action : Before CAR 2
Date : Monday, February 14th
2010
Time : 11.10 AM – 12.20 P.M.
Topic : My hobby
What learners
do
What this
involves Teacher’s purpose Comment
Memorize the
word
individually
Write the
meaning of new
vocabulary
given by the
teacher.
Students are
involved in
individual
work
Students
memorize the
word.
Checking
students
memorization of
the vocabulary
given.
Retaining
students’ last
vocabulary by
asking the
meaning of
vocabulary.
The student didn’t pay the
attentions to the teacher’s
explanation.
The teacher didn’t wait the
students until they ready to
begin the lesson.
Most of the students’
cheated on their friends
work.
The class very noisy
103
Appendix 10b: Observational Note in Cycle 1.
OBSERVATIONAL NOTES
Cycle/Meeting : I / 1 (One)
Day/Date : Monday/ March 28th
, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : How to make Oriental Fried Rice
I. Good points
From the students’ side
Some students pay attention on teacher’s explanation
Students looked so interested in learning vocabulary through vocabulary card
From the teacher’s side
The teacher choose the good teaching technique in explaining noun, and adjective
Teacher gave intensive guide by checking students’ activity.
II. Things to consider
From the students’ side
Students need the clear instruction to make vocabulary card. Some students look
confuses to make vocabulary card.
Students need the clear and slow explanation about noun and adjective.
The class was very noisy.
From the teacher’s side
Teacher should give the way how to make the vocabulary card clearly and slowly,
and clear explanation about noun and adjective because most of students have a
minus understanding on part of speech.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
104
OBSERVATIONAL NOTES
Cycle/Meeting : I / 2 (Two)
Day/Date : Thursday/ March 31st, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : How to make Oriental Fried Rice
I. Good points
From the students’ side
Students looks so interested in doing their activities especially in learning
vocabulary through vocabulary card
Students motivated in making a vocabulary card.
From the teacher’s side
The teacher understood the condition of students by explaining the materials step by
step.
The teacher gave the activity for students in the right condition by making a pair and
individual work.
II. Things to consider
From the students’ side
Some students don’t understand what they have to do. They only know the little
about the activity and do not asking the teacher about the activity.
Some students do not bring their last vocabulary card, and they disturb their friend to
make a new vocabulary card for their example.
From the teacher’s side
Before starting an activity, teacher should give a clear explanation about what the
students have to do.
Teacher should give more explanation about verb and adverb.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
105
OBSERVATIONAL NOTES
Cycle/Meeting : I / 3 (Three)
Day/Date : Monday/ March 4th
, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : How to make Oriental Fried Rice
I. Good points
From the students’ side
Students followed the teacher instruction.
Students asked the question to the teacher about the material.
Students are motivated to be active in the activity given by the teacher.
From the teacher’s side
Teacher mastered the technique and the material she gives.
Teacher checked the students’ activity by walking to their table and giving
comments.
II. Things to consider
From the students’ side
Some students look not seriously in doing activities.
Some students still had difficult in grammar such as adjective and adverb.
Some students do not bring their vocabulary card in the last two meetings.
From the teacher’s side
Teacher should give the punishment to the students who do not bring their last
vocabulary card.
Teacher should make sure if the students are ready to listen to her explanation about
the materials or some instruction.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
106
Appendix 10c: Observational Notes in Cycle 2.
OBSERVATIONAL NOTES
Cycle/Meeting : 2 / 1 (One)
Day/Date : Monday/ March 11th
, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : Learning How to Drive a Car
I. Good points
From the students’ side
More students pay attention on a new topic and teacher explanation.
Some students participate in finding new vocabulary related with noun and verb on
the white board.
More students look enthusiast when playing game with her/his partner.
The students bring dictionary in each group.
Students bring their last vocabulary card.
From the teacher’s side
Teacher introduced a new topic and gave a clear explanation about the material.
Teacher explained detail information about noun and adjective in the sentence.
The teacher gave the chance to the student to choose their partner to do the
assignment given.
II. Things to consider
From the students’ side
Some students had difficult to understand the differences between noun and verb in
the sentence.
The class still was noisy.
From the teacher’s side
The teacher should have effort to make the student keep silent.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
107
OBSERVATIONAL NOTES
Cycle/Meeting : 2 / 2 (Two)
Day/Date : Thursday/ March 14th
, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : Learning How to Drive a Car
I. Good points
From the students’ side
Students already know the teacher style in teaching and support the teacher’s
teaching goal.
Students had already known how to learn from vocabulary card maximally.
Students had already known about noun and verb.
From the teacher’s side
The teacher gave the clear explanation about the materials.
The teacher gave the reward to the students who had a good score and who asked
question.
The teacher motivated the students to be active in the activities given.
II. Things to consider
From the students’ side
Some students had difficult to understand the differences between adjective and
adverb in the sentence.
From the teacher’s side
The teacher should check the students to make sure that they are understand about
the instruction.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
108
OBSERVATIONAL NOTES
Cycle/Meeting : 2 / 3 (Three)
Day/Date : Monday/ March 18th
, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : Learning How to Drive a Car
I. Good points
From the students’ side
The students followed the activity given actively.
The students did their assignment with the partner.
Some students had understood about descriptive text.
Some students had understood the differences between adjective and adverb.
From the teacher’s side
Teacher explained the material more slowly and clearly.
Teacher gave a clear instruction about activity clearly.
The teacher checked the students understanding on part of speech especially noun,
verb, adjective and adverb.
The teacher checked the students to make sure the entire student understand about
the instruction.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
150
Appendix 13a: Silabus
SILABUS
Sekolah : MTs. Nurul Falah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VII/ II
Standar kompetensi : 9. (Mendengarkan) Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi
dengan lingkungan terdekat
Kompetensi Dasar Materi
Pokok
Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrument
9.1 Merespon
makna yang terdapat
Dalam percakapan
transaksional (to get
things done)
transaksi fungsional
pendek sangat
sederhana secara
akurat, lancar dan
berterima yang
berkaitan dengan
lingkungan terdekat
yang melibatkan
tindakan tutur
perintah dalam teks
lisan berbentuk
procedure.
Teks
fungsional
pendek
berbentuk
:
Procedure
-Instruksi
membuat
nasi goreng
oriental.
1. Tanya jawab yang
berkaitan dengan
materi
2. Mendengarkan teks
berbentuk procedure
yang dibaca guru.
3. Membahas
kosakata dan tata
bahasa: noun,
noun phrase, adj,
verb, adverb.
4. Menjawab
pertanyaan teks
5. Menjawab
pertanyaan bacaan
Merespon ungkapan
-ungkapan:
Meminta& memberi
jasa
Meminta& memberi
barang
Meminta& memberi
fakta.
Tes
lisan
Tes tulis
Unjuk
kerja
Merespon
ungkapan
Pertanyaan
bacaan
Merespon
tindakan
Answer the
questions orally
Listen to the
expression and
match it with
suitable answer.
Express like
cutting
meatballs into
small pieces!
2X40
menit
Buku teks
relevant
Handout
teks
procedure
LCD
151
secara lisan
individual
SILABUS
Sekolah : MTs. Nurul Falah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VII/ II
Standar kompetensi : 10. (Berbicara) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan terdekat.
Kompetensi
Dasar
Materi
Pokok
Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrument
10.1
Mengungkapkan
makna yang
terdapat dalam
teks lisan
fungsional pendek
sangat sederhana
dengan
menggunakan
ragam bahasa
lisan secara
akurat, lancar, dan
berterima untuk
berinteraksi
dengan
lingkungan
terdekat.
Teks
fungsional
pendek
berbentuk:
Procedure
-Instruksi
membuat
nasi
goreng
oriental.
-
1. Tanya jawab yang
berkaitan dengan
materi
2. Membahas
kosakata dan tata
bahasa: noun, noun
phrase, adj, verb,
adverb.
3. Menirukan
ungkapan-ungkapan
sesuai materi.
4. Mendengarkan teks
procedure
5. Menjawab
Mengungkapkan
makna dalam teks
fungsional pendek
berbentuk:
procedure
Memberi instruksi
secara lisan
Menyebutkan
daftar barang
tertentu.
Tes lisan
Performance 1. Give instruction
to your friend
related to the
material.
2. Make a list of
things you find in
the procedure
text.
2X40
menit
Buku teks
relevant
Handout
teks
procedure
LCD
152
pertanyaan bacaan
secara lisan
6. Menjawab
pertanyaan teks
SILABUS
Sekolah : MTs. Nurul Falah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VII/ II
Standar kompetensi : 11. (Membaca)Memahami makna teks tulis fungsional dan esai pendeksangat sederhana berbentuk descriptive dan procedure
yang berkaitan dengan lingkungan terdekat.
Kompetensi
Dasar
Materi
Pokok
Kegiatan Pembelajaran Indikator Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrument
11.1 Merespon
makna yang
terdapat Dalam
teks tulis
fungsional
pendek sangat
sederhana secara
akurat, lancer dan
berterima yang
berkaitan dengan
lingkungan
terdekat.
Teks
fungsional
pendek
berupa:
Procedure
- Instruksi
membuat
nasi goreng
oriental.
1. Tanya jawab yang
berkaitan dengan
materi
2. Membahas kosakata
dan tata bahasa:
noun, noun phrase,
adj, verb, adverb.
3. Mendengarkan
contoh membaca
nyaring yang dilakukan
guru
4. Berdiskusi dengan
teman menjawab
Mengidentifikasi
berbagai informasi
dalam teks
fungsional pendek
berbentuk
procedure
Merespon berbagai
informasi dalam
teks fungsional
pendek
Membaca nyaring
teks fungsional
Tes tulis
Tes Esai
Pertanyaan
esai
Pertanyaan
bacaan
Performance
Write down
the answers
completely
Choose the
best answer by
crossing a, b,
c, d
Answer the
questions
2X40
menit
Buku
teks
relevant
Handout
teks
procedure
LCD
Teks
otentik
153
pertanyaan bacaan
5. Menjawab pertanyaan
bacaan secara lisan
individual
6. Membaca nyaring
bergiliran
pendek. orally
Read the text
aloud
SILABUS
Sekolah : MTs. Nurul Falah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VII/ II
Standar kompetensi : 12. (Menulis) Mengungkapkan makna teks tulis fungsional dan esai pendeksangat sederhana berbentuk descriptive dan
procedure yang berkaitan dengan lingkungan terdekat.
