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Proposal Bahasa Inggris Improving Students Vocabulary
Oleh MARYAM GONE

1
HAPTER I

INTRODUCTION

1. Background

Vocabulary plays an
important role in language learning. We can not hold speaking without
vocabulary. It is the basic element of English subject. We will not
have skill in English without mastery of English vocabulary. It also
plays an important role in four skills of English namely listening,
speaking, reading, writing. In order to communicate well with the
people especially foreigner, we need to have adequate vocabulary.

In talking about
vocabulary, we can find that many of students were difficult to
improve vocabulary because the technique of teaching from the teacher
is not interested and students feel bored since they just learn by
heart of vocabulary rewrite the vocabulary thats written by
teacher on the white board. They just pay attention on what the
teachers explanation. In addition to all these, the technique
of the teacher is not according to the children characteristic where
si fulan show that children in learning have s Looking back the case

above, then it will raise a question in our mind how to attract the
students to learn English and improve their vocabulary.

Concerning with the


explanation above, in teaching English need some technique in order
the students can have spirit and mastery vocabulary easily. One of
techniques in teaching vocabulary is trough games. Mc. Callum (1980:
IX) says that games can be one of the highest motivating techniques.

In addition,
Ubberman (1998), from his experience in teaching he found that trough
games the learner was enthusiasm enjoy and entertain with the
language they learn, but also they practice it incidentally. Its
concludes that learning trough games is a way to make the
lesson more interesting, enjoyable and effective.

The fact that the


writer found that most of students in SDN 11 Kendari Barat based on
her pre observation on Thursday 5 and 12 august show us that they

feel bored to learn English because in learning process the teacher


just use conventional teaching and asked them to memorize all
glossaries written in white board. In this research the researcher
will investigate the vocabulary part because in teaching English for
the elementary level are emphasize on vocabulary as the fundamental
knowledge for beginner. Its according with
say that for the beginner . teach English especially
vocabulary with enjoy condition in order students feel not bored
again. In this research the researcher will use pre - test and post
- test to know the improvement of the student vocabulary number
before and after treatement.

Based on the
explanation above, the writer is interested to conduct the research
entitled Improving Students Vocabulary under Games at the 5st
year of SDN 11 Kendari Barat.

2. Research
Question

Based on the
background above, so the writer formulates of the research question
as in the following: can games technique improve students
vocabulary at the five grade of SDN 11 Kendari Barat?

3. Objective
of the Study

Based on the
research question above, this study aims at developing number of
vocabulary of students SDN 11 Kendari Barat.

4. Significances
of the Study

The significant of
the study is expected to be useful information for English teacher to
be more creative in teaching and learning process accordingly the
education unit level curriculum in teaching vocabulary in order to
stimulate students.

5. Scope
of the study

The scope of this


study is to investigate the use of games in improving the students
number of vocabulary at 5th class who enrolled 2007/2008.
The kinds of games are brainstorming game and noun review game.

6. Definition
of Terms

In order to avoid
misunderstanding of the title of this study, the writer is defined
some technical terms as in the following:

1.
Vocabulary.

Vocabulary is a list
of words and often phrases, usually arranged alphabetically and
defined or translated; a lexicon or glossary. (Definition of
vocabulary by the Free Online Dictionary, Thesaurus and
Encyclopedia.htm)

2.
Game.

According to Manser
(1989:245) say that Game is form of play, sport, especially with
rules.

3.
Action research.

Action research is a
form of self reflective enquiry under taken by participants in social
situation in order to improve the rationality and justice of their
own social or educational practices, their understanding of these
practices and the situations in which these practice are carried out
(Hopkin, 1992:2).

CHAPTER II

5
EVIEW OF RELATED LITERATURE

This chapter
consisted of some related research findings, some pertinent ideas,
theoretical framework related to vocabulary improvement.

1.
Vocabulary

2.1.1 Concept of
vocabulary

Hidayat
(2005:1) secara material bahasa adalah kumpulan kata
kata. Jadi kalau orang ingin mempelajari suatu bahasa, ia harus
menghapalkan kata katanya. Daftar kata
kata dalam bahasa inggris lebih dari 50.000 (belum termasuk
derivasinya). Menurut Benedict R. Anderson, kamus Indonesia
inggris (An Indonesian English dictionary) yang disusun oleh John
M.Echols dan Hasan Shadily hanya berisi 12.000 kata saja.

Pora
(2003: V) Penguasaan kosakata adalah sebuah kemestian bagi
seseorang yang
ingin memahami suatu bacaan, perakapan atau tulisan yang berbahasa
inggris. Tanpa kosakata yang cukup adalah mustahil bagi kita untuk
dapat mencapai tujuan tersebut.

