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USING DIRECT METHOD IN TEACHING
VOCABULARY
(An Experimental Study at the First Grade of Private Junior High School
Muhammadiyah 44 Pamulang)
a Skripsi
Presented to the Faculty of Tarbiyah and Teacher Training
in Partial Fulfilllment of the Requirements for the Degree of Strata-1
By:
Ahmad Nurul Furqon
NIM. 103014026986
ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHER TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
1428 H / 2007 M
USING DIRECT METHOD IN TEACHING

VOCABULARY
(An Experimental Study at the First Grade of Private Junior High School
Muhammadiyah 44 Pamulang)
a Skripsi
Presented to the Faculty of Tarbiyah and Teacher Training
in Partial Fulfilllment of the Requirements for the Degree of Strata-1
By:
Ahmad Nurul Furqon
NIM. 103014026986
Approved by
Adivisor
Dr. Didik Santoso M. Pd.
NIP. 150 270 348
ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHER TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
1428 H / 2007 M
LEGALIZATION OF EXAMINATION COMMITTEE
This Skripsi, titled Using Direct Method in Teaching Vocabulary (An

Experimental Study at the First Grade of Private Junior High School
Muhammadiyah 44 Pamulang) was examined on session the Faculty of
Tarbiya and Teacher Training State Islamic University Syarif Hidayatullah Jakarta
on Monday, August 20th, 2007. This skripsi fulfilled the requirement for the
Degree of Strata (S1) at the English Department.
Jakarta, August 20th, 2007
Examination Committee
The Head of Committee
Prof. Dr. Dede Rosyada, M.A.

NIP. 150 231 356
Examiner I
Dr. M. Farhan, M.Pd

NIP. 150 229 480
The Secretary of Committee
Prof. Dr. H. Aziz Fahrurrozi, M.A.

NIP. 150 202 343
Examiner II
Dra. Hidayati, M.Pd.

NIP. 150 231 927
LEGALIZATION OF EXAMINATION COMMITTEE
This Skripsi, titled Using Direct Method in Teaching Vocabulary (An

Experimental Study at the First Grade of Private Junior High School
Muhammadiyah 44 Pamulang) was examined on session the Faculty of
Tarbiya and Teacher Training State Islamic University Syarif Hidayatullah Jakarta
on Monday, August 20th, 2007. This skripsi fulfilled the requirement for the
Degree of Strata (S1) at the English Department.
Jakarta, August 20th, 2007
Examination Committee
The Head of Committee
Prof. Dr. Dede Rosyada, M.A.

NIP. 150 231 356
Examiner I
Dr. M. Farhan, M.Pd

NIP. 150 229 480
The Secretary of Committee
Prof. Dr. H. Aziz Fahrurrozi, M.A.

NIP. 150 202 343
Examiner II
Dra. Hidayati, M.Pd.

NIP. 150 231 927
ACKNOWLEDGEMENT
In the name Allah, the Beneficent, the Merciful.

Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in
completing this skripsi. Peace and Blessing be upon our prophet Muhammad
SAW, his families, his companions and his followers.
This skripi is presented to the English Department of Faculty of Tarbiya
and Teacher Training, State Islamic University Syarif Hidayatullah Jakarta as
partial fulfillment of the requirement for the Degree of Strata-1 (S1).
The writer would like to express his thanks and great gratitude to his
advisor Dr. Didik Santoso M.Pd. for his valuable help, guidance, corrections and
suggestions to complete this skripsi.
The writer would like to express his great honor and deepest gratitude to his
beloved parents (H.M. Muchson Yamin and Hj. Syarifatin), his brothers (A.
Islahul Umam, M. Amiruddin), his sister (Minhatin Shorihah) and all families
who always give support, motivation and moral encouragement to finish his
study.
His gratitude also goes to Prof. Dr. Dede Rosyada as the Dean of Faculty of
Tarbiya and Teacher Training, Drs. Nasrun Mahmud, M.Pd. as the Head of
English Department, Nida Husna M.Pd. as the Secretary of English Department
and all lecturers of English Department for their encouragement to the writer. He
also wants to express his gratitude to Ali Muniri Hidayat, S.Pd.I as the head
master of SMP Muhammadiyah 44 Pamulang for giving chance and help to do the
research.
He also gives appreciation to all of his beloved friends in English
Department year 2003 and PPKT 2007, especially Sulimah and Ida Farida for
their helping as a teacher in controlled and experimental class and all of his
brothers in Institute for the Study of Religion and Democracy (IRD) for their
guidance and patience in giving the writer many experiences.
He also would like to give a great gratitude to all of his friends that cannot
be mentioned one by one who always help and give the writer support, time and
love and so remind him in accomplishing this skripsi.
May Allah, the Almighty bless them all, amen.
Jakarta, June 21st 2007
The writer
TABLE OF CONTENT
THE LEGALIZATION OF ADVISOR ii
THE LEGALIZATION OF EXAMINATION COMMITTEE .... iii
ACKNOWLEDGEMENT ... iv
TABLE OF CONTENT .... vi
CHAPTER I INTRODUCTION
A. The Background of the Problem 1
B. The identification of The Problem . 3
C. The Statement of the Problem 3
D. The Significance of the Problem . 4
CHAPTER II THEORETICAL FRAMEWORK

A. Vocabulary
1. The Definition of Vocabulary . 5
2. The Use of Vocabulary ... 6
3. The Kinds of Vocabulary .... 6
4. Vocabulary Acquisition .. 8
B. Direct Method
1. The Principles . 11
a. Theory of Language .. 13
b. Theory of Learning .. 13
2. Design 13
3. Procedures . 15
4. Strength and Weakness .. 19
C. Grammar Translation Method
1. The Principles 20
a. Theory of Language . 22
b. Theory of Learning .. 22
2. Design . 23
3. Procedures .. 24
4. Strength and Weakness .. 26
CHAPTER III METHODOLOGY

A. Objective of the Study .. 29
B. Place and Time of the Study . 29
C. Research Method . 29
D. Population and Sampling .. 29
E. Instrument 29
1. Conceptual Definition . 29
2. Operational Definition . 30
3. Specification . 30
4. Calibration 31
F. Techniques of Analyzing the Data 31
CHAPTER IV RESEARCH FINDINGS

A. Data Description .. 33
B. Test of Hypothesis .. 37
C. Data Interpretation ... 37
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion 39
B. Suggestion 39
BIBLIOGRAPHY .. 41
APPENDIXES
A. Lesson Planning: Direct Method ... 43
B. Lesson Planning: Grammar Translation Method .. 64
C. The Table of Spesification of Vocabulary Test 85
D. The instrument:
1. Valid test 88
2. Invalid test . 90
E. Validity of the test . 92
F. Reliability of the test . 93
G. Official Statements 94
CHAPTER I
INTRODUCTION
A. The Background of the Study

English is as an international language used as a tool for communication in
daily life and in academics, functioned as a first, second or foreign language. In
Indonesia, English is as a foreign language and formally it is taught in schools
from junior high school until university. It has become an obligatory subject and
as one of the subjects examined in the Ujian Nasional (National Examination). So,
learning English is a necessity and a must for all the people in the world,
especially in Indonesian school.
Therefore, the students should master English. In fact the students do not
master the English yet. This can be proven by the low level of students
vocabulary. The low level of the students vocabulary can be seen from the
writers experience when teaching English at the Private Junior High School
Muhammadiyah 44. The students always ask the writer about the meaning of the
words.
There are many factors that make the students vocabulary is low. They
came from the internal factor and the external one. The internal means factors
from the inside of the students themselves such as motivation, interest,
intelligence etc., and the external is factors from outside of the students that affect
their learning process such as economic background, learning materials, and
teachers performance including their teaching methods.
The teaching method is assumed as the factor that causes the students
vocabulary is low. The method used by the teacher has often been said to be the
cause of success or failure in language learning for it is ultimately the method that
determines the what and the how of language instructions1.
It is not easy to teach a language without using suitable method because
each method has advantages and disadvantages. Teaching English, especially
1
William F. Mackey, Language Teaching Analysis, (London: Longman, Green and Co. Ltd,
1966), p. 138.
vocabulary is like teaching other social science, which needs suitable techniques
and method in order to get the successful learning. So, why it should be done the
research about teaching vocabulary related to the method that is in order to know
the effectiveness of the method in teaching vocabulary.
The method that is used by the teacher at the Private Junior High School
Muhammadiyah 44 in teaching vocabulary is Grammar Translation Method. Its
principle uses translation and analysis of the grammar rules in teaching learning
activities and the main focus is on teaching reading and writing skills.
As Thuleen said, The major characteristic of the grammartranslation method is, precisely as its name suggests, a focus on learning
the rules of grammar and their application in translation passages from
one language into the other. Vocabulary in the target language is
learned through direct translation from the native language. Very little
teaching is done in the target language. Instead, readings in the target
language are translated directly and then discussed in the native
language, often precipitating in-depth comparisons of the two languages
themselves. Grammar is taught with extensive explanations in the native
language, and only later applied in the production of sentences through
translation from one language to the other.2
When the writer observes at the Private Junior High School
Muhammadiyah 44, he found that the students who learn vocabulary by using the
Grammar Translation Method feel bored and confused because they must study
about the grammatical form and memorize the words, and also the writer found
that teaching vocabulary by using the Grammar Translation Method is not an
effective way, because the students achievements are low.
So, here the writer would like to propose the method that should be used in
teaching vocabulary at the Private Junior High School Muhammadiyah 44, that is
Direct Method. This method is called as a Natural Method, its principle uses the
way how most people have traditionally acquired languages in early stages. It
means that it is a must to use the target language in presenting the new vocabulary
and in communication, and the teacher must uses the pictures, gestures, realia or
2
Nancy Thuleen, "The Grammar-Translation Method." The article is accessed on April

26 , 2007 at http://www.nthuleen.com/papers/720report.html
th
by using the target language that is familiar to the students in explaining the new
words.
As Freeman said, As with the Grammar Translation Method,
the Direct Method is not new. Its principle has been applied by language
teachers for many years. Most recently, it was revived as a method when
the goal of instruction became learning how to use a foreign language to
communicate. Since the Grammar-Translation Method was not very
effective in preparing students to use the target language
communicatively, the Direct Method became popular. The Direct
Method has one very basic rule. No translation is allowed. In fact, the
Direct Method receives its name from the fact that meaning is to be
connected directly with the target language, without going through the
process of translating into the students native language3.
In other words the Direct Method is regarded effective in teaching
vocabulary. Therefore, in this Skripsi the writer would like to use the Direct
Method in teaching vocabulary in order to know its effectiveness in teaching
vocabulary compared with the Grammar Translation Method.
B. The Identification of the Study

There are many kinds of factors that can cause the problems of the
students vocabulary. The problems can be identified as the following: (1) Does
the students interest affect their vocabulary mastery? , (2) Does the students
motivation affect their vocabulary mastery? , (3) Does the students wealth affect
their vocabulary mastery? , (4) Does the method of teaching affect the students
vocabulary mastery?, and etc.
There are many problems that can be identified. However the writer limits
them only on the effectiveness of using Direct Method in teaching vocabulary
compared with the Grammar Translation Method.
C. The Statement of the Study
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:

Oxford University Press, 1986), p. 18
Based on the identification of the problems the writer formulates the

research problem as follow:
Are the students vocabulary scores taught by the Direct Method higher
than taught by the Grammar Translation Method? and Is teaching vocabulary by
using the Direct Method more effective than by using the Grammar Translation
Method?
D. The Significance of the Study

1. The Teachers
The result of this research is expected to be a useful input for the
English teachers to improve the students vocabulary.
2. The Students
students to encourage them to master and improve their English vocabulary.
3. The Headmaster
headmaster to make a policy related to the English teaching and learning
process in the classroom especially in increasing the students vocabulary.
CHAPTER II
THEORETICAL FRAMEWORK
D. Vocabulary
5. The Definition of Vocabulary
Vocabulary can be defined, roughly, as the words we teach in the
foreign language. However a new item of vocabulary may be more than a
single word, for example, post office and mother-in-law, which are made up of
two or three words but express a single idea. There are also multi-word idioms
such as call it a day, which the meaning of the phrase cannot be deduced from
an analysis of the component words. A useful convention is to cover all such
cases by talking about vocabulary items rather than words.4 Meanwhile,
Broadly defined that vocabulary is knowledge of words and word meanings.5
Steven Stahl defines that Vocabulary knowledge is knowledge; the
knowledge of a word not only implies a definition, but also implies how that
word fits into the world." Vocabulary knowledge is not something that can
ever be fully mastered; it is something that expands and deepens over the
course of a lifetime. Instruction in vocabulary involves far more than looking
up words in a dictionary and using the words in a sentence. Vocabulary is
acquired incidentally through indirect exposure to words and intentionally
through explicit instruction in specific words and word-learning strategies.6
So vocabulary is English words that are related to the meaning of the
words and the way to use them in communication.
4
Penny Ur, a Course in Language Teaching, Practice and Theory, (Cambridge: Cambridge
University Press, 1996), p. 60
5
Fran Lehr, M.A., A Focus on Vocabulary, the article is accessed on May 4th, 2007 at
http://www.prel.org/products/re_/ES0419.htm
6
Linda Diamond and Linda Gutlohn, Teaching Vocabulary , the article is accessed on
April 16th, 2007 at http://www.ldonline.org/article/9943
6. The Use of Vocabulary

Vocabulary is basic to communication. If acquirers do not recognize
the meanings of the key words used by those who address them, they will be
unable to participate in the conversation, and if they wish to express some idea
or ask for information, they must be able to produce lexical items to convey
their meaning. Indeed, if they know the morphology and syntax of an
utterance addressed to them, but do not know the meanings of the key lexical
items, they will be unable to participate in the communication7.
Vocabulary is also very important for the acquisition process. The
popular belief is that one uses form and grammar to understand meaning. The
truth is probably closer to the opposite: that someone acquires morphology
and syntax because he understands the meaning of utterances. Acquisition
depends crucially on the input being comprehensible, and comprehensibility is
dependent directly on the ability to recognize the meaning of key elements in
the utterance. Thus, acquisition will not take place without comprehension of
vocabulary8. Teachers have never doubted the value of learning vocabulary.
They know how communication stops when learners lack the necessary
words.9
So, vocabulary is one of the most important elements of language in
order to make a smooth communication and understand the meaning.
7. The Kinds of Vocabulary

Gorrell and Laird said that almost everyone has at least four basic
vocabularies. First, he uses a relatively small number of words, which may
call the speaking vocabulary. It includes words, which will come to the
speakers tongue without his thinking much about them. A dull person is
Stephen D. Krashen and Tracy D Terrel, The natural Approach Language Acquisition in
the Classroom. (Britain: Prentice Hall International, 1988), p. 155.
8
9
Ibid.
Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University
Press, 1983), p. 5
likely to use only a few hundred words in this way; even a moderately
articulate speaker uses only a few thousand.
Every literate person has a second vocabulary, a writing vocabulary,
which includes the words in the speaking vocabulary, plus other words that he
can call up. A good writer may employ a vocabulary of ten thousand, twentyfive thousand, and perhaps fifty thousand words. A poor writer, on the other
hand, may suffer from a vocabulary little larger than his speaking vocabulary.
Every literate person has also a reading vocabulary, made up of
words which he would not speak in conversation or use when he writes but
which he knows when he sees them written. For most people the reading
vocabulary is much larger than either the speaking or writing vocabulary-fifty
thousand, seventy-five thousand, a hundred thousand words perhaps more.
The fourth vocabulary, the largest of all, we may refer to as the
acquaintance vocabulary. It includes the other three, but it includes, also, a
considerable number of words which the owner has seen or heard before but
does not know much about. He may remember enough about them so that he
can usually guess their meaning in context; he has a nodding acquaintance
with the words, not much more. Vocabularies of this sort, of course, can be
very large, often much larger than the reading vocabulary.10
Meanwhile, Fries divide vocabulary into two kinds; they are Function
and Content Words. The function words are a closed class, that cannot be
added, like the prepositions or auxiliaries or modal or any structure words of
the language. The content words, on the other hand, can be added to at any
times. As new scientific advances that make new words and communication
about new inventions necessary.11
The content words can be divided into three general classes: (a)
Words naming thing, ideas, entitles, that we might call them nouns, (b) Words
10
Gorrell and Laird, Modern English Handbook, third Edition (New Jersey: Prentice-Hall,
1964), P. 413
11
Marry Finocchiaro and Michael Binomo, The Foreign Language Learner: a guide for
teacher, ( New York: Regent Publishing Company, 1973), p. 86.
naming action called verbs, (c) Words used to describe the qualities of those
things or action called adjectives and adverbs12.
According to Burton there are two kinds of vocabulary used by the
people for communications, namely: General and Special Vocabulary. The
General Vocabulary is the words used in general; there is no limit of fields or
users, general in meaning and use. And the special vocabulary is used in
certain field, job, profession or special science. For example: politicians,
journalists, and lawyers. All these have specialized vocabulary arising from
particular circumstances of their lives and work13.
Meanwhile Aebersold classifies the vocabulary into: (1) Active
Vocabulary that refers to items which the learner can use appropriately in
speaking or writing and it is also called as Productive Vocabulary, Although,
in fact it is more difficult to put into practice. It means that to use the
productive vocabulary, students must know how to pronounce it well. They
must know and be able to use grammar of the target language and they also
must be familiar with collocation and understand the connotation meaning of
the word. This type is often used in speaking and writing skills. (2) Passive
vocabulary that refers to language items that can be recognized and
understood in the context of reading or listening, and it is also called as
Receptive Vocabulary.14
8. Vocabulary Acquisition
Developing understandings of word meanings is a long-term process,
one that involves many encounters with both spoken and written words in
varying contexts. Here is how the process of acquiring word knowledge
appears to occur, based on the research of Nagy, Anderson, and Herman: On
12
Charles C Fries, Teaching and Learning English as a foreign Language, (USA: the
University of Michigan, 1945), p. 47.
13
S. H. Burton and J. A. Humpries, Mastering English Language, (London: The Macmillan

