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Neaty Muttahidah-Fitk PDF
Neaty Muttahidah-Fitk PDF
Neaty Muttahidah-Fitk PDF
By:
NEATY MUTTAHIDAH
106014000413
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s 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
EXAMINATION COMMITTEE
Acknowledged by:
Dean of Tarbiyah and Teachers’ Training Faculty
i
ABSTRAK
ii
ACKNOWLEDGEMENT
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 writer’s great friends in English Department C Class 2006. Especially
for Nia became friend also teacher for writer and the writer’s 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 ...................................................................................................... i
ABSTRAK ......................................................................................................... ii
ACKNOWLEDGEMENT ................................................................................ iii
TABLE OF CONTENTS ................................................................................. v
LIST OF TABLES ........................................................................................... viii
LIST OF FIGURES ......................................................................................... ix
LIST OF APPENDICES .................................................................................. x
CHAPTER I INTRODUCTION
A. The Background of the Research ....................................... 1
B. The Identification of the Problem ...................................... 5
C. The Limitation of the Research Focus ............................... 5
D. The Formulation of the Problem ........................................ 5
E. The Aim of the Research .................................................... 6
F. . The Significance of the Research…… ................................ 6
BIBLIOGRAPHY ........................................................................................... 68
APPENDICES ................................................................................................. 70
vii
LIST OF TABLES
viii
LIST OF FIGURES
Figure 4.1. The Students’ Improvement in vocabulary score in the First Cycle ..................... 49
Figure 4.2. The Students’ Improvement in vocabulary score in the Second Cycle ................. 56
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
x
CHAPTER I
INTRODUCTION
1
George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield, 1996), p. 3.
1
2
2
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan
Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 11.
3
Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar Isi
Mata Pelajaran Bahasa Inggris SMP dan MTS, …
4
Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and
Pedagogy, (New York: Cambridge University Press), p.140
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
Virginia Fench Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University
Press,1983 ), p. 2
4
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. 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.
1
Harimukti Krida laksana, Kamus Linguistik, (Jakarta: PT Gramedia Pustaka Utama,
1993), p.127.
8
9
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 teaching-
learning 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.
2
David Nunan, Language Teaching methodology, (New York: Prentice Hall, 1991),
p.117.
3
A.M. Zainuri, Vocabulary 1, (Jakarta: English Department, 2003), p. 1.
10
4
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar
dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 35.
5
Paul Nations, New Ways in Teaching Vocabulary, (Alexandria: TESOL, 1994), p. 20.
11
6
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
One book, two books Water, salt
A battery, two batteries A bowl of rice, a piece of paper
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 participle
Irregular To go Go Went Gone
Regular To work Work Worked Worked
7
Fuad Mahmud, Essentials of English Grammar; A Practical Guide, (Jogjakarta: BPFE
Yogyakarta.1991), pp. 114-118.
13
8
Fuad Mahmud, Essentials of English Grammar; A Practical Guide, (Jogjakarta: BPFE
Yogyakarta.1991), pp. 93-98.
9
A.J. Thomson, and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford
University Press, 1986), p. 47.
14
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
Paul Nations, New ways in Teaching Vocabulary, ... p. 20.
16
2. Verb
3. Adjective
4. Adverb
Dreadfully Sangat
Car Light
Mobil Terang
(v.) (adv.)
Mengemudi Dengan benar
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
14
http://www.elf-design.com/article-Visual-Vocabulary.html jam 16.00 pm 030111.
19
15
http://www.ehow.com/how_6044694_improve-expand-vocabulary.html jam 16.15
030111
21
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.
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
1
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 2006), p. 5.
25
26
From the explanation above we can conclude that the strategy of teaching is
depend on the reflection done by the researcher and her collaborator, and then it is
important for the collaborator and researcher to make a relational note. In the
reflection the researcher and her collaborator make the strategy to solve the
problem which appears in the classroom activity.
The researcher uses classroom action research Kemmis and Taggart model,
which consists of four steps namely: planning, acting, observing, and reflecting.
Improvement of the problem in this research is brought about by a series of
cycles. The figure is below:
Figure 3.1: Action Research Spiral, Model from Kemmis & Taggart (1988)3
2
Michael J. Wallace, Action Research for Language Teacher. (Cambridge: Cambridge
University Press, 1998), p. 4.
3
Prof. Dr. Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas (Untuk
Meningkatkan Kinerja Guru dan Dosen), (Bandung: Remaja Rosdakarya, 2006), p. 66.
28
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
teacher’s 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.
4
Wijaya Kusumah, Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta:
PT Indeks, 2009), p. 39
5
Suharsini Arikunto,Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 21-
23.
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.
Implementing the plan 2. Determining the criteria of success.
Observing
Figure 3.2: The phases of Classroom Action Research modified by the researcher
31
6
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127.
32
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.