Kompetensi Dasar Materi
Pokok
Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrument
12.1
Mengungkapkan
makna yang
terdapat Dalam
teks tulis
fungsional pendek
sangat sederhana
dengan
menggunakan
ragam bahasa tulis
secara akurat,
lancar dan
berterima untuk
Teks
fungsional
pendek
berupa:
Procedure
- Instruksi
membuat
nasi goreng
oriental.
1. Tanya jawab yang
berkaitan dengan
materi
2. Membahas
kosakata dan tata
bahasa: noun, noun
phrase, adj, verb,
adverb.
3. Membuat frasa,
kalimat sesuai materi
4. Membahas struktur
teks sungsional
Mengidentifikasi
berbagai informasi
dalam teks
fungsional pendek
berupa:
Berbentuk
procedure
Menulis kalimat
sederhana
Tes
tulis
Esai bebas Write down
your own
shopping list
based on what
you want to
cook.
2X40
menit
Buku
teks
relevant
Teks
otentik
154
berinteraksi dengan
lingkungan
terdekat.
berbentukprocedure
5. Membuat teks tulis
fungsional pendek
secara berpasangan
6. Membuat teks tulis
fungsional pendek
sendiri dengan
bebas.
155
APPENDIX 14a: KISI-KISI SOAL PRE-TEST
KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
Nama Sekolah : MTs. Nurul Falah Alokasi Waktu : 40 menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 30 (tiga puluh)
Kurikulum Acuan : KTSP Semester : II (genap)
KOMPETENSI DASAR INDIKATOR Jenis
soal Nomor soal Jumlah
1.1. Mengetahui makna kata dalam
tulisan fungsional pendek
berbentuk presedure.
1.2 Mengetahui jenis kata dalam teks
pendek berbentuk procedure.
Siswa dapat mengetahui:
1. Nama bahan-bahan memasak
2. Macam-macam cara memasak
3. Makna kata sifat
4. Makna kata keterangan
Siswa dapat mengenali:
1. Jenis kata berbentuk kata benda (Noun)
2. Jenis kata berbentuk kata kerja (Verb)
3. Jenis kata berbentuk kata sifat (Adjective)
4. Jenis kata berbentuk kata keterangan (Adverb)
5. Kata-kata yang sesuai dengan kalimat
MC
MC
MC
MC
MC
MC
MC
MC
Essay
1, 3, 5, 8, 9,
2, 7, 10,
4
6
11, 17, 18, 19
12, 13, 16
14, 15,
20
1-10
30
156
APPENDIX 14b: KISI-KISI SOAL POST-TEST 1
KISI – KISI PENULISAN SOAL POST TEST I CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
Nama Sekolah : MTs. Nurul Falah Alokasi Waktu : 40 menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20
Kurikulum Acuan : KTSP Semester : II (genap)
KOMPETENSI DASAR INDIKATOR Jenis
soal Nomor soal Jumlah
1.2. Mengetahui makna kata dalam
tulisan fungsional pendek
berbentuk presedure.
1.2 Mengetahui jenis kata dalam teks
pendek berbentuk procedure.
Siswa dapat mengetahui:
1. Nama bahan-bahan memasak
2. Macam-macam cara memasak
3. Makna kata sifat
4. Makna kata keterangan
Siswa dapat mengenali:
1. Jenis kata berbentuk kata benda (Noun)
2. Jenis kata berbentuk kata kerja (Verb)
3. Jenis kata berbentuk kata sifat (Adjective)
4. Jenis kata berbentuk kata keterangan (Adverb)
MC
MC
MC
MC
MC
MC
MC
MC
12,13, 15, 17, 19
11, 18, 20
14
16
3, 6, 7, 9
1, 2, 10
4, 5
8
20
157
APPENDIX 14c : KISI-KISI SOAL POST-TEST 2
KISI – KISI PENULISAN SOAL POST TEST 2 CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
Nama Sekolah : MTs. Nurul Falah Alokasi Waktu : 40 menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20
Kurikulum Acuan : KTSP Semester : II (genap)
KOMPETENSI DASAR INDIKATOR Jenis soal Nomor soal Jumlah
1.3. Mengetahui makna kata dalam
tulisan fungsional pendek
berbentuk presedure.
1.2 Mengetahui jenis kata dalam teks
pendek berbentuk procedure.
Siswa dapat mengetahui:
1. Nama alat-alat dalam mobil
2. Cara-cara mengemudi dan makna kata kerja
3. Makna kata sifat
4. Makna kata keterangan
Siswa dapat mengenali:
1. Jenis kata berbentuk kata benda (Noun)
2. Jenis kata berbentuk kata kerja (Verb)
3. Jenis kata berbentuk kata sifat (Adjective)
4. Jenis kata berbentuk kata keterangan (Adverb)
MC
MC
MC
MC
MC & Matching
MC & Matching
MC & Matching
3, 5, 9
4, 6, 10
1
2, 7, 8
11, 1, 5
14, 15, 2
12, 13, 3
4
20
Name : Day, Date :
Class /Program : Time : 40 minutes
Saying Basmalah…
A. Choose the most appropriate answer!
1. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna…
a. Daging c. Bakso
b. Sate d. Pentol
2. Grind together garlic, pepper and salt. Kata Grind bermakna…
a. Uleg c. Cincang
b. Campurkn d. Tambahkan
3. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur c. Ayam
b. Daging d. Bebek
4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks,
chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a
spoonful of oyster sauce. Kata frozen bermakna…
a. Yang didinginkan c. Yang dibekukan
b. Yang direndam d. Yang disimpan
5. Chop up the leeks into very small pieces. Kata leeks bermakna…
a. Bawang merah c. Daun bawang
b. Bawang putih d. Bawang Bombay
6. How to make it. kata how bermakna…
a. Apa c. kapan
b. Bagaimana d. Dimana
7. Then, pour the eggs and green peas. Kata pour bermakna…
a. Campurkan c. Dicampur
b. Tuangkan d. Campuran
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce.
Kata salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
9. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna…
a. Piring b. Sepiring nasi
b. Nasi d. Semangkuk nasi
10. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir
bermakna…
a. Membuat c. Diaduk
b. Mengadoni d. Aduk
11. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate
termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
13. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish
termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
14. Drink a glass of hot milk. Next, you’ll fell so sleepy.
a. Noun c. Verb
b. Adjective d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
17. Heat the oil in a frying pan. Kata pan termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono
termasuk jenis kata…
a. Noun b. Verb
b. Adjective d. Adverb
19. Fry the spices until aromatic. Kata spices termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
20. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
B. Complete the sentences below with the appropriate words from the list
Steps Lay Hot Lately Tell
Novel Read easy Easily Much
How to fall sleep easily
It is easy to fall asleep (1) ________. Follow these (2) __________, First (3) _________ your
body down in a comfortable sofa. Then, (4)__________ something that entrain you. After
that, drink a glass of (5) _________milk. Next, you’ll fell so sleepy.
Yuning : I’m hardly to sleep (6)________, Solah. Can you help me?
Solah : Well, actually too (7)________ sleeping is not very good also. But, you
know it’s (8)________ to fall asleep soon.
Yuning : Yes. (9)______me how.
Solah : Just read a (10) ________or magazine that you interested in than you will so
sleepy.
Yuning : Thanks Solah. That’s very helpful. I’ll try.
PRE-TEST ANSWER KEY
1. C
2. A
3. A
4. C
5. C
6. B
7. B
8. C
9. C
10. D
11. A
12. C
13. C
14. B
15. B
16. C
17. A
18. A
19. A
20. D
ESSAY
1. Easily
2. Steps
3. Lay
4. Read
5. Hot
6. Lately
7. Much
8. Easy
9. Tell
10. Novel
ITEM ANALYSIS OF PRE-TEST
ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS
UNTUK SISWA KELAS I MTs. NURUL FALAH CIPUTAT
TAHUN PELAJARAN 2010-2011
Seluruh Peserta (N) : 30 siswa Siswa Kelompok Tengah (MG) : 12 siswa
Siswa Kelompok atas(UG) : 9 siswa Siswa Kelompok Bawah (LG) : 9 siswa
NO.
BUTIR GROUP
PILIHAN DES
(UG-LG)
/9
DIF
(UG+LG)
/18
REMARK
A B C D
1 UG 9 0. 11
(OK)
94. 4 %
(LOW)
USED
LG 1 8
2 UG 8 1 0. 11
(OK)
83. 3 %
(LOW)
USED
LG 7 2
3 UG 9 0. 11
(OK)
94. 4 %
(LOW)
USED
LG 8 1
4 UG 7 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 6 1 2
5 UG 4 0. 44
(GOOD)
22. 2 %
(HIGH)
USED
LG 0
6 UG 3 6 0. 33
(OK)
50 %
(MED.) REVISED
LG 6 3
7 UG 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 1
8 UG 7 2 0. 33
(OK)
61. 1 %
(MED.) REVISED
LG 2 4 3
9 UG 4 0. 33
(OK)
27. 7 %
(HIGH)
USED
LG 1
10 UG 3 0. 11
(OK)
27. 7 %
(HIGH)
USED
LG 2
11 UG 6 0. 55
(GOOD)
38. 8 %
(MED.)
USED
LG 1
12 UG 6 0. 44
(GOOD)
44. 4 %
(MED.)
USED
LG 2
13 UG 5 0. 22
(OK)
44. 4 %
(MED.)
USED
LG 3
14 UG 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 1
15 UG 3 0. 11
(OK)
27. 7 %
(HIGH)
USED
LG 2
16 UG 3 0. 22
(OK)
22. 2 %
(HIGH)
USED
LG 1
17 UG 6 0. 55
(GOOD)
38. 8%
(MED.)
