Professional Documents
Culture Documents
By:
NEATY MUTTAHIDAH
106014000413
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
NEATY MUTTAHIDAH
NIM: 106014000413
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers Training
certifies that the Paper entitled, Improving Students Vocabulary Through
Vocabulary Card (A Classroom Action Research at the First Grade of MTs.
Nurul Falah School, Pondok Ranji Ciputat) written by Neaty Muttahidah,
students registration number : 106014000413, was examined by the Committee
on June 2011, and was declared to have passed and, therefore, fulfilled one of the
the requirements for the academic title of S.Pd. (Bachelor of Arts) in English
Language Education at The Department of English Education.
Jakarta, June 2011
EXAMINATION COMMITTEE
CHAIRMAN
(__________________)
(__________________)
(__________________)
Acknowledged by:
Dean of Tarbiyah and Teachers Training Faculty
ABSTRACT
Muttahidah, Neaty 2011. Improving Students Vocabulary through Vocabulary
Card (A Classroom Action Research in the First Year of MTs.
Nurul Falah, Ciputat), Skripsi, Department of English Education,
the Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisor: Dr. Ratna Sari Dewi, M.Pd
Key words: Vocabulary, Vocabulary Card
The objective of the research is to improve students vocabulary. This
research was conducted at MTs. Nurul Falah Ciputat Tangerang academic year
2010-2011 as the subject of the research. The subjects of this research were
consisted of 30 students of first grade.
The method used in this study was Classroom Action Research (CAR).
The classroom action research design applied in this study was a collaborative
classroom action research means that the researcher worked collaboratively with
the English teacher in the class. The CAR (classroom action research) was done
based on Kemmis and Mc Taggarts design, it content of two cycles in each cycle
consists of planning, acting, observing, and reflecting. The data were gathered
through qualitative and quantitative data. The qualitative data were gained by
analyzing the interview and observation result. Then, quantitative data were
obtained from the students vocabulary score of pretest and posttest and
questionnaire.
Based on the result of this research showed that there was a development
on the students vocabulary mastery, it can be seen from the mean score of pretest
were 49.6, the mean score of posttest cycle 1 was 58.0 and the mean score of
posttest cycle 2 was 66.3. In addition, there were 5 students (16.6 %) who passed
Minimum Mastery Criterion Kriteria Ketuntasan Minimal (KKM) in the pre
test. Meanwhile, in the cycle 1, there were 18 students (60 %) who passed
Minimum Mastery Criterion (KKM) and it gained which was in the posttest cycle
2 there were 26 students (86.6%) who passed Minimum Mastery Criterion, so the
criteria of success was achieved. Then, from the result of questionnaire, it showed
that there was improvement of positive responses in the teaching-learning process
of vocabulary through vocabulary card. The mean of pre questionnaire was 47 %.
Then, the mean of post questionnaire was 72.9 %. It improved 25. 9 %.
Furthermore, the results of observation and interview showed that the students
were motivated in the teaching-learning process during the implementation of
vocabulary card.
ABSTRAK
Muttahidah, Neaty 2011. Improving Students Vocabulary through Vocabulary
Card (A Classroom Action Research in the First Year of MTs.
Nurul Falah, Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri
Syarif Hidayatullah Jakarta.
Advisor: Dr. Ratna Sari Dewi, M.Pd
Key words: Vocabulary, Vocabulary Card
Penelitian ini bertujuan untuk meningkatkan kosakata siswa. Penelitian ini
dilaksanakan di kelas satu MTs. Nurul Falah Pondok Ranji Ciputat tahun
pelajaran 2010/2011 sebagai subjek penelitian. Subyek dari penelitian ini
berjumlah 30 siswa kelas 1
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan
kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian
ini yaitu penelitian tindakan kelas kolaboratif yaitu bekerjasama dengan guru
bahasa Ingggris sebagai kolaborator dalam kelas. Penelitian tindakan kelas ini
menggunakan model Kemmis dan Mc Taggart. Penelitian ini dilakukan dalam 2
siklus dimana setiap siklus terdiri dari tahap (Planning) perencanaan, (Acting)
tindakan, (Observing) observasi, dan (Reflecting) refleksi. Dalam pengumpulan
data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif
didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan
melalui tes (pre tes dan pos tes) dan kuesioner.
Hasil penelitian ini menunjukkan bahwa ada perkembangan dalam
penguasaan kosakata siswa. Hal ini dapat dilihat dari hasil tes siswa. Hasil pretest
menunjukkan bahwa skor mean pretes adalah 49.6. Sedangkan skor rata-rata post
tes siklus 1 adalah 58.0 dan skor mean postes siklus 2 adalah 66.3 Selanjutnya,
hasil pretes menunjukkan hanya ada 5 siswa atau 16.6 % yang mencapai nilai
KKM sedangkan dalam postes siklus 1 ada 18 atau 60 % siswa mencapai nilai
KKM dan 26 siswa atau 86.6 % telah mencapai nilai KKM, dengan demikian
kriteria kesuksesan telah dicapai. Dari data hasil kuosioner diketahui bahwa ada
peningkatan respon positif yang diberikan siswa dalam proses belajar-mengajar
kosakata dengan menggunakan vocabulary card rata-rata dari pre kuosioner yaitu
bahwa 47 % sedangkan mean dari post kuosioner yaitu 72.9 %, jadi meningkat
sebanyak 25.9 %. Selain itu, dari hasil observasi dan interview diketahui bahwa
siswa termotivasi dalam kegiatan belajar-mengajar ketika diterapkannya strategi
kartu kosakata.
ii
ACKNOWLEDGEMENT
Prof. DR. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and
Teachers Training.
2.
Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of
the English Department.
3.
4.
5.
6.
The Head Master of MTs. Nurul Falah Pondok Ranji Ciputat, Mr. Satiri,
S.Ag and Drs. Fuzi Fauzi M.Pd.
7.
The writers Sister Uum Sayyidah Umami, Noor Kamal, little Vier, Uus
Usrotus Saadah, Amalia Tartila, and writers brother Salsabil Firdaus, her
iii
cousin Yaseer Fahmi, Ida Kutrotunnida, Yusri N. Fajri, Aunty Kartini, and
husband, and all her relatives who support the writer thanks on your pray,
motivation and love.
8.
Ms. Dinnia Imalia, S.Pd as the English teacher at MTs. Nurul Falah..
9.
Mr. and Mrs. Joko Purwadi thanks for support and pray.
10. All the writers great friends in English Department C Class 2006. Especially
for Nia became friend also teacher for writer and the writers best friends:
Sancay, Upi, Bu Zuam, Viki, Ibah, Nci, Lulu, Cunink, La2 romlah, Nindy,
Nina, Nto, Joe, Qyu2, Ana, Siti, and Fitri who always help, motivated the
writer and thanks for being good friend for writer, May Allah bless you all.
Finally, the writer realizes that this paper is far from being perfect and need
for suggestion and correction. It is a great pleasure for the writer to receive critics
and suggestions in developing this research and it will have some value for her
and for a better thing in the future. Hopefully this paper may give the advantages
for all.
The Writer
iv
TABLE OF CONTENTS
TITLE
APPROVAL
ENDORSEMENT SHEET OF EXAMINATION COMMITTEE
ABSTRACT ......................................................................................................
ABSTRAK .........................................................................................................
ii
CHAPTER I INTRODUCTION
A. The Background of the Research .......................................
BIBLIOGRAPHY ........................................................................................... 68
APPENDICES ................................................................................................. 70
vii
LIST OF TABLES
viii
LIST OF FIGURES
ix
LIST OF APPENDICES
Appendix 1a Interview before CAR .................................................................... 70
Appendix 1b Result of interview before CAR ..................................................... 71
Appendix 2a Interview after CAR ....................................................................... 73
Appendix 2b Result of Interview after CAR ....................................................... 74
Appendix 3a Questionnaire for students before CAR ......................................... 76
Appendix 3b Result of Questionnaire for students before CAR.......................... 77
Appendix 4a Questionnaire for students after CAR ............................................ 78
Appendix 4b Result of Questionnaire for students after CAR ............................ 80
Appendix 5a Test Instrument and Answer Key in Pre-test.................................. 82
Appendix 5b Students Score in Pre test ............................................................. 86
Appendix 6a Test Instrument and Answer Key in Cycle 1 ................................. 87
Appendix 6b Students Score in in Cycle 1 ......................................................... 90
Appendix 7a Test Instrument and Answer Key in Cycle 2 ................................. 91
Appendix 7b Students Score in in Cycle 2 ......................................................... 94
Appendix 8a Blueprint Test of Pre-test .............................................................. 95
Appendix 8b Blueprint Test of Post-test 1 .......................................................... 97
Appendix 8c Blueprint Test of Post-test 2 .......................................................... 99
Appendix 9a Item Analysis of Pre-test ................................................................ 101
Appendix 10a Observational Notes in Preliminary Study ................................... 105
Appendix 10b Observational Notes in Cycle 1.................................................... 107
Appendix 10c Observational Notes in Cycle 2 .................................................... 110
Appendix 11a Lesson Plan Cycle 1 ..................................................................... 113
Appendix 12a Lesson Plan Cycle 2 ..................................................................... 132
Appendix 13a Silabus .......................................................................................... 151
Appendix 14a Kisi-kisi soal Pre-test ................................................................... 155
Appendix 14b Kisi-kisi soal Post-test 1 ............................................................... 156
Appendix 14c Kisi-kisi soal Post-test 2 ............................................................... 157
Appendix 15a Photographs of the Students Participation ................................. 158
Appendix 16a Letters .......................................................................................... 159
CHAPTER I
INTRODUCTION
A. The Background of the Research
English as International language is spoken almost all over the world. In
the global era, English takes an important role as communication language used in
many sector of life, such as trading, bilateral relationship, politic, science,
technology and many others. In fact, people use the language to express their
feelings, ideas, and desires. English has become the language used by many
people over the world to connect and share with another. Therefore, people should
understand and master English in order to gain broader knowledge, information
and technology.
People need to communicate in doing daily activities and making an
interaction to other people in their life. English uses as a medium language in all
aspects of national relationship with other countries such as diplomatic, social,
cultural, international commerce and also in education.1 In other word English
takes an important role in communication such a medium for every nation to
communicate each other.
In Indonesian government, English is considered as the first foreign
George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield, 1996), p. 3.
In addition to knowing English words and their meanings, one must know
also how the words work together in English sentences.5 It concludes that in
teaching vocabulary is not only to give the meaning of the word but teach how the
word works in sentence, because there are many words that have multiple
meanings. In this case the grammar should be taught together with the vocabulary
to the language learners to avoid many problems in learning English language.
Problem in learning and teaching English still exist at school, because
English language is completely different from the Indonesian language in the
system of the structure, pronunciation and vocabulary. For example students tend
to forget the meaning of the word which have been taught or practiced before.
Usually vocabulary is taught through memorizing words or drilling patterns. For
teachers creating English teaching effectively and efficiently is not an easy job,
therefore, that the English teacher must be able to organize teaching learning
activities. They have to present materials by using a suitable teaching technique.
A good teaching technique makes students understand and master the lesson like
the other lessons which need a suitable technique and methods, teaching language
also needs a suitable techniques and methods. In reality learning English
especially to memorize vocabulary is boring for some students. The technique
used in teaching vocabulary is monotonous; the students just memorize the
changes of verbs, the word related to nouns, adjectives and adverbs. There are
many technique and methods of language teaching that can be selected for
teaching vocabulary, some of the teacher are using kind of games such as: stick
figure, puzzle, card game, wall cards, pictures and etc.
Teaching learning process of language cannot be separated from the
curriculum or syllabus. Based on our curriculum, the purposes of teaching English
in Indonesia is students can master four skills (listening, speaking, reading and
writing). But in many work fields most of students cannot state their ideas and
opinion well since they are not accustomed to speak, feeling shy, hesitation and
fear to make a mistake. Commonly, it is caused by the limited vocabulary.
5
Pondok Ranji can improve their vocabulary and help them to remember about
noun, verb, adjective, and adverb easily. It is expected to be positive atmosphere
in the classroom. It is also can be an alternative way to keep the students
vocabulary. The Following figure is a kind of vocabulary card:
2.
3.
2. The students
This research expected to encourage the students mastering the English
lesson, the students feel relax and enjoy when they learn English lesson, and
solve their problem in understanding the meaning of word in the sentence,
because the teacher use the suitable technique in teaching. Therefore, the
students can use the vocabulary they have learned in the communication.
3.
to do the better research of teaching and learning cases, and to solve the
students vocabulary problems, and also the teachers that have the similar
problem with this researcher.
CHAPTER II
THEORETICAL FRAMEWORK
A. The Reference of Area Theory and Research Focus
1. The Nature of Vocabulary
a. The General Concept of Vocabulary
Vocabulary cannot be separated from the language; it is important part
of language. Hari Mukti Krida Laksana points out Vocabulary is a component
of a language that maintains all of information about meaning and using word
in language.1 It means that vocabulary is the important part of language,
without vocabulary the language cannot be used to maintain all information in
language. Vocabulary can be defining as sound that expresses a meaning and
forms an independent unit in a language. It can be say that vocabulary is
smallest unit of speech that processes individual meaning to speak and can be
used to interact one another and vocabulary can be say as a group of words on
certain language as a part in teaching-learning in a foreign language.
According to Krashen and Terrell stated in David Nunan book The
status of vocabulary has been considerably enhanced. This has come about
partly as a result of the development of communicative approach in language
teaching.2 On the other word vocabulary has become one of the object of the
research in the methodology of teaching till become as a result of the
development of communicative approach.
Vocabulary should be taught especially for foreign language teachinglearning activity; because even the students have mastered grammatical form
they could not the communication in the foreign language without mastering a
vocabulary. To master a language is not easy because some aspects of language
are not easy to learn, it is impossible to learn a language without mastering
vocabulary.
David Nunan, Language Teaching methodology, (New York: Prentice Hall, 1991),
p.117.
3
10
11
Hall J. Eugene, Grammar for Use, (Bina rupa aksara, Jakarta, 1993), p. 8.
12
or neuter. Instead, they have logical gender, in which the gender of word
depends on the gender of the person or object itself. They have singular and
plural forms ex: boy-boys, woman-women, class-classes, desk, and desks.