Manser (1991:461)
say vocabulary is total number of words in language.

Allen
in Yusnita (2006:4) vocabulary is very important in a language. When
we learn a language English, we learn the
words of language.

Landou and Bogus in


Yusnita (2006:5) state that (1) all words used or understood by a
particular person, class, profession, etc (2) all the words of
language.

Based on some
definition of vocabulary above the writer
concludes that vocabulary is the list of word in a language with
meaning and definition and it is very important to develop students
ability in learning speaking, listening, reading and writing as the

fundamental in learning language and to apply in their life with


meaningful.

2.
Types of
vocabulary

Basically, there are


two types of vocabulary in teaching. It includes active and passive
vocabulary. Active vocabulary refers to the word thats mostly
used in dictionary, conversation, and writing. Otherwise passive
vocabulary understood to mean that they will be understood and
remembered when we read. These explanations above can be explained
clearly by Shaw, P and De Pet in Samsuddin (2001: 8) According to
them:

1.
Active vocabulary.
Words in which students will need o understand and also use
themselves. In teaching, active vocabulary, it is usually word
spending tie by giving example and asking questions, so that
students can really see how the word is used.

2.
Passive vocabulary.
Words which students want to use themselves. To save time, it is
often best to present it quickly with the simple examples. If it
appears as a part of a text or dialogue, we often leave students to
guess the word from the context.

Besides he also
reminds that emphasize that students should understand for more word
than they can product, so we should not try treating all new words as
active vocabulary.

By looking the
statement above the writer can conclude that we should try to
practice our vocabulary we have, to make us more understand the
meaning of vocabulary even we use in simple sentences.

2.
Teaching
Vocabulary

In teaching
vocabulary should be integrated into four language skills. Yusnita
(2006: 10) suggest the criteria as follows;

1.
What to teach.

In this session, we
have to know the procedure as following:

1.
Look at the theme
and sub theme being discussed.

2.
Look at the list of
vocabulary items in the curriculum / syllabus.

3.
Look at the text,
how many vocabulary items are included in it.

4.
Decide how many
vocabulary items will be taught.

2.
When to teach

In teaching
vocabulary there are steps that must be followed, they are:

1.
When we do pre
teaching (as pre-teaching activity) select only key words.

2.
In whilst reading
activity (we can develop the deducing from the text)

3.
After whilst
reading activity (as post activity)

4.
Out side of the
reading context, or as independent subject matter (without relating
to the text has been discussed, but still related to the theme or
sub theme). We can either use a new text or put the words in context
followed by explanations and practice.

3.
How to teach :

1.
Presentation

We can use various

techniques we have known such as contextual meaning, paraphrasing,


and definition.

2.
Practice

In this stage we can


use the following types of exercise such as sentence translation,
word classification, cross word puzzles.

3.
In this stage the
students are expected o apply the newly

Learned vocabulary
trough the following activities:

1.
Speaking
activities

2.
Writing activities

4.
Why to Teach:

1.
To develop the
students vocabulary in order to use language fluently.

2.
To develop the
students vocabulary skill, such as Deducing meaning from the
context, seeking for clarification, word formation and word
association.

Ur Penny ( 1996 :
60-68 ) implies that there are six aspect must be taught namely form,
grammar, collocation, aspect of meaning, meaning relation, an word
formation.

1.
Form. What is
meaning by form include pronunciation and spelling. This is
unquestionably important especially related to English, in which
spelling vary often different from the pronunciation in teaching,
we need to make sure that both these aspect are accurately
presented and learned.

2.
Grammar. The
grammar of a new item will need to be taught if this is not
obviously covered by the general rules. This is true because an
item may have unpredictable from defending on its grammatical
context, or it may have some idiomatic way of connecting with
other words in a sentence. For example verb form, singular/plural
form of noun, verb patterns jus to mention few. All these need to
be informed clearly to the students.

3.
Collocation.
Knowing how to form collocation is another aspect of knowing a
word. Collocation is words, which often occur, together in
specific order. Knowledge of collocations, therefore, enables
learners to anticipate the words, which surround a specific word.
Learner will then able to say Id like a peanut butter and
jelly sandwich rater than Id like a jelly and peanut butter
sandwich.

4.
Aspect of
meaning. There are aspect of meaning that are important for the
students to know namely denotation, connotation and
appropriateness. Denotation is the kind of meaning which is
written in a dictionary. This type of meaning is also called
dictionary meaning or lexical meaning of word. Denotative meaning
is therefore, obvious/ a less obvious component of meaning of an
item is its connotation meaning. This is the meaning which added
or associated to an item either negative or positive one, which
may not be indicated in a dictionary definition. An example for
this is the word dog, which means s loyal, or friendship I
English. A more subtle aspect of meaning that needs to be taught
is whether a certain items are appropriate in a certain context or
not. As we know that a word may only be used in spoken but not in
a written form or that a word is more suitable in a formal or
informal discourse.

