TEACHING VOCABULARY OF ADJECTIVES BY USING COOPERATIVE

LEARNING METHOD TO JUNIOR HIGH SCHOOL

(An Experimental Research at the Second Grade of MTs. Al-Ishlah Cikarang,Bekasi)

By:

UU DHIA UDDIN

208014000017

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

1435 H/2014 M

2014

i

ABSTRACT

UU DHIA UDDIN, 2013, Teaching Vocabulary of Adjectives by Using

Cooperative Learning ( An Experimental Reserch at the Second Grade of MTs.

Al-Ishlah Cikarang,Bekasi), Skripsi English Department, The faculty of Tarbiya

and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor : Dr. M.Farkhan M.Pd

Yenny Rahmawati M.Ed

Key Words: Cooperative Learning Method and Vocabulary of Adjectives

According to Carolyn Kessler cooperative learning is group learning

activity organized so that learning is dependent on the socially structured

exchange of information between learners in groups and in which each learner in

groups and in which learner is held accountable for his or her own learning and is

motivated to increase the learning of others. Cooperative learning as alternative

way in teaching vocabulary of adjectives and in addition to that cooperative

learning is one of the learning strategies in contextual teaching and learning

approach that students actively involved in teaching and learning process and

students exchange information between learners through group discussion. The

process of cooperation enables students to overcome the difficulties in learning

and understanding of vocabulary adjectives, so they will be motivated to learn and

develop many other skills, such as positive interdependence and their

interpersonal skills.

The purpose of the research is to know the weather teaching vocabulary of

adjectives by using cooperative learning is an effective technique to increase

students’ interest in learning English or not at the eight students of MTs. Al-

IshlahCikarang. And the writer hopes it will give a better a way in teaching

English especially in teaching vocabulary of adjectives.

The writer did his research at MTs Al-IshlahCikarang which is located in

JL. GatotSubroto no 39 KecamatanCikarang Utara Kab.Bekasi and he conducted

this research from 01st up to 30thof November 2012.

The population of this research is all the second year students of MTs. Al-

Ishlah. The second year of this school consists of two classes and the sample of

this research is 40 students, which is divided into 2 classes, 8.A. class as the

experiment class and 8.2 as the control class.

ii

The techniques of collecting data used in this research are pre- test and

post-test and to analyze the data, the writer uses of comparative techniquesthat

compares the score between experiment class and control class. To find out the

differences of the students score of the teaching vocabulary of adjectives by using

cooperative learning to the students score without applying cooperative learning,

the writer compared both scores used t-test.

The result showed that teaching vocabulary of adjectives by using

cooperative learning is more effective. The T-test result is 2.02<17.86> 2.71 and

the differences of mean scores of pre- test of experimental class is 56and the

controlled class is 77. Meanwhile, mean scores of post-test of experimental class

is 77 and the controlled class is 62. The result above proven that there is

significance difference in students’ score between teaching vocabulary of

adjectives by using cooperative learning and without cooperative learning.

The application of cooperative learning actually supports the students to

collaborate and to cooperate to teach other in improving their understanding about

vocabulary of adjectives.

iii

ACKNOWLEDGMENT

All praise be to Allah, the Lord of the worlds, and by His help, guidance,

and blessing, finally the writer could finish this skripsi properly. Peace and

blessing be upon Muhammad SAW, his descendents, his companions, and his

followers.

This “skripsi” is presented to English Education Department, Faculty of

Tarbiyah and Teachers Training SyarifHidayatullah State Islamic University

Jakarta as a partial fulfillment of the requirement for the degree of Strata I (S1).

In this occasion, the writer would like to express his gratitude,

appreciation and honor to all people who have helped him in finishing this

“skripsi”. The writer is absolutely conscious that he could not carry out this work

without others’ helping either material or spiritual.

The writer is greatly indebted to Dr.H.M.Farkhan,M.Pd, and

YennyRahmawati, M,Pd, as her advisor, for time, guidance, kindness,

contributions and patience in correcting and helping his finishing this “skripsi “.

It is a must for the writer to say acknowledgement to them for their help.

Especiallytohis beloved

father(Ust.Hasbiyallah,S.Pd.I)hismother(DadahSuhaedah),hissisters (Robi’ahAl-

Adawiyah),hisbrothers (CecepSupriyadi, S.Pd.I) and also to my love (

Robi’atulAdawiyah) for their love, support, and irreplaceable encouragement and

patience to motivate the writer to accomplish this “skripsi “.

The writer realizes that he would never finish writing this skripsi without

the help of some people around his; therefore he would like to give his gratitude

and appreciations to:

iv

1. Nurlena Rifa’i,MA,Ph.D,the Dean of the Faculty of Tarbiyah and

Teachers’ Training, State Islamic University of SyarifHidayatullah of

Jakarta.

2. Drs. Syauki, M.P.d, the head of Department of English Education and

Zaharil Anasyi M.Hum, the secretary of Department of English Education

3. All lecturers in Department of English Education who always give

motivation and valuable knowledge during his study at the State Islamic

University of SyarifHidayatullah of Jakarta.

4. HilmanAfif, M.Sos.I, the headmaster of MTs Al- IshlahCikarangutaraKab.

Bekasiwho allowed the writer to do his research in MTs Al-

IshlahCikarang.

5. Mrs.EmaSuhaema,S.S, the English teacher and all staffs of MTs. Al-

Ishlah. Cikarang, who always sincere to spend their time and offer much

help in collecting the data he needs,

6. LelohNurlelah,S,Pd.I who always gives the writer spirit and support to

finish this skripsi.

7. My best friends, Abd.Hamid, Khairul Ikhwan, M,Ikbal,HikmahFauzia,

RikhaFeriza, Sri wahyuni; All of you are the greatest friends in the world

8. All his Freinds in English Department 2008 academic year especially in

A- Class.

9. All of his friends and all people who cannot mention one by one.

The words are not enough to say any appreciations for their help and

contribution on this skripsi. May Allah guide and give them all happiness

throughout their lives.

Jakarta, March, 10 2014

The writer

v

TABLE OF CONTENTS

ENDORSEMENT SHEET

ABSTARCT ....................................................................................................... i

ACKNOWLEDGMENT .................................................................................. iii

TABLE OF CONTENTS .................................................................................. v

LIST OF TABLES ............................................................................................ vii

LIST OF APPENDICES .................................................................................. viii

CHAPTER I :INTRODUCTION ...................................................... 1

A. The Backgorund of Study ......................................... 1

B. The Limitation of the Problem ................................. 3

C. The Formulation of the Problem .............................. 3

D. The Purpose of the Study .......................................... 4

E. The Significance of Study ......................................... 4

CHAPTER II :THEORITICAL FRAMEWORK. ............................. 6

A. The Vocabulary ......................................................... 6

1. Definition of Vocabulary .................................... 7

2. Kind of Vocabulary ............................................. 8

3. Vocabulary of Adjectives .................................... 11

4. Problems in Teaching Vocabulary ...................... 15

B. The Coopeartive Learning......................................... 16

1. Definition of Cooperative Learning .................... 16

2. Purpose of Cooperative Learning ....................... 18

3. The Elements of Cooperative Learning ............. 19

4. Principle Cooperative Learning .......................... 21

5. Types of Cooperative Learning ........................... 22

6. Technique of Cooperative Learning ................... 23

7. Role in Cooperative Learning ............................. 24

vi

C. Teaching Vocabulary by Using Coopeartive

Learninng .................................................................. 26

D. Relevant Study .......................................................... 27

E. Conceptual Framework ............................................. 29

F. Hypothesis ................................................................. 30

CHAPTER III :RESEARCH METHODOLOGY ............................... 31

A. Reseacrh Methodolgy ................................................. 28

1. The Place and Time of Reseacrh ....................... 28

2. The Method of Research .................................... 28

3. The Technique of Sampling Taking .................... 28

4. The Instrument of Reserach ................................ 32

5. The Technique of Collecting Data ...................... 33

6. The Technique of Data Analysis ......................... 34

CHAPTER IV :RESEARCH FINDINGS ............................................. 37

A. Data of Students’ Achievment in Teaching

Vocabulary of Adjective by Using Coopeartive

Learning .................................................................... 37

1. Description of Data ............................................. 37

2. The Analysis of Data ........................................... 43

3. The Interpretation of Data .................................. 45

CHAPTER V :CONCLUTION AND SUGGESTION ....................... 46

A. Conclution ................................................................. 46

B. Suggestion ................................................................. 47

BIBLIOGRAPHY…………………………………………………………….. 48

APPENDICES…………………………………………………………………50

vii

LIST OF TABLES

Table 1 The table example of the form adjective ................................ 13

Table 2 TheTest Result of Experiment Class ....................................... 37

Table 3 TheResult of Controlled Class……………………………. ... 38

Table 4Individual Pre-test and Post-test in Experiment Class… … ...... 40

Table 5 Individual Pre-test and Post-test of the studentsin Controlled41

Table 6 TheResult Calculation of the Post test Both Experiment and

ControlledClass ....................................................................................... 42

viii

LIST OF APPENDICES

1. Lesson Planing ........................................................................................... 50

2. Kisi Kisi Penulisan Soal Pre-Test .............................................................. 94

3. Kisi-Kisi Penulisan Soal Post-Test ............................................................ 96

4. Soal Pre-Test ............................................................................................. 98

5. Soal Post- Test ........................................................................................... 104

6. Key Pre-Test .............................................................................................. 109

7. Key Post-Test ............................................................................................. 110

8. T-Table Statistik ........................................................................................ 111

9. Silabus MTs, Al- Ishlah ............................................................................. 112

10. Surat Pengajuan Judul Skripsi ................................................................... 113

11. Surat Permohonan Izin Penelitian.............................................................. 14

12. Surat Keterangan Peniitian di Sekolah ...................................................... 115

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses background of the study, the limitation

of the problem, the formulation of the problem, the purpose of the study,

significance of the study, the scope of study and the organization of the study.

A. The Background of Study

Language is a basic need for human communication in expressing ideas,

thoughts and feelings. It is always in our thoughts and expressed as means of

communication. Most human knowledge and culture are stored and transmitted in

language. Through language people can develop their personality, intelligence,

skill and attitude.

To communicate in foreign language, especially in English, grammatical

competence and mastering vocabularies are demanded. The opinion and the ideas

are unable to be applied well without grammar or vocabulary, because both of

them are the basic of language.

As a developing country, Indonesia has been programming the English

language Education at formal institutions because English is considered as key to

get into international technology and other developments; it is undeniable that the

role of English is very important nowadays. But in fact, the students are still

unable to use English. However, English learners understand structures and

grammar very much but they are not able to apply it in their life. This means, the

result of teaching English is far below from the standard prescribed by the

curriculum.

Based on the writers’ developing students’ interest in learning vocabulary

has always been one of the principal challenges for the teachers. And to help

students in mastering English, many teachers have used different methods for the

same purposes; to help students understand, learn and remember vocabulary more

2

easily. There are some problems for the learner in vocabulary learning, such as;

the lack of communication between students and teachers; or the teachers

themselves who do not master the material, the lack of knowledge about

vocabulary; and the students themselves are not active in the classroom, the lack

of confidence in the learning; and the students who lack of the spirit and

motivation to learn English, the unfavorable situation in the classroom, etc.

According to M. Buchori in his book Psikologi Pendidikan "Tugas utama

seseorang bukanla hmenerangkanhal-hal yang terdapa tdalam buku-buku,

tetapimendorong, memberikaninspirasi, memberikan motif-motif dan membimbing

murid dalam usaha mereka mencapai tujuan-tujuanyang diinginkan. ”(a teacher's

job is not to explain whatever in books but to encourage the students, to inspire, to

motivate, to guide and to help the students achieve their goals).1

There are many components in English learning, such as Listening,

Speaking, reading, Writing, Grammar, Vocabulary, etc. Learning a new language

should be fun, interactive and exiting. So, strategies are very important for

language learning because they are tools which are essential for developing

vocabulary. Vocabulary is one the important aspects in language teaching and

learning, besides grammar and pronunciation. Good vocabulary and the ability to

use the words correctly and affectively can be the passport to information. People

can travel through the words they need and hear

Based on the fact above, it is necessary for anyone who concerns in

teaching English to find out the easier technique which can improve student's

motivation for improving their vocabulary.

To solve those problems, the writer tries to offer an alternative solution in

teaching vocabulary which aims to make vocabulary easier to learn with the help

of cooperative learning.

1 M Bukhori, PsikologiPendidikan, ( Jakarta,Aksara Baru,1978)p.77

3

According to ShlomoSharan Cooperative learning is a group-centered and

student-centered approach to classroom teaching and learning.2

Cooperative Learning is more than just small group activity. Cooperative

Learning activities can contribute to create a community of learners to work

collaboratively on important goals to the group. According to Robert E. Slavin the

most important goal of cooperative learning is to provide students with

knowledge, concept, skill, and understanding they need to become happy and

contributing members of our society.3

By using this technique the teacher does not have to translate every single

unfamiliar word. Through Cooperative Learning, the students will be more active

in developing vocabulary because they will not depend on their teacher. In this

case the teacher just becomes the facilitator of the students.

Finally, based on the background above, the writer would like to carry out the

research under the title “Teaching Vocabulary of Adjectives by Using

Cooperative Learning”

B. The Limitation of the Problem

The writer limits the discussion on teaching vocabulary of adjectives by

using cooperative learning, in this case matching vocabulary, focusing on

cooperative learning of professions at the eighth grade of MTs Al- Ishlah,

Cikarang Utara. Kab.bekasi

C. The Formulation of the Problem

To make the study easy to understand, the writer formulates the problem

as follows: whether Cooperative Learning is effective in teaching vocabulary of

adjective or not?

2SholomoSharan, Handbook of Cooperative Learning Methods. (London. Preager

Westport, 1994) p.336 3 Robert E Slavin, Cooperative learning Theory, Research, and Practice Second Edition ,

(New JerseyPrentice Hall,1995 ) p.15

4

D. The Purpose of Study

This general purpose of the research is to know whether teaching

vocabulary by using cooperative learning is an effective technique to increase

students’ interest in learning English.

E. The Significance of Study

The significance of this writing might be expected as follows:

1. English Teacher

To be able to enrich the teachers about how to teach vocabulary adjective

using Cooperative Learning.

2. The students

To make process of vocabulary by using cooperative learning.

3. The further research

To give new knowledge to the further researcher for better research of

teaching and learning process.

6

CHAPTER II

THEORITICAL FRAMEWORK

A. The Vocabulary

One of the important language aspects in learning English is vocabulary. It

is impossible to learn a language without mastering vocabulary. With sufficient

vocabulary, we can communicate effectively. Vocabulary is the stock of words

use in language. And in teaching English as a foreign language, vocabulary is the

most important thing, because no matter how well the student learns grammar, no

matter how successfully the sounds of foreign language is mastered, without

mastering wide vocabulary, communication in foreign language is imperfect.

Good mastery of vocabulary is important for anyone who learns the

language: it is used in Listening, Speaking, Reading and Writing, besides

Grammar. A learner of foreign language will speak fluently and accurately, write

easily, or understand what s/he reads or hears if s/he enough vocabulary and has a

capability of using it accurately. As Nasrun Mahmud stated in his book English

for Muslim University students,

A good vocabulary goes hand in hand with your ability to think logically

and to learn easily and quickly. A good vocabulary and your ability to use

words correctly and effectively can be your passport to worlds of

interesting and exciting information. You can travel in the past, in the

present, and in the future through the words you need or hear. You can

learn to use words to help transport other to the world you have

discovered.1

From information above, the writer concludes that when someone learn

English, the first this should be mastered is vocabulary.

1 Nasrun Mahmud, English For Muslim University Students,(Jakarta:PT Swibakti Darma,

2005), p.25

7

1. Definition of Vocabulary

Vocabulary is one the language components; it supports the teaching and

learning of the four skills. In learning language, vocabulary plays a very important

role. How can students understand what they listen, reads or writes if students do

not understand any word?