USED
LG 1
18 UG 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 1
19 UG 2 0. 11
(OK)
16. 6 %
(HIGH)
USED
LG 1
20 UG 2 0. 22
(OK)
11. 1 %
(HIGH)
USED
LG 0
PEDOMAN PENILAIAN
DESCRIMINATION
DIFFICULTY
0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
6. How to make it. kata how bermakna…
a. Apa c. Kapan
b. Bagaimana d. Dimana
How to make Oriental fried rice. kata how bermakna…
a. Siapa c. Kapan
b. Bagaimana d. Dimana
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata
salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
Grind together garlic, pepper and salt. Kata salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
Right Answer
ITEM ANALYSIS OF PRE-TEST
ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS
UNTUK SISWA KELAS I SMPN 253 JAKARTA
TAHUN PELAJARAN 2010-2011
Seluruh Peserta (N) : 30 siswa Siswa Kelompok Tengah (MG) : 12 siswa
Siswa Kelompok atas(UG) : 9 siswa Siswa Kelompok Bawah (LG) : 9 siswa
NO.
BUTIR GROUP
PILIHAN DES
(UG-LG)
/9
DIF
(UG+LG)/
18
REMARK A B C D
1 UG 9 1. 11
(OK)
94. 4 %
(LOW)
USED
LG 1 8
2 UG 8 1 0. 11
(OK)
83. 3 %
(LOW)
USED
LG 7 2
3 UG 9 1. 11
(OK)
94. 4 %
(LOW)
USED
LG 8 1
4 UG 7 2 0. 22
(OK)
11.1 %
(HIGH)
USED
LG 3 6 0
5 UG 7 1 1 0. 66
(V. GOOD)
44. 4 %
(MED.)
USED
LG 1 6 2
6 UG 9 0. 5
(GOOD)
77. 7 %
(LOW)
USED
LG 4 5
7 UG 6 3 22. 2
(OK)
44. 4 %
(MED.)
USED
LG 8 1
8 UG 9 0. 44
(GOOD)
77. 7 %
(MED.)
USED
LG 1 2 5 1
9 UG 2 6 1 22. 2
(OK)
11. 1 %
(LOW)
USED
LG 0 2 6 1
10 UG 2 7 0. 55
(GOOD)
50 %
(MED.)
USED
LG 1 2 4 2
11 UG 8 1 0. 44
(GOOD)
22. 2 %
(HIGH)
USED
LG 4 2 2 1
12 UG 7 3 0. 11
(OK)
27. 7 %
(HIGH)
USED
LG 5 2 2
13 UG 7 2 0. 22
(OK)
11.1 %
(HIGH)
USED
LG 4 2 0 3
14 UG 4 6 0. 22
(OK)
33. 3 %
(MED.) REVISED
LG 2 3 3
15 UG 5 5 0. 11
(OK)
50 %
(MED.) REVISED
LG 3 4 1
16 UG 7 1 3 0. 11
(OK)
27. 7 %
(HIGH)
USED
LG 1 1 2 6
17 UG 9 0. 11
(OK)
94. 4 %
(LOW)
USED
LG 8 1
18 UG 2 3 1 0. 22
(OK)
11.1 %
(HIGH)
USED
LG 0 3
19 UG 3 3 3 0. 22
(OK)
27. 7 %
(HIGH)
USED
LG 2 7
20 UG 5 4 0. 22
(OK)
33. 3 %
(MED.)
REVISED
LG 2 1 4 2
PEDOMAN PENILAIAN
DESCRIMINATION
DIFFICULTY
0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
14. Be careful when you cook onions, the knife is very sharp. Kata sharp termasuk jenis
kata…
a. Noun c. Verb
b. Adjective d. Adverb
Drink a glass of hot milk. Next, you’ll fell so sleepy.
a. Noun c. Verb
b. Adjective d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
Chop up the leeks into very small pieces. Kata small termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
Right Answer
SOAL POST TEST I MTs. NURUL FALAH
Name : Day, Date :
Class /Program : Time : 40 minutes
Saying Basmalah…
A. Choose the most appropriate answer!
1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
2. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish
termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
3. Heat the oil in a frying pan. Kata pan termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
4. Drink a glass of hot milk. Next, you’ll fell so sleepy.
a. Noun c. Verb
b. Adjective d. Adverb
5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono
termasuk jenis kata…
a. Noun b. Verb
b. Adjective d. Adverb
7. Fry the spices until aromatic. Kata spices termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
8. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate
termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
11. Then, pour the eggs and green peas. Kata pour bermakna…
a. Campurkan c. Dicampur
b. Tuangkan d. Campuran
12. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce.
Kata salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna…
a. Daging c. Bakso
b. Sate d. Pentol
14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks,
chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a
spoonful of oyster sauce. Kata frozen bermakna…
a. Yang didinginkan c. Yang dibekukan
b. Yang direndam d. Yang disimpan
15. Chop up the leeks into very small pieces. Kata leeks bermakna…
a. Bawang merah c. Daun bawang
b. Bawang putih d. Bawang Bombay
16. How to make it. kata how bermakna…
a. Apa c. kapan
b. Bagaimana d. Dimana
17. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna…
a. Piring c. Sepiring nasi
b. Nasi d. Semangkuk nasi
18. Grind together garlic, pepper and salt. Kata Grind bermakna…
a. Uleg c. Cincang
b. Campurkan d. Tambahkan
19. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur c. Ayam
b. Daging d. Bebek
20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir
bermakna…
a. Membuat c. Diaduk
b. Mengadoni d. Aduk
You Can if You Think You Can!!!
POST-TEST I ANSWER KEY
1. C
2. C
3. A
4. B
5. B
6. A
7. A
8. D
9. A
10. C
11. B
12. C
13. C
14. C
15. C
16. B
17. C
18. A
19. A
20. D
SOAL POST TEST II MTs. NURUL FALAH
Name : Day, Date :
Class /Program : Time : 40 minutes
Saying Basmalah…
A. Choose the best answer according to what you have learned.
1. First, make sure that the car is neutral, now, start the engine. Kata neutral
bermakna…
2. Helen : How do I do that?. Kata How bermakna…
3. Just turn the key. Kata key bermakna…
4. Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri. Kata wants bermakna…
5. Put your foot on the clutch. Kata clutch bermakna…
6. That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata
Press bermakna…
7. Helen : And should I press it down?. Kata down bermakna…
8. Yes. Remember, don’t take your foot off the clutch before you’ve pressed the
accelerator lightly. Kata lightly bermakna…
9. I’ve put it into gear. Oh! The car has stopped!. Kata gear bermakna…
a. Kedepan c. Kedalam
b. Keatas d. Kesamping
a. Apa c. Bagaimana
b. Siapa d. Dimana
a. Bersih c. Menyala
b. Netral d. Mati
a. Ingin c. Sedang
b. Akan d. Belajar
a. Gantungan c. Stir
b. Tombol d. Kunci
a. Kopling c. Rem kaki
b. Gas d. Rem tangan
a. Tarik c. Dorong
b. Tekan d. Ambil
a. Dengan baik c. Kencang
b. Pelan d. dengan benar
10. OK. And now, what should I do?. Kata do bermakna…
11. Put your foot on the clutch. Kata clutch termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
12. That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata
other termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
15. Yes. Remember, don’t take your foot off the clutch before you’ve pressed the
accelerator lightly. Kata take termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb, adjective and
adverb) see the example below!
NO. 1 2 3 4 5 Part of Speech
Drive Helen Instruction Andri Clutch (Noun)
1 Engine Key First Foot Driving license
2 Learn Start Do Take off Clutch
3 Stopped Sure Accelerator Right Left
4 Gear Yet How Now Lightly
5 Gear Yet Foot Engine Car
Do Your Best!!!
a. Lakukan c. Injak
b. Tekan d. Tarik
a. Kopling c. Rem kaki
b. Gas d. Rem tangan
Answer Key Post Test 2:
A.
1. B
2. C
3. D
4. A
5. A
6. B
7. C
8. D
9. C
10. A
11. A
12. C
13. C
14. B
15. B
B.
NO. 1 2 3 4 5 Part of Speech
Drive Helen Instruction Andri Clutch (Noun)
1 Engine Key First Foot Driving license Noun
2 Learn Start Do Take off Clutch Verb
3 Stopped Sure Accelerator Right Left Adjective
4 Gear Yet How Now Lightly Adverb
5 Gear Yet Foot Engine Car Noun
ITEM ANALYSIS OF POST TEST 2
ANALISIS BUTIR SOAL POSTES 2 BAHASA INGGRIS
UNTUK SISWA KELAS I SMPN 238 JAKARTA
TAHUN PELAJARAN 2010-2011
Seluruh Peserta (N) : 30 siswa Siswa Kelompok Tengah (MG) : 14 siswa
Siswa Kelompok atas(UG) : 8 siswa Siswa Kelompok Bawah (LG) : 8 siswa
NO.
BUTIR GROUP
PILIHAN DES
(UG-LG)
/8
DIF
(UG+LG)
/16
REMARK A B C D
1 UG 8
()
()
LG 1 7
2 UG 2 6
()
()
LG 2 1 5
3 UG 8
()
()
LG 1 7
4 UG 3 5
()
()
LG 0 4 4
5 UG 7 1
()
()
LG 2 5 1
6 UG 8
()
()
LG 1 6 1
7 UG 4 4
()
()
LG 6 2
8 UG 4 1 3
()
()
LG 3 3 2
9 UG 8
()
()
LG 6 2
10 UG 7 1
()
()
LG 6 2
11 UG 6 2
()
()
LG 2 4 1 1
12 UG 3 5
()
()
LG 3 2 2 1
13 UG 1 5 2
()
()
LG 2 3 3
14 UG 1 6 1
()
()
LG 4 2 2 1
15 UG 1 7
()
()
LG 3 3 2
Right Answer
PEDOMAN PENILAIAN
DESCRIMINATION
DIFFICULTY
0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
ITEM ANALYSIS OF POST TEST 2
ANALISIS BUTIR SOAL POSTES 2 BAHASA INGGRIS
UNTUK SISWA KELAS I MTs. NURUL FALAH CIPUTAT
TAHUN PELAJARAN 2010-2011
Seluruh Peserta (N) : 30 siswa Siswa Kelompok Tengah (MG) : 18 siswa
Siswa Kelompok atas(UG) : 6 siswa Siswa Kelompok Bawah (LG) : 6 siswa
NO.