Press, 1992), p. 100
14
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher (New York:
Cambridge University Press, 1997), p. 139
the first encounter with a new word, a student stores in memory some
information about how the word fits into what he is reading. This information
is reinforced each time he sees or hears the word. With each new encounter,
the student picks up more information about the word from its use in various
contexts. As a result, the student gradually acquires ownership of the
word15.
Students may acquire vocabulary in two ways: (a) Incidentally,
through the conscious or unconscious use of context clues during independent
reading and listening activities. Incidental vocabulary acquisition is a common
means of learning new vocabulary, especially for proficient readers. Students
with strong reading skills who read a variety of texts may realize substantial
gains in their vocabulary without direct instruction. High-risk students may
also realize some incidental vocabulary gains through independent reading,
however, teachers should neither ignore nor rely solely upon incidental
acquisition but rather seek to enhance its effectiveness with vocabulary logs,
word walls and other techniques. (b) Through direct instruction and study.
Direct study is the more efficient, particularly for high-risk students with poor
vocabularies16.
There are several reasons that students may fail to learn new
vocabulary on their own: (1) Lack of Independent Reading: High-risk students
often have a history of reading difficulties. As a result, these students
generally read lessand with less comprehensionthan students with strong
reading skills and rich vocabularies. The less students read, the fewer the
opportunities to acquire new vocabulary. (2) Inability to Use Context Clues:
Students often lack the ability to find and use context clues to infer word
meaning. Students may simply skip over unfamiliar words or, if the
concentration of unfamiliar words is high, quickly become frustrated and stop
15
Lehr, A Focus on Vocabulary.
16
Helping Students Learn Vocabulary-Acquisition Skills, the article is
accessed on April 16th, 2007 at
http://www.glencoe.com/sec/teachingtoday/subject/vocab_acquisition.phtml
reading entirely. (3) Weakness of Context-Clue Vocabulary Acquisition: Even

when students are able to use context clues to infer the meanings of unfamiliar
words, the words may not become part of students' speaking, listening, or
reading vocabularies. Studies show that students cannot recall an unfamiliar
word whose meaning they have inferred unless they encounter the word
repeatedly and within the same or a similar context.
Teachers often make a distinction between active and passive
vocabulary. Passive refers to vocabulary which can be recognized when
encountered, in a text for example; but which the learner cannot easily
produce in speech or writing as active vocabulary. However, this is too
simple a characterization of language learning. There are words, which
learners can retrieve from memory and use automatically. There are others
for which learners experience a tip of the tongue effect, recalling something
of the word but not its precise form. Yet other words exist in the memory but
prove difficult to recall.
It may therefore be most useful to see vocabulary knowledge as a
scale running from recognition of a word at one end to automatic production
at the other, through intermediate stage of making greater sense of the word
and how it might be used in different contexts. However, knowledge of some
words will remain at the recognition end of continuum and will be called on
in reading and listening but might never become part of a learners
productive ability. This characterization of vocabulary knowledge is
complicated by the phenomenon of forgetting; this can happen quite rapidly
if distracting activities interrupt effective storing of the word, or more slowly
if the word has been stored in the memory but is rarely encountered or
used.17
Vocabulary is acquired via comprehensible input; new words are
acquired when they are heard in an utterance or in a sentence that is
17
Tricia Hedge, Teaching and Learning in the Language Classroom, (New York: Oxford
University Press, 2000), p. 116.
comprehensible. Thus, our classroom acquisition activities aim at continual

comprehension of new lexical items in a communicative context.18
True vocabulary acquisition with long-term retention occurs only
with meaningful exposure in situations in which real communication takes
place19.
The nonlinguistic person probably considers the acquisition of a
foreign language to be a matter of little more than learning a new set of words
together with their inflectional characteristics. He will expect the words of the
foreign language to have different shapes from those of his mother tongue and
he will see his major task in vocabulary learning to be that of remembering
which of the forms in the new language to attach to the concept which he
already process. He sets out to learn to substitute new words for those which
he knows. The assumption that all languages have vocabulary systems in
which the words themselves differ but which refer to reality in the same way
is common. From it follows the belief that for every word in the mother
tongue there is an exact equivalent in each foreign language.20
If the students are able to communicate with native speakers, and read
for interest and pleasure, even if they do not understand every word,
vocabulary will continue to grow21.
E. Direct Method
5. The Principles
The Direct Method is not new. Its principle has been applied by
language teachers for many years. Most recently, it was revived as a method
when the goal of instruction became learning how to use a foreign language to
communicate. Since the Grammar-Translation Method was not very effective
18
Krashen and Terrel, The natural Approach, p. 156
19
Ibid.
20
D. A. Wilkins, Linguistics in Language Teaching. (Great Briain: Edward Aarnold

Publishers, 1985), p. 118.
21
Krashen and Terrel, The natural Approach, p. 157
in preparing students to use the target language communicatively, the Direct

Method became popular22.
The Direct Method has one very basic rule. No translation is allowed.
In fact, the Direct Method receives its name from the fact that meaning is to be
connected directly with the target language, without going through the process
of translating into the students native language23.
The basic premise of the Direct Method is that students will learn to
communicate in the target language, partly by learning how to think in that
language and by not involving the first language in the language learning
process whatsoever. Objectives include teaching the students how to use the
language spontaneously and orally, linking meaning with the target language
through the use of realia, pictures or pantomime. There is to be a direct
connection between concepts and the language to be learned24.
The term Direct Method refers to the teaching of languages without
resorting to translation and without using the native language.25 The basic
premise of the Direct Method was that second language learning should be
more like first language learning. The method would include lots of oral
interaction, spontaneous use of language, no translation between first and
second languages, and little or no analysis of grammar rules.26
So, Direct Method is the method that is used in teaching a language by
using the target language without going through the translation to the native
language. The teacher must use pictures, gestures, pantomimes or the target
language that is familiar to the students to explain a word.
22
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:

Oxford University Press, 1986), p. 18
23
Ibid.
24
The Direct Method, Principles and Methodology, the article is accessed on April 16th,
2007 at http://www.englishraven.com/method_direct.html
25
26
Krashen and Terrel, The natural Approach, p. 11.
Douglas H Brown, Teaching by Principles the article is accessed on April 16th, 2007 at
http://www.abacom.com/~nathan/grammar.htm
a. Theory of Language
Language is primarily spoken, not written. Therefore, students study
common, everyday speech in the target language. They also study culture
consisting of the history of the people who speak the target language, the
geography of the country or countries where the language is spoken and
information about the daily lives of the speakers of the language27.
Vocabulary is emphasized over grammar. Although work on all four
skills (reading, writing, speaking and listening) occurs from the start, oral
communication is seen as basic. Thus the reading and writing exercises are
based upon what the students practice orally first. Pronunciation also receives
attention right from the beginning of a course28.
b. Theory of Learning
Teachers who use the Direct Method believe that students need to
associate meaning and the target language directly. In order to do this, when
the teacher introduces a new target language word or phrase, he demonstrates
its meaning through the use of realia, pictures, or pantomime. He never
translates it into the students native language. Students speak in the target
language a great deal and communicate as if they were in real situation29.
6. Design
The design of the Direct Method consists of the objectives, the
syllabus, learner roles, teacher roles, the role of instructional materials and the
procedures.
The objective of the Direct Method is that students learn how to
communicate in the target language. In order to do this successfully, students
should learn to think in the target language30.
27
28
29
30
Freeman, Techniques and Principles, p. 25

Ibid.
Ibid, p. 24
Ibid.
The syllabus used in the Direct Method is based upon situations (for
example, one unit would consist of language that people would use at a bank,
another of the language that they use when going shopping) or topics (such as
geography, money, or the weather). Grammar is taught inductively; that is the
students are presented with examples and they figure out the rule or
generalization from the examples. An explicit grammar rule may never be
given. Students practice vocabulary by using new words in complete
sentences31.
The learner roles in the Direct Method are that students are asked to
use the language, not to demonstrate their knowledge about the language.
They are asked to do so using both oral and written skills. For example, the
students might be interviewed orally by the teacher or might be asked to write
a paragraph about something they have studied32.
The students should not try to learn a language in the usual sense. The
extent to which they can lose themselves in activities involving meaningful
communication will determine the amount and kind of acquisition they will
experience and the fluency they will ultimately demonstrate. The student is
seen as processor of comprehensible input. The students is challenged by input
that is slightly beyond his or her current level of competence and is able to
assign meaning to this input through active use of context and extra linguistic
information.33
The teacher roles in the Direct Method are that the teacher directs the
class activities. The teacher, employing various techniques, tries to get
students to self-correct whenever possible. The teacher and the students are
more like partners in the teaching/ learning process34.
31
32
Ibid.
Ibid
33
Jack C. Richard & Theodore S. Rodgers. Approaches and Methods in Language

Teaching, a Description and Analysis. (New York: Cambridge University Press, 1986), p. 137
34
The role of instructional material in the Direct Method is that the

primary goal of material is to make classroom activities as meaningful as
possible by supplying the extra linguistic context that helps the students to
understand and thereby to acquire by relating classroom activities to the real
word, and by fostering real communication among the learners. Materials
come from the world of realia rather than from textbooks. The primary aim of
materials is to promote comprehension and communication. Pictures and other
visual aids are essential, because they supply the content for communication.
They facilitate the acquisition of a large vocabulary within the classroom.
Other recommends materials include schedules, brochures, advertisements,
maps and books at levels appropriate to the students, if a reading component is
included in the course35.
7. Procedures
According to Mora that the lessons taught by the Direct Method begin
with a dialogue using a modern conversational style in the target language.
Material is first presented orally with actions or pictures. The mother tongue is
never used and there is no translation. The preferred type of exercise is a series
of questions in the target language based on the dialogue or an anecdotal
narrative and questions are answered in the target language. Grammar is
taught inductively--rules are generalized from the practice and experience with
the target language. Verbs are used first and systematically conjugated only
much later after some oral mastery of the target language. Advanced students
read literature for comprehension and pleasure. Literary texts are not analyzed
grammatically. The culture associated with the target language is also taught
inductively and it is considered as an important aspect of learning the
language.36
35
Richard & Rodgers, p. 138
36
Jill Kerper Mora,.Second-Language Teaching Methods, Principles & Procedures the

article is accessed on April 16th, 2007 at http://coe.sdsu.edu/people/jmora/ALMMethods.htm
Freeman gives some principles of teaching English by using the Direct

Method, they are: (a) Reading in the target language should be taught from the
beginning of language instruction; however, the reading skill will be
developed through practice with speaking. Language is primarily speech. (b)
Objects (e.g., realia or pictures) presented in the immediate classroom
environment should be used to help students understand the meaning. (c) The
native language should not be used in the classroom. (d) The teacher should
demonstrate, not explain or translate. It is desirable that students make a direct
association between the target language and meaning. (e) Students should
learn to think in the target language as soon as possible. Vocabulary is
acquired more naturally if students use it in full sentences, rather than
memorizing word lists. (f) The purpose of language learning is
communication (therefore students need to learn how to ask questions as well
as answer them). (g) Pronunciation should be worked on right from the
beginning of language instruction. (h) Self-correction facilitates language
learning. (i) Lesson should contain some conversational activity some
opportunity for students to use language in real contexts. Students should be
encouraged to speak as much as possible. (j) Grammar should be taught
inductively. There may never be an explicit grammar rule given. (k) Writing is
an important skill, to be developed from the beginning of language instruction.
(l) The syllabus is based on situations or topics, not usually on linguistic
structures. (m) Learning another language also involves learning how speakers
of that language live.37
Moreover, Freeman gives some techniques that can be used in teaching
English by using the Direct method, they are: (1) Reading Aloud, that is the
students take turns reading sections of passage, play, or dialog out loud. At the
end of each students turn, the teacher uses gestures, pictures, realia,
examples, or other means to make the meaning of the section clear. (2)
Question and Answer Exercise, this exercise is conducted only in target
language. Students are asked questions and answer in full sentences so that
37
they practice with new words and grammatical structure. They have the
opportunity to ask questions as well as answer them. (3) Getting Students to
Self-correct, that is the teacher of this class has the students self-correct by
asking them to make a choice between what they said and an alternate answer
he supplied. There are, however, other ways of getting students to self-correct.
For example, a teacher might simply repeat what a student has just said; using
a questioning voice to signal to the student that something was wrong with it.
Another possibility is for the teacher to repeat what the student said, stopping
just before the error. The student knows that the next word was wrong. (4)
Conversation Practice, that is the teacher asks students a number of questions
in the target language, which the students have to understand to be able to
answer correctly. In the class observed, the teacher asked individual students
questions about themselves. The questions contained a particular grammar
structure. Later, the students were able to ask each other their own questions
using the same grammatical structure. (5) Fill-in-the-Blank Exercise, that is
All the items are in the target language; furthermore, no explicit grammar rule
would be applied. The students would have induces the grammar rule they
need to fill in the blanks from examples and practice with earlier parts of the
lesson. (6) Dictation, that is the teacher reads the passage three times. The first
time the teacher reads it at a normal speed, while the students just listen. The
second time he reads the passage phrase by phrase, pausing long enough to
allow students to write down what they have heard. The last time the teacher
again reads at a normal speed, and students check their work. (7) Map
Drawing, that is the class included one example of a technique used to give
students listening comprehension practice. The students were given a map
with the geographical features unnamed. Then the teacher gave the students
directions such as the following, Find the mountain range in the West. Write
the words Rocky Mountains across the mountain range. He gave instruction
for all the geographical features of the United States so that students would
have a completely labeled map if they followed his instruction correctly. The
students then instructed the teacher to do the same thing with a map he had
drawn on the blackboard. Each student could have a turn giving the teacher
instructions for finding and labeling one geographical feature. (8) Paragraph
writing, that is the teacher in this class asked the students to write a paragraph
in their own words on the major geographical features of the United States.
They could have done this from memory, or they could have used the reading
passage in the lesson as a model.38
Meanwhile, Richards shows the principles and procedures of Direct
Method as follows: (a) Classroom instruction was conducted exclusively in
the target language, (b) Only everyday vocabulary and sentences were taught,
(c) Oral communication skills were built up graded progression organized
around question and answer exchanges between teachers and students in small
intensive classes, (d) Grammar was taught inductively, (e) New teaching
points were introduced orally, (f) Concrete vocabulary was taught through
demonstration, objects and pictures; abstract vocabulary was taught by
association of ideas, (g) Both speech and listening comprehension were
taught, (h) Correct pronunciation and grammar were emphasized.39
In this research the writer used the procedure as follows: (native
language must be avoided and the teacher uses the target language to teach the
students) 1) the teacher greets the students, 2) the teacher shows the pictures to
the students and ask them to guess what it is; or the teacher gives the students
a reading text and then asks the students to read the text, 3) the teacher asks
the questions related to the text or the pictures, 4) the students response the
teachers question, 5) the teacher pronounces a new words, 6) the teacher
gives the time to the students to ask the question about the words they dont
know yet, and then the teacher answer them by using the target language,
pictures or gesture. 7) the teacher asks the students to ask a question to other
friends related to the text or pictures and another student give the answer, 8)
the teacher dictates a paragraph to the students related to the theme or the
target vocabulary, 9) the teacher closes the meeting.
38
Ibid. p. 26
39
Richards and Rodgers, Approaches and Methods, pp. 9 10.
8. Strength and Weakness