5.
Meaning
relationship. How the meaning f an item relates to the other is
also important vocabulary teaching? There are various such as
relations hip, some of them are synonyms, hyponyms, homonyms,

super ordinates etc. besides those mentioned above, it may also


helpful to think of meaning relationship in term of cluster of
semantic feature such as for example stagger, stroll, prance, and
limp. These words share semantic feature namely the action of
alternating feet or walking, but they also have different
features. This different feature contributes to what is often
called shade of meaning.

6.
Word formation.
Vocabulary items, whether one-word or multi-words, can often be
broken down into their components are put together is another
piece of useful information perhaps mainly for more advanced
learners. Some o f these word formation processed are coinage,
borrowing, compounding, blending, clipping, back-formation,
conversion, acronyms, prefixes and multi processes.

2.
Game

2.2.1 Concept of
games

Mc Callum (1980: IX)


says that games automatically stimulate the students interest.
Games can be one of the highest motivating technique.

Lee (1986:1) games


are enjoyable, there is communicative aspect to this activity, games
therefore should not be regarded as a marginal activity, feeling in
odd moments when the teacher and class have nothing better to do.

Manser (1991:171)
says that game is form of play.

After looking the


some definition, the writer concludes that the games is technique in
teaching second language it can be play that make us enjoy naturally
and learning will be easily and effective, it is accordingly with
early and receptive age.

2.
The use of
games

According
to Carrier (1980) the advantages of games are as follows:

a. Games add variety


the range of learning situation.

b.
Game scan be used to punctuate long formal teaching units and review
students energy before returning to more formal learning.

c.
Games can be used to change the pace of a lesson and to maintain
motivation.

d.
Games can give hidden practice if specific language points without
students being aware of this.

e. Games can
incerese students vocabulary and so reduce the domination of the
class room by the teacher.

f.
Game scan act a testing mechanism, in the sense that they will expose
arese of weakness and the need for remedial work

According
to Gerlach and Elly (1971 :341) the advantaegs of game are:

a.
Games and simulation permit students to experience life like
situation in which social intruction and obserable outcome.

b.
The students seek to solve problem in whic he is intimately
involved.

c.

The students satisfield when he seen a new insight as new ideas and
concept are formulate .

d.
The students are placed in a more realistic environment than in many
other form of learning.

e. A high degree
interest is generated trough realistic participation.

From
the definition above, the writer conclude that games much utilities,
they are: the students make a fun, unboried, not underspresure,
interest and they can improve their vocabulary.

3. Previous Studyabout Teaching Vocabulary Trough Games.

Researcher

Description

Title

Subject

La
Tiri

Yohanes
Jenabi

Yusnita

Current
research

Using
Cross-Puzzle
in the
Teaching of
Vocabulary for
Second year
Students at
SLTP Negri 10
Kendari

The Effect of
Using
Flashcard on
Students
Vocabulary
Improvement
at the
Sixth Grade of
SD Negri 10
Poasia

The
Contribution
of Wishpering
Game at the
Eight Class
Students of
SMP
Negri 3
Palopo in
Memorizing
Vocabulary

Improving
Studentss
Vocabulary under
Games at the 5th
Year
of SDN 11
Kendari Barat

The total
number of the
sample were
50 students

The total
number of the
sample were
30 students

The total
number of the
sample are 17
students

The
total number
of the sample
were 40
students

Design

Findings

Pre-test and
post test
design

Queasy
Experiment

PreExperiment

There was a
significant
effect of crosspuzzle
technique in
teaching
vocabulary at
the second
year students
of SLTPN 10
Kendari. It
was
proved by the
mean score on
pre-test was
5,58 and posttest 6.80

There was a
significant
effect of using
flashcard
towards the
students
vocabulary
improvement
at the sixth
grade of SDN
10 Poasia. It
was
shown by the
mean score on
pre- test was
6,84 and posttest was
7,39

The was a
significant
effect of using
game toward
the students
memorizing
the vocabulary
at the SMPN 3
Palopo. It was
shown by
the mean
score on pretest was 4,3
and post-test
8,58

Action
Research

This table shows


that there were three researchers who had been conducted the same
study. Those studies were experimental study in which they tried to
prove the effectiveness of game in improving the students
vocabulary achievement.