Vocabulary is very important in English teaching and learning. If the

learner do not know the meaning of word, they will have difficulty in

understanding what they see, read, and learn. Their vocabulary will increase if

they read more word. This reason makes vocabulary imortant; a bad mastery of

vocabulary will cause bad understanding of the text.

Vocabulary is a core component of language proficiency and provides

much of the basic for how well learners speak, listen, read and write. 2According

to A.S Hornby, Vocabulary is all the words that a person knows or uses, the

words that people use when they talking about particular subject; and also a list of

words with their meaning, especially in a book for learning a foreign language.3

While Harimurti kridalaksana says, “kosakata adalah komponen bahasa

yang memuat informasi tentang makna dan penggunaan kata dalam suatu

bahasa.”(vocabulary is a component of a language that maintains all information

about meaning and using words in a language).4

According to Merriam Webster‟s ninth collegiate dictionary, vocabulary

is:

a) A list or collection of word and often phrases, abbreviation inflectional

form, etc. usually arranged as in alphabetical order and defined or

otherwise identified as in a dictionary of glossary.

2 Jack C. Richard and Willy A.Renandya, ed, Methodology in Language Teaching: An

Anthology of Current Practice, (Cambridge: Cambridge University Press,2002),p.255 3 A.S.Hornby, Oxford Advanced Learne’s Dictionary of International students ,

(London;Oxford University Press,2000)p.1506 4Harimukti Kridalaksana," kamus Linguistik, " (jakarta; PT gramedia Pustaka utama,

1993 ) p.127

8

b) An interrelated group of non-verbal symbols, signs, gestures, etc. used

for communication or expression in particular art, skill, etc.5

Hatch and Brown define vocabulary as a list or set of words for a

particular language or a list or set of words that individual speakers of language

might use.6

According to D Houghton, the vocabulary, the main innovation, was

presented after the students had begun to make regular use of a text book. Though

the entries are constructed on linguistic principles, the main intention of the

vocabulary is to give students help in understanding the most basic accounting

terms, ideas and practices.7

From the statements above, the writer concludes that vocabulary is one of

the most important aspects of communication especially in foreign using words in

a language with rules combining them to make up a language. Also, vocabulary is

a list or a stock of words, phrases, signs, codes or rules of the world, which can be

defined and identified.

2. Kinds of Vocabulary

Vocabulary has large area to discuss, especially in term of kinds. Whatever

their nations the point are still same.

According to Gorell and Laird, Almost everyone has at least four basic

vocabularies. First, he uses a relatively small number of words which may be

called as the speaking vocabulary. It includes words which come to the speaker‟s

tongue without his thinking much about them. A dull person is likely to use only a

5 Meriam Webster‟s Ninth new collegiate dictionary., (America: Meriam Webster‟s,

inc.1984),p.1494 6Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic and language Education, (

Cambridge: Cambridge University Press,1995), p.1 7 Ellyzabeth Smyth, ELT 106 Team Teaching in ESP (London: British Council , 1980) ,p.

27

9

few hundred words in this way; even a moderately articulate speakers uses only a

few thousand.8

Every literate person has a second vocabulary, a writing vocabulary,

which includes the words in the speaking vocabulary, plus other words that he can

call up. A good writer may employ a vocabulary of ten thousand, twenty-five

thousand, and perhaps fifty thousand words. A poor writer, on the other hand, may

suffer from a vocabulary little larger than his speaking vocabulary.9

Every literate person has also a reading vocabulary, make up of words that

he would not speak in conversation or use when he writes but which he knows

when he sees him or her written. For most people the reading vocabulary is much

larger than either the speaking or writing vocabulary- fifty thousand, seventy-five

thousand, a hundred thousand words perhaps more.10

The fourth vocabulary, the largest of all, may refer to as the acquaintance

vocabulary. It includes the other three, but it includes, also a considerable number

of words which the owner has seen or heard before but does not know much

about. He may remember enough about them so that he can usually guess their

meaning in context; he has a nodding acquaintance with the words, not much

more. Vocabularies of this sort, of course, can be very large, often much larger

than the reading vocabulary.11

Ruth Gairn and Stuart Redman, decided the characteristics of the words,

vocabulary divided into two kinds; they are active vocabulary and passive

vocabulary. 12

a) Active Vocabulary

Active vocabulary refers to items which learner can use appropriately in

speaking or writing. And it is also called as productive vocabulary,

although in fact, it is more difficult to put into practice.

8 Gorell and Laird, Modern English Handbook, third Edition,( New Jersey: Prentice-Hall

1962), p.413 9 Ibid….p.413

10 Ibid….p.413

11 Ibid…,p.413

12 Ruth Gairns and Stuart Redman, Working with Words A Guide to Teaching and

Learning Vocabulary (Cambridge: Cambridge University Press,1986),p.65

10

It means that to use the productive vocabulary, students must know

how to pronounce it well; they must be familiar with collocation and

understand the communication meaning of the word. This type is often

used in speaking and writing skills.

b) Passive Vocabulary

Passive vocabulary refers to language items that can be recognized and

understood in context of reading or listening, and it is also called as

receptive vocabulary.

The content words can be divided into three general classes13

:

1. Words naming thing, ideas, entitles, that we might call them

nouns.

2. Words naming action called verbs.

3. Words used to describe the qualities of those thing or action

called adjectives and adverbs.

According to S.H. Burton, there are two kinds of vocabulary used by the

people for communications, namely: General and Special Vocabulary. The

General Vocabulary is of the words used in general; there is no limit of fields or

users, general in meaning and use. And the special vocabulary is used in certain

field, job, profession or special science. For example: politicians, journalists, and

lawyers. All these have specialized vocabulary arising from particular

circumstances of their lives and work.14

Besides, Fries classifies vocabulary into two, namely:

1. Function words: are a closed class, cannot add to the preposition or

auxiliaries or modals or any structure words of language.

Example: I have eaten two apples (a sign of the tense of the verb)

The apple is pretty good

13

Charles C fries, Teaching and learning English as a foreign language, (Ann Arbor:

The University of Michigan Press,1945), p.47. 14

S.H.Burton and J.A. Humpries, Mastering English Language, (London: The Macmillan

Press, 1992), p.100

11

2. Content Words on the other hand, can be added at any times as new

scientific advances to make new words and communication about new

inventions necessary.15

Example: I have two apples (a sign of meaning)

The apple is pretty

From the kinds of vocabulary mentioned above, the writer concludes that

there are many kinds of vocabulary such as: Active and Passive vocabulary, and

Function words, content Words, Substitute Words and words of negative or

affirmative distribution.

3. Vocabulary of Adjectives

In many languages the forms of modifiers are extremely difficult; they

elaborate systems of endings connect modifiers with expressions they modify. In

English many modifiers are phrases or clauses, marked by function words, and

single –word modifiers have lost most of their endings.

Before the writer discussed vocabulary adjectives; the writer advisable

gives to know definition of adjective. According to Paul Roberts “Adjective is a

word that modifiers a noun or pronoun.”16

Marcella Frank says „the adjective is a

modifier that has the grammatical property of comparison. It is often identified by

special derivational endings or by special adverbial modifiers that precede it. It

most usual position is before the noun it modifies, but it fills other positions as

well.17

15

Charles C.Fries, as quoted by Mary Finnochiaro and Micheal Bonomo., “ The Foreign

Language learner : A Guide for Teacher”,(New York: Regent Publishing Company, inc,1973)p.86 16

Paul Roberts, Understanding Grammar, (New York; Haper & Row publishers,1954),

p.91 17

Marcela Frank, Modern English, (New Jersey:Prentice-Hall,Inc,1972), p.109

12

According to Marcella Frank, adjective modifies a noun or pronoun.

1. Adjective modifying a noun

a) The small boy b) The boy is small.

Boy Boy is small

The Small The

2. Adjective modifying a pronoun

a) Everybody else b) He is small.

Everybody He is small

Else

According to Evelyn and Robert M,Vago, a good way to decide if a word

is an adjective is to see if it can be placed between the and a noun. But it doesn‟t

mean that it is the only place where an adjective can occur; it‟s just a way to test a

word to see if it‟s an adjective.

Here are some sentences where the adjective is in a different place. In each

case, the adjective is underlined.

a) He is a tall boy

b) My best friend loves chocolate cake

c) The house had a low roof

d) Large cars are harder to drive than small cars.18

18

Evelyn and Robert M,Vago, English Grammar Understanding the Basics (Cambridge:

Cambridge University Press.2010),p.59

13

A number of adjectives, all used in the phrase the boy are listed

below. The adjectives are underlined:

a) the brilliant boy

b) the embarrassed boy

c) the blonde boy

d) the hungry boy

e) the delightful boy 19

There are five main criteria used in identifying an adjective, but not all

adjectives meet all the criteria. They are:

a) Adjectives occur after forms of to be: it‟s soft.

b) They occur after articles and before nouns: an every basis.

c) They occur after intensifiers, such as very, rather, so, extremely: very

elusive.

d) They occur in the comparative and superlative form: more useful.

e) They occur before-ly to form adverbs: secure- securely.20

The following table shows the example of the form adjectives

Table 1. The use of Adjective

a) The form of Adjective

Singular Plural

an old man

a nice room

Old men

Nice rooms

19

Ibid….58 20

Scott Thornbury, About Language task for teachers of English(Cambridge: Cambridge

University Press.1997 ), p.110

14

b) The position of Adjective

1) Adjectives come before noun

Example:

- a young man - new shoes

- a nice girl - empty boxes

2) Adjectives come after verb

An adjective comes after the verb (be, look, appear, seem, feel, taste,

smell, sound) to describe the subject of a sentence.

Example:

- He is young

- The soup smells good

- She looks nice

3) Certain adjectives (asleep, alone, alive, awake, afraid, ill, well) come

after a verb, but they do not come before noun

Example:

He is asleep or He is a sleeping man

c) Order of Adjective

1) When we use two or more adjectives in a sentence, and the adjective is

telling opinion (nice, beautiful ) normally they comes before adjectives

telling facts (sunny, blue)

Example:

a nice sunny day

2) When two or more adjectives telling about facts, they come before a

noun.

Example:

a) a large wooden box

b) a tall thin man

c) a white plastic shopping bag

15

4. Problems in Teaching Vocabulary

In teaching and learning process, there are many problems found, from

understanding difficult words until applying the words. The factor has various

kinds; it is quite useful to have the ideas of what makes words relatively easy or

difficult to learn. As we know that English is one of the subjects in school and it

sometimes brings difficulty to the teaching or learning process. The fact is when

students attempt to translate a passage is to look up too many words. When the

students find out the words he does not know, they take often the dictionary and

look up the meaning. The problems arise when they select the right word to go

into a sentence but use the wrong means of grammatical marking for them.

Below are the factors that make some words difficult to master. They are:

a) Pronunciation

Research shows that words that are difficult to pronounce

are more difficult to learn. Many learners find that the words with

cluster of consonant, such as strength or crisps or breakfast are

problematic.

b) Spelling

Sound and spelling mismatches will be the cause of errors

in pronunciation or in spelling, and can be contribute to a word

difficulty. For example: muscle, headache, etc.

c) Length and complexity

Long words are more difficult to learn than the short ones.

And the variable stresses or polysyllabic words are difficult too.

For example: necessary, necessity

d) Meaning

Words with multiple meaning such as since and still can

also be difficulties for learners.

16

e) Range-connotation and Idiomatic

Words that always used in wider range will be easier than

those in narrower range. For example: Thin is more used than

skinny, slim, slender.21

B. The Cooperative Learning

1. Definition of Cooperative Learning

Cooperative learning is an approach to teaching that makes maximum use

of cooperative activities involving pairs and small groups of learners in the

classroom.

According Olsen and Kagan, Cooperative learning is group learning

activity organized so that learning is dependent on the socially structured

exchanges of information between learners in groups and in which each learner

held accountable for his or her own learning and is motivated to increase the

learning of others.22

According to Diane Larsen, Cooperative learning essentially involves

students learning from each in groups. But it is not the group configuration that

makes cooperative learning distinctive; it is the way that students and teachers

work together. The teacher helps students learn how to learn more effectively. In

cooperative learning, teachers teach students collaboratively. Indeed, cooperation

is not only a way of learning, but also a theme to be communicated about and

studied.23

According to Kate Kinsella and Kathy Sherak, Small group learning is

widely recognized as one of the most advantageous practices in contemporary

education. Although classroom collaboration is beneficial in improving outcomes

for all students, it is particularly helpful for second language learners, especially

21

Jeremy Harmer, How to Teach Vocabulary, (Cambridge: Cambridge University Press,

2003), p.27-28 22

Jack C,Richards. Approaches and Method in Language Teaching. (Cambridge:

Cambridge University Press 2001 ), p.192 23

Diane Larsen Freeman, Technique and Principles in Language Teaching, (New York:

Oxford University Press,2000), p.164

17

those ESL, students with a dire need to become more proficient in the target

language who have scant opportunities for sustained and varied practice. In

addition to promoting use of a wider range of communicative functions, group

work helps students develop their subject area knowledge.

According to Shlomo Sharan, learning in small groups has been shown to

increase opportunities for meaningful practice and fairly realistic language use, to

improve the quality of students talk (namely, the range of language functions,

such as asking question or requiring additional information), to create a positive

affective climate in the classroom, and to increase students motivation.24

One behavioral indication of students motivational involvement is the

proportion of class time spent on task. Behavioral observers have been used in

several cooperative learning studies to collect information on this measure.

Meanwhile according to Johnson Cooperative Learning is the instructional

use of small groups through which student‟s works together to maximize their

own and each other‟s learning. It may be contrasted with competitive learning in

which students work against each other to achieve an academic goal such as a

grade of “A.”25

According to Robert.E Slavin, the most important goal of cooperative

learning is to provide students with the knowledge, concepts, skills, and

understanding they need to become happy and contributing members of our

society.26

One of the most important tenets of motivational theories of cooperative

learning is that cooperative goals create peer norms that support high

achievement. Essentially, the argument is that cooperative incentives motivate

students to try to get each other to do academic work, and thereby gets students to

feel that their classmates want them to do their best.

24

ShlomoSharan , Handbook of Cooperative Learning Methods, (London , Preager

Westport,1994), p. 199 25

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, ( Cambridge: Cambridge University Press,2001 ), p.195

26

Robert E.Slavin., Cooperative Learning Second Edition, (New Jersey: Prentice

Hall,.1995), p.15

18

Assumption of the writer on Cooperative Learning is that it is working

together to achieve shared goals. When students works together in small groups of

learners in the classroom. The writer agrees of that cooperative learning is applied

at learners because cooperative learning can help teacher build positive

relationship among students, give students the experiences they need for healthy

social, physiological, cognitive development, promote students learning and

academic achievement increased students retention and also can help students

develop skill in oral communication and promote students self- esteem.

2. The Purpose of Cooperative Learning

The purpose of cooperative learning is to enhance learning and

achievement by encouraging peer-to-peer interaction and cooperation.27

Moreover, according to Roger T and David W.Johnson the purpose of cooperative

learning groups is to make each member a stronger individual in his or her own

right. Students learn together so that they can subsequently perform better as

individuals. To ensure that each member is strengthened, students are held

individual accountable to do his/her fair share of the work, teachers need to asses

how much effort each member is contributing to the group‟s work, provide

feedback to groups and individual students, help groups avoid redundant effort by

members, and ensure that every member is responsible for the final outcome.

Common ways to structure individual accountability:

a. Keeping the size of the small group. The smaller the size of the group,

the greater the individual accountability may be.

b. Giving and individual test to each student.

c. Randomly examining students orally by calling on one student to

present his or her group‟s work to the teacher (in the presence of the

group) or to the entire class.

d. Observing each group and recording the frequency with which each

member contributes to the group‟s work.