BUTIR GROUP
PILIHAN DES
(UG-LG)
/6
DIF
(UG+LG)
/12
REMARK A B C D
1 UG 6 0. 16
(OK)
()
LG 1 5
2 UG 1 5 0. 33
(OK)
()
LG 4 3
3 UG 6 0. 16
(OK)
()
LG 1 5
4 UG 6 0. 83
(V. GOOD)
()
LG 1 4 1
5 UG 6 0. 33
(OK)
()
LG 4 2
6 UG 5 1 0. 33
(OK)
()
LG 1 3 2
7 UG 2 4 0.33
(OK)
()
LG 3 2 1
8 UG 2 4 0. 16
(OK)
()
LG 1 2 3
9 UG 1 1 4 0. 16
(OK)
()
LG 3 3
10 UG 6 0. 16
(OK)
()
LG 5 1
11 UG 3 3 0. 16
(OK)
()
LG 2 4
12 UG 1 2 5 0. 16
(OK)
()
LG 2 4
13 UG 6 0. 16
(OK)
()
LG 1 5
14 UG 2 3 1 0. 16
(OK)
()
LG 2 2 2
15 UG 6 0. 33
(OK)
()
LG 2 4
Right Answer
PEDOMAN PENILAIAN
DESCRIMINATION
DIFFICULTY
0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
SOAL POST TEST I MTs. NURUL FALAH
Name : Day, Date :
Class /Program : Time : 40 minutes
Saying Basmalah…
A. Choose the most appropriate answer!
1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
2. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish
termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
3. Heat the oil in a frying pan. Kata pan termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
4. Drink a glass of hot milk. Next, you’ll fell so sleepy.
a. Noun c. Verb
b. Adjective d. Adverb
5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono termasuk
jenis kata…
a. Noun b. Verb
b. Adjective d. Adverb
7. Fry the spices until aromatic. Kata spices termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
8. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate termasuk
jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
11. Then, pour the eggs and green peas. Kata pour bermakna…
a. Campurkan c. Dicampur
b. Tuangkan d. Campuran
12. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata
salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna…
a. Daging c. Bakso
b. Sate d. Pentol
14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken
fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a spoonful of
oyster sauce. Kata frozen bermakna…
a. Yang didinginkan c. Yang dibekukan
b. Yang direndam d. Yang disimpan
15. Chop up the leeks into very small pieces. Kata leeks bermakna…
a. Bawang merah c. Daun bawang
b. Bawang putih d. Bawang Bombay
16. How to make it. kata how bermakna…
a. Apa c. kapan
b. Bagaimana d. Dimana
17. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna…
a. Piring c. Sepiring nasi
b. Nasi d. Semangkuk nasi
18. Grind together garlic, pepper and salt. Kata Grind bermakna…
a. Uleg c. Cincang
b. Campurkan d. Tambahkan
19. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur c. Ayam
b. Daging d. Bebek
20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir
bermakna…
a. Membuat c. Diaduk
b. Mengadoni d. Aduk
Do Your Best!!!
POST-TEST I ANSWER KEY
1. C
2. C
3. A
4. B
5. B
6. A
7. A
8. D
9. A
10. C
11. B
12. C
13. C
14. C
15. C
16. B
17. C
18. A
19. A
20. D
SOAL POST TEST II SMPN 238
Name : Day, Date :
Class /Program : Time : 40 minutes
Saying Basmalah…
A. Choose the best answer according to what you have learned.
1. First, make sure that the car is neutral, now, start the engine. Kata neutral
bermakna…
2. Helen : How do I do that?. Kata How bermakna…
3. Just turn the key. Kata key bermakna…
4. Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri. Kata wants bermakna…
5. Put your foot on the clutch. Kata clutch bermakna…
6. That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata
Press bermakna…
7. Helen : And should I press it down?. Kata down bermakna…
8. Yes. Remember, don’t take your foot off the clutch before you’ve pressed the
accelerator lightly. Kata lightly bermakna…
9. I’ve put it into gear. Oh! The car has stopped!. Kata gear bermakna…
a. Kebawah c. Kedalam
b. Keatas d. Kesamping
a. Apa c. Bagaimana
b. Siapa d. Dimana
a. Bersih c. Menyala
b. Netral d. Mati
a. Ingin c. Sedang
b. Akan d. Belajar
a. Gantungan c. Stir
b. Tombol d. Kunci
a. Kopling c. Rem kaki
b. Gas d. Rem tangan
a. Tarik c. Dorong
b. Tekan d. Ambil
a. Dengan baik c. Kencang
b. Pelan d. dengan benar
10. OK. And now, what should I do?. Kata do bermakna…
11. Put your foot on the clutch. Kata clutch termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
12. That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata
other termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
15. Yes. Remember, don’t take your foot off the clutch before you’ve pressed the
accelerator lightly. Kata take termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb, adjective and
adverb) see the example below!
NO. 1 2 3 4 5 Part of Speech
Drive Helen Instruction Andri Clutch (Noun)
1 Engine Key First Foot Driving license
2 Learn Start Do Take off Clutch
3 Stopped Sure Accelerator Right Left
4 Gear Yet How Now Lightly
5 Gear Yet Foot Engine Car
Do Your Best!!!
a. Lakukan c. Injak
b. Tekan d. Tarik
a. Kopling c. Gigi
b. Gas d. Rem tangan
Answer Key Post Test 2:
A.
1. B
2. C
3. D
4. A
5. A
6. B
7. C
8. D
9. C
10. A
11. A
12. C
13. C
14. B
15. A
B.
NO. 1 2 3 4 5 Part of Speech
Drive Helen Instruction Andri Clutch (Noun)
1 Engine Key First Foot Driving license Noun
2 Learn Start Do Take off Clutch Verb
3 Stopped Sure Accelerator Right Left Adjective
4 Gear Yet How Now Lightly Adverb
5 Gear Yet Foot Engine Car Noun
APPENDIX: TEST INSTRUMENT
Wish you luck!
Name : Day, Date :
Class /Program : Time : 40 minutes
Saying Basmalah…
A. Choose the most appropriate answer!
1. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna…
a. Daging c. Bakso
b. Sate d. Pentol
2. Grind together garlic, pepper and salt. Kata Grind bermakna…
a. Campurkan c. Cincang
b. Potong d. Tambahkan
3. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur c. Ayam
b. Daging d. Bebek
4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks,
chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a
spoonful of oyster sauce. Kata frozen bermakna…
a. Yang didinginkan c. Yang dibekukan
b. Yang direndam d. Yang disimpan
5. Chop up the leeks into very small pieces. Kata pieces bermakna…
a. Potongan c. Kemasan
b. Dipotong d. Dikemas
6. How to make it. kata how bermakna…
a. Apa c. kapan
b. Bagaimana d. Dimana
7. Then, pour the eggs and green peas. Kata pour bermakna…
a. Campurkan c. Dicampur
b. Tuangkan d. Campuran
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce.
Kata salt bermakna…
a. Gula c. Garam
b. Lada d. Merica
9. Put the leeks into the mixture and plate rice. Kata mixture bermakna…
a. Campuran b. Campurkan
b. Dicampurkan d. Bercampur
10. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir
bermakna…
a. Mengaduk c. Diaduk
b. Mengadoni d. Aduk
11. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate
termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata…
APPENDIX: TEST INSTRUMENT
Wish you luck!
a. Noun c. Verb
b. Adjective d. Adverb
13. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish
termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
14. Be careful when you cook onions, the knife is very sharp. Kata sharp termasuk jenis
kata…
a. Noun c. Verb
b. Adjective d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
17. Heat the oil in a frying pan. Kata pan termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono
termasuk jenis kata…
a. Noun b. Verb
b. Adjective d. Adverb
19. Fry the spices until aromatic. Kata spices termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
20. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
B. Complete the sentences below with the appropriate words from the list
Steps Lay Hot Lately Tell
Novel Read easy Easily Much
How to fall sleep easily
It is easy to fall asleep (1) ________. Follow these (2) __________, First (3) _________ your
body down in a comfortable sofa. Then, (4)__________ something that entrain you. After
that, drink a glass of (5) _________milk. Next, you’ll fell so sleepy.
Yuning : I’m hardly to sleep (6)________, Solah. Can you help me?
Solah : Well, actually too (7)________ sleeping is not very good also. But, you
know it’s (8)________ to fall asleep soon.
Yuning : Yes. (9)______me how.
Solah : Just read a (10) ________or magazine that you interested in than you will so
sleepy.
Yuning : Thanks Solah. That’s very helpful. I’ll try.
109
Appendix 11a Lesson Plan used in Cycle 1
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 1 of CAR (First Meeting)
Satuan Pendidikan : MTs. Nurul Falah
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : I / II
Tema : How to Make Oriental Fried Rice
Alokasi Waktu : 2 x 40 menit
Skill : Membaca dan Menulis
Standar Kompetensi : 11. (Membaca) Memahami makna teks tulis fungsional
dan esai pendeksangat sederhana berbentuk descriptive
dan procedure yang berkaitan dengan lingkungan
terdekat.
12. (Menulis) Mengungkapkan makna teks tulis
fungsional dan esai pendek sangat sederhana berbentuk
descriptive dan procedure yang berkaitan dengan
lingkungan terdekat.
Kompetensi Dasar : 11.1 Merespon makna yang terdapat Dalam teks tulis
fungsional pendek sangat sederhana secara akurat, lancer
dan berterima yang berkaitan dengan lingkungan
terdekat.
