THE TEACHING OF ENGLISH VOCABULARY

(A Case Study at the Seventh Grade Students of MTs Negeri 2 Jakarta)

By:
SITI NURMELIYA BASKARANI
NIM : 1112014000086

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL AND SCIENCES
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
2016
 ABSTRACT
Siti Nurmeliya Baskarani, 1112014000086. THE TEACHING OF ENGLISH
VOCABULARY. A Case Study at the Seventh Grade Students of MTs Negeri 2
Jakarta. Skripsi of English Education at Faculty of Educational Sciences of State
Islamic University Syarif Hidayatullah Jakarta, 2016.

Keywords: Teaching Vocabulary, Writing Test, Memorization.

The aim of this study is to know and describe the whole process in teaching
English vocabulary at the seventh grade of MTs Negeri 2 Jakarta. The subject of this
research is the English teacher. The method of this study was qualitative and case
study design. The data collecting procedure are observation and interview. One
teacher was observed during teaching in the classroom for eight meetings then the
writer analyzed the data by adopted Matthew B. Miles and A. Michael Huberman
pattern. There were three steps, cover data reduction, data display and
verification/conclusion. The result of this study showed: (1) The material that teacher
taught in teaching English vocabulary is about describing things. She used a textbook
namely An English Course for Junior High School Students (2) MTs Negeri 2 Jakarta
is applying scientific method in teaching English vocabulary. That method was
suitable applied for teaching vocabulary at the seventh grade of MTs Negeri 2
Jakarta, it was proven by students’ achievement. Their ability in learning vocabulary
was increased and they can pass the KKM score. (3) In teaching English vocabulary,
the teacher used media. Based on the writer’s observation and students’ interview,
there are some media that teacher used. They are picture and textbook. (4) The
teacher used writing test and memorization in evaluating teaching vocabulary.
However, some students have low score for writing test and most of students have
high score in memorization. Even though the teacher has explained the material well,
the students’ achievement of writing text is still low, after seeing the result of the test,
from 38 students only 17 students who passed the standardize score (75). It
contrasting to students’ achievement of memorization, most of students passed the
standardize score (75) and only 4 students did not. It can be concluded that students
still stuck to expand their vocabulary in creating sentences, but they seems good in
memorizing some words in learning vocabulary.

i
 ABSTRAK
Siti Nurmeliya Baskarani, 1112014000086. THE TEACHING OF ENGLISH
VOCABULARY. A Case Study at the Seventh Grade Students of MTs Negeri 2
Jakarta. Skripsi of English Education at Faculty of Educational Sciences of State
Islamic University Syarif Hidayatullah Jakarta, 2016.

Kata kunci : Mengajar Kosakata, Tes Tulis, Penghafalan.

Tujuan penelitian ini adalah untuk mengetahui dan mendeskripsikan
keseluruhan proses mengajar kosakata di kelas tujuh MTs Negeri 2 Jakarta. Subjek
penelitian ini adalah guru bahasa Inggris. Metode yang digunakan dalam penelitian
ini adalah metode kualitatif dan pendekatan studi kasus. Cara pengambilan data ialah
dengan pengamatan dan wawancara. Satu guru di amati dalam proses mengajar di
kelas selama delapan kali pertemuan kemudian penulis menganalisa data dengan
menggunakan pola dari Matthew B. Miles dan A. Michael Huberman. Ada tiga
langkah: yaitu data reduksi, penyajian data, verifikasi/kesimpulan. Hasil dari
penelitian ini menunjukkan: (1) Materi yang guru ajarkan di dalam belajar kosakata
adalah tentang mendeskripsikan benda. Dia menggunakan buku “An English Course
for Junior High School Students.” (2) MTs Negeri 2 Jakarta menggunakan metode
ilmiah dalam belajar kosakata bahasa Inggris. Metode itu telah cocok digunakan
untuk mengajar kosakata di kelas tujuh MTs Negeri 2 Jakarta, ini dibuktikan oleh
pencapaian siswa. Kemampuan mereka dalam belajar kosakata telah meningkat dan
mereka dapat melewati standarisasi nilai. (3) Dalam mengajar kosakata bahasa
Inggris, guru menggunakan media. Menurut pengamatan penulis dan wawancara
dengan siswa, ada beberapa media yang guru gunakan yaitu gambar dan buku
pelajaran. (4) Guru menggunakan tes tulis dan penghafalan dalam mengevaluasi
mengajar kosakata. Tetapi beberapa siswa masih mendapatkan nilai yang rendah
untuk tes tulis dan hampir seluruh siswa mendapatkan nilai tinggi dalam penghafalan.
Walaupun guru telah menjelaskan materi dengan baik, nilai murid dalam tes tulis
masih rendah. Setelah melihat hasil dari tes, dari 38 siswa hanya 17 siswa yang dapat
lulus dari standarisasi nilai (75). Itu sangat berbeda dengan pencapaian siswa dari
penghafalan, kebanyakan siswa dapat melewati standarisasi nilai (75) dan hanya 4
siswa tidak. Dapat disimpulkan bahwa siswa masih kesulitan dalam mengembangkan
kosakata mereka dalam membuat kalimat tetapi mereka cukup baik dalam menghafal
beberapa kata dalam belajar kosakata.

ii
 Acknowledgement

In the name of Allah, the Beneficent and Merciful. All praise be to Allah,
Lord of the universe, who has given the writer his Mercies, blesses, and
permission to accomplish this research paper “Skripsi”. Peace and Salutation be
upon the last prophet Muhammad, his family, his companion, and his followers.
This research paper is presented to Department of English Education, the
Faculty of Educational Sciences State Islamic University Syarif Hidayatullah
Jakarta as a partial fulfillment of the requirements for degree of Strata 1 in English
Language Education.
The writer would like to express her special great honor and the deepest
gratitude to her beloved parents H. Moch Afandi and Eka Yuliati, her brothers
Faysal Rachmat Rubiyanto and Fauzan Ardhi Gustama, who always give big
supports and moral encouragement to the writer to finish her study.
Next, the writer would like to express her gratitude an appreciation to her
advisors, Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., for their valuable
guidance, motivation, attention, correction, suggestion for completing of this
research.
Furthermore, the writer would like to convey her sincere gratitude to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational
Sciences, Syarif Hidayatullah State Islamic University.
2. Dr. Alek, M.Pd., the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., the Secretary of Department of English
Education.
4. All lecturers of Department of English Education, who have taught and
educated the writer during her study in UIN Jakarta.
5. Siti Suryani, S.Pd., the English teacher at the seventh grade of MTs
Negeri 2 Jakarta.
6. The principle, all teachers, staffs, and the students of MTs Negeri 2
Jakarta.

iii
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7. The big family of PBI C 2012 who have accompanied the writer
during the process of study with their big support and precious
friendship.
8. Wisnuadi Sony Pradana, S.E., her beloved motivator who always give
the writer support, motivation, and precious attention.
9. Her beloved foolish sisters Azizah Nurafni Rizky, Dinar Septiningrum,
Nur Ariza, S.Pd., Rifqah Amalia, S.E., Bunga Putri Gustini, S.K.M.,
and Lorna Zelfa, S.Kom. who have accompanied the writer in every
situation for almost 7 years with their precious friendship.
10. All people whose names cannot be mentioned one by one who always
give support and pray to the writer.
The writer realizes that this skripsi is far from being perfect. Therefore, the
writer would highly welcome any suggestions or critics to make this skripsi better.

Jakarta, October 19th, 2016

SNB
iv
 TABLE OF CONTENTS
ABSTRACT ..............................................................................................................i

ABSTRAK ................................................................................................................ii

ACKNOWLEDGEMENT .......................................................................................iii

TABLE OF CONTENTS .........................................................................................v

LIST OF APPENDICES .........................................................................................vii

LIST OF TABLES ...................................................................................................viii

CHAPTER I INTRODUCTION...........................................................................1
A. Background of the Study ....................................................................1
B. Identification of the Problem ..............................................................4
C. Research Focus and Research Question .............................................4
1. Research Focus .............................................................................4
2. Research Question ........................................................................4
D. Research Objective .............................................................................5
E. The Significances of the Study ...........................................................5

CHAPTER II THEORETICAL FRAMEWORK ..............................................6

A. Teaching Learning Process.................................................................6
1. The Meaning of Learning .............................................................6
2. The Factors May Affect the Success of Learning ........................7
B. Vocabulary .........................................................................................10
1. Definition of Vocabulary..............................................................10
2. Vocabulary Mastery .....................................................................12
3. Definition of Vocabulary Mastery................................................13
4. Kinds of Vocabulary.....................................................................14
5. The function of Vocabulary..........................................................16
6. Importances of Learning Vocabulary ...........................................17
7. What Students Need to Know ......................................................18
8. Problem in Learning Vocabulary .................................................19
9. How to Teach Vocabulary ............................................................19
10. Media in Teaching vocabulary .....................................................20
11. Technique in Teaching Vocabulary..............................................21
12. Material in Teaching Vocabulary .................................................23
C. Evaluation and Assessment ................................................................25
D. Previous Study ....................................................................................26