Nouns are divided into two general groups countable and uncountable.
Countable noun are things we can count so we can say one banana and two
bananas. Uncountable noun are the things we can not say one rice, two
rices but only one form rice.
Example:
Table 2.1 Countable and Uncountable Noun
Countable Noun
Uncountable Noun
Water, salt
Some song
Some music
A few jobs
A little work
Verb is a word that expresses an action or state of being, and the time of
when it is. From all of the part of speech verb is the most important like the
moving power and the motor of sentence because without it there is no
sentence. Verb also helps you to say exactly what you mean; one verb can
convey a variety meaning. English verb have three principle parts-the present,
past and past participle. With regular verbs, the past and past participle are the
same. With irregular verbs, all three forms may be different.7
Example:
Table 2.2 Kind of Verb
Kind of
To
V1/present
V2/past
V3/past
verb
infinitive
Irregular
To go
Go
Went
Gone
Regular
To work
Work
Worked
Worked
participle
13
Adverb
Busy
Busily
Slow
Slowly
14
a.
b.
c.
d.
e.
f.
Provide experiences that are not obtained with other ways as well as
10
Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense,
skripsi, (Jakarta : FITK UIN, 2006), p. 11.
11
Paul Nations, New ways in Teaching Vocabulary, (Alexandria: TESOL, 1994), p. 20.
15
12
16
Back side
Noun
Drawing
2.
3.
4.
Gambar, penarikan
Verb
Draw, drew, drawn
Menggambar, menarik,
mengambilkan
Drawn
Dreadfully
Sangat
Adjective
Adverb
(adj.)
Car
Light
Mobil
Terang
(v.)
(adv.)
Dengan benar
Mengemudi
Break, broke, broken
How
Memecahkan
Bagaimana
17
13
Ruth Gairns and Stuart Redman, Working With words, a guide To Teaching and
learning Vocabulary, (Cambridge: Cambridge University Press, 1991), pp.73-74.
18
2.
3.
4.
5.
6.
by student groups, lass, or both. The examples presented here is a) the puzzle
game cross, b) a game to train the structure (sentence patterns), c) game to train
the vocabulary, d) a game to practice reading and answer questions in writing,
e) a game to train hearing to distinguish and identify the words.
Visual elements are a major part of the design of vocabulary card. A
visual vocabulary is a way to improve and add to the messaging that is
contained in students mind. These elements should be used consistently. These
are the several advantages over use of a vocabulary card14:
It is simple to make.
The students write themselves their vocabulary card and it can improve
their vocabulary.
14
19
The students also can refresh the past vocabulary from this card.
If you want to focus on vocabulary exercises, you can write the word on
one side of the card and the definition on the back.
Needs more preparation for the teacher for time allocation, such as time
to make a vocabulary card by the students
The more complex the information is, the more likely the learners are to
misinterpret it.
20
030111
21
: Vocabulary Review
Skills
: Speaking, Listening
Level
: Intermediate-advanced
Class Time
: 30 minutes
Preparation
Directions
fewer than ten students, you could play together--just pair students and
have each pair be a team.) Give each group a set of vocabulary cards.
Instruct students to place the cards face down in the center of the group.
Play begins by one student choosing a card and providing an oral
definition. No gesturing or spelling is allowed. The person who answers
with the word on the card gets to keep the card. Play continues clockwise.
If a student does not know a vocabulary word, the card is returned to the
16
Paul Nation, New ways in Teaching Vocabulary, (Virginia: TESOL, 1994), p. 201.
22
middle of the deck and the student forfeits his/her turn. Play continues
until all of the cards have been defined. The winner is the person with the
most cards.
The positive effects of vocabulary teaching are that it can provide help
when learners feel it is most needed. This is particularly true for
vocabulary teaching that occurs in the on text of message-focused
activities involving listening, speaking, reading and writing, and where the
teaching deals with items that learners see as being very relevant for the
activity. Table 1 lists ways of quickly dealing with words. The small
amount of research on such teaching indicates that it has a strong effect on
vocabulary learning. The first decision to make when teaching a word is to
decide whether the word is worth spending time on or not. If the word is a
low frequency word and is not a useful technical word and not one that is
particularly useful for the learners, it should be dealt with as quickly as
possible. Usually when words come up in the context of a reading or
listening text, or of learners need a word or phrase when speaking or
writing, they need quick help which does not interrupt the activity too
much. Sometimes however a teacher may want to spend time on a word. In
general, time should be spent on high frequency words or words that fill a
language need that the learners have. When deciding how to spend time on
a word, it is useful to consider the learning burden of the word.
D. Relevant Study
The research about flash card has done by Rasibah that was The
Effectiveness of Using Flash Card in Teaching Simple Past Tense.17 This
research explains about the application of Flash Card in teaching Simple Past
Tense. She conducted the observation started on April 3rd, 2006 to Mei 1st, 2006.
She used flash card to teach the simple past tense in order to find the effectiveness
17
Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense,
skripsi, (Jakarta : FITK UIN, 2006).
23
the students understanding simple past tense, because by using this technique is
more effective to teach simple past tense than just teaching past tense by
presentation only. In fact, the result of analysis of interpretation of the data shows
that teaching simple past tense is probably more effective by using flash card it
can be seen from the result of the test.
By using flash card the similar card with vocabulary card, the researcher
hopes that the students will be interested in grammar, and then it is easier for the
researcher to transfer her knowledge to the students. This is suitable such as what
the researcher does to her research.
24
vocabulary. So, the more teachers use vocabulary card the more vocabulary
students will have.
F. Action Hypothesis
Action hypothesis is proposed in this research has a formula as follows: by
using vocabulary card in teaching vocabulary in English lesson can improve
students Vocabulary and understanding of noun, verb, adjective and adverb and
improve students vocabulary at the first grade students of MTs. Nurul Falah
Pondok Ranji Ciputat.
CHAPTER III
RESEARCH METHODOLOGY
A. The Purpose of the Research
The purpose of the research is to know whether vocabulary card can improve
the students vocabulary of English lesson. In addition, the researcher hopes that
this writing will be useful especially for herself in improving her English
vocabulary and in general for English students and teachers at that school, as well.
25
26
F.
27
Figure 3.1: Action Research Spiral, Model from Kemmis & Taggart (1988)3
28
29
2. Acting Phase
The acting phase in the principle is a realization from an act which has
been planned before such as what the strategy used, what material be taught
and others.4Acting phase is the phase where both the researcher and the
teacher collaborate to carry out the planned action. The teacher uses the
determined strategy as she is teaching while the researcher observes the class
condition during teaching learning activity.
In this phase it begins the process of going more deeply into the issue
being researched, it takes two weeks within two cycles in which each cycle
consists of two meetings in action it is according to Arikunto that the acting
phase should be implemented at least two cycles continuously and the time
period for each cycle depends on the material needs that existed in the
semester or annual program designed by the teacher.5
3. Observing Phase
In this phase, the researcher and the teacher collaboratively to write all
events which is happen in the class, and also carries out observation toward
implementation of the action using field note or unstructured observation
sheet. The researcher observed the outcomes of the intervention and
reflecting on its effectiveness. When observing, the observer should notice
and note all of activities in the physical classroom. It may be about the
teachers performance, class situation, students response, etc. In this phase, it
also collects the data derived from evaluation or post-test.
4. Reflecting Phase
This phase is aimed to reflect or evaluation from three phase before, it is
done based on data that have been collected to hold evaluation for completing
the next cycle. Thus, the reflection is able to be determined after
implementing the action and observation outcomes. If there still might have
found some problems, it needs to move to the next cycle until it solve.
30
Preliminary Study
1. Observing the class
3. Interviewing the English teacher
2. Giving questionnaire to the student
4. Carry out Pretest
Planning
1. Deciding kind of text & making lesson plan with the
collaborator.
2. Preparing model of vocabulary card using different variety.
3. Preparing materials & students worksheet.
4. Preparing instrument of post test 1
5. Setting criteria of success.
Acting
Reflecting
1. Analyzing the collecting data.
2. Determining the criteria of success.
Observing
Observing teaching learning process
Conclusion and
Suggestion
Success
Continue to the
next Cycle
Fail
Figure 3.2: The phases of Classroom Action Research modified by the researcher
31
H.
vocabulary card, they are: first, vocabulary card is expected to improve students
vocabulary in learning English lesson and they will be interested to remember their
English vocabulary. Second, it can improving students memory in English. The
last, it can make students pass the minimum mastery criterion (KKM-60) by
improving their scores in pre-test up to post-test II.
I.
J.
observation by using:
1. Observations: is a technique for collecting data about researcher and
students activities in teaching and learning process. Then observation
sheet is given based on reality in the classroom, the type of observation
which is used in this research is direct observation.
2. Interview: used to get data about implementation of CAR to the teacher.
3. Questionnaire: it conducted both before and after implementing CAR.
4. Test: is used for getting data of research result and students activities in
teaching learning. There are two tests used in this research as follows:
a. Pre-test is done before implementing the CAR.
b. Post-test is implemented after implementing the CAR.
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127.
32
K.
b. Interview
The researcher asks the teacher to know students difficulties in English
vocabulary, students condition involving in English class activity, and the
vocabulary card strategies used by the teacher in teaching English
vocabulary.
c. Test
The test used in this research is pre-test and post-test. The pre-test was
done before implementing vocabulary card. It is to measure students
vocabulary comprehension at first. Meanwhile, the post-test is implemented
after using vocabulary card. In this research, the test was done in form of
multiple choices. The test is held on the end of every cycle.
132.
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 127-
33
entire data which have gained. In analyzing the numerical data, first the researcher
tries to get the average of students vocabulary score per action within one cycle.
It is used to know how well students score as a whole on vocabulary skill. It uses
the formula:8
_
x
X =
n
_
X : mean
x : individual score
n : number of students
Second, the researcher tries to get the class percentage which pass the
minimal mastery level criterion (KKM) considering English subject gains score
60 (sixty) which is adapted from the school agreement at MTs. Nurul Falah. It
uses the formula:9
F
P = X 100%
N
34
M. Trustworthiness of Research
To analyze the examined test items, the researcher implements the
trustworthiness of the test. There are some phases including:
1. Validity of Data
Validity is one of the essential requirements of good educational testing
which can represent an acceptable action research. In other words validity is
the most requirements for instrument of evaluation. Arthur Hughes stated that
a test is said to be valid if it accurately what it is intended to measure.11 It
means that a test can be said valid if the test measures what it will be
measured. Terminologically, in Indonesia valid is shahih. Validity is not
an absolute feature from technique evaluation. It is a relative feature for a
purpose which will be reached by the test maker. Validity should be
determined by the purpose will be reached by using test. Therefore validity
10
35
2. Discriminating Power
The analysis of discriminating power of test items is to know the
performance of the test through distinguishing students who have high
12
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey:
Merril Prentice Hall, 2003), p. 84.
13
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, p. 84.
14
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, p. 84.
15
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey:
Merril Prentice Hall, 2003), p. 85.
36
REMARK
0.6 1.0
Very good
0.4 0.6
Good
0.1 0.3
Ok
-1 0.0
Bad
3. Difficulty Item
The difficulty item analysis concerns with the proportion of comparing
students who answer correctly with all of students who follow the test. Item
difficulty is how easy or difficult an item is form the viewpoint of the group
16
37
of students or examinees taking the test of which that item is a part. The
formula as following:19
R
P =
T
In which, P : Index of difficulty
R : The total number of students who selected the correct answer
T : The total number of students including upper and lower
group
19
CHAPTER IV
RESEARCH FINDINGS
A.
38
39
a.
40
41
The first category was the students response about teachinglearning process in learning English vocabulary. The result showed 90
% students were motivated in the teaching-learning process. Next item
is students understanding about English lesson, shows that 46.6 % of
the students understood the teachers explanation. It means that most of
the student FIRST grade of MTs. Nurul Falah like English vocabulary
lesson, even though they didnt mastery English vocabulary yet.4
The Second category is the result of students vocabulary
achievement. 53.3 % of the students were not satisfied with their score
in vocabulary. So, most of the student were not satisfied in their score is
bigger than those who werent. Then, only 33.3 % students could
answer the teachers questions about vocabulary material. It can be
drawn that most of the student hadnt reached a good score which
passed minimum mastery criterion (KKM).
The Last category asks the solution of the problem in vocabulary
learning. For the first item, there were so many students who didnt ask
their teacher if they had difficulties, its about 76.6 %. It was indicated
that the student were not actively involved in the teaching-learning
process and they were shy and not interested in the lesson, then do not
ask their difficulty in understanding the materials. Second item, 53.3 %
students said that their teacher didnt implement the suitable technique
to solve difficulties in learning vocabulary. It can be predicted that
technique used by the teacher was not really appropriate and could not
solve their problems in learning vocabulary mostly. After that, most
student answer that their teachers technique couldnt help students
memorize vocabulary easily and get the new vocabulary, its about 56.6
% of the student. It means that most of them thought the used technique
could not help them transferring the given words to their long term
memory and getting the new vocabulary. Next item, 80 % students said
that their teacher gave exercise to develop students ability in
4
Appendix 3b.
42
c.
43
Table 4.1
Students grade in pre-test
Respondents
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
MEAN
*student who passed the KKM
students answer sheets
Pre-Test
62*
63*
37
59
63*
33
51
56
50
33
47
56
76*
50
45
51
54
39
62*
50
54
56
42
50
36
39
42
31
48
53
49.6
the scores are processed from
44
_ = 49.6
X
Then, to the percentage of students who passed the KKM score, the
researcher used the following formula:
F
x 100%
N
5x100%
30
16.6%
Based on the result of the pre test, the data showed that the mean
score of pretest is 49.6. There were only five students or 16.6% of the
students who got the score above the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM) meanwhile the other 25 students
were below that criterion. From that analyzing, it could be seen that
almost of first grade of MTs. Nurul Falah students vocabulary was still
very low.
45
Planning
The researcher collaborated with her collaborator (in this case is the
46
collect the data; to know there are some students improvement scores
from pre-test to post-test.
Next, the researcher and collaborator determined the criteria of
success. The criteria of success were 75% of the students vocabulary
score achieved the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) of English (60.0) or above and 75% of students
participated in English vocabulary class. Besides, the researcher
prepared the instruments for the research such as: posttest 1,
observation checklist, and camera to take a picture of the action. And
here are the summary of the researcher steps in planning phase:
1) Decide the kind of text.