12.1 Mengungkapkan makna yang terdapat Dalam teks
tulis fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan
terdekat.
I. INDIKATOR
Mengidentifikasi ciri-ciri teks procedure
110
Mengidentifikasi kata benda dalam teks procedure
Mengidentifikasi kata sifat dalam teks procedure
II. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi ciri-ciri teks procedure
Mengidentifikasi kata benda dalam teks procedure
Mengidentifikasi kata sifat dalam teks procedure
III. MATERI PEMBELAJARAN
How to Make Oriental Fried Rice
How to Make Oriental Fried Rice
Preparations:
1. Cut up meatballs and chicken fillet into small pieces.
2. Grind together garlic, pepper and salt.
3. Break in and stir in one or two eggs.
4. To make oriental fried rice, you will need a plate of rice, meatballs,
eggs, leeks, chicken fillet, frozen green peas soaked in hot water,
garlic, pepper and salt, and spoonful of oyster sauce.
5. Chop up the leeks into very small pieces.
How to make it:
a. Then, pour the eggs and green peas
111
b. After that, pour the garlic, pepper and salt, adds a spoonful of oyster
sauce. Put the leeks into the mixture and a plate of rice.
c. First of all, fry the chicken fillet and meatballs. Stir the mixture well.
d. Finally, serve oriental fried rice on a plate with hot sauce, if you like.
Taken From: Farm1.static.flikr.com (In Focus book.p.152)
*Note: black color stand for noun, and red color stand for adjective
Kosakata terkait part of speech.
Part of
Speech
Function or
"job" Example Words Example Sentences
Noun
thing or
person
pen, dog, work, music,
town, London, teacher,
John
This is my dog. He lives
in my house. We live in
London.
Noun
Fried rice Nasi goring
Meatball Bakso
Chicken fillet Ayam tanpa tulang
Pieces Potongan
Garlic Bawang putih
Pepper Lada
Salt Garam
Egg Telur
A plate of rice Sepiring nasi
Leek Daun bawang
Green peas Kacang polong
Water Air
Oyster sauce Saus tiram
mixture Campuran
Sauce Saus
Adjective
Oriental Khas Timur
Small Berukuran kecil
Frozen Yang dibekukan
Hot Panas, pedas
Very sangat
112
Adjective
describes a
noun
69, some, good, big, red,
well, interesting
My dog is big. I like big
dogs.
Figure 2.1 Vocabulary Card
Front side Back side
1. Noun
2. Adjective
IV. METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process,
Evaluation/ Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10 menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Tanya jawab tentang materi terkait.
- Guru membagikan hand out kepada siswa yaitu teks berbentuk
procedure berjudul how to make oriental fried rice.
- Guru membacakan sebuah teks dan meminta siswa mendengarkan
dengan seksama.
- Guru meminta beberapa siswa membaca teks berbentuk procedure
secara bergantian.
- Guru meminta siswa mengerjakan tugas yang ada pada handout.
- Guru meminta siswa menukar handout mereka dengan teman
disampingnya.
Fried rice
Frozen
Nasi goreng
Yang dibekukan
113
- Guru meminta siswa maju untuk menuliskan jawaban mereka di
papan tulis dan meminta mereka member skor.
- Guru menjelaskan secara singkat tentang part of speech: noun, dan
adjective dalam kalimat dan teks.
- Guru memberikan contoh cara membuat Vocabulary Card dengan
menggunakan warna-warna berbeda pada setiap kelas kata (noun:
warna hitam, dan adjective: warna merah) dan cara belajar melalui
vocabulary card.
- Guru bersama siswa mencari kosakata terkait noun and adjective
dan menulisnya di papan tulis.
- Kosakata terpilih kemudian digunakan dalam vocabulary card.
- Siswa secara individu diminta membuat vocabulary card.
- Guru meminta murid secara berpasangan bermain games “what am
I?” menggunakan vocabulary card.
c. Kegiatan Penutup (5 menit)
- Menyimpulkan materi pelajaran
- Menanyakan kesulitan siswa selama KBM
- Menugasi siswa untuk mengulang kembali apa yang telah dipelajari
dan meminta siswa untuk membawa kembali vocabulary card di
pertemuan selanjutnya.
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN
Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend.
Nasional & Eureka, 2008, Jakarta.
Hand-out
LCD
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
114
VIII. PEDOMAN PENILAIAN
a. Untuk setiap jawaban benar penulisannya diberi score= 10
b. Nilai maksimal = 100
Ciputat, 28
Maret 2011
English Teacher
Dinnia Imalia
NUPTK: 8434766666300002
Researcher
Neaty Muttahidah
NIM: 106014000413
115
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:________________
Read the text bellow carefully and give the underline for noun and red
color for adjective!
How to Make Oriental Fried Rice
Preparations:
1. Cut up meatballs and chicken fillet into small pieces.
2. Grind together garlic, pepper and salt.
3. Break in and stir in one or two eggs.
4. To make oriental fried rice, you will need a plate of rice, meatballs,
eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic,
pepper and salt, and spoonful of oyster sauce.
5. Chop up the leeks into very small pieces.
How to make it:
e. Then, pour the eggs and green peas
f. After that, pour the garlic, pepper and salt, adds a spoonful of oyster
sauce. Put the leeks into the mixture and a plate of rice.
g. First of all, fry the chicken fillet and meatballs. Stir the mixture well.
h. Finally, serve oriental fried rice on a plate with hot sauce, if you like.
Taken From: Farm1.static.flikr.com (In Focus book.p.152)
Do your best! You can if you think you can!
116
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 1 of CAR (Second Meeting)
Satuan Pendidikan : MTs. Nurul Falah
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : I / II
Tema : How to Make Oriental Fried Rice
Alokasi Waktu : 2 x 40 menit
Skill : Membaca dan Menulis
Standar Kompetensi : 11. (Membaca)Memahami makna teks tulis fungsional
dan esai pendeksangat sederhana berbentuk descriptive
dan procedure yang berkaitan dengan lingkungan
terdekat.
12. (Menulis) Mengungkapkan makna teks tulis
fungsional dan esai pendeksangat sederhana berbentuk
descriptive dan procedure yang berkaitan dengan
lingkungan terdekat.
Kompetensi Dasar : 11.1 Merespon makna yang terdapat Dalam teks tulis
fungsional pendek sangat sederhana secara akurat, lancer
dan berterima yang berkaitan dengan lingkungan
terdekat.
12.1 Mengungkapkan makna yang terdapat Dalam teks
tulis fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan
terdekat.
I. INDIKATOR
Siswa mampu memahami dan merespon ungkapan-ungkapan:
Mengidentifikasi ciri-ciri teks procedure
117
Mengidentifikasi kata kerja dalam teks procedure
Mengidentifikasi kata keterangan dalam teks procedure
II. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
Mengidentifikasi ciri-ciri teks procedure
Mengidentifikasi kata kerja dalam teks procedure
Mengidentifikasi kata keterangan dalam teks procedure
III. MATERI PEMBELAJARAN
How to Make Oriental Fried Rice
How to Make Oriental Fried Rice
Preparations:
1. Cut up meatballs and chicken fillet into small pieces.
2. Grind together garlic, pepper and salt.
3. Break in and stir in one or two eggs.
4. To make oriental fried rice, you will need a plate of rice, meatballs,
eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic,
pepper and salt, and spoonful of oyster sauce.
5. Chop up the leeks into very small pieces.
How to make it:
a. Then, pour the eggs and green peas
118
b. After that, pour the garlic, pepper and salt, adds a spoonful of oyster
sauce. Put the leeks into the mixture and a plate of rice.
c. First of all, fry the chicken fillet and meatballs. Stir the mixture well.
d. Finally, serve oriental fried rice on a plate with hot sauce, if you like.
Taken From: Farm1.static.flikr.com (In Focus book.p.152)
*Note: Blue color stand for verb, and green color stand for adverb.
Kosakata terkait part of speech:
Verb
Make, made Membuat
Cut Memotong
Grind Uleg/ulek
Break Memecahkan
Stir Aduk, mengaduk
Will, would Akan
Need Butuh
Soak Merendam
Chop up Cincang
Pour Menuang
Add Tambah
Put Meletakkan
Fry Goreng
Serve Hidangkan
Like Suka
Adverb
Together Bersama
How Bagaimana
Then Lalu, kemudian
After that Setelah itu
First of all Pertama-tama
Well Dengan baik
Finally Terakhir, akhirnya
119
Figure 2.1 Vocabulary Card
Front side Back side
1. Verb
2. Adverb
Figure 2.2 Vocabulary Card (Teacher’s vocabulary card)
IV. METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process,
Evaluation/ Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10 menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Guru meminta seorang siswa membaca dan siswa menyimak materi
tentang How to Make Oriental Fried Rice.
- Guru menanyakan kembali tentang noun dan adjective, dan
memberi nilai pada siswa yang dapat menjawab dengan benar.
- Guru menjelaskan secara singkat tentang part of speech lainnya:
verb dan adverb.
Break Memecahkan
How Bagaimana
(v.)
Break, broke, broken
Memecahkan
(adv.)
How
Bagaimana
120
- Guru meminta siswa menyebutkan kata kerja dan kata keterangan
didalam teks, dan meminta siswa membuat vocabulary card
menggunakan warna-warna berbeda pada setiap kelas kata (verb:
warna biru, adverb: warna hijau).
- Guru bersama siswa mencari arti kosakata terpilih terkait kata kerja
dan kata keterangan dengan menggunakan kamus.
- Siswa secara individu diminta membuat vocabulary card.
- Guru membagi siswa menjadi beberapa kelompok.