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 vi

CHAPTER III RESEARCH AND METHODOLOGY .....................................28

A. Research Setting .................................................................................28
1. Setting of Place .............................................................................28
2. Setting of Time .............................................................................28
B. Method and Design of Study ..............................................................28
C. Participant ...........................................................................................29
D. Data Collecting Procedure ..................................................................29
E. Data Analysis Procedure ....................................................................30

CHAPTER IV RESEARCH FINDING AND INTERPRETATION ................32

A. Research Finding ................................................................................32
1. Method of Teaching .....................................................................31
2. The Instructional Material ............................................................35
3. Media in Teaching ........................................................................35
4. Evaluation and Achievment .........................................................36
a. Evaluation ...............................................................................36
b. Students Achievment ..............................................................37
B. Interpretation ......................................................................................40
1. Teacher’s Role and Instruction .....................................................41
2. Teaching and Learning Difficulties during the Lesson ................42

CHAPTER V CONCLUSION AND SUGGESTION .........................................43

A. Conclusion ..........................................................................................43
B. Suggestion ..........................................................................................44

REFERENCES .........................................................................................................45
APPENDICES ..........................................................................................................47
 LIST OF APPENDICES
Appendix 1. Permission Letter for Doing Research ..................................................47

Appendix 2. The Interview ........................................................................................48

Appendix 3. The Observational Notes .......................................................................61

Appendix 4. RPP ........................................................................................................66

Appendix 5. English Core Competencies and Base Competencies ...........................83

Appendix 6. English Syllabus for Seventh Grade Curriculum 2013 .........................86

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 LIST OF TABLES
Table 4.1 Steps of Scientific Method .........................................................................31

Table 4.2 Media Use in Teaching Vocabulary...........................................................35

Table 4.3 Students’ Score in Writing Descriptive Text .............................................36

Table 4.4 Students’ Score in Memorization ...............................................................38

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 CHAPTER I
INTRODUCTION

A. Background of The Study

Vocabulary is one of the important aspects in teaching English language.
Another aspects should teacher know is to be creative and patient in finding,
choosing, and simplifying the materials which make the students mastery the
vocabulary.
Mastering vocabulary is not easy, moreover other aspects of the language are
considered such as; sound, and structure.1 According to Harmer, when the grammar
or the structure of one language plays role to build up the skeleton of language, then it
is vocabulary be the component that provide the vital organ and the flesh.”2 From this
statement, we can conclude that vocabulary is the one item that has to be mastered in
learning English, because we cannot speak the language well if we do not master it.
No matter how well we learn grammar, how successfully the sound of the foreign
language is mastered, without words to express a wider range of meanings,
communication in the foreign language cannot happen in any meaningful way.
Students need to master some basic of vocabularies to help them to
understand the real life activities related language skills such as reading a text,
writing essay, responding an exam question, and participating in class discussion.
However, there are many factors that make the students’ vocabulary is low. They
came from the internal factor and the external one. The internal means factors from
the inside of the students themselves such as motivation, interest, intelligence etc.
And the external is factors from the outside of the students that affect their learning

1
Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University
Press, 2000), p. 1.
2
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
publishing, 1991), p. 135.

1
 2

process such as, learning materials, and teachers’ performance including their
teaching strategy.
The problem is student commonly stuck in expanding their English. They tend
to be silent while being asked several question in English rather than answering the
question. Based on the descriptions above, that the more vocabularies students
achieved the more undestandable the English language skill will be.
In developing vocabulary, English teacher should have innitiative to motivate
students to make them more active and comprehend about basic vocabulary which
crave to be mastered by students. Therefore, the technique of teaching and learning
English vocabulary also crave to be maximized to get students’ vocabulary
achievment improved in the teaching.
Good teachers should always plan carefully and thoroughly for every aspect
of instruction from the first lesson of the first day to the last lesson of the last day.
They know what they are going to do, how they intend to do it, what they hope to
achieve, what has been done. Good teaching does not just happen. It is a product of
meticulous organization combined with solid knowledge of subject, an awareness of
various methods and a through understanding of and liking for the students with
whom the teacher works.
Teaching English as a foreign language is not similar to teaching of
vernacular. We know English is different from other languages whether on the
vocabulary, phonology, and structure system. Those have great deal of influence to
Indonesian students in learning English. Developing student’s interest in learning
vocabulary has always been one of the principal challenges for the teachers. In
addition, to help students in mastering English, many teachers have used different
methods and strategies for the same purpose, to understand, to learn and to remember
vocabulary more easily.
In Indonesia, the usual technique to handle this problem is by supplying a list
of words added with the definition of them, or allows the students to consult a
 3

bilingual dictionary or teacher mentions the definition of every single word of the
passage.
Technique are consider as the crucial element in delivering material design for
learners and will be effective if it is made according to circumstances of the class.
Due to this fact, the English teacher in junior high school need theoritical bases on
teaching and learning English language. Thus, teacher with good skills are needed to
apply the technique of meaningful teaching and learning.
Moreover, strategies in teaching vocabulary usually help the students to
memorize, and give the opportunity for students to self-assess their progress in
learning vocabularies.3 The teacher is hoped to be smart to choose an approach and
strategy of teaching that is suitable for the condition and the need of the learners, so
the goal of teaching and learning can be achieved.
According to the writer’s experiences in MTs Negeri 2 Jakarta, most of
students assumed that English is a difficult material. Their motivation in learning
English also low, because the class situation is very boring. Some teachers also still
use the old method in teaching vocabulary such as translation method. The teacher
thought that the objective of learning English, especially vocabulary is just to make
students understand about the meaning of words.
From the description above the writer chooses this study to examine the
teaching of English vocabulary in enhancing the students’ English achievement
especially on vocabulary achievement.
B. Identification of the Problem
Based on the background above, there are many problems that can be
identified in this research such as:
1. Students still confused in learning English because the teacher delivered a lot
of materials in one meeting.

3
Ibid., p. 3.
 4

2. Teacher still used the old method in teaching English, especially teaching
vocabulary.
3. It is boring activity in learning English.
4. Students commonly stuck in expanding their English because they have
limited vocabulary.

C. Research Focus and Research Question

1. Research Focus
This research will be focused only in teaching English Vocabulary at the
seventh grade of Mts Negeri 2 Jakarta.
2. Research Question
According the background, the writer formulated the research question as
follows:
1. What materials are taught at the seventh grade of MTs Negeri 2 Jakarta?
2. What method is used in teaching English vocabulary at the seventh grade of
MTs Negeri 2 Jakarta?
3. How does the teacher use the media while teaching vocabulary at the
seventh grade of MTs Negeri 2 Jakarta?
4. How does the teacher evaluate the students’ ability in learning vocabulary at
the seventh grade of MTs Negeri 2 Jakarta?

D. Research Objective
The objective of this study is to know the whole process of teaching English
vocabulary at the seventh grade of MTs Negeri 2 Jakarta.
 5

E. The Significance of the Research

The result of this research were expected to give some significances go to:
1. For teacher
Hopefully the results of this study are useful for the English teacher at the
seventh grade to get clearly information about how to conduct teaching
vocabulary and can increase students’ ability in learning English.
2. For students
This research is hoped to be useful input for students to encourage them to
master their English vocabulary.
3. For further researcher
This study can be the reference for researcher who are interested in doing
research related to teaching English vocabulary.
6
 CHAPTER II

THEORETICAL FRAMEWORK

A. Teaching Learning Process

The most decisive activity in the successful implementation of curriculum
is a learning process or learning activity. Learning is a process that must be taken
by students, but basically it should be understood by teachers in its
implementation, so that teachers can organize and guide the learning process in
accordance with the rules for the effective learning.
Teaching learning are two concepts that cannot be separated from each
other. Learning indicates what should be done by learner as a subject who
receives lessons, while teaching indicates what should be done by the teacher to
his/her student. Both concepts will be integrated in one even when the interaction
between teacher and student occur during process of learning. It is called by
learning as a process.
1. The Meaning of Learning
Most people identify learning by activities such as reading, writing,
explaining, observing, listening, memorizing and so on. However, these activities
are basically a learning understanding in the limits of methodical, which means
that these activities are forms of learning methods. So, it is not the meaning of
learning itself.
According to Jack C Richard and Schmidt Richard, learning is the
process by which change in behavior, knowledge, skill etc, comes about through
practice, instructions or experience and the result of such as process. 1 From that
definition, learning is an activity done by human being as an effort to get
knowledge (cognitive), to create attitudes (affective), and to raise concept and
skills (psychomotor) as a result of the interaction with the environment.

1
Jack C. Richards and Schmidt Richard, Longman Dictionary of Language Teaching &
Applied Linguistics, (New York: Pearson Educated Limited, 2002), p. 298.