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
Third, after getting mean of students’ score per actions, the researcher
identifies whether or not there might have students’ improvement score on
y1 - y
P = ─── X 100%
y
8
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
9
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p. 43.
34
y2 - y
P = ─── X 100%
y
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
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Department of Physics and Astronomy, 2008), p.3.
11
Arthur Hughes, Testing for Language Teachers second edition, (Cambridge:
Cambridge University Press, 1989), p.26.
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
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
Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and
Direction, (London: Heinle & Heinle Publisher, 1998), p. 135.
17
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998),
p. 139.
18
J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.
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
Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall,
1982), p. 102.
20
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT
Rineka Cipta, 2006) p. 108.
CHAPTER IV
RESEARCH FINDINGS
38
39
1
See Appendix 1a-1b Numbers 1-6 of Preliminary Interview.
2
See Appendix 1a-1b Numbers 11-13 of Preliminary Interview.
40
3
See Appendix 1a-1b Item Numbers 7-10 of Preliminary Interview.
41
4
Appendix 3b.
42
5
See Appendix 3a-3b.
43
Table 4.1
Students’ grade in pre-test
Respondents Pre-Test
Student 1 62*
Student 2 63*
Student 3 37
Student 4 59
Student 5 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
Student 23 42
Student 24 50
Student 25 36
Student 26 39
Student 27 42
Student 28 31
Student 29 48
Student 30 53
MEAN 49.6
*student who passed the KKM the scores are processed from
students’ answer sheets
44
_ ∑x
X = ──
n
_ 1488
X = ──
30
_ = 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 Criterion-
Kriteria 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
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
See Appendix 11a.
7
See Appendix 11a.
8
See Appendix 8b & 10b.
47
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
the process of vocabulary teaching learning process on pre, whilst and
post vocabulary activities through observation.
In the first meeting, the observer watched the students were
interested in the lesson given through vocabulary card games, but there
was the class still had a problem in making a vocabulary card, the
students do not understand well how to make a vocabulary card then it
made class noisy. The students couldn’t concentrate on the explanation
given by the teacher about noun and adjective and they couldn’t
understand well about noun and adjective it is known from their scores
on the worksheet given.
In the second meeting, the observer watched the better classroom
condition; they are already known how to make a vocabulary card and
the students do not make a lot of noise in the class. The students were
interested to follow the teacher instruction to play a game through
vocabulary card. In the second meeting the observer still find the
problem from the students there are five students do not bring their last
vocabulary card then it disturbed the other students to do the activity
given the teacher.
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:
_ = 58
X
Then, the researcher calculated the class percentage that’s passed
the Minimum Mastery Criterion, using the following formula:
F
x 100%
N
18x100%
30
P = 60 %
9
See Appendix 6b.
50
60
50 Preliminary Study
40
Cycle 1
Preliminary Cycle 1
Study
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
58.0 49.6
P= 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
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) Get them to bring a dictionary in every meeting.
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 researcher’s 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
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 give 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 to them to do
the task on their handout, showed them how to make a vocabulary card
by using the vocabulary in the text given, asked them to make a
vocabulary card and finally the teacher asked the students to play a
game “who am I” by using vocabulary card.
First meeting (Monday, April 11th 2011 at 13.45 am – 15.00 pm)
1) Implemented the teaching learning process based on the lesson
plan.
2) Giving the students handout, and asked them to fill in the blank
according to what their heard on the recorder.
3) Asked them to change their handout with their partner.
55
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’
participation in the process of vocabulary learning in pre, whilst and
post vocabulary activities through observation note (see Table 4.2).
The researcher and the teacher collaborative in observing the
teaching learning process through observational notes. The condition of
the class was very well after implementing vocabulary card technique;
there were fewer the students who didn’t follow the rule such as do not
bring the last vocabulary card and dictionary, all of the students become
actively to the activity given by the teacher so the atmosphere of class
make the students interested to follow the lesson. Then student could
compare and recognize kind of noun, verb, adjective and adverb.
The next step the researcher and the teacher collected the data for
posttest 2. The result of posttest 2 showed that the average score of the
class increased to 66.3 in which there were 26 students who passed the
Minimum Mastery Criterion or KKM 60.
The calculation of the mean of students’ score in vocabulary
posttest 2 gained 77.2. It was derived from:
X
xi
n
1990
X
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:
y2 y
P= 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
0
Cycle 1 Cycle 2
58
d. Reflecting
1) Students’ activity in making vocabulary card and learn from it.
In this cycle 2 the researcher and collaborator reflect about the
activity in making and keeping the vocabulary card. The students
could use vocabulary card as their media in memorizing and
retaining their vocabulary.
2) Discussing the result of the action
The result from students’ score in this cycle was 86.6 % of the
students or 26 students got the score above the Minimum Mastery
Criterion.
After getting the result of observation note and posttest 2, the
researcher and the collaborator carried out the reflection. They felt
satisfaction with the result of the action. The result of the posttest 2
showed that 86.6% of the students got the score above the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM).
