THE EFFECTIVENESS OF GRAPHIC ORGANIZER IN

LEARNING VOCABULARY

(A Quasi Experimental Study at the Eighth Grade Students of MTsN Tangerang II

Pamulang)

“SKRIPSI”

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial

Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English

Language Education

By:

Muhammad Fadly

NIM. 1111014000120

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

i

THE EFFECTIVENESS OF GRAPHIC ORGANIZER IN

LEARNING VOCABULARY

(A Quasi Experimental Study at the Eighth Grade Students of MTsN Tangerang II

Pamulang)

“SKRIPSI”

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial

Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English

Language Education

By:

Muhammad Fadly

NIM. 1111014000120

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

iv

ABSTRACT

Muhammad Fadly (1111014000120). The Effectiveness of Graphic Organizer

in Learning Vocabulary; An Experimental Research at Eighth Grade Students of

MTsN Tangerang II Pamulang in Academic Year 2015/2016. Skripsi of the

English Education Department at Faculty of Tarbiyah and Teachers’ Training of

Syarif Hidayatullah State Islamic University Jakarta, 2016.

Key Words: Graphic Organizers and learning vocabulary

The objective of this research is finding out the empirical evidence whether

Graphic Organizer is effective in learning vocabulary in the Eighth Grade

Students of MTsN Tangerang II Pamulang.

The method used in this study is quantitative method and the research design is

quasi-experimental study. The sampling technique in this study is Cluster

Sampling. The writer takes two classes as the subject of this study. They are

experimental class and controlled class. The writer has compared the pre-test

score before treatment is given and after the treatment given.

The result of gained score of pre-test and post-test in the experimental class is

11.36 and the controlled class is 5.12. For the testing hypotheses, t-test formula is

used. The calculation of vocabulary test result between the experimental class and

the controlled class can be seen from result of t-test of this research, and the result

is 2.02. The result of t-table is 1.677. It can be seen from significant degree or α

(alpha) = 0.05 and df 48, Ho is rejected and the Ha is accepted because the t-test

(2.02) is higher than t-table (1.677). It can be concluded that Graphic Organizers

(GOs) is effective in learning vocabulary at the eighth grade students of MTsN

Tangerang II Pamulang.

v

ABSTRAK

Muhammad Fadly (1111014000120). Keefektifan Graphic Organizer dalam

Pembelajaran Kosakata; Sebuah Penelitian Eksperimental Semu di kelas VIII

MTsN Tangerang II Pamulang Tahun Ajaran 2015/2016. Skripsi Jurusan

Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas

Islam Negeri Syarif Hidayatullah Jakarta, 2016.

Kata Kunci: Graphic Organizers dan Pembelajaran Kosakata

Penelitian ini bertujuan untuk mengetahui bukti empiris tentang keefektifan

Graphic Organizer dalam pembelajaran kosakata di kelas VIII MTsN Tangerang

II Pamulang.

Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan desain

penelitian adalah ekperimental semu. Teknik sampling dalam penelitian ini adalah

Cluster Sampling. Peneliti mengambil dua kelas sebagai subjek penelitian. Kelas

tersebut adalah kelas eksperimental dan kelas control. Peneliti telah

membandingkan nilai pre-test sebelum perlakuan diberikan dan setelah perlakuan

diberikan.

Rata-rata nilai peningkatan hasil pre-test dan post-test pada kelas ekperimental

adalah 11.36 dan kelas kontrol adalah 5.12. Untuk pengujian hipotesis, rumus t-

tes digunakan. Perhitungan hasil tes kosakata antara kelas ekperimental dan kelas

kontrol bisa dilihat dari hasil t-tes dalam penelitian ini dan hasilnya adalah 2.02.

Hasil dari t-tabel adalah 1.677. Ini dapat dilihat pada taraf signifikan atau α (alfa)

= 0.05 dan df 48, Ho ditolak dan Ha diteriman karena hasil t-tes (2.02) lebih besar

daripada t-tabel (1.677). Dapat disimpulkan bahwa Graphic Organizer efektif

dalam pembelajaran kosakata siswa kelas VIII MTsN Tangerang II Pamulang.

vi

ACKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful.

Praise be to Allah, Lord of the worlds who has blessed the writer in

completing this skripsi entitled The Effectiveness of Graphic Organizer in

Learning Vocabulary (An Experimental Study at Eighth Students of MTsN

Tangerang II Pamulang). Peace and Blessing be upon the Prophet Muhammad

SAW, his family, his companion, and his followers.

This skripsi is presented to the Department of English Education, Faculty

of Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University,

Jakarta as a partial fulfillment of the requirements for degree of S.Pd in English

Education Department.

First of all, the writer would like to thank his beloved parents, Amir Adlin

and Nurhayati, for their loves, prayers, support, advice, motivation, and patience

for the writer in finishing this paper.

Secondly, the writer would like to address his thanks and great gratitude to

Dr. Ratna Sari Dewi, M.Pd., and Ismalianing Eviyuliwati, M.Hum., as the

advisors, who gave their valuable advice, help and guidance with full of patience

during writing and completing this paper. Hopefully, may Allah SWT always

bless them with their family and grant all of their wishes.

The writer realized that without support and motivation from people

around, he could not finish this skripsi. Therefore, he would like to give his

deepest appreciation for:

1. All lecturers, especially for lecturers in Department of English Education,

for teaching knowledge and giving wonderful study experience.

2. Dr. Alek, M.Pd., as the Head of Department of English Education.

vii

3. Zaharil Anasy, M.Hum., as Secretary of Department of English Education.

4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and

Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.

5. Suhardi, M.Ag., the Head Master of MTsN Tangerang II Pamulang

6. Neneng Susilawati, M.Pd., the English teacher of MTsN Tangerang II

Pamulang

7. His beloved brother and sister, Abrar Azis and Latifah Jannah.

8. The big family of MTsN Tangerang II Pamulang who have help him in

collecting the data during the research.

9. The big family of UKM Bahasa-FLAT who has supported him all the

time.

10. The big family of Department of English Education (DEE), especially

DEE C 2011.

11. The writer best friends (Wiyudo Serena, Fahmi Faudzji, Wildan Ahdiyat)

and everyone who had helped him and given great support and suggestion

to the writer in finishing this paper.

May Allah bless them for all what they have done because He is the only

one who knows how much contribution and motivation received by the writer to

finish this paper.

The writer realized that this paper is far from being perfect. It is a pleasure

for him to get some suggestions and critiques from the reader for valuable

improvement.

Jakarta, June 2016

The writer

viii

TABLE OF CONTENTS

TITLE ............................................................................................................ i

APPROVAL SHEET ..................................................................................... ii

ENDORSEMENT SHEET ........................................................................... iii

ABSTRACT ................................................................................................... iv

ABSTRAK ....................................................................................................... v

ACKNOWLEDGEMENT ............................................................................ vi

TABLE OF CONTENTS .............................................................................. viii

LIST OF TABLES ........................................................................................ xi

LIST OF CHARTS ....................................................................................... xii

LIST OF DIAGRAMS .................................................................................. xiii

LIST OF APPENDICES .............................................................................. xiv

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

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

B. Identification of the Problem ............................................. 3

C. Limitation of the Problems ................................................ 3

D. Formulation of the Problem ............................................... 3

E. Objective of the Problem ................................................... 3

F. Significance of the Study ................................................... 3

CHAPTER II. THEORITICAL FRAMEWORK ...................................... 5

A. Vocabulary ........................................................................ 5

1. Definition of Vocabulary ............................................. 5

2. Kind of Vocabulary ..................................................... 6

3. Learning Vocabulary ................................................... 9

ix

4. Problem in Vocabulary ................................................ 9

B. Graphic Organizer ............................................................. 10

1. Definition of Graphic Organizer ................................. 10

2. Kinds of Graphic Organizer ........................................ 11

3. The Benefit of Graphic Organizer ............................... 14

C. Teaching Vocabulary using Graphic Organizer ................ 15

D. Previous Study ................................................................... 16

E. Conceptual Framework ..................................................... 18

F. Research Hypothesis ......................................................... 19

CHAPTER III. RESEARCH METHODOLOGY ..................................... 20

A. Place and Time of the Research ........................................ 20

B. Method and Research Design ............................................ 21

C. Population and Sample ...................................................... 22

D. Research Instrument .......................................................... 22

E. Technique of Data Collection ............................................ 22

F. Technique of Data Analysis .............................................. 23

1. Normally Test of the Data ........................................... 23

2. Homogeneity Test of the Data ..................................... 23

3. T-test of the Data ......................................................... 24

G. Statistical Hypothesis ........................................................ 26

CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ...... 28

A. Research Finding ............................................................... 28

1. Description of the Data ................................................ 28

a. The Data of Experimental Class ............................ 28

b. The Data of Controlled Class ................................ 34

2. Data Analysis ............................................................... 39

a. Normality Test ....................................................... 39

1) Pre-test Normality Test .................................... 39

2) Post-test Normality Test .................................. 40

x

b. Homogeneity Test ................................................. 41

1) Pre-test Homogeneity Test .............................. 41

2) Post-test Homogeneity Test .............................. 41

c. Hypothesis Test ..................................................... 42

B. Interpretation ..................................................................... 46

CHAPTER V. CONCLUSION AND SUGGESTION ............................... 48

A. Conclusion ......................................................................... 48

B. Suggestion ......................................................................... 48

BIBLIOGRAPHY ......................................................................................... 50

APPENDICES ............................................................................................... 52

xi

LIST OF TABLES

Table 2.1 Part Of Speech ................................................................................... 7

Table 3.1 The Time Line of Research ................................................................ 20

Table 3.1 Research Design ................................................................................. 21

Table 4.1 The Students’ Score Experimental Class ........................................... 28

Table 4.2 Data Description of Pre-test Result of Experimental Class ............... 30

Table 4.3 Frequency Distribution of Pre-test Result of Experimental Class ..... 31

Table 4.4 Data Description of Post-test Result of Experimental Class .............. 32

Table 4.5 Frequency Distribution of Post-test Result of Experimental Class .... 33

Table 4.6 The Students’ Score Controlled Class ............................................... 34

Table 4.7 Data Description of Pre-test Result of Controlled Class .................... 35

Table 4.8 Frequency Distribution of Pre-test Result of Controlled Class .......... 36

Table 4.9 Data Description of Post-test Result of Controlled Class .................. 37

Table 4.10 Frequency Distribution of Post-test Result of Controlled Class ...... 38

Table 4.11 Normality Pre-test Result between Class Experiment and Class

Control .......................................................................................... 39

Table 4.12 Normality Post-test Result between Class Experiment and Class

Control .......................................................................................... 40

Table 4.13 Homogeneity Pre-test Result between Class Experiment and Class

Control .......................................................................................... 41

Table 4.14 Homogeneity Post-test Result between Class Experiment and Class

Control .......................................................................................... 41

Table 4.15 The Statistical Calculation of the Gained Score of Both Experimental

Class and Controlled Class ........................................................... 42

xii

LIST OF CHART

Chart 2.1 Concept Map ................................................................................... 12

Chart 2.2 Concept Map 2 ................................................................................ 12

Chart 2.3 Sequence Chart ................................................................................ 12

Chart 2.4 Contrast Diagram ............................................................................ 13

Chart 2.5 Cause and Effect Diagram ............................................................... 13

Chart 2.6 Main Idea and Details Chart ............................................................ 14

Chart 2.7 Attribute Chart ................................................................................. 14

xiii

LIST OF DIAGRAM

Diagram 4.1 Diagram of Pre-test Result of Experimental Class .................... 31

Diagram 4.2 Diagram of Post-test Result of Experimental Class ................... 33

Diagram 4.3 Diagram of Pre-test Result of Controlled Class ......................... 36

Diagram 4.4 Diagram of Post-test Result of Controlled Class ....................... 38

Diagram 4.5 The Mean of Pre-test, Post-test, and Gained Score of the

Experimental Class and Controlled Class .................................. 39

xiv

LIST OF APPENDICES

1. The Blue Print of the Test ................................................................... 52

2. The Result of Validity and Reliability Instrument .............................. 58

3. The Instrument of Pre-test ................................................................... 60

4. The Instrument of Post-test ................................................................. 65

5. Lesson Plan of Experimental Class ..................................................... 70

6. Lesson Plan of Controlled Class ......................................................... 85

7. The result of Pre-test and Post-test Score of Controlled Class ........... 93

8. The result of Pre-test Score and Post-test of Experimental Class ....... 95

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Vocabulary is one of the English components which is very important in

teaching and learning English subject. It has influence on four English skills;

listening, reading, speaking and writing. If students do not have good

vocabulary mastery, they cannot follow teaching learning process. They are

not able to listen, to read, to speak and also to write English effectively even

they generally have good grammatical and pronunciation knowledge. Paul

Smith in his journal stated that a person who knows the words will usually

succeed better in communicating than the person who knows the word order,

but does not know the words1. Furthermore, the purpose of teaching learning

English in Indonesia, based on Curriculum 2013, is to make students able to

communicate in English orally and in written form. In short, students will

reach the aim of teaching learning process and having good English

performance by mastering vocabulary.

Based on writer’s observation during teachers training (PPKT) period, the

writer found some problems about vocabulary mastery. Firstly, most of the

students in eighth grade of MTsN Tangerang II Pamulang were lack of

vocabulary. It is proved when the writer taught English in the class almost all

students asked the writer about the meaning of many words. This condition

made students get difficulties in learning vocabulary; understanding the

meaning of vocabulary, remembering vocabulary list and organizing the

vocabulary in a sentence. Second, coming from the teacher, the English

teacher should be more creative in creating vocabulary learning strategy in

order to make learning English process more fun, interesting, and also easier

even though she had put the dictionary in the corner of the class and asked the

students to look up the meaning of new words in it. It was not bad but it was

boring and not really useful to master vocabulary because the dictionary only

1 Paul Smith, Teaching Vocabulary, The Modern Language Journal, 53, 1969, p. 531

2

provided one or two meanings of the word. Jeremy Harmer stated that if

students are too often finding the word meaning in dictionary, the teacher

failed showing students how words are used in foreign language2. There

should be more action than the English teacher did to get students comprehend

about vocabulary that is being learnt in every chapter.