6
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2. The Factors May Affect the Success of Learning

The main duty of learners is to learn. The learners try to get knowledge,
to create attitudes and to raise concept and skills. Some factors may affect how
successfully a course is received by learners. The factors are:2
a. View of Learning
Learner enter a course with their own views of teaching and learning and
these may not be identicial to those of their teachers. Therefore, what they see,
feel, and expect about learning process may affect how successfully a course is
received by learners.
b. Learning Styles
Learners have various ways of learning, because learners’ learning styles
may be an important factor in the success of teaching. There are four different
learner types in the population:
1) Concrete learners
These learners prefered learning in pairs, learning using media such as
video, film, pictures and games.
2) Analytical learners
These learners liked studying grammar, English book, and studying
alone, learning through reading newspaper.
3) Communicative learners
These learners liked learning English by hearing and by conversations.
4) Authority-oriented learners
These learners liked learning English by seeing their teacher explain
material to them, then they writing it on their notebook, and learning to read.
Learning styles also divide into three categories according to Leaver, Ehrman, and
shekhtman. They are:
1) Sensory Preference
Sensory preference refer to channels through which we percieve
information which consists of visual, auditory, and motor modalities as minimum.

2
J. C. Richards, Curriculum Development, (Cambridge: Cambridge University Press:
2001), p. 223.
 8

2) Cognitive styles
Cognitive styles describe how the individual acquires knowledge and how
and individual processess information.
3) Personality types
Personality types learning style that involves affective factors. For some
people, one of these catagories may be more important than others. For other
people, the catagories have more or less equal valance.
By the diversity of learners’ learning styles, it is important to teachers to
know it. By knowing the styles of students, teachers can choose teaching methods
and media that are appropriate for their students. In this case, teachers need to be
more creative in varying methods in the terms of educational media selection.
Thus the differences in learning styles among students can be
accommodated properly. Aside teacher, it is important to students to know their
own learning styles. Therefore they can create the atmosphere they like. Thus, it is
expected that motivation increase.
c. Motivation
Students will enjoy learning and will study the lesson seriously when they
are motivated. They will attentively listen to what the teacher has explained,
because they are confortable with such situation.3
Motivation to learn English that is internally driven is more powerful
than externally driven motivation. There are some factors influencing learners’
motivation:4
a) The Status of English
It is usefulness percieved in school and after school. When the students
think that English is not useful for them, they will be less motivated.
b) Past Learning Experience
Experience of success provide students with more power to persue a new
goal. It allows language learners to understand the purpose of trying and have

3
Betty L. Leaver, Madeline Ehrman, Boris Shekthman, Achieving Success in Second
Language Acquisition, (Cambridge: Cambridge University Press, 2005), pp. 67—80.
4
Clare Lavery, Language Assistant, (London: The British Council, 2001), p. 24.
 9

pleasure in learning it. Students who have negative experience about English
learning need to regain interest and faith in their ability to learn it.
c) Success and Reward
If students have successfully completed previous tasks and lessons and
been praised for their achievment then they are more inclined to make an effort.
d) The Content of the Lesson
This must to inherently of interest to the age range. They need to be able
to identify with the topic choosen.
e) Self-confidemce
Self-confidence provides learners with the motivation and energy to
become possitive about their own learning. It also creates the drive in them to
acquire the target language, enjoy the learning process. Some learners are
dissapointed in making failure and some are very nervous about making mistakes,
so it hampers their progress.
f) Length of Time Studying English
At the early stage of language learning everything is new and progress
can seem rapid. This sense of achievement is lost or gets slower as the years pass.
This is one of the reasons why children in primary school seem so much more
motivated than adolescents in upper secondary shool.
g) Lack of Challenge
To have a sense of progress and to create the feelings of effort that
students associate with learning, we need to stretch them, e.g. do not tell learners
something they can tell you, given a little guidance and encouragement. Help
them to guess new words instead of jumping in with translation, or encourage
them to try to correct their own mistakes on the basis of their knowledge.
h) A Sense of Difficulty
English learner can create a feeling that English is difficult language
without realizing it. It is commen to hear students of their own language, ‘English
is very difficult’, ‘Grammar is complicated’. More often than not these negative
feelings have been induced by learning approaches which over emphasized
difficulties and over-highlighted learners’ errors.
 10

Motivation is vital in language learning. It makes language learners

positive about their own learning. It also creates drive acquire target language and
enjoy the learning process. Moreover, experience of success and satisfaction has a
strong connection with motivation. By realizing their improvement and
achievement, students always gain the feeling of success. In order for language
students to become satisfied with the lesson, it is required to produce a stress-free
classroom and develop integrated-tasks lesson. It is necessary that there is a trust
between a teacher and students so that much communication in a target language
is developed.

B. Vocabulary
Vocabulary is very important in English teaching and learning. If the
learners do not know the meaning of the words, they will have the difficulty in
understanding about what they see, read, and learn. Their vocabulary will increase
if they read more words. This reason makes vocabulary very important; a bad
vocabulary will cause bad understanding of a text.
Vocabulary has an important role in determining the successful
achievement of each skill. Daily communication needs vocabulary. The more
vocabulary the learners have, the more easily they will communicate and express
what they want to say. The language skills that are listening, speaking, reading
and writing always include vocabulary in their activities. By having a lot of
vocabularies learner will easier to express or show their ideas, make a
composition and many other activities dealing with language.
In conclusion, by knowing and understanding the vocabulary, learners
successfully achieve the four language skills.

1. Definition of Vocabulary
Vocabulary is considered to be the main focus of learning a foreign
language since there is a belief that learning a foreign language is similar to
learning it’s vocabulary, in order to comprehend more about why vocabulary has
 11

an important role in learning the language, it is better to look at the definition of

the vocabulary first.
Webster’s dictionary defined vocabulary as follows: A list or collection of
words and phrases usually alphabetically arranged and explained or defined, a
sum or stock of words employed by a language group individual work or in
relation to a subject: scope of language, and a list of a foreign language textbook
of the words and phrases taught or used. 5
According to Hornby, vocabulary is:
a. All the words that a person knows or uses.
b. All the words in a particular language.
c. The words that people use when they are talking about particular subject.
d. A list of words with their meaning, especially in a book for learning
foreign language.6
It is observed that this definition is different from the definition before.
The writer summarizes that vocabulary is all the words that a person knows and
uses in a language with their meanings. In this definition the writer get complete
meaning.

Knowledge of new words and new meaning keep increasing as we grow

older and we are often very conscious of this growth and change. As we all may
know, vocabulary is very important to improve our knowledge. We can find all
information that we want by understanding our reading. As the English teachers,
we can give our student some ways to make them interested in mastering their
vocabulary. We do not much time just for looking up the difficult word in
dictionary.

Schmitt Broadly defined, “We must consider what we mean by

vocabulary. The first idea that probably springs to mind is words, a formulation
that is admirably adequate for the layperson.”7

5
Philip Babvock Gove, Webster’s Third New International Dictionary, (Massachusetts:
Heinle Publisher, 1996), p. 2560.
6
A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth Edition,
(London: Oxford University Press, 2000), p. 1447.
 12

Acquiring vocabulary is a very important tool to master a language. It is

impossible to learn a language without vocabulary, as Zimmerman said:
Vocabulary is central to language and of critical importance to the typical
language learner.8

From the previous definitions above, it has come into the conclusion that
vocabulary is a set of words known to a person or other entity, or that are parts of
a specific language. Vocabulary gives a big even the biggest contribution in
learning new language. However, learning vocabulary is not an easy thing
especially. The students often face difficulties in memorizing and using the word
in a sentence. That is why teachers should encourage themselves to be creative in
selecting the approach and the method of teaching English in order to make it
easier and fun in learning a new vocabulary.

2. Vocabulary Mastery
Vocabulary mastery is how the teachers teach a list of a word with their
meanings, especially in a book for learning a foreign language to the students. By
having and mastering it, we will know the meaning of vocabulary in the context.
It can also help to avoid making the mistakes in identifying a language with
dictionary and guide us in making the equivalence of the second language to
native language.
In relation to the importance of vocabulary second on foreign language
learners need various strategies to improve their vocabulary in establishing the
meaning of new words when they encounter them. There are 5 essential steps in
vocabulary learning that are suggested by Hatch and Brown namely:9
a. Having sources for encountering new words.
b. Getting a clear image, either visual or auditory or both for the forms of
the new words.

7
Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University
Press, 2000), p. 1.
8
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching,
(Cambridge: Cambridge University Press. 2002), p. 255.
9
Evelyn Hatch & Cheryl Brown, Vocabulary, Semantics and Languages Education,
(Washington: America Educational Research Association, 1995), p. 373.
 13

c. Learning the meaning of the words.

d. Making a strong memory connection between the forms and meanings
of the words.
e. Using the words.

These steps would make learners easier in improving their vocabulary and
make them more proficient in English.

Vocabulary teaching includes some of the most complex problems in the

field of education. Vocabulary teaching is influenced by ideas on the nature of
language in general, by ideas on the particular language being taught, and by ideas
on how the language is learned.

According to Allen, three techniques can be used for teaching vocabulary:

1) Alphabetical order: Even for a list of new words, alphabetizing way is appropriate
in helping students to find a word.
2) Showing the meaning of words through pictures, explanations in mothertongue,
and definitions in simple English.
3) Drawing attention to meanings before drilling words.10
The characteristic of students is complex. So it makes the teacher difficult
to engage with them. Before the teacher teach the students new word, they is
hoped to understand the characteristic of their students. Teaching vocabulary
through objects and actions, the teacher has to do a great deal of talking and acting
in order to establish some link in learners’ mind between what is said and what is
done.

