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VOCABULARY MASTERING
By:
Fandi Ahmad
207014000046
The objective of this research was to get empirical evidence about the effect
of Direct Method on Student’s Vocabulary Mastery and to identify the students’
achievement in learning vocabulary through Direct Method. This research used
quantitative method. The sample of this research was the first grade of SMA
Triguna Utama. With the total number 20 students from each class. The research
conducted experiment in two different classes with Direct Method was employed
in an experimental class and other technique was employed in a controlled class.
The data were collected through the achievement of pre-test and post-test from
two classes. The result showed that teaching vocabularies by using Direct Method
was more effective than using Grammar Translation Method. Direct Method has
served a positive influence. So, it can be concluded that direct method has positive
effect to the first grade students of SMA in teaching vocabulary.
iv
ABSTRAK
v
ACKNOWLEDGEMENT
In the name of Allah the most Gracious and Merciful. Alhamdulillah, all
praise be to Allah the Most Graceful and the Merciful, after such a hard work,
finally the writer could finish research and finish the report in the form of the
minor thesis (skripsi), entitled “The Effect of Direct Method on Students’
Vocabulary Mastery” (A Quasi-experiment Study at the First Grade of SMA
Triguna Utama).The “skripsi” is presented to English Education Department,
faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic
University Jakarta, as partial fulfillment of the requirements for the degree of
Strata 1 (S1).
In finishing this “skripsi” the writer got guidance and motivation from
people around his. Therefore, he would like to express her gratitude to them, they
are: her beloved family, especially her parent: her mother Suryani and her father
Makmun. Her brothers Fachrul Rozi and M. Misbahuddin. Her sister Hannah
Musfirroh, for their patience, their love and their support to the writter in her life.
Furthermore, the writter would like to express her gratitude to her advisor Mr. Dr.
Alek. M.Pd, for his valuable guidance, support, motivation, advice and
suggestions during the writing of this skripsi in which without his help this skripsi
would probably never reach its accomplishment.
In returns, the writer would like to convey her thanks directly to:
1. Drs. Syauki, M. Pd, the head of English Department, his concern and
mind for better English Education will be a historical point and
considerable sample for the next terms.
4. All the lecturers and all UIN secretariat officers, for their endless
support.
5. The writer wishes to express her gratitute to all members of 2007 class
English Education Department,especially for my best friends M. Cheris.
Maulana. Abdillah, Muhammad Hanafi, Alex Rauf Kurniawan, Sofiana
Zahara, Dewi Novianti, Hikmah Irfaniah, Runi Laila Sari, Aris Hakim,
Hikmah Hirfaniah and for their knowledge sharing, helped and motivated
to finished this skripsi and great friendship.
Finally the words are not enough to be expressed, except praise be to Allah
the worlds for blessing, and guidance. May their good deeds be accepted by Allah
SubhanahuWata’ala.Amin.
vii
This skripsi is dedicated to my beloved parents
Mr. Makmun (My Dad) and Mrs. Hapipah Wareni (my mom)
With Love
viii
TABLE OF CONTENT
CHAPTER I. INTRODUCTION......................................................... 1
A. Background of the Study ......................................... 1
B. Formulation of the Problem .................................... 3
C. Objective of the Study ............................................ 3
D. Significant of the Study ........................................... 3
x
CHAPTER V: CONCLUSION AND SUGGESTION ....................... 55
A. Conclusion ............................................................... 55
B. Suggestion ............................................................... 55
BIBLIOGRAPHY ................................................................................ 58
APPENDICES .................................................................................. 60
xi
LIST OF APPENDICES
xii
LIST OF TABLE
Table 4.2 The Interval Class of Gained Score of the First Class Were
Table 4.4 The Interval Class of Gained Score of the First Class
xiii
LIST OF FIGURE
xiv
CHAPTER I
INTRODUCTION
1
2
1
Diane Larsen-Freeman, Techniques and Principles in Language Teaching.(Oxford:
Oxford University Press, 2000), p. 23.
3
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
conveyed directly with the target language through the use of demonstration
and visual aids, with no recourse to the students’ native language.2
By using this method, the teacher does not have to translate every single
unfamiliar word. Through Direct method, the students will be more active in
developing vocabulary, because they will not depend on their teacher.
Based on the discussion above, the writer wants to know whether there
are some differences in student’s vocabulary achievement if they learn
vocabulary through direct method.
2
Ibid...p. 23.
4
3. Other Researcher
Finally, the researcher who are interested in the teaching of English at
Junior High School get useful information from the result of this study and
leading them to further research on different aspect field.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary Mastery
Vocabulary is very important in English teaching and learning. If the
learners do not know the meaning of the words, they will have difficulty in
understanding what they see, read, and learn. Their vocabulary will increase if
they read more words. This reason makes vocabulary very important; a bad
vocabulary will cause bad understanding of the text.
Vocabulary has an important role in determining the successful
achievement of each skill. Daily communication needs vocabulary. The more
vocabulary the learners have, the more easily they will communicate and
express what they want to say. The four language skills that are listening,
speaking, reading, and writing always include vocabulary in their activities.
By having a lot of vocabularies learner will be easier to show their ideas,
making compositions, and many other activities dealing with language. In
other words, by knowing and understanding the vocabulary, learners will
successfully achieve the four English language skills.
1. Definition of Vocabulary
Vocabulary is considered to be the main focus of learning a foreign
language since there is a belief that learning a foreign language is similar to
learning its vocabulary, in order to comprehend more about why vocabulary
has an important role in learning the language, it is better to look at the
definition of the vocabulary first.
In Webster‟s dictionary, we can see that vocabulary is defined as follows:
a) A list or collection of words and phrases usually alphabetically
arranged and explained or defined
b) A sum or stock of words employed by a language group individual
or work or in relation to a subject: scope of language
5
6
1
Philip Babvock Gove, Webster’s Third New International Dictionary (Massachusetts:
Heinle Publisher, 1996), p. 2560.
2
AS Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth Edition,
(London: Oxford University Press, 2000), p.1447
3
Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University
Press, 2000), p.1.
7
2. Definition of Mastery
Several definition about mastery based on Collins English Dictionary –
Complete and Unabridged that the definition of mastery is (1) great
skillfulness and knowledge of some subject or activity; the state of being
cognitively skillful; (2) power to dominate or defeat; the state of excelling or
surpassing or going beyond usual limits; the state that exists when one person
4
Cheryl Boyd Zimmerman in Second Language Vocabulary Acquisition by James Coady
and Thomas Huckin, (Cambridge: Cambridge University Press, 1997), p. 5.
5
Marianne Celce Murcia, Teaching English as a Second Language or Foreign Language,
Second Edition (Massachusetts: Heinle Publisher, 1991), p. 60.
6
Jack C Richards and Willy A. Renandya, Methodology in Language
Teaching,(Cambridge: Cambridge University Press. 2002), p. 255.