27

http://www.allacademic.com/meta/p83974_index.html

19

e. Assigning one student in each group the role of the checker. The

checkers as other group members to explain the reasoning and

rationale underlying group answer.

f. Having students teach what they learned to someone else. When all

students do this, it is called simultaneous explaining.28

3. The Elements of Cooperative Learning

There are five elements that should have understood in order for successful

cooperative learning:

a. Positive Interdependence

In a cooperative groups share a common goal; each learner has an

essential role to play if that goal is to be achieved. Cooperation, in this

regard, is more than just collaboration, where it is a possible to complete a

task or develop a product without the contribution of each the members. The

success (or failure) of a cooperative group is dependent on the efforts of all

of its individual members.29

b. Team formation

Students can group themselves;”leaders” can take turn selecting

teammates; or teachers can assign students to teams. Informal or

spontaneous grouping is less desirable in many situations than formal or

planned grouping methods. Four types of formal team formation -

heterogeneous, random, interest, and homogeneous/heterogeneous language

ability.30

c. Accountability

Research shows that both individual and group accountability is

important for achievement in cooperative learning settings, and most

scholars (e.g., Slavin,1990) consider this to be a defining characteristic of

28

http://www.clcrc.com 29

Jane Arnold, Affect in Language Teaching, (Cambridge: Cambridge University Press,

1999), p 227 30

Carolyn Kessler (ed). Cooperative Language Learning. (New Jersey: Prentice-Hall,

Inc,1992), p11

20

cooperative learning. Methods which use only a group grade or a group

product without making each member accountable do not consistently

produce achievement gains. Students may be made individually accountable

by assigning each student a grade on his or her own portion of the team

project or by the rule that the group may not go on the next activity until all

team members finish the task. A primary way to ensure accountability is

through testing. 31

d. Social skills

Social skills include ways students interest with each other to achieve

activity or task objectives (e.g., asking and explaining) and way students

interact as team mates (e.g., praising and recognizing). Social skills can be

emphasized by assigning all teammates to practice specific social skills to

ensure that students can fill these functions when required. Social skill

behavior may not occur spontaneously with all students(Hertz-

Lazarowitz,1990),and teaching them can have a profound impact on

attentiveness, morale, and motivation.32

e. Group processing

Besides engaging in group tasks, learners also need to reflect upon

their group‟s experiences, noting how group members interacted doing that

task, the kind and number of contributions each made, and the difficulties

that were encountered as different views were suggested or one member was

noticeably silent or vocal. Trough this processing, learners acquire or refine

meta cognitive and socio-affective strategies of monitoring, learning from

others, and sharing ideas and turns. In that reflection they also engage in

language use that is not typically available or fostered in traditional language

classroom activities.33

31

Ibid……,p13 32

Ibid…….p13 33

Jane Arnold, Affect in Language Teaching, (Cambridge: Cambridge University Press,

1999), p 228

21

In forming group of cooperative learning, generally teams are deliberately

heterogeneous and consist of two to five members. In bigger groups there is a high

achiever, one or two average achievers and low achievers. The groups are chosen

by the teacher after careful consideration. The teams are responsible for learning

the task together, helping each other. Learners are encouraged to explain ideas or

skills to one resource person for the whole team.

Those elements in group learning situations help ensure cooperative effort

and enable the disciplined implementation of cooperative learning for long-term

success.

4. Principle Cooperative Learning

In cooperative learning there is an interdependence established among the

students in each groups as they strive for the achievement of group or individual

objectives. This technique draws from both behaviorism and humanism. For that

reason in teaching through cooperative learning the teacher and students should

have known and understood some principles in cooperative learning, they are:

a. Students are encouraged to think of „positive interdependence‟ which means

that the students are not thinking competitively and individualistically and in

terms of the group.

b. In cooperative learning, students often stay together in the same groups for a

period of time so they can learn how to work better together. The teacher

usually assigns students to the groups so that the groups are mixed. This

allows students to learn from each other and also gives them practice in how

to get along with people who are different from themselves.

c. The efforts of an individual help not only the individual to be awarded, but

also others in the class.

d. Social skill such as acknowledging another‟s contribution, asking others to

contribute and keeping the conversation calm need to be explicitly taught.

e. Language acquisition is facilitated by students interacting in the target

language.

f. Although students work together, each student is individually accountable.

g. Responsibility and accountability for each other‟s learning are shaved.

22

h. Each group member should be encouraged to feel responsible for

participating and for learning.

i. Teachers not only teach language but also teach cooperation as well as. Since

social skills involve the use language, cooperative learning teaches language

for both academic and social purposes. 34

The successes of Cooperative Learning crucially depend and organize on

group work. This requires a structured program of learning carefully designed so

that learners interact with each other and motivate to increase each other‟s

learning. Olsen and Kagan propose the following key element of successful

group- based learning in Cooperative Learning:

a. Positive interdependence

b. Group formation

c. Individual accountability

d. Social skills

e. Structuring and structures. 35

Based on the principles of cooperative learning above, the writer

concludes that when students have not been taught how to works with others,

teachers should not expect to be able to put them together in groups and ask them

work together effectively but teachers should consider skills of students. Teachers

have to understand that students need to be taught interpersonal and small group

learning skills in order to students can adapt with other students.

5. Types of Cooperative Learning

Johnson et al., (1994:4-5) describe three types of cooperative learning

groups:

a. Formal cooperative learning groups. These last from one class period several

weeks. These are established for a specific task and involve students

working together to achieve learning goals.

34

Diane Larsen Freeman, Technique and Principles in Language Teaching, (New York:

Oxford University Press,2000), p.167-168 35

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching,( Cambridge: Cambridge University Press,2001 ), p.196

23

b. Informal cooperative learning groups. These are ad-hoc groups that last from

a few minutes to a class period and are used to focus student attention or

facilitate learning during direct teaching.

c. Cooperative base groups. These are long term, lasting for at least a year and

consist of heterogeneous learning groups with stable membership which

primary purpose is to allow members to give each other to support, to help,

encouragement, and assistance they need to succeed academically.36

6. Technique of Cooperative Learning

There are some techniques of cooperative learning namely; Student Team

Achievement Division (STAD), Cooperative integrated Reading and Composition

(CIRC), Team Assisted Individualization (TAI), Teams Games Tournament

(TGT), Learning Together, Jigsaw, Group Investigation. 37

According Jeanne M.Stone there are steps of cooperative learning namely:

a. Brainstorming

b. Corner

c. Find someone who

d. Formation

e. Line-ups

f. Linkages

g. Mix- freeze- group

h. Numbered head together

i. Round robin

j. Pairs- check

k. Rally table

l. Roundtable

m. Same different38

36

Jack C.Richard and Theodore S. Rodgers, Approach and Methods…., p.196 37

Robert E. Slavin, Cooperative Learning;theory, research and practice,( New Jersey

Prentice Hall,1995),2nd

ed P.5-12

38

Jeanne M, Stone, Cooperative Learning Reading Activities, ( Kagan Publishing,2000)

p.44

24

7. Roles in Cooperative Learning

Cooperative learning strategy might not be familiar to many teachers

and students. The roles of the teacher, the learner and the instructional material

are different in cooperative learning than they were in traditional classroom.

a. Learners roles

The primary role if the learners are members of a group is that they

must work collaboratively on task with other group members. Learners have to

work teamwork skills. Learners is also director of their own learning, is viewed

as complication of lifelong, learning skills. Thus, learning is something that

requires students‟ direct and active involvement and participation. Pair

grouping is the most typical cooperative language learning format, ensuring the

maximum amount of time both learners spend engaged on learning tasks. Pair

tasks in which learners alternate roles involve partner in the role of tutors,

checkers, recorder, and information sharers.

b. Teachers role

The role of the teacher in cooperative language learning differs

considerably from the role of teachers in tradition teacher- centered lesson. The

teacher has to create a highly structured and well-organized learning

environment in the classroom, setting goals, planning and structuring tasks,

establishing the physical arrangement of the classroom, assigning students to

group and roles, and selecting material and time. An important role for the

teacher is that of facilitator of learning. In his or her as a facilitator, the teacher

must move around the class help students and groups.

According to Harel as quoted in Jack C.Ricahrd‟s book that during this

time the teachers interacts, teaches, refocuses, questions, clarifies, supports,

expands, celebrate, and empathizes. Facilitators are giving feedback,

redirecting the group with questions, encouraging the group to solve its own

problems, extending activity, encouraging thinking, managing conflict,

observing students, and supplying resources. Moreover, Harel pointed out that

teachers speak less than in teacher-centered classes.

25

They provide broad questions to challenge thinking, they prepare students for

the tasks they will carry out; they assist students with the learning tasks, and

they give few commands, imposing les disciplinary control.

c. The role of instructional material

Material plays an important role in creating the opportunities for students

to work cooperatively. The same material can be used for other types of

lessons but variations are required in how materials are used. For example, if

students are working in groups, each might have one set material, or each

group might have different sets of materials), or each group member might

need a copy of text to read and refer to. Materials may be especially designed

for cooperative language learning (such as commercially sold jigsaw and

information-gap activities), modified from existing materials, or borrowed

from other disciplines.

The writer concludes from the above explanation that cooperative

learning is not having students sit side by side at the same table to talk with

each other as they do their individual assignments. Cooperative learning is

much more than being physically near other students, discussing material with

other students, helping other students, or sharing material among students.

Cooperative learning situation create positive interdependence and improving

their interpersonal skills. Besides, before the teacher applying the cooperative

learning in the classroom, teachers consider to tell to their students the

principles of cooperative learning, so both teachers and students understand

what they are going to do. The roles of teachers and learners are different in

cooperative learning than they were traditional classroom, and the

instructional material play role in creating cooperative learning too.

26

C. Teaching Vocabulary by Using Cooperative Learning

Vocabulary is something to deliver in the oral or written communication.

And vocabulary is not easy to be increased without a proper way of how to build

it up.

Cooperative learning is the instructional use of small groups so that

students work together to maximize their own and each other‟s learning.

Cooperative learning can motivate students to memorize vocabulary easily and

also happily. Teaching vocabulary by using cooperative learning is not only as an

effective tool for bringing out students from the monotonous or boring situations

in learning process, but also for developing students‟ vocabulary.

In my hypothesis, teaching vocabulary adjective by using cooperative

learning at eight grade students of MTs. Al- Ishlah is an alternative teaching aid

because almost the students like work together to understand for the lesson. By

cooperative learning students practice to use vocabulary to try small group

learning skill and adapt with other students.

To apply cooperative learning in teaching learning process, the teacher

has to do as follows:

1. Present and explain the goal of the cooperative learning strategy and the

material clearly.

Before the student get the teaching learning process, make sure that the

students know exactly what to do before they are divided into groups. The

teacher simply explains what cooperative learning is, why they are doing

cooperative work and what they are supposed to do.

After that the teacher explain about vocabulary of adjective using

objects, questions, model of dialogue, and explain about rule of adjective and

then practice it in written and oral.

2. Make small group based on the heterogeneous class

Make a group based on their grade in the class; for each group contains the

smart, adequate and less smart students, each group contain five students.

Students do help one another, because the kind of work they have to do

27

involves cooperation and collaboration. And the teachers only have to listen

into group work to hear students correcting one another‟s mistakes.

3. Give the instruction clearly, whether it is individual project or group project

The teacher explains that each group will accept the different project;

she/he explains that each student will be an expert. In the “expert step” the

student in each group will learn the project together. Then, the teacher asks

one student of one group to teach his group‟s project to the other groups, so

do the other groups.

4. Monitor students „learning and involved within the groups to provide task

assistance or to increase students‟ teamwork skill.

The teacher gives the students opportunity to acquire learning experience

in order to reach the goal of learning activity. During the students are getting

work, the teacher systematically observes and collect data on each group as it

works. When it is needed, the teacher intervenes to assist students in

completing the task accurately and in working together effectively.

5. Evaluate the students‟ achievement through giving the test

The teacher gives the test to know how well the students understand about

the material, and to know how well the group functioned.

D. Relevant Study

The writer took two previous relevant studies as a guideline to implement

the research, they are:

1. The research about vocabulary mastery using cooperative learning had been

done by Kristiantari that was “The Effectiveness of Cooperative Learning to

Improve Students’ Vocabulary Mastery (A Classroom Action Research at the

Eighth Grade Students of Madrasah Tsanawiyah Nadlotul Muslimat

Surakarta 2009-2010)”39

.This research explained about the application of

39

Kristiantari, The Effectiveness of Cooperative Learning to Improve

Students’ Vocabulary Mastery (A Clas sroom Action Research at the Eighth

Grade Students of MTs.Nadlotul Muslimat Surakarta 2009-2010).Master‟s thesis,

Sebelas Maret University.

28

cooperative learning to improve students‟ vocabulary. She used the

cooperative learning to improve students‟ vocabulary in order to get

information of cooperative learning to students‟ vocabulary mastery of the 8th

grade in MTs.Nadlotul Muslimat, because this learning strategy is one of

strategy that is hoped to be used in improving students‟ vocabulary mastery.

In fact, the result of interpretation of the data shows that cooperative learning

improves students‟ vocabulary mastery. It can be seen from the improvement

of the mean score of every cycle: pre-test and post-test of every cycle. By

using cooperative learning, the researcher hopes that the students will be

interested in learning vocabulary, then, it is easier for the students to

memorize or enrich the students‟ vocabulary. This is suitable such as what the

researcher does to his research.

2. The research paper by the title “The use of Cooperative Learning in Teaching

Vocabulary”(an experimental research at the first grade students of Junior

High School of Assalam Islamic Boarding School Sukabumi) written by

Zaini Rahman40

. The researcher would like to know the influence of using

cooperative learning in teaching vocabulary to the first grade students of

junior high school of Assalam Islamic Boarding School Sukabumi. The result

his research shows that his experimental research is successful. It means that

the result of analysis of interpretation of the data shows that using cooperative

learning can give an influence to increase students‟ achievement in

vocabulary. It can be seen that the score of post-test is higher than pre-test.

40

Zaini Rahman, “The use of Cooperative Learning in Teaching

Vocabulary”(an experimental research at the first grade students of Junior High

School of Assalam Islamic Boarding School Sukabumi).Sripsi, (Jakarta:FITK

UIN,2009)

29

E. Conceptual Framework

To use the language, mastering vocabulary is needed. Vocabulary is a

basic element to know the language. It is needed for understanding the meaning of

word and using it in the communication. Vocabulary mastery can be reached by

learning activities. It is not easy to learn vocabulary. The learner must learn

actively. A suitable method is needed to improve the vocabulary.

Cooperative Learning appears as one of the promising learning concept

offering some new views in teaching and learning a second language especially

vocabulary learning. Particularly cooperative learning give learner the opportunity

to think for themselves, compared their thinking with others, make a small

research project and investigate subject matter with other learner. It is expected in

teaching and learning vocabulary that memorizing and spelling the words will be

gotten by understanding the meaning with the context of a phrase or larger in

group situation.

From the reason above, it is expected that cooperative learning can be a

suitable method for teaching and learning vocabulary, although the question of

which methods is most appropriate for teaching and learning a foreign language is

still under debate. Although none is perfect, some these way are expected more

successful than other.

30

F. Hypothesis

This research is to know whether teaching vocabulary by using

cooperative learning is an effective technique to increase students‟ interest in

learning English. And to find the answer of the problem, the writer should

propose alternative Hypothesis (Ha) and Null Hypothesis (Ho) as bellow:

a. The Experiment Hypothesis (Ha). There is a significance difference

between the students‟ vocabulary of adjectives scores taught by using

Cooperative Learning and without using Cooperative Learning for

students at MTs. Al- Ishlah Cikarang.

b. The Null hypothesis (Ho). There is no significance difference between the

students‟ vocabulary of adjectives scores taught by using Cooperative

Learning and without using Cooperative Learning at MTs. Al-Ishlah

Cikarang.