3. Definition Vocabulary Mastery

Mastering vocabulary is the ability to get and receive a lot of words, by
having and mastering it, we will know the meaning of vocabulary in the context it
can also help to avoid making the mistakes in identifying a language with

10
Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University
Press, 1983), pp. 10—13.
 14

dictionary and guide us in making the equivalence of the second language to

native language, so that mean:
a. Helping us master kinds or levels of meaning. In mastering the kinds or levels
of meaning such as the words with their lexical meaning are, they are by no
means the only essential meaning in the symbols and devices of a language and
also the lexical content the various words as listed and defined in a
dictionary.11
b. Vocabularies find in a language, this is because the languages we use consist of
vocabularies. Whatever else people may do when, they come together whether
they play, flight, they talk; we live in a world of words.
c. Words can express our ability. When a person demonstrated his speech in front
of the public, his word can bring ourselves to the other world, his ability in
speech is well known all over the world, and that all start from word.
d. Vocabulary is involved in all aspects in student learning and that can improve
their skill in English, whether in listening, in speaking, reading or writing.
Student cannot speak well if they do not know vocabulary, they also do not
listen carefully if they do not know vocabulary, they may stuck in reading if
they do not know vocabulary. So it is mean that vocabulary helps students to
learn the language and improve it. In writing vocabulary function as a tool to
express a successful learning, it shows a good feedback to the learning.12

From those can be conclude that vocabulary is involved in each aspects of

our live, and that mean it is crucial to be acquire, especially when we talk.

4. Kinds of Vocabulary
Vocabulary is an essential component that links the four skills of listening,
speaking, reading and writing. There are many kinds of vocabulary made by the

11
Victoria Fromkin and Robert Rodman, An Introduction to Language, (Victoria: Holt
Rineheart and Winston, Inc, 1974), p. 1.
12
Ibid., p. 23.
 15

expert. Harmer distinguishes two kinds of vocabulary, there are active vocabulary
and passive vocabulary.13
Active vocabulary is also called as the productive vocabulary. Learner
more commonly use it appropriately in speaking and writing. Although when in
practice, it seems more difficult to be carried out, but at least learner must know
how to pronounce it appropriately, able use the words with good structure in
target language. Vocabulary can be called as an Active Vocabulary when students
have already learned it and they are expected to be able to use it properly.
Passive vocabulary is called as receptive vocabulary as well. It is words
that commonly are uneasy to be recognized and understood in the context of
listening and reading either by learners. The passive vocabulary refers to items
that learners will propbably find it difficult or even not able to produce it and they
only recognize it when they meet them. 14
In short active vocabulary is easier to use because probably someone has
already learned it properly and practiced it a lot, while passive vocabulary will
tend to be difficult to use.
Nation states, students may acquire vocabulary in two ways; direct and
indirect learning. In direct learning, students do exercise and activities that focus
on vocabulary, for instance: word building exercise, learning words in lists, and
vocabulary games. While in indirect vocabulary learning, the learners’ attention is
focused on some other features such as reading and listening activities.15 Whereas
Hatch and Brown used the term of intentional learning and incidental learning for
kids of vocabulary learning. The define intentional learning, “As being designed,
planned for, or intended by teacher or students. While incidental learning as the
type of learning that is byproduct of doing or learning something else”. 16 In other
words, intentional learning is particular intruction in the learning of words. While,

13
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman
Group, 1993), p. 153.
14
Ibid., p. 159.
15
I. S. P, Nation, Teaching Learning Vocabulary, (Boston: Heinle & Heonle Publisher,
1990), p. 2.
16
E Hatch & Brown, Vocabulary, Semantics and Languages Education, (Washington:
America Educational Research Association, 1995), pp. 368 – 369.
 16

indental vocabulary learning has focused on the vocabulary which is learn through
reading, writing, speaking, and listening.
According to Elfrieda H. Hiebert and Michael L. Kamil, vocabulary is
devided into three. There are oral vocabulary, print vocabulary, and productive
vocabulary. Oral vocabulary means the set of words for which we know the
meaning when we speak or read only. Print vocabulary, it consists of those words
for which the meaning is known when we write or read only. Then productive
vocabulary is the set of words that individual can use when writing or speaking.
They are words that are well-known, familiar, and used frequently.17
So, no matter how many experts classifying kinds of vocabulary, words
are a part of language elements or language tools of communication which are
used by person for showing and telling their opinion and ideas. And the writer
concludes that the most important thing in learning vocabulary is the learner have
to know vocabulary as many as possible in order to increase their ability in using
the target language.

5. The function of vocabulary

Before discussing vocabulary function, first of all we should know the
meaning of it. Vocabulary is total number of words which (with rules for
combining them) make up a language, or (range of) words known to, or used by, a
person, in trade, profession, etc.18
The word “use” has a meaning as the function or the advantage. So we can
say that from the definition-above the vocabulary use is the function or the use of
words which are used in language. It means that when we use words, we should
know the function or the use of our words our vocabularies because it can guide
us in understating the language which we learn.
Moreover, vocabulary is central to both the system and the use of
language. The words that we pronounce write and organize into sentences and

17
Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary;
Bringing Research to Practice, (London: Lawrence Erlbaum Associates, 2005), p. 3.
18
A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth
Edition, (London: Oxford University Press, 2000), p. 1959.
 17

other grammatical combinations. Words are also, what ordinary users think of as
language. For, they are accessible and reflected more fully the whole culture and
respond more quickly to changes in society than do other aspects of language.19

6. Importance of Learning Vocabulary

Vocabulary mastery is really important in learning English. Vocabulary,
much more than grammar, is the key to students understanding what they hear and
read in school and then communicating successfully with other people. Although
their structure is low, if they master on vocabulary, it will make them better on
their English skills. Recently methodologists and linguists emphasize and
recommend teaching vocabulary because of its importance in language teaching.
Ur states “Vocabulary is the most important aspect of language to teach. You can
understand a reading text and make your self understood with almost no grammar,
but you can not get anywhere without vocabulary. It is more important than
reading strategies for understanding a text. It is also the best single measure of
proficiency.”20
Thornby quotes Wilkins’ statement that “Without grammar very little can
be conveyed, without vocabulary nothing can be conveyed.”21 A good store of
words is crucial for understanding and communication. A major aim of most
teaching programs is to help students to gain a large vocabulary of useful words.
In every lesson, students have to introduce new words and practice them, making
clear the meanings and the ways in which each can be used.
Furthermore, a good mastery of vocabulary helps the learners to express
their ideas precisely. By having many stocks of word, learners will be able to
comprehend the reading materials, catch other talking, give response, speak
fluently and write some kind of topics. On the contrary, if the learners do not
recognize the meaning of the words used by those who address them, they will be

19
Suzanne Romaine, The Cambridge History of the English Language, Vol. IV,
(Cambridge: UK, 1998), p. 57.
20
Penny Ur, Teaching Vocabulary: Going Beyond the Textbook, Some Research-Based
Fact about Vocabulary Teaching, 2009, p. 1.
21
Scott Thornbury, How to Teach Vocabulary, (Essex: Longman Pearson Education,
2002), p. 19.
 18

unable to participate in conversation, unable to express some ideas, or unable to

ask for information.
7. What Student Need to Know
Learning vocabulary is not more than just the meaning of words but also
understanding the knowledge implied both in general and for certain words in
particular. As stated in Harmer, writes some components of vocabulary that
students need to know, they are:22
a. Meaning
The first thing to realize about vocabulary items is that they frequently have more
than one meanings. The words ‘book’, for example, refers to a noun as something
you see to read from, or as a thing to be read, but it s also has meaning as a verb.

b. Word use
Students need to recognize metaphorical language use and they need to know
words collocate. They also need to understand what stylistic and topical contexts
words and expressions occur in. for example, if you meet your friend on the strret
you may say “Hi”, or “Hello”(informal term) but if you meet your teachers you
should great them with formal espression, “Good Morning Sir”.
c. Word formation
Word formation means knowing how words are written and spoken, and knowing
they can change their form. Students need to know how words are spelt, how they
sound, the way words are stressed because the way the words are stressed can
change when their grammatical function is different, like a word “present” as in a
gift has different stress with the word “present” as in low.
d. Word grammar
Language learners also need to master grammar because the aim of language
learning is preparing the learners to higher level of education. It can summarize
“Knowing a word”.

22
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman
Group, 1993), p. 156.
 19

8. Problem in Learning Vocabulary

Learning vocabulary is not easy for students. Building up vocabulary is a
complicated process, and one that takes a long time.23 There are a lot of problems
that students face while they are learning vocabulary. One of the problem is well
known. Students might get some difficulties in learning vocabulary. Some factors
that often cause these problems are:
1. Pronounciation
Research shows that words are difficult to pronounce and more difficult to
learn. Potentially difficult words will typically be those that contain sounds that
are unfamiliar to some groups of learners.
2. Spelling
Words are containts silent letters are particulary problematic, such as
listen, honor, foreign, honest, etc.
3. Grammar
Grammar associated with the words also problematic, especially if this
differs from that of it is first language equivalent.
4. Meaning
When two words overlap in meaning, learners are likely to confuse them.24
Learning vocabulary seems to be one of the easiest things about learning a
language, but it is also one of the hardest things to do. It is because learning
vocabulary does not only learn about the meaning of word. When learning
vocabulary, students will also learn about other aspects of word such as usage,
pronunciation, grammatical, and so on. So it often makes difficulties for the
students to comprehend the vocabulary.