La Tiri investigated
the effect of using cross-puzzle on the students English
vocabulary. He found that there was significant effect on vocabulary
achievement by using cross-puzzle. It was proved by mean score before
pre-test 5,58 and post-test 6,80. Yohanes Jonabi investigated the
effect of flashcard in improving vocabulary achievement. He found
that there was a significant effect of using flashcard. It was proved
by the mean score of pre test 6, 84 and post-test 7,39.

And the last by


Yusnita. She investigated the contribution of whispering game in
increasing the vocabulary achievement. She found also there was
significant effect of using whispering game to memorize vocabulary.
Yusnita found the mean score before pre-test 4,3and post-test 8, 58.

From the three


researcher above, the writer initiates to apply game by using action
research design to improve vocabulary achievement of fifth grade of
SDN 11 Kendari Barat. It was differ with the three previous
researchers where this present focuses on process rather than result.

CHAPTER III

15
ETHODOLOGY OF THE RESEARCH

This chapter is
divided into the following section: (1) setting the research, factors
that were observed, design of the research, instrument of the
research, data and technique of data collection, the evaluation,
technique of data analysis.

1.
Subjects

This research will


be conducted on July 2008 at the fifth grade of SDN 11 Kendari Barat
enrolled 2007/2008. The number of participants is 17 students.

2.
Factors that
will be observed

In this study the


factors that will be observed are as follows:


Teacher: the way of
teaching vocabulary under game.

Students
improvement vocabulary after being taught by using game.

The result of
learning test before and after action conducted.

Students
participation in following the game procedure to be taught in each
cycle.

3.
Design of
Research

The design of the


research is an action research aiming at improving students
vocabulary of the fifth grade at SDN 11 Kendari Barat.

It
consists of four steps as suggested by Kemmis model namely
planning, action, observation and reflection. The research role in
this study is the observer means the research involved her directly
from the beginning until the end of the study. Below is the design of
this study.

Kemmis
model (Citied in Hopkinds, 1985)

3.3.1. Planning

The activities that


will be conducted in this planning steps as follows:

1.
The research and
teacher will prepare the lesson scenario for 3 topics namely
shopping, government and earth, and planet.

2.
The research and
the teacher will prepare the strategy to be applied in solving the
problem in each cycle.

3.
The researcher and
the teacher will prepare the instruments of the research to collect
the data.

4.
The researcher and
the teacher will prepare vocabulary test (pre-test) before doing the
action and post-test afterwards to see the development of student
vocabulary.

5.
The research and
teacher cooperatively put score of the target of the research is
students mastery at least enough score (6)

3.3.2. Applying
the Action and Observing

In this session, the


researcher and teacher will implement the action based on the
planning have been arranged. In this observation session, the
researcher will collect the data related to the application of games
in teaching vocabulary, the strategies of teacher in solving problem,

students vocabulary achievement before and after the action,


students participation in following the game.

3.3.3. Reflection

In this session, the


researcher and observer will analyze the result of action by finding
the weaknesses on each cycle and find the solution for next cycle.

4.
Instrument of
the Research

The research
instrument that will be used in this research as follows:

1.
Observation sheet
will use to observe the activity both students and teacher during
teaching learning process.

2.
Result of learning
test will use to measure the result of students learning.

5.
Data and
Technique of Data Collection.

3.5.1. Kind of
Data Collection

Kinds of data
collection in this research are qualitative and quantitative data.
Data qualitative will be taken from three sides namely:

1.
The teacher gives
material or topics to students

2.
The teacher gives
procedure of game based on topic being taught.

3.
Students
participation in joining the game.

Data quantitative
will be taken from vocabulary test

3.5.2. Data
Source

The sources of the


data in this study are the students of fifth year who enrolled
2007/2006 of SDN 11 Kendari Barat and the teacher in that class.

3.5.3. Techniqueof Data Collection

In collecting the
data, the writer used two techniques as follows:

1.
Observation.

- The researcher
checked whether games had been applied.

- The researcher
observed students participation in following the game.

2.
Giving test.

In collecting the
data related to test, the researcher and the teacher give a pre-test
and post-test

- Pre-test will use


to know the students achievement before action.

- Post-test will use


to know the students achievement after action.

6.
The Evaluation

In evaluating the
students achievement of vocabulary, the researcher will use
two raters and both of them made the inter rater agreement before
assessing the students score.

3.6.1 Two raters

This study will use


two rater namely the writer herself as the first rater and English
teacher of the 5th years of SDN 11 Kendari Barat as the
second rater to get accurate data of students vocabulary.