31

CHAPTER III

RESEARCH METHODOLOGY

A. Research Methodology

1. The Place and Time of Research

The writer conducted the research at MTs Al- Ishlah, Cikarang utara -

Kab.Bekasi from 01st

up to 30th

of November 2012.

2. The Method of Research

In collecting the data, the writer used experimental research, which

consited of experiment class and conventional method (controlled class)

3. The Technique of Sample Taking

1. Population

Based on Prof.Dr.SuharsiniArikunto, population is whole of research

subject.1

The population in this research is students of eight grade of MTs Al-

Ishlah cikarang utara-Kab.Bekasi. There are about 250 students of eighth grade.

But the writer only took 40 students of them.

2. Sample

Sample is part of population research2. And the technique of sample taking

in this research is random sampling.

The sample of the research was two classes of the eighth grade students

of MTs Al- Ishlah Cikarang Utara-Kab. Bekasi, they are 8-a and 8- b. Both

classes are equal, such as:

1Prof.Dr.SuharsiniArikunto, “ ProsedurPenelitian, SuatuPendekatanPraktik”, ( Jakarta:

PT. RenekaCipta, 2006 ) p.130 2Prof. Dr. SuharsiniArikunto,” ProsedurPenelitian, SuatuPendekatanPraktik”, ( Jakarta:

PT.RinekaCipta, 2006 ) p.131

32

1. Consist of 45 students

2. The classroom is large enough.

3. The students come from the middle-lower social life

4. Almost of the students parents are seller or vendor

5. The students have no high motivation in learning, etc

The writer decided to take two classes of eight grade of MTs Al- Ishlah

Cikarang utara-Kab.Bekasi that is 8-a and 8-b which consist of 45 students for

each classes, and the writer took 20 students from each class by random sampling,

8-a student’s taught teaching vocabulary adjective by using cooperative learning

called Experiment class and 8-b students taught without cooperative learning

called Controlled Class.

4. The Instrument of Research

The instrument of the research used by the writer in collecting data is taken

from the application test of vocabulary adjective. The writer gave the test to eight

grade students of MTs Al- Ishlah, which was decided into two categories, the first

students is taught by using cooperative learning method and second students is

taught without using cooperative learning method.

Pre-test and post test are the test given in this research. Pre-test is the test

given to the students before the test vocabulary of adjectives by using Cooperative

Learning method.

The post-test is given to the students after the students had got the

treatment or the teaching process through Cooperative Learning method. Post-test

is the test given to the students for checking the progress after teaching vocabulary

of adjective by using Cooperative Learning. The test of post-test is the same as the

test of pre-test in the form of instruments test. The test consisted 45 items. (See

appendix)

33

5. The Technique of Collecting Data

Collecting data is an important thing in this research that can be

determined. The writer did the following techniques as method in ollecting data:

1. Experiment

The teacher taught vocabulary of adjective by using Cooperative Learning

method at the eighth grade of MTs. Al-Ishlah Cikarang. The teaching process

was conducted in eight meetings and was systematically arranged in a lesson

plan.

2. Test (Pre-test and Post-test)

The writer used test as data collection. The writer gives a pre-test to the

students before beginning the lesson and pos-test at the end of the lesson. The

test was given in two kinds: pre-test and post- test in the form of instruments

test. The writer used pre-test and post-test to collect the data:

1. Pre-test

The pre-test was given in the beginning of the class (the pre-test was given

before the writer doing the experiment) to know the student knowledge of the

material that will be taught. It explains with the following direction:

a) Multiple choice items with vocabulary of adjective. It consisted of

30 questions.

b) Match the pictures with the list of skill on vocabulary adjective the

left side. It consisted of 10 questions.

c) Fill in the blank with vocabulary of adjective. It consisted of 5

questions.

2. Post-test

The writer gave the post-test after the lesson finished to know the student's

ability in mastering the materials taught. It follwed the following steps:

a) Multiple choices item with vocabulary of adjective. It consisted of

30 questions.

b) Match the pictures with the list of skill on vocabulary adjective the

left side. It consisted of 10 questions.

c) Fill in the blank with vocabulary of adjective. It consisted of 5

questions.

34

6. The Technique of Data Analysis

After collecting the data the writer analyzed the data by using statistical

calculation. In analyzing the data, the writer used the comparative technique.

In the comparative technique, the variables are compared to know

whether differences are significant. The writer uses t- test to find out the

differences score of students’ achievement in teaching action verbs without

cooperative learning which adapted from Anas Sudijono.

The writer analyzed the result of final test using statistical calculation of

t- test as follow.

The Formula is as follows:

t observation

Mean of variable X

Mean of variable Y

Standard error mean of difference mean of variable

X and mean of variable Y

The procedure of calculation as follow:

a. Determining Mean of variable X, with formula:

=the average of gained score (mean of variable X)

=sum of gained score (variable X)

N= number of the students

b. Determining Mean of variable Y, with formula:

=the average of gained score (mean of variable Y)

=sum of gained score (variable Y)

N= number of the students

35

c. Determining of Standard of Deviation score of Variable X, with

formula:

√

Standard Deviation score of Variable X

Sum of squared gained score (Variable X)

Number of the students

d. Determining Standard Deviation Score of Variable Y, with

formula:

√

Standard Deviation score of Variable Y

Sum of squared gained score (Variable Y)

Number of the students

e. Determining Standard Error Mean of Variable X, with formula:

√

Standard Error Mean of Variable X

=Standard Deviation of Variable X

Number of the students

f. Determining Standard Error Mean of Variable Y, with formula:

√

Standard Error Mean of Variable Y

=Standard Deviation of Variable Y

Number of the students

36

g. Determining Standard Error Mean of Difference Mean of variable

X and Mean of Variable Y, with formula:

√ +

Standard error of difference mean of variable X and

mean of variable Y

Sum of squared standard error mean of variable X

Sum of squared standard error mean of variable Y

h. Determining t- table in significant level 5% and 1 % with df.

( )

Degree of freedom

Number of student (experiment class)

Number of students (controlled class)3

3 Anas Sudjono, PengantarStatistikPendidikan, (Jakarta: PT Raja GrafindoPersada,

2008), p. 315.

37

CHAPTER IV

RESEARCH FINDINGS

A. Data of the Students’ Achievement in Teaching Vocabulary of

Adjectives by Using Cooperative Learning

1. Description of Data

The data of students’ achievement divided into two kinds, namely the data

in experiment class and the data in control class, which were gained from pre- test

and post- test that were applied in both of class.

The test was arranged in an instruments paper for pre- test and post- test.

The result of the test is presented on the table below:

Table 2.

The Test Result of Experiment Class

Students Pre- Test Score Post-Test score Gained Score

1 62 72 10

2 66 80 14

3 46 76 30

4 38 78 40

5 56 74 18

6 54 78 24

7 68 84 16

8 68 80 12

9 52 78 26

10 78 84 6

11 60 75 15

12 52 74 22

13 60 72 12

14 60 78 18

15 32 74 42

16 44 72 28

38

17 52 74 22

18 68 77 9

19 54 84 30

20 50 76 26

From the table above, it can be clarified that, in pre- test there were one

student who got score 32, one student who got score 38, one student who got

score 44, one student who got score 46, one students who got score 50, three

students who got score 52, two students who got score 54, one student who got

score 56, three students who got score 60, one student who got score 62, one

student who got score 66, three students who got score 68, only one student who

got score 78 and there wasn’t any student who didn’t get a gained score.

In post- test their scores were higher than in the pre- test. It can be seen in

the table above that the highest score in post- test was 84 and there werethree

students who got it. There was five students who got 72 (the lowest score).

Table3.

The Result of Control Class

No Pre- test Post-test Gained Score

1 56 66 10

2 38 56 18

3 34 42 8

4 26 60 34

5 36 54 18

6 46 66 20

7 50 66 16

8 42 60 18

9 38 66 28

10 42 66 24

11 32 62 30

12 32 64 32

39

13 22 54 32

14 26 58 32

15 28 62 34

16 54 76 22

17 32 68 36

18 18 52 34

19 40 70 30

20 46 74 28

The table II above informs that in control class, there were one student

who got 18, one studentwho got score22, two students who got score 26, one

student who got score 28, three students who got score 32, one students who got

score 36, two student who got score 38, one student who got score 40, two

students who got score 42, two students who got score 46, one student who got

score 50, one students who got score 54, and only one student who got 56.

In post- test, their scores were higher than pre- test. It can be seen that the

highest score in post- test was 76(only one student who got it) and the lowest

score was 42.

From the table presented above the writer can conclude the experiment

class (learning vocabulary of adjectives by using cooperative learning) got the

higher score than the control class (without cooperative learning technique when

they learnt vocabulary adjectives). As mentioned before, that in analyzing the

data from the result of pre- test and post- test, the writer used statistic calculation

of the t- test formula with the degree of significance 5 % and 1 %.

To know the result of the experiment, the writer calculate the result of

post-test of both classes, where variable X is the result of the experiment class

through teaching vocabulary of adjectives by using cooperative learning and

variable Y is the result of the controlled class through teaching vocabulary

adjectives without using cooperative learning.

40

Table 4

Individual Pre-test and Post- test Score of the Students in Experiment Class

No Pre- test ( 1) Post- test ( 2 ) D= 1 - 2 D²

1 62 72 -10 100

2 66 80 -14 196

3 46 76 -30 900

4 38 78 -40 1600

5 56 74 -18 324

6 54 78 -24 576

7 68 84 -16 256

8 68 80 -12 144

9 52 78 -26 676

10 78 84 -6 36

11 60 75 -15 225

12 52 74 -22 484

13 60 72 -12 144

14 60 78 -18 324

15 32 74 -42 1764

16 44 72 -28 784

17 52 74 -22 484

18 68 77 -9 81

19 54 84 -30 900

20 50 76 -26 676

= 1120 =1540 D = - 420 D² = 10674

M =56 M = 77

Note:

No : Amount of students given the test

: The result of Pre- test of Experiment Class

: The result of Post-test of Experiment Class

D : The difference score between pre-test and post-test

41

Table 5

Individual Pre-test and Post- test Score of the Students in Controlled Class

No Pre- test ( 1) Post- test ( 2 ) D= 1 - 2 D²

1 56 66 -10 100

2 38 56 -18 324

3 34 42 -8 64

4 26 60 -34 1156

5 36 54 -18 324

6 46 66 -20 400

7 50 66 -16 256

8 42 60 -18 324

9 38 66 -28 784

10 42 66 -24 576

11 32 62 -30 900

12 32 64 -32 1024

13 22 54 -32 1024

14 26 58 -32 1024

15 28 62 -34 1156

16 54 76 -22 484

17 32 68 -36 1296

18 18 52 -34 1156

19 40 70 -30 900

20 46 74 -28 784

= 738 =1242 D = - 504 D² = 14056

M =37 MY = 62

Note:

No : Amount of students given the test

: The result of Pre- test of Controlled Class

: The result of Post-test of Controlled Class

D : The difference score between pre-test and post-test

42

Table 6

The result calculation of the post test

Both experiment class and controlled class

N

O

E p (X)

Cont (Y)

= (X-MX)

= (Y – MY)

²

1 72 66 -5 -4 25 16

2 80 56 3 -6 9 36

3 76 42 -1 -20 1 400

4 78 60 1 -2 1 4

5 74 54 -3 -8 9 64

6 78 66 1 4 1 16

7 84 66 7 4 49 16

8 80 60 3 -2 9 4

9 78 66 1 4 1 16

10 84 66 7 4 49 16

11 75 62 -2 0 4 0

12 74 64 -3 2 9 4

13 72 54 -5 -8 25 64

14 78 58 1 -4 1 16

15 74 62 -3 0 9 0

16 72 76 -5 14 25 196

17 74 68 -3 6 9 36

18 77 52 0 -10 0 100

19 84 70 7 8 49 64

20 76 74 -1 12 1 144

= 0

Mx= 77 My= 62 M ² = 14.3 M = 94.2

From the table above it show that the score of both classes is on average

level, means that the students’ achievement in learning English by using

cooperative learning in generally high, though there is a difference in minimum

and maximum standard of each class, the table shows the experiment class has

highest standard

43

2. The Analysis of Data

From the table above, the writer gets the calculation using the following

test formula:

a. Determining mean variable X with formula:

b. Determining mean variable Y with formula:

c. Determining Standard of Deviation of variable X with formula:

√

√

√

d. Determining Standard of Deviation of variable Y with formula:

√

√

√

e. Determining Standard Error Mean variable X with formula:

√

√

√

f. Determining Standard Error Mean variable Y with formula:

√

√

√

44

g. Determining the Standard Error Mean Differences of MX and MY

with formula:

√

√ √

= √

= 0.84

h. Determining with formula :

=

i. Determining t-table in significance level 5 % and 1 % with df:

= (20 + 20) = 38

t-table 5 % = 2.02

1% = 2.71

t-score = 2.02 < 17.86 > 2.71

j. The comparison between t-score with t-table :

In the table of significance or in t-table, it can be seen from

the df = 38 and on the degree of 5 % and 1 %, the result is 2.02 and

2.71, t-score is 17.86, so it can be concluded that t-score is higher

than t-table.

45

3. The Interpretation of Data

As mentioned in chapter one that this field research was conducted in

order to know whether Cooperative Learning is effective in teaching

vocabulary of adjectives or not at eight grade of MTs.Al- Ishlah.

To answer those questions above, the writer hypothesis that:

1. Alternative hypothesis (Ha). There is a significance difference between the

students’ vocabulary of adjectives scores taught by using Cooperative

Learning and without using Cooperative Learning for students at MTs. Al-

Ishlah Cikarang.

2. Null hypothesis (H0). There is no significance difference between the

students’ vocabulary of adjectives scores taught by using Cooperative

Learning and without using Cooperative Learning at MTs. Al-Ishlah

Cikarang.

So, the writer should prove the hypothesis by using the data of

students’ score, which are calculated by t-test formula, with assumption as

follows:

If = There is significant difference and the alternative

hypothesis (Ha) is accepted.

If = There is no significant difference and the alternative

hypothesis (Ho) is rejected, the null hypothesis is

accepted.

From the result of statistic calculation, it is required that the value of

is 17.86 and the degree of freedom (df) is 38 obtained from

= (20+ 20)-2. In this paper the writer uses the degree of significance of 5 %

and 1 %. In the table of significance 5 % and 1 %, the values of degree of

significance are 2.02 and 2.71. Comparing the with each value of the degree

of significance, the result is 2.02<17.86> 2.71. Because - score in the table

is higher than - score obtained from the result of calculating, it means that

(Ha) is accepted and (Ho) is rejected. In other words, teaching vocabulary

adjectives by using cooperative learning is more effective than without it.

46

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on research findings in the previous chapter, the writer concludes

that teaching vocabulary of adjective by using cooperative learning to the eight

grade students of MTs. Al- Ishlah is more effective than without using

cooperative learning. It can be seen from the result of statistic calculation. That

the comparison between t-score with t-table. In the table of significance or in t-

table, it can be seen from the df = 38 and on the degree of 5 % and 1 %, the result

is 2.02 and 2.71, t-score is 17.86, so it can be concluded that t-score is higher

than t-table. It is effective to teach vocabulary by using Cooperative Learning

B. Suggestion

Dealing with the conclusion, the writer would like to suggest as follow,

teachers should:

1. Improve their way in teaching vocabulary; they should motivate and

stimulate students by using cooperative learning especially in teaching

vocabulary

2. Consider the use of Cooperative Learning as a method to teach

vocabulary as it is effective for students.

3. Be able to manage and control small group discussion or any kind of

cooperative learning activities to encourage cooperation among the

students and eliminate competition. Because it was difficult to

maintain the effective learning without the class which under

controlled. Since small group discussion is an effective learning for

students, teacher should not leave the class.