9. How to Teach Vocabulary

Vocabulary is basic to communication. If people do not recognize the
meaning of the key words used by those who address them, they will not be able

23
Ronald Carter, Vocabulary, Applies Linguistic Perspective Second Edition, (London:
Routledge, 1998), p. 184.
24
Scott Thornbury, How to Teach Vocabulary, (Middlesex: Longman, Pearson
Education, 2002), pp. 27—28.
 20

to participate in the conversation. If they want to express ideas or ask for

information, they must be able to produce words to convey their meaning. Thus
vocabulary learning is very crucial in developing competence in a second or
foreign language.
Teaching vocabulary is clearly more than just presenting a new word. In
teaching vocabulary, the teachers are hoped to have some technique in order to
make students familiar with the vocabulary so that they understand new word
easily. The techniques functions not only to help the students grasp the meaning
of new words quite easily, but also to vary the teaching activity in order to avoid
the boredom on the part of students.
10. Media in Teaching Vocabulary
Harmer mentions that the following aids can help to explain new
vocabulary are:25
1) Realia
This is the word to refer the use of real objects in the classroom. Thus the
words book, pencil, or chair, can be easily explained by showing students a book,
a ruler, or a chalk. This is clearly satisfactory for certain single words, but the use
of realia is limited to things that can be taken easily from the classroom.
2) Pictures
Pictures are clearly indispensable for the language teacher since they can
be used in so many ways. Pictures can be used to explain the meaning of
vocabulary items: the teacher can draw pens, rulers, pencils, and books inthe
blackboard/whiteboard, or have magazines picture of trucks, bicycle, train, or bus
onto cardboard. The teacher might bring in a wall picture showing three people in
a room that could be used for introducing the meaning of the sentence, for
instance: there are three people in the classroom.
3) Mime, action, and gesture
It is often impossible to explain the meaning of words or meaning either
with realia or in picture. An action, in particular, is probably better explained by
mime. Gesture is useful for explaining word like ‘from’, ‘to’, etc. or indicating

25
Harmer, op. cit., p. 161.
 21

that the past is being talked about (the teacher gestures backwards over his/her
shoulder).

4) Contrast
A visual element sometime may not be sufficient to explain meaning and
contrast can be used. Thus, the meaning of “full” is better understood in the
context of “empty”, “big” in the context of “small”, etc.
5) Enumeration
The word “vegetable” is difficult to be explained visually. However
teacher rapidly lists (or enumerates) a number of vegetables, the meaning will
become clear.
6) Explanation
Explaining the meaning of vocabulary items can be extremely difficult just
as grammatical explanations. It will be important in giving such explanations to
make sure that the explanations include information about when the item can be
used. For example, it would be unsatisfactory just to say that “mate” is a word for
“friend” unless you point out that it is colloquial informal English and only be
used in certain context.
7) Translation
For many years, translation went out of fashion and was considered as
something of sin. Clearly, if the teacher is always translating, this will impede the
students‟ learning since they want to hear and use the target language, not their
own. Nevertheless, it seems silly not to translate if by doing so; a lot of time can
be saved. If the students do not understand a word and the teacher cannot think
how to explain it, he can quickly translate it.

11. Technique in Teaching Vocabulary

Base on Adrian Doff, the techniques in teaching vocabulary are:26
1) Say the word clearly and write it on the board

26
Adrian Doff, Teach English a Training Course for Teacher on Teacher’s Work Book,
(New York: Cambridge University Press, 1988), p. 1.
 22

2) Get the class repeat the word in chorus

3) Translate the word into students’ own language
4) Ask the students to translate the word
5) Draw a picture to show what the word means
6) Give an English example to show how the word is used
7) Ask a question using new word

From statement above the writer gives a little clarification that some basic
techniques for showing the meaning of words are:

 Writing noun words on the board: “pencil”, “table”, etc. Now the question is
how the students can easily to understand meaning of the words? In this case
many ways to explain about that, for example:
 By showing the real object of pencil, table and etc.
 By showing pictures. This way can be done by drawing picture of pencil or
table on the board and by showing the picture of pencil, table which have been
already prepared before (photograph).
 Writing verb words on the board: “stand”, “dance”, “close”, etc. Now the
question is how the students can easily to understand meaning of these words?
For this case teacher can not show the thing to students because this is not a
noun, so teacher show the students by practicing or showing pictures that
related to the words.
 Writing adjective words on the board: “sad”, “happy”, “angry”, etc. Now the
question is how the students can easily to understand meaning of these words?
In this case, teacher can use mime to show it or give the simple explanation
like “someone is crying, she is sad”. Teacher also can use a picture to show the
meaning of that word, for example picture of emoticon that can describe happy,
sad, angry and etc.
From explanation above general points about presenting vocabulary is
using real object, mime or picture. There are many kinds of techniques in
presenting vocabulary to the learners such as mentioned above. The writer
summarized that the way in teaching English vocabulary is depend on the teacher
 23

to choose the best way in order to make students feel enjoy in learning process,
because as a facilitator, a teacher has to be able to choose the right technique to
teach vocabulary.

12. Material in teaching vocabulary

At the seventh grade, there are so many material that teacher taught.
Narrative text and descriptive text are some of text that teacher used in teaching
vocabulary.
1. Descriptve text
a. Definition of descriptive text
Descriptive text is a text which describes something. According to
Djuharie, he said that descriptive text is a text which describes and
gives more detail information about particular people, thing, place and
animal.27 It means that descriptive text tells the readers to know about
something specifically by giving characteristic of something which
described.
Meanwhile, according to Oshima, descriptive text tells about the
senses how something looks, feels, smells, tastes, and sound.28
In sum up, descriptive text is a text which describes something and
includes of the characteristic of something. It tells the readers with
detail information that can help them to imagine and to describe in
their mind about what the content of the text.

b. Purpose of descriptive text

Every text has own purpose. The purpose of descriptive text is to

describe people, thing, place, and animal. It means that descriptive text
wants to give the

27
Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung:
Yrama Widya, 2007), p. 24.
28
Alice Oshima and Ann Hogue, Introduction to Academic Writing 3 rd Edition, (New
York: Pearson Longman, 2007), p. 61.
 24

description of something. According to Anderson‟s statement, the

purpose of descriptive text is to tell about subject by describing the
characteristic without including personal opinions, the example of
descriptive text are description of a particular building, description of
a specific animal, description of a particular place, and description of a
specific person.29
In sum up descriptive text has a purpose to describe a particular
person, places, animals, and things that tells about their
characteristics. Next, it helps the reader to imagine what the text is
about.
c. Schematic structure of descriptive text
Generally, descriptive text has a schematic structure, there
are:30Identification and Description.
2. Narrative text
a. Definition of narrative text
The narrative text type tells a story. Its purpose is to present a view
of the world that entertains or informs the reader or listener.31
Mark and Kathy Anderson said that there are some examples of
Narrative text that can be founded are: fantasy novels, bedtime stories,
historical fiction, and stories.32
b. Schematic structure of narrative text
Narrative text has a schematic structure, there are: orientation,
evaluation, complication, resolution and reorientation.33
c. Purpose of narrative text
The social function of narrative text is to amuse, entertain and to
deal with actual or vicarious experience in different ways; narratives
deal with problematic events which lead to a crisis or turning point of

29
Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra:
Machmillan Education Australia, 1998), p. 26.
30
Djuharie, op. cit., p. 24.
31
Anderson, op. cit., p. 6.
32
Ibid., p. 7.
33
Ibid., p. 12.
 25

some kind, which is in turn finds a resolution. It has the following

characteristics.34Research has shown that narrative constitutes an
important discursive resource used by speakers across a range of social
contexts and setting to accomplish many different social functions. It is
clearly the case that “narratives are highly portable discursive units”.
Stories can be told to entertain (jokes, folktales, anecdotes), to justify
and explain (accounts, and descriptions of events), to instruct (the
‘cautionary’ tale, fables), and to establish social norms (gossip). But
even more importantly, stories tell us who we are: they are central to
our social and cultural identity.35
C. Evaluation and Assessment
Evaluation or assessment or test, must be conducted in the teaching-
learning activities to know how well the students’ understanding about the
materials which has given by the English teachers, as a general evaluation is the
process of systematic information collecting through the numbers, verbal
description, analysis and information interpretation to give a score to the students’
work result. As Muslich stated about (class evaluation): “Collecting process and
using information by the teacher for giving decision of student learning result
based on the step of learning progress.So, it can be gained profile of student’s
ability with competency that fixed in curriculum.”36
According to Brown, assessment has two main categories, they are:37
 Formative assessment : The teachers applied this assessment whn
the have explained one or two chapters of the material and the
students give the feedback to improve their abilty.
 Summative assessment : In this assessment, the teachers give two
types of test, middle test examination and final test examination.
34
Wido H. Toendan, Reading Comprehension 2, (Bandung: Global House Publications,
2009), p. 105.
35
Joanna Thorn borrow and Jennifer Coates, The Sociolinguistics of Narrative,
(Amsterdam: John Benjamin Publishing Company, 2005), p.3.
36
Masnur Muslih, KTSP (Kurikulum Tingkat Satuan Pendidikan), (Jakarta: Bumi
Aksara, 2007), p. 78.
37
H. Douglas Brown, Language Assessment: Principles and Classroom Practices,
(Longman: Pearson Education, Inc, 2001), p. 6.
 26

The essential purpose of formative assessment is to move students’

learning forward while their learning is still in the process of developing. It
operates as a feedback loop in which both teachers and students can play active
roles enabling learning by consistently working to build and consolidates student
understanding and skill during the course of a lesson.