2) Making lesson plan with the collaborator6
3) Preparing model of vocabulary card using different variety.
4) Preparing materials (taken from the English text book) and media
(paper, card, marker colors).
5) Preparing student worksheet.7
6) Preparing the instrument (posttest 1 and observational note).8
7) Determining the criteria of success with the collaborator (75% of
30 students or 22 students achieve the Minimum Mastery Criterion
Kriteria Ketuntasan Minimal (KKM) of English 60 or above).
b.
Acting
The action of the first cycle was done on March and April 28th, 31st
and 4th 2011. The researcher implemented the teaching learning process
based on the lesson plan had been made. In the first meeting, before
involving students in vocabulary card technique, the researcher act as
teacher and she done based on the lesson plan before, the researcher
gave the hand out to students and asked to listen to what the teacher
read, next the researcher asked students to read the material, then asked
6
47
48
8) Asked the students to keep their vocabulary card and retain their
vocabulary by keep their memory through vocabulary card.
Third Meeting (Monday, March 4th 2011 at 13.45 am 15.00 p m)
1) Reviewed the material and student homework.
2) Teacher made them a group of four and introduced them about the
game not belong and asked them to be active in the game. This
game function to measure their vocabulary related to noun, verb,
adjective and adverb.
3) Give students a worksheet and asked them to do the task with their
partner.
c.
Observing
In this phase, the researcher observed the students participation in
49
In the third meeting, the observer watched the class was in a good
condition, but there still had a problem because there is a student who
forgot to bring their vocabulary card then disturbed the other friends to
follow the activity given. But outside of the problem the class could
understand the lesson. It could be seen from their scores from the
worksheet given.
The next is collecting data or materials for the post test 1. The
result of post test showed the mean score of the class increased to 58.0
in which there were 18 students who passed the Minimum Mastery
Criterion or KKM 60.9 The detail result of instruments used in the first
cycle can be seen below:
1)
researcher needs to calculate the mean score. The mean score derived
from the following formula:
_
x
X =
n
_ 1740
X =
30
_ = 58
X
Then, the researcher calculated the class percentage thats passed
the Minimum Mastery Criterion, using the following formula:
F
x 100%
N
18x100%
30
P = 60 %
9
50
Students name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
MEAN
60
50
40
Post-Test Score
65*
70*
40
55
65*
40
60*
75*
60*
35
50
70*
80*
60*
60*
60*
55
65*
65*
55
60*
65*
65*
50
40
55
45
60*
60*
55
58
Preliminary Study
Preliminary
Study
Cycle 1
Cycle 1
Figure 4.1. The Students Improvement in Vocabulary Score in the 1st Cycle
51
The data showed that the mean score of posttest 1 was 58.0. There
were eighteen students or 60 % of the students who got the score above
the Minimum Mastery Criterion, meanwhile the other 12 students were
below that criterion. It implied that the first criterion has not fulfilled.
Based on the result of the students vocabulary achievement in the
cycle 1, there was an increase of students mean score from the
students vocabulary achievement on the preliminary study to the
students vocabulary achievement on the first cycle. It was from
preliminary study mean score from the mean class 49.6 increased to
58.0 or from 5 students who passed the score above the Minimum
Mastery Criterion to 18 students. That means that there was 16.9 % of
mean score improvement. The improvement percentage derived from
the formula: 10
y1 y
100%
y
P=
58.0 49.6
100%
49.6
P = 16.9 %
d.
Reflecting
In this phase is discussing the result of the action. The researcher
and her collaborator talked about the result of the action. Based on the
analysis of the students vocabulary score in post test 1 have not
achieved the criteria of success that 75% of students must achieve the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). It
can be seen that only 60 % of the students who got the score above the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). So,
52
e.
53
vocabulary card and it make the other student disturbed because her or
his friend borrowed their vocabulary card for the example for them and
it make the activity given by the teacher delayed. Because of this
problem the teacher should remain the students to bring their
vocabulary card in every meeting.
Third revision was on the explanation about the materials. In this
case is the explanation on several parts of speech such as noun, verb,
adjective and adverb. The teacher should give the explanation clearly
and slowly to make a students understand about them and always repeat
and check their understanding in beginning or the end of the lesson.
The last, the students had to bring dictionary, in order to help them
to find out the meaning of word as their learning source except the
teacher.
Collaboration with the teacher, the researcher concludes some
revisions for the first cycle to move to the next cycle, they are:
1) The teacher should give the clear explanation on how to make a
vocabulary card and slowly.
2) Remain the students to bring their vocabulary card in every
meeting.
3) Giving brief explanation about part of speech: noun, verb, adjective
and adverb slowly and clearly.
4)
Planning
The researcher collaborated with her collaborator (in this case is the
54
and exercises into lesson plan. Based on syllabus, there are some kinds
of text on this term, as follows: narrative, descriptive and procedure.
Procedure text was chosen as the text to be delivered for students. That
was only discussing some vocabulary that consists of part of speech
especially noun, verb, adjective and adverb. In the lesson plan, there
were some sentences to identify part of speech.
Besides of making lesson plan, the researcher also prepared
observation sheet to observe the students and researchers activities in
teaching learning process whether it was in line with the lesson plan had
made before or not. And the researcher also prepared the post test 1 to
collect the data; to know there are some students improvement scores
from pre-test to post-test.
b.
Acting
The action of the Second cycle was done on April 11st, 14th and 18th
55
56
3) Give students a worksheet and asked them to do the task with their
partner.
c.
Observing
As in the first cycle, the researcher observed the students
xi
n
1990
30
X 66.3
Then, the calculation of class percentage about the students who
passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM):
F
x 100%
N
57
26
x 100%
30
86.6%
Finally, the calculation of the improvement percentage is gained
from the following formula:
P=
y2 y
100%
y
66.3 49.6
100%
49.6
33.6%
Based on the result of the students vocabulary score, there was
better improvement of students average score from the students
vocabulary achievement in the preliminary study to the students
vocabulary in the second cycle. The mean score of the pretest in the
preliminary study was 16.6% and the mean score of the students
writing on the second cycle was 60 %. Means that there was 16.7 points
or 33.6% of average score improvement. The students vocabulary
improvement from the first cycle to the second cycle recapped in the
following chart:
80
60
40
Cycle 2
20
Cycle 1
Cycle 1
Cycle 2
58
d.
Reflecting
59
It started at 12.00 p.m. and finished at 12.30 p.m. In this case, the
researcher divided into three criteria of questions. First criterion talked
about the general condition in class during implementing the action. It
was found that the students condition were better than before. In this
phase, they looked interested in the lesson; enjoy following the lesson
and feeling easier to remember vocabulary by using vocabulary card
technique. The students participation was good because the activity in
the classroom involved the students.
Second criterion was about the problem and its solution in
implementing vocabulary card technique during implementing the
action. There were some students do not bring their vocabulary card in
the English class while doing a research. The researcher discuss with
the teacher to solve the problems, and after the discussion finally the
problem solving by giving a punishment to the students who do not
obey the rule such as do not bring their last vocabulary card and
dictionary minimally 1 for two person.
The last criterion is about the opinion of vocabulary card technique.
It was said that vocabulary card was a good technique to solve students
vocabulary problem and retain their last vocabulary. It could be an
effective way to help the students vocabulary. Vocabulary card could
be an alternative strategy and motivate the English teacher to use it.
(See appendix 2b for detail result of interview).
From the description above, it could be drawn the general
conclusion from the post interview that the teacher gave a positive
response about the implementation of vocabulary card technique.
b.
60
61
B.
62
1. Data of Observation
The data gained from first observation before classroom action research
(CAR) and during the CAR. Based on the result of the students
participation during the teaching and learning process of English vocabulary
class through observation note, in observation before CAR it was the
technique given by a teacher in teaching vocabulary is not interested for
students, the teacher just giving a list of vocabulary and asked them to
memorize individually then students could not memorize the vocabulary
easily. This problem affect to another problem of students proficiency in
the skills of English such as their listening, speaking, reading and writing
ability, if the students had a little vocabulary they could not speak fluently,
or do not understand while listening English and many others because the
limitation of their vocabulary. Vocabulary is not one of the skills in learning
a language but it is the essential part of language.
However, after the students learning vocabulary through vocabulary
card they feel enjoy and motivated to memorize and learning English. It
seen from their enthusiastic and interested in the lesson whiles the teaching
learning process and the increase of their understanding and memorizing
from their score.
2. Data of Questionnaire
The data from the pre questionnaire revealed that vocabulary was one
of the English sub skill that difficult to master. The students had difficulty in
term of memorizing and keeping their last vocabulary and influenced
another skill. However, after using vocabulary card technique in teaching
vocabulary, the students gave positive responses about that action.
Vocabulary card technique could make the classroom atmosphere more
interesting and make students easier to retain their vocabulary. It because
the application of this technique by playing the game then the students
63
memorizes the vocabulary in enjoys and motivated them to enrich their own
vocabulary.
3. Data of Interview
The data gained from the pre interview with the English teacher
indicated that the students vocabulary was poor because the students had
some difficulty in memorizing the new word and keeping their last
vocabulary. Besides, the students participation in English vocabulary class
was not too active. Therefore, it needed to find the suitable technique in
teaching vocabulary. The researcher suggested implementing vocabulary
card technique as the strategy in teaching vocabulary. After conducting the
action, the English teacher gave positive responses about the action. The
English teacher felt satisfied with the improvement made by the students
focus on vocabulary score. The English teacher also motivated to use
vocabulary card technique because it could facilitate the students in
retaining their vocabulary.
4.
Data of Test
Based on the result of students vocabulary score, it was found out that
the students vocabulary score was improving. It indicated that the use of
vocabulary card technique could increase and motivate them to retain and
enrich their vocabulary. Most of the students gained good scores at the end
of each cycle. The students average score in preliminary study was 49.6 in
the first cycle, and the average score in the first cycle was 58.0 second cycle
was 66.3.
C. The Interpretation of Analysis Result
The overall finding of the research after accomplishing the classroom
action research at MTs. Nurul Falah found the good results from
implementing vocabulary card technique in retaining students vocabulary.
The result of the research through vocabulary card technique indicated
that there was an increase in students vocabulary and motivated the
64
Cycle
1
2
1
2
No
1
2
3
Table 4.4
Data of Research Result
Test
Average
Activities
Pre-test
49.6
Post-test 1
58.0
Post-test II
66.3
Percentage
16.6 %
60 %
86.6 %
65
Next, the chart of analysis students grade from pre-test to post-test II:
70
60
50
40
Cycle 2
30
Cycle 1
Preliminary Study
20
10
0
Preliminary
Study
Cycle 1
Cycle 2
D. Discussion
This part covers the discussion of the teaching vocabulary through
vocabulary card. The discussion is based on how vocabulary card can retain
students vocabulary.
The finding of the research proved that vocabulary card can retain
students vocabulary. It can be seen from the improvement of the students
score. The students average score of pretest was 49.6. After the
implementation of vocabulary card technique, the average scores of posttest 1
cycle 1 was 58.0. Then, the researcher continued to the second cycle with the
average of posttest 2 were 66.3 or 86.6 % passed The Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) 60 as the criterion of success
determined. Besides, improving the students score, the implementation of
vocabulary card technique got positive responses from students in their
teaching-learning process of vocabulary.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting CAR at first grade of MTs. Nurul Falah school academic
year 2010/2011, it can be concluded that vocabulary card technique can improve
the students vocabulary and can help them to remember and keep their
vocabulary. It can be proved from the following facts.
First, related to the students achievement, there were 86.6% who passed
The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 60 with
the improvement of students mean score from pretest to the posttest of the second
cycle was 33.6%. In the pretest, there were only 5 students who passed the The
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Meanwhile, in
the posttest of cycle one there were 18 students who passed the KKM or 60 %.
Next in the result of posttest in the cycle 2, there gained 26 or 86.6% students who
passed the The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM)
in which their mean score of vocabulary test derived 66.3. So it achieved the
criteria of success. Second, the questionnaire result showed that the
implementation of this technique got positive responses from students in the
teaching-learning process of vocabulary, it could be seen from the mean of pre
questionnaire was 47 %. Then, the mean of post questionnaire was 72.9 %. It
66
67
improved 25. 9 %. Third, the data from the observation showed that the students
were more active and participated in the teaching learning process; it could be
seen from the improvements of the students score in the teaching-learning
process for each meeting. The last, the result of interview with the English
teacher showed that the teacher gave positive responses after the implementation
of vocabulary card in teaching vocabulary since it could be an alternative
technique to be used in teaching vocabulary.
In conclusion, this research was successful in improving the students
vocabulary by using vocabulary card. In addition, the students were more active
and participated in the teaching-learning process of vocabulary. Therefore,
vocabulary card can be alternative strategy for teacher in teaching vocabulary
which can improve and keep their vocabulary.
B. Suggestion
There are some suggestions to offer to the English teachers and the other
researchers based on the research findings.
1. Vocabulary card technique is effective to improve students vocabulary.
2. Vocabulary card can be the alternative to overcome students boredom.
3. This strategy or technique is suggested to the English teacher or other
researcher who want to conduct in similar research or study.
Last, the researcher hopes the result of this research can be used as an
additional reference; there will be a further research with different discussion
which can make a revision within development of this vocabulary card.
68
BIBLIOGRAPHY
69
70
Appendix 1a: Interview for the English teacher in the Preliminary Study
Interview for the English teacher in the Preliminary Study
(Before Classroom Action Research)
A. INTERVIEW GUIDELINESS
1. Apa sajakah kegiatan belajar mengajar bahasa Inggris didalam kelas?
2. Skill dan sub-skill apa yang anda anggap paling sulit dalam pengajaran
bahasa Inggris?
3. Teknik mengajar apa saja yang anda gunakan dalam pengajaran
vocabulary?
4. Aktivitas apa saja yang dilaksanakan dalam proses pengajaran
vocabulary?
5. Media apa yang anda gunakan dalam pengajaran vocabulary?
6. Sarana/fasilitas apa saja yang tersedia di sekolah ini yang mendukung
pembelajaran Bahasa Inggris?