4. Be well preparation. They have to spend much time to select the

suitable topics which related to their English lesson and design them

47

well. If it is necessary the teachers can use media to get the students

more understand.

5. Improve their knowledge about the various method or learning

strategies, so they can choose the best method for their students

6. Vary their techniques in the classroom because it can motivate their

students to study and they will not get bored easily.

48

BIBLIOGRAPHY

Arnold Jane, .Affect in Language Learning, Cambridge: Cambridge University

Press, 1999.

Arikunto, Suharsimi, ProsedurPenelitian, Jakarta: Rineka Cipta, 1996.

Burton S.H and Humpries, J.A Mastering English Language, London: The

Macmillan Press, 1992.

Buchori M., PsikologiPendidikan, Jakarta: AksaraBaru, 1983.

Carter Ronal, Vocabulary, New York: Routledge Taylor and Francis Group, 1998.

David Alles Edward and Rebecca M. Valet, Classroom Technique-.Foreign

Language and English as a Second Language, Harcourt Brace Jovanovich

Inc,1997.

Evelyn and M,Vago Robert, English Grammar Understanding the Basics

Cambridge: Cambridge University Press, 2010.

Frank,Marcella, Modern English a Practical Reference Guide, New York:

Prentice-Hall,1972.

Finocchiaro, Mary, English as a Second Language from Theory to Practice, New

Jersey: Englewood Cliffs, inc., 1989.

Fries, Charlie, Teaching and learning English as a foreign language,New York

The University of Michigan, 1945.

Gairns, Ruth , and Redman,Stuart.Working with Words: A Guide to Teaching and

Learning Vocabulary, Cambridge: Cambridge University Press, 1986.

Harmer, Jerem, How to Teach Vocabulary, Cambridge: Cambridge University

Press, 2003.

Hatch, Evelyn and Brown.Cheryl, vocabulary, Semantic and language Education,

Cambridge: Cambridge University Press, 1995.

Hornby A. S, Oxford Advanced Learner's Dictionary of Currant English, Oxford

University Press, 1974.

Haycraft John, an Introduction to English Language Teaching, Longman: 1986.

http://www./.ebrawords.com/index.php

http://www.allacademic.com/meta/p83974_index.html.

Kessler Carolyn, Cooperative Language Learning, New Jersey: Prentice Hall,

Inc., 1992.

Kristiantari, The Effectiveness of Cooperative Learning to Improve Students’

Vocabulary Mastery A Clas sroom Action Research at the Eighth Grade

Students of MTs.Nadlotul Muslimat Surakarta 2009-2010). Surakarta:

49

Universitas Negeri, Sebelas Maret Press,2010

Laird, and Gorell, Modern English Handbook, third Edition,(New

Jersey: Prenctice-Hall 1962.

Lado, Robert, Language Testing, London Longman, 1961.

Larsen, Diana-Freeman Technique and Principle in Language Teaching, Oxford:

Oxford University Press, 2000.

M. Johnson, Donna, Approaches to research in Language Learning, Longman:

University of Arizona, 1992.

Nasrun, Mahmud, English For Muslim University Students,(Jakarta:PTSwibakti

Darma, 2005.

Nunan, David, Research Method in Language Learning, Cambridge: Cambridge

University Press, 1992.

Roberts, Paul Understanding Grammar, (New York; Haper & Row

Publishers,1954

Richard. Jack C. and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, Cambridge: Cambridge University Press, 2001.

Richard, Jack C. and Willy A. Renandya.Methodology Language Teaching: an

Anthology of Current Practice,Cambridge: Cambridge University Press,

2002.

Stone, Jeanne M, Cooperative Learning Reading Activities, Kagan Publishing,

2000.

Slavin, E Robert.Cooperative Learning; theory, research and practice. (2nd

ed).New JerseyPrentice Hall, 1995.

Sharan, Shlomo. A Handbook of Cooperative Learning Method, London,

Prager Westport,1994.

Sudijono, Anas, PengantarStatistikPendidikan, Jakarta:PTGrafindoPersada, 2008.

Taylor, Linda, Teaching and Learning Vocabulary, Cambridge:University

Cambridge Press,1990.

Ur, Penny, A Course in Language 7eaching Practice and Theory: Cambridge

University Press, 1996.

Webster's, Meriam. Webster's Collegiate Dictionary, America: Springfield, 1944.

APPENDICES

LIST OF APPENDICES

1. Lesson Planing ........................................................................................... 50

2. Kisi Kisi Penulisan Soal Pre-Test .............................................................. 94

3. Kisi-Kisi Penulisan Soal Post-Test ............................................................ 96

4. Soal Pre-Test ............................................................................................. 98

5. Soal Post- Test ........................................................................................... 104

6. Key Pre-Test .............................................................................................. 109

7. Key Post-Test ............................................................................................. 110

8. T-Table Statistik ........................................................................................ 111

9. Silabus MTs, Al- Ishlah ............................................................................. 112

10. Surat Pengajuan Judul Skripsi ................................................................... 113

11. Surat Permohonan Izin Penelitian.............................................................. 114

12. Surat Keterangan Peniitian di Sekolah ...................................................... 115

50

Appendix I

LESSON PLANNING

EXPERIMENT CLASS

I. IDENTITAS

Mata Pelajaran : BahasaInggris

Satuan Pendidikan : MTs. Al- ishlah

Kelas/semester : VIII/I

AlokasiWaktu : 2 x 45 menit

Skill : Reading

Pertemuan : 1

TahunPelajaran : 2012/ 2013

II. STANDAR KOMPETENSI

1.1 Membaca

Memahami makna teks tulis fungsional dan esai pendek sangat sederhana

berbentuk desriptive text dan procedure yang berkaitan dengan lingkungan

terdekat.

Karakter Yang Diharapkan :

Disiplin (Discipline)

Rasa Hormat (Respect)

Tekun (Diligent)

Tanggung Jawab (Responsibility)

Jujur (Honest)

III. KOMPETENSI DASAR

Merespon makna dan langkah retorika secara akurat lancar dan berterima

dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat

dalam teks berbentuk descriptive.

Appendix I 51

IV. INDIKATOR

Mengidentifikasi berbagai informasi rinci dalam teks descriptive.

Mengidentifikasi ciri-ciri kebahasaan teks descriptive.

Mengidentifikasi langkah-langkah retorika teks descriptive.

Mengidentifikasi kosa kata dalam bentuk kata sifat(adjective)

V. TUJUAN PEMBELAJARAN

1. Pada akhir pembelajaran, siswa mampu menemukan informasi rinci dari

sebuah teks.

2. Pada akhir pembelajaran, siswa mampu menetukan makna kata tertentu

dalam teks.

3. Pada akhir pembelajaran, siswa mampumengidentifikasi ciri-ciri

kebahasaan dari sebuah teks.

4. Pada akhir pembelajaran, siswa mampu mengidentifikasi kosa kata dalam

bentuk kata sifat (adjective )

VI. MATERI POKOK DAN URAIAN MATERI

A. Teks monolog pendek descriptive text

B. Linguistic Features

Noun Ex: Paris is the capital of France

.

Adjective Ex: Leonardo da Vinci’s famous painting.

Another interesting feature of paris is the

River Seine.

The tower was the tallest structure in the

world.

VII.METODE PEMBELAJARAN / TEKHNIK

Cooperative Learning method

Small group Question-answer

VIII. LANGKAH LANGKAH KEGIATAN

a. Kegiatan Awal

Persiapan Siswa.

Salam pembuka, berdo’a, dan presensi siswa.

Appendix I 52

Menyampaikan tujuan pembelajaran

b. Kegiatan Inti

Eksplorasi

- Guru memotifasi siswa dengan kata-kata bijak, yang akan mendorong

siswa menjadi yang terbaik, serta tanya jawab. Guru memberikan

sebuah contoh descriptive text mengenai, Kota paris kemudian siswa

diminta memahami teks tersebut.

- Guru menjelaskan langkah-langkah retorika teks descriptive dan ciri-

ciri kebahasaanya.

- Guru memberikan sebuah kelompok, dalam small group terdiri dari 5

orang.

Elaborasi

- Siswa di minta bergabung dengan kelompok nya di mana small group

terdiri dari 5 orang. Dan Siswa diminta untuk membaca dan

memahami sebuah teksdescriptive “ Paris”.

- Siswa di minta bekerja sama dengan group nya masing-masing.

- Setiap kelompok nya Siswa diminta untuk menjawab pertanyaan

tentang text “Paris. ” untuk menemukan gagasan utama informasi

rinci.

- Dan setiap small group Siswa juga diminta untuk mengerjakan latihan

dalam pengembangan vocabulary adjective dari teks tersebut.

- Guru dan siswa membahas hasil jawaban siswa.

- Siswa diminta untuk menemukan fitur bahasa teks descriptive

tersebut. Dan menemukan dalam kosa kata vocabulary adjectives

Konfirmasi

- Guru bersama siswa menyimpulkan materi yang telah dipelajari.

- Guru memberi kesempatan kepada siswa untuk menayangkan materi

yang belum mereka mengerti.

Appendix I 53

c. Kegiatan Akhir

Siswa diminta untuk mengerjakan soal latihan yang ada di buku paket,

yaitu membaca sebuah descriptive text dan menjawab soal latihanya,

kemudian siswa diminta untuk menggarisbawahi ciri-ciri kebahasaan

dari teks tersebut.

IX. SUMBER BELAJAR

Drs. Suparmin,H. M.Pd dkk, Buku Kerja Siswa VIII Surakarta:Mediatama

Media : Marker, Worksheet

X.PENILAIAN

Teknik : Merespon pertanyaan secara tertulis

Bentuk : Pertanyan tertulis

Instrument : Terlampir.

XI.RUBIK PENILAIAN

Bagian Small group Skor

Active Jawaban benar

Jawaban tidak lengkap

Tidak menjawab

100

50

0

Not active Jawaban benar

Jawaban tidak lengkap

50

25

Mengetahui , Bekasi, 03 November 2012

Guru Pamong Guru Penelitian

Ema Suhaema, S.s Uu Dhia uddin

Appendix I 54

LESSON PLANNING

EXPERIMENT CLASS

I. IDENTITAS

Mata Pelajaran : BahasaInggris

Satuan Pendidikan : MTs. Al- ishlah

Kelas/semester : VIII/I

AlokasiWaktu : 2 x 45 menit

Skill : Reading

Pertemuan : 2

TahunPelajaran : 2012/ 2013

II. STANDAR KOMPETENSI

1.2 Membaca

Memahami makna teks tulis fungsional dan esai pendek sangat sederhana

berbentuk desriptive text dan procedure yang berkaitan dengan

lingkungan terdekat.

Karakter Yang Diharapkan :

Disiplin (Discipline)

Rasa Hormat (Respect)

Tekun (Diligent)

Tanggung Jawab (Responsibility)

Jujur (Honest)

III. KOMPETENSI DASAR

Merespon makna dan langkah retorika secara akurat lancar dan berterima

dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat

dalam teks berbentuk descriptive.

Appendix I 55

IV. INDIKATOR

memahami unsur -unsur tata bahasa kosakata, lafal dan ejaan

didalam teks dengan benar,

Mengidentifikasi ciri-ciri kebahasaan teks.

Siswa dapat membedakan unsur-unsur tata bahasa dengan benar

dan tepat

Siswa dapat Mengidentifikasi kosa kata dalam bentuk kata sifat

( vocabulary adjective)

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat memahami unsur -unsur tata bahasa

kosakata, lafal dan ejaan didalam teks dengan benar,

Pada akhir pembelajaran siswa dapat Mengidentifikasi ciri-ciri kebahasaan

teks.

Pada akhir pembelajaran siswa dapat Siswa dapat membedakan unsur-

unsur tata bahasa dengan benar dan tepat

Pada akhir pembelajaran siswa dapat Siswa dapat Mengidentifikasi kosa

kata dalam bentuk kata sifat ( vocabulary adjective)

VI. MATERI POKOK DAN URAIAN MATERI

A. Vocabulary:

Interesting clever happy

Famous easy green

Enjoy far helpful

Wolrd fresh great

Iron monument intelligent

Beautiful designer important

Smart painting kind

Crazy honor large

Careful elevator small

Clear fat slim

Appendix I 56

B. Class of Words

1. Noun

The class of word that is used to name or identify a person, place,

thing, action.

2. Verb

The class of word that describes an action or occurrence or indicates

a state of being

3. Adjective

The class of word that modifies a noun or a pronoun.

C. Linguistic Features

Noun Ex: Paris is the capital of France

Verb Ex: The tourists enjoy the trip in Bali

.

Adjective Ex: Leonardo da Vinci’s famous painting.

Another interesting feature of paris is the

River Seine.

The tower was the tallest structure in the

world.

NO

Words

Class of Words

noun verb adjective adverb

1 Clear

2 Smart

3 Small

4 Iron

5 Honor

Appendix I 57

VII. METODE PEMBELAJARAN / TEKHNIK

Cooperative Learning method

Small group

Question-answer

VIII. LANGKAH LANGKAH KEGIATAN

a. Kegiatan Awal

Persiapan Siswa.

Salam pembuka, berdo’a, dan presensi siswa.

Menyampaikan tujuan pembelajaran

b. Kegiatan Inti

Eksplorasi

- Guru memotifasi siswa dengan bermain games, bernyanyi dengan

estapet marker, pada akhir marker berhenti siswa harus menjawab arti

kosa kata yang di berikan ( vocabulary adjective,) serta tanya jawab

dalam bentuk nya. Guru memberikan sebuah contoh kosa kata text

mengenai, vocabulary adjective , noun, verb, adverb, kemudian siswa

diminta memahami teks dan kosa kata tersebut.

- Guru menjelaskan ciri-ciri kebahasaanya dalam mengenai vocabulary

adjectives

- Guru memberikan sebuah kelompok, dalam small group terdiri dari 5

orang. Dan setiap kelompok diberikan jubir small group

Elaborasi

- Siswa di minta bergabung dengan kelompok nya di mana small group

terdiri dari 5 orang. Dan Siswa diminta untuk membaca dan

memahami sebuah vocabulary yang di berikan mengenai vocabulary

adjective

- Siswa di minta bekerja sama dengan group nya masing-masing.

- Setiap kelompok nya Siswa diminta untuk menjawab arti dari sebuah

vocabulary tersebut. Dan setiap small group Siswa juga diminta untuk

mengerjakan latihan class of words dalam pengembangan vocabulary

adjective dari teks tersebut.

Appendix I 58

- Guru dan siswa membahas hasil jawaban siswa.

- Siswa diminta untuk menemukan class of words tersebut. Dan

menemukan dalam kosa kata vocabulary adjectives

Konfirmasi

- Guru bersama siswa menyimpulkan materi yang telah dipelajari.

- Guru memberi kesempatan kepada siswa untuk menayangkan materi

vocabulary yang belum mereka mengerti.

c.KegiatanAkhir

Siswa diminta untuk mengumpulkan kosa kata dalam vocabulary adjective

beserta makna artinya.

IX. SUMBER BELAJAR

Drs. Suparmin,H. M.Pd dkk, Buku Kerja Siswa VIII Surakarta:Mediatama

Media : Marker, Worksheet

X. PENILAIAN

a. Teknik : Merespon pertanyaan secara tertulis

b. Bentuk : Pertanyan tertulis

c. Instrument : Terlampir.