D. Previous Study
The writer has found two relevant studies which related to this research.
The first study is conducted by student’s of UIN Syarif Hidayatullah Jakarta by
the title “The Teaching of Vocabulary through communicative language teaching
(A Case Study at The First Grade of SMU 1 Ciputat)” written by Erwan. The
objective of this study are to know more about the teaching English in the class,
and about the evaluation in the class. The techniques used to collect the data are
observation, questionnaire, documentation.

From the research above, the writer finds some differences and similarities
things with the writer study. The differences are on objective, place, time and the
way he collect the data. The writer used observation and interview in this study to
collect the data while the study above used observation, questionnaire and
documentation. The similarity on this study is vocabulary as a material and
method that the writer used.

The second study was conducted by M. Adrian. The student of UIN Syarif
Hidayatullah has studied and analyzed Teaching vocabulary by using cooperative
learning (An Experimental study at first year of SMP Darussalam Ciputat
Tangerang Selatan). He has studied to find the empirical data whether or not there
is significant difference between students’ score in learning vocabulary by using
cooperative learning and by using grammar translation method. The conclusion
that the Students Team achievement Division (STAD) in teaching vocabulary is
really helpful in increasing the students’ ability and achievement in English
vocabulary.
 27

From the research above, the writer finds some differences and similarities
things with the writer study. The differences are an objective, place, time, and
method of the study. The objective of study above is to find the empirical data
whether there is significant difference between students’ score in learning
vocabulary by using cooperative and by using grammar translation method, while
the writer’s objective is to know and describe the whole process of teaching
English vocabulary. Then, the study above used quantitative method and an
experimental approach while the writer used qualitative method and case study
approach. The similarity is vocabulary as a material.
 CHAPTER III
RESEARCH METODOLOGY

A. Research Setting
1. Setting of Place
The place of the study was MTs Negeri 2 Jakarta. It is junior secondary
school which located on Jalan RM. Kahfi I, Jalan Benda no.34 Ciganjur, Jakarta
Selatan, Jakarta. The school was established in 1989 and has been operated since
1990. There are fifteen classes registered from grade VII to IX. English is taught
as a compulsory subject. There are two meeting in a week with time allocation 80
minutes for each meeting.
2. Setting of Time
The study conducted at MTs Negeri 2 Jakarta from April 1st to May 6th ,
2016. It consists of interview with the teacher and classroom observation in class
7.1. The first three weeks were used for classroom observation and the rest of the
weeks were used for interview.

B. Method and Design of Study

This study employed the qualitative method with case study approach.
Qualitative method was choosen because this study aim at providing insight into
the case of the teaching of English vocabulary at the seventh grade of MTs Negeri
2 Jakarta.
According to Fraenkel and Wallen, case study is a qualitative study
approach that studies a single individual, group, or important example to
formulate interpretation to the specific case or to provide useful generalization.1
Therefore, the case study approach allowed the writer to study particular teachers
in an attempt to understand the case of the teaching of English vocabulary.

1
Jack C. Richards and Willy A. Renandya, How to design and Evaluate Research in
Education: Seventh Edition, (New York: The McGraw-hill companies, 2009), p. 13.

28
 29

C. Participant
The participant in this study is English teachers of MTs Negeri 2 Jakarta.
The number of English teachers of MTs Negeri 2 Jakarta are 4. The writer only
took an English teacher who teach the seventh grade of MTs Negeri 2 Jakarta. The
reason why the writer only took an English teacher because at the seventh grade,
mastering vocabulary is become the main objective in study English while another
teacher at the eighth grade teaching about tenses, text and dialog not vocabulary
anymore. So, it is decided not to take whole participans in this study.

D. Data Collecting Procedure

To obtain the data the writer use two data collecting procedure . Since
study is a case study, the writer use in-depth interview technique as a primary
technique and then it is followed by the classroom observation for a validity
check.
1. Interview
Interview is data collecting technique by way interviewing selected
individual as a respondent. Furthemore, it is the direct face to face attempt to
obtain the reliable and valid measures in the form of verbal respons of a
respondent. According to Bungin, in-depth interview is a process to obtain
information for the purpose of the research by face to face questioning between
the interviewer and the informant, with or without the use of the interview guide.2
Before conducting interview, the writer observed the class in order to find
the way teacher teach, teaching strategies, and also to know the condition of the
class whether students understanding or students motivation in learning
vocabulary.
Later on, one respondent was interviewed. The respondent was an English
teacher at the seventh grade.
2. Observation

2
Burhan Bungin, PenelitianKualitatif, edidsi kedua, (Jakarta:Kencana Prenada Media
Group, 2007), p. 111.
 30

The classroom observation is used to find out the practice of learning and
teaching vocabulary.
Another data collecting technique is observation. Bungin states, data
collection used to collect the data through observation and sensing.3
The writer role in observation was non-participant. She observed an
English teacher who teach the seventh grade. In three weeks, eight meetings were
observed. Each observation lasted approximately 80 minutes, following the
duration a meeting.

E. Data Analysis Procedure

The analyzing of the data is process to find out and arrange systematically
the acquired data from the interview which has been done, documentation, and
field notes by organazing the data into some category , selecting the most crucial
subject to be studied, and making the understandable conclusion for the reader or
anyone else.4
Miles and Huberman give a concept of analyzing the data. There are some
components that build up model of analyzing the data:5
1) Data reduction
According to Miles and Huberman, data reduction is reffers to the process
selecting, focusing and transforming the data.
In reduction data, the writer has to choose which aspect of the data that appeared
in interview trancription.
2) Data display
Data display is the second phase’s Miles and Huberman model of
qualitatve data analysis. This phase provides an organized and asembly of data
information that permits for conclusion drawing.
3) Conclusion drawing and verification

3
Ibid., p. 118.
4
Prof. Dr. Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif,
dan R&D, (Bandung: Alfabeta, 2009), cet. IX, p. 241.
5
Matthew B. Miles, and A. Micheal Huberman, Qualitative Data Analysis: Second
Edition an Expanded Sourcebook, (London: SAGA Publication, 1994), p. 11.
 31

Conclusion drawing includes stepping back to consider what analized data

mean and to assess their implication for the research question. In this phase, the
writer drew meaning from the data in a display.

Furthermore, the data have to be checked for their sturdiness and

confirmability. The writer check validation of the data using triangulation
strategy. According to Miles and Huberman, triangulation is a tactic for
confirming findings by using multiple sources or mode of evidence. 6 The writer
examined multiple source, such as interview responses and observational as many
time as necessary to obtain a valid findings in this study.

6
Bungin, op. cit., p. 241.
 CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

The presenting of data description in this section are based on the research
questions which focus on the whole process in teaching English vocabulary. The data
description of the observation and interview are presented in separated description
coordinated to each research question.

The result of teaching classroom observation is presented after the presenting

of interview is done. Some kinds of techniques are written down based on teaching
and learning activity by the teachers during the observation.

A. Research finding
1. Method of Teaching
The Using of Scientific Method in Implementing Curriculum 2013 for
Junior High School
Table 4.1
Steps of Scientific Method
No. Lesson Plan Teacher’s did

1 Observing In this activity, the teacher did

To maximize senses by seeing, the activity appropriate the
hearing and watching. procedure, even though she gave
Activity: The teacher divides the the example of descriptive text
example of descriptive text to directly to all group in front of
each group. the class. However, the students
could pay attention well and
were not noisy. (see Appendix
3)

32
 33

No. Lesson Plan Teacher’s did

2 Questioning In this activity, the teacher did

The process of building the appropriate with lesson plan.
knowledge such as a concept Before explaining and giving the
trough group discussion and the example, the teacher directly
students are demanded to be gave a chance to the students ask
active. freely, however, they have to be
Activity : polite. (see Appendix 3)
The teacher gives a chance to the
students to ask freely about
descriptive text.
3 Collecting information In this step, the teacher applied
To deepen the knowledge and the lesson plan well, the teacher
skill that they have got. asked the students to mention
Activity: The students mention adjective in the text and teacher
the characteristics that used in asked all students to mention all
descriptive sentence, and mention the things in classroom and the
all the things in the classroom. students can answer well. (see
Appendix 3)

4 Association In this step, the teacher did

The process to develop the appropriate with the lesson plan.
eagerness to make a group and The teacher gave the exercise
compare many idea and after giving the example, she
phenomenon. aske students to work in group.
Activity: The students do the task Each group have to arrange
by grouping, arrange some sentences into a good paragraph
sentences that have been prepared then translate it. (see Appendix
by the teacher. 3)
 34

No. Lesson Plan Teacher’s did

5 Communication In this step, the teacher did the

Developing ability to present all step appropriate as the lesson
the knowledge and skill that have plan. The teacher asked the
been mastered or not, either oral students to mention things in the
or written. classroom. After find the things,
Activity: The teacher asks every they have to describe and make
group to make a paragraph about a paragraph. The last, they have
description things then translate to translate it. (see Appendix 3)
it.
Adapted from RPP of describing things at the seventh grade of MTs Negeri 2 Jakarta, 2016

The first step of scientific method is appropriate with the teachers’ did. The
teachers’ role in this step was give the example in front of the class. By saying
“………sekarang ada tambahan baru, untuk mendeskripsikan itu harus ada
subjeknya, sama preposisi atau kata depan. Contohnya, The cupboard is big or my
chair is broken, apa artinya? bisa juga the blackboard so dirty”. (See appendix 3).