7. Apa kendala dalam pengajaran vocabulary?
8. Bagaimana partisipasi siswa ketika pengajaran vocabulary berlangsung?
9. Tugas apa yang biasa Bapak/Ibu berikan di kelas?
10. Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas VII di
MTs. Nurul Falah?
11. Apakah anda pernah mendengar tehnik pengajaran vocabulary card?
12. Apakah strategi pengajaran vocabulary card efektif diterapkan pada
pengajaran sub-skill vocabulary?
13. Menurut anda, apakah strategi pengajaran vocabulary card dapat
meningkatkan perbendaharaan vocabulary siswa dalam bahasa Inggris?
14. Apakah texts procedure termasuk materi yang sulit?
15. Kelas mana yang memiliki kemampuan menguasai vocabulary yang
rendah?
71
Appendix 1b: The Result of Interview in the Last of Classroom Action Research
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (MTs. Nurul Falah)
Interviewer
Interviewee
Profession
Day, Date
Time
Place
R
: Neaty Muttahidah
: Dinnia Imalia
: English Teacher
:
: 12.00 P.M-12.30 P.M
: Teachers Office
Skill dan sub-skill apa yang anda anggap paling sulit dalam
pengajaran bahasa Inggris?
Mengggunakan kamus.
72
Pernah
Ya.
Interviewee
Neaty Muttahidah
NIM: 106014000413
Dinnia Imalia
NUPTK: 8434766666300002
73
Appendix 2a: Interview for the English Teacher after Classroom Action
Research
A. INTERVIEW GUIDELINESS
1. Bagaimana kemampuan siswa ibu dalam pembelajaran vocabulary setelah
menggunakan tehnik vocabulary card?
2. Bagaimana penguasaan vocabulary siswa setelah menerapkan strategi
vocabulary card?
3. Bagaimana
partisipasi
siswa
ketika
pembelajaran
vocabulary
pendapat
anda,
setelah
melihat
pembelajaran
vocabulary
74
: Researcher
: Teacher
Bagaimana
Interviewer
Interviewee
Profession
Day, Date
Time
Place
: Neaty Muttahidah
: Dinnia Imalia
: English Teacher
:
: 12.00 p.m-12.30 p.m
: Teachers Office
kemampuan
siswa
ibu
dalam
pembelajaran
75
Setelah
mengobservasi
pembelajaran
vocabulary
dengan
card
efektif
diterapkan
pada
pembelajaran
vocabulary?
T
Ya.
Interviewee
Neaty Muttahidah
NIM: 106014000413
Dinnia Imalia
NUPTK: 8434766666300002
76
3
4
5
6
7
8
9
10
Pertanyaan
Ya
Apakah kamu merasa senang ketika mengikuti
pelajaran
bahasa
Inggris
materi
kosakata
(vocabulary)
Apakah kamu dengan mudah memahami materi
kosakata (vocabulary) dalam bahasa Inggris selama
ini
Apakah kamu merasa nilai bahasa Inggris materi
kosakata (vocabulary) selama ini baik
Apakah kamu dapat menjawab pertanyaan yang
diberikan guru mengenai materi yang diajarkan
Apakah kamu sering bertanya kepada guru jika ada
kesulitan dalam materi kosakata (vocabulary)
Apakah kamu merasa teknik yang digunakan guru
dapat mengatasi kesulitanmu dalam menguasai
kosakata (vocabulary) bahasa Inggris
Apakah teknik yang digunakan guru dapat
membantumu memperkaya kosakatamu
Apakah guru sering memberikan latihan untuk
mengembangkan kemampuan kosakata (vocabulary)
Apakah kamu dapat mengerjakan tugas kosakata
(vocabulary) dengan mudah
Apakah kamu merasa kosakata (vocabulary) bahasa
Inggris kamu sudah banyak
1
95.
Tidak
Vivienne Baumfield,, Action Research di Ruang Kelas (London: SAGE, 2008), pp. 93-
77
2.
about
Yes
No
27
90 %
10 %
14
46.6 %
16
53.3 %
14
46.6 %
16
53.3 %
10
33.3 %
20
66.6 %
23.3 %
23
76.6 %
14
46.6 %
16
53.3 %
13
43.3 %
17
56.6 %
24
80 %
20 %
12
40 %
18
60 %
20 %
24
80 %
Mean
Yes
No
Yes
47 %
No
53 %
78
No
Pertanyaan
1
Apakah kamu merasa senang ketika mempelajari
kosakata Bahasa Inggris menggunakan vocabulary card
2
Apakah kamu merasa belajar kosakata dengan lebih baik
menggunakan vocabulary card
3
Apakah kamu merasa termotivasi belajar kosakata dalam
KBM dengan menerapkan vocabulary card
4
Apakah kamu merasa kalau vocabulary card cocok
diterapkan dalam belajar kosakata Bahasa Inggris
5
Apakah kamu lebih mudah memahami kosakata B.Inggris
dengan menggunakan vocabulary card
6
Apakah kamu menyukai pembelajaran kosakata B.Inggris
dengan vocabulary card
7
Apakah kamu merasa vocabulary card dapat
membantumu
untuk
mengembangkan
perbendaharaan/memperkaya kosakata kamu
8
Apakah kamu merasa vocabulary card dapat
memecahkan masalah kamu dalam belajar kosakata
B.Inggris
9
Apakah pembelajaran dengan menggunakan vocabulary
card mempermudah cara belajar kamu
10 Apakah kamu merasa lebih mudah mengingat kosakata
baru dan kosakata yang telah kamu miliki, ketika belajar
Ya
Tidak
79
11
12
13
14
15
80
A.
The
students
response
teaching-learning process
about
NO.
1
The students were satisfied in the
teaching-learning
process
through
vocabulary card
3
The students were motivated learning
vocabulary through vocabulary card
14 The students could learn vocabulary
better through vocabulary card than the
usual learning
B
The result of the students vocabulary
learning activity
7
The students were helped in enriching
their vocabularies through vocabulary
card
8
The students felt that vocabulary card
can solve their vocabulary problems
11 The students could do the vocabulary
task easily by using vocabulary card
13 The students score were increase after
then
15 The students vocabulary were enriched
by vocabulary card
C
The solution of the problems in
vocabulary
12 The teacher gave opportunity to ask
their difficulties
D
Students
Response
about
Vocabulary card
2
The students feel better in learning
vocabulary through vocabulary card
4
Vocabulary card is suitable to be
implied in teaching-learning vocabulary
Yes
No
30
100 %
0%
20
66. 6 %
10
33. 3 %
18
60 %
12
40 %
Yes
No
23
76. 6 %
23. 3 %
16
53. 3 %
14
46. 6 %
17
56. 6 %
13
43. 3 %
21
70 %
30 %
24
80 %
20 %
Yes
16
53. 3 %
No
14
Yes
46. 6 %
No
24
80 %
20 %
26
86. 6 %
13. 3 %
81
5
6
9
10
20
66. 6 %
10
33. 3 %
23
76. 6 %
23. 3 %
30
100 %
0%
20
66. 6 %
10
33. 3 %
72.9 %
27.1 %
82
83
b. Adjective
d. Adverb
12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
13. Dont forget to garnish the fried rice with cucumber, lettuce and tomato.
Kata garnish termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
14. Drink a glass of hot milk. Next, youll fell so sleepy.
a. Noun
c. Verb
b. Adjective
d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
17. Heat the oil in a frying pan. Kata pan termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs.
Wono termasuk jenis kata
a. Noun
b. Verb
b. Adjective
d. Adverb
19. Fry the spices until aromatic. Kata spices termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
20. At twelve oclock, you must cook rice for lunch. Kata oclock termasuk
jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
B. Complete the sentences below with the appropriate words from the list
Steps
Lay
Hot
Lately
Tell
Novel
Read
easy
Easily
Much
How to fall sleep easily
It is easy to fall asleep (1) ________. Follow these (2) __________, First (3)
_________ your body down in a comfortable sofa. Then, (4)__________
something that entrain you. After that, drink a glass of (5) _________milk. Next,
youll fell so sleepy.
Yuning
: Im hardly to sleep (6)________, Solah. Can you help me?
Solah
: Well, actually too (7)________ sleeping is not very good also.
But, you know its (8)________ to fall asleep soon.
Yuning
: Yes. (9)______me how.
Solah
: Just read a (10) ________or magazine that you interested in than
you will so sleepy.
Yuning
: Thanks Solah. Thats very helpful. Ill try.
84
85
Students
number
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
MEAN
Pre-Test Score
62*
63*
37
59
63*
33
51
56
50
33
47
56
76*
50
45
51
54
39
62*
50
54
56
42
50
36
39
42
31
48
53
49.6
86
Appendix 6a: Test Instrument and Answer Key in Cycle 1 (Post test 1)
Name
:
Class /Program :
minutes
Day, Date
Time
:
: 40
Saying Basmalah
A. Choose the most appropriate answer!
1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
2. Dont forget to garnish the fried rice with cucumber, lettuce and tomato.
Kata garnish termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
3. Heat the oil in a frying pan. Kata pan termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
4. Drink a glass of hot milk. Next, youll fell so sleepy.
a. Noun
c. Verb
b. Adjective
d. Adverb
5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs.
Wono termasuk jenis kata
a. Noun
b. Verb
b. Adjective
d. Adverb
7. Fry the spices until aromatic. Kata spices termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
8. At twelve oclock, you must cook rice for lunch. Kata oclock termasuk
jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata
plate termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata
87
a. Noun
c. Verb
b. Adjective
d. Adverb
11. Then, pour the eggs and green peas. Kata pour bermakna
a. Campurkan
c. Dicampur
b. Tuangkan
d. Campuran
12. After that, pour the ground garlic, pepper and salt, adds a spoonful of
oyster sauce. Kata salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs
bermakna
a. Daging
c. Bakso
b. Sate
d. Pentol
14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs,
leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper
and salt, and a spoonful of oyster sauce. Kata frozen bermakna
a. Yang didinginkan
c. Yang dibekukan
b. Yang direndam
d. Yang disimpan
15. Chop up the leeks into very small pieces. Kata leeks bermakna
a. Bawang merah
c. Daun bawang
b. Bawang putih
d. Bawang Bombay
16. How to make it. kata how bermakna
a. Apa
c. kapan
b. Bagaimana
d. Dimana
17. Put the leeks into the mixture and plate of rice. Kata plate of rice
bermakna
a. Piring
c. Sepiring nasi
b. Nasi
d. Semangkuk nasi
18. Grind together garlic, pepper and salt. Kata Grind bermakna
a. Uleg
c. Cincang
b. Campurkan
d. Tambahkan
19. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur
c. Ayam
b. Daging
d. Bebek
20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata
stir bermakna
a. Membuat
c. Diaduk
b. Mengadoni
d. Aduk
Do Your Best!!!
88
89
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Students name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
MEAN
Post-Test Score
65*
70*
40
55
65*
40
60*
75*
60*
35
50
70*
80*
60*
60*
60*
55
65*
65*
55
60*
65*
65*
50
40
55
45
60*
60*
55
58
90
Appendix 7a: Test Instrument and Answer Key in Cycle 2 (Post test 2)
Name
:
Day, Date
:
Class /Program :
Time
: 40
minutes
Saying Basmalah
A. Choose the best answer according to what you have learned.
1. First, make sure that the car is neutral, now, start the engine. Kata neutral
bermakna
a. Bersih
b. Netral
2.
3.
7.
c. Rem kaki
d. Rem tangan
Thats right. Press it down, but dont put your other foot on the
accelerator yet.. Kata Press bermakna
a. Tarik
c. Dorong
b. Tekan
d. Ambil
Helen : And should I press it down?. Kata down bermakna
a. Kedepan
b. Keatas
8.
c. Sedang
d. Belajar
6.
c. Stir
d. Kunci
Helen wants to learn how to drive a car to get a driving license. She
learns how to drive a car with Andri. Kata wants bermakna
a. Ingin
b. Akan
5.
c. Bagaimana
d. Dimana
4.
c. Menyala
d. Mati
c. Kedalam
d. Kesamping
Yes. Remember, dont take your foot off the clutch before youve
pressed the accelerator lightly. Kata lightly bermakna
a. Dengan baik
b. Pelan
c. Kencang
d. dengan benar
91
Ive put it into gear. Oh! The car has stopped!. Kata gear bermakna
a. Kopling
c. Gigi
b. Gas
d. Rem tangan
10. OK. And now, what should I do?. Kata do bermakna
9.
a. Lakukan
b. Tekan
c. Injak
d. Tarik
11. Put your foot on the clutch. Kata clutch termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
12. Thats right. Press it down, but dont put your other foot on the
accelerator yet.. Kata other termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
15. Yes. Remember, dont take your foot off the clutch before youve
pressed the accelerator lightly. Kata take termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb,
adjective and adverb) see the example below!
NO.
1
2
3
4
5
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
Engine
Key
First
Foot
Driving license
Learn
Start
Do
Take off
Clutch
Stopped
Sure
Accelerator
Right
Left
Gear
Yet
How
Now
Lightly
Gear
Yet
Foot
Engine
Car
Do Your Best!!!
(Noun)
92
B.
NO.