So it has met the first criterion of success that 75% of the students
must get the score above the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM). Because of the satisfied result, so the
researcher and the collaborator decided to stop the action.
59
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
Table 4.4
Data of Research Result
No Test Average Percentage
Activities
1 Pre-test 49.6 16.6 %
2 Post-test 1 58.0 60 %
3 Post-test II 66.3 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 Cycle 1 Cycle 2
Study
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
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.
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
Braine, George and Claire May, Writing from Sources: A Guide for ESL Students,
California: Mayfield, 1996.
Djamarah, Syaiful Bahri dan Aswan Zain, Strategi Belajar Mengajar, Jakarta: PT
Rineka Cipta, 2006.
Eugene, Hall J., Grammar for Use, Jakarta: Bina Rupa Aksara, 1993.
Gairns, Ruth and Stuart Redman, Working with Words, Cambridge: Cambridge
University, 2003.
Mills, Geoffrey E., Action Research: A Guide for the Teacher Researcher. (2nd ed),
New Jersey: Merrill Prentice Hall, 2003.
Nunan, David, Language Teaching Methodology, New York: Prentice Hall, 1991.
Purwanto, M. Ngalim, Drs., Prinsip-Prinsip dan Tehnik Evaluasi Pembelajara, Ed.6,
Bandung: RK CV Bandung, 1986
Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense
(Skripsi), Jakarta: FITK UIN, 2006.
Wallace, Michael J., Action Research for language Teacher, Cambridge: Cambridge
University, 1998.
http://www.elf-design.com/article-Visual-Vocabulary.html
http://www.eslpartyland.com/teachers/skills/ideasvocab.htm
http://www.ehow.com/how_6044694_improve-expand-vocabulary.html
70
Appendix 1a: Interview for the English teacher in the Preliminary Study
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
Interviewer Interviewee
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
menggunakan vocabulary card berlangsung?
4. Masalah apa sajakah yang terlihat ketika belajar vocabulary menggunakan
vocabulary card?
5. Menurut anda, bagaimana cara mengatasi permasalahan tersebut?
6. Apa pendapat anda, setelah melihat pembelajaran vocabulary
menggunakan vocabulary card?
7. Apakah Ibu merasa termotivasi setelah melihat penggunaan vocabulary
card dalam pembelajaran di kelas?
8. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam
proses pembelajaran vocabulary dengan menggunakan vocabulary card?
9. Setelah mengobservasi pembelajaran vocabulary dengan menggunakan
vocabulary card, apakah strategi pembelajaran vocabulary card efektif
diterapkan pada pembelajaran vocabulary?
10. Setelah menjadi observer, Menurut anda, apakah strategi pengajaran
vocabulary card dapat memperkaya vocabulary siswa dalam bahasa
Inggris?
74
HASIL WAWANCARA
Interviewer Interviewee
Nama :
Kelas :
Petunjuk:
1. Tulislah nama dan kelas di tempat yang telah disediakan
2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak”
3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya!
4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan
tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab
pertanyaan
5. Terimakasih atas bantuan dan kerjasamanya.
No Pertanyaan Ya Tidak
1 Apakah kamu merasa senang ketika mengikuti
pelajaran bahasa Inggris materi kosakata
(vocabulary)
2 Apakah kamu dengan mudah memahami materi
kosakata (vocabulary) dalam bahasa Inggris selama
ini
3 Apakah kamu merasa nilai bahasa Inggris materi
kosakata (vocabulary) selama ini baik
4 Apakah kamu dapat menjawab pertanyaan yang
diberikan guru mengenai materi yang diajarkan
5 Apakah kamu sering bertanya kepada guru jika ada
kesulitan dalam materi kosakata (vocabulary)
6 Apakah kamu merasa teknik yang digunakan guru
dapat mengatasi kesulitanmu dalam menguasai
kosakata (vocabulary) bahasa Inggris
7 Apakah teknik yang digunakan guru dapat
membantumu memperkaya kosakatamu
8 Apakah guru sering memberikan latihan untuk
mengembangkan kemampuan kosakata (vocabulary)
9 Apakah kamu dapat mengerjakan tugas kosakata
(vocabulary) dengan mudah
10 Apakah kamu merasa kosakata (vocabulary) bahasa
Inggris kamu sudah banyak
1
Vivienne Baumfield,, Action Research di Ruang Kelas (London: SAGE, 2008), pp. 93-
95.
77
Mean 47 % 53 %
78
Nama :
Kelas :
Petunjuk:
1. Tulislah nama dan kelas di tempat yang telah disediakan
2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak”
3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya!
4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan
tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab
pertanyaan
5. Terimakasih atas bantuan dan kerjasamanya.
No Pertanyaan Ya Tidak
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
79
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. Don’t 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, you’ll 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 o’clock, you must cook rice for lunch. Kata o’clock 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,
you’ll fell so sleepy.