XI. RUBIK PENILAIAN

Bagian Small group Skor

Active Jawaban benar

Jawaban tidak lengkap

Tidak menjawab

100

50

0

Not active Jawaban benar

Jawaban tidak lengkap

50

25

Mengetahui , Bekasi, 08 November 2012

Guru Pamong Guru Penelitan

Ema Suhaema, S.s Uu Dhia uddin

Appendix I 59

NO

Words

Class of Words

noun verb Adjective adverb

1 Clear

2 Smart

3 Small

4 Iron

5 Honor

6 Slim

7 dangerous

8 Beautiful

9 Cold

10 Far

Appendix I 60

LESSON PLANNING

EXPERIMENT CLASS

I. IDENTITAS

Mata Pelajaran : BahasaInggris

Satuan Pendidikan : MTs. Al- ishlah

Kelas/semester : VIII/I

AlokasiWaktu : 2 x 45 menit

Skill : writing

Pertemuan : 3

TahunPelajaran : 2012/ 2013

II. STANDAR KOMPETENSI

Writing

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan

lingkungan terdekat.

Karakter Yang Diharapkan :

Disiplin (Discipline)

Rasa Hormat (Respect)

Tekun (Diligent)

Tanggung Jawab (Responsibility)

Jujur (Honest)

III. KOMPETENSI DASAR

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar

dan berterima untuk berinteraksi.

Appendix I 61

IV. INDIKATOR

memahami unsur -unsur tata bahasa kosakata, lafal dan ejaan

didalam teks dengan benar,

Mengidentifikasi ciri-ciri kebahasaan vocabulary adjective dengan

benar dan tepat.

Siswa dapat membedakan unsur-unsur tata bahasa dengan benar

dan tepat

Siswa dapat membuat kalimat sesuai dengan posisi adjective

dengan benar dan tepat.

Siswa dapat Mengidentifikasi kosa kata dalam bentuk kata sifat

( vocabulary adjective)

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat memahami unsur -unsur tata

bahasa kosakata, lafal dan ejaan didalam teks dengan benar,

Pada akhir pembelajaran siswa dapatmengidentifikasi ciri-ciri

kebahasaan vocabulary adjective dengan benar dan tepat.

Pada akhir pembelajaran siswa dapat membedakan unsur-unsur

tata bahasa dengan benar dan tepat

Pada akhir pembelajaran siswa dapat membuat kalimat sesuai

dengan posisi adjective dengan benar dan tepat.

Pada akhir pembelajaran siswa dapat mengidentifikasi kosa kata

dalam bentuk kata sifat ( vocabulary adjective)

VI. MATERI POKOK DAN URAIAN MATERI

1. Vocabulary:

Old small pretty short

Nice tall fat wavy

Beautiful young big kind

Smart large. Long good

Appendix I 62

Linguistic Features

Adjective Ex: Leonardo da Vinci’s famous painting.

Another interesting feature of paris is the River Seine.

Rihana is a tall girl

She is a slim girl

The tower was the tallest structure in the world.

VII. METODE PEMBELAJARAN / TEKHNIK

Cooperative Learning method

Small group

Question-answer

VIII. LANGKAH LANGKAH KEGIATAN

d. Kegiatan Awal

Persiapan Siswa.

Salam pembuka, berdo’a, dan presensi siswa.

Menyampaikan tujuan pembelajaran

e. Kegiatan Inti

Eksplorasi

- Guru memotifasi siswa dengan bermain games vocabulary Crads,

dengan estapet , pada akhir vocabulary berhenti siswa harus menjawab

arti kosa kata yang di berikan (vocabulary adjective,) serta tanya jawab

dalam bentuk nya. Guru memberikan sebuah contoh kosa kata text

mengenai, vocabulary adjective , dan menjelaskan posisi penempatan

adjective kemudian siswa diminta memahami teks kalimatdan

vocabulary tersebut.

- Guru menjelaskan ciri-ciri kebahasaanya dalam mengenai vocabulary

adjectives

Singular Plural

an old man

a nice room

Old men

Nice rooms

Appendix I 63

- Guru memberikan sebuah kelompok, dalam small group terdiri dari 5

orang. Dan setiap kelompok diberikan jubir small group

Elaborasi

- Siswa di minta bergabung dengan kelompok nya di mana small group

terdiri dari 5 orang. Dan Siswa diminta untuk membaca dan

memahami sebuah vocabulary yang di berikan mengenai vocabulary

adjectives

- Siswa di minta bekerja sama dengan group nya masing-masing.

- Setiap kelompok nya Siswa diminta untuk menjawab arti dari sebuah

vocabulary tersebut. Dan setiap small group Siswa juga diminta untuk

mengerjakan latihan dalam membuat kalimat dari vocabulary adjective

dalam pengembangan vocabulary adjective dari teks tersebut.

- Guru dan siswa membahas hasil jawaban siswa.

Siswa diminta untuk membuat kalimat dengan vocabulary adjective

yang ada tersebut.Dan memberikan tanda pada vocabulary adjectives

tersebut .

Konfirmasi

- Guru bersama siswa menyimpulkan materi yang telah dipelajari.

- Guru memberi kesempatan kepada siswa untuk menayangkan materi

vocabulary yang belum mereka mengerti.

f. Kegiatan Akhir

Siswa diminta untuk mengumpulkan kosa kata dalam vocabulary

adjective beserta makna artinya.

Appendix I 64

IX. SUMBER BELAJAR

Drs. Suparmin,H. M.Pd dkk, Buku Kerja Siswa VIII Surakarta:Mediatama

Media : Marker, Worksheet

X. PENILAIAN

Teknik : Merespon pertanyaan secara tertulis

Bentuk : Pertanyan tertulis

Instrument : Terlampir.

XI. RUBIK PENILAIAN

Bagian Small group Skor

Active Jawaban benar

Jawaban tidak lengkap

Tidak menjawab

100

50

0

Not active Jawaban benar

Jawaban tidak lengkap

50

25

Mengetahui , Bekasi, 10 November 2012

Guru Pamong Guru Penelitian

Ema Suhaema, S.s Uu Dhia uddin

Appendix I 65

LESSON PLANNING

EXPERIMENT CLASS

I. IDENTITAS

Mata Pelajaran : BahasaInggris

Satuan Pendidikan : MTs. Al- ishlah

Kelas/semester : VIII/I

AlokasiWaktu : 2 x 45 menit

Skill : writing

Pertemuan : 4

TahunPelajaran : 2012/ 2013

II. STANDAR KOMPETENSI

Writing

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan

lingkungan terdekat.

Karakter Yang Diharapkan :

Disiplin (Discipline)

Rasa Hormat (Respect)

Tekun (Diligent)

Tanggung Jawab (Responsibility)

Jujur (Honest)

Appendix I 66

III. KOMPETENSI DASAR

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar

dan berterima untuk berinteraksi.

IV. INDIKATOR

memahami unsur -unsur tata bahasa kosakata, lafal dan ejaan

didalam teks dengan benar,

Mengidentifikasi ciri-ciri kebahasaan vocabulary adjective dengan

benar dan tepat.

Siswa dapat membedakan unsur-unsur tata bahasa dengan benar

dan tepat

Siswa dapat membuat kalimat sesuai dengan posisi adjective

dengan benar dan tepat.

Siswa dapat Mengidentifikasi kosa kata dalam bentuk kata sifat

( vocabulary adjective)

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat memahami unsur -unsur tata

bahasa kosakata, lafal dan ejaan didalam teks dengan benar,

Pada akhir pembelajaran siswa dapatmengidentifikasi ciri-ciri

kebahasaan vocabulary adjective dengan benar dan tepat.

Pada akhir pembelajaran siswa dapat membedakan unsur-unsur

tata bahasa dengan benar dan tepat

Pada akhir pembelajaran siswa dapat membuat kalimat sesuai

dengan posisi adjective dengan benar dan tepat.

Pada akhir pembelajaran siswa dapat mengidentifikasi kosa kata

dalam bentuk kata sifat ( vocabulary adjective)

Appendix I 67

VI. MATERI POKOK DAN URAIAN MATERI

Vocabulary:

Old small pretty short

Nice tall fat wavy

Beautiful young big kind

Smart large. Long good

The Position of Adjective

1) The adjectives come before noun

Example: a young man new shoes

a nice girl empty boxes

2) Adjectives come after verb

Example: He is young she looks nice

The soup smells good

3) Certain adjectives, comes after a verb, but they do not come before noun

Example: He is asleep

He is a sleeping man

VII. METODE PEMBELAJARAN / TEKHNIK

Cooperative Learning method

Small group

Question-answer

VIII. LANGKAH LANGKAH KEGIATAN

Kegiatan Awal

Persiapan Siswa.

Salam pembuka, berdo’a, dan presensi siswa.

Menyampaikan tujuan pembelajaran

Kegiatan Inti

Eksplorasi

Appendix I 68

- Guru memotifasi siswa dengan bermain games consentrasi pada tepuk

tangan, jika salah satu siswa tidak konsentrasi , akan diberikan sanksi

yakni sebutkan vocabulary adjective dengan arti kosa kata tersebut

serta membuat kalimat sederhana dalam vocabulary adjective. Guru

memberikan sebuah contoh kalimat mengenai, vocabulary adjective ,

dan menjelaskan posisi penempatan adjective kemudian siswa diminta

memahami teks kalimatdan vocabulary tersebut.

- Guru menjelaskan ciri-ciri kebahasaanya dalam mengenai vocabulary

adjectives

- Guru memberikan sebuah kelompok, dalam small group terdiri dari 5

orang. Dan setiap kelompok diberikan jubir small group

Elaborasi

- Siswa di minta bergabung dengan kelompok nya di mana small group

terdiri dari 5 orang. Dan Siswa diminta untuk membaca dan

memahami sebuah vocabulary yang di berikan mengenai vocabulary

adjectives

- Siswa di minta bekerja sama dengan group nya masing-masing.

- Setiap kelompok nya Siswa diminta untuk menjawab arti dari sebuah

vocabulary tersebut. Dan setiap small group Siswa juga diminta untuk

mengerjakan latihan dalam membuat kalimat dari vocabulary adjective

dalam pengembangan vocabulary adjective dari teks tersebut.

- Guru dan siswa membahas hasil jawaban siswa.

Siswa diminta untuk membuat kalimat dengan vocabulary adjective

yang ada tersebut.Dan memberikan tanda pada vocabulary adjectives

tersebut

Konfirmasi

- Guru bersama siswa menyimpulkan materi yang telah dipelajari.

- Guru memberi kesempatan kepada siswa untuk menayangkan materi

vocabulary yang belum mereka mengerti.

Appendix I 69

Kegiatan Akhir

Siswa diminta untuk mengumpulkan 10 kosa kata dalam vocabulary

adjective beserta makna artinya.

IX. SUMBER BELAJAR

Drs. Suparmin,H. M.Pd dkk, Buku Kerja Siswa VIII Surakarta:Mediatama

Media : Marker, Worksheet

Teknik : Merespon pertanyaan secara tertulis

Bentuk : Pertanyan tertulis

Instrument : Terlampir.

X. RUBIK PENILAIAN

Bagian Small group Skor

Active Jawaban benar

Jawaban tidak lengkap

Tidak menjawab

100

50

0

Not active Jawaban benar

Jawaban tidak lengkap

50

25

Mengetahui , Bekasi, 12 November 2012

Guru Pamong Guru Penelitian

Ema Suhaema, S.s Uu Dhia uddin

Appendix I 70

LESSON PLANNING

EXPERIMENT CLASS

I. IDENTITAS

Mata Pelajaran : BahasaInggris

Satuan Pendidikan : MTs. Al- ishlah

Kelas/semester : VIII/I

AlokasiWaktu : 2 x 45 menit

Skill : Reading

Pertemuan : 5

TahunPelajaran : 2012/ 2013

II. STANDAR KOMPETENSI

Reading

Memahami makna teks tulis fungsional dan esai pendek sangat sederhana

berbentuk desriptive text dan procedure yang berkaitan dengan

lingkungan terdekat.

Karakter Yang Diharapkan :

Disiplin (Discipline)

Rasa Hormat (Respect)

Tekun (Diligent)

Tanggung Jawab (Responsibility)

Jujur (Honest)

III. KOMPETENSI DASAR

Merespon makna dan langkah retorika secara akurat lancar dan berterima

dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat

dalam teks berbentuk descriptive.

Appendix I 71

IV. INDIKATOR

memahami unsur -unsur tata bahasa kosakata, lafal dan ejaan

didalam teks dengan benar,

Mengidentifikasi ciri-ciri kebahasaan vocabulary adjective dengan

benar dan tepat.

Siswa dapat membedakan unsur-unsur tata bahasa dengan benar

dan tepat

Siswa dapat membuat kalimat sesuai dengan posisi adjective

dengan benar dan tepat.

Siswa dapat Mengidentifikasi kosa kata dalam bentuk kata sifat

( vocabulary adjective)

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat memahami unsur -unsur tata

bahasa kosakata, lafal dan ejaan didalam teks dengan benar,

Pada akhir pembelajaran siswa dapatmengidentifikasi ciri-ciri

kebahasaan vocabulary adjective dengan benar dan tepat.

Pada akhir pembelajaran siswa dapat membedakan unsur-unsur

tata bahasa dengan benar dan tepat

Pada akhir pembelajaran siswa dapat membuat kalimat sesuai

dengan posisi adjective dengan benar dan tepat.

Pada akhir pembelajaran siswa dapat mengidentifikasi kosa kata

dalam bentuk kata sifat ( vocabulary adjective)

Appendix I 72

VI. MATERI POKOK DAN URAIAN MATERI

Vocabulary:

Old small pretty short

Nice tall fat wavy

Beautiful young big kind

Smart large. Long good

Physical Appearance

Ari is tall boy. His friend, Indra, is short. Andi is a fat boy. He is Ari’s

friend, too. Ari is very kind. He is a good boy, so his friends like him very

much.

Anita is a pretty girl. She is Ari’s sister. She has long hair. She is very kind,

too. Anita is a nice girl. She always helps her grandmother. Anita has a

friend. Her name is Ratna. She has wavy hair and she is a slim girl.

VII. METODE PEMBELAJARAN / TEKHNIK

Cooperative Learning method

Small group

Question-answer

VIII. LANGKAH LANGKAH KEGIATAN

Kegiatan Awal

Persiapan Siswa.

Salam pembuka, berdo’a, dan presensi siswa.

Menyampaikan tujuan pembelajaran

Kegiatan Inti

Eksplorasi

- Guru memotifasi siswa dengan bermain games consentrasi pada warna,

jika salah satu siswa tidak konsentrasi , akan diberikan sanksi yakni

Appendix I 73

sebutkan vocabulary adjective dengan arti kosa kata tersebut serta

membuat kalimat sederhana dalam vocabulary adjective. Guru

memberikan sebuah contoh kalimat mengenai, vocabulary adjective ,

dan menjelaskan posisi penempatan adjective kemudian siswa diminta

memahami teks kalimatdan vocabulary tersebut.

- Guru menjelaskan ciri-ciri kebahasaanya dalam mengenai vocabulary

adjectives

- Guru memberikan sebuah kelompok, dalam small group terdiri dari 5

orang. Dan setiap kelompok diberikan jubir small group

Elaborasi

- Siswa di minta bergabung dengan kelompok nya di mana small group

terdiri dari 5 orang. Dan Siswa diminta untuk membaca dan

memahami sebuah vocabulary yang di berikan mengenai vocabulary

adjectives

- Siswa di minta bekerja sama dengan group nya masing-masing.

- Setiap kelompok nya Siswa diminta untuk menjawab arti dari sebuah

vocabulary tersebut. Dan setiap small group Siswa juga diminta untuk

membuat kalimat seperti contoh reading diatas mengenai vocabulary

adjective untuk pengembangan vocabulary adjective.

- Guru dan siswa membahas hasil jawaban siswa.

Siswa diminta untuk menggaris bawahi pada vocabulary adjective

yang ada tersebut.Dan memberikan keterangan pada vocabulary

adjectives tersebut .

Konfirmasi

- Guru bersama siswa menyimpulkan materi yang telah dipelajari.

- Guru memberi kesempatan kepada siswa untuk menayangkan materi

vocabulary yang belum mereka mengerti.