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
Engine
Key
First
Foot
Driving license
Noun
Learn
Start
Do
Take off
Clutch
Verb
Stopped
Sure
Accelerator
Right
Left
Adjective
Gear
Yet
How
Now
Lightly
Adverb
Gear
Yet
Foot
Engine
Car
Noun
93
Students name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
MEAN
Post-Test Score
70*
80*
50
60*
70*
55
80*
80*
85*
55
60*
80*
90*
65*
65*
65*
65*
65*
65*
60*
60*
65*
65*
70*
55
60*
60*
60*
70*
60*
66.3
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Students
10
11
12
13
14
15
16
17
18
19
20
SCORE
Student 1
65
Student 2
70
Student 3
40
Student 4
55
Student 5
65
Student 6
40
Student 7
60
Student 8
75
Student 9
60
Student 10
35
Student 11
50
Student 12
70
Student 13
80
Student 14
60
Student 15
60
Student 16
60
Student 17
55
Student 18
65
Student 19
65
91
20
21
22
23
24
25
26
27
28
29
30
Student 20
55
Student 21
60
Student 22
65
Student 23
65
Student 24
50
Student 25
40
Student 26
55
Student 27
45
Student 28
60
Student 29
60
Student 30
55
21
24
10
16
10
18
27
29
19
24
29
30
16
30
16
1740
92
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
NILAI
Student 1
Student 2
62
63
Student 3
37
Student 4
Student 5
59
63
Student 6
33
Student 7
51
Student 8
56
Student 9
50
Student 10
33
Student 11
47
Student 12
56
Student 13
76
Student 14
50
Student 15
45
Student 16
51
Student 17
54
Student 18
39
Student 19
62
Student 20
50
Student 21
54
Student 22
56
93
Student 23
42
Student 24
50
Student 25
36
Student 26
39
Student 27
42
Student 28
31
Student 29
48
Student 30
53
28
27
28
18
21
10
11
15
13
28
29
28
29
28
28
1488
94
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Students
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
0
1
1
1
0
1
1
1
0
1
1
1
1
1
1
1
1
3
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
0
1
4
1
1
1
0
1
0
1
1
1
0
0
1
1
1
1
1
0
0
0
5
1
1
1
0
1
0
1
1
1
1
1
1
1
1
1
1
1
1
0
6
0
1
1
0
0
1
1
0
1
0
0
1
1
0
0
0
0
0
1
7
1
1
0
0
1
0
1
0
0
0
1
1
1
1
1
1
0
0
0
8
0
1
0
0
0
1
0
1
0
1
1
1
1
0
0
0
1
0
0
9
1
1
1
1
0
0
1
1
1
1
1
1
1
0
0
0
1
0
1
10
0
0
1
0
1
1
0
0
1
0
0
0
1
0
0
0
0
0
0
11
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
1
0
12
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
13
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
14
1
0
1
1
1
1
1
1
1
0
1
0
0
1
1
1
1
1
0
15
1
1
0
1
0
1
1
1
1
0
1
1
1
0
0
0
1
1
1
16
1
1
0
1
1
1
1
1
1
0
0
1
1
1
1
1
1
1
1
17
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
18
0
1
0
0
0
0
1
1
1
0
1
1
1
0
0
0
0
1
1
19
1
1
0
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
20
0
0
0
1
1
0
1
1
1
0
0
0
1
1
1
1
0
1
1
SCORE
70
80
50
60
70
55
80
80
85
55
60
80
90
65
65
65
65
65
65
95
20
21
22
23
24
25
26
27
28
29
30
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
1
1
1
1
1
1
0
1
1
1
1
29
0
1
1
1
1
0
1
0
1
1
1
24
1
1
1
0
1
1
1
1
0
1
1
26
0
0
0
1
0
0
0
0
0
0
1
14
1
0
0
1
1
1
1
1
1
0
0
23
0
0
1
0
0
1
0
0
0
0
0
10
1
0
0
0
1
1
1
1
0
0
0
15
1
1
0
1
0
0
0
0
0
0
1
12
1
1
1
0
1
1
1
1
0
1
1
22
0
0
0
1
0
1
0
0
0
1
0
8
1
0
0
1
1
1
0
0
1
1
0
8
0
1
1
1
1
1
1
1
1
1
0
27
0
1
1
1
1
1
1
1
1
1
1
29
0
1
0
1
1
0
0
0
1
1
0
19
1
1
1
1
1
1
1
1
1
1
1
24
1
1
1
1
1
0
1
1
1
1
1
26
1
1
1
0
1
0
1
1
1
1
1
27
1
0
1
0
0
0
0
1
1
0
1
14
1
1
1
1
1
0
1
1
1
1
1
27
0
0
1
0
0
0
1
0
0
1
0
14
60
60
65
65
70
55
60
60
60
70
60
1990
96
97
GROUP
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
: 30 siswa
: 9 siswa
PILIHAN
B
C
9
8
1
2
1
8
7
9
8
7
6
3
6
1
2
1
4
0
6
3
2
1
2
7
4
4
1
2
3
3
2
6
1
6
2
5
3
2
1
3
2
DES
(UG-LG)
/9
0. 11
(OK)
0. 11
(OK)
0. 11
(OK)
0. 11
(OK)
0. 44
(GOOD)
0. 33
(OK)
0. 11
(OK)
0. 33
(OK)
0. 33
(OK)
0. 11
(OK)
0. 55
(GOOD)
0. 44
(GOOD)
0. 22
(OK)
0. 11
(OK)
0. 11
(OK)
DIF
(UG+LG)
/18
94. 4 %
(LOW)
83. 3 %
(LOW)
94. 4 %
(LOW)
16. 6 %
(HIGH)
22. 2 %
(HIGH)
50 %
(MED.)
16. 6 %
(HIGH)
61. 1 %
(MED.)
27. 7 %
(HIGH)
27. 7 %
(HIGH)
38. 8 %
(MED.)
44. 4 %
(MED.)
44. 4 %
(MED.)
16. 6 %
(HIGH)
27. 7 %
(HIGH)
REMARK
USED
USED
USED
USED
USED
REVISED
USED
REVISED
USED
USED
USED
USED
USED
USED
USED
98
16
17
18
19
20
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
3
1
6
1
2
1
2
1
2
0
0. 22
(OK)
0. 55
(GOOD)
0. 11
(OK)
0. 11
(OK)
0. 22
(OK)
22. 2 %
(HIGH)
38. 8%
(MED.)
16. 6 %
(HIGH)
16. 6 %
(HIGH)
1. 1 %
(HIGH)
USED
USED
USED
USED
USED
Right Answer
PEDOMAN PENILAIAN
DESCRIMINATION
-1 0,0
0,1 0,3
0,4 0,6
0,6 1,0
BAD
OK
GOOD
VERY GOOD
0% - 30 %
HIGH
DROPPED
USED
USED
USED
DIFFICULTY
30 % - 79%
MEDIUM
DROPPED
REVISED
USED
USED
80% - 100%
LOW
DROPPED
USED
USED
USED
REVISED:
6.
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster
sauce. Kata salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
Grind together garlic, pepper and salt. Kata salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
99
GROUP
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
1
8
7
9
8
7
3
7
1
4
6
8
1
2
0
2
1
8
4
7
5
7
4
3
7
1
: 30 siswa
: 9 siswa
PILIHAN
B
C
9
8
1
2
1
2
0
1
6
9
5
3
1
2
6
2
2
2
2
2
4
2
5
4
1
1
9
5
1
6
4
1
2
3
2
2
0
3
1
3
2
1
2
1
1
7
2
1
3
6
3
5
DES
DIF
(UG-LG)
(UG+LG)/
/9
18
1. 11
94. 4 %
(OK)
(LOW)
0. 11
83. 3 %
(OK)
(LOW)
1. 11
94. 4 %
(OK)
(LOW)
0. 22
11.1 %
(OK)
(HIGH)
0. 66
44. 4 %
(V. GOOD)
(MED.)
0. 5
77. 7 %
(GOOD)
(LOW)
22. 2
44. 4 %
(OK)
(MED.)
0. 44
77. 7 %
(GOOD)
(MED.)
22. 2
11. 1 %
(OK)
(LOW)
0. 55
50 %
(GOOD)
(MED.)
0. 44
22. 2 %
(GOOD)
(HIGH)
0. 11
27. 7 %
(OK)
(HIGH)
0. 22
11.1 %
(OK)
(HIGH)
0. 22
33. 3 %
(OK)
(MED.)
0. 11
50 %
(OK)
(MED.)
0. 11
27. 7 %
(OK)
(HIGH)
REMARK
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
REVISED
REVISED
USED
100
17
18
19
20
UG
LG
UG
LG
UG
LG
UG
LG
9
8
2
0
3
2
2
1
3
3
3
7
1
1
3
5
4
4
2
0. 11
(OK)
0. 22
(OK)
0. 22
(OK)
0. 22
(OK)
94. 4 %
(LOW)
11.1 %
(HIGH)
27. 7 %
(HIGH)
33. 3 %
(MED.)
USED
USED
USED
REVISED
Right Answer
PEDOMAN PENILAIAN
DESCRIMINATION
-1 0,0
0,1 0,3
0,4 0,6
0,6 1,0
BAD
OK
GOOD
VERY GOOD
0% - 30 %
HIGH
DROPPED
USED
USED
USED
DIFFICULTY
30 % - 79%
MEDIUM
DROPPED
REVISED
USED
USED
80% - 100%
LOW
DROPPED
USED
USED
USED
REVISED:
14. Be careful when you cook onions, the knife is very sharp. Kata sharp
termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
Drink a glass of hot milk. Next, youll fell so sleepy.
a. Noun
c. Verb
b. Adjective
d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
Chop up the leeks into very small pieces. Kata small termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
101
What
What this
Teachers
learners do
involves
purpose
Writing the
Students are
The teacher
new
involved in
gave the
vocabularies
individual
vocabulary
which given
work
related to the
Comment
by teacher
Students try
Doing the
to memorize
exercises
the given-
about
word by
vocabulary
doing the
individually
exercise
given by
vocabulary.
materials.
teacher.
Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge Univ. Press, 1996),
p. 323
102
What this
do
involves
Memorize the
Teachers purpose
Comment
Students are
Checking
word
involved in
students
individually
individual
memorization of
explanation.
work
the vocabulary
Write the
memorize the
given by the
word.
teacher.
given.
Retaining
students last
vocabulary by
asking the
work.
meaning of
vocabulary.
103
Appendix 10b: Observational Note in Cycle 1.
OBSERVATIONAL NOTES
Cycle/Meeting
: I / 1 (One)
Day/Date
Time
I. Good points
Observer
Dinnia Imalia
NUPTK: 8434766666300002
104
OBSERVATIONAL NOTES
Cycle/Meeting
: I / 2 (Two)
Day/Date
Time
I. Good points
Dinnia Imalia
NUPTK: 8434766666300002
105
OBSERVATIONAL NOTES
Cycle/Meeting
: I / 3 (Three)
Day/Date
Time
I.
Good points
Observer
Dinnia Imalia
NUPTK: 8434766666300002
106
Appendix 10c: Observational Notes in Cycle 2.
OBSERVATIONAL NOTES
Cycle/Meeting
: 2 / 1 (One)
Day/Date
Time
I.
Good points
Dinnia Imalia
NUPTK: 8434766666300002
107
OBSERVATIONAL NOTES
Cycle/Meeting
: 2 / 2 (Two)
Day/Date
Time
I.
Good points
Dinnia Imalia
NUPTK: 8434766666300002
108
OBSERVATIONAL NOTES
Cycle/Meeting
: 2 / 3 (Three)
Day/Date
Time
I.
Good points
Observer
Dinnia Imalia
NUPTK: 8434766666300002
Kompetensi Dasar
9.1 Merespon
makna yang terdapat
Dalam percakapan
transaksional (to get
things done)
transaksi fungsional
pendek sangat
sederhana secara
akurat, lancar dan
berterima yang
berkaitan dengan
lingkungan terdekat
yang melibatkan
tindakan tutur
perintah dalam teks
lisan berbentuk
procedure.
Kegiatan
Pembelajaran
Teks
fungsional
pendek
berbentuk
:
Procedure
-Instruksi
membuat
nasi goreng
oriental.
3. Membahas
kosakata dan tata
bahasa: noun,
noun phrase, adj,
verb, adverb.
4. Menjawab
pertanyaan teks
Indikator
Teknik
Merespon ungkapan Tes
-ungkapan:
lisan
Penilaian
Alokasi Sumber
Waktu Belajar
Bentuk
Contoh
Instrumen
Instrument
Merespon
Answer the
2X40 Buku teks
ungkapan
questions orally menit relevant
Merespon
tindakan
Listen to the
expression and
match it with
suitable answer.
Handout
teks
procedure
Express like
cutting
meatballs into
small pieces!
LCD
Meminta& memberi
fakta.
5. Menjawab
pertanyaan bacaan
150
secara lisan
individual
SILABUS
Sekolah
Mata pelajaran
Kelas/ semester
Standar kompetensi
Kompetensi
Dasar
10.1
Mengungkapkan
makna yang
terdapat dalam
teks lisan
fungsional pendek
sangat sederhana
dengan
menggunakan
ragam bahasa
lisan secara
akurat, lancar, dan
berterima untuk
berinteraksi
dengan
lingkungan
terdekat.
Kegiatan
Pembelajaran
Teks
1. Tanya jawab yang
fungsional
berkaitan dengan
pendek
materi
berbentuk:
Procedure 2. Membahas
kosakata dan tata
bahasa: noun, noun
-Instruksi
phrase, adj, verb,
membuat
adverb.
nasi
goreng
3. Menirukan
oriental.
ungkapan-ungkapan
sesuai materi.
Indikator
Penilaian
Bentuk
Contoh
Instrumen
Instrument
Mengungkapkan Tes lisan Performance 1. Give instruction
makna dalam teks
to your friend
fungsional pendek
related to the
berbentuk:
material.
procedure
Teknik
Memberi instruksi
secara lisan
Menyebutkan
daftar barang
tertentu.
2. Make a list of
things you find in
the procedure
text.
Alokasi
Waktu
Sumber
Belajar
2X40
menit
Buku teks
relevant
Handout
teks
procedure
LCD
4. Mendengarkan teks
procedure
5. Menjawab
151
pertanyaan bacaan
secara lisan
6. Menjawab
pertanyaan teks
SILABUS
Sekolah
Mata pelajaran
Kelas/ semester
Standar kompetensi
Kompetensi
Dasar
11.1 Merespon
makna yang
terdapat Dalam
teks tulis
fungsional
pendek sangat
sederhana secara
akurat, lancer dan
berterima yang
berkaitan dengan
lingkungan
terdekat.
Teks
fungsional
pendek
berupa:
Procedure
- Instruksi
membuat
nasi goreng
oriental.