From the description above, the writer is concerned about appropriate

medium in learning vocabulary process. Although there are many media in

teaching vocabulary, graphic organizer is suitable to get students’ vocabulary

mastery in the classroom. ”Graphic organizers are important and effective

pedagogical tools for organizing content and ideas and facilitating learners’

comprehension of newly acquired information3.” Gardner’s theory in

McKnight also posits that students are better able to learn and internalize

information when more than one learning modality is employed in an

instructional strategy. Graphic organizer basically presents materials by two

learning modality; visual and spatial modalities, so it helps students to

internalize what they are leaning, stated by McKnight4. It provides students

with strong visual picture. It can be the medium in mastering vocabulary for

students because graphic organizer gives view of connection and relationships

between facts, information and terms which needed by students.

The writer chose eighth grade in MTsN Tangerang II Pamulang as the

subject of the research. They have low vocabulary mastery, so they still have

some difficulties in learning English. Moreover, this school was the place that

the writer found the problems.

Based on the phenomena above, the writer chose the study by the title

The Effectiveness of Using Graphic Organizer in Learning Vocabulary (A

Quasi Experimental Study at Eighth Grade of MTsN Tangerang II

Pamulang).

2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman

Publishing, 1991), 3rd

Edition, p. 168 3 Katherine S. McKnight, The Teacher’s BIG BOOK of Graphic Organizers, (San

Fransisco: Jossey-Bass, 2010), p. 1 4 Ibid

3

B. Identification of the Problem

Based on the background of study described, the writer would like to

identify the problems as follow:

1. Most of eighth grade student in MTsN Tangerang II Pamulang are lack of

vocabulary.

2. They have difficulties in developing their vocabulary.

3. The teacher provides less attractive medium for students.

C. Limitation of the Problem

Based on the problems that have been identified above, this study is

focused on the effectiveness of using Graphic Organizer in learning

vocabulary at eighth grade of MTsN Tangerang II Pamulang

D. Formulation of the Problem

The writer formulated the problem as follow:

“Is Graphic Organizer effective to use in learning vocabulary on eighth grade

students of MTsN Tangerang II Pamulang?”

E. Objective of the Study

The objective of the study is to find out empirical evidence whether

Graphic Organizer is effective in learning vocabulary. It is found by observing

the distinction of two classes in the result of using Graphic Organizer as a

medium.

F. Significance of the Study

Hopefully the result of the study can give some significance for students,

teachers, and other researchers. They are:

For students, by learning vocabulary using graphic organizer, the

students can get new interesting medium. It can motivate them to know further

4

about the new word so they never feel bored during the teaching learning

process.

For teacher, this study is expected to provide an effective medium for

teaching vocabulary. It will give teacher various tools in delivering new words

for the class.

For other researchers, it will help any further study to get

recommendation for conducting about the effectiveness of Graphic Organizer

in learning vocabulary.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary

1. Definition of Vocabulary

Nowadays, English is more and more familiar in Indonesia. There are

so many stuffs using English as the language delivering. Indonesian

people have opened their eyes that English is important and prestigious

for better future. Indonesian students have learnt English since they are in

Junior High School. They learnt form a basic level, learning vocabulary.

Actually, vocabulary is one of language components that has significant

influence in language itself. However, grammar is also language

component that should be learnt in the early stage. Without grammar very

little can be covered, without vocabulary nothing can be covered.1

Vocabulary is the first and foremost important step in language

acquisition.2 Learning vocabulary has clearly important effect the

language learner.

According to Cambridge Advanced Learners’ Dictionary, by the

author Daniel Jones, Peter Roach, Jane Setter and John Esling, vocabulary

is all the words known and used by a particular person. Then according to

Oxford advanced Learners’ Dictionary vocabulary can be defined as the

total number of words that (with ruler for combining them) make up the

language.

In addition, Ur said that vocabulary can be defined as the word we

teach in foreign language. However, a new item of vocabulary may more

than a single word. There are made of two or three words but express only

a single idea, and there are also multi word idioms.3

1 Scott Thornbury, How to Teach Vocabulary, (Malaysia: Longman Pearson Education

Limited, 2002), p.13 2 Naveen Kumar Mehta, Vocabulary Teaching: Effective Methodologies, The Interest

TESL Journal, XV, 2009. p.1. 3 Penny Ur, A Course in Language Teaching; Practice and Theory. (Cambridge:

Cambridge University Press, 1996), p.60.

6

Based on the definitions above, the writer can conclude that

vocabulary is the first step to learn foreign language. It has important role

in the teaching learning English. Mastering vocabulary will make students

to be easier in studying language skill; listening, reading, speaking and

writing.

2. Kind of Vocabulary

Vocabulary is one of components in language. It has important role in

teaching learning process. Four language skills cannot be implied well

when someone has lack of vocabulary. The experts have categorized them

in some kinds of.

When we use a word, it can be substituted by another word that has a

same meaning. It is caused there is various relationships between the

words, here are some of the main ones:4

a. Synonyms: items that have same meaning.

E.g: smart = clever, big = huge.

b. Antonyms: items that have opposite meaning.

E.g: good >< bad, tall >< short.

c. Hyponyms: items that serve as specific example of a general

concept.

E.g: cat, dog, sheep, horse are hyponyms of animal.

It can be concluded that vocabulary has many classifications based on

its field. The experts have their own category which is actually have

almost similar understanding about vocabulary in both practically and

theoretically.

English sentences consist of predication about a subject. The main

grammatical divisions of a sentence are therefore the subject and the

4 Penny Ur, A course in Language Teaching: Practice and Theory. (New York:

Cambridge University Press. 1996), p.62.

7

predicate.5 When considering sentence grammar we need to know

various things that is called part of speech.6 Here they are:

Table 2.1

Part of Speech

Part of

Speech

Description Examples

(Words)

Example

(Sentences)

Noun

A word or group of

words that name of

person, a place, a

thing, or activity or a

quality or idea; nouns

can be used as the

subject or object of a

verb.

Robert

Book

Sense

Town Hall

Robert is a good boy

I recommend this

book

Use your common

sense!

Meet me at the hall

town!

Pronoun

A word that is used in

place of a noun or

noun phrase.

Her

She

Him

Nadia’s husband

loves her.

She met him two

years ago.

Look at him!

Verb

A word or group of

words which is used

in describing an

action, experience or

state.

Write

Ride

Be

He writes a poem

I like riding horses

We are not amused

Adjective

A word that gives

more information

about a noun or

pronoun.

Kind

Better

Best

What a kind man!

We all want a better

life!

That is the best thing

5 Marcella Frank, Modern English: A Practical Reference Guide. (New Jersey: Prentice-

Hall, Inc, 1972), p.1 6 Jeremy harmer, How to Teach English, (Malaysia: Addison Wesley Longman, 2001),

p.36

8

about her.

Adverb

A word or group of

words that describes

or adds to the

meaning of a verb,

adjective, another

adverb or a whole

sentence.

Sensibly

Carefully

At home

Please talk sensibly!

He walked across the

bridge carefully.

I like listening to

music at home.

Preposition

A word or group of

words which is used

to show the way in

which other words are

connected.

For

In

On top of

There is always a

plan for life.

Put it in the box!

You will find the

pen on top of the

table.

Conjunction

A word that connects

sentences, phrases or

clauses.

And

So

But

She buys fish and

chips

I am hungry, so I eat.

I like it, but I cannot

afford it.

Determiner

Definite article

Indefinite article

Possessive

Demonstrative

Quantifiers

The

a/an

my, your

this, that

some,

many

The queen of hearts

An article in the

paper

Look at my eyes!

Look at that

rainbow!

She has some fruits.

He get many books.

9

3. Learning Vocabulary

Foreign language learners usually have problem when they want to

express their idea in the language their learnt. They prefer to read some

books or article than to get conversation with native speaker because they

still have lack vocabulary even in fact they understand what the speaker

talk about. The receptive vocabulary they have is more than productive

vocabulary they can produce.

The size of vocabulary that learners memorized sometimes does not

really have significant influence if the words are not in line to the topic

that is being discussed. However, the leaners should at least have 2000

words to cover the number of words that native speaker use in their daily

conversation and to provide them in understanding some English written

text.7

From the description above, it can be concluded that learning

vocabulary is to understand large number of vocabulary. Moreover, the

large of vocabulary should be matched with learners’ needs.

4. Problems in Learning Vocabulary

Mastering vocabulary is not easy work for the learners, especially

foreign language learners, because they have to know the meaning of the

words based on the context and how to use them in different situation.

Zainuri stated that once student has to master the basis of grammatical

patterns of language, he master its vocabulary.

To master vocabulary, students have to deal with so many words that

they have to understand both the meaning and using. Furthermore, there

are some factors making some words more difficult than the others:8

a. Pronunciation. Research shows that the words which are difficult

to pronounce are more difficult to learn.

b. Spelling. Sound-spelling mismatches are likely to the cause of

errors and can contribute to word’s difficulty.

7 Scott Thornbury, How to Teach Vocabulary, (Malaysia: Longman Pearson Education

Limited, 2002), p.21. 8 Thomas.R.Hornor, The Vocabulary Problem, The Clearing House, 19, 1944. p.231.

10

c. Length and Complexity. Long words seem to be no more

difficult to learn than short ones.

d. Grammar. It is associated with the word, especially if this differs

from that of its L1 equivalent.

e. Meaning. When two or more words overlap in meaning, learners

are likely to confuse them.

f. Range, Connotation, and Idiomaticity. Words that can be used in

a wide range of context will generally be perceived as easier than

their synonyms with a narrower range.

B. Graphic Organizer

1. Definition of Graphic Organizer

Graphic Organizers (GOs) is a medium in teaching learning process.

It provides the schematic design in understanding a concept. It can help

learners to find the connection between the previous knowledge of the

learners and the new idea that will be learnt. Some teachers use GOs to

test pupils whether they have comprehended the materials or not.

Graphic Organizers are successful medium in organizing information

and providing learners to get novel idea comprehensively.9 It makes

teaching learning activity more interesting and easier to be understood by

learners. Moreover, Broomley, Devitis and Modlo, in Egan’s journal,

defined that Graphic Organizer is visual presentation of knowledge, a way

of structuring information and of arranging essential aspects of an idea or

topic into a pattern using labels.10

The idea can be seen more apparent,

distinct and articulate for the learners because GOs give charts, tables,

maps, flowchart, and other structure in its presentation. Teachers can

design GOs by themselves based on the information which will be tought.

It also can be used as a notebook. It has visual presentation which help

9 Katherine S. McKnight, The Teacher’s BIG BOOK of Graphic Organizers, (San

Fransisco: Jossey-Bass, 2010), p. 1 10

Margaret Egan, Reflection on Effective Use of Graphic Organizer, Journal of

Adolescent & Adult Literacy, 42, 1999. p. 641

11

students comprehend what they have read. A Graphic Organizers

Notebook is a collection of teacher-developed blank webs and organizer

for student to complete after reading chunks of content material taught in

a unit.11

The other experts, Estes, Mills and Barron, defined that

characteristic of Graphic Organizers is a visual and verbal representation

of the key of vocabulary of a learning task in relation to more inclusive or

subsuming vocabulary concepts that have previously been learnt by

students.12

Based on definitions of some experts above, it can be concluded that

Graphic Organizer is effective pedagogical medium for students and

teachers in understanding a topic learnt. It has strong power in teaching

learning activity because of its visual and verbal views.

2. Kinds of Graphic Organizer

Graphic Organizer (GOs) is a tool to create effective teaching learning

process. It provides students with visualization to comprehend a concept

or to understand unknown words. It can simply be a space to present text

concept.13

There are some kinds of graphic organizer which can be used

by a teacher:14

a. Concept Map.

A concept map is corresponding characteristic that is linked into

main idea as the center.

11

Andrea L. Fisher. Implementation Graphic Organizer Notebooks: The Art and Science

of Teaching Content, The Reading Teacher, 55, 2001. p. 116 12

Moore & Readence., A Quantitative and Qualitative Review of Graphic Organizer

Research, The Journal of Educational Research, 78, 1984. p. 11 13

Daniel H. Robinson, Optimal Presentation of Graphic Organizers and Text: A Case for

Large Bites?. Educational Technology Research and Development, 51, 2003. p.26. 14

Brad Baxendell. Graphic Organizers: Guiding Principles and Effective Practices.

http://education.wm.edu/centers/ttac/index.php.

12

Chart 2.1

Concept Map

Chart 2.2

Concept Map 2

b. Sequence Chart.

A flow diagram or sequence chart is the graphic that provides

some steps or events start from the first till the end. It can help

students to know the series of event bringing to the main idea.

Chart 2.3

Sequence Chart

13

c. Compare/Contrast Diagram.

Compare diagram or Venn diagram is used to recognize the

differences and similarities between two concepts or more. It is

usually found in textbooks or standardized test.

Chart 2.4 Contrast Diagram

d. Cause and Effect Diagram.

Cause and effect diagram exhibits the relation between two

concepts that the one influence to the other concept. It is so useful

in many subject areas such as social history and science.

Chart 2.5

Cause and Effect Diagram

e. Main Idea and Details Chart.

Details chart indicates the hierarchical relationship between some

concepts, one is the main concept and the others are subordinate

elements.

14

Chart 2.6

Main Idea and Details Chart

f. Attribute Chart

An attribute chart displays major concept that has common groups

in which each of them has different details. It helps students to

distinguish each concept from their details.

Chart 2.7

Attribute Chart

Those are the kind of graphic organizer and each of them has different

function. The teacher should prepare graphic organizer based on the

material going to be learnt. Appropriate graphic organizer will gave

student good understanding about the materials.

3. The Benefits of Graphic Organizer

Graphic organizer has significant use in teaching learning process. It

represents the connection between the concept and sub-concept. It also

highlights the correlation with other concept area. In short, it allows

15

student an active role in their learning. However, both students and

teachers reach specific benefits from graphic organizer.

For students, they can understand the concept of part to whole, start

from the upper level to the lower level and vice versa. Then, GO can

record relationship. They effectively memorize the connection between

each part. It uses relative spatial location to communicate hierarchical and

coordinate concept relation.15

For teachers, GOs can firstly show and explain the relationship

between and among content. Secondly, it takes the lessons interactive.