The Direct Method is undoubtedly a highly effective method in terms
of creating language learners who are very competent in terms of using the
target language communicatively. However, as pointed out above, it requires
small class sizes, motivated learners and talented teachers in order to succeed
really well. It is also an unfortunate fact of life that students of foreign
languages these days need more than just the ability to communicate
confidently - they need to be able to demonstrate grammatical accuracy and
good reading skills in order to succeed in both national and international
language testing systems. It becomes something of an issue in countries
where English language learning is primarily EFL-based (that is, English as a
Foreign Language) and there is a distinct shortage of both (1) the opportunity
to apply the language communicatively in real-life situations outside the actual
classroom, and (2) teachers who have the required level of native or nativelike ability in the target language and the creativity to provide realistic
examples to illustrate what elements of the language actually mean40.
The Direct Method was quite successful in private language school,
where paying clients had high motivation and the use of native speaking
teachers was the norm. But despite pressure from proponents of the method, it
was difficult to implement in public secondary school education. It
overemphasized and distorted the similarities between naturalistic first
language learning and classroom foreign language learning and failed to
consider the practical realities of the classroom.
In addition, it lacked a
rigorous basis in applied linguistic theory, and for this reason it was often
criticized by the more academically based proponents of the Reform
Movement. The Direct Method represented the product of enlightened
amateurism. It was perceived to have several drawbacks. First, it required
teachers who were native speakers or who had native like fluency in the
foreign language. It was largely dependent on the teachers skill, rather than
40
The Direct Method, Principles and Methodology.
on a textbook, and not all teachers were proficient enough in the foreign
language to adhere to the principles of the method. Critics pointed out that
strict adherence to Direct Method principles was often counterproductive,
since teachers were required to go to great lengths to avoid using the native
tongue, when sometimes a simple brief explanation in the students native
tongue would have been a more efficient route to comprehension41.
F. Grammar Translation Method

1. The Principle
The Grammar Translation Method is not new. It has had different
names, but it has been used by language teachers for many years. At one time
it was called Classical Method since it was first used in the teaching of the
classical languages, Latin and Greek. Earlier in this century, this method was
used for the purpose of helping students read and appreciate foreign language
literature. It was also hoped that, through the study of the grammar of the
target language, students would become more familiar with the grammar of
their native language and that this familiarity would help them speak and write
their native language better. Finally, it was taught that foreign language
learning would help students grow intellectually; it was recognized that
students would probably never use the target language, but the mental exercise
of learning it would be beneficial anyway42.
Grammar Translation Method is a way of studying a language that
approaches the language first through detailed analysis of its grammar rules,
followed by application of this knowledge to the task of translating sentences
and texts into and out of the target language43.
The Grammar translation method or classical method emerged when
people of the western world wanted to learn "foreign" languages such as Latin
and Greek. Its focus was on grammatical rules, the memorization of
41
Richard and Rodgers, Approaches and Methods, p. 10
42
43
Richards and Rodgers, Approaches and Methods., p. 3.
vocabulary and of various declensions and conjugations, translations of texts

and doing written exercises44.
The Grammar-translation method is also called the traditional
method. This does not mean that it is the oldest method. It has been, and still
is, extensively used. The term traditional probably relates to the fact that this
method is a nearly perfect reflection of the way Latin and Greek have been
taught for centuries. When they ceased to be the most commonly used
language among scholars, their continued study was motivated by the great
educational value attached to reading the classics, and by the related argument
that studying Greek and Latin helped to further a certain intellectual
discipline: the mind being trained, it was asserted, by logical analysis of the
language, extensive memorization of complicated rules and paradigms, and
the application of these rules and paradigms in translation exercises. The
reason why modern languages were taught in the same way as the classical
languages was partly that in the competition between the two it had to be
made clear that the educational value of the modern languages was at least
equal to that of the classics45.
The major characteristic of the grammar-translation method is,
precisely as its name suggests, a focus on learning the rules of grammar and
their application in translation passages from one language into the other.
Vocabulary in the target language is learned through direct translation from
the native language. Very little teaching is done in the target language.
Instead, readings in the target language are translated directly and then
discussed in the native language, often precipitating in-depth comparisons of
the two languages themselves. Grammar is taught with extensive explanations
44
45
Brown, Teaching by Principles.
Roger Bowers, Applied Linguistics and English Language Teaching, (London: Macmillan
Publishers, 1991), p. 147.
in the native language, and only later applied in the production of sentences
through translation from one language to the other.46
So, the Grammar Translation Method is a method used in teaching a
language which the main focus is on teaching reading and writing skills. This
method uses translation and analysis of the grammar rules in teaching learning
activities.
a. Theory of Language
Literary language is considered superior to spoken language and is
therefore the language students study47.
The first language is maintained as the reference system in the
acquisition of the second language.48
Vocabulary and grammar are emphasized. Reading and writing are the
primary skills that the students work on. There is much less attention given to
speaking and listening. Pronunciation receives little, if any, attention49.
b. Theory of Learning
Students are taught to translate from one language to another. Often
what they translate are readings in the target language about some aspect of
the culture of the foreign language community. Students study grammar
deductively; that is, they are given the grammar rules and examples, are told to
memorize them, and then asked to apply the rules to other examples. They
also learn grammatical paradigms such as verb conjugations. They memorize
native language equivalents for foreign language vocabulary words50.
46
Nancy Thuleen, "The Grammar-Translation Method." The article is accessed on April

26 , 2007 at http://www.nthuleen.com/papers/720report.html
th
47
48
Richards and Rodgers, Approaches and Methods, p. 3.
49
50
Ibid, p.11
2. Design
The design of the Grammar Translation Method consists of the
objectives, the syllabus, learner roles, teacher roles, the role of instructional
materials and the procedures.
The objective of the Grammar Translation Method is learning a foreign
language is to be able to read literature written in the target language. To do
this, students need to learn about the grammar rules and vocabulary of the
target language. In addition, it is believed that studying a foreign language
provides students with good mental exercise, which helps develop their
minds.51
Some teachers who use the method might also tell that it is the most
effective way to prepare students for "global communication" by beginning
with the key skills of reading and grammar. Others may even say it is the
"least stressful" for students because almost all the teaching occurs in the first
language and students are rarely called upon to speak the language in any
communicative fashion.52
The syllabus used in the Grammar Translation Method is based upon
some aspect of the culture of the foreign language community. Grammar is
taught deductively; that is they are given the grammar rules and examples,
they are told to memorize them, and then are asked to apply the rules to other
examples. An explicit grammar rule is given. Students practice vocabulary by
translation and memorization53.
The learner role in the Grammar Translation Method is that the
students do as the teacher says so they can learn what he knows, while the
teacher is the authority in the classroom, so the teacher have the authority to
give some materials in teaching learning activities54.
51
Ibid.
52
The Grammar Translation Method, The Principles and Methodology, the article is
accessed on April 26th, 2007 at http://www.englishraven.com/method_gramtrans.html
53
54

Ibid.
The Grammar Translation Method is dependent upon a textbook. The

textbook contains tightly organized lessons planned around different
grammatical structures55.
3. Procedures
According to Mora that classes used the Grammar Translation Method
are taught in the students' mother tongue, with little active use of the target
language. Vocabulary is taught in the form of isolated word lists. Elaborate
explanations of grammar are always provided. Grammar instruction provides
the rules for putting words together; instruction often focuses on the form and
inflection of words. Reading of difficult texts is begun early in the course of
study. Little attention is paid to the content of texts, which are treated as
exercises in grammatical analysis. Often the only drills are exercises in
translating disconnected sentences from the target language into the mother
tongue, and vice versa. Little or no attention is given to pronunciation.56
Brown gives some principles of the Grammar Translation Method,
they are: a) Classes are taught in the mother tongue, with little active use of
the target language, b) Much vocabulary is taught in the form of lists of
isolated words, c) Long elaborate explanations of the intricacies of grammar
are given, d) Grammar provides the rule for putting words together, and
instruction often focuses on the form and inflection of words, e) Reading of
difficult classical texts is begun early, f) Little attention is paid to the content
of texts, which are treated as exercises in grammatical analysis.57
Freeman gives some techniques can be used in teaching vocabulary by
using the Grammar Translation Method, they are: (1) Translation of a literary
passage, that is the students translate a reading passage from the target
language into their native language. The reading passage then provides the
focus for several classes: vocabulary and grammatical structures in the
55
Richards and Rodgers, Approaches and Methods, p. 39
56
Mora, Second-Language Teaching Methods.
57
Brown, Teaching by Principles.
passage are studied in subsequent lessons. (2) Reading Comprehension

Question, that is the students answer questions in the target language based on
their understanding of the reading passage. (3) Antonyms/ Synonyms. Students
are given one set of words and are asked to find antonyms in the reading
passage. A similar exercise could be done by asking students to find
synonyms for a particular set of words. Or students might be asked to define a
set of words based on their understanding of them as they occur in the reading
passage. (4) Cognates, that is the student are taught to recognize cognates by
learning the spelling or sound patterns that correspond between the languages.
Students are also asked to memorize words that look like cognates but have
meaning in the target language that are different from those in the native
language. This technique, of course, would only be useful in languages that
share cognates. (5) Deductive Application of Rules, it means that grammar
rules are presented with examples. Exceptions to each rule are also noted.
Once students understand a rule, they are asked to apply it to some different
examples. (6) Fill-in-the-blank, that is the students are given a series of
sentences with words missing. They fill in the blanks with new vocabulary
items or with items of a particular grammar type, such as prepositions or verbs
with different tenses. (7) Memorization, that is the students are given lists of
target language vocabulary words and their native language equivalent and are
asked to memorize them. Students are also required to memorize grammatical
rules and grammatical paradigms such as conjugations. (8) Use words in
sentences. In order to show that students understand the meaning and use of a
new vocabulary item, they make up sentences in which they use the new
words. (9) Composition, that is the teacher gives the students a topic to write
about in the target language. The topic is based upon some aspect of the
reading passage of the lesson. Sometimes, instead of creating a composition,
students are asked to prepare a prcis of the reading passage. 58
58
Meanwhile, Richards shows the principles and procedures of Grammar

Translation Method, they are: (a) The goal of foreign language study is learn a
language in order to read its literature or in order benefit from the mental
discipline and intellectual development that result from foreign language
study, (b) Reading and writing are the major focus, little or no systematic
attention is paid to speaking or listening, (c) Vocabulary selection is based
solely on the reading texts used and words are taught through bilingual word
lists, dictionary study, and memorization, (d) The sentence is the basic unit of
teaching and language practice, (e) Accuracy is emphasized, (f) Grammar is
taught deductively, that is by presentation and study of grammar rules, which
are then practiced through translation exercises, (g) The students native
language is the medium of instruction. 59
In this research the writer will use the procedure as follows: (the
teacher uses the students native language to teach them) 1) the teacher greet
the students using native language, 2) the teacher gives some vocabularies that
will be studied or the teacher gives the students a reading text and then ask the
students read it first and then translate it into the first language. The teacher
asks the students to ask the meaning of the words they do not know yet. And
the teacher give the meaning by using native language 3) the teacher ask the
students to answer the questions according to the text by using the target
language, 4) the students memorize the vocabulary theyve just studied, 5) the
teacher gives the questions to the students to fill in the blank spaces with the
appropriate words, 6) the teacher ask the students to make a sentence using the
new words theyve studied, 8) the teacher closes the meeting.
4. Strength and Weakness

Many people who have undertaken foreign language learning at high
schools or universities even in the past 10 years or so may remember many of
the teaching techniques listed above for the Grammar Translation Method.
59
They may also recall that the language learning experience was uninspiring,
rather boring, or even left them with a sense of frustration when they traveled
to countries where the language was used only to find they couldn't understand
what people were saying and struggled mightily to express themselves at the
most basic level. Very few modern language teaching experts would be quick
to say that this is an effective language teaching method, and fewer would
dare to try and assert that it results in any kind of communicative competence.
As Richards and Rodgers state, "It is a method for which there is no theory.
There is no literature that offers a rationale or justification for it that attempts
to relate it to issues in linguistics, psychology, or educational theory." And yet
the Grammar Translation Method is still common in many countries - even
popular. Brown attempts to explain why the method is still employed by
pointing out: "It requires few specialized skills on the part of teachers. Tests
of grammar rules and of translations are easy to construct and can be
objectively scored. Many standardized tests of foreign languages still do not
attempt to tap into communicative abilities, so students have little motivation
to go beyond grammar analogies, translations, and rote exercises."60
Grammar Translation Method dominated European and foreign
language teaching from the 1840s to the 1940s, and in modified form it
continues to be widely used in some parts of the world today. Although the
Grammar Translation Method often creates frustration for students, it makes
few demands on teachers. It is still used in situations where understanding
literary texts is the primary focus of foreign language study and there is little
need for a speaking knowledge of the language. Toward the mid nineteenth
century several factors contributed to a questioning and rejections of the
Grammar Translation method. Increased opportunities for communication
among Europeans created a demand for oral proficiency in foreign
languages.61
60
The Grammar Translation method, Principles and Methodolgy, the article is accessed
on April 26th, 2007 http://www.englishraven.com/method_gramtrans.html
61
Obviously, there are many drawbacks to the grammar-translation

approach. Virtually no class time is allocated to allow students to produce
their own sentences, and even less time is spent on oral practice (whether
productive or reproductive). Students may have difficulties "relating" to the
language, because the classroom experience keeps them from personalizing it
or developing their own style. In addition, there is often little contextualization
of the grammar -- although this of course depends upon the passages chosen
and the teacher's own skills. Culture, when discussed, is communicated
through means of reading passages, but there is little direct confrontation with
foreign elements. Perhaps most seriously, as Omaggio points out, the type of
error correction that this method requires can actually be harmful to the
students' learning processes: "students are clearly in a defensive learning
environment where right answers are expected."62
Despite all of these drawbacks, Omaggio said: there are certain
positive traits to be found in such a rigid environment. Although far from
trying to defend or reinstate this method, I must still say: my high school
German class was almost entirely grammar-translation based, with the
exception of a few dialogues from the textbook, and I don't really feel it
"harmed" or even hampered my acquisition of the language -- and it certainly
gave me a strong grounding in German grammar! For left-brained students
who respond well to rules, structure and correction, the grammar-translation
method can provide a challenging and even intriguing classroom environment.
For those students who don't respond well to such structures, however, it is
obvious that the grammar-translation method must be tempered with other
approaches to create a more flexible and conducive methodology.63
62
63
Thuleen, "The Grammar-Translation Method.