Table 3.6.1students classification in vocabulary achievement/improvement

Classification

Value

Vocabulary
Achievement

Highest

8
10

80
100%

7
7,6

70
79%

6
6,6

60
66%

High

Enough

low

5,9

59%

(Sayekti,
1984)

To compute the final


mark of vocabulary achievement / improvement using the formula as
follows:

Mark =

(Cited by Nyoman
Suwidnya, 2007: 22 ).

To know thestudents vocabulary achievement can be illustrated as follow:

Classification

Value

Vocabulary
Achievement

Very
high

8
10

80% - 100%

High

7
7,9

70%
- 79%

6
6,9

60%
- 69%

0%

Moderate

Low

5,9

(Ratna
Sayekti, 1985: 125)

3.6.2
Inter Rater Agreement

In evaluating the
reliability of the score, both of them will use inter Rater agreement
which use product moment formula as follows:

Where:

- 59 %

rxy
= the coefficient correlation of inter rater agreement

X = the students
score from the first rater

Y = the students
score from the second rater

N = number of
respondents

The criterion of
coefficient correlation is as follows:

1.
If rxy >
rtabel, it refers that there is a significant correlation
of rater agreement or it is accepted.

2.
If rxy <
rtabel, it refers that there is not a significant
correlation of inter rater agreement or its rejected.

(Ari Kunto, 1992:


71)

7.
Technique of
Data Analysis

To analyze the data,


the researcher will use two approach, they are:

Data
qualitative will be analyzed by three aspects:

Collect the data


thats related with the research

Reduce the data


thats not including the study.

Take conclusion
from the data mean that all the data that have been collected from
instrument of research will be explaining by words.

Data quantitative
will be taken from the result of vocabulary test gotten before and
after action and it will be analyzed by using descriptive statistic.

BIBLIOGRAPHY

Arikunto.
1996. Prosedur Penelitian. Jakarta: PT Rineka Cipta Press

Asni.2007.students
speaking improvement Trough Three step interview at SMA
Kartika Kendari. Unpublished Thesis Kendari:Haluoleo University

Clark,
Herbet H and Eve V. Clark. 1977. Psychology and Language.
USA: Harcout

Brace Jovanich
Publisher.

Carrier,
M.1980. Take S. London. Nelson.

Gay,
L.R. 1972. Educational Research: Competencies for Analysis and

Application second edition. USA : Charles E. Merril


Publishing Company.

Gerlac,
SV and Elly, P.D. 1971. Teaching and Media. New jersey,
Prentice-hal inc.

Hidayat,
Rahmat Taufik. 2005. Kosakata Bahasa Inggris. Yogyakarta:
Pustaka Pelajar.

La
Tiri. 2003. Using Cross- Puzzle in Teaching of Vocabulary for
Second Year Students at SLTP Negri 10 Kendari. Unpublished Thesis
Kendari : Haluoleo University.

Lee,
WR.1986. language Teaching Games and Contest. London: Oxford
University Press.

Lestina,
Sri.2008. Game, Tips &Tricks in Teaching English. Bandung:
Penerbit

Manser,
Martin H. 1983. Oxford Learners Pocket Dictionary. London:
New Edition Oxford.

Mc.
Callum, P and Gorge P. 1980. 101 Word Games. London: Oxford
University Press.

Nyoman
Suwidnya. 2007. Increasing Vocabulary Under
Visual Aids (Pictures) at First Year of SMP Negeri 1 Landono.
Thesis. Unhalu. Unpublished

Pora,
Yusran. 2003. Enrich our vocabulary and idioms. Yogyakarta:
Pustaka Pelajar.

Rose,
Colin and Malcolm J. Nicholl. 2002. Accelerated Learning for the 21st
Century. Jakarta: Penerbit Nuansa.

Samsuddin.
An Increasing of Students English Vocabulary of the Third
Years Students of SLTP Negri 2 Asera Trough New Research Based
Approach. Unpublished Thesis Kendari: Haluoleo University.

Yohanes
Jenabi. The Effect of Using Flashcard on Students
Vocabulary Improvement at the Sixth Grade of SD Negri 10 Poasia..
Unpublished Thesis Kendari : Haluoleo University.

Yusnita.
2006. The Contribution of Whispering Game at the Eight Class
Students of SMP Negri 3 Palopo in Memorizing Vocabulary. Unpublished
Thesis STKIP Cokroaminoto Palopo

APPENDIX 1

Instrument
of the Research

Department
Pendidikan dan Kebudayaan
Sekolah
Dasar Negri 11 Kendari Barat
Petunjuk
:

I.

II.