Then, the second step is also appropriate with the teachers’ did. The teachers’
role in this step was after giving the explanation and example, the teacher directly
gave a chance to the students asked freely, however no one student asked.

Next, the third step is also appropriate with the teachers’ did. The teachers’
role in this step was asked the students to mention the language feature of descriptive
text and the students can answer well. It can stimulate the students to be more active.
In fact, the students can answer the teachers’ question together and seem enthusiasm.

The fourth step, the students were offered by the teacher to mention the
adjective of descriptive text and wrote one of descriptive sentence then translate it.
 35

The students did the task with their group, even though in some groups there were
some students who did not give a contribution to answer the question.

In the last step, the teacher also did appropriate the procedure of scientific
approach step where the teachers’ role was asked the students to write one sentence
of descriptive text for each group then translate it. However the students did it long
enough, the teacher decided to mention it together. Besides that, by mentioning the
answer together, the teacher expects the student who did not understand can be
understand.

2. The Instructional Material

The Material that The Teacher Use in Teaching Vocabulary
The teacher use a book in teaching English namely, An English Course for
Junior High School Students. In teaching vocabulary, teacher focused teach students
about describing things. It similar with the classroom observation.
3. Media in Teaching
The Media that Teacher Use in Teaching Vocabulary
In applying teaching vocabulary, the teacher should use the media to get
students’ response and interest. However, there are the differences between the
teachers’ interview result, the teachers’ observation result and students’ interview. In
interview, she said that she used picture, textbook, tape recorder, things in the class,
realia and internet, (see appendix 2). However in the real condition of the field, the
teacher did not bring many things to teach, she just bring her gadget and sometime
used the media from the textbook (see appendix 3). The textbook is An English
Course for Junior High School Students. In the other side, the students’ interview
result, some of students answered that they just used picture and textbook as the
media. The table 4.2 showed the result of comparing the teachers’ observation,
teachers’ interview and students’ interview.
 36

Table 4.2
Media Use in Teaching Vocabulary
No Media The Writer’s Teacher’s Students’
observation interview interview

1. Realia - √ -

2. Picture √ √ 4 students

3. Tape recorder - √ -

4. Textbook √ √ 4 students

5. Things in the - √ 1 student

class
6. Internet - √ -

From the table above, we can see the similar opinion both teacher and
students in teaching learning process especially in teaching vocabulary by using
picture and textbook.

4. Evaluation and Achievement

a. Evaluation
Based on the answer of teacher’s interview, she conducted the test for the
students were the written text about describing things and memorization. Before
starting to deliver a new material, she gave HVS paper to all students in the class.
Then, he gave a clear picture and instruction; she put the picture on the whiteboard.
She asked students to describe it in 25 minutes by making a simple sentence. (See
Appendix 2)
The second evaluation that teacher did was memorization. The teacher gave
lists of words that realated to the material, then she wrote on the whiteboard and
asked her student to memorize it. She gave 10 minutes to memorize it before she
called students one by one in front of the class to memorize it.
 37

b. Student Achievement
The teacher gave clear explanation and example, but students still stuck in
expanding their idea in create a text, therefore the students’ achievement still low. It
was because of many factors. After knowing the result of the test, the teacher gave the
srudents score of descriptive text and memorization. It can be seen in the table below:
Table 4.3
Students’ Score in Writing Descriptive Text

No Name Gender Score

1. 0033914209 L 70,5

2. 0025674620 P 72,5

3. 0031490198 L 70

4. 0027190703 P 73

5. 0027190704 P 77*

6. 0032917963 P 65

7. 0033196349 L 75*

8. 0032136349 P 76*

9. 0033409788 P 79*

10. 9017173019 L 70

11. 0035686316 P 74

12. 0033627685 L 72

13. 0033914187 P 76*

14. 0027311236 L 70

15. 0028217986 P 69

16. 0032136353 P 75*

17. 0027911608 P 77*
 38

No. Students Number Gender Score

18. 9011316102 L 78*

19. 0031891654 L 71

20. 0033756193 L 62

21. 0034692185 P 71

22. 0022726355 P 73,5

23. 0030557081 P 78*

24. 0033713298 P 75*

25. 0025158820 P 75*

26. 0028578574 L 74

27. 0033914229 P 79*

28. 0033957493 P 78*

29. 0033350473 P 65

30. 0031170113 P 70

31. 0032458208 P 76*

32. 0033713283 P 68

33. 0032918006 P 75,5*

34. 0032136352 P 69

35. 0033196339 P 77*

36. 0030832214 P 75*

37. 0037035402 P 73

38. 0027078198 P 75*

*Student passed KKM (Standardize Score: 75)
 39

Table 4.4
Students’ Score in Memorization

No Students Number Gender Score

1. 0033914209 L 88*

2. 0025674620 P 89*

3. 0031490198 L 78*

4. 0027190703 P 80*

5. 0027190704 P 85*

6. 0032917963 P 80*

7. 0033196349 L 70

8. 0032136349 P 74

9. 0033409788 P 84*

10. 9017173019 L 78*

11. 0035686316 P 88*

12. 0033627685 L 70

13. 0033914187 P 82*

14. 0027311236 L 88*

15. 0028217986 P 76*

16. 0032136353 P 79*

17. 0027911608 P 81*

18. 9011316102 L 83*

19. 0031891654 L 90*

20. 0033756193 L 89*

21. 0034692185 P 88*

 40

No. Students Number Gender Score

22. 0022726355 P 84*

23. 0030557081 P 75*

24. 0033713298 P 76*

25. 0025158820 P 80*

26. 0028578574 L 73

27. 0033914229 P 76*

28. 0033957493 P 75*

29. 0033350473 P 80*

30. 0031170113 P 81*

31. 0032458208 P 77*

32. 0033713283 P 79*

33. 0032918006 P 79*

34. 0032136352 P 76*

35. 0033196339 P 88*

36. 0030832214 P 87*

37. 0037035402 P 89*

38. 0027078198 P 90*

*Student passed KKM (Standardize Score: 75)

5. Interpretation
Teaching is not a simple activity. It is not only transferring knowledge from
the teacher to students, but also the process how the students’ behavioral changes. In
teaching her/his students, the teacher must consider their roles towards students’
 41

development in learning, especially in teaching vocabulary. The various strategies

and technique must be prepared by the teacher when she/he will teaching vocabulary.
Teaching material, teaching method, teaching media and teaching assessment
are the components of teaching learning process. However the main essential aspect
come from the teacher itself in teaching approaches. If the teacher does not conduct
the aspect above well, the students will not get anything. As a good teacher, she/he
should deliver the material appropriate the steps of effective teaching, in order to
make students can get cleary material. Some teachers perhaps have known about the
way of teaching, moreover they also must know the objective of teach the material.
Thornbury stated in teaching vocabulary there are some steps that teachers should
mastered, they are:1 (1). Using translation, (2). How to illustrate meaning, (3). How to
explain meaning, (4). How to highlight the form, (5). How to involve the learners

By using these steps in teaching vocabulary, teacher will give clearly

explanation to the students. So the students can understand the material well.

a. Teachers’ Role and Instruction

According to Harmer, “Teacher must be a good role player in the class. Such a
motivator, resources and feedback provider”2 it means, one of the teacher principal
roles in vocabulary task will be to motivate the students, creating the right condition
for the generation of ideas, persuading them of the usefulness of the activity, and
encouraging them to make as much as effort as possible for maximum benefit.
Based on the result of observation and students’ interview, the teacher has lack
motivation in teaching-learning process. In pre-teaching, we can see that she did not
have spirit to teach; she just check the absent of her students and she is not retell the
last material to students. In while-teaching, the teacher explained the material too fast,
it made some of students did not understand, after giving the example she directly