Ibid.
CHAPTER III
METHODOLOGY
B. Objective of the Study

This study investigated the effect of using Direct Method in teaching
vocabulary at the first grade of Private Junior High School Muhammadiyah 44
Pamulang.
C. Place and Time of the Study

The writer did research at SMP Muhammadiyah 44 Pamulang. He
conducted this research at the school from 26th of March 2007 to 31st of May
2007.
D. Research Method
This research is an experimental study in which the experimental class and
the controlled class were treated by the teachers who has the same educational
background from State Islamic University in order to eliminate the bias. The
writer told both of the teacher about the way of teaching and the lesson planning.
The treatment was done for ten meetings. After ten meetings the writer
gave the test to both of the class.
E. Population and Sampling

The population of this research consists of three classes, namely class 7.1,
class 7.2 and class 7.3. The sample of this research is 89 students, which is
divided into 2 classes, namely class 7.1 and class 7.3. The sample is taken by
using Multi Stage Cluster Random Sampling.
F. Instrument
1. Conceptual Definition
Vocabulary is English words that are related to the meaning of the
words and the way to use them in communication.
2. Operational Definition
Vocabulary is the result of 29
students test about vocabulary consisting
of jobs, fruits & vegetables, stories and hobbies.
3. Specification
The instrument of this research is vocabulary test which consisting of
30 (thirty) questions. The test is divided into two test form; they are
multiple choices and matching tests. They are divided into three categories:
easy (30%), middle (60%), and difficult (10%). Multiple choices consist of
20 items from number 1 to number 20. Its score per item is 4. It means if
the students can choose the answer of 1 item correctly, they will get 4 score
and if they can choose the answer of 20 item correctly, they will get 80
scores.
Matching tests consist of 10 items from number 20 to number 30. Its
score per item is 2. It means if the students can choose the answer of 1 item
correctly. They will get 2 score and if they can choose the answer of 10
items correctly, they will get 20 scores.
From the description of each test form above, we can see that the high
score of this test is 100 scores. The following table is the description of the
test:
Table 3.1
The description of the test items
NO
VOCABULARY
Job
Fruits & Vegetables
Hobbies
Stories
Easy (30 %)
Middle (60 %)
Difficult (10 %)
Easy (30 %)
Middle (60 %)
Difficult (10 %)
Easy (30 %)
Middle (60 %)
Difficult (10 %)
Easy (30 %)
Middle (60 %)
QUESTION
NUMBER
1; 3; 6
2; 4; 5; 22; 25; 27
10
16; 23
18; 19; 20; 30
17
14; 21
9; 28; 29
15
8; 7
12; 13; 24; 26
TOTAL
10
7
6
7
Difficult (10 %)
11
30
Table 3.2
The Table of Spesification of the test items
No
1
2
2
3
5
6
7
8
Indikator
Mencocokkan gambar dengan kosa
kata yang tepat
Mengidentifikasi kosa kata
berdasarkan bacaan
Menyimpulkan kosa kata
berdasarkan pernyataan
Menggunakan kosa kata yang tepat
untuk melengkapi bacaan
Menguraikan pengertian pekerjaan
Merumuskan kosa kata sesuai
dengan uraian kalimat atau bacaan
Menggeneralisasikan kosa kata
yang disebutkan
Memilih kosa kata sesuai dengan
kelompoknya
Jumlah
Ranah
Kognitif
C1
Nomor Soal
Jumlah
1; 3; 6; 16; 23;
14; 21
7; 8
C2
C4
2; 4; 22; 25;
27; 28; 24; 26
18; 19; 20; 12;
13
5
10; 17; 15; 11
C2
29; 30
C3
C1
C2
C3
5
1
4
30
4. Calibration
The instrument was tried out to the students who are not selected to the
sample on May 9th, 2007, namely class 7.2. The test is done to know the
validity and the reliability of the instrument.
Table 3.2
Valid and invalid test

No
1
2
Test
Valid
Invalid
Number of the test

2,4,5,6,8,9,19,21,22,23,24,25,26,27,28,29,30
1,3,7,10,11,12,13,14,15,16,17,18,20
Total
17 items
13 items
30 items
To know the analysis of the reliability of the test, look at the appendix of
the reliability of the test.
G. Techniques of Analyzing the Data

Data analysis is the last step in the procedure of experiment, in this case,
processing the data. Data processing is the step to know the result of both the
experimental class and the controlled class and also their differences.
To find out the differences of students score in using the Direct Method in
teaching vocabulary compared to the students score that used the Grammar
Translation Method in teaching vocabulary, the writer uses t-test.
Before using the t-test formula, the writer has to seek the differences of
mean variables by using formula as follows:
M 1 = M '+i
( fx')
M 2 = M '+i
and
(N )
( fy')
(N )
And after getting mean variables, the writer has to seek the standard of
deviation of variable and standard error mean of variables by using formula as
follows:
1.
SD1 = i
2. SD2 = i
fx'
N
fy'
SE M 1 =
SD1
4. SE M 2 =
SD2
3.
( fx')
( N )2
( fy')
( N )2
N 1
N 1
The next step is seeking the standard error mean difference of variables by
using formula as follows:
2
SE M 1 M 2 = SE M 1 + SE M 2
Then the last step is determining t-test by using formula:
to =
M1 M 2
SE M 1 M 2
CHAPTER IV
RESEARCH FINDINGS
D. Data Description
To know the result of the test, the writer makes the table of students score
for each class as follows:
Table 4.1
The Test Scores of the Experimental Class Students
Student Score Student Score Student Score
1
16
31
80
80
92
2
17
32
66
88
92
3
18
33
70
84
84
4
19
34
54
60
84
5
20
35
84
92
72
6
21
36
76
96
80
7
22
37
72
88
92
8
23
38
84
88
88
9
24
39
80
84
84
10
25
40
56
84
88
11
26
41
80
72
92
12
27
42
84
84
72
13
28
43
84
84
84
14
29
44
88
80
80
15
30
45
88
80
82
Score
92 96
87 91
82 86
77 81
72 76
67 71
62 66
57 61
52 - 56
f
6
7
14
8
5
2
0
1
2
45 = N1
33
Table 4.2
The Test Scores of the Controlled Class Students
Student Score Student Score Student Score
1
16
31
60
80
88
2
17
32
52
78
88
3
18
33
70
78
80
4
19
34
68
66
80
5
20
35
76
84
80
6
21
36
74
88
74
7
22
37
82
76
80
8
23
38
76
84
72
9
24
39
76
74
80
10
25
40
76
88
86
11
26
41
88
80
80
12
27
42
88
84
80
13
28
43
84
76
80
14
29
44
84
72
80
15
30
80
84
Score
92 96
87 91
82 86
77 81
72 76
67 71
62 66
57 61
52 - 56
f
0
6
8
14
11
2
1
1
1
44 = N2
Table 4.3
The Result Calculation of Experimental Class
Score
92 96
87 91
82 86
77 81
72 76
67 71
62 66
57 61
52 - 56
f
6
7
14
8
5
2
0
1
2
x
+2
+1
M (84) 0
-1
-2
-3
-4
-5
-6
45 = N
x2
4
1
0
1
4
9
16
25
36
-
fx
+ 12
+7
0
-8
- 10
-6
0
-5
- 12
- 22 =
fx
fx2
24
7
0
8
20
18
0
25
72
174 =
fx2
Table 4.4
The Result Calculation of Controlled Class
Score
92 96
87 91
82 86
77 81
72 76
67 71
62 66
57 61
52 - 56
y y2
+3 9
+2 4
+1 1
M (79) 0
0
-1 1
-2 4
-3 9
- 4 16
- 5 25
f
0
6
8
14
11
2
1
1
1
44 = N
fy
0
+ 12
+8
0
- 11
-4
-3
-4
-5
-7=
fy
fy2
0
24
8
0
11
8
9
16
25
101 =
fy2
1. Determining Mean I with formula:
M 1 = M '+i
( fx')
(N )
= 84 + 5
( 22)
(45)
= 84 2,444 = 81,556
2. Determining Mean II with formula:

( fy ')
( 7 ) = 79 0,795 = 78,205
M 2 = M '+i
= 79 + 5
(N )
(44)
3. Determining of Standard of Deviation of Variable I:
SD1 = i
fx'
N
( fx')
(N )
174 ( 22)
=5
45
(45)2
= 5 3,867 0,239 = 5 3,628 = 5 X 1,905 = 9,525
4. Determining of Standard Deviation of Variable II:

SD2 = i
fy'
N
( fy')
101 ( 7 )
44 (44 )2
=5
( N )2
= 5 2,295 0,025 = 5 2,27 = 5 X 1,507 = 7,535
5. Determining of Standard Error Mean Variable I:

SD1
9,525
9,525
SE M 1 =
=
=
= 1,436
6,633
N1 1
45 1
6. Determining of Standard Error Mean Variable II:
SD2
7,535
7,535
SE M 2 =
=
= 1.149
=
6,557
N2 1
44 1
7. Determining Standard Error Mean Difference of M1 and M2:
2
SE M 1 M 2 = SE M 1 + SE M 2 = 1,436 2 + 1,149 2
= 2,062 + 1,320
= 3,382
= 1,839
8. Determining to with formula:
81,556 78,205
M M2
=
to = 1
1,839
SE M 1 M 2
3,351
= 1,822
1,839
9. Determining t-table in significance level 5 % and 1 % with df:

df = ( N1 + N 2 2 ) = (45 + 44 2 ) = 87
The writer gained t table:

S.L. 5 % = 1,99
S.L. 1 % = 2,63
10. The Comparison between t-score with t-table
t-score = 1,99 > 1,822 < 2,63
E. Test of Hypothesis
The writer states the hypothesis as follows: (1) Ha = There is a significant
difference between the students vocabulary scores taught by the Direct Method
and taught by the Grammar Translation Method, (2) Ho = There is no significant
difference between the students vocabulary scores taught by the Direct Method
and taught by the Grammar Translation Method
The hypothesis criterion states that: If to > tt = Ha is accepted and Ho is
rejected, and If to < tt = Ha is rejected and Ho is accepted. Ha is the alternative
hypothesis, Ho is the null hypothesis, to is t observation, and tt is t test.
The result of the statistic calculation indicates that the value of to is 1,882
and the value of df (87) on degree of significance of 5 % is 1,99. Comparing the to
with each values of the degree of significance, the writer finds that 1,99 > 1,882.
So, to is smaller than tt, or to < tt.
Since to score in the table is smaller than tt score obtained from the result of
calculating, so the alternative hypothesis (Ha) is rejected and the null hypothesis
(Ho) is accepted.
F. Data Interpretation
Based on the data collected from the test gained from the experimental
class taught by using the Direct Method and the controlled class taught by using
the Grammar Translation Method showed the mean scores of test in experimental
class was 81,556, while the mean scores of test in controlled class was 78,205 and
to (t observation) is 1,822. The degree of freedom (df) is 87 obtained from (N1 +
N2 2) = (45 + 44 2). In this paper, the writer uses the degree of significance of
5 %. In the table of significance, it cant be found the df of 87 so its used the df
of 90, and on the degree of significance of 5 %, the value of the degree of
significance is 1,99. Comparing the to with each values of the degree of
significance, the result is 1.99 > 1,882.
According to the explanation about the analysis of the result on the tables
above, we can interpret that teaching vocabulary through the Direct Method is not
adequate success. It can be seen on the tables of scores above that the students
who learn vocabulary through the Direct Method and the Grammar Translation
Method do not have a significant differences. Although the students vocabulary
scores taught by the Direct Method higher than taught by the Grammar
Translation Method, but its not a significant differences. It means that there is no
significant influence of using the direct method in teaching vocabulary.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
According to the result of the analysis of the research, it shows that the
value of to (t observation) is 1,882. And the value of tt (t table) from the df
(87) on degree of significance of 5 % is 1,99. It means that the value of to is
smaller than the value of tt. So, the null hypothesis (Ho) is accepted and the
alternative hypothesis (Ha) is rejected, or it can be said that there is no significant
influence of using the direct method in teaching vocabulary.
It can be concluded that teaching vocabulary through the Direct Method is
not adequate success. It can be seen from the calculations above and from the
tables of the students vocabulary scores that although the students vocabulary
scores taught by the Direct Method higher than taught by the Grammar
Translation Method but its not a significance difference. It means that there is no
significant influence of using the direct method in teaching vocabulary.
So, the conclusion is that although the students vocabulary scores taught
by the Direct Method higher than taught by the Grammar Translation Method,
but, it isnt a significant difference, and since the value of to is smaller than the
value of tt, so the Direct Method doesnt have a significance influence in teaching
vocabulary. Therefore, teaching vocabulary through the Direct Method is not
more effective than taught by the Grammar Translation method.
B. Suggestion
After the writer made a conclusion, he tried to make some suggestions
especially to the teacher as a person whose concern on teaching learning process
in the classroom.
There are some suggestions that can be given in relation to the writers
conclusion. The suggestions are as follows: (1) The English teacher should not
always use the target language on the entire of the teaching learning process in the
classroom, because the students will be confused with the vocabulary they dont
39
know at the first time, so the teacher should use the native language in order to
make a clear instruction in teaching learning process, (2) The English teacher
should use media, as pictures, realia and others, in order to make students easier to
understand the new vocabulary they learn and use the native language if the
vocabulary is not easy to explain by the picture, (3) The teacher should not blame
the student for his or her mistakes but ask another student answer to correct it (4)
The teacher should always motivate the students by making a challengeable
environment among the students in the classroom and by giving rewards to the
student who is able to do the task correctly, (5) the teacher should not focus only
on the grammatical forms, but also how to use the words in communication.
Because if the teacher only focuses on the grammatical forms the students will get
bored and confused (6) The English teacher should give the students the
opportunities to be active in learning English vocabulary, so the teacher should be
more like a students partner in teaching learning process.
Those are some suggestions, which the writer offered especially to the
teacher as an addition to complete the way of teaching learning process in the
classroom.
BIBLIOGRAPHY
Aebersold, Jo Ann and Mary Lee Field, From Reader to Reading Teacher. New
York: Cambridge University Press, 1997.
Allen, Virginia French. Techniques in Teaching Vocabulary. New York: Oxford
University Press, 1983.
Bowers, Roger and Brumfit, Cristhopher editor. Applied Linguistics and English
Language Teaching. London: Macmilan Publishers, 1991.
Brown, Cheryl. Vocabulary, Semantics and Language Education. Cambridge:
Cambridge University Press, 1995
Brown, Douglas H. Teaching by Principles. The article is accessed on April
16th, 2007 at http://www.abacom.com/~nathan/grammar.htm
Burton, H. S. and J. A. Humpries, Mastering English Language. London: The
Macmillan Press, 1992.
Diamond, Linda and Gutlohn, Linda, Teaching Vocabulary. The article is
accessed on April 16th, 2007 at http://www.ldonline.org/article/9943
Finocchiaro, Mary and Michael Binomo, The Foreign Language Learner: a guide
for teacher, New York: Regent Publishing Company, 1973.
Fowler. W. H. The Kings English. Great Britain: Oxford University Press, 1930.
Freeman, Diane-Larsen. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press, 1986.
Fries, Charles C., Teaching and Learning English as a foreign Language, USA:
the University of Michigan, 1945.
Gorrell and Laird. Modern English Handbook, Third Edition. USA: Prentice Hall,
1964
Guth, Hans P. American English Today; The Tools of English. Second Edition,
Revised. USA: Mc-Graw-Hill, 1975.
Harmer, Jeremy. The Practice of English Language Teaching (Longman
Handbooks for Language Teachers). New York: Longman, 1989.
Hatch, Evelyn and Brown, Cheryl. Vocabulary, Semantics and Language
Education. USA: Cambridge University Press, 2000
Hedge, Tricia. Teaching and Learning in the Language Classroom. Oxford:
Oxford University Press, 2000.
41
Helping Students Learn Vocabulary-Acquisition Skills. The article is accessed

on April 16th, 2007 at
http://www.glencoe.com/sec/teachingtoday/subject/vocab_acquisition.pht
ml
Krashen, Stephen D., Terrel, Tracy D.. The Natural Approach Language
Acquisition in the classroom. Britain: Prentice Hall International (UK),
1988.
Lehr, Fran M.A. A Focus on Vocabulary. The article is accessed on May 4th,
2007 at http://www.prel.org/products/re_/ES0419.htm
Mora, Jill Kerper. Second-Language Teaching Methods, Principles &
Procedures. The article is accessed on April 16th, 2007 at
http://coe.sdsu.edu/people/jmora/ALMMethods.htm
Murcia, Marianne-Celce. Teaching English as a Second or Foreign Language.
USA: Heinle & Heinle Publishers, 1991.
Pedoman Penulisan Skripsi Fakultas Ilmu Tarbiyah dan Keguruan, Universitas

Islam Negeri Syarif Hidayatullah Jakarta, 2007.
Peny, Ur. A Course in Language Teaching, Practice and Theory. Cambridge:
Cambridge University Press, 1996.
Richard, Jack C. & Rodgers, Theodore S.. Approaches and Methods in Language
Teaching, a Description and Analysis. New York: Cambridge University
Press, 1986.
Rogers, Tony. YES Kurikulum Berbasis Kompetensi, Sekolah Menengah
Pertama. Jakarta: Widya Utama, 2003
Sudijono, Anas. Prof. Drs. Pengantar Statistik Pendidikan. Jakarta: PT. Raja
Grafindo Persada, 2006.
The Direct Method, Principles and Methodology. The article is accessed on
April 16th, 2007 at http://www.englishraven.com/method_direct.html
The Grammar Translation Method, The Principles and Methodology. The
article is accessed on April 26th, 2007 at
http://www.englishraven.com/method_gramtrans.html
Thuleen, Nancy. "The Grammar-Translation Method." The article is accessed on
April 26th, 2007 at http://www.nthuleen.com/papers/720report.html
Wilkins, D. A. Linguistics in LanguageTeaching. Great Britain: Edward Arnold,
1985.
Zainuri. A. M. Vocabulary I. UIN Jakarta: English Department, 2003
SKENARIO PEMBELAJARAN
SMP/MTs
(Experimental Class menggunakan Direct Method)
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:1
: 2 X 40 Menit
: Soldier, student, teacher, driver, doctor,
sailor, farmer, postman, nurse, gardener,
battle, study, teach, drive, take care, plant,
deliver, kind, brave, lazy, diligent, smart,
honest, patient, handsome, beautiful, is, are,
am.
: 2006 / 2007
II.
STANDAR KOMPETENSI
Berkomunikasi secara lisan dan tulis dengan mengunakan kosa kata
yang telah dipelajari dengan lancar dan akurat.
III.
KOMPETENSI DASAR
1. Mampu mengucapkan kosakata dengan benar
2. Memahami Kosa kata yang dipelajari
3. Mampu menggunakan kosakata yang dipelajari dalam percakapan
IV.
INDIKATOR
Mampu memahami kosakata di bawah ini:
Soldier, student, teacher, driver, doctor, sailor, farmer, postman, nurse,
gardener, battle, study, teach, drive, take care, plant, send, kind, brave,
lazy, diligent, smart, honest, patient, handsome, beautiful, is, are, am.
V.
MATERI POKOK
What does he do? He is a soldier
What does she do? She is a nurse
What work does he do? He send the letter
VI.
MEDIA PEMBELAJARAN
Textbook, whiteboard, pictures dan marker.
VII. METODE PEMBELAJARAN