Yuning : I’m hardly to sleep (6)________, Solah. Can you help me?
Solah : Well, actually too (7)________ sleeping is not very good also.
But, you know it’s (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. That’s very helpful. I’ll try.
84
1. C
2. A
3. A
4. C
5. C
6. B
7. B
8. C
9. C
10. D
11. A
12. C
13. C
14. B
15. B
16. C
17. A
18. A
19. A
20. D
ESSAY
1. Easily
2. Steps
3. Lay
4. Read
5. Hot
6. Lately
7. Much
8. Easy
9. Tell
10. Novel
85
*student who passed the KKM the scores are processed from students’ answer
sheets.
86
Appendix 6a: Test Instrument and Answer Key in Cycle 1 (Post test 1)
Saying Basmalah…
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
1. C
2. C
3. A
4. B
5. B
6. A
7. A
8. D
9. A
10. C
11. B
12. C
13. C
14. C
15. C
16. B
17. C
18. A
19. A
20. D
89
*student who passed the KKM the scores are processed from students’ answer
sheets.
90
Appendix 7a: Test Instrument and Answer Key in Cycle 2 (Post test 2)
a. Apa c. Bagaimana
b. Siapa d. Dimana
4. 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 c. Sedang
b. Akan d. Belajar
9. I’ve 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…
a. Lakukan c. Injak
b. Tekan d. Tarik
11. Put your foot on the clutch. Kata clutch termasuk jenis kata…
a. Noun c. Adjective
b. Verb d. Adverb
12. That’s right. Press it down, but don’t 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, don’t take your foot off the clutch before you’ve
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 (Noun)
1 Engine Key First Foot Driving license
2 Learn Start Do Take off Clutch
3 Stopped Sure Accelerator Right Left
4 Gear Yet How Now Lightly
5 Gear Yet Foot Engine Car
Do Your Best!!!
92
A.
1. B
2. C
3. D
4. A
5. A
6. B
7. C
8. D
9. C
10. A
11. A
12. C
13. C
14. B
15. A
B.
*student who passed the KKM the scores are processed from students’ answer
sheets.
Appendix 8b Blue Print Test of Post Test 1
92
Appendix 8b Blue Print Test of Post Test 1
Students 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 NILAI
Student 1 1 1 1 0 1 0 1 0 0 0 1 1 1 0 0 0 1 0 1 0 1 1 1 0 0 1 1 1 1 1 62
Student 2 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1 0 0 0 1 0 1 1 63
Student 3 1 1 1 0 0 1 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 37
Student 4 1 1 1 0 0 1 0 1 0 0 0 1 1 1 0 1 0 0 0 0 1 1 1 0 0 1 1 1 1 1 59
Student 5 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1 0 0 0 1 0 1 1 63
Student 6 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 33
Student 7 1 1 1 0 0 1 0 1 1 0 1 0 1 0 0 1 0 0 0 0 1 1 1 0 0 0 1 0 1 1 51
Student 8 1 1 1 0 1 0 0 1 1 0 1 0 0 0 0 0 1 0 0 0 1 1 1 1 1 0 1 0 1 1 56
Student 9 1 1 1 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0 1 1 1 1 1 50
Student 10 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 33
Student 11 1 1 1 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1 0 0 1 1 1 1 1 47
Student 12 1 1 1 0 1 1 0 0 0 0 0 0 1 0 1 0 0 1 0 0 1 1 1 0 0 1 1 1 1 1 56
Student 13 1 0 1 1 1 1 0 1 1 1 1 1 0 0 1 0 1 0 0 0 1 1 1 1 1 1 1 1 1 1 76
Student 14 1 1 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 1 50
Student 15 1 1 0 0 0 0 1 1 0 0 0 0 1 0 0 0 1 0 1 0 1 1 1 0 0 0 1 0 1 1 45
Student 16 1 1 1 0 0 1 1 1 0 0 1 1 0 0 0 0 1 0 0 0 1 1 1 0 0 0 1 0 1 1 51
Student 17 1 1 1 1 0 1 0 1 0 0 1 1 0 0 0 1 1 0 0 0 1 1 1 0 0 0 1 0 1 1 54
Student 18 1 1 1 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 39
Student 19 1 1 1 0 0 1 0 1 1 0 1 1 0 0 0 0 0 1 0 1 1 1 1 1 1 0 1 0 1 1 62
Student 20 0 1 1 0 0 1 0 0 0 0 0 0 0 1 0 1 0 1 0 0 1 1 1 1 1 0 1 0 1 1 50
Student 21 1 1 1 0 0 0 1 1 0 0 0 0 1 1 0 0 0 1 1 1 1 1 1 0 0 0 1 0 1 1 54
Student 22 1 1 1 0 0 0 0 1 0 0 0 0 1 1 0 0 1 0 1 0 1 1 1 0 0 1 1 1 1 1 56
93
Student 23 1 1 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 42
Student 24 1 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 1 1 1 1 1 0 1 0 1 1 50
Student 25 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 1 0 1 1 1 0 1 0 1 1 0 0 36
Student 26 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 39
Student 27 1 1 1 0 0 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 1 1 1 0 0 0 1 0 1 1 42
Student 28 1 1 1 0 0 1 0 1 1 0 1 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 31
Student 29 1 1 1 0 0 1 0 1 0 0 0 1 1 0 0 1 0 0 0 0 1 1 1 0 0 0 1 0 1 1 48
Student 30 1 1 1 0 0 1 0 1 0 0 0 0 0 0 0 1 1 0 0 0 1 1 1 1 1 0 1 0 1 1 53
28 27 28 3 4 18 7 21 6 5 10 11 15 5 6 9 13 5 5 2 28 29 28 7 8 7 29 9 28 28 1488
94
Appendix 8c Blue Print Test of Post Test 2
96
97
16 UG 3 0. 22 22. 2 % USED
LG 1 (OK) (HIGH)
17 UG 6 0. 55 38. 8% USED
LG 1 (GOOD) (MED.)