Teacher can make the class interactive by using graphic organizer because

it is suitable for learning class arrangement, individual, paired or

grouped.16

By working cooperatively, students learn to respect one

another. Next, it helps teachers in motivating students. Then, it assists

student in prewriting techniques. GO makes visually explicit the

organizational patterns of text so it can enlist to facilitate pre-reading,

post-reading, prewriting, revising, discussing and reasoning. It helps

teachers in assessing what students know.17

C. Teaching Vocabulary using Graphic Organizer

Teaching vocabulary towards GOs is appropriate because words and the

meaning might come together in the chart. Keatinge in Egan firmly believed

that meaningful way is a must in teaching vocabulary and the meaning.18

The

teachers have opportunity to explore their ability in applying GOs. They can

decide suitable chart that is used for the materials. There are some

suggestions proposed by Egan in planning to use graphic organizer:19

15

Daniel H. Robinson, et.al., Optimal Presentation of Graphic Organizers and Text: A

Case for Large Bites?, Educational Technology Research and Development, 51, 2003. p.26 16

Margaret Egan, Reflections on Effective Use of Graphic Organizers, Journal of

Adolescent & Adult Literacy, 42, 1999. p.643 17

Karen Bromley, et.al., Graphic Organizer: Visual Strategies for Active Learning.

(USA: Scholastic, 1995), p.6. 18

Egan, op. cit. p.641 19

Ibid., pp.641-644

16

1. Be authentically prepared.

The teacher should have experience of graphic organizer will be

used because it forces teacher to activate schema, decide how much

knowledge should be attached, verify choice of the task and achieve

obtaining additional information.

2. Promote Interaction among Student

GOs can be applied in cooperative arrangement. Students might be

work in paired or group. It aids students to acquire knowledge and

love learning. It can be a tool to promote positive social interaction

among students.

3. Use graphic organizers with discrimination

A graphic organizer used today is not always compatible

tomorrow. It means that teachers have responsibility to choose which

one of so many graphic organizers that will be appropriate for the

materials next.

4. Expand use of graphic organizer

The tool, graphic organizer, is exactly used to be an active learning

strategy with form of information rather than the printed words.

Harmer and Grave in Rosdiana stated that students will remember

words best when they have actually done something with the words

they are learning.20

Some expert, such as Cooper and Frynt, Richardson and Morgan, and

Ruddel, stated that to construct effective GOs, there should be following

steps. Firstly.

D. Previous Study

Some students of university had conducted similar research about the

effect of graphic organizer in learning process. Firstly, Enisa Mede had

20

Ina Rosdiana. “The effectiveness of mnemonic device in vocabulary learning process”.

Skripsi, (Tangerang Selatan: Perpustakaan Utama UIN Syarif Hidayatullah Jakarta, 2009), . p.14

(not published)

17

conducted the research by the title “The Effect of Instruction of Graphic

Organizer in Terms if Students’ Attitude towards Reading in English.” The

purpose of the research is to find out the possible effect of instruction on

graphic organizer on L2 learners’ application of those visual aids in a text.

The participants of this research were 54 intermediate students (33 females

and 21 males) enrolled in a one year course offered by Foreign Language

Department at private university in Istanbul, Turkey. The data of the study

were collected through a questionnaire, treatment, and a focus group

interview. The treatment applied four instructions of graphic organizer,

namely series of events chart, semantic map, compare/contrast matrix and

storyboard. The result of the study was descriptive analyses including mean

and standard deviation were used to investigate L2 learners’ attitudes towards

reading. The data from focus group interviews were analyzed by means of

pattern coding. The result of the research was graphic organizer had positive

influence on their attitudes towards reading in English.21

Secondly, the research had the title “The Effectiveness of Personal

Vocabulary Notes (PVN) Technique on Students’ Vocabulary

Understanding.” The aim of the research is to know empirical evidence about

the effectiveness of Personal Vocabulary Notes technique on students’

vocabulary understanding in the seventh grade of MTs. Salafiyah Bedahan.

The participants of the research comprise 80 students that was divided into

two classes, controlled class and experimental class. The experimental group

received personal vocabulary notes treatment and the controlled class does

not. Before starting the treatment, two similar test were prepared as the pre-

test and post-test which revealed significant differences between the two

groups. The result showed that Personal Vocabulary Notes (PVN) technique

21

Mede Enisa, The Effect of Instruction of Graphic Organizer in Terms if Students’

Attitude towards Reading in English, Prodecia Journal of Social and Behavioral Sciences, 2,

2010. pp. 322-325

18

is effective on students’ vocabulary understanding in the seventh grade of

MTs. Salafiyah Bendahan. It is reached by t-test analyzing.22

Based on the two studies above, the first study is concerned on the effect

graphic organizer towards students reading skill. The difference from this

research is in content area. This research focuses on vocabulary, whereas the

first study is about reading skill although the graphic organizer used in both

of the study. Furthermore, the distinction from the second study is the

medium that used in learning vocabulary. The medium that is used in this

study is Graphic Organizer and the medium of second study is Personal

Vocabulary Notes (PVN). In addition, this study had different place and

samples from both first and second study.

E. Conceptual Framework

Vocabulary is one significant element in learning foreign language. By

having good knowledge about vocabulary students are expected to produce

the language, written and oral form and have ability in understanding many

resources in English form. Moreover, learning vocabulary is not easy for

students because it is different with their mother tongue. There are many

vocabularies which cannot be remembered by students rapidly. Then students

also do not have well medium which might help them. Therefore, as the

teachers, they need to own attractive and enjoyable way to solve the problem.

One of the ways is using visual media in learning vocabulary.

Graphic organizer is one of visual media that can be used by teacher in

learning vocabulary. Graphic organizer is important and effective pedagogical

tools for organizing content and ideas and facilitating leaners’ comprehension

of newly acquired information. It proposes student to be active in class

because students need to connect the knowledge they had before to the new

idea of vocabulary being learnt. By connecting the previous and the new

22

Priska Aprilianty. The Effectiveness of Personal Vocabulary Notes (PVN) Technique on

Students’ Vocabulary Understanding.Skripsi (Tangerang Selatan: Perpustakaan Utama UIN Syarif

Hidayatullah Jakarta, 2014), . p. 39 (not published)

19

ideas, students will reach long memory and deep understanding about the

vocabulary.

From the explanation above, the writer believes that the use graphic

organizer could improve students’ achievement in learning vocabulary.

Hence, the writer would like to do study by using graphic organizer in

learning vocabulary.

F. Research Hypothesis

A hypothesis is a temporary answer or a conclusion of the research. The

theoretical hypothesis of this research is using Graphic Organizer is effective

on students’ vocabulary understanding in the eighth grade students of MTsN

Tangerang II Pamulang.

The hypothesis as follow:

H0 : It is not effective using Graphic Organizer in learning

vocabulary at the eighth grade students of MTsN Tangerang II

Pamulang.

Ha : It is effective using Graphic Organizer in learning vocabulary at

the eighth grade students of MTsN Tangerang II Pamulang.

20

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

This research was conducted at MTsN Tangerang II Pamulang. It is at

Jalan Pajajaran no.31 Pamulang, Tangerang Selatan. This research was held

from April to May 2016. There were two classes observed in second semester

of school academic year 2015/2016. They were controlled and experimental

class. Each of them had 6 meetings which consists of two meetings for pre-

test and post-test and the others for treatment.

Table 3.1

The Timeline of Research

No Date Activity

1 Monday,

March 28th 2016

Asking Permission to the principal of the school

2 Tuesday,

March 29th 2016

Doing validity test in eighth class of MTs

Jami’iyyatul Khair Ciputat Timur.

3 Monday, April 4th 2016 Giving Pre-test in controlled class

4 Tuesday, April 5th 2016 Giving Pre-test in experimental class.

5 Wednesday, April 6th 2016 Starting first treatment to controlled and

experimental class

6 Monday, April 11th 2016 Doing second treatment to controlled class

7 Tuesday, April 12th 2016 Doing second treatment to experimental class

8 Wednesday, April 13th

2016

Doing third treatment to controlled class and

experimental class.

9 Monday, May 2nd

2016 Doing fourth treatment to controlled class

10 Tuesday, May 3rd

2016 Doing fourth treatment to experimental class

11 Monday, May 16th 2016 Giving post-test to controlled class

12 Thursday, May 19th 2016 Giving post-test to experimental class

21

B. Method and Research Design

The kind of research which was used by the writer is quantitative

research. In this research the writer did experimental study. Crasswell stated

that experimental study is the traditional approach to conducting quantitative

research and the design will test an idea to determine whether it influences an

outcome or dependent variable.1 This study focused on comparing the

experimental class using Graphic Organizer as a medium with the controlled

class without using the medium.

In this study, the writer used a quasi-experimental design with one

controlled class and experimental class. Nunan asserted that has both pre-test

and post-test and experimental and controlled groups, but no random

assignment of subjects.2 Experimental group is a group using innovated

materials and controlled group is a group using traditional material.3 Pre-test

and post-test were given to know students’ competence of their vocabulary

mastery after and before the treatment. Pre-test provided a measure on some

attribute that was assessed for participant in an experiment before the

treatment and post-test is otherwise. The research design was:

Table 3.2

Research Design

Class Pre-test Treatment Post-Test

Experimental O1 X O2

Controlled O3 - O4

O1 : Pre-test of Experimental Class

O 2 : Post-test of Experimental Class

O 3 : Pre-test of Controlled Class

O 4 : Post-test of Controlled Class

X : Treatment

1 John W. Creswell, Educational Research Planning, Conducting, and Evaluating

Quantitative and Qualitative Research. (New Jersey: Pearson Education, Inc., 2008), 4th Edition,

pp. 294-295 2 David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge

University Press, 1992), p. 41 3 Ibid. p. 27

22

C. Population and Sample

The population of this study was eighth grade student of MTsN Tangerang

II Pamulang. There are about 350 students in total and it divided into eleven

classes, start from 8.1 to 8.11. To take sample of the research, the writer

applied cluster sampling because the population of the students is quite large.4

There were two classes as the sample of the research. They were being one

experimental class and one controlled class. The classes were 8.2 and 8.3.

The controlled class was 8.2 and the experimental class was 8.3. In addition,

both of them consist of 30 students.

D. Research Instrument

The research instrument was test. There was 50 questions multiple choice

that is designed not only validity but also reliability. The material of the test

used for the test was developed from syllabus of English lesson at the eighth

grade of junior high school. It was expanded by the writer into several points

of indicator. The questions were attempted toward other eighth grade students

to know whether the questions are valid and reliable by analyzing them at

ANATES software before it was applied to the test. However, there were only

25 valid and reliable questions that were put into the test.

E. Technique of Data Collection

The writer used test as the instrument to gain the data of the research. The

tests were pre-test and post-test. The result of the test measured the students’

ability in learning vocabulary. Pre-test was applied in both experimental and

controlled class. The aim of this test were to know knowledge sample of the

research before they use Graphic Organizer as the medium in learning

vocabulary and to see that in both classes have homogenous skill in English.

Furthermore, both experimental class and controlled class were given post-

4 Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif dan R&D.

(Bandung: Alfabeta, 2012), p. 121.

23

test. The test was purposed to find out the influence of Graphic Organizer in

learning vocabulary. The result showed that the differences between

achievement of experimental and controlled class. It explained whether the

Graphic Organizer effective or not in the experimental class.

F. Technique of Data Analysis

1. Normality Test of the Data

The writer had to analyze the normality and homogeneity of the

data which was achieved from pre-test and post-test. This analysis of

normality was used to know whether the data normally distributed or

not. The writer gained the data normality by using SPSS version 22.0

for windows. In SPSS, there are two kinds of normality test,

Kolmogrov Smirnov and Shapiro Wilk.

a. Kolmogrov Smirnov Test is applied if respondents ≥ 50.

b. Shapiro Wilk Test is used if respondents ≤ 50.

Because the respondents of this research were below 50, the

normality test that could be used was Shapiro Wilk Test. the

result of normality could be seen by comparing the significant

value α (0.05) and significant value of the Shapiro Wilk Test. If

the Shapiro Test is greater than 0.05, the data is normal. If the

value was close to 0.05 but still below, the data is approximately

normally distributed.

2. Homogeneity Test of the Data

The homogeneity test was conducted after analyzing normality of

the data. This test was purposed to see whether the data of the

research is homogeneous or heterogeneous.5

The criteria of the test:

α = 0.05

5 Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refika Aditama,

2010), pp. 160-161.

24

is accepted if ( )( )< F <

( )( )

is rejected if

( )

The formula used can be seen as follows:

F =

or F=

The writer used SPSS version 22.0 for Windows to calculate

homogeneity test.

3. T-test of the data

In the last of data calculation, the writer conducted T-test

formula. This last test was purposed to find out the degree of

significant differences between increase of pre-test and post-test result

and the achievement in both controlled and experimental class. The

calculation indicated whether Graphic Organizer is effective in

students’ leaning vocabulary

The formula as follows:6

Mx = Mean of experimental group (Variable X)

My = Mean of controlled group (Variable Y)

SEMx = Standard error of mean Variable X

SEMy = Standard error of mean Variable Y

Afterwards, the calculation goes to several processes as follows:7

1. Determining Mean of Variable X

6 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2014), p. 315. 7 Ibid., pp. 325--326

25

2. Determining Mean of Variable Y

3. Determining Standard of Deviation Score of Variable X

√

4. Determining Standard of Deviation Score of Variable Y

√

5. Determining Standard Error of Mean of Variable X

√

6. Determining Standard Error of Mean of Variable Y

√

7. Determining Standard Error of Difference of Mean of Variable X

and Mean of Variable Y

SEMx-My =√

8. Determining

26

9. Determining ttable in the significance degree of 5%, with df ( degree

of freedom)

df = (Nx + Ny) – 2

Meanwhile, not every significant result refers to an effect with a

high impact. It may describe a phenomenon that is not really

perceivable in reality. Therefore, in order to describe the effects have a

relevant magnitude, effect size are used to describe the strength of

treatment. The most popular effect size measure is Cohen’s d.8 The

formula for this effect size can be seen as follows:

Determining d (Cohen’s d)

(

)

The criteria of the effect size are as follows:

d = 0 - 0.20 = weak effect

d = 0.21 – 0.50 = modest effect

d = 0.51 – 1.00 = moderate effect

d = >1.00 = strong effect9

G. Statistical Hypothesis

There are two statistical hypothesis of the research to be tested. They are:

1. Null Hypothesis (H0); H0 = µ1 = µ2. It means that Graphic Organizer is not

effective in learning vocabulary at the eighth grade of MTsN Tangerang II

Pamulang.