- Guru memberikan 1 set Vocabulary Card yang diletakkan ditengah,
kartu diletakkan terbalik kemudian guru menunjuk salah satu murid
untuk mengambil satu kartu yang telah disediakan dan kemudian
memberikan definisi kata yang dimaksud secara lisan tanpa bahasa
tubuh, kemudian siswa yang lain menebak kata yang dimaksud dan
jika benar maka kartu tersebut milik siswa yang dapat menebak
dengan benar (Pemenang dalam permainan ini adalah kelompok
yang memiliki kartu terbanyak.
c. Kegiatan Penutup (5 menit)
- Menyimpulkan materi pelajaran
- Menanyakan kesulitan siswa selama KBM
- Memberikan siswa pekerjaan rumah
- Menugasi siswa untuk menjaga vocabulary card mereka dan
mengulang kembali apa yang telah dipelajari dan agar vocabulary
card selalu dibawa pada pelajaran bahasa inggris.
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN
Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend.
Nasional & Eureka, 2008, Jakarta.
Hand-out
LCD
VII. PENILAIAN
121
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
VIII. PEDOMAN PENILAIAN
a. Untuk setiap jawaban benar penulisannya diberi score= 10
b. Nilai maksimal = 100
Ciputat, 31 Maret 2011
English Teacher
Dinnia Imalia
NUPTK: 8434766666300002
Researcher
Neaty Muttahidah
NIM:106014000413
122
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Give the meaning of these words!
Choose the best answer according to what you have learned.
1. Cut up meatballs and chicken fillet into small pieces. Kata Cut up termasuk
jenis kata…
2. Grind together garlic, pepper and salt. Kata together termasuk jenis kata…
3. Break in and stir in one or two eggs. Kata Break termasuk jenis kata…
4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks,
chicken fillet, Kata need termasuk jenis kata…
5. Then, pour the eggs and green peas. Kata Then termasuk jenis kata…
Do your best! You can if you thiynk you can!
You Can if You Think You Can!!!
Adverb
Together (2)……………..
(3)……….. Bagaimana
Then Lalu, kemudian
(6)……………... Setelah itu
First of all Pertama-tama
Well (8)……………...
(10)……………... Terakhir, akhirnya
Verb
(1)…………..... Uleg/ulek
Break Memecahkan
Stir (4)…………….
(5)…………….. Cincang
Pour (7)……………...
Fry Goreng
(9)……………... hidangkan
a. Noun c. Verb
b. Adjective d. Adverb
a. Noun c. Verb
b. Adjective d. Adverb
a. Noun c. Verb
b. Adjective d. Adverb
a. Noun c. Verb
b. Adjective d. Adverb
a. Noun c. Verb
b. Adjective d. Adverb
123
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 1 of CAR (Third Meeting)
Satuan Pendidikan : MTs. Nurul Falah
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : I / II
Tema : How to Make Oriental Fried Rice
Alokasi Waktu : 2 x 40 menit
Skill : Membaca dan Menulis
Standar Kompetensi : 11. (Membaca)Memahami makna teks tulis fungsional
dan esai pendeksangat sederhana berbentuk descriptive
dan procedure yang berkaitan dengan lingkungan
terdekat.
12. (Menulis) Mengungkapkan makna teks tulis
fungsional dan esai pendeksangat sederhana berbentuk
descriptive dan procedure yang berkaitan dengan
lingkungan terdekat.
Kompetensi Dasar : 11.1 Merespon makna yang terdapat Dalam teks tulis
fungsional pendek sangat sederhana secara akurat, lancer
dan berterima yang berkaitan dengan lingkungan
terdekat.
12.1 Mengungkapkan makna yang terdapat Dalam teks
tulis fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan
terdekat.
I. INDIKATOR
Siswa mampu memahami dan merespon ungkapan-ungkapan:
124
Mengidentifikasi ciri-ciri teks procedure
Mengidentifikasi kata benda dalam teks procedure
Mengidentifikasi kata sifat dalam teks procedure
Mengidentifikasi kata kerja dalam teks procedure
Mengidentifikasi kata keterangan dalam teks procedure
II. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
Mengidentifikasi ciri-ciri teks procedure
Mengidentifikasi kata benda dalam teks procedure
Mengidentifikasi kata sifat dalam teks procedure
Mengidentifikasi kata kerja dalam teks procedure
Mengidentifikasi kata keterangan dalam teks procedure
III. MATERI PEMBELAJARAN
How to Make Oriental Fried Rice
How to Make Oriental Fried Rice
Preparations:
1. Cut up meatballs and chicken fillet into small pieces.
2. Grind together garlic, pepper and salt.
3. Break in and stir in one or two eggs.
125
4. To make oriental fried rice, you will need a plate of rice,
meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in
hot water, garlic, pepper and salt, and spoonful of oyster sauce.
5. Chop up the leeks into very small pieces.
How to make it:
a. Then, pour the eggs and green peas
b. After that, pour the garlic, pepper and salt, adds a spoonful of
oyster sauce. Put the leeks into the mixture and a plate of rice.
c. First of all, fry the chicken fillet and meatballs. Stir the mixture
well.
d. Finally, serve oriental fried rice on a plate with hot sauce, if you
like.
Taken From: Farm1.static.flikr.com (In Focus book.p.152)
*Note: black color stand for noun, red color stand for adjective, blue color stand for
verb, and green color stand for adverb.
Kosakata terkait part of speech:
Noun Verb
Fried rice Nasi goring Make, made Membuat
Meatball Bakso Cut Memotong
Chicken fillet Ayam tanpa tulang Grind Uleg/ulek
Pieces Potongan Break Memecahkan
Garlic Bawang putih Stir Aduk, mengaduk
Pepper Lada Will, would Akan
Salt Garam Need Butuh
Egg Telur Soak Merendam
A plate of rice Sepiring nasi Chop up Cincang
Leek Daun bawang Pour Menuang
Green peas Kacang polong Add Tambah
Water Air Put Meletakkan
126
Oyster sauce Saus tiram Fry Goreng
mixture Campuran Serve hidangkan
Sauce Saus Like Suka
Adjective Adverb
Oriental Khas Timur Together Bersama
Small Berukuran kecil How Bagaimana
Frozen Yang dibekukan Then Lalu, kemudian
Hot Panas, pedas After that Setelah itu
Very sangat First of all Pertama-tama
Well Dengan baik
Finally Terakhir, akhirnya
Part of
speech
function or
"job" example words example sentences
Noun thing or person
pen, dog, work,
music, town,
London,
teacher, John
This is my dog. He lives
in my house. We live in
London.
Adjective
describes a
noun
69, some, good,
big, red, well,
interesting
My dog is big. I like big
dogs.
Verb action or state
(to) be, have,
do, like, work,
sing, can, must
EnglishClub.com is a
web site. I like
EnglishClub.com.
Adverb
describes a
verb, adjective
or adverb
quickly, silently,
well, badly,
very, really
My dog eats quickly.
When he is very hungry,
he eats really quickly.
Figure 2.3 (Teacher’s Vocabulary Card)
Fried rice Oyster sauce
127
IV. METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process,
Evaluation/ Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
- Penjelasan tentang topik yang akan dibahas.
b. Kegiatan Inti (65 menit)
- Guru membagi siswa kedalam beberapa kelompok.
- Guru menjelaskan tentang games “NOT BELONG” yaitu
permainan yang menguji pengetahuan siswa tentang
pengelompokan kata yang sama seperti noun, vadjective, verb, dan
adverb. Kemudian guru meletakkan 5 kata diatas papan tulis yang
salahsatu katanya bukan kelompok kata yang sama dengan 4 kata
lainnya. Tugas siswa ialah menemukan kata yang berbeda tersebut
dan mencari kata yang sama dengan 4 kata lainnya pada kartu
kosakata yang telah di sediakan guru sebelumnya.
- Sebelum permainan dimulai, guru menjelaskan secara singkat
tentang part of speech: noun, verb, adjective, dan adverb.
- Guru meminta setiap siswa ikut serta dalam permainan mewakili
kelompoknya.
Break Grind
Frozen
How Together
Hot
128
- Guru membagikan siswa hand-out yang berisikan soal yang harus
dikerjakan secara berpasangan.
c. Kegiatan Penutup (5 menit)
- Menyimpulkan materi pelajaran
- Menanyakan kesulitan siswa selama KBM
- Meminta siswa untuk menjaga kartu kosakata (vocabulary card).
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN
Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend.
Nasional & Eureka, 2008, Jakarta.
Hand-out
LCD
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
VIII. PEDOMAN PENILAIAN
a. Untuk setiap jawaban benar penulisannya diberi score= 10
b. Nilai maksimal = 100
Ciputat, 04 April 2011
English Teacher
Dinnia Imalia
NUPTK: 8434766666300002
Researcher
Neaty Muttahidah
NIM:106014000413
129
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:_______________&__________________
Find the word which not belongs to the group (it could be noun, verb,
adjective and adverb) see the example below!
NO. 1 2 3 4 5 Kind of Group
Chop up Grill Cut up Leek Stir in (Noun)
1 Pour Add Serve Frozen Need
2 Hot Very Green peas Red Small
3 Salt Together Pepper Mixture Pieces
4 Plate Make Stir Will Soak
5 After that Well First of all Sauce Then
6 Salt Egg A plate of rice Sauce Hot
7 Oriental very Frozen Oyster sauce Hot
8 Egg Water Add Oyster sauce Sauce
9 Pour Fried rice Add Put Fry
10 Like Finally How Well Then
Find 2 words of noun, verb, adjective and adverb in the sentences below!
How to make it:
a. Then, pour the eggs and green peas
b. After that, pour the garlic, pepper and salt, adds a spoonful of oyster sauce. Put
the leeks into the mixture and a plate of rice.
c. First of all, fry the chicken fillet and meatballs. Stir the mixture well.
d. Finally, serve oriental fried rice on a plate with hot sauce, if you like.
Do u’r best with u’r partner!
132
Appendix 12a: Lesson Plan used in Cycle 2
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 2 of CAR (First Meeting)
Satuan Pendidikan : MTs. Nurul Falah
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : I / II
Tema : Learning to drive a car
Alokasi Waktu : 2 x 40 menit
Skill : Mendengarkan dan Berbicara
Standar Kompetensi : 9. (Mendengarkan) Memahami makna dalam percakapan
transaksional dan interpersonal sangat sederhana untuk berinteraksi
dengan lingkungan terdekat.