Tulislah
nama dan nomor siswa sebelum bekerja

Berilah
tanda silang (X) pada jawaban paling tepat pada huruf A,B,C dan D
untuk soal soal dibawah ini:

Mata
Pelajaran : Bahasa Inggris

Kelas
:5

Waktu
: 2x 24 menit

1. Toko
tempat kita membeli pakaian disebut?

1. Clothes
shop b. Stationer c. Book shop d. Toy shop

2. Toko
tempat kita membeli fragrance

1. clothes
shop b. music shop c. Fragrance d. bakers

3. Ditoko
apakah kita bisa membeli rautan?

1. Stationer
b. Music shop c. Chemist d. Jewelers

4. Berikut
ini barang yang bisa kita beli ditoko mainan, kecuali?

1. Car b. ball c. Doll d. jewelers

5. Barang
yang bisa kita temui ditoko buku :

1. Book b. T-Shirt c. doll d. car

6. Toko
tempat kita membeli kaset disebut?

1. music
shop b. book shop c. chemists d. toy shop

7. Barang
barang berikut ini bisa ditemukan ditoko musik, kecuali

1. Cassette b. CD c. Tape
recorder d. doll

8. Ditoko
apakah kita bisa membeli cincin?

1. Stationers b. Jewels c. Toy


shop d. chemist

9. Ditoko
apakah kita bisa membeli roti?

1. music
shop b. bakers c. toy shop d. jewelers

10. Berikut
ini barang barang yang bisa kita beli ditoko buku, kecuali:

1. T-shirt b. Book c. Pencil d. Eraser

III.

Match
the Draw Lines

1.

Menteri
luar negri

1.

T
he
Minister of social
affairs

2.

Menteri
Sosial
2.

3.

T
he
Minister Foreign
Affairs

Presiden
t
Indonesia
3.

4.

G
eneral

Menteri
Penerangan
4.

5.

Menteri
Kehakiman

T
he
President of Indonesia

6.

Wakil

5.

President Indonesia

7.

T
he
Vice President of
Indonesia

Perdana
Menteri
6.

T
he
Minister of Education

8.

Menteri
Pendidikan
7.

9.

he
Minister of Home
Affair

Menteri
Dalam Negri

10.

Jenderal

8.

P
rime
Minister

9.

T
he
Minister of
Information

10.

T
he
Minister of Justice

IV.

Fill
in the blank with the correct answer below

1. Planet
yang pertama dari matahari adalah?

2. Planet
kedelapan dari matahari adalah?

3. Bagian
tanaman yang berfungsi untuk menyerap air adalah?

4. Planet
yang kedua dari matahari adalah?

5. Apa
nama satelit bumi?

6. Apa
nama planet yang kita diami?

7. Planet
yang terjauh dari matahari adalah?

8. Sumber
energi utama dari bagi bumi dan mahluk hidup adalah?

9. Apa
nama planet yang bercincin?

10. Apa
nama planet yang paling dekat dengan planet bumi sebelum planet
Jupiter?

APPENDIX 2

The
Key answer of the test
I.
Multiple Choices

1. A

6. A

2. C

7. D

3. A

8. B

4. D

9. B

5. D

10. A

II. Match the


words

1.

7.
B

2.

8.
A

3.

9.
D

4.

10.
I

5.
J

6. E

III.
Answer the question

1.

6.
mercury

2.

Bumi

7.
Neptune

3.

Pluto

8.
Root

4.

Matahari

9.
Venus

5. Bulan

Saturnus

10. Mars

APPENDIX 3
Lesson
Scenario

Topic
: Direction and location

Basic
competence : - Understanding the name of public places

- Understanding
the preposition of place

Indicator
: - Students are able to mention the name o public places

Students are able to mention the preposition of places

Teaching
and Learning Process

Pre
activity

Activity

Teacher

Students

time

5
Greeting
Students

Answer
the teacher
greeting

Main
activity

Review
Previous Study

Teacher
explain the procedure
of game named
Active
brainstorming

Teacher
asks students if they
have a question about
the procedure of
game

Respond
the teachers
question

50

Teacher
divide 4 group
consisted of 6
students

Teacher
gave a name to each
group with the color

- Students pay
attention on
teachers
explanation

Students
raise a
question

Students
attention on
teacher
explanation
about the
game
procedure

Each
student find
their friend to

name like green,


yellow, blue, and
black.

be member of
the group

Students
memorize the
vocabulary
about 10
minutes.