Kegiatan Pembelajaran
Indikator
Penilaian
Bentuk
Contoh
Instrumen
Instrument
Tes tulis Pertanyaan
Write down
esai
the answers
completely
Teknik
Mengidentifikasi
berbagai informasi
dalam teks
fungsional pendek
berbentuk
procedure
3. Mendengarkan
contoh membaca
nyaring yang dilakukan
guru
Merespon berbagai
informasi dalam
teks fungsional
pendek
4. Berdiskusi dengan
teman menjawab
Membaca nyaring
teks fungsional
Alokasi Sumber
Waktu Belajar
2X40
menit
Buku
teks
relevant
Handout
teks
procedure
Choose the
best answer by
crossing a, b,
c, d
LCD
Performance
Answer the
questions
Teks
otentik
152
pertanyaan bacaan
5. Menjawab pertanyaan
bacaan secara lisan
individual
6. Membaca nyaring
bergiliran
pendek.
orally
Read the text
aloud
SILABUS
Sekolah
Mata pelajaran
Kelas/ semester
Standar kompetensi
Kompetensi Dasar
12.1
Mengungkapkan
makna yang
terdapat Dalam
teks tulis
fungsional pendek
sangat sederhana
dengan
menggunakan
ragam bahasa tulis
secara akurat,
lancar dan
berterima untuk
Kegiatan
Pembelajaran
Indikator
Mengidentifikasi
berbagai informasi
dalam teks
fungsional pendek
berupa:
Berbentuk
procedure
- Instruksi
3. Membuat frasa,
membuat
kalimat sesuai materi
nasi goreng 4. Membahas struktur
oriental.
teks sungsional
Teknik
Menulis kalimat
sederhana
Tes
tulis
Penilaian
Alokasi Sumber
Waktu Belajar
Bentuk
Contoh
Instrumen
Instrument
Esai bebas Write down
2X40 Buku
your own
menit teks
shopping list
relevant
based on what
you want to
cook.
Teks
otentik
153
berinteraksi dengan
lingkungan
terdekat.
berbentukprocedure
5. Membuat teks tulis
fungsional pendek
secara berpasangan
6. Membuat teks tulis
fungsional pendek
sendiri dengan
bebas.
154
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 30 (tiga puluh)
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR
INDIKATOR
Jenis
soal
MC
MC
MC
MC
Nomor soal
Jumlah
1, 3, 5, 8, 9,
2, 7, 10,
4
6
30
MC
MC
MC
MC
Essay
155
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR
INDIKATOR
Jenis
soal
MC
MC
MC
MC
Nomor soal
Jumlah
MC
MC
MC
MC
3, 6, 7, 9
1, 2, 10
4, 5
8
156
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR
INDIKATOR
Jenis soal
MC
MC
MC
MC
Nomor soal
Jumlah
3, 5, 9
4, 6, 10
1
2, 7, 8
20
MC & Matching
MC & Matching
MC & Matching
11, 1, 5
14, 15, 2
12, 13, 3
4
157
Name
:
Class /Program :
Day, Date
Time
:
: 40 minutes
Saying Basmalah
A. Choose the most appropriate answer!
1. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna
a. Daging
c. Bakso
b. Sate
d. Pentol
2. Grind together garlic, pepper and salt. Kata Grind bermakna
a. Uleg
c. Cincang
b. Campurkn
d. Tambahkan
3. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur
c. Ayam
b. Daging
d. Bebek
4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks,
chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a
spoonful of oyster sauce. Kata frozen bermakna
a. Yang didinginkan
c. Yang dibekukan
b. Yang direndam
d. Yang disimpan
5. Chop up the leeks into very small pieces. Kata leeks bermakna
a. Bawang merah
c. Daun bawang
b. Bawang putih
d. Bawang Bombay
6. How to make it. kata how bermakna
a. Apa
c. kapan
b. Bagaimana
d. Dimana
7. Then, pour the eggs and green peas. Kata pour bermakna
a. Campurkan
c. Dicampur
b. Tuangkan
d. Campuran
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce.
Kata salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
9. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna
a. Piring
b. Sepiring nasi
b. Nasi
d. Semangkuk nasi
10. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir
bermakna
a. Membuat
c. Diaduk
b. Mengadoni
d. Aduk
11. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate
termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
13. Dont forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish
termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
14. Drink a glass of hot milk. Next, youll fell so sleepy.
a. Noun
c. Verb
b. Adjective
d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
17. Heat the oil in a frying pan. Kata pan termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono
termasuk jenis kata
a. Noun
b. Verb
b. Adjective
d. Adverb
19. Fry the spices until aromatic. Kata spices termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
20. At twelve oclock, you must cook rice for lunch. Kata oclock termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
B. Complete the sentences below with the appropriate words from the list
Steps
Lay
Hot
Lately
Tell
Novel
Read
easy
Easily
Much
How to fall sleep easily
It is easy to fall asleep (1) ________. Follow these (2) __________, First (3) _________ your
body down in a comfortable sofa. Then, (4)__________ something that entrain you. After
that, drink a glass of (5) _________milk. Next, youll fell so sleepy.
Yuning
: Im hardly to sleep (6)________, Solah. Can you help me?
Solah
: Well, actually too (7)________ sleeping is not very good also. But, you
know its (8)________ to fall asleep soon.
Yuning
: Yes. (9)______me how.
Solah
: Just read a (10) ________or magazine that you interested in than you will so
sleepy.
Yuning
: Thanks Solah. Thats very helpful. Ill try.
GROUP
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
: 30 siswa
: 9 siswa
PILIHAN
B
C
9
8
1
2
1
8
7
9
8
7
6
3
6
1
2
1
4
0
6
3
2
1
2
7
4
4
1
2
3
3
2
6
1
6
2
5
3
2
1
3
2
3
1
6
1
2
1
DES
(UG-LG)
/9
0. 11
(OK)
0. 11
(OK)
0. 11
(OK)
0. 11
(OK)
0. 44
(GOOD)
0. 33
(OK)
0. 11
(OK)
0. 33
(OK)
0. 33
(OK)
0. 11
(OK)
0. 55
(GOOD)
0. 44
(GOOD)
0. 22
(OK)
0. 11
(OK)
0. 11
(OK)
0. 22
(OK)
0. 55
(GOOD)
0. 11
(OK)
DIF
(UG+LG)
/18
94. 4 %
(LOW)
83. 3 %
(LOW)
94. 4 %
(LOW)
16. 6 %
(HIGH)
22. 2 %
(HIGH)
50 %
(MED.)
16. 6 %
(HIGH)
61. 1 %
(MED.)
27. 7 %
(HIGH)
27. 7 %
(HIGH)
38. 8 %
(MED.)
44. 4 %
(MED.)
44. 4 %
(MED.)
16. 6 %
(HIGH)
27. 7 %
(HIGH)
22. 2 %
(HIGH)
38. 8%
(MED.)
16. 6 %
(HIGH)
: 12 siswa
: 9 siswa
REMARK
USED
USED
USED
USED
USED
REVISED
USED
REVISED
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
UG
LG
UG
LG
19
20
2
1
2
0
0. 11
(OK)
0. 22
(OK)
16. 6 %
(HIGH)
11. 1 %
(HIGH)
USED
USED
Right Answer
PEDOMAN PENILAIAN
DESCRIMINATION
-1 0,0
0,1 0,3
0,4 0,6
0,6 1,0
BAD
OK
GOOD
VERY GOOD
0% - 30 %
HIGH
DROPPED
USED
USED
USED
DIFFICULTY
30 % - 79%
MEDIUM
DROPPED
REVISED
USED
USED
80% - 100%
LOW
DROPPED
USED
USED
USED
REVISED:
6.
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata
salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
Grind together garlic, pepper and salt. Kata salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
GROUP
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
1
8
7
9
8
7
3
7
1
4
6
8
1
2
0
2
1
8
4
7
5
7
4
3
7
1
9
8
2
0
: 30 siswa
: 9 siswa
PILIHAN
B
C
9
8
1
2
1
2
0
1
6
9
5
3
1
2
6
2
2
2
2
2
4
2
5
4
1
1
9
5
1
6
4
1
2
3
2
2
0
3
1
3
2
1
2
1
1
7
2
1
3
6
3
5
6
1
3
3
DES
DIF
(UG-LG)
(UG+LG)/
/9
18
1. 11
94. 4 %
(OK)
(LOW)
0. 11
83. 3 %
(OK)
(LOW)
1. 11
94. 4 %
(OK)
(LOW)
0. 22
11.1 %
(OK)
(HIGH)
0. 66
44. 4 %
(V. GOOD)
(MED.)
0. 5
77. 7 %
(GOOD)
(LOW)
22. 2
44. 4 %
(OK)
(MED.)
0. 44
77. 7 %
(GOOD)
(MED.)
22. 2
11. 1 %
(OK)
(LOW)
0. 55
50 %
(GOOD)
(MED.)
0. 44
22. 2 %
(GOOD)
(HIGH)
0. 11
27. 7 %
(OK)
(HIGH)
0. 22
11.1 %
(OK)
(HIGH)
0. 22
33. 3 %
(OK)
(MED.)
0. 11
50 %
(OK)
(MED.)
0. 11
27. 7 %
(OK)
(HIGH)
0. 11
94. 4 %
(OK)
(LOW)
0. 22
11.1 %
(OK)
(HIGH)
: 12 siswa
: 9 siswa
REMARK
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
USED
REVISED
REVISED
USED
USED
USED
UG
LG
UG
LG
19
20
3
2
2
3
7
1
3
5
4
4
2
0. 22
(OK)
0. 22
(OK)
27. 7 %
(HIGH)
33. 3 %
(MED.)
USED
REVISED
Right Answer
PEDOMAN PENILAIAN
DESCRIMINATION
-1 0,0
0,1 0,3
0,4 0,6
0,6 1,0
BAD
OK
GOOD
VERY GOOD
0% - 30 %
HIGH
DROPPED
USED
USED
USED
DIFFICULTY
30 % - 79%
MEDIUM
DROPPED
REVISED
USED
USED
80% - 100%
LOW
DROPPED
USED
USED
USED
REVISED:
14. Be careful when you cook onions, the knife is very sharp. Kata sharp termasuk jenis
kata
a. Noun
c. Verb
b. Adjective
d. Adverb
Drink a glass of hot milk. Next, youll fell so sleepy.
a. Noun
c. Verb
b. Adjective
d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
Chop up the leeks into very small pieces. Kata small termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
Day, Date
Time
:
: 40 minutes
Saying Basmalah
A. Choose the most appropriate answer!
1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
2. Dont forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish
termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
3. Heat the oil in a frying pan. Kata pan termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
4. Drink a glass of hot milk. Next, youll fell so sleepy.
a. Noun
c. Verb
b. Adjective
d. Adverb
5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono
termasuk jenis kata
a. Noun
b. Verb
b. Adjective
d. Adverb
7. Fry the spices until aromatic. Kata spices termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
8. At twelve oclock, you must cook rice for lunch. Kata oclock termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate
termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
11. Then, pour the eggs and green peas. Kata pour bermakna
a. Campurkan
c. Dicampur
b. Tuangkan
d. Campuran
12. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce.
Kata salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna
a. Daging
c. Bakso
b. Sate
d. Pentol
14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks,
chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a
spoonful of oyster sauce. Kata frozen bermakna
a. Yang didinginkan
c. Yang dibekukan
b. Yang direndam
d. Yang disimpan
15. Chop up the leeks into very small pieces. Kata leeks bermakna
a. Bawang merah
c. Daun bawang
b. Bawang putih
d. Bawang Bombay
16. How to make it. kata how bermakna
a. Apa
c. kapan
b. Bagaimana
d. Dimana
17. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna
a. Piring
c. Sepiring nasi
b. Nasi
d. Semangkuk nasi
18. Grind together garlic, pepper and salt. Kata Grind bermakna
a. Uleg
c. Cincang
b. Campurkan
d. Tambahkan
19. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur
c. Ayam
b. Daging
d. Bebek
20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir
bermakna
a. Membuat
c. Diaduk
b. Mengadoni
d. Aduk
11. B
12. C
13. C
14. C
15. C
16. B
17. C
18. A
19. A
20. D
Day, Date
Time
:
: 40 minutes
Saying Basmalah
A. Choose the best answer according to what you have learned.
1. First, make sure that the car is neutral, now, start the engine. Kata neutral
bermakna
a. Bersih
b. Netral
2.
3.
c. Kedalam
d. Kesamping
Yes. Remember, dont take your foot off the clutch before youve pressed the
accelerator lightly. Kata lightly bermakna
a. Dengan baik
b. Pelan
9.
c. Dorong
d. Ambil
8.
c. Rem kaki
d. Rem tangan
Thats right. Press it down, but dont put your other foot on the accelerator yet.. Kata
Press bermakna
a. Tarik
b. Tekan
7.
c. Sedang
d. Belajar
6.
c. Stir
d. Kunci
Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri. Kata wants bermakna
a. Ingin
b. Akan
5.
c. Bagaimana
d. Dimana
4.
c. Menyala
d. Mati
c. Kencang
d. dengan benar
Ive put it into gear. Oh! The car has stopped!. Kata gear bermakna
a. Kopling
b. Gas
c. Rem kaki
d. Rem tangan
c. Injak
d. Tarik
11. Put your foot on the clutch. Kata clutch termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
12. Thats right. Press it down, but dont put your other foot on the accelerator yet.. Kata
other termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
15. Yes. Remember, dont take your foot off the clutch before youve pressed the
accelerator lightly. Kata take termasuk jenis kata
a.
Noun
c. Adjective
b.
Verb
d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb, adjective and
adverb) see the example below!
NO.
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
Engine
Key
First
Foot
Driving license
Learn
Start
Do
Take off
Clutch
Stopped
Sure
Accelerator
Right
Left
Gear
Yet
How
Now
Lightly
Gear
Yet
Foot
Engine
Car
Do Your Best!!!
9. C
10. A
11. A
12. C
13. C
14. B
15. B
B.
NO.