8
or group has power over another; (3) the act of mastering or subordinating
someone; social control by dominating.7
Based on Webster’s revised Unabridged Dictionary (1913) that the
definition of mastery is (1) the position or authority of a master: dominion:
command: supremacy: superiority; (2) superiority in war or competition;
victory; triumph, (3) contest for superiority; (4) a mastery operation; a feat;
(5) specifically, the philosopher‟s stone (6) the act process of mastering; the
state of having mastered.
From some definition above, the writer concludes that mastery is the
great skillfulness and knowledge of some subject or activity and the
positionor aouthority of a master.8
7
http://www,thefreedictionary.com/mastery, 29 Agustus 2011.
8
http://dictionary.die.net/mastery, 29 Agustus 2011.
9
http://wiki.answer.com/Q/What_are_the_factors_influencing_learning#ixxz1jigbMmjp, 10
April 2011.
9
well, can receive the information about what they are learning and can
get a good achievement. However, if they are not, it will influence too.
2) psychological aspect
This factor emphasizes on the inside conditions of the students. It
consists of students‟ intelligence, talent, interest, motivation, mental
health and special types of learner.
a) Intelligence
The level of intelligence which the students have has given the
influence in their learning. If the students have to resolve their
problems which are over than their competences or their potentials,
they will face the difficulties, especially in their learning. The
higher IQ that students have, the smarter they are. And the higher
intelligence that students have, the higher achievement they will
get.
b) Talent
Talent is the basic potential or competence which is gotten form
born. Everyone has different talent. Someone will be easy learning
something that is suitable with his/her talent. And someone who
learns something that is not suitable with his/her talent. And
someone who learns something that is not suitable with his/her
talent will get bored, give up and unhappy.
c) Interest
Interest is a tendency and a high spirit or a big desire to something.
The students‟ interest can be seen by the way students follow the
learning process, complete or incomplete their not and pay
attention to the italic word in those learning. They will study hard
to get what they want happily. Nevertheless, for those who have
less interest in learning process they will study just as long as they
want.
10
d) Motivation
Motivation is as inner factor that functions for making, basing and
pointing to the learning. Motivation separates into two main
categories: extrinsic motivation, which is concerned with factor
outside the classroom, and intrinsic motivation, which is concerned
with what takes place inside the classroom.10 Students‟ motivation
can determine the good or bad in their learning achievement. The
higher motivation they have, the higher learning success they will
get.
e) Mental health
In learning process, there is not only about intelligence but also
about their mental health that will make the good result in learning
process. In addition, if the students get successful in their learning,
they will have self-esteem.
b. External factor
External factor is the factor that comes from out of the individual. This
factor involves social environment and non social environment.
1. Social environment
The social environment here is the human environment outside
students who have contact directly with them such as family, school,
neighbors and mass media.
Family is the first center of education. But it can be the cause of
learning difficulties if the families give less attention to their children.
Social environment in school such as teachers, staff administration and
classmates can influence the students. The teacher can be a cause for
learning difficulties when:
a) Unqualified teachers
b) Bad relationship between the teacher and the student
c) High learning standard from the teacher
d) No skill in diagnosing the students learning difficulties
10
Jeremy Harmer, The Practice of English Language Teaching, … p. 3.
11
e) Unsuitable method
1) Non social environment
The factors which include the non social environment are location of
students‟ house, the school‟s building, learning instrument, curriculum,
and school timing.11
Other expert, Abin S. Makmun in his book Psikologi
Kependidikan:Perangkat Sistem Pengajaran Modul, state that causes
for learning difficulty are:12
a. Feeling insecurity
b. Phobia
c. Immaturity
d. Habits and wrong attitude
e. Nervous
f. Lazy, not cooperative and buck passing responsibility
g. Excessively absent
h. Anxiety and feeling down to concentration
i. Large population in the classroom making uncomfortable
j. Much activity out side classroom “extrakulikuler”
k. Often changing school or program
l. Course of study out of date
m. School site that is very noisy and strange
4. Vocabulary Mastering
Vocabulary mastering is how the teachers teach a list of a word with
their meanings, especially in a book for learning a foreign language to the
students. Vocabulary teaching includes some of the most complex
problems in the field of education. Vocabulary teaching is influenced by
ideas on the nature of language in general, by ideas on the particular
language being taught, and by ideas on how the language is learned.
11
M. Dalyono, psikologi pendidikan, (Jakarta; PT. Rineka Cipta, 1997), p. 230.
12
Abin Syamsuddin Makmun, Psikologi Kependidikan: Perangkat Sistem Pengajaran
Modul, Cetakan ke-5(Bandung: PT Remaja Rosdakarya, 2002), pp. 326—327.
12
27
Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University
Press, 1983), pp. 10—13
13
Victoria Fromkin and Robert Rodman, an introduction to language, (Victoria: Holt
Rineheart and Winston, Inc, 1974), p. 1.
13
6. Types of Vocabulary
In language learning, vocabulary is an essential component that links the
four skills of listening, speaking, reading, and writing all together. There are
many clarifications made by the experts in language area about the kinds of
vocabulary. According to Aebersold and Lee vocabulary is divided into two:
a. Receptive Vocabulary is the vocabulary that readers have a general sense
of a word‟s meaning but are not sure of its many meanings or nuances of
meaning.
14
Ibid… p. 23
14
1. Receptive knowledge
Receptive knowledge is involves knowing how to recognize the
word when it is heard or when it is seen, being able to distinguish it from
word with a similar form, being able to judge if the word form sounds
right or looks right, being able to recall its meaning when it is met, being
able to see which shade of meaning which most suitable for the context
that it occurs in, and being able to make a various associations with other
related words.
2. Productive knowledge
Productive knowledge involves knowing how to pronounce the
word, how to write and spell it, how to use it in correct grammatical
patterns, and using word to stand for the meaning it represents and being
able to think of suitable substitutes for the word if there are any.17
Cameron stated that “The words of a language split into two groups
according to how they are used to construct sentences, namely:
1. Content words are those that carry a lexical meaning, even out of the
context.
15
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, (New York:
Cambridge University Press, 1997), p. 139
16
Schmitt, Vocabulary in Language Teaching, ……..p. 4
17
I.S.P. Nation, Teaching and Learning Vocabulary, (Massachusetts: Heinle&Heinle
Publishers, 1990), pp. 31—32.
15
18
Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge
University Press, 2001), p. 82.
19
Susan M. Gass and Larry Sclinker, Second Language Acquisition: an Introductory Course
Second Edition. (New Jersey: Lawrence Erlbaum Associates inc, 2001), p. 374.
13
Hornby, Oxford Advanced Learner’s Dictionary., p. 1959.
16
culture and respond more quickly to changes in society than do other aspects
of language14.
Mastering vocabulary is the ability to get or and to receive lots of
words. By having and mastering vocabulary, we will know the meaning of
vocabulary in the context. It can also help to avoid making the mistakes in
identifying a language with the dictionary and guide us in making the
equivalence of the second language to the native language.