Appendix I 74

Kegiatan Akhir

Siswa diminta untuk mengumpulkan kosa kata dalam vocabulary

adjective beserta makna artinya.

IX. SUMBER BELAJAR

Ai Siti Djamilah dkk,Contextual English Developing Competencies in

English Use for VIII, SMP/MTs. :Grafindo Media Pratama

Media : Marker, infocus Worksheet

X. PENILAIAN

Teknik : Merespon pertanyaan secara tertulis

Bentuk : Pertanyan tertulis

Instrument : Terlampir.

XI. RUBIK PENILAIAN

Bagian Small group Skor

Active Jawaban benar

Jawaban tidak lengkap

Tidak menjawab

100

50

0

Not active Jawaban benar

Jawaban tidak lengkap

50

25

Mengetahui , Bekasi, 17 November 2012

Guru Pamong Guru Penelitian

Ema Suhaema, S.s Uu Dhia uddin

Appendix I 75

Practice 1.

Read the text carefully and identify the adjectives

Physical Appearance

Ari is tall boy. His friend, Indra, is short. Andi is a fat boy. He is

Ari’s friend, too. Ari is very kind. He is a good boy, so his friends like him

very much.

Anita is a pretty girl. She is Ari’s sister. She has long hair. She is

very kind, too. Anita is a nice girl. She always helps her grandmother.

Anita has a friend. Her name is Ratna. She has wavy hair and she is a slim

girl.

Practice 2

State whether these statements are true (T ) or false (F) based on the text in practice

1.

Statements T ( true ) F (False )

1. Ari is a tall boy

2. Ari is very kind

3. Andi is thin boy

4. Anita is a pretty

girl

5. Ratna is a fat girl

Appendix I 76

LESSON PLANNING

EXPERIMENT CLASS

I. IDENTITAS

Mata Pelajaran : BahasaInggris

Satuan Pendidikan : MTs. Al- ishlah

Kelas/semester : VIII/I

AlokasiWaktu : 2 x 45 menit

Skill : writing

Pertemuan : 6

TahunPelajaran : 2012/ 2013

II. STANDAR KOMPETENSI

Writing

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan

lingkungan terdekat.

Karakter Yang Diharapkan:

Disiplin (Discipline)

Rasa Hormat (Respect)

Tekun (Diligent)

Tanggung Jawab (Responsibility)

Jujur (Honest)

Appendix I 77

III. KOMPETENSI DASAR

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar

dan berterima untuk berinteraksi.

IV. INDIKATOR

memahami unsur -unsur tata bahasa kosakata, lafal dan ejaan

didalam teks dengan benar,

Mengidentifikasi ciri-ciri kebahasaan vocabulary adjective dengan

benar dan tepat.

Siswa dapat membedakan unsur-unsur tata bahasa dengan benar

dan tepat

Siswa dapat membuat kalimat sesuai dengan posisi adjective

dengan benar dan tepat.

Siswa dapat Mengidentifikasi kosa kata dalam bentuk kata sifat

( vocabulary adjective)

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat memahami unsur -unsur tata

bahasa kosakata, lafal dan ejaan didalam teks dengan benar,

Pada akhir pembelajaran siswa dapatmengidentifikasi ciri-ciri

kebahasaan vocabulary adjective dengan benar dan tepat.

Pada akhir pembelajaran siswa dapat membedakan unsur-unsur

tata bahasa dengan benar dan tepat

Pada akhir pembelajaran siswa dapat membuat kalimat sesuai

dengan posisi adjective dengan benar dan tepat.

Pada akhir pembelajaran siswa dapat mengidentifikasi kosa kata

dalam bentuk kata sifat ( vocabulary adjective)

Appendix I 78

VI. MATERI POKOK DAN URAIAN MATERI

Vocabulary:

Sunny small pretty short

Nice tall fat wavy

Beautiful young big kind

Smart large. Long good

Linguistic Features

Adjective Ex: Leonardo da Vinci’s famous painting.

Another interesting feature of paris is the

River Seine.

Rihana is a tall girl

She is a slim girl

The tower was the tallest structure in the

world.

The Order of Adjective

1) When we use two or more adjectives in a sentence, the adjective telling

opinion( nice, beautiful) normally comes before adjective telling facts(

sunny, blue)

Example: a nice sunny day

Appendix I 79

2) When two or more adjectives telling about facts come before a noun, they

go in the following order.

Example:

a large wooden box ( size + material )

an old French woman ( age + opinion )

a tall thin man ( size + shape )

a white plastic shopping bag ( colour +material+purpose)

VII. METODE PEMBELAJARAN / TEKHNIK

Cooperative Learning method

Small group

Question-answer

VIII. LANGKAH LANGKAH KEGIATAN

g. Kegiatan Awal

Persiapan Siswa.

Salam pembuka, berdo’a, dan presensi siswa.

Menyampaikan tujuan pembelajaran

h. Kegiatan Inti

Eksplorasi

- Guru memotifasi siswa dengan bermain vocabulary cards, dengan

estapet , pada akhir vocabulary berhenti siswa harus menjawab arti

kosa kata yang di berikan (vocabulary adjective,) serta tanya jawab

dalam bentuk nya. Guru memberikan sebuah contoh kosa kata text

Opinion+ size+shape+ colour +origin + material +purpose

+Noun

Appendix I 80

mengenai, vocabulary adjective , dan menjelaskan posisi penempatan

adjective kemudian siswa diminta memahami teks kalimatdan

vocabulary tersebut.

- Guru menjelaskan ciri-ciri kebahasaanya dalam mengenai vocabulary

adjectives

- Guru memberikan sebuah kelompok, dalam small group terdiri dari 5

orang. Dan setiap kelompok diberikan jubir small group

Elaborasi

- Siswa di minta bergabung dengan kelompok nya di mana small group

terdiri dari 5 orang. Dan Siswa diminta untuk membaca dan

memahami sebuah vocabulary yang di berikan mengenai vocabulary

adjectives

- Siswa di minta bekerja sama dengan group nya masing-masing.

- Setiap kelompok nya Siswa diminta untuk menjawab arti dari sebuah

vocabulary tersebut. Dan setiap small group Siswa juga diminta untuk

mengerjakan latihan dalam membuat kalimat dari vocabulary adjective

dalam pengembangan vocabulary adjective dari teks tersebut.

- Guru dan siswa membahas hasil jawaban siswa.

Siswa diminta untuk membuat kalimat dengan vocabulary adjective

yang ada tersebut.Dan memberikan tanda pada vocabulary adjectives

tersebut .

Konfirmasi

- Guru bersama siswa menyimpulkan materi yang telah dipelajari.

- Guru memberi kesempatan kepada siswa untuk menayangkan materi

vocabulary yang belum mereka mengerti.

Kegiatan Akhir

Appendix I 81

Siswa diminta untuk mengumpulkan kosa kata dalam vocabulary

adjective beserta makna artinya.

IX. SUMBER BELAJAR

Drs. Suparmin,H. M.Pd dkk, Buku Kerja Siswa VIII Surakarta:Mediatama

Media : Marker, Worksheet

X. PENILAIAN

Teknik : Merespon pertanyaan secara tertulis

Bentuk : Pertanyan tertulis

Instrument : Terlampir.

XI. RUBIK PENILAIAN

Bagian Small group Skor

Active Jawaban benar

Jawaban tidak lengkap

Tidak menjawab

100

50

0

Not active Jawaban benar

Jawaban tidak lengkap

50

25

Mengetahui , Bekasi, 19 November 2012

Guru Pamong Guru Penelitian

Ema Suhaema, S.s Uu Dhia uddin

Appendix I 82

Practice

Choose the correct order of adjectives for each number!

1. a. a small Canadian thin lady

b. a Canadian small thin lady

c. a small thin Canadian lady

d. a thin small Canadian lady

2. a a beautiful blue sailing boat

b. a blue beautiful sailing boat

c. a sailing beautiful blue boat

d. a blue sailing beautiful boat

3. a. an old wooden square table

b. a square wooden old table

c. an old square wooden table

d. a wooden old square table

4. a. a new French exciting band

b. a French new exciting band

c. an exciting French new band

d. an exciting new French band

5. a. a cotton dirty old tie

b. a dirty cotton old tie

c. an old cotton dirty tie

d. a dirty old cotton tie

Appendix I 83

LESSON PLANNING

EXPERIMENT CLASS

I. IDENTITAS

Mata Pelajaran : BahasaInggris

Satuan Pendidikan : MTs. Al- ishlah

Kelas/semester : VIII/I

AlokasiWaktu : 2 x 45 menit

Skill : Reading

Pertemuan : 7

TahunPelajaran : 2012/ 2013

II. STANDAR KOMPETENSI

Reading

Memahami makna teks tulis fungsional dan esai pendek sangat sederhana

berbentuk desriptive text dan procedure yang berkaitan dengan

lingkungan terdekat.

Karakter Yang Diharapkan :

Disiplin (Discipline)

Rasa Hormat (Respect)

Tekun (Diligent)

Tanggung Jawab (Responsibility)

Jujur (Honest)

III. KOMPETENSI DASAR

Merespon makna dan langkah retorika secara akurat lancar dan berterima

dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat

dalam teks berbentuk descriptive.

Appendix I 84

IV. INDIKATOR

memahami unsur -unsur tata bahasa kosakata, lafal dan ejaan

didalam teks dengan benar,

Mengidentifikasi ciri-ciri kebahasaan vocabulary adjective melalui

media gambar dengan benar dan tepat

Siswa dapat membedakan unsur-unsur tata bahasa adjective

melalui media gambar dengan benar dan tepat

Siswa dapat membuat kalimat sesuai dengan posisi adjective

dengan benar dan tepat.

Siswa dapat Mengidentifikasi kosa kata adjectives dalam simulasi

bentuk gambar ( vocabulary adjective) dengan benar dan tepat.

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran kali ini siswa dapat memahami unsur -

unsur tata bahasa kosakata, lafal dan ejaan didalam teks dengan

benar,

Pada akhir pembelajaran kali ini siswa mampu mengidentifikasi

ciri-ciri kebahasaan vocabulary adjective melalui simulasi media

gambar dengan benar dan tepat

Pada akhir pembelajaran kali ini siswa mampu membedakan unsur-

unsur tata bahasa adjective melalui simulasi media gambar dengan

benar dan tepat

Pada akhir pembelajaran kali ini siswa mampu membuat kalimat

sesuai dengan posisi adjective dengan benar dan tepat.

Pada akhir pembelajaran kali ini siswa mampu mengidentifikasi

kosa kata adjectives dalam simulasi bentuk gambar ( vocabulary

adjective) dengan benar dan tepat.

Appendix I 85

VI. MATERI POKOK DAN URAIAN MATERI

Vocabulary:

Old sick crazy slow

handsome big fat quick

cold busy big

far dangerous famous

VII. METODE PEMBELAJARAN / TEKHNIK

Cooperative Learning method

Small group

Question-answer

Appendix I 86

VIII. LANGKAH LANGKAH KEGIATAN

Kegiatan Awal

Persiapan Siswa.

Salam pembuka, berdo’a, dan presensi siswa.

Menyampaikan tujuan pembelajaran

Kegiatan Inti

Eksplorasi

- Guru memotifasi siswa dengan bermain games consentrasi simulasi

pada gambar yang menyangkut vocabulary adjective jika salah satu

siswa tidak konsentrasi , akan diberikan sanksi yakni sebutkan

vocabulary adjective dengan arti kosa kata tersebut serta membuat

kalimat sederhana dalam vocabulary adjective. Guru memberikan

sebuah contoh simulasi gambar mengenai vocabulary adjective , dan

menjelaskan posisi penempatan adjective kemudian siswa diminta

memahami simulasi gambar pada vocabulary tersebut.

- Guru menjelaskan ciri-ciri kebahasaanya dalam mengenai vocabulary

adjectives pada simulasi gambar

- Guru memberikan sebuah kelompok, dalam small group terdiri dari 5

orang. Dan setiap kelompok diberikan jubir small group

Elaborasi

- Siswa di minta bergabung dengan kelompok nya di mana small group

terdiri dari 5 orang. Dan Siswa diminta untuk membaca dan

memahami sebuah vocabulary yang di berikan mengenai vocabulary

adjectives

- Siswa di minta bekerja sama dengan group nya masing-masing.

- Setiap kelompok nya Siswa diminta untuk menjawab arti dari sebuah

vocabulary tersebut. Dan setiap small group Siswa juga diminta untuk

membuat kalimat pada kosa kata gambar diatas mengenai vocabulary

adjective untuk pengembangan vocabulary adjective.

- Guru dan siswa membahas hasil jawaban siswa

Appendix I 87

Siswa diminta untuk berdiskusi pada simulasi gambar vocabulary

adjective yang ada tersebut.Dan memberikan keterangan pada

vocabulary adjectives tersebut

Konfirmasi

- Guru bersama siswa menyimpulkan materi yang telah dipelajari.

- Guru memberi kesempatan kepada siswa untuk menayangkan materi

vocabulary yang belum mereka mengerti.

Kegiatan Akhir

Siswa diminta untuk mengumpulkan kosa kata dalam vocabulary

adjective beserta makna artinya.

IX. SUMBER BELAJAR

Ai Siti Djamilah dkk,Contextual English Developing Competencies in

English Use for VIII, SMP/MTs. :Grafindo Media Pratama dan internet

Media : Marker, infocus Worksheet

X. PENILAIAN

Teknik : Merespon pertanyaan secara tertulis

Bentuk : Pertanyan tertulis

Instrument : Terlampir.

XI. RUBIK PENILAIAN

Bagian Small group Skor

Active Jawaban benar

Jawaban tidak lengkap

Tidak menjawab

100

50

0

Not active Jawaban benar

Jawaban tidak lengkap

50

25

Mengetahui , Bekasi, 22 November 2012

Guru Pamong Guru Penelitian

Ema Suhaema, S.s Uu Dhia uddin

Appendix I 88

Match the following words with their appropriate pictures!

NO WORD Pictures

1

2.

3.

4.

5.

6.

Cold

Handsome

Busy

Hungry

Fat

Far

…… …...

….. …..

……..

7

8.

9.

10.

Old

Dangerous

sick

famous

…… ……

…….

…… ……

Appendix I 89

LESSON PLANNING

EXPERIMENT CLASS

I. IDENTITAS

Mata Pelajaran : BahasaInggris

Satuan Pendidikan : MTs. Al- ishlah

Kelas/semester : VIII/I

AlokasiWaktu : 2 x 45 menit

Skill : writing

Pertemuan : 8

TahunPelajaran : 2012/ 2013

II. STANDAR KOMPETENSI

Writing

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan

lingkungan terdekat.

Karakter Yang Diharapkan :

Disiplin (Discipline)

Rasa Hormat (Respect)

Tekun (Diligent)

Tanggung Jawab (Responsibility)

Jujur (Honest)

III. KOMPETENSI DASAR

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar

dan berterima untuk berinteraksi.

Appendix I 90

IV. INDIKATOR

memahami unsur -unsur tata bahasa kosakata, lafal dan ejaan

didalam teks dengan benar,

Mengidentifikasi ciri-ciri degree comparison of adjective dengan

benar dan tepat.

Siswa dapat membedakan unsur-unsur tata bahasa dengan benar

dan tepat

Siswa dapat membuat kalimat degree comparison of adjective

dengan benar dan tepat.

Siswa dapat Mengidentifikasi kosa kata degree comparison of

adjective dengan benar dan tepat.

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran kali ini siswa mampu memahami unsur -

unsur tata bahasa kosakata, lafal dan ejaan didalam teks dengan

benar,

Pada akhir pembelajaran kali ini siswa mampumengidentifikasi

ciri-ciri degree comparison of adjective dengan benar dan tepat.

Pada akhir pembelajaran kali ini siswa mampu membedakan unsur-

unsur tata bahasa dengan benar dan tepat

Pada akhir pembelajaran kali ini siswa mampu membuat kalimat

degree comparison of adjective dengan benar dan tepat.