Metode dalam pengajaran vocabulary ini adalah Direct Method.
No
VIII. SKENARIO PEMBELAJARAN

Kegiatan
Waktu
8.1. Pendahuluan
8.1.1. Salam dan tegur sapa
Guru mengucapkan good morning kepada siswa kemudian
menanyai keadaan siswa How are you today?
10 Menit
8.1.2. Guru mengabsen siswa satu persatu kemudian

direspon siswa dengan mengucap present
8.2. Kegiatan pokok

8.2.1. Guru menunjukkan gambar seseorang dengan
pekerjaannya, kemudian menanyakan siswa What
does he do? kemudian menyuruh siswa untuk
menjawab he is a teacher ...dst.
8.2.2. Siswa merespon pertanyaan guru tentang pekerjaan
orang tuanya. Guru menanyai siswa what does your
father do? He is a manager dst. What does
your mother do? She is a house wife dst
8.2.3. Guru menunjukkan gambar sebuah pekerjaan dan
menyakan apa yang dikerjakannya.what work does
he do? He send the letters dst
8.2.4. Guru mengeja dan membaca jenis pekerjaanpekerjaan dan kosakata yang telah dipelajari.
8.2.4. Guru menunjukkan sebuah gambar kemudian
menyuruh siswa untuk menanyakan pekerjaannya,
kemudian siswa yang lain menjawabnya.
8.3.
Penutup
8.3.1 Guru menanyakan kepada siswa apa ada pertanyaan
lagi. Any question so far?
8.3.2 Guru mendikte sebuah paragraph tentang job dan
menyuruh murid untuk menulisnya.
I have a friend. His name is Mr. Anton. He is a doctor in
the hospital. He works in the Central Hospital of Jakarta. He
looks after a patient everyday. He has more than twenty
patients everyday.
8.3.3. Guru menutup pelajaran dengan mengucap See you
next meeting dan salam
60 Menit
10 Menit
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Kurikulum 2004 & Silabus
Textbook: Tony Rogers, YES Kurikulum 2004 Sekolah Menengah
Pertama, Jakarta: Widya Utama, 2003.
Larsen-Freman, Diane. Techniques and Principles in Language
Teaching. Oxford: Oxford University Press, 1986.
Hand Out
2. Media
White board
Pictures
Marker
Jakarta, 30 Maret 2007
SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:2
: 2 X 40 Menit
: Policeman, Secretary, Dentist, Waitress,
Typist, Hairdresser, Lawyer, type, examines,
looks after, defends, hard, patient, brave, his,
her, their, serve, profession.
: 2006 / 2007
II.
STANDAR KOMPETENSI
III.
KOMPETENSI DASAR
IV.
INDIKATOR
Policeman, Secretary, Dentist, Waitress, Typist, Hairdresser, Lawyer,
type, examines, looks after, defends, hard, patient, brave, his, her,
their, serve, profession.
V.
MATERI POKOK
What do you do? I am a student
What is his profession? His profession is a lawyer
What is her profession? Her profession is a secretary
What work does he do? He looks after the patients
VI.
MEDIA PEMBELAJARAN
VII.
METODE PEMBELAJARAN

No
Kegiatan
8.1. Pendahuluan
menanyai keadaan siswa satu persatu How are you today?
8.2. Kegiatan pokok

pekerjaannya, kemudian menanyakan siswa What is
his profession? kemudian menyuruh siswa untuk
menjawab His profession is a lawyer...dst.
8.2.2. Guru menanyakan kepada siswa what do you do?
kemudian menyuruh siswa menjawab I am a
student. Kemudian menanyakan lagi what work does
he do? He looks after the patients dst, dengan
memperlihatkan gambar pekerjaan.
8.2.3. Guru mengeja dan membaca jenis pekerjaanpekerjaan dan kosa kata yang telah dipelajari.
menyuruh siswa untuk menanyakan pekerjaannya,
kemudian siswa yang lain menjawabnya
8.3.
Penutup
Santi works in the office near the bank. She is a secretary.
Waktu
10 Menit
60 Menit
10 Menit
She makes phone calls and answers the phone. She uses
computer to type the letters. She is very busy everyday. She
starts working at 7.30 am and finishes at 2.00 pm.
8.3.3 Guru menutup pelajaran dengan mengucap See you
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Hand Out
2. Media
White board
Pictures
Marker
Jakarta, 9 April 2007
SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:3
: 2 X 40 Menit
: Hospital, Garden, Police Station, Office,
Ship, Clinic, Restaurant, College, School,
does, do, work, job, take care, calm,
responsible, in.
: 2006 / 2007
II.
STANDAR KOMPETENSI
III.
KOMPETENSI DASAR
IV.
INDIKATOR
Hospital, Garden, Police Station, Office, Ship, Clinic, Restaurant,
College, School, does, do, work, job, take care, calm, responsible, in.
V.
MATERI POKOK
What is his job? His job is a policeman
What is her job? Her job is a waitress
Where does he work? He works in the police station
Where does she work? She works in the restaurant
VI.
MEDIA PEMBELAJARAN
VII.
METODE PEMBELAJARAN

No
Kegiatan
8.1. Pendahuluan
Waktu
10 Menit

8.2. Kegiatan pokok

pekerjaannya, kemudian menanyakan siswa What is
his job? kemudian menyuruh siswa untuk
menjawab His job is a lawyer...dst.
8.2.2. Guru menanyakan kepada siswa where does he
work? kemudian menyuruh siswa menjawab He
works in the police station.
60 Menit
8.2.3. Guru mengeja dan membaca jenis tempat-tempat

pekerjaan dan kosa kata yang telah dipelajari.
menyuruh siswa untuk menanyakan pekerjaan dan
tempat bekerjanya kemudian siswa yang lain
8.3.
menjawabnya.
10 Menit
Penutup
8.3.1. Guru menanyakan kepada siswa apa ada pertanyaan
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Hand Out
2. Media
White board
Pictures
Marker
SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:4
: 2 X 40 Menit
: Live, rule, rob, poor, kill, fish, caught,
search, save, little, girl, family, west, south,
north, east, father, mother, wealthy, life,
kind, nice.
: 2006 / 2007
II.
STANDAR KOMPETENSI
III.
KOMPETENSI DASAR
1. Memahami kosakata yang ada dalam cerita
2. Mampu merespon pertanyaan guru tentang cerita yang dipelajari
IV.
INDIKATOR
Mampu memahami kosakata berikut ini:
Live, rule, rob, poor, kill, fish, caught, search, save, little, girl, family,
west, south, north, east, father, mother, wealthy, life, kind, nice.
V.
MATERI POKOK
Si Pitung
It is about Pitung, the Robin Hood of Batavia. He lived in Batavia
during the Dutch rule in Indonesia. He robbed the rich people and he
gave what he robbed to the poor. He was killed by a gold-plated bullet,
the only thing that could kill him.
Questions:
1. What is the story Si Pitung about?
2. Where did Pitung live?
3. What did Pitung do?
Finding Nemo
It is about Nemo, a clown fish and its father. Nemo was caught by a
fisherman. Nemo ended up in the aquarium of a dentist in Australia.
Nemos father searched for Nemo and finally saved him.
Questions:
1. What is the story Finding Nemo about?

2. Who did catch Nemo?
3. Who did save Nemo?
Keluarga Cemara
It is about Cemara, a little girl, and her family. They lived in west Java.
Her father lost their wealthy business. They then had to live a very
simple life.
Questions:
1. What is the story Keluarga Cemara about?
2. Where did they live?
3. What did her father lose?
VI.
MEDIA PEMBELAJARAN
VII. METODE PEMBELAJARAN

No
Kegiatan
8.1. Pendahuluan
Waktu
10 Menit

8.2. Kegiatan pokok

8.2.1. Guru menunjukkan gambar tentang bacaan cerita
yang akan dibaca murid kemudian menanyakan
kepada siswa tentang gambar tersebut.
8.2.2. Guru menyuruh siswa untuk membaca bacaan
tentang Si Pitung, Finding Nemo, dan Keluarga
Cemara
8.2.3. Guru membaca bacaan serta menerangkannya dengan
bahasa inggris, gambar atau gesture.
8.2.4. Guru memberikan pertanyaan kepada siswa tentang
bacaan yang telah dipelajari secara lisan dan
menyuruh siswa menjawabnya secara lisan.
8.3.
Penutup
tentang kosakata dalam bacaan yang telah dipelajari
kemudian menerangkannya dengan bahasa inggris, gambar
atau gesture
60 Menit
10 Menit
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Hand Out
2. Media
White board
Pictures
Marker

SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:5
: 2 X 40 Menit
: Live, small, village, near, one day, market,
want, buy, donkey, choose, the best, pull,
behind, thief, follow, him, get home, tie,
rope, wrists, run away, replace, angrily,
change, hurt, high, price.
: 2006 / 2007
II.
STANDAR KOMPETENSI
yang telah dipelajari dengan lancar dan akurat
III.
KOMPETENSI DASAR
1. Memahami kosakata yang ada dalam cerita
2. Mampu merespon pertanyaan guru tentang cerita yang dipelajari
IV.
INDIKATOR

Live, small, village, near, one day, market, want, buy, donkey, choose,
the best, pull, behind, thief, follow, him, get home, tie, rope, wrists, run
away, replace, angrily, change, hurt, high, price.
V.
MATERI POKOK
A Donkey Thief
Nasreddin lived in a small village near Cairo. One day he went to
the market. He wanted to buy a donkey there. At the market he chose
the best donkey and bought it. Then he walked and pulled his donkey
behind him. He did not know that two thieves were following him.
When he got home, he tied the donkey in the barn and left it there.
One of the thieves untied the donkey. Then he tied the rope around his
friends wrists and ran away with the donkey.
When Nasreddin returned to the barn, he was surprised to see that
a man had replaced his donkey.
Who are you? And where is my donkey? asked Nasreddin
angrily.
Im sorry, sir, said the thief, I was the donkey.
I dont believe you. How can a donkey change itself into a
man? said Nasreddin.
Once I hurt my mother, and she put a curse on me. I turned into
a donkey. Then I was sold at the market by my uncle. Now I have
become a man again because the person that bought me is a wise and a
good man like you, the thief said.
Nasreddin said to the thief, Now, go home. Dont hurt your
mother anymore.
The thief thanked Nasreddin and went away quickly.
Several days later, Nasreddin went to the market again to buy a
donkey. There he saw his lost donkey. This time the other thief sold
the donkey for a very high price. Nasreddin went up to the thief but he
did not speak to him. He spoke to the donkey instead.
He said, Hey, young man, you never listen to good advice and
you never learn from experience. Now you have become a donkey
again. But I dont want to buy you.
Questions!
1. Where did the story of The Donkey Thief happen? This story
happened in a small village near Cairo.
2. Who is the main character in the story? The main character in th
story is Nasreddin
3. Who are the other characters in the story? The other character in
the story is the thieves.
4. What was the animal in the story? It is a donkey
5. What kind of story is this? It is a funny story
VI.
MEDIA PEMBELAJARAN
Textbook, whiteboard, pictures dan marker
VII.
METODE PEMBELAJARAN
Metode dalam pengajaran vocabulary ini adalah Direct Method

N
o
8.
1
Kegiatan
Waktu
Pendahuluan
10
Menit
8.1.2. Guru mengabsen siswa satu persatu kemudian direspon

siswa dengan mengucap present
8.
2
8.
3
Kegiatan pokok
8.2.1. Guru menunjukkan gambar tentang bacaan cerita yang
akan dibaca murid kemudian menanyakan kepada siswa
tentang gambar tersebut
8.2.2. Guru menyuruh siswa untuk membaca bacaan tentang A
Donkey Thief
8.2.4. Guru bertanya kepada siswa apa ada kosakata lagi yang
tidak dimengerti, kemudian menerangkannya dengan
bacaan yang telah dipelajari secara lisan dan menyuruh
siswa menjawabnya secara lisan.
Penutup
8.3.1 Guru menanyakan kepada siswa apa ada pertanyaan tentang
kosakata dalam bacaan yang telah dipelajari kemudian
menerangkannya dengan bahasa inggris, gambar atau gesture
8.3.2. Guru menutup pelajaran dengan mengucap See you next
meeting dan salam
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
60
Menit
10
Menit

Hand Out
2. Media
White board
Pictures
Marker
SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:6
: 2 X 40 Menit
: Camping, a tent, a sleeping bag, a
backpack, a fishing rod, a lamp, a pot, a first
aid kit, a box of matches, pack, hold, put,
light, cook, lay, us, them, you, prefer,
gardening, would, want, good
: 2006 / 2007
II.
STANDAR KOMPETENSI
III.
KOMPETENSI DASAR
IV.
INDIKATOR
Camping, a tent, a sleeping bag, a backpack, a fishing rod, a lamp, a
pot, a first aid kit, a box of matches, pack, hold, put, light, cook, lay,
us, them, you, prefer, gardening, would, want, good
MATERI POKOK
What is your hobby? My hobby is camping
Do you like playing football? Yes, I do
No, I dont
V.
VI.
MEDIA PEMBELAJARAN
VII.
METODE PEMBELAJARAN

Pertemuan ke 1
No
Kegiatan
8.1. Pendahuluan
Waktu
10 Menit

8.2. Kegiatan pokok

8.2.1. Guru menanyakan kepada siswa tentang hobinya.
What is your hobby?, kemudian menyuruh siswa
untuk menjawab My hobby is camping, my hobby is
playing football dst.
8.2.2. Guru menunjukkan gambar yang berhubungan
dengan camping kemudian menyuruh siswa untuk
menebaknya.
8.2.3. Guru mengucapkan kosakata yang dipelajari diikuti
dengan siswa.
8.2.4. Guru menanyakan kepada siswa apakah mereka suka
camping atau tidak,do you like camping? Yes, I do
8.3.
..dst. serta menanyakan hoby-hoby lainnya, seperti do
you like swimming? Yes, I dodst.
60 Menit
15 Menit
Penutup
If you want to go camping, you must bring a tent, a sleeping
bag, a backpack, a fishing rod, a lamp, a pot, a first aid and
a box of matches.
8.3.3 Guru menutup pelajaran dengan mengucap See you
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Hand Out
2. Media
White board
Pictures
Marker
Jakarta, 4 Mei 2007
SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:7
: 2 X 40 Menit
: Stamp Collecting, dancing, singing,
swimming, reading, watching TV, listening
the radio, Magazines, Newspapers, Reading,
playing football, fishing, hobby, her, his,
their, our.
: 2006 / 2007
II.
STANDAR KOMPETENSI
III.
KOMPETENSI DASAR
IV.
INDIKATOR
Stamp Collecting, dancing, singing, swimming, reading, watching TV,
listening the radio, Magazines, Newspapers, Reading, playing football,
fishing, hobby, her, his, their, our.
V.
MATERI POKOK
What is his hobby? His hobby is reading a magazine
What is her hobby? Her hobby is reading a newspaper
VI.
MEDIA PEMBELAJARAN
VII.
METODE PEMBELAJARAN

No
Kegiatan
8.1. Pendahuluan
Waktu
10 Menit

8.2. Kegiatan pokok

kegiatannya, kemudian menanyakan siswa What is
his/her hobby? kemudian dijawab siswa his/her
hobby is stamp collector...dst.
8.2.2. Guru menyuruh siswa untuk mengeja kosa kata yang
telah dipelajari.
8.2.3. Guru menunjukkan gambar kemudian siswa
menanyakan tentang suatu gambar What is his/her
hobby? kepada temannya kemudian temannya
menjawab his/her hobby is stamp collector...dst.
8.3.
Penutup
menyuruh murid untuk menulisnya
Reading is one of Tresnas hobbies. She likes to read
60 Menit
10 Menit
travel books and adventure stories. Every Saturday