Here is some of the vocabulary use: Helping us master kinds or levels of
meaning
In mastering the kinds or levels of meaning such as the words with
their lexical meaning are, they are by no means the only essential meanings in
the symbols and devices of a language and also the lexical content of the
various words- the words as listed and defined in a dictionary.15 In the
sentence “The old man killed the little bear”, the dictionary does tell us the
kind of beings to which the words man and bear refer it will explain the
particular type of action for which the word will is a symbol. And it will give
us some notion of the qualities included in the meanings of such words as old
and little. This is however practically all the help the dictionary can give. It
does not tell us whether old is to be taken as a characteristic of the man or of
the bear; or whether the bear or the man or both are little. The dictionary
cannot tell us whether, in this particular sentence, the man bear performed the
action. So the syntactical, the positions in which old and little stand in relation
to man and bear give us the essential meaning that it is the man that is old and
bear that is little. The fact that the old man precedes the word killed and that
the little bear follows that word. Killed conveys the meaning that the man
Rather than ear performed the action. Here, syntactical meaning absolutely
essential to any understanding of the utterance expressed by the word order.
14
Suzanne Romaine, The Cambridge History of the English Language, Vol. IV
(Cambridge: UK, 1998), p. 57
15
Charles C. Fries, Teaching and Learning English as Foreign Language, (Michigan;
1970), p. 18.
17
doing so; a lot of time can be saved. If the students do not understand a
word and the teacher cannot think how to explain it, he can quickly
translate it.
Translation then, seems a useful measure if it is used sparingly, but it is
hoped to be used with caution. These aids and measure may be useful for
explaining the meaning of a word or a sentence.
comprehend the reading materials, catch other talking, give response, speak
fluently and write some kind of topics. On the contrary, if the learners do not
recognize the meaning of the words used by those who address them, they will
be unable to participate in conversation, unable to express some ideas, or
unable to ask for information.
22
Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, Pearson Education,
2002), pp. 27—28.
21
e. Meaning
When two words overlap in meaning, learners are likely to confuse them.
Make and do are a case in point: You make breakfast and make an
appointment, but you do the housework and do a questionnaire.
f. Range, connotation and idiomatic
Word that can be used in a wide range of contexts will generally be
perceived as easier than their synonyms with a narrower range.
Learning vocabulary seems to be one of the easiest things about learning
a language, but it‟s also one of the hardest things to do. It is because learning
vocabulary does not only learn about the meaning of word. When learning
vocabulary, students will also learn about other aspects of word such as usage,
pronunciation, grammatical, and so on. So it often makes difficulties for the
students to comprehend the vocabulary.
B. Direct Method
1. Definition of Direct Method
People can learn vocabulary through many methods. One of the methods
is through direct 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.28
The direct method, which arrived at the end of the ninetieth century, was
the product of reform movement which was reacting to the restrictions of
grammar translation. Translation was abandoned in favor of the teacher and the
students speaking together, relating the grammatical forms they were studying
to objects and pictures, etc. in order to establish their meaning. The sentence
was still the main object of interest, and accuracy was all important.29
28
Diane Larsen Freeman, Techniques and Principles in Language Teaching.(Oxford:
Oxford University Press, 2000), p. 23.
29
Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson
Education, 4thed, 2007), p.63.
22
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
conveyed directly with the target language through the use of demonstration
and visual aids, with no recourse to the students‟ native language.30 The direct
method, in rejecting the use of translation developed as a reaction to such
highly intellectual approaches to language learning31. As Schmitt state, direct
method emphasized exposure to oral language, with listening as the primary
skill. Meaning was related directly to the target language without the step of
translation, and explicit grammar teaching was done played. Direct Method had
its problem. It required teacher to be proficient in the target language.32
30
Freeman, Techniques and Principles.., p. 23.
31
Jeremy Harmer, How to Teach Vocabulary.(London: Longman.2002), p.78.
32
Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University
Press, 2000), p. 12.
33
Freeman, Techniques and Principles.., p. 29.
23
34
Ibid, p. 24.
24
the students were able to ask each other their own questions using the
same grammatical structure.
E. Fill-in-the-Blank Exercise
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.
F. Dictation
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.
G. Map Drawing
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.
H. Paragraph writing
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
25
could have done this from memory, or they could have used the reading
passage in the lesson as a model.35
b. Disadvantages
According to M.E.S. Elizabeth and DigumartiBhaskara, Disadvantages
of direct method, there are37:
1) There is need of really competent teachers for teaching English by using
this method. But we have dearth of such teachers. Sometimes the teacher
fails to make the students understand the meaning of a particular word
because the use of mother tongue is not allowed.
35
Freeman, Techniques and Principles, pp. 30—32.
36
M.E.S, Elizabeth and DigumartiBhaskara, Method of Teaching English, (New Delhi
Discovery Publishing House, 2007), p. 55.
37
Elizabeth, Op.cit.,pp.55—56.
26
2) In this method, there is over emphasis on oral work. Reading and writing
process of the language get less attention.
3) This method, cannot be used successfully for the average and the below
average students.
4) It is an expensive method because the teacher has to use some aids for
teaching.
5) This method does not lay emphasis on the selection and gradation of
language material which is very important.
6) At the early stages, sometimes this method may fail miserably.
Another is simply addressed by Neena Dash and M. Dash, there are38:
1) The direct method promotes the oral aspect of language learning.
Reading and writing are neglected.
2) This is a difficult method of teaching and learning English. Only the
clever student and the intelligent teacher can gain by this method.
3) There are certain words which cannot be taught by this method. Words
such as honesty, integrity, truth, tremble; faints, etc. can best be
explained translation method than the direct method.
4) Even if all words can be explained by the direct method it will be lengthy
and time taking.
5) This method discards the teaching of formal grammar. But grammar is an
essential branch of language learning and this cannot be overlooked.
385
Dash, Op.Cit.. p. 58.
27
would became more familiar with the grammar of their native language and this
familiarity would help them speak and write their native language better. Finally,
it was thought 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 anyway.
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 language23.
Typically, grammar translation methods did exactly what they said. Students
were given explanations of individual points of grammar, and then they were
given sentences which exemplified these points. These sentences had to be
translated from the target language (L2) back to students‟ first language (L1) and
vice versa.24
In grammar translation method, the students are given detailed explanation
about the grammatical pattern in their native language. Then, the sentences in
their language were translated into the target language.
One of the problems with Grammar Translation Method was that is focused
on the ability to analyze language, and not the ability to use it. In addition, the
emphasis on reading and writing did little to promote an ability to communicate
orally in the target language.25
23
Jack C. Richard & Theodore S. Rogers. Approaches and Methods in Language Teaching,
a Description and Analysis. (New York: Cambridge University Press, 2001), p. 5.
24
Jeremy Harmer, The Practice of English Language Teaching. (England: Pearson
Education, 4th ed, 2007), p.63
25
Norbert Schmitt, Vocabulary in Language Teaching,…..p. 12
28
26
Richards and Rodgers, Approaches and Methods, p.5-6
27
Marrianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language,
(Boston: Heile & Heinle, 3rd ed 2001), p, 6
29
The writer may conclude that Grammar Translation Method only emphasize
on reading and writing and neglect listening and speaking skills, whereas the
listening skill is necessary to developed speaking skill. The Role of the students
in the classroom is as passive one; they only absorb and then reconstitute what
they have absorbed.