2. Alternative Hypothesis (Ha); Ha = µ1 ≠ µ2. It means that Graphic

Organizer is effective in learning vocabulary at the eighth grade of MTsN

Tangerang II Pamulang.

8 Lenhard, W. & Lenhard, A, Calculation of Effect Sizes, 2015,

(https://www.psychometrica.de/effect_size.html). 9 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage

Publications, 2004), pp. 136-139.

27

The criteria used as follows:

1. If t-test (t0) > t-table (tt) in significant degree or alpha (α) of 0.05, the Null

Hypothesis (H0) is rejected. It means that the rates of mean score of the

experimental class are higher than the controlled class. The using of

Graphic Organizer is effective in students’ vocabulary learning.

2. If t-test (t0) > t-table (tt) in significant degree or alpha (α) of 0.05, the Null

Hypothesis (H0) is accepted. It means that the rates of mean score of the

experimental class are same as or lower than the controlled class. The

using of Graphic Organizer is effective on students’ vocabulary learning.

28

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Research Finding

1. Description of The Data

The writer had made the table to show the result of the research. There

are two tables that framed the data, which are from controlled class and

experimental class. The first table is pre-test and post-test score of

controlled class which is not implemented by using graphic organizers.

The second table is pre-test and post-test score of experimental class that

is implemented by using graphic organizers as medium in learning

vocabulary.

The validity and reliability instrument test was conducted before the

researcher administered the test to the both class. There were 40 numbers

of question given to the 30 eighth grade students of MTs Jami’iyyatul

Khair Ciputat Timur. From the validity and reliability test, there were 25

valid questions gained. The result of validity and reliability test can be

seen in Appendix.

a. The Data of Experimental Class

Table 4.1

The Students’ Score of Experimental Class

No Score Gained

Score Pre-test Post-test

1 84 88 4

2 68 76 8

3 72 92 20

4 60 80 20

5 56 76 20

6 76 80 4

7 80 80 0

8 84 88 4

9 72 88 16

29

No Score Gained

Score Pre-test Post-test

10 68 80 12

11 76 92 16

12 68 88 20

13 80 96 16

14 60 68 8

15 60 64 4

16 76 92 16

17 72 68 -4

18 72 80 8

19 80 80 0

20 64 88 24

21 72 88 16

22 72 84 12

23 56 64 8

24 60 84 24

25 76 84 8

Total 1764 2048 284

Average 70.56 81.92 11.36

Based on the result of pre-test and post-test on experimental class,

there are the lowest and the highest score from the students. The

lowest score of the pre-test was 56 and the highest score was 84. Then

the researcher gave the treatment to the experimental class by using

graphic organizers in learning vocabulary. Furthermore, the researcher

gave the post-test and the results showed that there are significant

differences, the lowest score was 64 and the highest score was 96.

Before analyzing the hypothesis, the researcher had to analyze the

result of the data. This analysis was used SPSS v.22 for windows. The

results of pre-test and post-test on experimental class were reached by

the steps as follow: Analyze – Description Statistics – Frequencies

Statistic. They are presented in table below:

30

Table 4.2

Data Description of Pre-test Result of Experimental Class

Statistics

Score class

N Valid 25 25

Missing 0 0

Mean 70.5600 2.00

Median 72.0000 2.00

Mode 72.00 2

Std. Deviation 8.39682 .000

Variance 70.507 .000

Minimum 56.00 2

Maximum 84.00 2

Sum 1764.00 50

Percentiles 25 62.0000 2.00

50 72.0000 2.00

75 76.0000 2.00

The table 4.2 shows that the mean of 25 students is 70.56. The

median is the numerical value separating the higher half of data

simple. The median score from the table is 72.00. The mode is defined

as the element that appears most frequently in a given set of elements.

The mode score from the table is 72.00. The set of scores constitute a

population determine as variance score is 70.507. Standard deviation

is a quantity calculated to indicate the extent of deviation for a group

as a whole and it is 8.3968. Then the sum gained from the total score

is 1764.

According to the table above, it can be made a table of frequency

distribution which is presented as follow:

31

Table 4.3

Frequency Distribution of Pre-test Result of Experimental Class

Frequency Percent Valid Percent

Cumulative

Percent

Valid 56.00 2 8.0 8.0 8.0

60.00 4 16.0 16.0 24.0

64.00 1 4.0 4.0 28.0

68.00 3 12.0 12.0 40.0

72.00 6 24.0 24.0 64.0

76.00 4 16.0 16.0 80.0

80.00 3 12.0 12.0 92.0

84.00 2 8.0 8.0 100.0

Total 25 100.0 100.0

The table 4.3 is a tool of presentation consisting of columns and

rows and there are numbers which describe the division and

percentage of frequency distribution. It is also can be described by a

diagram which is presented as follow:

Diagram 4.1

Diagram of Pre-test Result of Experimental Class

32

Results reached from the post-test in class 8.3 as an experimental

class of this research are presented in a table below:

Table 4.4

Data Description of Post-test Result of Experimental Class

Statistics

Score class

N Valid 25 25

Missing 0 0

Mean 81.92 2.00

Median 84.00 2.00

Mode 80a 2

Std. Deviation 8.803 .000

Variance 77.493 .000

Minimum 64 2

Maximum 96 2

Sum 2048 50

Percentiles 25 78.00 2.00

50 84.00 2.00

75 88.00 2.00

The table 4.4 shows that the mean of 25 students is 81.92. The

median score from the table is 84.00. The mode is 80. The set of

scores constitute a population determine as variance score is 77.493.

Standard deviation is a quantity calculated to indicate the extent of

deviation for a group as a whole and it is 8.803. Then the sum gained

from the total score is 2048.

According to the table above, it can be made a table of

frequency distribution which is presented as follow:

33

Table 4.5

Frequency Distribution of Post-test Result of Experimental Class

Score

Frequency Percent Valid Percent

Cumulative

Percent

Valid 64 2 8.0 8.0 8.0

68 2 8.0 8.0 16.0

76 2 8.0 8.0 24.0

80 6 24.0 24.0 48.0

84 3 12.0 12.0 60.0

88 6 24.0 24.0 84.0

92 3 12.0 12.0 96.0

96 1 4.0 4.0 100.0

Total 25 100.0 100.0

The diagram from the data above is presented as follow:

Diagram 4.2

Diagram of Pre-test Result of Experimental Class

34

b. The Data of Controlled Class

Table 4.6

The Students’ Score of Controlled Class

No Score

Gained Score Pre-test Post-test

1 56 64 8

2 72 80 8

3 60 64 4

4 84 92 8

5 88 88 0

6 72 72 0

7 72 72 0

8 72 76 4

9 88 92 4

10 60 64 4

11 80 84 4

12 76 76 0

13 80 84 4

14 76 80 4

15 80 84 4

16 80 84 4

17 72 76 4

18 64 72 8

19 76 88 12

20 88 92 4

21 72 76 4

22 88 92 4

23 64 80 16

24 76 88 12

25 76 80 4

Total 1872 2000 128

Average 74.88 80 5.12

In controlled class, the result of pre-test showed that the lowest

score from the students was 56 and the highest score was 88. The

controlled class did not gain the treatment by using graphic organizer.

The students were only given vocabulary list in their learning

35

vocabulary. Moreover, the post-test data of controlled class showed

that the lower score was 64 and the highest score was 92.

The writer had to analyze the result of data of controlled class

before analyzing the hypothesis. This analysis was used SPSS v.22 for

windows. The results of pre-test and post-test on controlled class were

achieved by the steps as follow: Analyze – Description Statistics –

Frequencies Statistic. The table is below:

Table 4.7

Data Description of Pre-test Result of Controlled Class

Statistics

Score

N Valid 25

Missing 0

Mean 74.88

Median 76.00

Mode 72

Std. Deviation 9.057

Variance 82.027

Minimum 56

Maximum 88

Sum 1872

Percentiles 25 72.00

50 76.00

75 80.00

The table 4.7 shows that the mean of 25 students is 74.88. The

median score from the table is 76.00. The mode is 72. The set of

scores constitute a population determine as variance score is 82.027.

Standard deviation is a quantity calculated to indicate the extent of

deviation for a group as a whole and it is 9.057. Then the sum gained

from the total score is 1872.

36

According to the table above, the table of frequency distribution

which is presented as follow:

Table 4.8

Frequency Distribution of Pre-test Result of Controlled Class

Score

Frequency Percent Valid Percent

Cumulative

Percent

Valid 56 1 4.0 4.0 4.0

60 2 8.0 8.0 12.0

64 2 8.0 8.0 20.0

72 6 24.0 24.0 44.0

76 5 20.0 20.0 64.0

80 4 16.0 16.0 80.0

84 1 4.0 4.0 84.0

88 4 16.0 16.0 100.0

Total 25 100.0 100.0

It can be presented also by the diagram as follow:

Diagram 4.3

Diagram of Pre-test Result of Controlled Class

37

Results achieved from the post-test in class 8.2 as a controlled class

of this research are presented in a table below:

Table 4.9

Data Description of Post-test Result of Controlled Class

Statistics

Score

N Valid 25

Missing 0

Mean 80.00

Median 80.00

Mode 76a

Std. Deviation 8.794

Variance 77.333

Minimum 64

Maximum 92

Sum 2000

Percentiles 25 74.00

50 80.00

75 88.00

The table 4.6 shows that the mean of 25 students is 80.00. The

median score from the table is 80.00. The mode is 76. The set of

scores constitute a population determine as variance score is 77.333.

Standard deviation is a quantity calculated to indicate the extent of

deviation for a group as a whole and it is 8.794. Then the sum gained

from the total score is 2000.

The table of frequency distribution which reached depend on the

table is presented as follow:

38

Table 4.10

Frequency Distribution of Post-test Result of Controlled Class

Frequency Percent Valid Percent

Cumulative

Percent

Valid 64 3 12.0 12.0 12.0

72 3 12.0 12.0 24.0

76 4 16.0 16.0 40.0

80 4 16.0 16.0 56.0

84 4 16.0 16.0 72.0

88 3 12.0 12.0 84.0

92 4 16.0 16.0 100.0

Total 25 100.0 100.0

The data presented in diagram:

Diagram 4.4

Diagram of Post-test Result of Controlled Class

39

Beside the table of calculation of the gained score of both

experimental class and controlled class, it also can be described by a

diagram which is presented as follow:

Diagram 4.5

The mean of Pre-test, Post-test and Gained Score of the

Experimental Class and Controlled Class

2. Data Analysis

a. Normality Test

1) Pre-test Normality Test

The normality test in this research use Saphiro Wilk because the

participant ≤ 50. The data was analyzed by using SPSS v.22 for

windows with the criteria ρ ˃ 0.05. The results of normality test of

the data are presented as follows:

Table 4.11

Normality Pre-test result between

Experimental and Controlled Class

class

Shapiro-Wilk

Statistic df Sig.

Score Controlled class .937 25 .125

Experimental class .939 25 .143

0

10

20

30

40

50

60

70

80

90

Pre-test Post-test GainedScore

Experimental Class

Controlled Class

40

From the table 4.11, it can be seen that the significance of

normality pre-test score in experimental class is 0.143. It can be

concluded that the data are normally distributed because 0.143 >

0.05. Meanwhile, the significance of pre-test score in controlled

class is 0.125. Therefore, the data are normally distributed because

0.125 > 0.05. In other words, the pre-test results in both

experimental and controlled class are normally distributed.

2) Post-test Normality Test

The normality test in this research used Saphiro Wilk. The data

was analyzed by using SPSS v.22 for windows. The results of

normality test of the data are presented as follows:

Table 4.12

Normality Post-test result between

Experimental and Controlled Class

class

Shapiro-Wilk

Statistic df Sig.

Score Controlled class .931 25 .094

Experimental class .922 25 .057

Table 4.12 shows that both significance experimental and

controlled class. The significance of post-test in experimental

class is 0.057. It means that the data are normally distributed

because 0.057 > 0.05. Moreover, the significance of post-test in

controlled class is 0.094. It can be concluded that the data

distributed normally because 0.094 > 0.05. In conclusion, the

results of post-test in both controlled and experimental class are

normally distributed.

41

b. Homogeneity Test

1) Pre-test Homogeneity Test

Based on the calculation of normality, the researcher reached the

results that all data in pre-test and post-test both experimental and

controlled class had been distributed normally. The next step of

the calculation was finding the pre-test and post-test homogeneity

of the data by using SPSS v.22 for windows, specifically by using

Saphiro Wilk method. The result of pre-test homogeneity test of

the data is presented as follows:

Table 4.13

Homogeneity Pre-test Result between Controlled and

Experimental Class

Score

Levene Statistic df1 df2 Sig.

.013 1 48 .909

The table 4.13 showed that the significance of pre-test

homogeneity result between controlled and experimental class is

0.909. Therefore, it can be concluded that there is no significance

difference between experimental class and controlled class

because 0.909 > 0.05.

2) Post-test Homogeneity Test

The data was analyzed by using SPSS v.22 for windows. The

result is as follow:

Table 4.14

Homogeneity Post-test Result between Controlled and

Experimental Class

Test of Homogeneity of Variances

Score

Levene Statistic df1 df2 Sig.

.003 1 48 .958

42

In the table 4.14, it can be seen that the significance of post-test

homogeneity between controlled class and experimental class is

0.958. It is higher than α 0.05 (0.958 > 0.05). It means the sample

in controlled and experimental class was homogenous.

c. Hypothesis Test

The last calculation was testing the hypotheses. This was crucial

calculation to answer the problem formulation of this research that

whether there is significant difference between students’ learning

vocabulary using graphic organizer and students’ learning vocabulary

in controlled class which were not. The researcher calculated the data

using t-test formula. Two classes were compared, the experimental

class was X variable and the controlled class was Y variable.