18 UG 2 0. 11 16. 6 % USED
LG 1 (OK) (HIGH)
19 UG 2 0. 11 16. 6 % USED
LG 1 (OK) (HIGH)
20 UG 2 0. 22 1. 1 % USED
LG 0 (OK) (HIGH)
Right Answer
PEDOMAN PENILAIAN
DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
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
17 UG 9 0. 11 94. 4 % USED
LG 8 1 (OK) (LOW)
18 UG 2 3 1 0. 22 11.1 % USED
LG 0 3 (OK) (HIGH)
19 UG 3 3 3 0. 22 27. 7 % USED
LG 2 7 (OK) (HIGH)
20 UG 5 4 0. 22 33. 3 % REVISED
LG 2 1 4 2 (OK) (MED.)
Right Answer
PEDOMAN PENILAIAN
DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD 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, you’ll 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
Writing the Students are The teacher The student didn’t pay attention
new involved in gave the to the teacher.
vocabularies individual vocabulary The teacher got some difficulties
which given work related to the to attract the students’ attention
by teacher Students try materials. The teacher didn’t implement a
Doing the to memorize creative technique and suitable
exercises the given- technique to teach vocabulary.
about word by Some students did not do their
vocabulary doing the assignment correctly, because do
individually exercise not know the meaning of
given by vocabulary.
teacher.
1
Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge Univ. Press, 1996),
p. 323
102
Memorize the Students are Checking The student didn’t pay the
word involved in students attentions to the teacher’s
individually individual memorization of explanation.
Write the work the vocabulary The teacher didn’t wait the
meaning of new Students given. students until they ready to
vocabulary memorize the Retaining begin the lesson.
given by the word. students’ last Most of the students’
teacher. vocabulary by cheated on their friends
asking the work.
meaning of The class very noisy
vocabulary.
103
OBSERVATIONAL NOTES
Cycle/Meeting : I / 1 (One)
Day/Date : Monday/ March 28th, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : How to make Oriental Fried Rice
I. Good points
From the students’ side
Some students pay attention on teacher’s explanation
Students looked so interested in learning vocabulary through vocabulary card
From the teacher’s side
The teacher choose the good teaching technique in explaining noun, and adjective
Teacher gave intensive guide by checking students’ activity.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
104
OBSERVATIONAL NOTES
Cycle/Meeting : I / 2 (Two)
Day/Date : Thursday/ March 31st, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : How to make Oriental Fried Rice
I. Good points
From the students’ side
Students looks so interested in doing their activities especially in learning
vocabulary through vocabulary card
Students motivated in making a vocabulary card.
From the teacher’s side
The teacher understood the condition of students by explaining the materials step by
step.
The teacher gave the activity for students in the right condition by making a pair and
individual work.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
105
OBSERVATIONAL NOTES
Cycle/Meeting : I / 3 (Three)
Day/Date : Monday/ March 4th, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : How to make Oriental Fried Rice
I. Good points
From the students’ side
Students followed the teacher instruction.
Students asked the question to the teacher about the material.
Students are motivated to be active in the activity given by the teacher.
From the teacher’s side
Teacher mastered the technique and the material she gives.
Teacher checked the students’ activity by walking to their table and giving
comments.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
106
Cycle/Meeting : 2 / 1 (One)
Day/Date : Monday/ March 11th, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : Learning How to Drive a Car
I. Good points
From the students’ side
More students pay attention on a new topic and teacher explanation.
Some students participate in finding new vocabulary related with noun and verb on
the white board.
More students look enthusiast when playing game with her/his partner.
The students bring dictionary in each group.
Students bring their last vocabulary card.
From the teacher’s side
Teacher introduced a new topic and gave a clear explanation about the material.
Teacher explained detail information about noun and adjective in the sentence.