3. Techniques of Grammar Translation Method
There are some useful techniques associated with the Grammar Translation
Method as described in the following list:
1. Translation of a literary passage
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 passage are studied
in subsequent lesson.
2. Reading comprehension questions
Students answer questions in the target language based on their
understanding of the reading passage.
3. Antonyms/synonymy
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.
4. Cognates
Students 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 meanings in the target
language that are different from those in the native language.
5. Deductive application of rule
Grammar rules are presented with examples. Exceptions to teach rule are
also noted. Once students understand a rule, they are asked to apply it to
some different examples.
30
b. Speech in neglected
The Grammar Translation Method lays emphasis on reading and writing.
In neglected speech. Thus, the students who are taught English through this
28
Freeman, Techniques and Principles,.. p. 19-20
31
through practice and not by just memorizing rules. The person who have learnt a
foreign or second language through this method find it difficult to give up the
habit of first thinking in their mother tongue and then translating their ideas into
the second language. They, therefore, fail to get proficiency in the second
language approximating that in the first language. The method, therefore, suffers
from certain weakness of which there is no remedy24.
3. Vocabulary
Before discussing vocabulary use, first of all we should know the meaning
of it. Vocabulary is total number of words which (with rules for combining them)
make up a language, or (range of) words known to, or used by, a person, in trade,
profession, etc13.
The word “use” has a meaning as the function or the advantage. So we can
say that from the definition-above the vocabulary use is the function or the use of
words which are used in language. It means that when we use words, we should
know the function or the use of our words our vocabularies because it can guide
us in understating the language which we learn.
Moreover, vocabulary is central to both the system and the use of
language. The words that we pronounce write and organize into sentences and
other grammatical combinations. Words are also, what ordinary users think of as
language. For, they are accessible and reflected more fully the whole culture and
respond more quickly to changes in society than do other aspects of language14.
Mastering vocabulary is the ability to get or and to receive lots of words.
By having and mastering vocabulary, we will know the meaning of vocabulary in
the context. It can also help to avoid making the mistakes in identifying a
language with the dictionary and guide us in making the equivalence of the second
language to the native language.
24
http://purwarno-Linguistics.blogspoi.com/20Q6/Ql/grainniar-lranslation-method-
13.html
13
Hornby, Oxford Advanced Learner‟s Dictionary., p. 1959
14
Suzanne Romaine, The Cambridge History of the English Language, Vol. IV
(Cambridge: UK, 1998), P. 57
33
prefixes, suffixes, roots, and combining forms are treated thoroughly at each level.
Vocabulary enrichment is based on words found in the text and the activities.
These exercises appear frequently throughout the texts. The second, the art
program, illustrates and discusses interesting words related to a specific thematic
idea in each book of the series17.
To master a language is not necessary to read it, but it is extremely
doubtful whether one can really read the language without first mastering it orally.
Unless one has mastered the fundamentals of the new language, that is, as a set of
habits for oral production and reception the process of reading is a process of
seeking word equivalents to his own native language, such a reader never enters
into the precise particular way the foreign language grasps experience he is still
using as means of grasping meaning or understanding only the processes and
vocabulary of his own language with the added difficulty of seeing a different set
of symbols on the printed page which must act as clues from which he must guess
the correct words of his own language to be substituted in order to make some
kind of sense. He never really entails into the tough (the full meaning) expressed
by the foreign language. It means that having a lot of vocabulary stocks will help
us not only grasp the meaning or understand the language we learn, but also get
the exact meaning of our reading.
19
Betty Schrampfer Azar, Understanding and Using English Grammar, P. 231.
20
Charles C. Fries, Teaching and Learning English as Foreign Languag, P. 8
36
advances in the ability to produce or use the language he increases the range and
depth of his understanding, and an increase in understanding shows it self in a
greater ability to produce, so, the use of vocabulary here, really important and
really needs, especially in improving speaking ability.
Ralph A. Micken said that the extemporaneous speaker must have a
vocabulary sufficient for needs of repletion with variety. If he is an ordinary
individual, he will find that he does not have this vocabulary unless hide literately
sets out to build it up. The vocabulary of the average person, even the experienced
speaker, is somewhat funnel-shaped21.
It means that vocabulary is really useful for the speakers while they are
speaking because it will help their fluency in brain storm their ideas, and also by
having lot of words or stock of words can choose the right and suitable words
when they are speaking.
21
Ralph A. Micken, Speaking for Result: A Guide for Business and Professional
Speakers (Boston, 1958), P. 41
22
WilliamD, Baker, Reading and Writing Skills (USA, 1971), P.21
23
Baker, Reading and Writing Skills, P. 27
24
Hans P. Guth, Words and Ideas: A Handbook for College Writing, Third Edition
(California, USA, 1969), P. 425
37
formal English; we have to know and careful which words are should be used and
which are not.
The language you choose to express your thoughts is an extremely
important element of the writing process because only through the words, you
choose and the ways you arrange them can your reader understand your thoughts
about the topic. Your words on a page convey more than the meanings
dictionaries report; they also convey your attitudes toward your subject and
toward your reader.25
From the explanation above, we know that there are so many useful thing
of vocabulary in improving our language skills, such as developing our reading
skill, explaining and describing the classes of the content words, distributing in
use according to grammatical matters, improving our speaking ability, improving
writing skill and helping us in mastering kinds or levels of meaning.
D. Previous of Study
This part discusses the previous studies especially those concerning with
the analysis about the effect of using any method on students‟ vocabulary mastery.
M. Adrian (2012)29has studied and analyzed Teaching vocabulary by using
cooperative learning (An Experimental study at first year of SMP Darussalam
Ciputat Tangerang Selatan). He has studied to find the empirical data whether or
not there is significant difference between students‟ score in learning vocabulary
by using cooperative learning and by using grammar translation method. The
conclusion that the Students Team achievement Division (STAD) in teaching
vocabulary is really helpful in increasing the students‟ ability and achievement in
English vocabulary.
25
Charles W. Bridges and Ronald F. Lunsford, Writing Discovering from and Meaning
(California, 1984), P. 31
29
M. Adrian , Teaching vocabulary by using cooperative learning ( An experiment study at
first year of SMP Dasussalam, Ciputat Tangerang Selatan), Jakarta: State Islamic University,
2012) published.
38
E. Framework of Thinking
Teaching vocabulary is one of important thing in language learning. The
students need to learn vocabulary to know about the words meanings, the
structures and the application of the words. Without the vocabulary knowledge,
they would not be able to express and write his idea with using grammar and
organized into sentence with meaning.
Vocabulary plays very important role in developing the four English skills.