Tresna goes to the Town Library. She borrows five or
six books there.
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Hand Out
2. Media
White board
Pictures
Marker
Jakarta, 14 Mei 2007
SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
: Bahasa Inggris
: SMP/MTs
: VII / II
:8
: 2 X 40 Menit
Target Words
Tahun Pelajaran
: Stamp, post card, collect, but, only, has,

many, country, and, exchange, over, from,
mostly, some, any, is like, a lot of, special.
: 2006 / 2007
II.
STANDAR KOMPETENSI
III.
KOMPETENSI DASAR
1. Memahami kosakata yang ada dalam bacaan
2. Mampu merespon pertanyaan guru tentang bacaan yang dipelajari
IV.
INDIKATOR
Stamp, post card, collect, but, only, has, many, country, and, exchange,
over, from, mostly, some, any, is like, a lot of, special.
V.
MATERI POKOK
Collecting Stamp
Tantri is a stamp collector. She collects stamp from many
countries. But she only collects stamps of aeroplanes. She has stamps
of aeroplanes from Indonesia, Singapore and Thailand. She has stamps
of aeroplanes from over fifty countries. She exchanges her other
stamps with her friends. Her brother, Mantra collects First Day Covers.
He has forty one First Day Covers. They are from nineteen countries.
The post office sells First Day Cover on special days like United
Nations Childrens Day and Indonesian Independence Day.
Questions!
1. Who collects aeroplane stamps?
2. What does Mantra collect?
3. What countries does tantri has her stamp?
4. How many First Day Cover does Mantra has?
5. When is First day Cover sold?
Do you have any collection? Yes, I do.
What kind of collections do you have? I have CD Collection
So, you are CD Collector
VI.
MEDIA PEMBELAJARAN
Textbook, whiteboard, pictures dan marker
VII.
METODE PEMBELAJARAN
N
o
8.
1

Kegiatan
Pendahuluan
Waktu
10
Menit
8.1.2. Guru mengabsen siswa satu persatu kemudian direspon

siswa dengan mengucap present
8.
2
8.
3
Kegiatan pokok
8.2.1. Guru menunjukkan gambar tentang bacaan cerita yang
akan dibaca murid kemudian menanyakan kepada siswa
tentang gambar tersebut
8.2.2. Guru menyuruh siswa untuk membaca bacaan tentang
Collecting Stamp
8.2.4. Guru bertanya kepada siswa apa ada kosakata lagi yang
tidak dimengerti, kemudian menerangkannya dengan
bacaan yang telah dipelajari secara lisan dan menyuruh
siswa menjawabnya secara lisan.
8.2.6. Guru menanyakan apakah siswa mempunyai koleksi.
Kemudian menanyakan apa koleksinya.
Penutup
8.3.1 Guru menanyakan kepada siswa apa ada pertanyaan tentang
kosakata dalam bacaan yang telah dipelajari kemudian
menerangkannya dengan bahasa inggris, gambar atau
gesture
8.3.2. Guru menutup pelajaran dengan mengucap See you next
meeting dan salam
60
Menit
10
Menit
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Hand Out
2. Media
White board
Pictures
Marker
SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:9
: 2 X 40 Menit
: Banana, Mango, Lemon, Strawberries,
Grapes, Orange, Apple, Coconuts, Water
Melon, Avocado, go, buy, sell, buyer, seller,
fruit, market, need, usually, often, only, but,
and.
: 2006 / 2007
II.
STANDAR KOMPETENSI
III.
KOMPETENSI DASAR
IV.
INDIKATOR
Banana, Mango, Lemon, Strawberries, Grapes, Orange, Apple,
Coconuts, Water Melon, Avocado, go, buy, sell, buyer, seller, fruit,
market, need, usually, often, only, but, and.
V.
MATERI POKOK
What kind of fruit do you like? I like apple
Do you like banana? Yes, I do
No, I dont
Do you like apple or banana? Yes, I like Apple but I dont like banana
Do you like mango or lemon? Yes, I like mango and lemon.
VI.
MEDIA PEMBELAJARAN
VII.
METODE PEMBELAJARAN

No
Kegiatan
8.1. Pendahuluan
Waktu
10 Menit

8.2. Kegiatan pokok

8.2.1. Guru menanyakan kepada siswa buah apa yang
mereka sukai.
8.2.2. Guru menunjukkan gambar buah-buahan dan
menyuruh siswa untuk menebaknya.
8.2.3. Guru membaca kosa kata buah yang telah dipelajari
kemudian diikuti dengan siswa
8.2.4. Guru menanyakan siswa apakah mereka suka atau
tidak dengan buah tertentu
tidak dengan dua jenis buah yang disebutkan guru
8.2.6. Guru menyuruh siswa untuk menanyakan kepada
temannya apakah mereka suka dengan buah tersebut
atau tidak
8.3.
60 Menit
10 Menit
Penutup
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Hand Out
2. Media
White board
Pictures
Marker
SMP/MTs
I.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
: 10
: 2 X 40 Menit
: Vegetable, Carrots, Spinach, Onions,
Cucumbers, Potatoes, Tomatoes, Brokoli,
beans, peppers, kidney bean, buy, sell, like,
dont like, only, market, often, usually, and,
but, too.
: 2006 / 2007
II.
STANDAR KOMPETENSI
III.
KOMPETENSI DASAR
IV.
INDIKATOR
Vegetable, Carrots, Spinach, Onions, Cucumbers, Potatoes, Tomatoes,
Brokoli, beans, peppers, kidney bean, buy, sell, like, dont like, only,
market, often, usually, and, but, too.
V.
MATERI POKOK
What kind of vegetable do you like? I like Potatoes
Do you like Spinach? Yes, I do
No, I dont
Do you like spinach or onions? Yes, I like Spinach but I dont like
Onions
Do you like spinach or carrots? Yes, I like spinach and carrots too.
VI.
MEDIA PEMBELAJARAN
VII.
METODE PEMBELAJARAN

No
Kegiatan
8.1. Pendahuluan
8.2. Kegiatan pokok
8.2.1. Guru menanyakan kepada siswa sayuran apa yang
mereka sukai.
8.2.2. Guru menunjukkan gambar sayur-sayuran dan
menyuruh siswa untuk menebaknya.
8.2.3. Guru membaca kosa kata sayuran-sayuran yang telah
dipelajari kemudian diikuti dengan siswa
tidak dengan sayuran tertentu, Do you like Spinach?
Yes, I dodst.
tidak dengan dua jenis sayuran yang disebutkan guru
Do you like spinach or onions? Yes, I like Spinach
but I dont like Onions/ Yes, I like spinach and
onions toodst.
8.3. 8.2.6. Guru menyuruh siswa untuk menanykan kepada
temannya apakah mereka suka dengan sayuran
tersebut atau tidak
Waktu
10 Menit
60 Menit
10 Menit
Penutup
IX.
SUMBER PEMBELAJARAN
1. Sumber Bahan
Hand Out
2. Media
White board
Pictures
Marker
SMP/MTs
(Controlled Class menggunakan Grammar Translation Method)
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:1
: 2 X 40 Menit
: Soldier, student, teacher, driver, doctor,
sailor, farmer, postman, nurse, gardener,
battle, study, teach, drive, take care, plant,
deliver, kind, brave, lazy, diligent, smart,
honest, patient, handsome, beautiful, is, are,
am.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
Memahami makna kosa kata yang telah dipelajari dan bisa
menggunakannya dalam bacaan dan tulisan dengan lancar dan akurat.
XII.
KOMPETENSI DASAR
4. Mampu mengetahui arti kosa kata dengan tepat
5. Memahami kosa kata yang dipelajari
6. Mampu menggunakan kosakata yang dipelajari dalam bacaan dan
tulisan.
XIII. INDIKATOR
Soldier, student, teacher, driver, doctor, sailor, farmer, postman, nurse,
gardener, battle, study, teach, drive, take care, plant, send, kind, brave,
lazy, diligent, smart, honest, patient, handsome, beautiful, is, are, am.
XIV. MATERI POKOK
Soldier = tentara, student = murid, teacher = guru, driver = sopir,
doctor = dokter, sailor = pelaut, farmer = petani, postman = tukang
pos, nurse = perawat, gardener = tukang kebun, battle = berperang,
study = belajar, teach = mengajar, drive = menyopir, take care =
merawat, plant = menanam, deliver = mengirimkan, kind = baik, brave
= berani, lazy = malas, diligent = rajin, smart = pintar, honest = jujur,
patient = sabar, handsome = tampan, beautiful = cantik, is = adalah,
are = adalah, am = adalah.
Match these following sentences with the appropriate answer on the
right side!
Study in the classroom.

1) Battle in the field
2) Drives a car
3) Takes care of patients
4) Plant a tree
5) Delivers the letters
6) Looks after the patients
7) Drives a taxi
8) Teach the students
9) Travels on the sea
XV.
MEDIA PEMBELAJARAN
Textbook, whiteboard, dan marker.
soldier
postman
nurse
sailor
teacher
farmer
driver
doctor
students
driver
XVI. METODE PEMBELAJARAN

Metode dalam pengajaran vocabulary ini adalah Grammar Translation
Method
XVII. SKENARIO PEMBELAJARAN
No
Kegiatan
8.1. Pendahuluan
Guru mengucapkan salam kepada siswa kemudian menanyai
keadaan siswa bagaimana keadaan kalian semua
direspon siswa dengan mengucap hadir dan menunjuk
tangan.
8.2.
Kegiatan pokok
8.2.1. Guru memberikan kosakata yang akan dipelajari
kemudian menyuruh siswa untuk mencatatnya.
8.2.2. Guru menyuruh siswa untuk membaca kosa kata yang
diberikan.
8.2.3. Guru menyuruh siswa untuk mencari arti kosa kata
dalam kamus dan menerjemahkannya.
8.2.4. Guru menyuruh siswa untuk menghafalkan kosa kata
yang telah dipelajari
8.2.5. Guru memberikan soal kepada murid tentang materi
yang telah dipelajari kemudian menyuruhnya untuk
8.3.
menerjemahkannya
Penutup
lagi tentang kosakata yang dipelajari. Kemudian
menjawabnya dengan bahasa Indonesia.
8.3.2. Guru menutup pelajaran dengan mengucap salam
Waktu
10 Menit
60 Menit
10 Menit
XVIII. SUMBER PEMBELAJARAN

3. Sumber Bahan
Hand Out
4. Media
White board
Pictures
Marker
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:2
: 2 X 40 Menit
: Policeman, Secretary, Dentist, Waitress,
Typist, Hairdresser, Lawyer, type, examines,
looks after, defends, hard, patient, brave, his,
her, their, serve, profession.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan.
XIII. INDIKATOR
Policeman, Secretary, Dentist, Waitress, Typist, Hairdresser, Lawyer,
type, examines, looks after, defends, hard, patient, brave, his, her,
their, serve, profession.
XIV. MATERI POKOK
Policeman = polisi, Secretary = sekretaris, Dentist = dokter gigi,
Waitress = pelayan restoran, Typist = juru ketik, Hairdresser = penata
rambut, Lawyer = pengacara, type = mengetik, examines = memeriksa,
looks after = menjaga, defends = membela, hard = dengan keras,
patient = sabar, brave = berani, his = nya (lk), her = nya (pr), their =
mereka, serve = melayani, profession = pekerjaan.
a.
b.
c.
d.
e.
Types the report

Examines the patient
Serves the customers
Defends people in court
Types the letter
Waitress
Lawyer
Typist
Dentist
Secretary
XV.
f. Where does a doctor work?

g. Where does a secretary work?
h. Where does a typist work?
i. Where doe a waitress work?
j. Where does a dentist work?
k.
MEDIA PEMBELAJARAN
Textbook, whiteboard dan marker.

Method.
No
Kegiatan
Waktu
10 Menit
8.1. Pendahuluan
tangan.
8.2.
60 Menit
Kegiatan pokok
diberikan.
10 Menit
8.3.
menerjemahkannya
Penutup
3. Sumber Bahan

Hand Out
4. Media
White board
Pictures
Marker
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:3
: 2 X 40 Menit
: Hospital, Garden, Police Station, Office,
Ship, Clinic, Restaurant, College, School,
does, do, work, job, take care, calm,
responsible, in.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan
4. Memahami simple present tense
XIII. INDIKATOR
Hospital, Garden, Police Station, Office, Ship, Clinic, Restaurant,
College, School, does, do, work, job, take care, calm, responsible, in.
XIV. MATERI POKOK
Hospital = rumah sakit, Garden = kebun, Police Station = kantor polisi,
Office = kantor, Ship = kapal, Clinic = klinik, Restaurant = restoran,
College = kampus, School = sekolah, does, do, work = bekerja, job =
pekerjaan, take care = menjaga, calm = tenang, responsible = tanggung
jawab, in = di dalam.
She
He
It
does
I
You
They
We
do
Choose the appropriate verb for the following sentences!

a. Dr. Utari . After her patients (looks, look)
b. Wulan my hair every month. (cut, cuts)

c. Mulyadi in a bank (work, works)
d. Sri and her brother . Working at 7.30 a.m. (Start,
starts)
e. They . Letters every morning (deliver, delivers)
f. the secretary . All the letters (Type, types)
g. Mrs. Karim .. the bell in the morning (ring, rings)
h. Mr Hasim and his neighbor . Vegetable (grow, grows)
i. I always . Early in the morning (wakes up,
wake up)
j. My brother . To school at 6.30 a.m. (goes, go)
XV.
MEDIA PEMBELAJARAN

Method
No
Kegiatan
Waktu
10 Menit
8.1. Pendahuluan
tangan.
60 Menit
8.2.
Kegiatan pokok
diberikan.
10 Menit
8.3.
menerjemahkannya.
Penutup

3. Sumber Bahan
Hand Out
4. Media
White board
Pictures
Marker
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:4
: 2 X 40 Menit
: Live, rule, rob, poor, kill, fish, caught,
search, save, little, girl, family, west, south,
north, east, father, mother, wealthy, life,
kind, nice.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan.
XIII. INDIKATOR
Mampu memahami kosakata berikut ini:
Live, rule, rob, poor, kill, fish, caught, search, save, little, girl, family,
west, south, north, east, father, mother, wealthy, life, kind, nice.
XIV. MATERI POKOK
Live = tinggal, rule = peraturan, rob = mencuri, poor = miskin, kill =
membunuh, fish = ikan, caught = menangkap, search = mencari, save =
menyimpan, little = kecil, girl = gadis, family = keluarga, west = barat,
south = selatan, north = utara, east = timur, father = ayah, mother =
ibu, wealthy = kekayaan, life = kehidupan, kind = baik, nice = baik
hati.
Si Pitung
It is about Pitung, the Robin Hood of Batavia. He lived in Batavia
during the Dutch rule in Indonesia. He robbed the rich people and he
gave what he robbed to the poor. He was killed by a gold-plated bullet,
the only thing that could kill him.
Questions:
4. What is the story Si Pitung about?
XV.
5. Where did Pitung live?