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
Engine
Key
First
Foot
Driving license
Noun
Learn
Start
Do
Take off
Clutch
Verb
Stopped
Sure
Accelerator
Right
Left
Adjective
Gear
Yet
How
Now
Lightly
Adverb
Gear
Yet
Foot
Engine
Car
Noun
GROUP
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
Right Answer
1
2
2
3
0
7
2
1
4
6
4
3
7
6
6
2
3
2
1
4
1
3
: 30 siswa
: 8 siswa
PILIHAN
B
C
D
8
7
1
1
5
4
1
5
8
6
()
()
()
()
()
()
()
()
()
()
1
4
2
()
()
()
()
3
2
()
()
()
()
()
()
()
()
1
2
()
()
()
()
()
()
()
()
6
5
8
7
1
3
8
6
1
2
2
4
3
2
1
3
6
2
7
3
1
5
2
5
3
1
2
2
PEDOMAN PENILAIAN
DESCRIMINATION
-1 0,0
0,1 0,3
0,4 0,6
0,6 1,0
REVISED:
BAD
OK
GOOD
VERY GOOD
0% - 30 %
HIGH
DROPPED
USED
USED
USED
DIFFICULTY
30 % - 79%
MEDIUM
DROPPED
REVISED
USED
USED
80% - 100%
LOW
DROPPED
USED
USED
USED
GROUP
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
UG
LG
Right Answer
1
1
4
1
6
1
6
4
1
1
6
5
3
2
1
2
2
2
: 30 siswa
: 6 siswa
PILIHAN
B
C
D
6
5
5
3
6
5
4
2
5
3
2
3
2
1
1
3
1
3
4
2
2
1
3
2
6
4
1
2
4
2
2
4
3
5
4
6
5
1
2
1
4
3
PEDOMAN PENILAIAN
DESCRIMINATION
-1 0,0
0,1 0,3
0,4 0,6
0,6 1,0
REVISED:
BAD
OK
GOOD
VERY GOOD
0% - 30 %
HIGH
DROPPED
USED
USED
USED
DIFFICULTY
30 % - 79%
MEDIUM
DROPPED
REVISED
USED
USED
80% - 100%
LOW
DROPPED
USED
USED
USED
Day, Date
Time
:
: 40 minutes
Saying Basmalah
A. Choose the most appropriate answer!
1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
2. Dont forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish
termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
3. Heat the oil in a frying pan. Kata pan termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
4. Drink a glass of hot milk. Next, youll fell so sleepy.
a. Noun
c. Verb
b. Adjective
d. Adverb
5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono termasuk
jenis kata
a. Noun
b. Verb
b. Adjective
d. Adverb
7. Fry the spices until aromatic. Kata spices termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
8. At twelve oclock, you must cook rice for lunch. Kata oclock termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate termasuk
jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
11. Then, pour the eggs and green peas. Kata pour bermakna
a. Campurkan
c. Dicampur
b. Tuangkan
d. Campuran
12. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata
salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna
a. Daging
c. Bakso
b. Sate
d. Pentol
14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken
fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a spoonful of
oyster sauce. Kata frozen bermakna
a. Yang didinginkan
c. Yang dibekukan
b. Yang direndam
d. Yang disimpan
15. Chop up the leeks into very small pieces. Kata leeks bermakna
a. Bawang merah
c. Daun bawang
b. Bawang putih
d. Bawang Bombay
16. How to make it. kata how bermakna
a. Apa
c. kapan
b. Bagaimana
d. Dimana
17. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna
a. Piring
c. Sepiring nasi
b. Nasi
d. Semangkuk nasi
18. Grind together garlic, pepper and salt. Kata Grind bermakna
a. Uleg
c. Cincang
b. Campurkan
d. Tambahkan
19. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur
c. Ayam
b. Daging
d. Bebek
20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir
bermakna
a. Membuat
c. Diaduk
b. Mengadoni
d. Aduk
Do Your Best!!!
Day, Date
Time
:
: 40 minutes
Saying Basmalah
A. Choose the best answer according to what you have learned.
1. First, make sure that the car is neutral, now, start the engine. Kata neutral
bermakna
a. Bersih
b. Netral
2.
3.
c. Kedalam
d. Kesamping
Yes. Remember, dont take your foot off the clutch before youve pressed the
accelerator lightly. Kata lightly bermakna
a. Dengan baik
b. Pelan
9.
c. Dorong
d. Ambil
8.
c. Rem kaki
d. Rem tangan
Thats right. Press it down, but dont put your other foot on the accelerator yet.. Kata
Press bermakna
a. Tarik
b. Tekan
7.
c. Sedang
d. Belajar
6.
c. Stir
d. Kunci
Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri. Kata wants bermakna
a. Ingin
b. Akan
5.
c. Bagaimana
d. Dimana
4.
c. Menyala
d. Mati
c. Kencang
d. dengan benar
Ive put it into gear. Oh! The car has stopped!. Kata gear bermakna
a. Kopling
b. Gas
c. Gigi
d. Rem tangan
c. Injak
d. Tarik
11. Put your foot on the clutch. Kata clutch termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
12. Thats right. Press it down, but dont put your other foot on the accelerator yet.. Kata
other termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata
a. Noun
c. Adjective
b. Verb
d. Adverb
15. Yes. Remember, dont take your foot off the clutch before youve pressed the
accelerator lightly. Kata take termasuk jenis kata
a.
Noun
c. Adjective
b.
Verb
d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb, adjective and
adverb) see the example below!
NO.
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
Engine
Key
First
Foot
Driving license
Learn
Start
Do
Take off
Clutch
Stopped
Sure
Accelerator
Right
Left
Gear
Yet
How
Now
Lightly
Gear
Yet
Foot
Engine
Car
Do Your Best!!!
B.
NO.
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
Engine
Key
First
Foot
Driving license
Noun
Learn
Start
Do
Take off
Clutch
Verb
Stopped
Sure
Accelerator
Right
Left
Adjective
Gear
Yet
How
Now
Lightly
Adverb
Gear
Yet
Foot
Engine
Car
Noun
Name
:
Class /Program :
Day, Date
Time
:
: 40 minutes
Saying Basmalah
A. Choose the most appropriate answer!
1. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna
a. Daging
c. Bakso
b. Sate
d. Pentol
2. Grind together garlic, pepper and salt. Kata Grind bermakna
a. Campurkan
c. Cincang
b. Potong
d. Tambahkan
3. Break in and stir in one or two eggs. Kata eggs bermakna..
a. Telur
c. Ayam
b. Daging
d. Bebek
4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks,
chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a
spoonful of oyster sauce. Kata frozen bermakna
a. Yang didinginkan
c. Yang dibekukan
b. Yang direndam
d. Yang disimpan
5. Chop up the leeks into very small pieces. Kata pieces bermakna
a. Potongan
c. Kemasan
b. Dipotong
d. Dikemas
6. How to make it. kata how bermakna
a. Apa
c. kapan
b. Bagaimana
d. Dimana
7. Then, pour the eggs and green peas. Kata pour bermakna
a. Campurkan
c. Dicampur
b. Tuangkan
d. Campuran
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce.
Kata salt bermakna
a. Gula
c. Garam
b. Lada
d. Merica
9. Put the leeks into the mixture and plate rice. Kata mixture bermakna
a. Campuran
b. Campurkan
b. Dicampurkan
d. Bercampur
10. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir
bermakna
a. Mengaduk
c. Diaduk
b. Mengadoni
d. Aduk
11. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate
termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
13. Dont forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish
termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
14. Be careful when you cook onions, the knife is very sharp. Kata sharp termasuk jenis
kata
a. Noun
c. Verb
b. Adjective
d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
17. Heat the oil in a frying pan. Kata pan termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono
termasuk jenis kata
a. Noun
b. Verb
b. Adjective
d. Adverb
19. Fry the spices until aromatic. Kata spices termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
20. At twelve oclock, you must cook rice for lunch. Kata oclock termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
B. Complete the sentences below with the appropriate words from the list
Steps
Lay
Hot
Lately
Tell
Novel
Read
easy
Easily
Much
How to fall sleep easily
It is easy to fall asleep (1) ________. Follow these (2) __________, First (3) _________ your
body down in a comfortable sofa. Then, (4)__________ something that entrain you. After
that, drink a glass of (5) _________milk. Next, youll fell so sleepy.
Yuning
: Im hardly to sleep (6)________, Solah. Can you help me?
Solah
: Well, actually too (7)________ sleeping is not very good also. But, you
know its (8)________ to fall asleep soon.
Yuning
: Yes. (9)______me how.
Solah
: Just read a (10) ________or magazine that you interested in than you will so
sleepy.
Yuning
: Thanks Solah. Thats very helpful. Ill try.
109
Satuan Pendidikan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
Alokasi Waktu
2 x 40 menit
Skill
Standar Kompetensi :
(Menulis)
Mengungkapkan
makna
teks
tulis
I. INDIKATOR
110
Preparations:
1. Cut up meatballs and chicken fillet into small pieces.
2. Grind together garlic, pepper and salt.
3. Break in and stir in one or two eggs.
4. To make oriental fried rice, you will need a plate of rice, meatballs,
eggs, leeks, chicken fillet, frozen green peas soaked in hot water,
garlic, pepper and salt, and spoonful of oyster sauce.
5. Chop up the leeks into very small pieces.
111
b. After that, pour the garlic, pepper and salt, adds a spoonful of oyster
sauce. Put the leeks into the mixture and a plate of rice.
c. First of all, fry the chicken fillet and meatballs. Stir the mixture well.
d. Finally, serve oriental fried rice on a plate with hot sauce, if you like.
Taken From: Farm1.static.flikr.com (In Focus book.p.152)
*Note: black color stand for noun, and red color stand for adjective
Noun
Adjective
Fried rice
Nasi goring
Oriental
Khas Timur
Meatball
Bakso
Small
Berukuran kecil
Chicken fillet
Frozen
Yang dibekukan
Pieces
Potongan
Hot
Panas, pedas
Garlic
Bawang putih
Very
sangat
Pepper
Lada
Salt
Garam
Egg
Telur
A plate of rice
Sepiring nasi
Leek
Daun bawang
Green peas
Kacang polong
Water
Air
Oyster sauce
Saus tiram
mixture
Campuran
Sauce
Saus
Part of
Speech
Function or
"job"
Example Words
Example Sentences
Noun
thing or
person
112
Adjective
describes a
noun
Back side
1. Noun
Fried rice
Nasi goreng
Frozen
Yang dibekukan
2. Adjective
Implementation/
Process,
Evaluation/ Assessment)
V.
LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10 menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Tanya jawab tentang materi terkait.
- Guru membagikan hand out kepada siswa yaitu teks berbentuk
procedure berjudul how to make oriental fried rice.
- Guru membacakan sebuah teks dan meminta siswa mendengarkan
dengan seksama.
- Guru meminta beberapa siswa membaca teks berbentuk procedure
secara bergantian.
- Guru meminta siswa mengerjakan tugas yang ada pada handout.
- Guru meminta siswa menukar handout mereka dengan teman
disampingnya.
113
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
114
Researcher
Dinnia Imalia
NUPTK: 8434766666300002
Neaty Muttahidah
NIM: 106014000413
115
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:________________
Read the text bellow carefully and give the underline for noun and red
color for adjective!
116
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 1 of CAR (Second Meeting)
Satuan Pendidikan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
Alokasi Waktu
: 2 x 40 menit
Skill
Standar Kompetensi :
(Menulis)
Mengungkapkan
makna
teks
tulis
I. INDIKATOR
Siswa mampu memahami dan merespon ungkapan-ungkapan:
117
Preparations:
1. Cut up meatballs and chicken fillet into small pieces.
2. Grind together garlic, pepper and salt.
3. Break in and stir in one or two eggs.
4. To make oriental fried rice, you will need a plate of rice, meatballs,
eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic,
pepper and salt, and spoonful of oyster sauce.
5. Chop up the leeks into very small pieces.
118
b. After that, pour the garlic, pepper and salt, adds a spoonful of oyster
sauce. Put the leeks into the mixture and a plate of rice.
c. First of all, fry the chicken fillet and meatballs. Stir the mixture well.
d. Finally, serve oriental fried rice on a plate with hot sauce, if you like.
Taken From: Farm1.static.flikr.com (In Focus book.p.152)
*Note: Blue color stand for verb, and green color stand for adverb.
Verb
Adverb
Make, made
Membuat
Together
Bersama
Cut
Memotong
How
Bagaimana
Grind
Uleg/ulek
Then
Lalu, kemudian
Break
Memecahkan
After that
Setelah itu
Stir
Aduk, mengaduk
First of all
Pertama-tama
Will, would
Akan
Well
Dengan baik
Need
Butuh
Finally
Terakhir, akhirnya
Soak
Merendam
Chop up
Cincang
Pour
Menuang
Add
Tambah
Put
Meletakkan
Fry
Goreng
Serve
Hidangkan
Like
Suka
119
Back side
1. Verb
Break
Memecahkan
2. Adverb
How
Bagaimana
(adv.)
How
Memecahkan
Bagaimana
Implementation/
Process,
Evaluation/ Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10 menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Guru meminta seorang siswa membaca dan siswa menyimak materi
tentang How to Make Oriental Fried Rice.
- Guru menanyakan kembali tentang noun dan adjective, dan
memberi nilai pada siswa yang dapat menjawab dengan benar.
- Guru menjelaskan secara singkat tentang part of speech lainnya:
verb dan adverb.
120
VII. PENILAIAN
121
Researcher
Dinnia Imalia
NUPTK: 8434766666300002
Neaty Muttahidah
NIM:106014000413
122
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Give the meaning of these words!
Adverb
Verb
(1).....
Uleg/ulek
Together
(2)..
Break
Memecahkan
(3)..
Bagaimana
Stir
(4).
Then
Lalu, kemudian
(5)..
Cincang
(6)...
Setelah itu
Pour
(7)...
First of all
Pertama-tama
Fry
Goreng
Well
(8)...
(9)...
hidangkan
c. Verb
d. Adverb
3. Break in and stir in one or two eggs. Kata Break termasuk jenis kata
a. Noun
b. Adjective
c. Verb
d. Adverb
4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks,
chicken fillet, Kata need termasuk jenis kata
a. Noun
b. Adjective
5.
c. Verb
d. Adverb
Then, pour the eggs and green peas. Kata Then termasuk jenis kata
a. Noun
c. Verb
Do your best! You can if you thiynk you can!
b. Adjective
d. Adverb
You Can if You Think You Can!!!
123
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 1 of CAR (Third Meeting)
Satuan Pendidikan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
Alokasi Waktu
: 2 x 40 menit
Skill
Standar Kompetensi :
(Menulis)
Mengungkapkan
makna
teks
tulis
Kompetensi Dasar
I. INDIKATOR
Siswa mampu memahami dan merespon ungkapan-ungkapan:
124
Preparations:
1.
2.
3.
125
4.
5.
b.
After that, pour the garlic, pepper and salt, adds a spoonful of
oyster sauce. Put the leeks into the mixture and a plate of rice.
c.