Knowing more vocabulary can make the learner easier to developing their four
English skills. Therefore, vocabulary is the basis of a language, because it‟s
consists of words that have meaning and sometimes defined as a set of words that
30
Mahyudin, The Effectiveness of Teaching the SimplePresent Tense by using
GrammarTranslationMethod (An experiment study at the seventh grade of SMPN 1 Pebayuran),
Jakarta: State Islamic University, 2012) published.
31
MunsyiUlhaq, The Effectiveness of TeachingVocabulary through Pair Work (An
experimental study at sevent grade of SMP Dharma KaryaPamulang), Jakarta: State Islamic
University, 2012, published.
39
a person knows with their meanings. Someone can not read, communicate,
interact or write in foreign language if he/she does not mastery the vocabulary. In
line with statement above, it‟s shows that comprehension in reading will reached
if someone has large vocabulary size or large of words, because someone can not
comprehend what he/she reads if they haven‟t a large vocabulary size or lager of
words.
Direct method technique appears as one of the promising learn concept
offering some new views in teaching and learning a second language especially
vocabulary learning. Particularly direct method gives the learner the opportunity
to think for them selves, compare their thinking with other learner. It is expected
in teaching and learning vocabulary that memorializing and spelling the words
will be gotten by understanding the meaning with the context of phrase of larger
in situation.
From the reason above it is expected direct method technique can be
suitable methods for teaching and learning vocabulary, although the question of
which methods is most appropriate for teaching and learning a foreign language is
still under debate. Although none is perfect, some way are expected more
successful than others.
F. Research Hypothesis
Based on the theories which were described in the previous sub-chapter
about, it could be posed a theoretical hypothesis as follows: by using direct
method on students‟ vocabulary mastery. Applying using Direct Method could
give affect to the students‟ vocabulary mastery.
40
CHAPTER III
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
B. Method of Study
This pre-experiments for the effect of direct method on students’ mastering
vocabulary. These activities involved two classes. The writer takes 20 students
from each class.
40
41
b. Completing, there are 20 questions and each item is scored 2, so the total
score of this type is 40.
1
Anas Sudijono. Pengantar Statistik Pendidikan, (Jakarta: PT Grafindo Persada, 2008), p.
318
43
SE M1 = SD1
N 1
SE M1 = standard error mean of gained score
SD1 = standard deviation of gained score
N = number of students
d. Determining standard error from mean of variable X and variable Y, with the
formula:
SE M1-M2 = SEM 12 SEM 22
N = number of students
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Research Finding
1. Data Description
The data were collected from students' pre-test and post-test from two
classes, first class and second class. The data is described into two tables. The
achievements of students in the first class were presented in Table 4.1 and the
achievements of students in the second class were presented in Table 4.2 Table
4.1 consists of four columns, the first column shows the number of students in the
experiment class (X), the second column shows the pre-test scores, the third
column shows the post-test scores and the last column shows the gained scores
which are resulted from the post-test score is subtracted the pre-test score.
Table 4.1
The Score of the Individual Students Were Taught by Using Direct Method
Students Pre-test Score Post-test Score Gained (d) score
1 65 85 20
2 55 90 35
3 50 85 35
4 55 70 15
5 45 75 30
6 65 85 20
7 45 70 25
8 45 70 25
9 40 55 15
10 50 80 30
11 50 75 25
44
45
12 60 85 25
13 65 90 25
14 50 60 10
15 40 60 20
16 45 60 15
17 45 50 5
18 45 55 10
19 40 70 30
20 40 75 35
The Table 4.1 above describes that the lowest score in the pre-test is 40and
the highest score is 65. Meanwhile, the lowest score in the post-test is 50and the
highest score is 90. Therefore, it can be summarized that the lowest and the
highest scores in post-test is higher than in pre-test.
Table 4.2
The Interval Class of Gained Score of the First Class
Were Taught by Using Direct Method
Class Interval Interval
31-35 3
26-30 3
21-25 5
16-20 2
46
11-15 3
6-10 2
1-5 1
The Table 4.2 above describes that the most rate interval is 5 on class
interval 2l—25gained score. Then the less rate interval is 1 on class interval 1—5
gained score.
47
Interval
5
0
1-5 6-10 11-15 16-20 21-25 26-30 31-35
Inter…
Figure 4.1
The Interval Class of Gained Score of the First Class
Were Taught by Using Direct Method
Table 4.3 consists of four columns, the first column shows the number of
students in the control class (Y), the second column shows the pre-test scores, the
third column shows the post-test scores and the last column shows the gained
scores which are resulted from the post-test score is subtracted the pre-test score.
Table 4.3
The Score of the Individual Students Were Taught by Using Grammar Translation
Method
Students Pre-test Score Post-test Score Gained (d) Score
1 60 65 5
2 45 55 10
3 45 50 5
4 40 50 10
5 35 55 20
6 35 55 20
48
7 50 75 25
8 40 55 15
9 45 55 10
10 50 55 5
11 50 50 0
12 50 65 15
13 45 55 10
14 30 50 20
15 45 45 0
16 40 70 30
17 50 65 15
18 60 65 5
19 45 70 25
20 40 50 10
The Table 4.3 above describes that the lowest score in the pre-test is 30
and the highest score is 60. Meanwhile, the lowest score in the post-test is 45 and
the highest score is 75. Therefore, it can be summarized that the lowest and the
highest scores in post-test is higher than in pre-test.
49
Table 4.4
The Interval Class of Gained Score of the Second Class
Were Taught by Using Grammar Translation Method
Class Interval
interval
26-30 1
21-25 2
16-20 3
11-15 3
6-10 5
1-5 4
0 1
The Table 4.4 above describes that that the most rate interval is 5 on class
interval 21-25 gained score. Then the less rate interval is 1 on class interval 1-5
gained score.
Figure 4.2
The Interval Class of Gained Score of the First Class
Were Taught by Using Grammar Translation Method
50
I. Data Analysis
Before on the data analyzed, Had calculated the data into the statistic
calculation. The formula used t1.r1 formula to find the empirical evidence
statistically and to make the testing of hypothesis will be easier.
Before it, the calculation table from two variables. The table consists of
eight columns; the first column shows the number of students in the first class, the
second column shows the number of students in the second class, the third column
shows the students gained scores in the first class (^x), the fourth column shows
the students' gained scores in the second class (Y), the fifth column shows the
students, deviation scores in the first class (x) which are resulted from the students
gained score is subtracted the sum of the gained scores in the first class, the sixth
column shows the students' deviation scores in the second class (y) which are
resulted from the student's gained score is subtracted the sum of the gained scores
in the second class, the seventh column shows the students, squared deviation
scores in the first class 1x2; which are resulted from the multi-playing the
student’s deviation score in the first class, and the eight column shows the
student’s squared deviation score in the second class .(y2) which are resulted from
the multiplying the student’s deviation score In the second class.