The table below is statistical calculation of the gained score from

both experimental class using graphic organizer and controlled class

without using graphic organizer.

Table 4.15

The Statistical Calculation of the Gained Score of Both

Experimental Class and Controlled Class

No (X) (Y) x2 y

2

1 4 8 16 64

2 8 8 64 64

3 20 4 400 16

4 20 8 400 64

5 20 0 400 0

6 4 0 16 0

7 0 0 0 0

8 4 4 16 16

9 16 4 256 16

10 12 4 144 16

11 16 4 256 16

12 20 0 400 0

13 16 4 256 16

14 8 4 64 16

43

No (X) (Y) x2 y

2

15 4 4 16 16

16 16 4 256 16

17 -4 4 16 16

18 8 8 64 64

19 0 12 0 144

20 24 4 576 16

21 16 4 256 16

22 12 4 144 16

23 8 16 64 256

24 24 12 576 144

25 8 4 64 16

Total 284 128 4720 1024

From the table 4.15, the writer calculated the data based on the

steps of t-test formula, the calculation can be seen as follows:

1. Determining Mean of Variable X

2. Determining Mean of Variable Y

3. Determining Standard of Deviation Score of Variable X

√

4. Determining Standard of Deviation Score of Variable Y

√

√

√

5. Determining Standard Error of Mean of Variable X

√

√

44

6. Determining Standard Error of Mean of Variable Y

√

√

7. Determining Standard Error of Difference of Mean of Variable X

and Mean of Variable Y

√

√

√

√

8. Determining

9. Determining ttable in the significance degree of 5% or 0.05, with df

(degree of freedom)

( ) ( )

Df value is 48 of the degree of significant value 0.05 or ttable is

1.677.

The statistical hypothesis of this research can be seen as:

(H0) : means there is no significant difference after graphic

organizer is used in learning vocabulary in eighth grade students

of MTsN Tangerang II Pamulang.

(Ha) : means there is a significant difference after graphic

organizer is used in learning vocabulary in eighth grade students

of MTsN Tangerang II Pamulang.

45

The criteria used as follows:

1. If tobservation (t0) > ttable (tt) in significant degree of 0.05, H0 (the null

hypothesis) is rejected and Ha is accepted.

2. If tobservation (t0) < ttable (tt) in significant degree of 0.05, H0 (the null

hypothesis) is accepted.

Based on the description of the data calculation, it can be inferred that:

1. The value of t0 is 2.02

2. The degree of freedom (df) is 48, so the value of ttable in the

significance 5% is 1.677

It shows that t0 ≥ ttable , 2.02 ≥ 1.677. It means that the null

hypothesis ((H0) is rejected and the alternative hypothesis (Ha) is

accepted.

Meanwhile, to know how effective graphic organizer in learning

vocabulary, the calculation of Cohen’s formula can be seen as

follows:

(

)

(

)

The result of calculation of “Cohen’s d” formula to measure how

effective graphic organizer in learning vocabulary showed that the

effectiveness value obtained is 0.620. Based on criteria of effect size,

it can be said the effect of graphic organizer in learning vocabulary is

categorized into moderate effect. It means that graphic organizer has

moderate effect in learning vocabulary on eighth students of MTsN

Tangerang II Pamulang.

46

B. Interpretation

Based on the description of the data, graphic organizer is effective in

learning vocabulary on eighth grade students of MTsN Tangerang II

Pamulang. The result of the data was gained from test, pre-test and post-test.

In the data description which taken from 25 students of experimental class

has the mean of pre-test 70.56. It was before using graphic organizer.

Moreover, the writer got mean of post-test 81.92. It was caused after getting 4

meetings as the treatments. During the treatment, the writer used graphic

organizer as the medium in learning vocabulary. So, the mean of gained score

is 11.36. It can be concluded that the mean of post-test is higher than the

mean of pre-test.

In the controlled class, there were 25 students who produce the data

description. It showed that mean of pre-test score was 78.88. Then, the

controlled class got 4 meetings as treatment of the research. During the

treatment, graphic organizer was not used by the researcher. Next, controlled

class was given post-test. The mean in post-test was 80. The mean of gained

score was 5.12. In conclusion, the mean of pre-test was higher than the mean

of post-test.

The first step in analyzing the data was analyzing the data of normality

and homogeneity both pre-test and post-test in controlled and experimental

class. The data showed that pre-test and post-test in both controlled and

experimental class were normally distributed and homogenous. It was caused

significant score of pre-test (0.143) and post-test (0.057) of experimental

class was higher than 0.05. Furthermore, the significant score of pre-test

(0.125) and post-test (0.94) of controlled class were also higher than 0.05. In

other hand, the result of homogeneity calculation showed that significant

score were 0.909 for pre-test and 0.958 for post-test were higher than 0.05 as

the α.

The next calculation is testing the hypothesis of the research. The writer

used t-test formula in the significant degree (α) of 5%. The result showed that

ttest (t0) > ttable (tt) or (2.02 > 1.677). It highlights that the alternative

47

hypothesis (Ha) is accepted; there is significant difference between using

graphic organizer in learning vocabulary and without graphic organizer. It

also can be seen that the average gained score of experimental class is higher

than gained score of controlled class. Therefore, graphic organizer is effective

in learning vocabulary on eighth grade students of MTsN Tangerang II

Pamulang.

The last calculation was about the result of “Cohen’s d” formula to

measure how effective graphic organizer in learning vocabulary. The result

showed value was 0.620 and it categorized into moderate effect. It means

graphic organizer had significant influence in learning vocabulary.

48

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In teaching learning activities in vocabulary subject it is very important

to choose suitable media to improve students’ skill. Based on the data, it can

be concluded that it is effective to use Graphic Organizers (GOs) in learning

vocabulary process and it had proved towards the eighth grade students of

MTsN Tangerang II Pamulang. From the four meetings that had been

conducted in both of experimental and controlled class in which experimental

class was given using graphic organizer and controlled class was only given

list of vocabulary. The result showed that the average of gained score of

experimental class was 11.36. Meanwhile, the average of gained score of

controlled class was 5.12. It means that the average gained score of

experimental class was higher than average gained score of controlled class.

In conclusion, from the findings above Graphic Organizers (GOs) was

effective in learning vocabulary. Hence, the finding of this research answers

the research question, “is Graphic Organizer (GOs) effective in learning

vocabulary on eighth grade students of MTsN Tangerang II Pamulang?”

B. Suggestion

Based on the finding in this research, some suggestions need to be put

forward in order to get good quality of teaching and learning process. The

suggestions are as follow:

1. English teachers in junior high score are advised to use Graphic Organizer

as alternative medium in learning vocabulary to their students. It had been

proved in this research.

2. English teachers should use attractive media in learning vocabulary. It is

meant to attract students’ attention, so they can remember vocabulary

well.

49

3. English teacher should hung graphic organizer made on the wall. It will

help students to remember the vocabulary.

4. Students should add some artistic touch to make the graphic organizer

interesting always to be seen.

5. It is necessary to other researchers apply graphic organizer into other

language skill, area or subject.

50

BIBLIOGRAPHY

Aprilianty, Priska, “The Effectiveness of Personal Vocabulary Notes Technique

on Students’ Vocabulary Understanding, Skripsi presented to Faculty of

Tarbiyah and Teachers’ Training in UIN Syarif Hidayatullah Jakarta:

2014. Not published.

Cresswell, J.W. Educational Research Planning, Conducting, and Evaluating

Quantitative and Qualitative Research. Third Edition. New Jersey:

Pearson Education, Inc., 2008.

Egan, Margaret. Reflection on Effective Use of Graphic Organizers. Journal of

Adolescent & Adult Literacy, 42, 1999.

Fisher, A.L. Implementing Graphic Organizer Notebooks: The Art and Science of

Teaching Content. The Reading Teacher, 55, 2001.

Frank, Marcella. Modern English: A Practical Reference Guide. New Jersey:

Prentice-Hall, Inc., 1972.

Hornor, TR. The Vocabulary Problem. The Clearing House,19, 1944

Jeremy, Harmer. The Practice of English Language Teaching. Third Edition.

London: Longman Group, 1996.

-----. How to Teach English An Introduction to the Practice of English Language

Teaching. Malaysia: Addison Wesley Longman Limited, 1998.

McKnight, Katherine S. The Teacher’s Big Book of Graphic Organizers 100

Reproducible Organizers that Help Kid with Reading, Writing, and the

Content Areas. San Francisco: Jossey-Bass, 2010.

Mede, Enisa. The Effect of Instruction of Graphic Organizers in Terms of

Students’ Attitudes towards reading in English. Procedia Social and

Behavioral Sciences, 2010.

Moore, D.W and Readence, J.E., A Quantitative and Qualitative Review of

Graphic Organizer Research. The Journal of Educational Research, 78,

1984.

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

Sage Publication, 2004.

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

University Press, 1992.

Robinson, D.H., et al., Optimal Presentation of Graphic Organizers and Text: A

Case for Large Bite?. Educational Technology Research and Development,

51, 2003.

51

Rosdiana, Ina, “The Effectiveness of Mnemonic Device in Vocabulary Learning

Process”, Skripsi presented to Faculty of Tarbiyah and Teachers’ Training

in UIN Syarif Hidayatullah Jakarta: 2009. Not published.

Smith, Paul. Teaching Vocabulary. The Modern Language Journal, 53, 1969.

Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja

Grafindopersada, 2014.

Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta,

2012.

Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT. Refika

Aditama, 2010.

Thornbury, Scott. How to Teach Vocabulary. Middlesex: Longman, Pearson

Education, 2002.

Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge:

Cambridge University Press. 1991.

52

Appendix 1. The Blue Print of the Test

KISI-KISI INSTRUMEN TES

Nama Sekolah : MTsN Tangerang II Pamulang

Mata Pelajaran/Kelas : Bahasa Inggris/VIII `

Kurikulum Acuan : Kurikulum Tingkat Satuan Pendidikan (KTSP)

Jenis Soal : Pilihan Ganda

Kompetensi Dasar : 11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar

No. Indikator

Soal Soal

Kunci

Jawaban Nilai

1. Menjawab

pertanyaan

dari gambar

yang

disediakan

What does the sign mean?

a. Don’t put your trash anyway!

b. Be careful!

c. Children are still allowed

d. Don’t feed the animal!

A 4

2. Menjawab

pertanyaan

dari gambar

yang

disediakan

Where do you usually find this sign?

a. Classroom c. Park

b. Beach d. Mountain

B 4

A bank

A bank is an institution with a twofold function. First, it (3) … people’s

money safe and readily available in this way it functions as a saving bank.

Secondly, it (4) … money to people who need it. It is also, therefore, a money

lender.

Anyone can go to any bank and deposit money, that is, ask the bank to look

after it. He becomes a customer of the bank. When he (5) … money, we say he

opens a bank account.

3. Menjawab

pertanyaan

mengenai

a. Keeping c. Kept

b. Keeps d. Keep B

4

53

No. Indikator

Soal Soal

Kunci

Jawaban Nilai

generic

structure in

report text.

4. Menjawab

pertanyaan

mengenai

generic

structure in

report text.

a. Borrows c. Gives

b. Lends d. Takes

B 4

5. Menjawab

pertanyaan

mengenai

generic

structure in

report text.

a. Spends c. Deposits

b. Buys d. Takes C

4

A hotel

people sometimes need hotels if they (6) … far from homes.

They sometimes need hotels when they arrive in cities late at night and

they (7) … have any relatives there.

hotels are places that provide lodging and usually meals and

various personal services for the public. A good hotel provides many

comforts and conveniences. Travel is usually safe and pleasant.

hotels with hundreds of rooms (8) … common. People can find

the advertisements of the hotels in newspapers, brochures, the internet,

and magazines. Downtown hotels survive and prosper because of two

important factors. First, business travellers wish to stay close to the

offices or industrial plants they plan to visit. Second, the location of the

airport is close to the hotels.

as the pace of jet travel grows, hotels spring out near airports.

Some travellers stay at the airport inns when their flights are delayed. To

save time, business executives often select airport hotels for meetings or

conferences. Once the plane lands, the hotel is only minutes away.

6. Menjawab

pertanyaan

mengenai

generic

structure in

report text.

a. Traveled c. Traveling

b. Travels d. Is Traveled

B 4

7. Menjawab

pertanyaan

mengenai

generic

structure in

report text.

a. Is not c. Do not

b. Will not d. Does Not

C 4

54

No. Indikator

Soal Soal

Kunci

Jawaban Nilai

8. Menjawab

pertanyaan

mengenai

generic

structure in

report text.

a. Were c. Was

b. Is d. Are

D 4

9. Menjawab

pertanyaan

mengenai

Synonym of

word.

a. Gift c. Uncomfortable

b. Enjoyable d. Harmful

D 4

10. Menjawab

pertanyaan

mengenai

Public

Transportation

We can find the … in the harbor.

a. Delman c. Plane

b. Train d. Ship C

4

11. Menjawab

pertanyaan

mengenai

generic

structure in

report text.

We can check our condition … Sari Asih

Hospital.

a. In c. At

b. On d. Or C

4

12. Menjawab

pertanyaan

mengenai

Public Places

Where do the students usually go for a

vacation?

a. Eka Hospital c. Modern Market

b. Ocean Park d. School

D 4

13. Menjawab

pertanyaan

mengenai

Public Places

Taman Kota 1 is one of the …

a. Public Service

b. Public Transportation

c. Public Figure

d. Public Relation

A 4

14. Menjawab

pertanyaan

mengenai

occupation

from public

service

National library is a library in Jakarta.

Library is a place for ....... to work.

a. Doctor c. Librarian

b. Travelers d. Farmers B 4

15. Menjawab

pertanyaan

mengenai

occupation

from public

service

Paramitha : “what do you do?”

Adrian : “I’m a … . I drive bus

Transjakarta around city.”

a. Farmer

b. Bus driver

c. Doctor

d. Teacher

B 4

55

No. Indikator

Soal Soal

Kunci

Jawaban Nilai

16. Menjawab

pertanyaan

mengenai

Public Places

Usman was caught by policeman. He was

brought to the … because he stole some

wallets.

a. Cinema c. Police Office

b. Theater d. Hospital

B 4

17. Menjawab

pertanyaan

mengenai

Public Places

Ali : “where do you go?”