First of all, fry the chicken fillet and meatballs. Stir the mixture
well.
d.
Finally, serve oriental fried rice on a plate with hot sauce, if you
like.
Taken From: Farm1.static.flikr.com (In Focus book.p.152)
*Note: black color stand for noun, red color stand for adjective, blue color stand for
verb, and green color stand for adverb.
Fried rice
Noun
Nasi goring
Verb
Make, made Membuat
Meatball
Bakso
Cut
Memotong
Chicken fillet
Grind
Uleg/ulek
Pieces
Potongan
Break
Memecahkan
Garlic
Bawang putih
Stir
Aduk, mengaduk
Pepper
Lada
Will, would
Akan
Salt
Garam
Need
Butuh
Egg
Telur
Soak
Merendam
A plate of rice
Sepiring nasi
Chop up
Cincang
Leek
Daun bawang
Pour
Menuang
Green peas
Kacang polong
Add
Tambah
Water
Air
Put
Meletakkan
126
Oyster sauce
Saus tiram
Fry
Goreng
mixture
Campuran
Serve
hidangkan
Sauce
Saus
Like
Suka
Together
Adverb
Bersama
Oriental
Adjective
Khas Timur
Small
Berukuran kecil
How
Bagaimana
Frozen
Yang dibekukan
Then
Lalu, kemudian
Hot
Panas, pedas
After that
Setelah itu
Very
sangat
First of all
Pertama-tama
Well
Dengan baik
Finally
Terakhir, akhirnya
Part of
speech
function or
"job"
example words
example sentences
Noun
thing or person
Adjective
describes a
noun
Verb
action or state
EnglishClub.com is a
web site. I like
EnglishClub.com.
Adverb
describes a
verb, adjective
or adverb
quickly, silently,
well, badly,
very, really
Oyster sauce
127
Break
Grind
Frozen
Hot
How
Together
Implementation/
Process,
Evaluation/ Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN
a.
yang
menguji
pengetahuan
siswa
tentang
secara singkat
128
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
Researcher
Dinnia Imalia
NUPTK: 8434766666300002
Neaty Muttahidah
NIM:106014000413
129
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:_______________&__________________
Find the word which not belongs to the group (it could be noun, verb,
adjective and adverb) see the example below!
NO.
Kind of Group
Chop up
Grill
Cut up
Leek
Stir in
(Noun)
Pour
Add
Serve
Frozen
Need
Hot
Very
Green peas
Red
Small
Salt
Together
Pepper
Mixture
Pieces
Plate
Make
Stir
Will
Soak
After that
Well
First of all
Sauce
Then
Salt
Egg
A plate of rice
Sauce
Hot
Oriental
very
Frozen
Oyster sauce
Hot
Egg
Water
Add
Oyster sauce
Sauce
Pour
Fried rice
Add
Put
Fry
10
Like
Finally
How
Well
Then
Find 2 words of noun, verb, adjective and adverb in the sentences below!
132
Appendix 12a: Lesson Plan used in Cycle 2
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 2 of CAR (First Meeting)
Satuan Pendidikan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
Alokasi Waktu
: 2 x 40 menit
Skill
Standar Kompetensi
Kompetensi Dasar
I.
INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Meminta fakta/informasi
Memberi fakta/informasi
133
II.
TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
III.
Meminta fakta/informasi
Memberi fakta/informasi
MATERI PEMBELAJARAN
Andri : First, make sure that the car is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the key.
Helen : OK. And now, what should I do?
Andri : Put your foot on the clutch.
Helen : My left foot or the right one?
Andri : Your left foot.
Helen : And should I press it down?
Andri : Thats right. Press it down, but dont put your other foot on the accelerator
yet. Now
Helen : Ive put it into gear. Oh! The car has stopped!
Andri : Yes. Remember, dont take your foot off the clutch before youve pressed
the accelerator lightly.
134
Note: black color stand for noun, and red color stand for adjective
Noun
Adjective
Instruction
Petunjuk
Sure
Pastikan/ yakin
Helen/ Andri
(nama orang)
Neutral
Netral
Car
Mobil
Left
Kiri
Driving license
SIM
Right
Kanan
Engine
Mesin
Stopped
Terhenti
Key
Kunci
Foot
Kaki
Accelerator
Pedal gas
Gear
Gigi
Clutch
Kopling
Front side
1. Noun
Car
Mobil
2. Adjective
Neutral
IV.
Netral
METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
V.
LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (5 menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
135
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Tanya jawab tentang materi terkait.
- Guru membagikan hand out kepada siswa yaitu teks berbentuk procedure.
- Guru memperdengarkan sebuah teks melalui tape recorder dan meminta siswa
mendengarkan dengan seksama.
- Guru memperdengarkan sebuah teks melalui tape recorder yang kedua kali
sementara siswa melengkapi teks rumpang pada teks.
- Siswa diminta menukar lembar jawabannya dengan teman disampingnya,
mencocokannya dan memberi nilai.
- Guru menjelaskan singkat tentang part of speech: noun, dan adjective dalam
kalimat.
- Guru meminta siswa menyebutkan semua kata benda (noun) dan kata sifat
(adjective) yang ada dalam teks.
- Guru meminta siswa membuat Vocabulary Card dengan menggunakan warnawarna berbeda pada setiap kelas kata (noun: warna hitam, dan adjective: warna
merah) dan cara belajar melalui vocabulary card.
- Guru bersama siswa mencari kosakata yang belum diketahui dan menulisnya
di papan tulis.
- Kosakata terpilih kemudian digunakan dalam vocabulary card.
- Siswa secara individu diminta membuat vocabulary card.
- Guru meminta murid secara berpasangan bermain games what am I?
menggunakan vocabulary card.
(Permainan what am I ialah permainan yang dimainkan dengan cara menebak
sebuah kata melalui kartu dan si pemilik kartu medeskripsikan kata dengan 3
clue, dapat dimaikan secara berpasangan atau kelompok)
c.
136
VI.
ALAT/BAHAN/SUMBER PEMBELAJARAN
Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional &
Eureka, 2008, Jakarta.
Hand-out
LCD
VII.
PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
VIII.
PEDOMAN PENILAIAN
a. Untuk setiap jawaban benar penulisannya diberi score= 10
b. Nilai maksimal = 100
Researcher
Dinnia Imalia
NUPTK: 8434766666300002
Neaty Muttahidah
NIM: 106014000413
137
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Mendengarkan dan Berbicara
Name:____________________
Andri : First, make sure that the (2)________ is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the (3)__________.
Helen : OK. And now, what should I do?
Andri : Put your foot on the clutch.
Helen : My left (4) _________ or the right one?
Andri : Your (5)__________foot.
Helen : And should I press it (6)___________?
Andri : Thats (7)___________. Press it down, but dont put your other foot on the
(8)__________ yet. Now
Helen : Ive put it into (9) __________. Oh! The car has stopped!
Andri : Yes. Remember, dont take your foot off the (10)_________ before youve
pressed the accelerator lightly.
138
You can if you think you can!
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 2 of CAR (Second Meeting)
Satuan Pendidikan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
Alokasi Waktu
: 2 x 40 menit
Skill
Standar Kompetensi
Kompetensi Dasar
I. INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Meminta fakta/informasi
Memberi fakta/informasi
139
Meminta fakta/informasi
Memberi fakta/informasi
Andri : First, make sure that the car is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the key.
Helen : OK. And now, what should I do?
Andri : Put your foot on the clutch.
Helen : My left foot or the right one?
Andri : Your left foot.
Helen : And should I press it down?
Andri : Thats right. Press it down, but dont put your other foot on the accelerator
yet. Now
Helen : Ive put it into gear. Oh! The car has stopped!
140
Andri : Yes. Remember, dont take your foot off the clutch before youve pressed
the accelerator lightly.
Verb
Adverb
Want
Ingin
How
Bagaimana
Learn, learned
Belajar
First
Pertama-tama
Mengemudi
Now
Sekarang
Mendapatkan
Just
Hanya
Make
Membuat
Yet
Sampai
Start
Menghidupkan Lightly
Melakukan
Turn
Memutar
Harus
Press
Menekan
Remember
(me) Ingat
Take.off
Mencopot
Dengan benar
Back side
1. Verb
Drive, drove, driven
Mengemudi
2. Adverb
Lightly
Dengan benar
Lightly
(adv.)
Mengemudi
Dengan benar
141
I. METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
142
- Menugasi siswa untuk menjaga vocabulary card mereka dan mengulang
kembali apa yang telah dipelajari dan agar vocabulary card selalu dibawa pada
pelajaran bahasa inggris.
IV. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
V. PEDOMAN PENILAIAN
a. Untuk setiap jawaban benar penulisannya diberi score= 10
b. Nilai maksimal = 100
Researcher
Dinnia Imalia
NUPTK: 8434766666300002
Neaty Muttahidah
NIM:106014000413
143
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:_______________________________
Give the meaning of these words Into English or into Indonesian!
Adverb
Verb
Make
(1).....
(2).....
Bagaimana
(3).....
Menghidupkan
First
Pertama-tama
Melakukan
Now
(4).....
Turn
(5).....
(6).....
Hanya
(7).....
Harus
Yet
(8).....
Remember
(9).....
(10).....
Dengan benar
Take.off
Mencopot
Helen wants to learn how to drive a car to get a driving license. She learns how
to drive a car with Andri.Kata wants termasuk jenis kata
a. Noun
b. Adjective
2.
Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri.Kata learn termasuk jenis kata
a. Noun
b. Adjective
3.
4.
c. Verb
d. Adverb
Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri.Kata how termasuk jenis kata
a. Noun
c. Verb
b. Adjective
d. Adverb
Helen wants to learn how to drive a car to get a driving license. She learns how to
drive a car with Andri.Kata driving license termasuk jenis kata
a. Noun
b. Adjective
5.
c. Verb
d. Adverb
c. Verb
d. Adverb
Remember; dont take your foot off the clutch before youve pressed the
accelerator lightly. Kata lightly termasuk jenis kata
c. Noun
d. Adjective
c. Verb
d. Adverb
144
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 2 of CAR (Third Meeting)
Satuan Pendidikan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
Alokasi Waktu
: 2 x 40 menit
Skill
Standar Kompetensi
Kompetensi Dasar
I. INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Meminta fakta/informasi
Memberi fakta/informasi
145
Meminta fakta/informasi
Memberi fakta/informasi
Andri : First, make sure that the car is neutral, now, start the engine.
Helen : How do I do that?
Andri : Just turn the key.
Helen : OK. And now, what should I do?
Andri : Put your foot on the clutch.
Helen : My left foot or the right one?
Andri : Your left foot.
Helen : And should I press it down?
Andri : Thats right. Press it down, but dont put your other foot on the accelerator
yet. Now
Helen : Ive put it into gear. Oh! The car has stopped!
146
Andri : Yes. Remember, dont take your foot off the clutch before youve pressed
the accelerator lightly.
*Note: black color stand for noun, red color stand for adjective, blue color stand for verb, and green
color stand for adverb.
Verb
Instruction
Petunjuk
Want
Ingin
Helen/ Andri
(nama orang)
Learn, learned
Belajar
Car
Mobil
Mengemudi
Driving license
SIM
Mendapatkan
Engine
Mesin
Make
Membuat
Key
Kunci
Start
Menghidupkan
Foot
Kaki
Melakukan
Accelerator
Pedal gas
Turn
Memutar
Gear
Gigi
Seharusnya
Clutch
Kopling
Press
Menekan
Remember
(me) Ingat
Mencopot/ mengangkat
Adjective
Adverb
Sure
Bagaimana
Neutral
Netral
First
Pertama-tama
Left
Kiri
Now
Sekarang
Right
Kanan
Just
Hanya
Stopped
Terhenti
Yet
Sampai
Lightly
Dengan benar
Instruction
Driving license
147
Press
Neutral
Sure
First
Lightly
V. LANGKAH-LANGKAH PEMBELAJARAN
a.
148
- Guru meminta setiap siswa ikut serta dalam permainan mewakili
kelompoknya.
- Guru membagikan siswa hand-out yang berisikan soal yang harus dikerjakan
secara berpasangan.
c.
VII.
PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
Researcher
Dinnia Imalia
NUPTK: 8434766666300002
Neaty Muttahidah
NIM:106014000413
149
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:_______________&__________________
Find the word which not belongs to the group (it could be noun, verb, adjective and
adverb) see the example below!
NO.
Kind of Group
instruction
Helen
Drive
Andri
Clutch
(Noun)
Make
Get
Drive
Remember
Just
First
Now
Lightly
Press
Just
Engine
Key
First
Foot
Driving license
Take
How
Press
Shall
Turn
Gear
Yet
How
Now
Lightly
Gear
Yet
Foot
Engine
Car
Stopped
Sure
Accelerator
Right
Left
Ahmad
Gear
Siti
Turn
Clutch
Learn
Start
Do
Take off
Clutch
10
Stopped
Lightly
Now
Just
Yet
Find 2 words of noun, verb, adjective and adverb in the sentences below!
Helen wants to learn how to drive a car to get a driving license. She learns how to drive a
158
SURAT KETERANGAN
Nomor : Mts.09.03/TL.00/254/2011
Kepala Madrasah Tsanawiyah Nurul Falah Pondok Ranji Ciputat Tangerang Selatan
menerangkan
Nama
: NEATY MUTTAHIDAH
Jenis Kelamin
: Perempuan
NIM
: 106014000413
: X (Sepuluh) / 2006-2007
Alamat
Adalalah benar telah melaksanakan penelitian pada Madrasah Tsanawiyah Nurul Falah Pondok
Ranji Ciputat Tangerang Selatan selama 4 bulan terhitung mulai Tanggal 17 Januari 2010 s.d/ 9
Mei 2011.
Demikian keterangan ini ibuat untuk dipergunakan sebagaimana mestinya.
SATIRI, S.Ag
NIP.196801211993031002
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Huanda No. 95
Ciputat 15142
: Neaty Muttahidah
NIM/ Angkatan
: 106014000413/ 2006
Program Studi
Judul Skripsi
Dosen Pembimbing
Jakarta,
Juni 2011
Mengetahui:
Yang menerangkan:
Pembimbing
Mahasiswa Ybs.
Neaty Muttahidah
NIM. 106014000413
ii