Table 4.5
The Comparison of Score Between Students Were Taught by Using Direct
Method and by Using Grammar Translation Method
Students Students
X Y x Y x2 y2
(X) (Y)
SEmx 1.97
SEmy 1.90
52
The calculated the data based on the steps of the test. The steps are:
a. Determining Mean of Variable X
∑
= 22.5
b. Determining Mean of Variable Y
∑
= 12.75
√
= 8.59
√
= 8.29
√
53
h. Determining to
= 3.56
= 20 + 20
= 40
54
A. Conclusion
Based on the data described previously, the conclusion can be drawn that
teaching vocabulary by using Direct Method has given a positive effect, shown
from mean from post-test. The mean of experiment class which use Direct Method
is bigger then the mean of controlled class which use without Direct Method. The
experiment class in XA athmosphere is also more active. So that, they enjoy the
teaching-learning process and learned the materials easily. In control class XB, the
students seem bored and less motivation. And these all can be seen from the result
of the research which is held by the writer.
The result of the analysis in the research, showed that the value of to is
bigger than ttable (tt) at significance level it means that the Null Hypothesis (Ho) is
rejected and the Alternative Hypothesis (Ha) is accepted. Thus, there is different
effect between students vocabulary were taught by using Direct Method and
without Direct Method.
Based on the results above it can be concluded that the using of Direct
Method can enhance the students’ vocabulary mastery.
B. Suggestion
Dealing with the conclusion, the writer would like to suggest as follow:
1. To the teacher:
a. Teacher should improve their way in teaching English, especially in
teaching vocabulary in order to increase the students’ vocabulary.
b. Teacher should realize that there are many ways in teaching English to get
the students’ attention in the classroom, especially in teaching vocabulary.
c. Teacher should master many new vocabulary in teach students in
classroom.
56
57
d. The teacher should determine the right method based on their objectives
and learning situation, because different learning objectives and different
learning situation need different teaching method.
e. The teacher should using direct method in lower class.
2. To the students:
a. Students should be active in learning English not just depending on the
materials given by the teacher in the class.
b. Students should increase their vocabulary by reading the books either
fiction or non-fiction.
58
BIBLIOGRAPHY
Aebersold, Jo Ann and Mary Lee Field, From Reader to Reading Teacher, New
York: Cambridge University Press, 1997.
Nation I.S.P, Teaching and Learning Vocabulary, USA: Heinle & Heinle
Publishers, 1990.
I. Standar Kompetensi
Memahami makna kosakata yang telah dipelajari dan bisa menggunakannya
dalam bacaan dan tulisan dengan lancar dan akurat.
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Actor, bought, think, actually, enjoy, horrible, actress, beautiful, plays, see,
film, favorite, new, one, horror, well, like, romantic, good, feel, happy, sad.
61
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya Jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Memberi motivasi kepada siswa
b. Kegiatan Inti
c. Kegiatan Penutup
VIII. Penilaian.
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Mendengarkan
Aisyah is still in Fahri bedroom. They are talking about films and their
favorite actors.
Aisyah : Wow, it’s my favorite film. I like the actor. It’s Tora
Sudiro, right?
Fahri :Yes, but it’s not a new film. This one is new. I bought it
yesterday.
Aisyah : Let me see. Oh it’s a horror film.
Fahri : Yes, what do you think?
Aisyah : Well, it’s OK.
Fahri : Do you like it?
Aisyah : Actually, I don’t like horror films
Fahri : Why not?
Aisyah : I don’t enjoy them. They are horrible.
Fahri : what bout romantic films? Do you like them?
Aisyah : Yes, I like them, especially if the actors or actress are
good. I love romantic films because they are beautiful and
make us feel happy or sad.
Fahri : Who is your favorite actor?
Aisyah : I like Tora Sudiro. He plays well in Banyu Biru
Fahri : And your favorite actress?
Aisyah : Dian Sastro Wardoyo. Do you have her films?
Fahri : I have one. Let me see, yes this one. Ada Apa Dengan
Cinta. She plays with Nicholas Saputra. It’s very good
romantic film. Nicolas Saputra is also my favorite actor.
Aisyah : I like them.
65
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Bike, to, school, carry, parcel, friend, home, walked, last night, open, door,
key, information, get, internet, go.
malam, open = buka, door = pintu, key = kunci, information = informasi, get =
mendapat, internet = internet, go = pergi.
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya Jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Memberi motivasi kepada siswa
Penjelasan tentang topic yang akan di bahas.
b. Kegiatan Inti
c. Kegiatan Penutup
c. Sumber Belajar
VII. Penilaian.
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Berbicara
I. Standar Kompetensi
Memahami kosakata yang telah dipelajari dan bisa menggunakannya dalam
bacaan dan tulisan dengan lancar dan akurat.
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Classroom, school, library, big, clean, next, two, door, white, six, brown,
window, wall, green, picture, table, chair, whiteboard, marker, health center,
scout room, mosque, canteen, hall, school yard, security room, parking area,
basket ball, volley ball, teacher, student, headmaster.
V. Materi Pembelajaran
Classroom = kelas, school = sekolah, library = perpustakaan, big = besar,
clean = bersih, next = selanjutnya, two = dua, door = pintu, white = putih, six
= enam, brown = coklat, window = jendela, wall = tembok, green = hijau,
picture = gambar, table = meja, chair = kursi, whiteboard = papan tulis,
marker = spidol, health center = pusat kesehatan, scout room = ruang
pramuka, mosque = mesjid, canteen = kantin, hall = aula, school yard =
halaman sekolah, security room = ruang satpam, parking area = tempat parkir,
basket ball = bola basket, volley ball = bola volly, teacher = guru, student =
siswa, headmaster = kepala sekolah.
Teks descriptive
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya Jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Memberi motivasi kepada siswa
Penjelasan tentang topic yang akan di bahas.
b. Kegiatan Inti
Guru memberikan kosa kata yang akan dipelajari kemudian menyuruh
siswa untuk mencatatnya.
Guru menyuruh siswa membaca kosa kata yang diberikan
Guru menyuruh siswa untuk mencari arti kosa kata dalam kamus dan
menerjemahkannya.
Guru menyuruh siswa untuk menghafal kosa kata yang telah dipelajari
Guru memberikan soal pada murid tentang materi yang dipelajari
kemudian menyuruhnya untuk menerjemahkannya.
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menyanyakan kesulitan siswa selama KBM ketika mempelajari kosa
kata. Kemudian menjawabnnya dengan Bahasa Indonesia.
Guru menutup pelajaran dengan mengucap salam.
IX. Penilaian.
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Menulis
Identification
This part indentifies a particular thing to be described. In his letter, Farhan wrote
about his classroom, not classrooms in general. Identification usually answers the
following questions;
Description
This part describes the parts and characteristics. In his letter, Farhan described:
- The part off his classroom (doors, windows, tables, chairs and
walls) and
74
I. Standar Kompetensi
Memahami kosakata yang telah dipelajari dan bisa menggunakannya dalam
bacaan dan tulisan dengan lancar dan akurat.
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Apple, ingredient, water, sugar, tool, blender, glass, make, pour, mix, blend,
material, step, make, cut, piece, peel, deserve.