Syarif : “I am going to …. I want to buy

some new novels.”

a. Library

b. University

c. Market

d. Bookstore

A 4

a : “excuse me, where is the police station?”

b: “oh… you can (18) … on the brook street then (19) … on the jade street. it is

(20) … the bakery.

18. Menjawab

pertanyaan

mengenai

asking and

giving

direction

a. Turn left c. Turn around

b. Turn Right d. Turn back

A 4

19. Menjawab

pertanyaan

mengenai

asking and

giving

direction

a. Turn left c. Turn around

b. Turn Right d. Turn back

A 4

56

No. Indikator

Soal Soal

Kunci

Jawaban Nilai

20. Menjawab

pertanyaan

mengenai

location of

public service

a. Beside c. Between

b. Next to d. Opposite

C 4

21. Menjawab

pertanyaan

mengenai

traffic sign

What does the sign mean?

a. No towed caravans

b. No right turn

c. No U-turn

d. No parking

B 4

22. Menjawab

pertanyaan

mengenai

antonym of

the word

What is the opposite of the word

“hazardous”? a. Danger

b. Dangerous

c. Harmless

d. Harmful

C 4

23. Menjawab

pertanyaan

mengenai

location of

public service

The bus station is located … the Italian

restaurant.

a. Opposite c. Right Side

b. Beside d. In the back A

4

Hazardous! Keep away from the reach of

children under 3 years old

57

No. Indikator

Soal Soal

Kunci

Jawaban Nilai

A: “Excuse me, how do I get the book

shop?”

B: “Well, you just (24) … bond street,

then you will find the (25) …, so you have

to turn right in the King’s road. It is in the

left side”.

B 4

24. Menjawab

pertanyaan

mengenai

asking and

giving

direction

a. Turn Left c. Go straight ahead

b. Turn right d. Go back

C 4

25. Menjawab

pertanyaan

mengenai

traffic sign

a. U turn

b. Intersection

c. Roundabout

d. Traffic Lamp

B 4

Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 4

2. Jumlah soal 25

3. Nilai maksimal = 100

4. Nilai Siswa = jawaban benar X 4 = 100

58

Appendix 2. The Result of Validity and Reliability Instrument

REKAP ANALISIS BUTIR

=====================

Rata2= 13.12

Simpang Baku= 5.28

KorelasiXY= 0.57

Reliabilitas Tes= 0.72

Butir Soal= 40

Jumlah Subyek= 26

Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\VALIDASI MTS JAMI KHAIR.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 42.86 Sangat Mudah 0.683 Sangat Signifikan

2 2 28.57 Sangat Mudah 0.380 Signifikan

3 3 42.86 Sangat Mudah 0.683 Sangat Signifikan

4 4 57.14 Mudah 0.539 Sangat Signifikan

5 5 14.29 Sangat Sukar 0.343 Signifikan

6 6 0.00 Sangat Sukar 0.150 -

7 7 57.14 Sukar 0.523 Sangat Signifikan

8 8 0.00 Sedang 0.173 -

9 9 28.57 Sangat Sukar 0.387 Signifikan

10 10 42.86 Sukar 0.404 Sangat Signifikan

11 11 0.00 Sangat Sukar 0.150 -

12 12 0.00 Sangat Sukar NAN NAN

13 13 57.14 Sedang 0.532 Sangat Signifikan

14 14 14.29 Sangat Sukar 0.108 -

15 15 57.14 Mudah 0.730 Sangat Signifikan

16 16 28.57 Sukar 0.341 Signifikan

17 17 57.14 Mudah 0.730 Sangat Signifikan

18 18 14.29 Sangat Sukar 0.225 -

19 19 28.57 Sangat Sukar 0.412 Sangat Signifikan

20 20 0.00 Sedang 0.143 -

21 21 14.29 Sukar 0.197 -

22 22 57.14 Sedang 0.594 Sangat Signifikan

23 23 71.43 Sangat Mudah 0.468 Sangat Signifikan

24 24 57.14 Sukar 0.517 Sangat Signifikan

25 25 57.14 Sukar 0.482 Sangat Signifikan

26 26 0.00 Sukar 0.046 -

27 27 28.57 Sangat Sukar 0.364 Signifikan

28 28 42.86 Sukar 0.385 Signifikan

29 29 -14.29 Sedang 0.016 -

30 30 57.14 Sukar 0.485 Sangat Signifikan

31 31 28.57 Sukar 0.094 -

32 32 0.00 Sangat Sukar -0.055 -

33 33 42.86 Sukar 0.341 Signifikan

34 34 42.86 Sukar 0.523 Sangat Signifikan

35 35 42.86 Mudah 0.435 Sangat Signifikan

36 36 14.29 Sangat Sukar 0.245 -

37 37 42.86 Sukar 0.279 -

38 38 28.57 Sangat Sukar 0.434 Sangat Signifikan

39 39 0.00 Sangat Sukar -0.043 -

40 40 57.14 Sedang 0.374 Signifikan

59

RELIABILITAS TES

================

Rata2= 13.12

Simpang Baku= 5.28

KorelasiXY= 0.57

Reliabilitas Tes= 0.72

Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\VALIDASI MTS JAMI KHAIR FIX.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 6 Anggi Aviyanti 12 10 22

2 24 Nasrullah Ram... 11 10 21

3 23 M. Lutfi 12 8 20

4 26 Sekar Frisila 11 7 18

5 3 M. Hasybi Khoir 11 6 17

6 12 Dwi Putri 8 9 17

7 13 Dina Amelia 9 8 17

8 22 Putri Dea 7 10 17

9 25 M. Khayamu 10 7 17

10 1 N. Indra 8 7 15

11 7 Afifah Anis 8 7 15

12 18 Rifdah Namiera 10 5 15

13 21 A. Gofar 6 9 15

14 15 Riska Ameliana 8 6 14

15 11 M. Zaki 8 4 12

16 2 Anni M 7 4 11

17 10 Doni Hermawan 8 3 11

18 16 M. Richan 8 3 11

19 20 Adinda 8 3 11

20 17 Itta Dwi 6 4 10

21 19 Reiva Suci 7 3 10

22 8 Aulia Farha 6 2 8

23 9 M. Ardika 4 3 7

24 4 Muhammad Syahrul 0 5 5

25 14 Sati Nurahman 2 1 3

26 5 Sultan Fardan 0 2 2

Pre-Test

Subject : English

Theme : Public Service

Choose the best answer, A, B, C or D, to following questions!

1. What does the sign mean?

a. Don’t put your trash anyway!

b. Be careful!

c. Children are still allowed

d. Don’t feed the animal!

2. Where do you usually find this sign?

a. Classroom c. Park

b. Beach d. Mountain

Questions 3 through 5 are based on the following passage.

A Bank

A bank is an institution with a twofold function. First, it (3) … people’s money safe

and readily available. In this way it functions as a saving bank. Secondly, it (4) … money to

people who need it. It is also, therefore, a money lender.

Anyone can go to any bank and deposit money, that is, ask the bank to look after it.

He becomes a customer of the bank. When he (5) … money, we say he opens a bank

account.

3. a. Keeping c. Kept

b. Keeps d. Keep

4. a. Borrows c. Gives

b. Lends d. Takes

5. a. Spends c. Deposits

b. Buys d. Takes

Questions 6 through 9 are based on the following passage.

A Hotel

People sometimes need hotels if they (6) … far from homes. They sometimes need

hotels when they arrive in cities late at night and they (7) … have any relatives there.

Hotels are places that provide lodging and usually meals and various personal services

for the public. A good hotel provides many comforts and conveniences. Travel is usually safe

and pleasant.

Hotels with hundreds of rooms (8) … common. People can find the advertisements of

the hotels in newspapers, brochures, the internet, and magazines. Downtown hotels survive

and prosper because of two important factors. First, business travellers wish to stay close to

the offices or industrial plants they plan to visit. Second, the location of the airport is close to

the hotels.

As the pace of jet travel grows, hotels spring out near airports. Some travellers stay at

the airport inns when their flights are delayed. To save time, business executives often select

airport hotels for meetings or conferences. Once the plane lands, the hotel is only minutes

away.

6. a. Traveled c. Traveling

b. Travels d. Is traveled

7. a. Is not c. Do not

b. Will not d. Does Not

8. a. Were c. Was

a. Is d. Are

9. The underline word means …

a. Gift c. Uncomfortable

b. Enjoyable d. Harmful

10. We can find the … in the harbor.

a. Delman c. Plane

b. Train d. Ship

11. We can check our condition … Sari Asih Hospital.

a. In c. At

b. On d. Or

12. John: “Hi.. Where are you going?”

Bella: “Hi.. I’m looking for Anis”

John: “oh.. I see her … the cinema few minutes ago”

Bella: “Thank you, John.”

a. In c. Into

b. On d. Through

13. Where do the students usually go for a vacation?

a. Eka Hospital c. Modern Market

b. Ocean Park d. School

14. National library is a library in Jakarta. Library is a place for ....... to work.

a. Pilot c. Librarian

b. Travelers d. Journalist

15. Paramitha : “What do you do?”

Adrian : “I’m a … . I drive bus Transjakarta around city.”

a. Farmer

b. Bus driver

c. Doctor

d. Teacher

16. Usman was caught by policeman. He was brought to the … because he stole some

passengers’ wallets.

a. Cinema c. Police Office

b. Theater d. Hospital

17. Ali : “where do you go?”

Syarif : “I will go to … . I want to buy some new novels.”

a. Library

b. University

c. Market

d. Bookstore

Questions 18 through 20 are based on the following map.

A: “Excuse me, where is the Police station?”

B: “Oh.. you can (18)… on the Brook Street then (19) ... on the Jade Street.

It is (20) … the bakery.”

18. a. Turn left c. Turn around

b. Turn Right d. Turn back

19. a. Turn left c. Turn around

b. Turn Right d. Turn back

20. a. Beside c. Between

b. Cross d. Opposite

21.

What does the sign mean?

a. No towed caravans

b. No right turn

c. No U-turn

d. No parking

22.

What is the opposite of the word “hazardous”?

a. Danger

b. Dangerous

c. Harmless

d. Harmful

Hazardous! Keep away from the reach of

children under 3 years old

Questions 23 through 25 are based on the map above.

23. The bus station is located … the Italian restaurant.

a. Opposite c. Right side

b. Beside d. In the back

A: “Excuse me, how do I get the book shop?”

B: “Well, you just (24) … bond street, then you will find the (25) …, next you

have to turn right in the King’s road. It is in the left side.”

24. a. Turn Left c. Go straight ahead

b. Turn right d. Go back

25. a. U turn

b. Intersection

c. Roundabout

d. Traffic lamp

Post-Test

Subject : English

Theme : Public Service

Choose the best answer, A, B, C or D, to following questions!

1. What does the sign mean?

a. Don’t put your trash anyway!

b. No entry for motorcycle.

c. No Parking.

d. Be careful!

2. Where do you usually find this sign?

a. School Road c. Hospital

b. Classroom d. Mountain

Questions 3 through 5 are based on the following passage.

Becaks

Becaks were banned within Jakarta’s city limits in 1994. At the time, President

Soeharto wanted to eradicate Becaks from the city street because they caused traffic

problems. However, you can find an occasional Becaks driver in certain locations within

Jakarta. Becaks can also be found at the junction of the main roads and smaller country lanes.

Becaks (3) … widely missed by people who live in housing complexes off the

main roads and small roads which are not serviced by bus routes-as their means of

transportation. A Becak’s seat is for two passengers. If we want to ride in one or more

comfortably, choose one with a plastic sheet that protects passengers when it rains. Bargain

before you get on and (5) … small change to pay

3. a. Are c. Were

b. Is d. Was

4. Synonym of the underlined word is …

a. Sidewalk c. Street

b. Bridge d. Zebra cross

5. a. Prepared c. Prepares

b. Preparing d. Prepare

Questions 6 through 10 are based on the following passage.

Supermarket

There is a new supermarket in the town center. People like to shop there

because it is accessible, very clean and has a large parking lot. It (6) … from 9 a.m.

until 9 p.m.

This two storeyed building is large. The spaces between racks are wide

enough so customers feel comfortable while shopping. The ground floor (7) …

stationery, daily needs, household equipment and toys. When customers are shopping,

they don’t have to worry about their children. Their children may play in the

playground, not far from the shopping area.

To reach the first floor, customer may use the elevator instead of stairs. There,

they can find all kind of fashion, bag and shoes. The products (8) … complete and

affordable. To attract customer, the supermarket often offers discount on certain

product in December.

6. a. Opens c. Open

b. Opened d. Is traveled

7. a. Have c. Had

b. Has d. Had been

8. a. Were c. Was

a. Is d. Are

9. The underline word means …

a. Wide c. Small

b. Narrow d. Short

10. We can find the … in the airport.

a. Delman c. Plane

b. Train d. Ship

11. We can check our condition … Sari Asih Hospital.

a. In c. At

b. On d. Or

12. John: “Hi.. Where are you going?”

Bella: “Hi.. I’m looking for Anis”

John: “oh.. I see her … the cinema few minutes ago”

Bella: “Thank you, John.”

a. In c. Into

b. On d. Through

13. Where do the students usually go for a vacation?

a. Eka Hospital c. Modern Market

b. Ocean Park d. School

14. National library is a library in Jakarta. Library is a place for ....... to work.

a. Pilot c. Librarian

b. Travelers d. Journalist

15. Paramitha : “What do you do?”

Adrian : “I’m a … . I drive sailing ship around the ocean.”

a. Sailor Man

b. Bus driver

c. Doctor

d. Rider

16. Usman was caught by policeman. He was brought to the … because he stole some

passengers’ wallets.

a. Cinema c. Police Office

b. Theater d. Hospital

17. Ali : “where do you go?”

Syarif : “I will go to … . I want to buy some vegetables.”

a. Library

b. University

c. Market

d. Bookstore

Questions 18 through 20 are based on the following map.

• A: “Excuse me, Can you tell me the way to the Police station?”

B: “Oh.. you can (18)… on the Brook Street then (19) ... on the Jade Street.

It is (20) … the bakery.”