Post
activity

Media
: Game

Teacher
ask students about the
noun that students
learnt

Teacher
ask students to
conclude about topic
today

Students
conclude about the
topic

Reference
: Star with English 3 Penerbit Erlangga

LessonScenario

Topic
: Shopping

Basic
competence : - Understanding the name of shopping places

Understanding the name of daily needs

Indicator : - Students
are able to mention the name of shopping places

- Students
are able to mention the name of daily needs

Teaching
and learning process

Pre
activity

Activity

Teacher

Students

time

Main
activity

Greeting
Students

Review
Previous Study

Answer
the teacher
greeting

Respond
the teachers
question

50

Teacher
explain the procedure
of game named
Active
brainstorming

Teacher
asks students if they
have a question about
the procedure of
game

Teacher
divide 4 group
consisted of 6 students

Teacher

- Students pay
attention on
teachers
explanation

Students
raise a
question

gave a name to each


group with the color
name like green,
yellow, blue, and black.

Post
activity

Teacher
ask students about the
noun that students
learnt

Teacher
ask students to
conclude about topic
today

Media

Game

Reference

Start
with English 3: Penerbit
Erlangga.

Students
conclude about the
topic

Media
: Game

Reference
: : Star with English 3 Penerbit Erlangga

Lesson
Scenario

Topic
: Earth and Planets

Basic
competence : - Understanding the name of Planet

Indicator
: - Students are able to mention the name of Planets

Teaching
and learning process

Pre
activity

Activity

Teacher

Students

time

Greeting
Students

Answer
the teacher greeting

Review
Previous Study

Respond
the teachers question

Main
activity

50

Teacher
explain the
procedure of game
named Active
brainstorming

Teacher
asks students if they
have a question
about the procedure
of
game

Teacher
divide 4 group
consisted of 6
students

Teacher
gave a name to each
group with the color
name like green,
yellow, blue, and
black.

- Students pay
attention on teachers
explanation

- Students
raise a question

Post
activity

Teacher
ask students about
the noun that
students learnt

Teacher
ask students to
conclude about
topic today

Media
: Game

Reference
: Star with English 3 Penerbit Erlangga

- Students
conclude about the topic

LessonScenario

Topic
: Government

Basic
competence : - Understanding the name of position of government

Indicator : - Students
are able to mention the name of position of government

Teaching
and learning process

Pre
activity

Activity

Teacher

Students

Time

Greeting
Students

Review
Previous Study

Answer
the teacher
greeting

Respond
the teachers
question

Main
activity

Post
activity

50

Teacher
explain the procedure
of game named noun
review game

Teacher
asks students if they
have a question about
the procedure of game

Teacher
ask students to write
noun related to
government

Teacher
announces the winner
of this game by seeing
the most nouns
written by student.

- Students
pay attention on
teachers
explanation

Students
raise a question

Students
write noun
related to
government as
many as possible

Teacher
ask students about the
noun that students

- Students
conclude about the

learnt

topic

Teacher
ask students to
conclude about topic
today

Media
: Game

Reference:
Star with English 3 Penerbit Erlangga

Appendix
4

list of game

NOUN REVIEW GAME

Level:

Intermediate
- Advanced

Prosedur:

Langkah
1:

Guru
Memberi waktu 5 menit untuk mereview noun related to government.

Langkah
2:

Lalu
guru menulis seperti ini di papan: Position in government

Langkah
3:

Selama
1 menit siswa menuliskan seluruh kata benda yang berhubungan dengan
topik ini, seperti minister of education, president dan lain-lain.

Langkah
4:

Setelah
waktu habis (1 menit tepat), guru memeriksa daftar kata yang dibuat
oleh siswa. Setiap kata dihitung 1 poin.

Siswa
yang memiliki poin terbanyak adalah pemenangnya.

Catatan:

Game
ini dapat digunakan untuk mereview bukan hanya Verbs tapi juga
Adjective, Noun, dan lain-lain.

ACTIVEBRAINSTORMING

Level:

Elementary
Advanced

Prosedur:

Aktifitas
dalam game ini cocok dilakukan pada level manapun, dan berlaku pada
kelas dengan jumlah siswa antara 640 orang. Tujuannya adalah
bukan hanya untuk menghasilkan daftar kosa kata yang relevan terhadap
tema, tetapi untuk menghidupkan kelas dengan sedikit aktifitas yang
menggerakkan siswa.

Prosedur:

Untuk memulainya,
guru harus memilih 3 atau 4 kosa kata yang merupakan sub kategori
dari tema, temannya adalah direction and location,
shopping dimana sub kategorinya, name of public places,
preposition of places, shopping places, dan daily needs. Siswa
lalu berpasangan dan diminta untuk menghasilkan ide-ide secara
bersama-sama untuk setiap subkategori, adalah lebih baik dengan
memberi batasan waktu, lalu pasangan-pasangan tersebut harus
dikelompokkan dalam 2, 3, atau 4 kelompok yang lebih besar
(tergantung pada ukuran kelas atau jumlah siswa) untuk membandingkan
ide-ide dan memperpanjang daftar ide-ide mereka jika mungkin.