77
V. Materi Pembelajaran
Apple = apel, ingredient = bahan, water = air, sugar = gula, tool = alat,
blender = blender, glass = gelas, make = membuat, pour = taburkan, mix =
campurkan, blend = haluskan, material = bahan, step = cara, make =
membuat, cut = potong, piece = potongan, peel = potongan kulit, deserve =
layak.
Teks Procedure
How to make apple juice
Here is the recipe you need to make apple juice.
Ingredients:
- Apple
- Water
- Sugar
Materials/tools:
- Blender
- glass
How to make/ step:
- First of all, peel the apple and cut it into pieces
- Then, mix all ingredients and blend it
- Next, pour the juice into glass
- Finally, apple juice can be deserved.
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya Jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
78
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menyanyakan kesulitan siswa selama KBM ketika mempelajari kosa
kata. Kemudian menjawabnnya dengan Bahasa Indonesia.
Guru menutup pelajaran dengan mengucap salam.
IX. Penilaian.
Ingridients:
-
-
-
-
-
-
Materials/Tools:
-
-
-
-
-
How to make/ Step:
-
-
-
-
-
Ingridients:
-
80
-
-
-
-
-
Materials/Tools:
-
-
-
-
-
How to make/ Step:
-
-
-
-
-
81
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Menulis
X. Standar Kompetensi
Berkomunikasi secara lisan dan tulis dengan menggunakan kosakata yang
telah dipelajari dengan lancar dan akurat.
XII. Indikator
82
Fahri : I have one. Let me see (10), yes this one. Ada Apa Dengan
Cinta. She plays with Nicholas Saputra. It’s very good
romantic film. Nicolas Saputra is also my favorite actor.
Aisyah : I like them.
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya Jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Memberi motivasi kepada siswa
b. Kegiatan Inti
c. Kegiatan Penutup
XVII. Penilaian.
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Mendengarkan
Listen to the teacher’s voice carefully, and while listening for the
second time, fill in the blanks according to what you have heard.
Aisyah is still in Fahri bedroom. They are talking about films and their
favorite actors.
Aisyah : Wow, it’s my favorite film. I like the ……… (1). It’s
Tora Sudiro, right?
Fahri :Yes, but it’s not a new film. This one is new. I
………..(2) it yesterday.
Aisyah : Let me see. Oh it’s a horror film.
Fahri : Yes, what do you …………(3)?
Aisyah : Well, it’s OK.
Fahri : Do you like it?
Aisyah : ………… (4)I don’t like horror films
Fahri : Why not?
Aisyah : I don’t ……….(5)them. They are …………(6).
Fahri : what bout romantic films? Do you like them?
Aisyah : Yes, I like them, especially if the actors or ……… (7) are
good. I love romantic films because they are ……….. (8)
and make us feel happy or sad.
Fahri : Who is your favorite actor?
Aisyah : I like Tora Sudiro. He ……….. (9) well in Banyu Biru
Fahri : And your favorite actress?
Aisyah : Dian Sastro Wardoyo. Do you have her films?
Fahri : I have one. Let me ………. (10) yes this one. Ada Apa
Dengan Cinta. She plays with Nicholas Saputra. It’s very
good romantic film. Nicolas Saputra is also my favorite
actor.
86
X. Indikator
Siswa mampu memahami kosakata di bawah ini:
Bike, to, school, carry, parcel, friend, home, walked, last night, open, door,
key, information, get, internet, go.
How do you carry this parcel? I carry this parcel together with my friend
How did you go home last night? I walked last night
How do you open this door? I open this door by key
How do you get the information? I get the information by internet
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya Jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Memberi motivasi kepada siswa
Penjelasan tentang topic yang akan di bahas.
b. Kegiatan Inti
Guru menunjukan gambar yang berhubungan dengan pertanyaan
kemudian menanyakan kepada siswa tentang gambar tersebut.
Guru menyuruh siswa untuk menanyakan cara dengan menggunakan
gambar.
Guru menyuruh siswa untuk “perform” di depan kelas secara
berpasangan.
Guru mengucapkan kosakata yang dipelajari lalu diikuti siswa
Guru memberikan pertanyaan kepada siswa tentang bacaan yang telah
dipelajari secara lisan dan menyuruh siswa menjawabnya secara lisan.
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menyanyakan kesulitan siswa selama KBM
88
XV. Penilaian.
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Berbicara
I. Standar Kompetensi
Berkomunikasi secara lisan dan tulis dengan menggunakan kosakata yang
telah dipelajari dengan lancar dan akurat.
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
91
Classroom, school, library, big, clean, next, two, door, white, six, brown,
window, wall, green, picture, table, chair, whiteboard, marker, health center,
scout room, mosque, canteen, hall, school yard, security room, parking area,
basket ball, volley ball, teacher, student, headmaster.
V. Materi Pembelajaran
Teks descriptive
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya Jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Member motivasi kepada siswa
Penjelasan tentang topic yang akan di bahas.
b. Kegiatan Inti
c. Kegiatan Penutup
IX. Penilaian.
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Menulis
Identification
This part indentifies a particular thing to be described. In his letter, Farhan wrote
about his classroom, not classrooms in general. Identification usually answers the
following questions;
Description
This part describes the parts and characteristics. In his letter, Farhan described:
- The part off his classroom (doors, windows, tables, chairs and
walls) and
- The characteristics of the classroom: size (big), color (brown,
blue), quality (clean).
94
I. Standar Kompetensi
Berkomunikasi secara lisan dan tulis dengan menggunakan kosakata yang
telah dipelajari dengan lancar dan akurat.
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Apple, inggridient, water, sugar, tool, blender, glass, make, pour, mix, blend,
material, step, make, cut, piece, peel, deserve.
97
V. Materi Pembelajaran
Teks Procedure
How to make apple juice
Here is the recipe you need to make apple juice.
Ingredients:
- Apple
- Water
- Sugar
Materials/tools:
- Blender
- glass
How to make/ step:
- First of all, peel the apple and cut it into pieces
- Then, mix all ingredients and blend it
- Next, pour the juice into glass
- Finally, apple juice can be deserved.
d. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya Jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Memberi motivasi kepada siswa
e. Kegiatan Inti
Guru menunjukan “real object” kemudian menanyakan kepada siswa
tentang “real object” tersebut dengan menggunakan bahasa Inggris.
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f. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menyanyakan kesulitan siswa selama KBM
Menugaskan siswa untuk membuat teks procedure yang lain
IX. Penilaian.
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Menulis
Ingridients:
-
-
-
-
-
-
Materials/Tools:
-
-
-
-
-
-
-
-
How to make/ Step:
-
-
-
-
1
100
Writing
Mengungkapkan
nuansa dalam teks
teks fungsional
pendek dan teks
monolog/esei tulis
sederhana secara
akurat, lancer dan
berterima bentuk
recount, narrative, dan
procedur dalam
konteks kehidupan
sehari-hari dan
mengakses ilmu
pengetahuan popular.