6. What did Pitung do?
Finding Nemo
It is about Nemo, a clown fish and its father. Nemo was caught by a
fisherman. Nemo ended up in the aquarium of a dentist in Australia.
Nemos father searched for Nemo and finally saved him.
Questions:
4. What is the story Finding Nemo about?
5. Who did catch Nemo?
6. Who did save Nemo?
Keluarga Cemara
It is about Cemara, a little girl, and her family. They lived in west Java.
Her father lost their wealthy business. They then had to live a very
simple life.
Questions:
4. What is the story Keluarga Cemara about?
5. Where did they live?
6. What did her father lose?
MEDIA PEMBELAJARAN

Method
No
Kegiatan
8.1. Pendahuluan
tangan.
8.2.
Kegiatan pokok
kemudian menyuruh siswa untuk membaca dan
mencatatnya.
8.2.2. Guru menyuruh siswa untuk membaca bacaan yang
diberikan.
8.2.3. Guru menyuruh menerjemahkan bacaan yang
diberikan ke dalam bahasa indonesia
8.3. 8.2.4. Guru memberikan soal kepada murid tentang materi
Waktu
10 Menit
60 Menit
10 Menit
Penutup
3. Sumber Bahan
Hand Out
4. Media
White board
Pictures
Marker
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:5
: 2 X 40 Menit
: Live, small, village, near, one day, market,
want, buy, donkey, choose, the best, pull,
behind, thief, follow, him, get home, tie,
rope, wrists, run away, replace, angrily,
change, hurt, high, price.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan.
XIII. INDIKATOR
Live, small, village, near, one day, market, want, buy, donkey, choose,
the best, pull, behind, thief, follow, him, get home, tie, rope, wrists, run
away, replace, angrily, change, hurt, high, price.
XIV. MATERI POKOK
Live = tinggal, small = kecil, village = desa, near = dekat, one day =
suatu hari, market = toko, want = ingin, buy = membeli, donkey =
keledai, choose = memilih, the best = terbaik, pull = menarik, behind =
di belakang, thief = pencuri, follow = mengikuti, him = nya, get home
= sampai rumah, tie = mengaitkan, rope = tali, wrists = pergelangan
tangan, run away = lari, replace = mengganti, angrily = dengan marah,
change = mengubah, hurt = menyakiti, high = tinggi, price = harga.
A Donkey Thief
Nasreddin lived in a small village near Cairo. One day he went to
the market. He wanted to buy a donkey there. At the market he chose
the best donkey and bought it. Then he walked and pulled his donkey
behind him. He did not know that two thieves were following him.
When he got home, he tied the donkey in the barn and left it there.
One of the thieves untied the donkey. Then he tied the rope around his
friends wrists and ran away with the donkey.
When Nasreddin returned to the barn, he was surprised to see that
a man had replaced his donkey.
Who are you? And where is my donkey? asked Nasreddin
angrily.
Im sorry, sir, said the thief, I was the donkey.
I dont believe you. How can a donkey change itself into a
man? said Nasreddin.
Once I hurt my mother, and she put a curse on me. I turned into
a donkey. Then I was sold at the market by my uncle. Now I have
become a man again because the person that bought me is a wise and a
good man like you, the thief said.
Nasreddin said to the thief, Now, go home. Dont hurt your
mother anymore.
The thief thanked Nasreddin and went away quickly.
Several days later, Nasreddin went to the market again to buy a
donkey. There he saw his lost donkey. This time the other thief sold
the donkey for a very high price. Nasreddin went up to the thief but he
did not speak to him. He spoke to the donkey instead.
He said, Hey, young man, you never listen to good advice and
you never learn from experience. Now you have become a donkey
again. But I dont want to buy you.
Questions!
6. Where did the story of The Donkey Thief happen? This story
happened in a small village near Cairo.
7. Who is the main character in the story? The main character in th
story is Nasreddin
8. Who are the other characters in the story? The other character in
the story is the thieves.
9. What was the animal in the story? It is a donkey
10. What kind of story is this? It is a funny story
XV.
MEDIA PEMBELAJARAN

Method

No
Kegiatan
8.1. Pendahuluan
tangan.
8.2.
Kegiatan pokok
mencatatnya.
diberikan.
Waktu
10 Menit
60 Menit
10 Menit
Penutup
3. Sumber Bahan
Hand Out
4. Media
White board
Pictures
Marker
Jakarta, 1 Mei 2007
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:6
: 2 X 40 Menit
: Camping, a tent, a sleeping bag, a
backpack, a fishing rod, a lamp, a pot, a first
aid kit, a box of matches, pack, hold, put,
light, cook, lay, us, them, you, prefer,
gardening, would, want, good
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan.
XIII. INDIKATOR
Camping, a tent, a sleeping bag, a backpack, a fishing rod, a lamp, a
pot, a first aid kit, a box of matches, pack, hold, put, light, cook, lay,
us, them, you, prefer, gardening, would, want, good
XIV. MATERI POKOK
Camping = berkemah, a tent = tenda, a sleeping bag = kasur lipat, a
backpack = ransel, a fishing rod = pancing, a lamp = lampu, a pot =
panci, a first aid kit = P3K, a box of matches = korek api, pack =
mengepak, hold = memegang, put = meletakkan, light = menyalakan,
cook = memasak, lay = meletakkan, us = kita, them = mereka, you =
kamu, prefer = lebih suka, gardening = berkebun, would = akan, want
= ingin, good = baik
Choose the appropriate answers!
a. Heni is packing .
b. Madi is putting up .
c. Dina is holding .
a tent
some rice
First aid kit
a friend
the sleeping bag
a lamp
a backpack
d.
e.
f.
g.
XV.
Evelin is lighting
Olan is cooking ...
Jono is laying out
Roni is preparing a ..
MEDIA PEMBELAJARAN

Method
No
Kegiatan
Waktu
10 Menit
8.1. Pendahuluan
tangan.
60 Menit
8.2.
Kegiatan pokok
diberikan.
10 Menit
yang telah dipelajari kemudian menyuruhnya
8.3.
menerjemahkannya.
Penutup
3. Sumber Bahan

Hand Out
4. Media
White board
Pictures
Marker
Jakarta, 3 Mei 2007
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:7
: 2 X 40 Menit
: Stamp Collecting, dancing, singing,
swimming, reading, watching TV, listening
the radio, Magazines, Newspapers, Reading,
playing football, fishing, hobby, her, his,
their, our.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan.
4. Memahami penggunaan some dan any.
XIII. INDIKATOR
Stamp Collecting, dancing, singing, swimming, reading, watching TV,

listening the radio, Magazines, Newspapers, Reading, playing football,
fishing, hobby, her, his, their, our.
XIV. MATERI POKOK

Stamp Collecting = mengoleksi perangko, dancing = menari, singing =
menyanyi, swimming = berenang, reading = membaca, watching TV =
menonton televisi, listening the radio = mendengarkan radio,
Magazines = majalah, Newspapers = koran, Reading = membaca,
playing football = bermain sepak bola, fishing = memancing, hobby =
hobi, her = nya (pr), his = nya (lk), their = mereka, our = kita.
Complete the sentence using some or any!
a. Lusinda has stamps from Thailand
b. Ester doesnt have .. first day covers.
c. She hasnt .. stamps from Cambodia.
d. Does she have .. stamps from Vietnam?
e. Riza has stamps from Brazil
Change the sentences into the negative!
1. Elok has some stamps from Argentina
2. My brother has some stamps from Burma
3. He has some first Day Covers from New Zealand
4. Amelia has some stamps from Cyprus
5. They have stamps from some countries in South America.
XV.
MEDIA PEMBELAJARAN

Method
No
Kegiatan
8.1. Pendahuluan
tangan.
8.2.
Kegiatan pokok
Waktu
10 Menit
60 Menit

diberikan.
8.3.
menerjemahkannya.
10 Menit
Penutup
3. Sumber Bahan
Hand Out
4. Media
White board
Pictures
Marker
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:8
: 2 X 40 Menit
: Stamp, post card, collect, but, only, has,
many, country, and, exchange, over, from,
mostly, some, any, is like, a lot of, special.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan.
XIII. INDIKATOR
Stamp, post card, collect, but, only, has, many, country, and, exchange,
over, from, mostly, some, any, is like, a lot of, special.
XIV. MATERI POKOK
Stamp = perangko, post card = kartu pos, collect = mengumpulkan, but
= akan tetapi, only = hanya, has = mempunyai, many = banyak,
country = negara, and = dan, exchange = menukar, over = seluruh,
from = dari, mostly = kebanyakan, some = beberapa, any = beberapa,
is like = adalah seperti, a lot of = banyak, special = spesial.
Collecting Stamp
Tantri is a stamp collector. She collects stamp from many
countries. But she only collects stamps of aeroplanes. She has stamps
of aeroplanes from Indonesia, Singapore and Thailand. She has stamps
of aeroplanes from over fifty countries. She exchanges her other
stamps with her friends. Her brother, Mantra collects First Day Covers.
He has forty one First Day Covers. They are from nineteen countries.
The post office sells First Day Cover on special days like United
Nations Childrens Day and Indonesian Independence Day.
Questions!
6. Who collects aeroplane stamps?
7. What does Mantra collect?
8. What countries does tantri has her stamp?
9. How many First Day Cover does Mantra has?
10. When is First day Cover sold?
XV.
MEDIA PEMBELAJARAN

Method
No
Kegiatan
8.1. Pendahuluan
tangan.
8.2.
Kegiatan pokok
mencatatnya.
diberikan.
Penutup
3. Sumber Bahan
Waktu
10 Menit
60 Menit
10 Menit

Hand Out
4. Media
White board
Pictures
Marker
Jakarta,17 Mei 2007
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
:9
: 2 X 40 Menit
: Banana, Mango, Lemon, Strawberries,
Grapes, Orange, Apple, Coconuts, Water
Melon, Avocado, go, buy, sell, buyer, seller,
fruit, market, need, usually, often, only, but,
and.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan.
XIII. INDIKATOR
Banana, Mango, Lemon, Strawberries, Grapes, Orange, Apple,
Coconuts, Water Melon, Avocado, go, buy, sell, buyer, seller, fruit,
market, need, usually, often, only, but, and.
XIV. MATERI POKOK
Banana = pisang, Mango = mangga, Lemon = lemon, Strawberries =
strawberri, Grapes = anggur, Orange = jeruk, Apple = apel, Coconuts =
kelapa, Water Melon = semangka, Avocado = avokado, go = pergi,
buy = membeli, sell = menjual, buyer = pembeli, seller = penjual, fruit
= buah, market = pasar, need = membutuhkan, usually biasanya, often
= seringkali, only = hanya, but = akan tetapi, and = dan.
Name two fruit you like!
Name two fruit you dont like!
Name two vegetables that you like!
Name a vegetable you dont like!
Meet or meat!
1. Ayu bought some . From the market.
2. Will you me at the butchers shop?
3. I shall them at the station.
4. Do you like ?
5. We will be at the airport to . Them.
XV.
MEDIA PEMBELAJARAN

Method
No
Kegiatan
8.1. Pendahuluan
tangan.
8.2.
Kegiatan pokok
Waktu
10 Menit
60 Menit

diberikan.
8.3.
menerjemahkannya.
10 Menit
Penutup
3. Sumber Bahan
Hand Out
4. Media
White board
Pictures
Marker
SMP/MTs
X.
IDENTITAS
Mata Pelajaran
Satuan Pendidikan
Kelas / Semester
Pertemuan ke
Alokasi Waktu
Target Words
Tahun Pelajaran
: Bahasa Inggris
: SMP/MTs
: VII / II
: 10
: 2 X 40 Menit
: Vegetable, Carrots, Spinach, Onions,
Cucumbers, Potatoes, Tomatoes, Brokoli,
beans, peppers, kidney bean, buy, sell, like,
dont like, only, market, often, usually, and,
but, too.
: 2006 / 2007
XI.
STANDAR KOMPETENSI
XII.
KOMPETENSI DASAR
tulisan.
XIII. INDIKATOR
Vegetable, Carrots, Spinach, Onions, Cucumbers, Potatoes, Tomatoes,
Brokoli, beans, peppers, kidney bean, buy, sell, like, dont like, only,
market, often, usually, and, but, too.
XIV. MATERI POKOK
Vegetable = sayuran, Carrots = wortel, Spinach = bayam, Onions =
bawang, Cucumbers = ketimun, Potatoes = kentang, Tomatoes =
tomat, Broccoli = Brokoli, beans = buncis, peppers = lada, kidney bean
= kacang merah, buy = membeli, sell = menjual, like = suka, dont like
= tidak suka, only = hanya, market = pasar, often = sering, usually =
biasanya, and = dan, but = akan tetapi, too = juga.
Write down whether these statements are true or false!
1. You can buy ice cream in a supermarket
2. Everyone likes to shop in a supermarket.
3. A supermarket sells fresh food and and other goods
4. A supermarket doesnot sell frozen food
5. You can bargain in a supermarket.
XV.
MEDIA PEMBELAJARAN

Method

No
Kegiatan
8.1. Pendahuluan
tangan.
8.2.
Kegiatan pokok
diberikan.
8.3.
menerjemahkannya.
Waktu
10 Menit
60 Menit
10 Menit
Penutup

3. Sumber Bahan

Hand Out
4. Media
White board
Pictures
Marker
APPENDIXES
N
o
NAME
1 Hary
Budiman
2 Aditya
Pandu U
3 Radiska
Okt.
4 Devi W.
5 Anisa
Z.R.
6 Inayah
7 Bahrizal S
8 A.
Susanto
9 Riandi
1 Nazaruddi
0nA
1 Atika
1 Aprilianti
1 Siti
2 Septiana
ZP
1 Dede
3 Marsidah
1 Umi
4 Kulsum
1 Sundari
5
1 Fitri
6 Maryana
1 Silviana L
7
1 Febriyanti
8A
1 Novia L
9
2 Riris Ayu
0
2 Oktavianti
88
QUESTION NUMBER
1
1
2
0
3
1
4
0
5
1
6
1
7
1
8
0
9
0
10
0
11
0
12
0
13
1
14
1
15
1
16
1
17
1
18
1
19
1
20
1
21
1
22
1
23 24 25 26 27 28 29 30 Xt Xt2
1 1 1 1 1 1 1 1 23 529
0 19
361
1 27
729
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1 27
1 28
729
784
1
1
1
0
0
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
0
1
1
0
0
0
0
0
0
0
1
1
1
0
1
1
1
1
0
1
1
1
0
1
1
1
0
1
1
1
1
1
1
1
1
1
0
1
1
0
1
1
0
1
1
0
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1 18
1 25
1 27
324
625
729
1
1
0
0
1
1
0
0
1
1
1
1
1
1
1
1
1
1
0
0
0
0
1
1
1
1
1
1
0
0
1
1
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1 24
1 24
576
576
1 27
729
1 26
676
0 13
169
1 28
784
1 28
784
1 24
576
1 25
625
1 26
676
1 27
729
1 25
625
1 26
676
APPENDIXES
1
2 Noviyanti
2 K.R
2 Ratri
3 Catur P
2 Tiara L
4
2 Ardian
5 A.A
2 Mega
6 Firda W
2 Asti
7 Wiranti S
2 Syukur
8 N.I.M
2 Dewi A.
9
3 Chintya D
0
3 Mutoharo
1h
3 Yogi S.M
2
3 Faisal
3
3 Risqi K.
4M
3 Meilia
5 P.S.
3 Pungky
6
3 M. Fauzi
7 R.
3 M. Ropik
8
3 Dita P.S
9
4 Faksi F
0
4 Bintang
1 M.
89
1 26
676
1 27
729
1 27
729
1 23
529
1 26
676
1 27
729
1 27
729
1 25
625
1 27
729
1 27
729
1 26
676
1 28
784
1 27
729
1 24
576
1 26
676
1 28
784
1 28
784
1 29
841
1 28
784
1 28
784
APPENDIXES
4 Ibnu
2
42 = N
90
42
31
42
37
34
39
42
37
26
21
31
33
41
25
40
38
41
34
42
40
39
1 0,74
1 0,88 0,81 0,93
1 0,88 0,62 0,17 0,50 0,74 0,79 0,98 0,60 0,95 0,90 0,98 0,81
1 0,95 0,93
0 0,26
0 0,12 0,19 0,07
0 0,12 0,38 0,83 0,50 0,26 0,21 0,02 0,40 0,05 0,10 0,02 0,19
0 0,05 0,07
pi.qi
r tabel
5%.40 =
r hitung
0 0,1
0 0,1 0,1 0,0
0 0,1 0,2 0,1 0,2
9
0
5
7
0
4
4
5
0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3
04 04 04 04 04 04 04 04 04 04 04
0 0,7
0 0,4 0,4 0,3
0 0,4 0,4
- 0,2
8
4
6
9 65
6
6 0,2
7
Inv vali Inv Vali vali vali Inv Vali vali Inv Inv
d alid alid
d
d alid d
alid d alid d
0,1 0,17 0,0 0,2 0,05

9
2
4
0,3 0,30 0,3 0,3 0,30
04
4 04 04
4
0,2
- 0,0 0,1
9 0,01
7 0,07 91
3
8
Inv Inva Inv Inv Inva
alid lid alid alid lid
1 28
784
39 38 41 39 40 39 41 40 107 2809
9
3
= = Xt2
Xt
0,93 0,9 0,9 0,9 0,9 0,9 0,9 0,9
0 8 3 5 3 8 5
0,07 0,1 0,0 0,0 0,0 0,0 0,0 0,0
0 2 7 5 7 2 5
0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 3
7 9 2 7 5 7 2 5
0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3
04 04 04 04 04 04 04 04
0,8 0,7 0,7 0,8 0,4 0,6 0,7 0,7
4 5
4 36 5
4
0,0 0,0 0,1

0 0,0 0,0
9
2
5
5
7
0,3 0,3 0,3 0,3 0,3 0,3
04 04 04 04 04 04
0 0,7 0,8
0,0
- 0,3
9
4
4
6 0,0
7
Inv Inv Vali Inv Vali vali vali val val val val val val valid
d
d id id id id id id
alid alid d alid d
APPENDIXES
88
VOCABULARY TEST
Name
Class
Sex
: ..
: ..
: male / female
VALID TEST
: May, 28th 2007
: 30 minutes
:
Date
Time
Score
A. MULTIPLE CHOICE
Choose the right answer A, B, C or D for the following questions by giving a cross sign (X)!
1. What is Mr. Johnson profession? He is .
a. a garden
b. a farm
c. a teacher
d. a farmer
their wealthy business. They then had to live a
2. Where does a waitress work? She works in

the .
c. Airplane
a. hospital
b. restaurant
d. Hotel
7. According to the passage, what is the title

of the story?
a. Its Finding Nemo
b. Its Si Pitung
c. Its Peter Pan
d. Its Keluarga Cemara
3. What does Mr. Anto do? He is .