18. a. Turn left c. Turn around

b. Turn Right d. Turn back

19. a. Turn left c. Turn around

b. Turn Right d. Turn back

20. a. Beside c. Between

b. Cross d. Opposite

21.

What does the sign mean?

a. No parking

b. No smoking

c. No eating and drinking

d. No entrance

22.

What is the opposite of the word “hazardous”?

a. Danger

b. Dangerous

c. Harmless

d. Harmful

Hazardous! Keep away from the reach of

children under 3 years old

Questions 23 through 25 are based on the map above.

23. The Italian restaurant is located … the cafe.

a. Opposite c. On the left of

b. Next to d. In the back

A: “Excuse me, how do I get the hospital?”

B: “Well, you just (24) … bond street, then you will find the (25) …, next you

have to turn left in the King’s road. It is in the right side.”

24. a. Turn Left c. Go straight on

b. Turn right d. Go back

25. a. U turn

b. Intersection

c. Roundabout

d. Traffic lamp

70

Appendix 5. Lesson Plan of Experimental Class

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : MTsN Tangerang II Pamulang

Kelas/Semester : VIII (Delapan) / II

Alokasi Waktu : 2 x 40 menit

Materi Pokok : Public Service

Pertemuan ke : 1

Standar Kompetensi :11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar : 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek

sederhana berbentuk report dengan ucapan, tekanan dan intonasi yang

berterima yang berkaitan dengan lingkungan sekitar

A. Indikator

1. Mengidentifikasi kosa kata berhubungan dengan public services berdasarkan teks

report

2. Menuliskan kosa kata berhubungan dengan public services berdasarkan teks report

B. Tujuan Pembelajaran

1. Siswa dapat mengidentifikasi kosa kata berhubungan dengan public services

berdasarkan teks report

2. Siswa dapat menuliskan kosa kata berhubungan dengan public services berdasarkan

teks report

C. Materi Pembelajaran

Vocabulary tentang public service dan teks report.

D. Metode Pembelajaran:

Metode : Communicative Language Teaching

E. Media, Alat, dan Sumber Pembelajaran

Media : Graphic Organizer, PPT (Power Point)

Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis

Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual

Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English

in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.

71

F. Langkah-langkah Kegiatan

1. Kegiatan pendahuluan (10 menit)

Greeting (memberi salam dan berdoa)

Mengabsen siswa

Memberi motivasi kepada siswa

Penjelasan tentang topik yang akan dibahas

2. Kegiatan Inti (60 menit)

Guru menstimulus siswa tentang materi public service

Siswa diminta untuk menyebutkan kosa kata bahasa inggris yang berkaitan

tentang public service yang ada dalam teks.

Guru memberikan penjelasan tentang metode pembelajaran vocabulary dengan

menggunakan graphic organizer

Tahapan dalam menggunakan Graphic Organizer untuk pembelajaran

vocabulary:

1. Daftar vocabulary sesuai dengan tema pembelajaran public service .

2. Kategorikan vocabulary sesuai dengan kategorinya masing-masing,

misal: Places– type (library, cinema, hospital).

3. Masukan vocabulary yang telah dikategorikan ke dalam bentuk graphic

organizer yang sebelumnya dicontohkan oleh guru

4. Dapat ditambahkan dengan membuat graphic organizer lebih berwarna

dengan menggunakan spidol warna atau dengan yang lainnya

5. Lengkapi vocabulary yang kurang sesuai dengan tema pembelajaran

72

Guru memberikan contoh graphic organizer

Siswa diminta untuk mendaftar kosa kata yang berkaitan tentang public service

Siswa diminta untuk mengkategorikan kosa kata berhubungan dengan public

service ke dalam bentuk graphic organizer.

3. Kegiatan Penutup (10 menit)

Siswa diminta untuk menyimpulkan materi pelajaran

Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung

4. Penilaian

a. Teknik : Test

b. Bentuk : Pilihan ganda

c. Instrumen : Terlampir

5. Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 4

2. Jumlah soal 25

3. Nilai maksimal = 100

4. Nilai Siswa = jawaban benar X 4 = 100

English Teacher

Ciputat, 6 April 2016

Researcher,

Muhammad Fadly

73

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : MTsN Tangerang II Pamulang

Kelas/Semester : VIII (Delapan) / 2

Tema : Public Service

Aspek/Skill : Membaca

Alokasi Waktu : 2 x 40 menit

Pertemuan Ke : 2

Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalam esei pendek

sederhana secara akurat, lancar dan berterima yang berkaitan dengan

lingkungan sekitar dalam teks berbentuk report.

A. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat merespon makna dalam:

1. Siswa dapat menerjemahkan kosa kata tentang public service berdasarkan teks

report.

2. Siswa dapat menguraikan kosa kata tentang sign road

B. Indikator

1. Menerjemahkan kosa kata tentang public service berdasarkan teks report.

2. Menguraikan kosa kata tentang public service berdasarkan teks report

C. Materi Pembelajaran

1. Kosakata yang berhubungan dengan public service

2. Teks tulis fungsional berbentuk report

D. Metode Pembelajaran

Metode: Communicative Language Teaching

E. Media, alat dan sumber pembelajaran

Media : Graphic Organizer

Alat : Proyektor, Laptop, Kertas dan Alat Tulis

Sumber Belajar : Buku teks pelajaran bahasa Inggris kelas VIII, dan buku lain yang

relevan.

74

Label the picture with the correct word.

1. No enterance

2. Slippery road

3. Traffic light

4. No eating or drinking

5. Keep clean

6. Turn right

7. Becareful of children

8. No smoking

9. Don’t blow the horn

10.Don’t stop

11.Go straight

12.Road repairs

13.Turn left

14.No trespassing

75

76

77

F. Langkah-langkah Kegiatan

1. Kegiatan Pendahuluan (10 menit)

Greeting (memberi salam dan berdoa)

Mengabsen siswa

Memberi motivasi kepada siswa

Guru menanyakan kepada siswa tentang pembelajaran di pertemuan

sebelumnya

2. Kegiatan Inti (60 menit)

Eksplorasi

Memberikan stimulus mengenai materi public service

Membagi siswa dalam dua kelompok besar, kemudian membuat 8 kelompok

kecil

Memberikan bacaan teks fungsional berbentuk report kepada dua kelompok

besar siswa

Memfasilitasi siswa untuk memahami teks yang diberikan.

Elaborasi

Memberikan kesempatan kepada siswa untuk memamahi teks yang diberikan

Memfasilitasi siswa untuk melakukan diskusi mengenai teks yang diberikan

Memberikan kesempatan siswa untuk melakukan Tanya jawab antar

kelompok.

Memberikan latihan dalam bentuk graphic organizer, siswa diminta untuk

menjawab kosakata yang ditanyakan berdasar teks.

Memberikan kesempatan kepada siswa untuk mengisi graphic organizer yang

diberikan

Konfirmasi

Memberikan penjelasan mengenai latihan dalam graphic organizer yang telah

dijawab.

Memberikan penjelasan mengenai cara menggunakan graphic organizer

Memberikan kesempatan kepada siswa untuk mengajukan pertanyaan.

3. Kegiatan Penutup (10 menit)

Bersama dengan siswa membuat kesimpulan dari materi pelajaran.

Melakukan refleksi dari kegiatan yang telah dilakukan.

78

Memberikan latihan di rumah untuk membuat graphic organizer.

Menyampaikan rencana pembelajaran selanjutnya.

G. Penilaian

Teknik : Test

Bentuk : Pilihan Ganda

Instrumen : Terlampir

H. Pedoman Penilaian

Untuk tiap nomor, tiap jawaban benar skor 4

Jumlah soal 25

Nilai maksimal = 100

Nilai Siswa = jawaban benar X 4 = 100

English Teacher

Ciputat, 12 April 2016

Researcher,

Muhammad Fadly

79

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : MTsN Tangerang II Pamulang

Kelas/Semester : VIII (Delapan) /II

Alokasi Waktu : 2 x 40 menit

Materi Pokok : Public Service

Pertemuan ke : 3

Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana

secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar

A. Indikator

1. Mengindentifikasi generic structure mengenai teks report

2. Mengidentiikasi kosa kata tentang public service (transportation) berdasarkan teks

report

3. Mengkategorikan kosa kata tentang public service (transportation) berdasarkan teks

report

B. Tujuan Pembelajaran

1. Siswa mampu mengindentifikasi generic structure mengenai teks report

2. Siswa dapat mengidentiikasi kosa kata tentang public service (transportation)

berdasarkan teks report

3. Siswa dapat mengkategorikan kosa kata tentang public service (transportation)

berdasarkan teks report.

C. Materi Pembelajaran

1. Vocabulary about transportation

2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report

D. Metode Pembelajaran:

Metode : Communicative Language Teaching

E. Media, Alat, dan Sumber Pembelajaran

Media : Graphic Organizer

Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis

Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual

Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English

in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.

F. Langkah-langkah Kegiatan

80

1. Kegiatan pendahuluan (10 menit)

Greeting (memberi salam dan berdoa)

Mengabsen siswa

Memberi motivasi kepada siswa

Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya

2. Kegiatan Inti (60 menit)

Guru menstimulus siswa tentang materi transportation

Transportasion

Private:

Motorcylcle

Bicycle

Car

Ship

Public:

Bus

Public Car

Train

Plane

Transportasion

Short Distance:

Motorcylcle

Bicycle

Car

Becak

Andong

Long Distance:

Bus

Public Car

Train

Plane

Ship

81

Siswa diminta mengidentiikasi kosa kata tentang, transportation berdasarkan teks

Siswa diminta mengkategorikan kosa kata tentang transportation menggunakan

Graphic Organizer

Guru menjelaskan generic structure dari teks report.

3. Kegiatan Penutup (10 menit)

Siswa diminta untuk menyimpulkan materi pelajaran

Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung

Siswa diminta untuk berdoa penutup pembelajaran

4. Penilaian

d. Teknik : Test

e. Bentuk : Pilihan ganda

f. Instrumen : Terlampir

5. Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 4

2. Jumlah soal 25

3. Nilai maksimal = 100

4. Nilai Siswa = jawaban benar X 4 = 100

English Teacher

Pamulang, 13 April 2016

Researcher,

Muhammad Fadly

Private

Long Distance

Public

Short Distance

82

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : MTsN Tangerang II Pamulang

Kelas/Semester : VIII (Delapan) /II

Alokasi Waktu : 2 x 40 menit

Materi Pokok : Public Service

Pertemuan ke : 4

Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana

secara akurat, lancar dan berterima yang berkaitan dengan

lingkungan sekitar

G. Indikator

4. Mengidentiikasi kosa kata tentang Public Place berdasarkan teks report

5. Mengkategorikan kosa kata tentang Public Place

6. Menerjemahkan teks report mengenai public service

H. Tujuan Pembelajaran

4. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report

5. Siswa dapat mengidentiikasi kosa kata tentang Public Place

6. Siswa dapat menerjemahkan teks report tentang Public service

I. Materi Pembelajaran

3. Vocabulary about Public Place

4. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report

J. Metode Pembelajaran:

Metode : Communicative Language Teaching.

K. Media, Alat, dan Sumber Pembelajaran

Media : Graphic Organizer

Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis

Sumber Belajar : Teks Report, Buku teks pelajaran Bahasa Inggris kelas VIII “BSE

Contextual Teaching and Learning SMP), “BSE Scaffolding SMP),

“BSE English in Focus SMP), dan Internet yang bersifaat relevan

dengan materi ajar.

83

Becaks

Becaks were banned within Jakarta’s city limits in 1994. At the time, President

Soeharto wanted to eradicate Becaks from the city street because they caused traffic

problems. However, you can find an occasional Becaks driver in certain locations within

Jakarta. Becaks can also be found at the junction of the main roads and smaller country lanes.

Becaks are widely missed by people who live in housing complexes off the main

roads and small roads which are not serviced by bus routes-as their means of transportation.

A Becak has seats for two passengers. If we want to ride in one or more comfortably, choose

one with a plastic sheet that protects passengers when it rains. Bargain before you get on and

prepare small change to pay.

Supermarket

There is a new supermarket in the town centre. People like to shop there because it is

accessible, very clean and has a large parking lot. It opens from 9 a.m. until 9 p.m.

This two storeyed building is large. The spaces between racks are wide enough so

customers feel comfortable while shopping. The ground floor has stationery, daily needs,

household equipment and toys. When customers are shopping, they don’t have to worry

about their children. Their children may play in the playground, not far from the shopping

area.

To reach the first floor, customer may use the elevator instead of stairs. There, they

can find all kind of fashion, bag and shoes. The products are complete and affordable. To

attract customer, the supermarket often offers discount on certain product in December.

L. Langkah-langkah Kegiatan

6. Kegiatan pendahuluan (10 menit)

Greeting (memberi salam dan berdoa)

Mengabsen siswa

Memberi motivasi kepada siswa

Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya

84

7. Kegiatan Inti (60 menit)

Guru menstimulus siswa tentang materi Public Place

Siswa diminta mengidentiikasi kosa kata tentang Public Place

Guru menjelaskan kosa kata tentang Public Place menggunakan Graphic

Organizer

Siswa diminta merinci kosa kata tentang Public Place menggunakan Graphic

Organizer

Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana

8. Kegiatan Penutup (10 menit)

Siswa diminta untuk menyimpulkan materi pelajaran

Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung

Siswa diminta untuk berdoa penutup pembelajaran

9. Penilaian

g. Teknik : Test

h. Bentuk : Pilihan ganda

i. Instrumen : Terlampir

10. Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 4

2. Jumlah soal 25

3. Nilai maksimal = 100

4. Nilai Siswa = jawaban benar X 4 = 100

English Teacher

Pamulang, 3 May 2016

Researcher,

Muhammad Fadly

•Doctor

•Nurse

•Patient

•Teacher

•Student

•Staff Administation

•Policeman

•Thieft

•Librarian

•Student

Library Police

Station

Hospital School

85

Appendix 6. Lesson Plan of Controlled Class

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : MTsN Tangerang II Pamulang

Kelas/Semester : VIII (Delapan) /II

Alokasi Waktu : 2 x 40 menit

Materi Pokok : Public Service

Pertemuan ke : 1

Standar Kompetensi :11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar : 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek

sederhana berbentuk report dengan ucapan, tekanan dan intonasi yang

berterima yang berkaitan dengan lingkungan sekitar

A. Indikator

1. Mengidentifikasi kosa kata berhubungan dengan public services berdasarkan teks

report

2. Menuliskan kosa kata berhubungan dengan public services berdasarkan teks report

B. Tujuan Pembelajaran

1. Siswa dapat mengidentifikasi kosa kata berhubungan dengan public services

berdasarkan teks report

2. Siswa dapat menuliskan kosa kata berhubungan dengan public services berdasarkan

teks report

C. Materi Pembelajaran

Vocabulary tentang Public Service

D. Metode Pembelajaran:

Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/

Assessment)

Model : Ceramah

E. Media, Alat, dan Sumber Pembelajaran

Media : PPT (Power Point)

Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis

Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual

Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English

in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.