104
Validity Test
Pre – test
4. Walking briskly for a half an hour several days a week can … the risk of health problems
dramatically.
a. Reduce d. produce
b. Increase e. strengthen
c. Exaggerate
5. Yesterday Nora … want to clean her room alone, so now her mom … her
a. Don’t, helps d. don’t, helped
b. Didn’t, helps e. doesn’t, help
c. Didn’t, is helping
6. Defending champion Serena Williams … a shoot to her sister Venus, during the women’s singles
final on the center court at the All-England Lawn Tennis Champions at Wimbledon.
a. Defeated b. returned c. received d. defended e. protected
7. The family planning which has been imposed nationality has succeeded in stopping the
population growth. “the underlined words means”…
a. Implemented b. dictated c. forced d. struck e. established
8. “Karapan Sapi is a popular festival in the island of Madura to … an occasion after the harvest
time.”
a. Open b. prepare c. celebrate d. declare e. entertained
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9. The communication satellite is equippedwith radio receivers and transmitters. “the word equipped
can be replaced by …”
a. Supplied b. combined c. organized d. related e. operated
RA Kartini
Every April 21, people in Indonesia commemorate the Kartini day. It is a beautiful day
for the women because we celebrate the birth of great lady, RA. Kartini. Everyone knows who
Kartini is. She is our national heroine and a great lady with the bright idea.
Kartini was born in 1879, April 21 in Mayong Jepara. Her father was RMAA.
Sosroningrat, Wedana (assistant of head of regency) in Mayong. Her mother, MA. Ngasirah was
a girl from Teluk Awur village in Jepara. As the daughter of a noble family, she felt luckily
because she got more than the ordinary people got. She got better education than other children.
She did anything she wants altought it was forbidden. She passed her childhood with her brother
and sister. Because she was very energetic, her father called her “trinil”. Then her father was
choosen as Bupati (the head of regency) in Jepara. She and her family then moved Mayong to
Jepara. In the same year, Kartini’s second sister RA. Kardinah was born. The environment in
Jepara gave her big chance to developbher idea. She could study at the Dutch owned school
where only children from noble family could study here.
16. The family planning which has been imposed nationality has succeeded in stopping the
population growth.
The underlined word means …
a. Implemented b. dictated c. forced d. struck e. established
17. “After the miserable experience, you would think that I had learned my lesson.”
It means that the experience is …
a. Enjoyable b. fantastic c. great d. not so bad e. unhappy
At present, aero planes are playing a very important role to … (19) one place to another. People
can go round the world just in a two days flight by the worlds first supersonic airlines, concorde, which
… (20) at height of over 18.000 meters and … (21) a speed of cover 2.000 km per hour.
22. … is a line of words printed in large type at the top of a page containing a brief summary of news
a. A little b. a feature c. a headline d.an article e. an editorial
23. “If a builder is going to build a factory, a lot of worker will have a good chance to … a job.”
a. Observe b. create c. take d. look up e. do
24. To be efficient, we have to try not to put off doing our tasks.
The underlined word means …
a. Argue b. debate c. cancel d. delay e. defend
25. Many vegetables species, through careful selection of varieties, can be grown in widely diverse
environment.
The underlined word means …
a. Same b. different c. fertile d. cold e. tropical
27. From 1967 onward, cinemas began to lose their … they prefer watching TV program at home.
a. Sponsor b. audiences c. procedures d. companies e. cameramen
107
29. Yesterday, Mr. Handy … us to write an essay about “The Green House Effects”. Now, he and
Nabila … for books in the library about the essay.
a. Asks, look d. ask, were looking
b. Asked, are looking e. asking, are looking
c. Asked, were looked
32. She didn’t … to meet her ex-boyfriend in the concert last night.
a. Except b. expects c. expected d. expecting e. expectation
Sangkuriang
Once, there was a kingdom in Priangan Land. Lived a happy family. They were a father in from
of dog, his name is Tumang, a mother which was … (34) is Dayang Sumbi, and a child which was called
Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After
hunting all day, Sangkuriang … (35) desperate and worried because he … (36) no deer. Then he thought
to shoot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi … (37) out that
it was not deer lever but Tumang’s, his own dog. So, she was very angry and hit Sangkuriang’s head. In
that accident, Sangkuriang …(38) wounded and scare then cast away from their home.
39. What is an instrument of communication, permitting us to see as well as to hear the performer?
GOOD LUCK
109
Validity Test
Post – test
4. Walking briskly for a half an hour several days a week can … the risk of health problems
dramatically.
d. Reduce d. produce
e. Increase e. strengthen
f. Exaggerate
5. Defending champion Serena Williams … a shoot to her sister Venus, during the women’s singles
final on the center court at the All-England Lawn Tennis Champions at Wimbledon.
b. Defeated b. returned c. received d. defended e. protected
7. The family planning which has been imposed nationality has succeeded in stopping the
population growth.
The underlined word means …
b. Implemented b. dictated c. forced d. struck e. established
8. “After the miserable experience, you would think that I had learned my lesson.”
It means that the experience is …
b. Enjoyable b. fantastic c. great d. not so bad e. unhappy
110
9. “If a builder is going to build a factory, a lot of worker will have a good chance to … a job.”
b. Observe b. create c. take d. look up e. do
10. To be efficient, we have to try not to put off doing our tasks.
The underlined word means …
b. Argue b. debate c. cancel d. delay e. defend
12. From 1967 onward, cinemas began to lose their … they prefer watching TV program at home.
b. Sponsor b. audiences c. procedures d. companies e. cameramen
Sangkuriang
Once, there was a kingdom in Priangan Land. Lived a happy family. They were a father in from
of dog, his name is Tumang, a mother which was … (16) is Dayang Sumbi, and a child which was called
Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After
hunting all day, Sangkuriang … (17) desperate and worried because he … (18) no deer. Then he thought
to shoot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi … (19) out that
it was not deer lever but Tumang’s, his own dog. So, she was very angry and hit Sangkuriang’s head. In
that accident, Sangkuriang …(20) wounded and scare then cast away from their home.
21. What is an instrument of communication, permitting us to see as well as to hear the performer?
25. Yesterday, Mr. Handy … us to write an essay about “The Green House Effects”. Now, he and
Nabila … for books in the library about the essay.
d. Asks, look d. ask, were looking
e. Asked, are looking e. asking, are looking
f. Asked, were looked
GOOD LUCK
112
Validity
Validity
1. D 11. A 21. A
2. C 12. B 22. E
3. B 13. B 23. D
4. A 14. C 24. B
5. A 15. E 25. B
6. C 16. D
7. C 17. A
8. E 18. A
9. C 19. A
10. D 20. A
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Gained Score
Pre-test Post-test
No Name Post-test Score – Pre-test
Score Score
Score
1. Aatina Khairal AZ 6,5 8,5 2,0
49.75 72.25
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Gained Score
Pre-test Post-test
No Name Post-test Score – Pre-test
Score Score
Score
1. Aang Kunaefi 6,0 6,5 0,5