a. a doctor
b. a lawyer
c. a worker
d. a teacher
4. Pujo delivers letters. He is
c. a lawyer
a. a nurse
b. a postman
d. a teacher
5. Who is a typist?
a. he is a person who looks after patients
b. he is a person who types letters
c. he is a person who teaches students
d. he is a person who defends people in
court
6. What is his profession? He is a
a. Farmer
b. Teacher
c. Driver
d. Soldier
The question no 7 and 8 is according to

the following passage
Keluarga Cemara
It is about Cemara, a little girl and her
family. They lived in West Java. Her father lost
very simple life.
8. Where did they live? they lived in

a. East Java
b. West Java
c. Central Java
d. Sumatra
9. These are kinds of hobby
a. Reading, watching TV, painting, farmer
b. Fisherman, fishing, dancing, singing
c. Collecting stamp, playing computer,
sport, teacher
d. Reading, dancing, collecting stamp,
camping
10. The teacher receives some amount of
money after she teaches for a month. This
is her
a. Work
c. habit
d. right
b. attention
Read this following passage carefully, and ask
the question no 11!
Finding Nemo
It is about nemo, a clown fish and its
father. Nemo was caught by a fisherman. Nemo
ended up in the aquarium of a dentist in
APPENDIXES
Australia. Nemos father searched for nemo
and finally saved him.
11. According to the story above, what is
Nemo? It is ..
a. A father
b. A dentist
c. A fish
d. A fisherman
Complete the paragraph using the words

given!
Nasruddin . (12) in a small village
near Cairo. One day he went to the . (13) He
wanted to buy a donkey there. At the market he
chose the best donkey and bought it. Then he
walked and pulled his donkey behind him. He
did not know that two thieves were following
him.
c. lived
12. a. run
b. studied
d. walked
13. a. hospital
b. market
c. post office
d. school
14. Usually someone bring it when he is going

camping. What is this? This is
a. a fishing rod
b. a lamp
c. a kite
d. a tent
15. A boxer has a routine exercise, if he doesnt
do the exercise he will be weak in the
boxing. What is his exercise?
a. Sleeping
c. hitting a target
b. Playing badminton
d. playing a game
89
16. What kind of fruit is this? It is ..
a. an apple
b. a rope
c. a grapes
d. a great fruit
17. Amir has an oral ulceration, so the doctor
advises him to eat a lot of to cure it.
a. Banana
b. orange
c. water melon
d. grapes
Complete the conversation using the words

given!
Evelin
: Hello Lusinda. Where are you
going this morning?
Lusinda
: hello Evelin. Im going to the
(18).
Evelin
: What do you buy?
Lusinda
: I buy some (19). They are
bananas and papaya
Evelin
: Is that enough for the family?
Lusinda
: I only buy what I need for the
day.
Evelin
: Do you buy any . (20)?
Lusinda
: yes. I like to buy tomatoes and
potatoes.
c. hotel
18. a. hospital
b. market
d. police station
19. a. rope
b. rice
c. food
d. fruit
20. a. goods
b. vegetables
c. fruit
d. food
B. MATCHING!
Match these following sentences on the left with the appropriate answer on the right side by giving a
line.
90
21.
22. Defends people in court

23.
24. It is a story about a man who was cursed by his mother to be a stone.
25. Flies an airplane
26. The story of animal
27. Takes care of teeth
28. This is a kind of hobby related to the book
29. Kompas, Republika, Media Indonesia and Pelita
30. Carrots, spinach, potatoes, and cucumbers
a. Pilot
b. Malin Kundang
c. Dentist
d. Newspapers
e. Vegetables
f. Carrots
g. Dancing
h. Reading
i. Fable
j. Lawyer
90
APPENDIXES
INVALID TEST
VOCABULARY TEST
Name
Class
Sex
: ..
: ..
: male / female
Date
Time
Score
: May, 28th 2007

: 30 minutes
:
C. MULTIPLE CHOICE
Choose the right answer A, B, C or D for the following questions by giving a cross sign (X)!
1. What does Mr. Johnson do? He is .
e. a teacher
f. a nurse
g. a farmer
h. a teenager
2. Where does a waitress work? She works in
the .
c. Airplane
c. hospital
d. restaurant
d. Hotel
3. What is his profession? He is .
e. a soldier
f. a lawyer
g. a student
h. a teacher
4. Pujo delivers letters. He is
c. a lawyer
c. a nurse
d. a postman
d. a teacher
5. Who is a typist?
e. he is a person who looks after patients
f. he is a person who types letters
g. he is a person who teaches students
h. he is a person who defends people in
court
6. What is his profession? He is a
a. Farmer
b. Teacher
c. Driver
d. Soldier
7. Nemo in Finding Nemo story is .
e. a teenager
c. a fish
d. a man
f. a dog
8. Where did they live? they lived in
g. East Java
h. West Java
i. Central Java
j. Sumatra
9. These are kinds of hobby
e. Reading, watching TV, painting, farmer
f. Fisherman, fishing, dancing, singing
g. Collecting stamp, playing computer,
sport, teacher
h. Reading, dancing, collecting stamp,
camping
10.
His name is Mr. John. He works in an
office. He is very busy with his work
everyday. He always comes on time. He has
many workers in the office. Every month he
writes reports. What is Mr. John Profession?
He is .
k. A teacher
c. a manager
d. a typist
l. A secretary
11.
Arrange these sentences into a good
sentence!
1. they lived in West Java
2. it is about Cemara, a little girl, and her
family
3. her father lost their wealthy business
4. they then had to live a very simple life.
m. 1 2 3 4
c. 2 1 4 3
d. 4 3 1 2
n. 2 1 3 4
Complete the paragraph using the words given!

Nasruddin . (12) in a small village near
Cairo. One day he went to the . (13) He
wanted to buy a donkey there. At the market
he chose the best donkey and bought it. Then
he walked and pulled his donkey behind him.
He did not know that two thieves were
following him.
12.
a. went
c. lived
91
b. go
13.
a. hospital
supermarket
b. market
d. walked
c.
d. school
14.
Usually someone bring it when he is
going camping. What is it? It is
o. a lamp
p. a fishing rod
q. a kite
r. a tent
If you want to send a letter, you must put
15.
on it.
s. a stamp
c. a first day cover
d. a card
t. a post card
16.
u.
v.
w.
x.
What kind of fruit is this? It is ..

an apple
a banana
a grapes
a mango
These are kinds of fruit!

17.
y. lemon, banana, mango, carrots
z. grapes, orange, avocado, apple
aa. spinach, peppers, onions, tomatoes
bb. potatoes, cucumbers, grapes, coconuts
Complete the conversation using the words

given!
Evelin
: Hello Lusinda. Where are you

going this morning?
Lusinda
: hello Evelin. Im going to the
(18).
Evelin
: What do you buy?
Lusinda
: I buy some (19). They are
bananas and papaya
Evelin
: Is that enough for the family?
Lusinda
: I only buy what I need for the
day.
Evelin
: Do you buy any . (20)?
Lusinda
: yes. I like to buy tomatoes and
potatoes.
18.
a. hospital
c. hotel
b. market
d. restaurant
19.
a. rope
b. rice
c. food
d. fruit
20.
a rice
b. vegetables
c. fruit
d. food
D. MATCHING!
Match these following sentences on the left with the appropriate answer on the right side by giving a
line.
92
21.
22.
23.
Defends people in court
24.
25.
26.
27.
28.
29.
30.
It is a story about a man who was cursed by his mother to be a stone.

Flies an airplane
The story of animal
Takes care of teeth
This is a kind of hobby related to the book
Kompas, Republika, Media Indonesia and Pelita
Carrots, spinach, potatoes, and cucumbers
k. Pilot
l. Malin Kundang
m. Dentist
n. Newspapers
o. Vegetables
p. Carrots
q. Dancing
r. Reading
s. Fable
t. Lawyer
93
Reliability of the Test:

2
1 1
K SDt P Q
KR =
.
SDt 2
K 1
n X 2 ( X )
SDt =
Keterangan:
2
n(n 1)
SDT2 = Varian Total

piqi = piqi + p2q2 + p3q3 ....
K = Jumlah butir soal yang valid
n X 2 ( X )
SDt =
2
n(n 1)
SDt 2 =
42.28.903 (1079)
42(42 1)
SDt 2 =
1.179.906 1.164.241
1722
SDt 2 =
15.665
1722
SDt 2 = 9,1
2
1 1
K SDt P Q
KR =
.
SDt 2
K 1
17 9,1 3
KR =
.
17 1 9,1
6,01
KR = 1,06.
9,1
KR = 1,06.0,67 = 0,71
df = (42 2) = 40
r tabel = 5 % 40 = 0,304
The conclusion is that because r tabel < r hitung, so the test is reliable.
94
THE TABLE OF SPESIFICATION OF

VOCABULARY TEST
Satuan Pendidikan
Mata Pelajaran
Kelas
Alokasi Waktu
Jumlah soal
Bentuk Soal
Standar Kompetensi
tulis dengan
: SMP
: Bahasa Inggris
: VII (Tujuh)
: 30 Menit
: 30 Soal
: Multiple Choice dan Matching
: Berkomunikasi secara lisan dan
mengunakan kosa kata yang telah

dipelajari dengan
lancar dan akurat.
Kompetensi
Dasar
Konsep
Uraian
Materi
Indikator
Memahami
kosa kata yang
dipelajari dan
mampu
menggunakann
ya dalam
bacaan dan
tulisan.
Jobs
Kosa kata
yang
berhubunga
n dengan
jobs:
Soldier,
student,
teacher,
driver,
doctor,
sailor,
farmer,
postman,
nurse,
gardener,
battle, study,
teach, drive,
take care,
plant, send,
Policeman,
Mencocokkan
gambar dengan
kosa kata yang
tepat
Menyimpulkan
kosa kata
berdasarkan
pernyataan.
Mencocokkan
gambar dengan
kosa kata yang
tepat
Menyimpulkan
pekerjaan
berdasarkan
pernyataan
Menguraikan
pengertian
pekerjaan
Mencocokkan
gambar dengan
kosa kata yang
tepat
Merumuskan kosa
kata sesuai dengan
uraian kalimat
Aspek
Yang
Diuku
r
C1
C2
C1
C2
C2
C1
10
C4
22
C2
25
C2
No.
Soa
l
95
examines,
looks after,
defends,
serve,
profession.
Hospital,
Garden,
Police
Station,
Office, Ship,
Clinic,
Restaurant,
College,
School,
work, job,
take care,
calm.
Fruits &
vegetabl
es
Menyimpulkan
pekerjaan
berdasarkan
pernyataan
Menyimpulkan
pekerjaan
berdasarkan
pernyataan
Menyimpulkan
pekerjaan
berdasarkan
pernyataan
Mencocokkan
gambar dengan
kosa kata yang
tepat
Merumuskan kosa
kata sesuai dengan
uraian kalimat
Menggunakan
kosa kata yang
tepat untuk
melengkapi
bacaan
Menggunakan
kosa kata yang
Kosa kata
tepat untuk
yang
melengkapi
berhubunga
bacaan
n dengan
Menggunakan
Fruits and
kosa kata yang
Vegetables:
tepat untuk
Banana,
melengkapi
Mango,
bacaan
Lemon,
Mencocokkan
Strawberrie
gambar dengan
s, Grapes,
kosa kata yang
Orange,
tepat
Apple,
Menggeneralisasik
Coconuts,
Water
Melon,
Avocado,
go, buy,
sell, buyer,
seller, fruit,
27
C2
16
C1
17
C4
18
C3
19
C3
20
C3
23
C1
30
C2
96
an kosa kata yang

disebutkan
Onions,
Cucumbers,
Potatoes,
Tomatoes,
Brokoli,
beans,
peppers,
kidney
bean, buy,
like, dont
like.
Hobbies Kosa kata

yang
berhubungan
dengan
camping and
Stamp
Collecting
and hobbies:
Camping, a
tent, a
sleeping bag,
a backpack,
a fishing
rod, a lamp,
a pot, a first
aid kit, a box
of matches,
pack, hold,
put, light,
cook, lay,
Stamp
Collecting,
Stamp, post
Memilih kosa kata

sesuai dengan
kelompoknya
Mencocokkan
gambar dengan
kosa kata yang
tepat
Mencocokkan
gambar dengan
kosa kata yang
tepat
Menyimpulkan
kosa kata
berdasarkan
pernyataan
Menggeneralisasi
kan kosa kata
yang disebutkan
Merumuskan kosa
kata sesuai dengan
uraian kalimat
C3
14
C1
21
C1
28
C2
29
C2
15
C4
97
Reading,
playing
football,
fishing.
Stories
Bacaan
tentang si
Pitung,
Finding
Nemo,
Keluarga
Cemara
dan a
donkey
thief.
Menyimpulkan
kosa kata dari
bacaan
Menyimpulkan
kosa kata dari
bacaan
Menggunakan
kosa kata yang
tepat untuk
melengkapi
bacaan
Menggunakan
kosa kata yang
tepat untuk
melengkapi
bacaan
Menyimpulkan
kosa kata
berdasarkan
pernyataan
Menyimpulkan
kosa kata
berdasarkan
pernyataan
Merumuskan kosa
kata berdasarkan
bacaan
C2
C2
12
C3
13
C3
24
C2
26
C2
11
C4
98

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USING DIRECT METHOD IN TEACHING

USING DIRECT METHOD IN TEACHING

Dr. Didik Santoso M. Pd.

NIP. 150 270 348

LEGALIZATION OF EXAMINATION COMMITTEE

This Skripsi, titled Using Direct Method in Teaching Vocabulary (An

Prof. Dr. Dede Rosyada, M.A.

Dr. M. Farhan, M.Pd

The Secretary of Committee

Prof. Dr. H. Aziz Fahrurrozi, M.A.

Dra. Hidayati, M.Pd.

LEGALIZATION OF EXAMINATION COMMITTEE

This Skripsi, titled Using Direct Method in Teaching Vocabulary (An

Prof. Dr. Dede Rosyada, M.A.

Dr. M. Farhan, M.Pd

The Secretary of Committee

Prof. Dr. H. Aziz Fahrurrozi, M.A.

Dra. Hidayati, M.Pd.

In the name Allah, the Beneficent, the Merciful.

May Allah, the Almighty bless them all, amen.

Jakarta, June 21st 2007

CHAPTER II THEORETICAL FRAMEWORK

CHAPTER III METHODOLOGY

CHAPTER IV RESEARCH FINDINGS

CHAPTER V CONCLUSION AND SUGGESTION

A. The Background of the Study

Nancy Thuleen, "The Grammar-Translation Method." The article is accessed on April

B. The Identification of the Study

C. The Statement of the Study

Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:

Based on the identification of the problems the writer formulates the

D. The Significance of the Study

6. The Use of Vocabulary

7. The Kinds of Vocabulary

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

Lehr, A Focus on Vocabulary.

reading entirely. (3) Weakness of Context-Clue Vocabulary Acquisition: Even

comprehensible. Thus, our classroom acquisition activities aim at continual

Krashen and Terrel, The natural Approach, p. 156

D. A. Wilkins, Linguistics in Language Teaching. (Great Briain: Edward Aarnold

Krashen and Terrel, The natural Approach, p. 157

in preparing students to use the target language communicatively, the Direct

Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:

Krashen and Terrel, The natural Approach, p. 11.

Freeman, Techniques and Principles, p. 25

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

Freeman, Techniques and Principles, p. 24

The role of instructional material in the Direct Method is that the

Richard & Rodgers, p. 138

Jill Kerper Mora,.Second-Language Teaching Methods, Principles & Procedures the

Freeman gives some principles of teaching English by using the Direct

Freeman, Techniques and Principles, p. 22

Richards and Rodgers, Approaches and Methods, pp. 9 10.

8. Strength and Weakness

The Direct Method, Principles and Methodology.

F. Grammar Translation Method

Richard and Rodgers, Approaches and Methods, p. 10

Freeman, Techniques and Principles, p. 4

Richards and Rodgers, Approaches and Methods., p. 3.

vocabulary and of various declensions and conjugations, translations of texts

Brown, Teaching by Principles.

Nancy Thuleen, "The Grammar-Translation Method." The article is accessed on April