The teacher gave the chance to the student to choose their partner to do the
assignment given.
Dinnia Imalia
NUPTK: 8434766666300002
107
OBSERVATIONAL NOTES
Cycle/Meeting : 2 / 2 (Two)
Day/Date : Thursday/ March 14th, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : Learning How to Drive a Car
I. Good points
From the students’ side
Students already know the teacher style in teaching and support the teacher’s
teaching goal.
Students had already known how to learn from vocabulary card maximally.
Students had already known about noun and verb.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
108
OBSERVATIONAL NOTES
Cycle/Meeting : 2 / 3 (Three)
Day/Date : Monday/ March 18th, 2011
Time : 15.50 – 17.00 P.M
Theme / Sub theme : Learning How to Drive a Car
I. Good points
From the students’ side
The students followed the activity given actively.
The students did their assignment with the partner.
Some students had understood about descriptive text.
Some students had understood the differences between adjective and adverb.
From the teacher’s side
Teacher explained the material more slowly and clearly.
Teacher gave a clear instruction about activity clearly.
The teacher checked the students understanding on part of speech especially noun,
verb, adjective and adverb.
The teacher checked the students to make sure the entire student understand about
the instruction.
Observer
Dinnia Imalia
NUPTK: 8434766666300002
Appendix 13a: Silabus
SILABUS
Sekolah : MTs. Nurul Falah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VII/ II
Standar kompetensi : 9. (Mendengarkan) Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi
dengan lingkungan terdekat
154
APPENDIX 14a: KISI-KISI SOAL PRE-TEST
Jenis
KOMPETENSI DASAR INDIKATOR Nomor soal Jumlah
soal
30
1.2 Mengetahui jenis kata dalam teks Siswa dapat mengenali:
pendek berbentuk procedure. 1. Jenis kata berbentuk kata benda (Noun) MC 11, 17, 18, 19
2. Jenis kata berbentuk kata kerja (Verb) MC 12, 13, 16
3. Jenis kata berbentuk kata sifat (Adjective) MC 14, 15,
4. Jenis kata berbentuk kata keterangan (Adverb) MC 20
5. Kata-kata yang sesuai dengan kalimat Essay 1-10
155
APPENDIX 14b: KISI-KISI SOAL POST-TEST 1
KISI – KISI PENULISAN SOAL POST TEST I CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
Jenis
KOMPETENSI DASAR INDIKATOR Nomor soal Jumlah
soal
20
1.2 Mengetahui jenis kata dalam teks Siswa dapat mengenali:
pendek berbentuk procedure. 1. Jenis kata berbentuk kata benda (Noun) MC 3, 6, 7, 9
2. Jenis kata berbentuk kata kerja (Verb) MC 1, 2, 10
3. Jenis kata berbentuk kata sifat (Adjective) MC 4, 5
4. Jenis kata berbentuk kata keterangan (Adverb) MC 8
156
APPENDIX 14c : KISI-KISI SOAL POST-TEST 2
KISI – KISI PENULISAN SOAL POST TEST 2 CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
20
1.2 Mengetahui jenis kata dalam teks Siswa dapat mengenali:
pendek berbentuk procedure. 1. Jenis kata berbentuk kata benda (Noun) MC & Matching 11, 1, 5
2. Jenis kata berbentuk kata kerja (Verb) MC & Matching 14, 15, 2
3. Jenis kata berbentuk kata sifat (Adjective) MC & Matching 12, 13, 3
4. Jenis kata berbentuk kata keterangan (Adverb) 4
157
Name : Day, Date :
Class /Program : 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. Don’t 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, you’ll 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 o’clock, you must cook rice for lunch. Kata o’clock 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, you’ll fell so sleepy.
Yuning : I’m hardly to sleep (6)________, Solah. Can you help me?
Solah : Well, actually too (7)________ sleeping is not very good also. But, you
know it’s (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. That’s very helpful. I’ll try.
PRE-TEST ANSWER KEY
1. C
2. A
3. A
4. C
5. C
6. B
7. B
8. C
9. C
10. D
11. A
12. C
13. C
14. B
15. B
16. C
17. A
18. A
19. A
20. D
ESSAY
1. Easily
2. Steps
3. Lay
4. Read
5. Hot
6. Lately
7. Much
8. Easy
9. Tell
10. Novel
ITEM ANALYSIS OF PRE-TEST
ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS
UNTUK SISWA KELAS I MTs. NURUL FALAH CIPUTAT
TAHUN PELAJARAN 2010-2011
Right Answer
PEDOMAN PENILAIAN
DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
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
ITEM ANALYSIS OF PRE-TEST
ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS
UNTUK SISWA KELAS I SMPN 253 JAKARTA
TAHUN PELAJARAN 2010-2011
Right Answer
PEDOMAN PENILAIAN
DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD 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, you’ll 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
SOAL POST TEST I MTs. NURUL FALAH
Saying Basmalah…
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 c. Menyala
b. Netral d. Mati
a. Apa c. Bagaimana
b. Siapa d. Dimana
4. 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 c. Sedang
b. Akan d. Belajar
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 (Noun)
1 Engine Key First Foot Driving license
2 Learn Start Do Take off Clutch
3 Stopped Sure Accelerator Right Left
4 Gear Yet How Now Lightly
5 Gear Yet Foot Engine Car
Do Your Best!!!