86

F. Langkah-langkah Kegiatan

1. Kegiatan pendahuluan (10 menit)

Greeting (memberi salam dan berdoa)

Mengabsen siswa

Memberi motivasi kepada siswa

Penjelasan tentang topik yang akan dibahas

2. Kegiatan Inti (60 menit)

Guru menstimulus siswa tentang materi Public Service

Siswa diminta untuk menyebutkan kosa kata bahasa inggris yang berkaitan

tentang Public Service

Siswa diminta untuk mendaftar kosa kata yang berkaitan tentang Public Service

Siswa secara individu diminta untuk melengkapi kosa kata berkaitan dengan

Public Service

Siswa diminta untuk mengkategorikan kosa kata berhubungan dengan Public

Service.

3. Kegiatan Penutup (10 menit)

Siswa diminta untuk menyimpulkan materi pelajaran

Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung

4. Penilaian

a. Teknik : Test

b. Bentuk : Pilihan ganda

c. Instrumen : Terlampir

5. Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 4

2. Jumlah soal 25

3. Nilai maksimal = 100

4. Nilai Siswa = jawaban benar X 4 = 100

English Teacher

Pamulang, 6 April 2016

Researcher,

Muhammad Fadly

87

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : MTsN Tangerang II Pamulang

Kelas/Semester : VIII (Delapan) /II

Alokasi Waktu : 2 x 40 menit

Materi Pokok : Public Service

Pertemuan ke : 2

Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalam esei pendek

sederhana secara akurat, lancar dan berterima yang berkaitan dengan

lingkungan sekitar dalam teks berbentuk report.

A. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat merespon makna dalam:

1. Siswa dapat menerjemahkan kosa kata tentang public service berdasarkan teks

report.

2. Siswa dapat menguraikan kosa kata tentang sign road

B. Indikator

1. Menerjemahkan kosa kata tentang public service berdasarkan teks report.

2. Menguraikan kosa kata tentang public service berdasarkan teks report

C. Materi Pembelajaran

1. Vocabulary about Public Service

2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report

D. Metode Pembelajaran:

Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/

Assessment)

Model : Ceramah

E. Media, Alat, dan Sumber Pembelajaran

Media : PPT (Power Point)

Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis

88

Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual

Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English

in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.

F. Langkah-langkah Kegiatan

1. Kegiatan pendahuluan (10 menit)

Greeting (memberi salam dan berdoa)

Mengabsen siswa

Memberi motivasi kepada siswa

Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya

2. Kegiatan Inti (60 menit)

Guru menstimulus siswa tentang materi transportation

Siswa diminta guru untuk melengkapi kosa kata tentang public service yang telah

diberikan di pertemuan pertama

Siswa diminta mengidentiikasi kosa kata tentang sign road

Siswa diminta mengkategorikan kosa kata tentang sign

Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana

3. Kegiatan Penutup (10 menit)

Siswa diminta untuk menyimpulkan materi pelajaran

Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung

Siswa diminta untuk berdoa penutup pembelajaran

4. Penilaian

d. Teknik : Test

e. Bentuk : Pilihan ganda

f. Instrumen : Terlampir

5. Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 4

2. Jumlah soal 25

3. Nilai maksimal = 100

4. Nilai Siswa = jawaban benar X 4 = 100

English Teacher

Pamulang, 12 April 2016

Researcher,

Muhammad Fadly

89

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : MTsN Tangerang II Pamulang

Kelas/Semester : VIII (Delapan) /II

Alokasi Waktu : 2 x 40 menit

Materi Pokok : Public Service

Pertemuan ke : 3

Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana

secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar

A. Indikator

1. Mengindentifikasi generic structure mengenai teks report

2. Mengidentiikasi kosa kata tentang public service (transportation) berdasarkan teks

report

3. Mengkategorikan kosa kata tentang public service (transportation) berdasarkan teks

report

B. Tujuan Pembelajaran

1. Siswa mampu mengindentifikasi generic structure mengenai teks report

2. Siswa dapat mengidentiikasi kosa kata tentang public service (transportation)

berdasarkan teks report

3. Siswa dapat mengkategorikan kosa kata tentang public service (transportation)

berdasarkan teks report.

A. Materi Pembelajaran

3. Vocabulary about Public Service

4. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk deskriptif

B. Metode Pembelajaran:

Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/

Assessment)

Model : Ceramah

C. Media, Alat, dan Sumber Pembelajaran

Media : PPT (Power Point)

Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis

90

Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual

Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English

in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.

D. Langkah-langkah Kegiatan

1. Kegiatan pendahuluan (10 menit)

Greeting (memberi salam dan berdoa)

Mengabsen siswa

Memberi motivasi kepada siswa

Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya

2. Kegiatan Inti (60 menit)

Guru menstimulus siswa tentang materi transportation

Guru membuat vocabulary list mengenai transportation

Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana

Siswa diminta memperluas kosa kata tentang Public Service

Siswa diminta untuk menggunakan kosa kata tentang Public Service untuk

membuat kalimat report

3. Kegiatan Penutup (10 menit)

Siswa diminta untuk menyimpulkan materi pelajaran

Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung

Siswa diminta untuk berdoa penutup pembelajaran

4. Penilaian

g. Teknik : Test

h. Bentuk : Pilihan ganda

i. Instrumen : Terlampir

5. Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 4

2. Jumlah soal 25

3. Nilai maksimal = 100

4. Nilai Siswa = jawaban benar X 4 = 100

English Teacher

Pamulang, 13 April 2016

Researcher,

Muhammad Fadly

91

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : MTsN Tangerang II Pamulang

Kelas/Semester : VIII (Delapan) /II

Alokasi Waktu : 2 x 40 menit

Materi Pokok : Public Service

Pertemuan ke : 4

Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report

untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana

secara akurat, lancar dan berterima yang berkaitan dengan

lingkungan sekitar

C. Indikator

4. Mengidentiikasi kosa kata tentang Public Place berdasarkan teks report

5. Mengkategorikan kosa kata tentang Public Place berdasarkan teks report

6. Menerjemahkan teks report mengenai public service

D. Tujuan Pembelajaran

4. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report

5. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report

6. Siswa dapat menerjemahkan teks report tentang Public service

A. Materi Pembelajaran

1. Vocabulary about Public Service

2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report

B. Metode Pembelajaran:

Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/

Assessment)

Model : Graphic organizer

C. Media, Alat, dan Sumber Pembelajaran

Media : PPT (Power Point), Video

Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis

Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual

Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English

in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.

92

D. Langkah-langkah Kegiatan

1. Kegiatan pendahuluan (10 menit)

Greeting (memberi salam dan berdoa)

Mengabsen siswa

Memberi motivasi kepada siswa

Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya

2. Kegiatan Inti (60 menit)

Guru menstimulus siswa tentang materi public place

Siswa diminta mengidentifikasi kosa kata tentang public place

Siswa diminta untuk menggunakan kosa kata tentang public place untuk membuat

kalimat report

Siswa diminta untuk menyimpulkan materi tentang kalimat report

3. Kegiatan Penutup (10 menit)

Siswa diminta untuk menyimpulkan materi pelajaran secara keseluruhan

Siswa diminta untuk berdoa penutup pembelajaran

4. Penilaian

j. Teknik : Test

k. Bentuk : Pilihan ganda

l. Instrumen : Terlampir

5. Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 4

2. Jumlah soal 25 dan nilai maksimal = 100

3. Nilai Siswa = jawaban benar X 4 = 100

English Teacher

Pamulang, 2 May 2016

Researcher,

Muhammad Fadly

93

Appendix 7. The result of Pre-test and Post-test Score of Controlled Class

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 25

Butir soal = 25

Bobot utk jwban benar = 4

Bobot utk jwban salah = 0

Keterangan: data terurut berdasarkan skor (tinggi ke rendah)

Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\PRETEST_CONTROL.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 8 Brando... 22 3 0 22 88

2 13 Shania... 22 3 0 22 88

3 14 Rafi N... 22 3 0 22 88

4 26 Inggit... 22 3 0 22 88

5 19 Belind... 21 4 0 21 84

6 30 M. Ari... 21 4 0 21 84

7 11 Nahla ... 20 5 0 20 80

8 23 Mulia ... 20 5 0 20 80

9 28 M. Abrar 20 5 0 20 80

10 32 Naura ... 20 5 0 20 80

11 7 Yahya ... 19 6 0 19 76

12 16 Syifa ... 19 6 0 19 76

13 20 Putri ... 19 6 0 19 76

14 21 Nabila... 19 6 0 19 76

15 15 Farras... 18 7 0 18 72

16 18 Allyan... 18 7 0 18 72

17 24 Rizky ... 18 7 0 18 72

18 25 Daniar... 18 7 0 18 72

19 29 Ilham TS 18 7 0 18 72

20 31 Nazwa ... 18 7 0 18 72

21 4 Sultha... 16 9 0 16 64

22 9 Pradip... 16 9 0 16 64

23 3 Karuni... 15 10 0 15 60

24 27 Annisa... 15 10 0 15 60

25 6 Agfia ... 14 11 0 14 56

94

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 25

Butir soal = 25

Bobot utk jwban benar = 4

Bobot utk jwban salah = 0

Keterangan: data terurut berdasarkan skor (tinggi ke rendah)

Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\POSTTEST_CONTROL.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 19 Belind... 23 2 0 23 92

2 26 Inggit... 23 2 0 23 92

3 14 Rafi N... 23 1 0 24 92

4 13 Shania... 23 2 0 23 92

5 8 Brando... 22 2 0 23 88

6 20 Putri ... 22 2 0 23 88

7 16 Syifa ... 22 2 0 23 88

8 28 M. Abrar 21 2 0 23 84

9 23 Mulia ... 21 2 0 23 84

10 11 Nahla ... 21 2 0 23 84

11 32 Naura ... 21 3 0 22 84

12 18 Allyan... 20 3 0 22 80

13 21 Nabila... 20 4 0 21 80

14 4 Sultha... 20 3 1 21 80

15 7 Yahya ... 20 4 0 21 80

16 29 Ilham TS 21 4 0 21 76

17 30 M. Ari... 21 4 0 21 76

18 31 Nazwa ... 21 4 0 21 76

19 24 Rizky ... 20 5 0 20 76

20 25 Daniar... 20 5 0 20 72

21 15 Farras... 20 5 0 20 72

22 9 Pradip... 20 5 0 20 72

23 6 Agfia ... 20 5 0 20 64

24 27 Annisa... 19 6 0 19 64

25 3 Karuni... 19 6 0 19 64

95

Appendix 8. The result of Pre-test Score and Post-test of Experimental Class

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 25

Butir soal = 25

Bobot utk jwban benar = 4

Bobot utk jwban salah = 0

Keterangan: data terurut berdasarkan skor (tinggi ke rendah)

Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\PRETEST_EXPERIMENT.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 16 Aurell... 21 4 0 21 84

2 17 Albi A... 21 4 0 21 84

3 2 Ghina ... 20 5 0 20 80

4 3 Nadira... 20 5 0 20 80

5 22 Arrila... 20 5 0 20 80

6 1 Ma'wa ... 19 6 0 19 76

7 15 Yasyfa... 19 6 0 19 76

8 19 Alfayr... 19 6 0 19 76

9 21 Annisy... 19 6 0 19 76

10 27 Fajar ... 19 6 0 19 76

11 4 Nabila... 18 7 0 18 72

12 10 Alifia... 18 7 0 18 72

13 11 Bellgh... 18 7 0 18 72

14 13 Nia Mu... 18 7 0 18 72

15 14 Silfi ... 18 7 0 18 72

16 28 Muhamm... 18 7 0 18 72

17 5 Fahira... 17 8 0 17 68

18 23 Farhan... 17 8 0 17 68

19 7 Navisy... 16 9 0 16 64

20 8 Kareen... 15 10 0 15 60

21 9 Isnaen... 15 10 0 15 60

22 12 Anisa ... 15 10 0 15 60

23 20 Yasmin... 15 10 0 15 60

24 18 Annisa... 14 11 0 14 56

25 26 Wulan ... 14 11 0 14 56

96

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 29

Butir soal = 25

Bobot utk jwban benar = 4

Bobot utk jwban salah = 0

Keterangan: data terurut berdasarkan skor (tinggi ke rendah)

Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\POSTTEST_EXPERIMENT.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 21 Ghina ... 23 2 0 23 96

3 23 Alifia... 23 2 0 23 92

4 13 Fajar ... 23 2 0 23 92

5 1 Ma'wa ... 23 2 0 23 92

6 12 Navisy... 22 3 0 22 88

7 13 Fajar ... 22 3 0 22 88

8 25 Nia Mu... 22 3 0 22 88

9 26 Bellgh... 22 3 0 22 88

10 27 Aurell... 22 3 0 22 88

11 29 Yasmin YN 22 3 0 22 84

12 2 Annisa... 21 4 0 21 84

13 9 Yasyfa... 21 4 0 21 84

14 11 Silfi ... 21 4 0 21 80

15 6 Annisy... 20 5 0 20 80

16 7 Nabila... 20 5 0 20 80

17 8 Wulan ... 20 5 0 20 80

18 15 Annisa... 20 5 0 20 80

19 18 Fahira H 20 5 0 20 80

20 28 Nadira... 20 5 0 20 76

21 14 Alfayr... 19 6 0 19 76

22 17 Isnaen... 19 6 0 19 68

23 4 Muhamm... 17 8 0 17 68

24 16 Kareen... 17 8 0 17 64

25 19 Arrila... 15 10 0 15 64