Pada akhir pembelajaran kali ini siswa mampu mengidentifikasi

kosa kata degree comparison of adjective dengan benar dan tepat.

VI. MATERI POKOK DAN URAIAN MATERI

Vocabulary:

Small smaller smallest

Big bigger biggest

Appendix I 91

1) Comparative degree

Noun

1

be (adj+ er ) than Noun2

Example: Bali island is smaller than java island.

2) Superlative degree

Noun

1 be

The most (adj)

The (adj + est ) Of all

Example: Kuta beach is the most beautiful beach of all

VII. METODE PEMBELAJARAN / TEKHNIK

Cooperative Learning method

Small group

Question-answer

VIII. LANGKAH LANGKAH KEGIATAN

Kegiatan Awal

Persiapan Siswa.

Salam pembuka, berdo’a, dan presensi siswa.

Menyampaikan tujuan pembelajaran

Kegiatan Inti

Eksplorasi

- Guru memotifasi siswa dengan bermain games degree comparison,

yang berhubungan pad ukuran poster tubuh nya dan mengartikan nya

kalimat yang di berikan serta tanya jawab dalam bentuk nya. Guru

Appendix I 92

memberikan sebuah contoh kalimat degree comparison of adjective

,dan menjelaskan posisi penempatanny kemudian siswa diminta

memahami teks kalimatdan vocabulary tersebut.

- Guru menjelaskan ciri-ciri kebahasaanya dalam mengenai degree

comparison of adjective

- Guru memberikan sebuah kelompok, dalam small group terdiri dari 5

orang. Dan setiap kelompok diberikan jubir small group

Elaborasi

- Siswa di minta bergabung dengan kelompok nya di mana small group

terdiri dari 5 orang. Dan Siswa diminta untuk membaca dan

memahami sebuah kalimat degree comparison of adjective yang di

berikan.

- Siswa di minta bekerja sama dengan group nya masing-masing.

- Setiap kelompok nya Siswa diminta untuk menjawab arti dari sebuah

vocabulary tersebut. Dan setiap small group Siswa juga diminta untuk

membuat kalimat degree comparison ( comparative dan superlative )

untuk pengembangan vocabulary adjective dari teks tersebut.

- Guru dan siswa membahas hasil jawaban siswa.

Siswa diminta untuk mengapresiasikan contoh kalimat yang mereka

buat dan mendiskusikan nya.

Konfirmasi

- Guru bersama siswa menyimpulkan materi yang telah dipelajari.

- Guru memberi kesempatan kepada siswa untuk menayangkan materi

degree comparison of adjective yang belum mereka mengerti.

Kegiatan Akhir

Siswa diminta untuk mengumpulkan kosa kata dalam vocabulary

adjective beserta makna artinya.

IX. SUMBER BELAJAR

Appendix I 93

Drs. Suparmin,H. M.Pd dkk, Buku Kerja Siswa VIII Surakarta:Mediatama

Media : Marker, Worksheet

X. PENILAIAN

Teknik : Merespon pertanyaan secara tertulis

Bentuk : Pertanyan tertulis

Instrument : Terlampir.

XI. RUBIK PENILAIAN

Bagian Small group Skor

Active Jawaban benar

Jawaban tidak lengkap

Tidak menjawab

100

50

0

Not active Jawaban benar

Jawaban tidak lengkap

50

25

Mengetahui , Bekasi, 24 November 2012

Guru Pamong Guru Penelitian

Ema Suhaema, S.s Uu Dhia uddin

Appendix I 94

Practice 1

Complete the sentences by using the words in the brackets. Use the correct

comparative forms!

1. The town is …… (beautiful ) than I thought

2. The flight is …….(long) than the scheduled time

3. She speaks English ……. (fluently) than I do

4. This painting is ………..( great) in the gallery

5. This trip is ………...... (amazing) of all.

Practice 2

Complete the sentences by using the words provided in box. Choose the best

form (comparative or superlative) for each statement!

1. The weather today is colder than it was yesterday

2. Venus is called the evening star because it is the……………of all planets

3. A train moves quickly. A train is ……….. automobile

4. Human can think logically. People are …………. Animals

5. The sun gives much light. The sun is …………..the moon

6. Living on Mars is……………than on earth.

Fast hot intelligent

Bright cold near

94

KISI – KISI PENULISAN SOAL PRE TEST

TAHUN PELAJARAN 2012/2013

Nama Sekolah : MTs. Al-Ishlah Alokasi Waktu : 45 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 45 butir

Kurikulum Acuan : KTSP 2008 Semester : I (ganjil )

KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

Reading

Menerapkan dan memahami unsur -

unsur tata bahasa kosakata, lafal dan

ejaan didalam teks dengan benar,

serta memahami langkah langkah dan

pengembangan retorika didalam teks

tertulis terutama yang berbentuk

narratif, deskriptif, recount, dan

pesan pesan pendek.

Melengkapi kalimat dengan menggunakan vocabulary

adjective dengan benar dan tepat

Menyusun comparasion of adjective dengan benar

Melengkapi kalimat dengan menggunakan superlative

degree of adjective dengan benar dan tepat

Mengidentifikasi vocabulary adjective dalam bentuk

warna dengan tepat

Menyusun kalimat dengan menggunakan vocabulary

MC

MC

MC

MC

MC

1,2,3,4,5,6,7,8,

9,10,11,12,

14,15,16,19,28,

29,30

13,20

18, 22

17

24,25,26,27

45

95

adjective dengan benar dan tepat

Mengidentifikasi kosa kata vocabulary adjective

melalui gambar dengan tepat dan benar

Melengkapi kalimat dengan menggunakan vocabulary

adjective dengan benar dan tepat

Macth

Fill in

the

blank

31,32,33,34,35,

36,37,38,39,40

41,42,43,44,45

Appendix II 96

KISI – KISI PENULISAN SOAL POST- TEST

TAHUN PELAJARAN 2012/2013

Nama Sekolah : MTs. Al-Ishlah Alokasi Waktu : 45 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 45 butir

Kurikulum Acuan : KTSP 2008 Semester : I (ganjil )

KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

Reading

Menerapkan dan memahami unsur -

unsur tata bahasa kosakata, lafal dan

ejaan didalam teks dengan benar,

serta memahami langkah langkah dan

pengembangan retorika didalam teks

tertulis terutama yang berbentuk

narratif, deskriptif, recount, dan

pesan pesan pendek.

Melengkapi kalimat dengan menggunakan vocabulary

adjective dengan benar dan tepat

Menyusun kalimat dengan menggunakan comparative

degree of adjectives dengan benar

Melengkapi kalimat dengan menggunakan superlative

degree of adjectives dengan benar dan tepat

Mengidentifikasi vocabulary adjective dalam bentuk

MC

MC

MC

MC

1,2,3,4,5,6,7,8,

9,10,11,12,13

14,15,16,17,18

19,,25 26,27,

28,29,30

20,21

23,24

22

45

97

warna dengan tepat

Mengidentifikasi kosa kata vocabulary adjective

melalui gambar dengan tepat dan benar

Melengkapi kalimat dengan menggunakan vocabulary

adjective dengan benar dan tepat

Macth

Fill in

the

blank

31,32,33,34,35,

36,37,38,39,40

41,42,43,44,45

98

Appendix III

Pre-Test

Name:

Class: Experiment Class (…….. )

A. Complete the following with the correct adjective !

1. I can see ………girl

a. a beautiful c. a beautify

b.a beautifully d. a beaver

2. She is a……cook

a. wondering c. wonderfully

b. wonderful d. wonderment

3. She works in a ………. hospital

a. small c. smear

b. smallness d. company

4. You walk very ……………

a.fast c.fastness

b.faster d. breakfast

5. I was very………. When our cat died

a. happily c. saddle

b. sad d. sadden

6. This apple is very …………

a. soft c softener

b. softly d. soft drink

7. Kelly is a ………student.

a. smart c. slowdown

b. smartness d.slows

8. Mr. Jones has a ……………….visa.

a. a permanently c. permanents

b. a permanent d. a Permanente’s

9. This is an ………….exercise.

a. easily c. easiness

b. easy d. ease

99

Appendix III

10. Ira works very……….. at her new job.

a. hardily c. hardiness

b. hard d. harden

11. Bali has………….beaches

a. many beautiful c. beautiful more

b. beautiful many d. much beautiful

12. He made his wife……..

a. happiness c. happily

b. happy d. happen

13.

Look at this picture and choose the correct fromdifferent boxes!

a. The blue box is smaller than the green box

b. The green box is bigger than the blue box

c. The blue box is bigger than the green box

d. The green box is biggest than the green box

14. The picture of the stamp is…………

a. Beautiful c. Beauty

b. Beautifully d. Beautify

15. An…………..young German woman

a. Interest c. interest rate

b. Interesting d. interestingly

16. That is an………… Car

a. expensive c. experience

b. expensively d. expansiveness

17.

Look at the picture! My box is………

a. Blue c. brown

b. Red d. white

100

Appendix III

18. Kuta beach is the……………beach of all

a. more beautifully c. moste beautiful

b. most beautiful d. mostes beautifull

19. Bali is………….. than java island

a. smaller c. bigger

b. big d. small

20.

Look at the picture and choose the correct from different box!

a. The green box is biggest than the red box and the blue box

b. The blue box is biggest than the red box and the green box

c. The blue box is biggest box

d. The red box is bigger than the blue box and the green box

21. The school building is……..

a. big c. bigamist

b. big band d. bigamy

22. Zaki is the………… of the three of his friends

a. most handsome c. most handsomely

b. moste handsome d. more handsomely

23. We are both ……………..students.

a. seriously c. seriousness

b. serious d. serious

101

Appendix III

24.

Question 24 for 26 are about the picture!

It is a cat. It is very…..

a. cute and cuddly c. coudly and cutes

b. cutie and couddly d. cutey and cuddly

25. Its tail is…….with……

a. long with white stripes c. short with white stropes

b. long with red stripes d. long with white stropes

26. It has………..and ……..fur

a. white and black fur c. green and black white fur

b. white and red fur d. blue and black fur

27. The restaurant is……… and ……

a. big and cozy c. chop and chips

b. oxtail and tail d. taste and dorayaki

28. She is a………little girl

a. pen c. nice

b. girl d. house

29. It is important for children to get a……………

a. education good c. god education

b. good education d. goodtes education

30. I set the clock to the ……………

a. right time c. rightes times

b. time right d. times right

102

Appendix III

B.Match the following words with their appropriate pictures!

NO WORD Pictures

31

32.

33.

34.

35.

36.

Slow

Warm

Far

Bad

Scary

Old

…… ….

….. …..

…… ……..

37

38.

39.

40.

Sick

Handsome

Fat

Angry

…… ……

…….

…… ……

103

Appendix III

C. Fill in the blanks with the suitable an adjective word!

41. Ari is a ………(tall/taller/talent) boy.

42. Anita is a……… (prettest /pretty/ preties) girl

43. She has ………(way/waxed/wavy) hair

44. a nice ……….(sunrise/sunny/ shower/ )day

45. He is………… (asleep/ sleeper/ sleepily)

Appendix IV 104

POST- TEST

Name:

Class: Experiment Class: (………)

A. Complete the following with the correct adjective !

1. The picture of the stamp is……..

a. beautifully c. beauty

b. beautiful d. beautify

2. He is a ……….boy

a. small c. smallnest

b. smalest d. smalling

3. I have got a …………book

a. new c. car

b. knew d. news

4. Your daughter is ……..

a. pretty c. prety

b. pretiess d. pen

5. Robiah is a ………student.

a. smart c. slowdown

b. smartness d.slows

6. She was very………. When our cat died

a. happily c. saddle

b. sadden d. sad

7. He made his teacher……..

a. happiness c. happily

b. happy d. happen

8. He gave a …….. smile

a. late c. latter

b. littler d. little

9. I can’t believe he’s so………… now

a. handsome c. teacher

b. handsomely d. handsomestly

10. She’s a very …………...walker

a. slowers c. slow

b. slop d. slownert

11. They have got a …………… in the country

a. big house c. house big

b. house bag d. bag house

Appendix IV 105

12. She was wearing a ………………….

a. dress beautiful c. dress beautifully

b. beautiful dress d. beautify dress

13. He’s just …………. Loser

a. abad c. a bathroom

b. a badder d. a bath

14. The children are always ………. When they get home from school

a. hangar c. hanger

b. hungry d. hungrylies

15. He can see ………girl

a. a beautiful c. a beautify

b.a beautifully d. a beaver

16. He works in a ………. hospital

a. news c. big

b. smalnees d. company

17. This orange is very …………

a. soft c softener

b. softly d. soft drink

18. The books are very………

a. tic c. tack

b. thick d. track

19. The singer is ………..

a. tall c. talk

b. taller d. took

20. Bali is………….. than java island

a. smaller c. bigger

b. big d. small

21.

Look at the picture and choose the correct from different box!

a. The blue box is biggest than the red box

b. The red box is bigger than the blue box

c. The blue box is bigger than the red box

d. The red box is smaller than the blue box

22.

Appendix IV 106

Look at the picture! My box is………

a. red c. blue

b. green d. white

23. Kuta beach is the………..beach of all

a. more beautifully c. moste beautiful

b. most beautiful d. mostes beautifull

24. Riko is the………… of the three of his friends

a. most handsome c. most handsomely

b. moste handsome d. more handsomely

25. We are both ……………..students.

a. lazily c. seriousness

b. lazy d. lacey

26. The performance of the dancer is ………

a. interesting c. inter

b. untrusting d. intern

27. She is a ………… woman

a. scary c. scar

b. scat d. scurry

28. That was a really …………thing to do

a. stupidly c. stupid

b. stupidity d. stopped

29. I got really…………with her

a. angrily c. angrier

b. angry d unary

30. I don’t have ………………coat

a. a winter warmer c. a warm winter

b. a winters warms d. aware winters

Appendix IV 107

B.Match the following words with their appropriate pictures!

NO WORD Pictures

31

32.

33.

34.

35.

36.

Cold

Handsome

Busy

Hungry

Fat

Far

…… …...

….. …..

……..

37

38.

39.

40.

Old

Dangerous

sick

famous

…… ……

…….

…… ……

Appendix IV 108

C. Fill in the blanks with the suitable an adjective word!

41 . She is an……………… (excellent/ excelenter/ excel/ ) dancer.

42. I’m really………………. ( happiness / happily/ happy ) today.

43. Dictionaries are usually printed on ………….. ( thin/ than/ thanes/ ) paper.

44. She closed the meeting with a ……………….( shorter/short/ shore/ ) speech.

45. I’m not ……………..( smart / smarter/asmart/ ) enough to understand computers.

Appendix V 109

KEY OF PRE-TEST

1. A 11. A 21. A

2. B 12. B 22. A

3. A 13. C 23. B

4. A 14. A 24. A

5. B 15. B 25. A

6. A 16. A 26. A

7. A 17. A 27. A

8. B 18. B 28. C

9. B 19. A 29. B

10. B 20. D 30. A

31. Scary 41. Tall

32. Far 42. Pretty

33. Angry 43. Wavy

34. Scik 44. Sunny

35. Warm 45. Asleep

36. Handsome

37. Hungry

38. Slow

39. Fat

40. Old

Appendix V 110

KEY OF POST-TEST

1. B 11. A 21. B

2. A 12. B 22. B

3. A 13. A 23. B

4. A 14. B 24. A

5. A 15. A 25. B

6. D 16. C 26. A

7. B 17. A 27. A

8. D 18. B 28. C

9. A 19. A 29. B

10. C 20. A 30. C

31. Famous 41. Excellent

32. Far 42. Happy

33. Dangerous 43. Thin

34. Sick 44. Short

35. Busy 45. Smart

36. Hungry

37. Cold

38. Handsome

39. Fat

40. Old