10. (Berbicara) Mengungkapkan makna dalam teks lisan fungsional
dan monolog pendek sangat sederhana berbentuk descriptive untuk
berinteraksi engan lingkungan terdekat.
Kompetensi Dasar : 9.1 Merespon makna yang terdapat Dalam percakapan transaksional
(to get things done) transaksi fungsional pendek sangat sederhana
secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat yang melibatkan tindakan tutur perintah dalam
teks lisan berbentuk procedure.
10.1 Mengungkapkan makna yang terdapat dalam
teks lisan fungsional pendek sangat sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat.
I. INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
133
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
II. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
Mengungkapkan tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
III. MATERI PEMBELAJARAN
Instruction: Learning to Drive a Car
Instruction: Learning to Drive a Car
Helen wants to learn how to drive a car to get a driving license. She learns
how to drive a car with Andri.
Andri : First, make sure that the car is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the key.
Helen : OK. And now, what should I do?
Andri : Put your foot on the clutch.
Helen : My left foot or the right one?
Andri : Your left foot.
Helen : And should I press it down?
Andri : That’s right. Press it down, but don’t put your other foot on the accelerator
yet. Now…
Helen : I’ve put it into gear. Oh! The car has stopped!
Andri : Yes. Remember, don’t take your foot off the clutch before you’ve pressed
the accelerator lightly.
134
Note: black color stand for noun, and red color stand for adjective
Kosakata terkait part of speech:
Noun Adjective
Instruction Petunjuk Sure Pastikan/ yakin
Helen/ Andri (nama orang) Neutral Netral
Car Mobil Left Kiri
Driving license SIM Right Kanan
Engine Mesin Stopped Terhenti
Key Kunci
Foot Kaki
Accelerator Pedal gas
Gear Gigi
Clutch Kopling
Figure 2.1 Vocabulary Card
Front side Back side
1. Noun
2. Adjective
IV. METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (5 menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
Car
Neutral
Mobil
Netral
135
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Tanya jawab tentang materi terkait.
- Guru membagikan hand out kepada siswa yaitu teks berbentuk procedure.
- Guru memperdengarkan sebuah teks melalui tape recorder dan meminta siswa
mendengarkan dengan seksama.
- Guru memperdengarkan sebuah teks melalui tape recorder yang kedua kali
sementara siswa melengkapi teks rumpang pada teks.
- Siswa diminta menukar lembar jawabannya dengan teman disampingnya,
mencocokannya dan memberi nilai.
- Guru menjelaskan singkat tentang part of speech: noun, dan adjective dalam
kalimat.
- Guru meminta siswa menyebutkan semua kata benda (noun) dan kata sifat
(adjective) yang ada dalam teks.
- Guru meminta siswa membuat Vocabulary Card dengan menggunakan warna-
warna berbeda pada setiap kelas kata (noun: warna hitam, dan adjective: warna
merah) dan cara belajar melalui vocabulary card.
- Guru bersama siswa mencari kosakata yang belum diketahui dan menulisnya
di papan tulis.
- Kosakata terpilih kemudian digunakan dalam vocabulary card.
- Siswa secara individu diminta membuat vocabulary card.
- Guru meminta murid secara berpasangan bermain games “what am I?”
menggunakan vocabulary card.
(Permainan what am I ialah permainan yang dimainkan dengan cara menebak
sebuah kata melalui kartu dan si pemilik kartu medeskripsikan kata dengan 3
clue, dapat dimaikan secara berpasangan atau kelompok)
c. Kegiatan Penutup (10 menit)
- Menyimpulkan materi pelajaran
- Menanyakan kesulitan siswa selama KBM
- Menugasi siswa untuk mengulang kembali apa yang telah dipelajari dan
meminta siswa untuk membawa kembali vocabulary card di pertemuan
selanjutnya.
136
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN
Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional &
Eureka, 2008, Jakarta.
Hand-out
LCD
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
VIII. PEDOMAN PENILAIAN
a. Untuk setiap jawaban benar penulisannya diberi score= 10
b. Nilai maksimal = 100
Ciputat, 11 April 2011
English Teacher
Dinnia Imalia
NUPTK: 8434766666300002
Researcher
Neaty Muttahidah
NIM: 106014000413
137
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Mendengarkan dan Berbicara
Name:____________________
Instruction: Learning to Drive a Car
Helen wants to learn how to drive a car to get a (1) ____________. She
learns how to drive a car with Andri.
Andri : First, make sure that the (2)________ is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the (3)__________.
Helen : OK. And now, what should I do?
Andri : Put your foot on the clutch.
Helen : My left (4) _________ or the right one?
Andri : Your (5)__________foot.
Helen : And should I press it (6)___________?
Andri : That’s (7)___________. Press it down, but don’t put your other foot on the
(8)__________ yet. Now…
Helen : I’ve put it into (9) __________. Oh! The car has stopped!
Andri : Yes. Remember, don’t take your foot off the (10)_________ before you’ve
pressed the accelerator lightly.
138
You can if you think you can!
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 2 of CAR (Second Meeting)
Satuan Pendidikan : MTs. Nurul Falah
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : I / II
Tema : Learning to drive a car
Alokasi Waktu : 2 x 40 menit
Skill : Mendengarkan dan Berbicara
Standar Kompetensi : 9. (Mendengarkan) Memahami makna dalam percakapan
transaksional dan interpersonal sangat sederhana untuk berinteraksi
dengan lingkungan terdekat.
10. (Berbicara) Mengungkapkan makna dalam teks lisan fungsional
dan monolog pendek sangat sederhana berbentuk descriptive untuk
berinteraksi engan lingkungan terdekat.
Kompetensi Dasar : 9.1 Merespon makna yang terdapat Dalam percakapan transaksional
(to get things done) transaksi fungsional pendek sangat sederhana
secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat yang melibatkan tindakan tutur perintah dalam
teks lisan berbentuk procedure.
10.1 Mengungkapkan makna yang terdapat dalam
teks lisan fungsional pendek sangat sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat.
I. INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
139
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
Menyebutkan kata kerja terkait teks procedure
Menyebutkan kata keterangan terkait teks procedure
II. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
Mengungkapkan tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
Menyebutkan kata kerja terkait teks procedure
Menyebutkan kata keterangan terkait teks procedure
III. MATERI PEMBELAJARAN
Instruction: Learning to Drive a Car
Instruction: Learning to Drive a Car
Helen wants to learn how to drive a car to get a driving license. She learns
how to drive a car with Andri.
Andri : First, make sure that the car is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the key.
Helen : OK. And now, what should I do?
Andri : Put your foot on the clutch.
Helen : My left foot or the right one?
Andri : Your left foot.
Helen : And should I press it down?
Andri : That’s right. Press it down, but don’t put your other foot on the accelerator
yet. Now…
Helen : I’ve put it into gear. Oh! The car has stopped!
140
Andri : Yes. Remember, don’t take your foot off the clutch before you’ve pressed
the accelerator lightly.
Kosakata terkait part of speech:
Verb Adverb
Want Ingin How Bagaimana
Learn, learned Belajar First Pertama-tama
Drive, drove, driven Mengemudi Now Sekarang
Get, got, gotten Mendapatkan Just Hanya
Make Membuat Yet Sampai
Start Menghidupkan Lightly Dengan benar
Do, did, done Melakukan
Turn Memutar
Shall, Should (aux.) Harus
Press Menekan
Remember (me) Ingat
Take….off Mencopot
Figure 2.1 Vocabulary Card (Student’s vocabulary card)
Front side Back side
1. Verb
2. Adverb
Figure 2.2 Vocabulary Card (Teacher’s vocabulary card)
Drive, drove, driven Mengemudi
Lightly Dengan benar
(v.)
Drive, drove, driven
Mengemudi
(adv.)
Lightly
Dengan benar
141
I. METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
II. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10 menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Tanya jawab terkait materi tentang learning to drive a car.
- Guru meminta murid menyebutkan kata kerja dan kata keterangan yang ada
dalam teks. Guru memberikan point nilai pada siswa yang dapat menjawab
dengan benar.
- Guru menjelaskan secara singkat tentang part of speech:, verb dan adverb.
- Guru meminta siswa mengelompokkan kata yang telah dipilih sebelumnya
menurut kelas kata seperti verb, dan adverb dengan menggunakan warna-
warna berbeda pada setiap kelas kata (verb: warna biru, adverb: warna hijau).
- Kosakata terpilih kemudian digunakan dalam vocabulary card.
- Guru bersama siswa mencari arti kosakata terpilih terkait kata kerja dan kata
keterangan dengan menggunakan kamus.
- Siswa secara individu diminta membuat vocabulary card.
- Guru membagi siswa menjadi beberapa kelompok.
- Guru memberikan 1 set Vocabulary Card yang diletakkan ditengah, kartu
diletakkan terbalik kemudian guru menunjuk salah satu murid untuk
mengambil satu kartu yang telah disediakan dan kemudian memberikan
definisi kata yang dimaksud secara lisan tanpa bahasa tubuh, kemudian siswa
yang lain menebak kata yang dimaksud dan jika benar maka kartu tersebut
milik siswa yang dapat menebak dengan benar (Pemenang dalam permainan
ini adalah kelompok yang memiliki kartu terbanyak.
c. Kegiatan Penutup (5 menit)
- Menyimpulkan materi pelajaran
- Menanyakan kesulitan siswa selama KBM
142
- Menugasi siswa untuk menjaga vocabulary card mereka dan mengulang
kembali apa yang telah dipelajari dan agar vocabulary card selalu dibawa pada
pelajaran bahasa inggris.
III. ALAT/BAHAN/SUMBER PEMBELAJARAN
Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional &
Eureka, 2008, Jakarta.