Selanjutnya
papan tulis dibagi dalam beberapa bagian, satu bagian untuk setiap
subkategori, dan seorang siswa dari setiap kelompok dipanggil dan
memegang spidol dengan warna yang ditugaskan pada setiap kelompok.
Harus ada satu warna untuk setiap kelompok, misalnya kelompok hijau,
kelompok kuning, kelompok biru, dan seterusnya. Penulis-penulis
yang ditunjuk pada setiap tim tidak diizinkan untuk membawa kertas
apapun, selain anggota tim mereka harus meneriakkan ide-ide mereka
yang dapat diletakkan pada setiap subkategori. Karena semua anggota
kelompok berteriak pada saat yang sama, nampaknya akan tidak
terkontrol, akan tetapi sungguh diliputi suasana menyenangkan.
Sasarannya adalah untuk menemukan tim yang paling banyak menghasilkan
kata-kata pada papan di akhir permainan.

Catatan:

Sangat baik apabila


aktifitas dihentikan setiap menit atau 2 menit dan menukar penulis
yang akan diutus sehingga semua memperoleh kesempatan. Juga sangat
baik pada ruang kelas yang besar untuk memindahkan kelompok sejauh
mungkin dari papan tulis, untuk meningkatkan hiruk-pikuk dalam kelas.
Akhirnya guru berteriak Stop!, dan skor setiap kelompok
disusun dalam bentuk tabel (ditabulasi).

Aktifitas ini akan


mamakan waktu 30 atau 50 menit, dan telah sukses diterapkan pada
rentang umur 1665 tahun, dan cocok juga diterapkan pada
pelajar yang lebih muda. Alat-alat yang diperlukan hanyalah papan
tulis yang agak besar, dan aneka warna spidol atau kapur, sebanyak
kelompok (tim) yang ada.

APPENDIX 5

THE
SIMULATION OF BRAINSTORMING GAME IN THE CLASS

1. The
teacher explain publice places around them such as Market, bank,
bookstore,etc.

2. Each
student involves into their group.

3. Ask
student about 10 minutes to morieze the vocabulary

4. Teacher
explains the produre of game namely active brainstorming.

5. Theacher
divides whiteboard into four according to the group.

6. Each
group stands with their line.

7. Teacher
asks them to write name of public places

8. Those
who write the most is the winner.

THE SIMULATION OF
REVIEW GAME GAME IN THE CLASS

1.
Teacher explaining
about government (position of governmance) such as president,
minister, general, king, etc.

2. Each
students involves into their group

3. Ask
students about 10 minutes to memorize the vocabulary

4. Theacher
expklains teh procedure of game namely Noun Review Game.

5. Teacher
ask them to make the list of government they know.

6. Those
who write the most is the winner .

THE SIMULATION OF
REVIEW GAME GAME IN THE CLASS

1.
Teacher
explaining about the eart and planet such as: Mercury, Venus, and
eart.

2. Each
students involves into their group

3. Esk
students about 10 minutes to memorize the vocabulary

4.
Teacher
explain the procedure of game namely Noun Review Game

5.
Teacher
ask them to make the list of Planet and art.

APPENDIX 6

Observation
sheet

Activity

Pre
activity

Main
activity

Student

- do students
review that
previous
study

does
student
pay
attention
on
teachers
explanati
on

does
student
raise a
question

Yes

No

Teacher

- Does teacher
ask students to
review the
previous study

- Does teacher
explain the
procedure of
game

does
teacher ask
student to
raise a
question
about the
procedure

Yes

No

Comments

about the
procedur
e of
game

of
game

does
student
involved
in a
group

does
teacher
divide
groups
consisted
of 6
students

- does a teacher
give a name to
each group with
the color name

Closing
Activity

- Students
conclude
about the
topic

- does teacher
ask students
about noun that
students learnt.

- does teacher
ask students to
conclude about
todays topic

APPENDIX 7

Pre observation
Sheet

Thuesday 5 and 13 2008

Students

Teacher

Opening

- students is not attention


fully what teacher
explain

- brainstorming, the teacher


gave is so fast so
student was not attention
fully

Main activity

Closing activity

Some student
were chatting with
their pair

Some
students were free to
play

The method makes


student did not
responsible with their
task

- No students can conclude


the material from
teacher

The teacher
did not attention to
other student but
clever student only

The teacher
did not appointed
whole class but only
certain students

The teacher in asking


& responding
method, not game.

- teacher didnt conclude the


material.