Answer Key Post Test 2:
A.
1. B 9. C
2. C 10. A
3. D 11. A
4. A 12. C
5. A 13. C
6. B 14. B
7. C 15. B
8. D
B.
Right Answer
PEDOMAN PENILAIAN
DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
ITEM ANALYSIS OF POST TEST 2
ANALISIS BUTIR SOAL POSTES 2 BAHASA INGGRIS
UNTUK SISWA KELAS I MTs. NURUL FALAH CIPUTAT
TAHUN PELAJARAN 2010-2011
Right Answer
PEDOMAN PENILAIAN
DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
REVISED:
SOAL POST TEST I MTs. NURUL FALAH
Saying Basmalah…
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!!!
POST-TEST I ANSWER KEY
1. C
2. C
3. A
4. B
5. B
6. A
7. A
8. D
9. A
10. C
11. B
12. C
13. C
14. C
15. C
16. B
17. C
18. A
19. A
20. D
SOAL POST TEST II SMPN 238
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 c. Menyala
b. Netral d. Mati
a. Apa c. Bagaimana
b. Siapa d. Dimana
4. 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 c. Sedang
b. Akan d. Belajar
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 (Noun)
1 Engine Key First Foot Driving license
2 Learn Start Do Take off Clutch
3 Stopped Sure Accelerator Right Left
4 Gear Yet How Now Lightly
5 Gear Yet Foot Engine Car
Do Your Best!!!
Answer Key Post Test 2:
A.
1. B
2. C
3. D
4. A
5. A
6. B
7. C
8. D
9. C
10. A
11. A
12. C
13. C
14. B
15. A
B.
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. Don’t 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 o’clock, you must cook rice for lunch. Kata o’clock 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, you’ll fell so sleepy.
Yuning : I’m hardly to sleep (6)________, Solah. Can you help me?
Solah : Well, actually too (7)________ sleeping is not very good also. But, you
know it’s (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. That’s very helpful. I’ll try.
I. INDIKATOR
Mengidentifikasi ciri-ciri teks procedure
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.
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 Ayam tanpa tulang 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 Function or
Example Words Example Sentences
Speech "job"
describes a 69, some, good, big, red, My dog is big. I like big
Adjective
noun well, interesting dogs.
2. Adjective
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
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!
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 1 of CAR (Second Meeting)
I. INDIKATOR
Siswa mampu memahami dan merespon ungkapan-ungkapan:
Mengidentifikasi ciri-ciri teks procedure
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.
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
Break Memecahkan
2. Adverb
How Bagaimana
Memecahkan Bagaimana
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
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Give the meaning of these words!
Verb Adverb
1. Cut up meatballs and chicken fillet into small pieces. Kata Cut up termasuk
jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
2. Grind together garlic, pepper and salt. Kata together termasuk jenis kata…
a. Noun c. Verb
b. Adjective d. Adverb
3. Break in and stir in one or two eggs. Kata Break termasuk jenis kata…
a. Noun c. Verb
b. Adjective 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 c. Verb
b. Adjective d. Adverb
5. 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
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 1 of CAR (Third Meeting)
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.
12.1 Mengungkapkan makna yang terdapat Dalam teks
tulis fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan
terdekat.
I. INDIKATOR
Siswa mampu memahami dan merespon ungkapan-ungkapan:
124
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.
125
Adjective Adverb
Oriental Khas Timur Together Bersama
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 function or
example words example sentences
speech "job"
Break Grind
Frozen Hot
How Together
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
- Penjelasan tentang topik yang akan dibahas.
b. Kegiatan Inti (65 menit)
- Guru membagi siswa kedalam beberapa kelompok.
- Guru menjelaskan tentang games “NOT BELONG” yaitu
permainan yang menguji pengetahuan siswa tentang
pengelompokan kata yang sama seperti noun, vadjective, verb, dan
adverb. Kemudian guru meletakkan 5 kata diatas papan tulis yang
salahsatu katanya bukan kelompok kata yang sama dengan 4 kata
lainnya. Tugas siswa ialah menemukan kata yang berbeda tersebut
dan mencari kata yang sama dengan 4 kata lainnya pada kartu
kosakata yang telah di sediakan guru sebelumnya.
- Sebelum permainan dimulai, guru menjelaskan secara singkat
tentang part of speech: noun, verb, adjective, dan adverb.
- Guru meminta setiap siswa ikut serta dalam permainan mewakili
kelompoknya.