Hand-out
LCD
IV. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
V. PEDOMAN PENILAIAN
a. Untuk setiap jawaban benar penulisannya diberi score= 10
b. Nilai maksimal = 100
Ciputat, 14 April 2011
English Teacher
Dinnia Imalia
NUPTK: 8434766666300002
Researcher
Neaty Muttahidah
NIM:106014000413
143
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:_______________________________
Give the meaning of these words Into English or into Indonesian!
Choose the best answer according to what you have learned.
1. Helen wants to learn how to drive a car to get a driving license. She learns how
to drive a car with Andri.Kata wants termasuk jenis kata…
2. Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri.Kata learn termasuk jenis kata…
3. Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri.Kata how termasuk jenis kata…
4. Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri.Kata driving license termasuk jenis kata…
5. Remember; don’t take your foot off the clutch before you’ve pressed the
accelerator lightly. Kata lightly termasuk jenis kata…
Do your best! You can if you think you can!
Verb
Make (1)………….....
(3)…………..... Menghidupkan
Do, did, done Melakukan
Turn (5)………….....
(7)…………..... Harus
Remember (9)………….....
Take….off Mencopot
Adverb
(2)…………..... Bagaimana
First Pertama-tama
Now (4)………….....
(6)…………..... Hanya
Yet (8)………….....
(10)…………..... Dengan benar
a. Noun c. Verb
b. Adjective d. Adverb
a. Noun c. Verb
b. Adjective d. Adverb
c. Noun c. Verb
d. Adjective d. Adverb
a. Noun c. Verb
b. Adjective d. Adverb
a. Noun c. Verb
b. Adjective d. Adverb
144
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 2 of CAR (Third Meeting)
Satuan Pendidikan : MTs. Nurul Falah
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : I / II
Tema : Learning to drive a car
Alokasi Waktu : 2 x 40 menit
Skill : Mendengarkan dan Berbicara
Standar Kompetensi : 9. (Mendengarkan) Memahami makna dalam percakapan
transaksional dan interpersonal sangat sederhana untuk berinteraksi
dengan lingkungan terdekat.
10. (Berbicara) Mengungkapkan makna dalam teks lisan fungsional
dan monolog pendek sangat sederhana berbentuk descriptive untuk
berinteraksi engan lingkungan terdekat.
Kompetensi Dasar : 9.1 Merespon makna yang terdapat Dalam percakapan transaksional
(to get things done) transaksi fungsional pendek sangat sederhana
secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat yang melibatkan tindakan tutur perintah dalam
teks lisan berbentuk procedure.
10.1 Mengungkapkan makna yang terdapat dalam
teks lisan fungsional pendek sangat sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat.
I. INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
145
Menyebutkan kata sifat terkait teks procedure
Menyebutkan kata kerja terkait teks procedure
Menyebutkan kata keterangan terkait teks procedure
II. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
Mengungkapkan tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
Menyebutkan kata kerja terkait teks procedure
Menyebutkan kata keterangan terkait teks procedure
III. MATERI PEMBELAJARAN
Instruction: Learning to Drive a Car
Instruction: Learning to Drive a Car
Helen wants to learn how to drive a car to get a driving license. She learns
how to drive a car with Andri.
Andri : First, make sure that the car is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the key.
Helen : OK. And now, what should I do?
Andri : Put your foot on the clutch.
Helen : My left foot or the right one?
Andri : Your left foot.
Helen : And should I press it down?
Andri : That’s right. Press it down, but don’t put your other foot on the accelerator
yet. Now…
Helen : I’ve put it into gear. Oh! The car has stopped!
146
Andri : Yes. Remember, don’t take your foot off the clutch before you’ve pressed
the accelerator lightly.
*Note: black color stand for noun, red color stand for adjective, blue color stand for verb, and green
color stand for adverb.
Kosakata terkait part of speech:
Noun Verb
Instruction Petunjuk Want Ingin
Helen/ Andri (nama orang) Learn, learned Belajar
Car Mobil Drive, drove, driven Mengemudi
Driving license SIM Get, got, gotten Mendapatkan
Engine Mesin Make Membuat
Key Kunci Start Menghidupkan
Foot Kaki Do, did, done Melakukan
Accelerator Pedal gas Turn Memutar
Gear Gigi Shall, Should (aux.) Seharusnya
Clutch Kopling Press Menekan
Remember (me) Ingat
Take (your foot) off Mencopot/ mengangkat
Adjective Adverb
Sure Pastikan/ yakin How Bagaimana
Neutral Netral First Pertama-tama
Left Kiri Now Sekarang
Right Kanan Just Hanya
Stopped Terhenti Yet Sampai
Lightly Dengan benar
Figure 2.3 (Teacher’s Vocabulary Card)
Instruction Driving license
147
IV. METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Tanya jawab terkait part of speech.
- Guru membagi siswa kedalam beberapa kelompok.
- Guru menjelaskan tentang games “NOT BELONG” yaitu permainan yang
menguji pengetahuan siswa tentang pengelompokan kata yang sama seperti
noun, adjective, verb, dan adverb. Kemudian guru meletakkan 5 kata diatas
papan tulis yang salahsatu katanya bukan kelompok kata yang sama dengan 4
kata lainnya. Tugas siswa ialah menemukan kata yang berbeda tersebut dan
mencari kata yang sama dengan 4 kata lainnya pada kartu kosakata yang telah
di sediakan guru sebelumnya.
- Guru menunjuk satu kelompok menjadi pembuat soal untuk kelompok lainnya
begitu juga sebaliknya secara bergantian.
- Sebelum permainan dimulai, guru menjelaskan secara singkat tentang part of
speech: noun, verb, adjective, dan adverb.
Drive, drove, driven Press
Neutral
First Lightly
Sure
148
- Guru meminta setiap siswa ikut serta dalam permainan mewakili
kelompoknya.
- Guru membagikan siswa hand-out yang berisikan soal yang harus dikerjakan
secara berpasangan.
c. Kegiatan Penutup (5 menit)
- Menyimpulkan materi pelajaran
- Menanyakan kesulitan siswa selama KBM
- Meminta siswa untuk menjaga kartu kosakata (vocabulary card).
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN
Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional &
Eureka, 2008, Jakarta.
Hand-out
LCD
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
VIII. PEDOMAN PENILAIAN
a. Untuk setiap jawaban benar penulisannya diberi score= 10
b. Nilai maksimal = 100
Ciputat, 14 April 2011
English Teacher
Dinnia Imalia
NUPTK: 8434766666300002
Researcher
Neaty Muttahidah
NIM:106014000413
149
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:_______________&__________________
Find the word which not belongs to the group (it could be noun, verb, adjective and
adverb) see the example below!
NO. 1 2 3 4 5 Kind of Group
instruction Helen Drive Andri Clutch (Noun)
1 Make Get Drive Remember Just
2 First Now Lightly Press Just
3 Engine Key First Foot Driving license
4 Take How Press Shall Turn
5 Gear Yet How Now Lightly
6 Gear Yet Foot Engine Car
7 Stopped Sure Accelerator Right Left
8 Ahmad Gear Siti Turn Clutch
9 Learn Start Do Take off Clutch
10 Stopped Lightly Now Just Yet
Find 2 words of noun, verb, adjective and adverb in the sentences below!
Helen wants to learn how to drive a car to get a driving license. She learns how to drive a
car with Andri.
Andri : First, make sure that the car is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the key.
Helen: OK. And now, what should I do?
Andri : Put your foot on the clutch.
Do u’r best with u’r partner!
158
Appendix 15a: Photographs of the Students’ Participation in Vocabulary Activities
PHOTOGRAPHS OF CLASSROOM ACTION RESEARCH ACTIVITIES
SURAT KETERANGAN
Nomor : Mts.09.03/TL.00/254/2011
Kepala Madrasah Tsanawiyah Nurul Falah Pondok Ranji Ciputat Tangerang Selatan
menerangkan
Nama : NEATY MUTTAHIDAH
Jenis Kelamin : Perempuan
Tempat Tanggal Lahir : Tangerang, 22 September 1987
NIM : 106014000413
Jurusan/ Program Studi : PBI/ Pendidikan Bahasa Inggris
Semester/ Tahun Akademik : X (Sepuluh) / 2006-2007
Alamat : Jl. Raya Serang Km 15 Rt 006/03 No. 54 Cikupa
Tangerang Banten.
Adalalah benar telah melaksanakan penelitian pada Madrasah Tsanawiyah Nurul Falah Pondok
Ranji Ciputat Tangerang Selatan selama 4 bulan terhitung mulai Tanggal 17 Januari 2010 s.d/ 9
Mei 2011.
Demikian keterangan ini ibuat untuk dipergunakan sebagaimana mestinya.
Tangerang, 23 Mei 2011
KEPALA MADRASAH
SATIRI, S.Ag
NIP.196801211993031002
ii
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Huanda No. 95 Telp: ( 62-21) 7443328, 7401925
Ciputat 15142 Email: [email protected]
SURAT KETERANGAN PERTANGGUNGJAWABAN
PENULISAN SKRIPSI
Saya yang bertanda tangan dibawah ini:
Nama : Neaty Muttahidah
NIM/ Angkatan : 106014000413/ 2006
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : “Improving Students’ Vocabulary through Vocabulary
Card”
(A Classroom Action Research in the First Grade of MTs.
Nurul Falah School,Pondok Ranji Ciputat)
Dosen Pembimbing : Dra. Ratna Sari Dewi, M.Pd
Menerangkan dengan sungguh- sungguh bahwa:
1. Skripsi yang segera diujikan ini adalah benar- benar hasil penelitian
sendiri (bukan barang jiplakan/ plagiat)
2. Apabila dikemudian hari terbukti/ dapat dibuktikan skripsi ini hasil
jiplakan/ plagiat, maka saya akan menanggung resiko diperkarakan oleh
Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta.
Jakarta, Juni 2011
Mengetahui: Yang menerangkan:
Pembimbing Mahasiswa Ybs.
Drs. Ratna Sari Dewi, M.Pd. Neaty Muttahidah
NIP. 197205011999 03 2 013 NIM. 106014000413