128
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
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!
Find 2 words of noun, verb, adjective and adverb in the sentences below!
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 2 of CAR (First Meeting)
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.
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.
I. INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
133
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 : That’s right. Press it down, but don’t put your other foot on the accelerator
yet. Now…
Helen : I’ve put it into gear. Oh! The car has stopped!
Andri : Yes. Remember, don’t take your foot off the clutch before you’ve 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
2. Adjective
Neutral Netral
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (5 menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
135
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
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 : That’s (7)___________. Press it down, but don’t put your other foot on the
(8)__________ yet. Now…
Helen : I’ve put it into (9) __________. Oh! The car has stopped!
Andri : Yes. Remember, don’t take your foot off the (10)_________ before you’ve
pressed the accelerator lightly.
138
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.
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.
I. INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
139
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 : That’s right. Press it down, but don’t put your other foot on the accelerator
yet. Now…
Helen : I’ve put it into gear. Oh! The car has stopped!
140
Andri : Yes. Remember, don’t take your foot off the clutch before you’ve pressed
the accelerator lightly.
Kosakata terkait part of speech:
Verb Adverb
Want Ingin How Bagaimana
Learn, learned Belajar First Pertama-tama
Drive, drove, driven Mengemudi Now Sekarang
Get, got, gotten Mendapatkan Just Hanya
Make Membuat Yet Sampai
Start Menghidupkan Lightly Dengan benar
Do, did, done Melakukan
Turn Memutar
Shall, Should (aux.) Harus
Press Menekan
Remember (me) Ingat
Take….off Mencopot
2. Adverb
I. METODE PEMBELAJARAN
Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
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
Lampiran:
Lembar kegiatan KBM (Kegiatan Belajar Mengajar)
Membaca dan Menulis
Name:_______________________________
Give the meaning of these words Into English or into Indonesian!
Verb Adverb
Make (1)…………..... (2)…………..... Bagaimana
(3)…………..... Menghidupkan First Pertama-tama
Do, did, done Melakukan Now (4)………….....
Turn (5)…………..... (6)…………..... Hanya
(7)…………..... Harus Yet (8)………….....
Remember (9)…………..... (10)…………..... Dengan benar
Take….off Mencopot
1. 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 c. Verb
b. Adjective d. Adverb
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 c. Verb
b. Adjective d. Adverb
3. 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
4. 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 c. Verb
b. Adjective d. Adverb
5. Remember; don’t take your foot off the clutch before you’ve pressed the
accelerator lightly. Kata lightly termasuk jenis kata…
c. Noun c. Verb
d. Adjective d. Adverb
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Cycle 2 of CAR (Third Meeting)
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.
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.
I. INDIKATOR
Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
145
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 : That’s right. Press it down, but don’t put your other foot on the accelerator
yet. Now…
Helen : I’ve put it into gear. Oh! The car has stopped!
146
Andri : Yes. Remember, don’t take your foot off the clutch before you’ve 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.
Adjective Adverb
Sure Pastikan/ yakin How Bagaimana
Neutral Netral First Pertama-tama
Left Kiri Now Sekarang
Right Kanan Just Hanya
Stopped Terhenti Yet Sampai
Lightly Dengan benar
Neutral Sure
First Lightly
V. LANGKAH-LANGKAH PEMBELAJARAN
a. Kegiatan Pendahuluan (10menit).
- Greeting (memberi salam dan berdoa).
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit)
- Tanya jawab terkait part of speech.
- Guru membagi siswa kedalam beberapa kelompok.
- Guru menjelaskan tentang games “NOT BELONG” yaitu permainan yang
menguji pengetahuan siswa tentang pengelompokan kata yang sama seperti
noun, adjective, verb, dan adverb. Kemudian guru meletakkan 5 kata diatas
papan tulis yang salahsatu katanya bukan kelompok kata yang sama dengan 4
kata lainnya. Tugas siswa ialah menemukan kata yang berbeda tersebut dan
mencari kata yang sama dengan 4 kata lainnya pada kartu kosakata yang telah
di sediakan guru sebelumnya.
- Guru menunjuk satu kelompok menjadi pembuat soal untuk kelompok lainnya
begitu juga sebaliknya secara bergantian.
- Sebelum permainan dimulai, guru menjelaskan secara singkat tentang part of
speech: noun, verb, adjective, dan adverb.
148
VII. PENILAIAN
a. Teknik: Merespon pertanyaan secara tertulis
b. Bentuk: Pertanyaan tertulis
c. Instrumen: Terlampir
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!
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
car with Andri.
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.
Kepala Madrasah Tsanawiyah Nurul Falah Pondok Ranji Ciputat Tangerang Selatan
menerangkan
NIM : 106014000413
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.
KEPALA MADRASAH
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 Telp: ( 62-21) 7443328, 7401925
Ciputat 15142 Email: uinjkt@cabi.net.id
ii