1
Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, Pearson Education, 2002),
pp. 75—87.
2
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group,
1993), pp. 261—262.
 42

gave the exercise. After that she let them to discuss by their group, meanwhile, she
played her gadget. Besides that, she was less movement to check the students doing.
In post-teaching, teacher sometimes gave students questions which are related to the
material at that day and after that she make sure that students still remember some
vocabulary which she has given.
Moreover, based on the result of students’ interview, the students said that the
teacher has good instruction to do the tasks but speed in teaching was too fast and the
time was too short. Therefore, the students can not complete the answer and teaching-
learning process seems did not maximal. (see Appendix 2)

b. Teaching and Learning Difficulties during the Lesson

Based on teacher’s interview, the teacher said that there is difficulty in teaching
vocabulary, such as; find naughty and lazy students. They tend to be more silent and
did not spirit to study. Then to anticipate it, she invited them to drilling in order to
they can remember the words.
Based on students’ interview result, learning vocabulary was so easy but for
remember the words and apply it in the sentence was quite hard. Students also said
that in teaching vocabulary, the teacher seldom using media and it was not interesting
for students. In addition, teacher also too fast in delivering material about vocabulary
to students and she just gave students short time to memorize some words.
From all data which have been gotten by observation and interview, it has
answered the research questions. The first question dealing with method which is
used by the respondent in teaching English vocabulary at the seventh grade of MTs
Negeri 2 Jakarta to make teaching become more interesting. Next questions are
dealing with the material and media which teacher used in teaching English
vocabulary to make students more understand and active in teaching learning process.
The last question is dealing with the evaluation, teacher used writing descriptive text
and memorization to make students easy to remember the words and apply it in
writing.
43
44
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on findings and interpretation, it can be concluded from the teacher
are: (1) The material that teacher taught in teaching English vocabulary is about
describing things. The teacher used a textbook namely An English Course for
Junior High School Students. (2) MTs Negeri 2 Jakarta is applying scientific
method in teaching English vocabulary. That method was suitable applied for
learning vocabulary at the seventh grade of MTs Negeri 2 Jakarta, it was proven
by students’ achievement. Their ability in learning vocabulary was increased and
they can pass the KKM score. (3) In teaching English vocabulary, the teacher used
media. Based on the writer’s observation and students’ interview, there are some
media that teacher used. They are picture and textbook. (4) The teacher used
writing test and memorization in evaluating teaching vocabulary. However, some
students got low score for writing test and most of students got high score in
memorization. It can be concluded that students still stuck to expand their
vocabulary in creating sentences, however they seems good in memorize some
words in learning vocabulary.
Moreover, the teacher still found the difficulties in teaching English
vocabulary such as found naughty and lazy students. The writer thought, all
difficulties were caused of lack motivation from teacher. However, the difficulties
can be solved if teacher has high motivation and always improve her/his idea in
teaching English vocabulary to make students more active.

43
 44

B. Suggestion
After doing the research about teaching English vocabulary at the seventh
grade, the writer tries to give some suggestions, especially to the English teacher,
to the other person who concern on the teaching-learning activities and also the
other elements of education. Here are some suggestions which can be given by the
writer for the teacher, first is the teacher should give the students high motivation
in teaching English especially in teaching vocabulary, next is teacher should used
a proper method in teaching vocabulary in order to make students interest in
teaching learning process. Teaching vocabulary is need a time, to make students
understand and remember it well, teacher should give more time to students in
memorize some new words. Teacher also should deliver material slowly and
clearly. Using picture is a good media in teaching vocabulary, it should be used in
teaching learning activities because it will encourage the students’ interest and
also can present abstract into the real one. Therefore, the materials can be clearly
understood by the students.
In addition, the writer have some suggestion for the principal in Junior High
School. It is necessary to the schools’ principal to send the English teacher to join
in any activities which can improve their quality of teaching by taking part in
seminar, workshop etc.
 45

REFERENCES
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University Press,1983.
Anderson, Mark and Anderson, Kathy Text Types in English, South Yarra:
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Bungin, Burhan. PenelitianKualitatif, edidsi kedua. Jakarta: Kencana Prenada
Media Group, 2007.
Carter, Ronald. Vocabulary, Applies Linguistic Perspective Second Edition.
London: Routledge, 1998.
Djuharie, Otong Setiawan, Gendre Dilengkapi 700 Soal Uji Pemahaman,
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Doff, Adrian . Teach English a Training Course for Teacher on Teacher’s Work
Book. New York: Cambridge University Press, 1988.
Fromkin, Victoria and Rodman, Robert. An Introduction to Language. Victoria:
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Gove, Philip Babvock. Webster’s Third New International Dictionary.
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Harmer, Jeremy. The Practice of English Language Teaching. London: Longman
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Hatch, Evelyn and Brown, Cheryl. Vocabulary, Semantics and Languages
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1995.
Hiebert, Elfrieda H. and Kamil, Michael L. Teaching and Learning Vocabulary;
Bringing Research to Practice. London: Lawrence Erlbaum Associates,
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Hornby, A. S. Oxford Advanced Learner’s Dictionary of Current English, Sixth
Edition, London: Oxford University Press, 2000.
Lavery, Clare. Language Assistant. London: The British Council, 2001.
Leaver, Betty L. Madeline Ehrman, Boris Shekthman, Achieving Success in
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Publisher, 1990.
Oshima, Alice and Hogue, Ann, Introduction to Academic Writing 3rd Edition,
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Richards, Jack C. and Renandya, Willy A. How to design and Evaluate Research
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 46

Richards, Jack C. and Richard, Schmidt. Longman Dictionary of Language

Teaching & Applied Linguistics. New York: Pearson Educated Limited,
2002
Richards, Jack C. Curriculum Development. Cambridge: Cambridge University
Press: 2001.
Romaine, Suzanne. The Cambridge History of the English Language, Vol. IV.
Cambridge: UK, 1998.
Schmitt, Norbert. Vocabulary in Language Teaching. Cambridge: Cambridge
University Press, 2000.
Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan
R&D, Bandung: Alfabeta, 2009.
Thornbury, Scott How to Teach Vocabulary. Essex: Longman, Pearson Education,
2002.
 48

TEACHER’S INTERVIEW

Place of Interview : Mosque of MTs N 2 Jakarta

Date of Interview : April 26th, 2016

Time of Interview : 13.00–13.45

Teacher’s Name : Mrs. SS, S.Pd (Initial)

Interviewer : SNB (initial)

Material :Teaching Vocabulary

SNB : Kurikulum yang digunakan di sekolah ini apa bu?

Mrs. SS : Oh disini kurikulum 2013 untuk kelas VII dan kurikulum KTSP untuk kelas
VIII&IX.

SNB : Bagaimana ibu menerapkan metode dalam mengajar vocabulary untuk

kelas 1 MTs?

Mrs. SS : Saya mengajar bahasa inggris untuk kelas 7 atau 1 MTs dengan
menggunakan scientific method.

SNB : Scientific method itu maksudnya gimana ya bu?

Mrs. SS : Oh iya, metode scientific itu semacam pendekatan secara apa ya…
mengobservasi sesuatu, jadi sebelum anak belajar, siswa dituntut untuk
mengobservasi tentang sesuatu, misalnya tentang teks yang berhubungan
dengan teks deskripsi, mulai deskripsi benda, hewan dan tempat.

SNB : Langkahnya hanya observasi saja?

Mrs. SS : Oh tidak, ada 5 langkah dalam metode ini. Dengan itu, RPP baru bisa
dibilang sempurna dan sudah layak digunakan sesuai dengan materi yang
siap diajarkan kepada siswa.
 49

SNB : Lalu apa saja langkahnya bu?

Mrs. SS : Observing, questioning, collecting information, association, dan

communication.

SNB : Bisa dijelaskan bu maksud dan contoh dari langkah-langkah tersebut dalam
pelajaran vocabulary?

Mrs. SS :Ya, artinya begini, untuk obsrvasi itu… kegiatan yang memaksimalkan
panca indera dengan cara melihat, mendengar, membaca dan menonton.
Biasanya dalam tahap ini guru harus menyiapkan panduan pengamatan
berupa tugas, contohnya, di observing guru membagikan contoh teks ke
masing-masing kelompok,untuk belajar vocabulary biasanya saya
mengambil teks deskripsi karna lebih mudah untuk anak seusianya. dari
observasi ini nanti pasti siswa akan bertanya-tanya, “ini tentang apa bu?
Teksnya mengenai apa? Bagaimana cara membuatnya?” dari situ saya akan
terbuka bagaimana cara bikinnya.

Questioning atau menanya, itu artinya tahap ini adalah proses membangun
pengetahuan si anak berupa konsep lewat diskusi kelompok atau diskusi
kelas, yang saya terapin tadi tu.. nah proses ini juga harus dikembangkan
rasa ingin tahu dam kemampuan dia mikir, jadi intinya siswa dituntut aktif
gitu loh. Contohnya, saya memberikan kesempatan kepada siswa untuk
bertanya tentang teks yang sudah dibagikan,saya membebaskan mereka
untuk bertanya tanpa ada rasa takut atau malu bahkan mereka pun bertanya
mengenai kosakata yang belum mereka mengerti.

Lalu untuk collecting information, saya menyuruh siswa untuk mencari kata
kerja atau kata sifat dari kalimat yang digunakan dalam teks deskriptif, nanti
sedikit banyak saya rinci di papan tulis. Kemudian collecting informasi, itu
setelah siswa mengumpulkan informasi, pasti dia mau mencoba kan.. jadi
dia mencoba atau mengeksplorasi pengetahuan dan keterampilan yang baru
aja dia dapet. Nah saya juga biasa nya nyuruh mereka menyebutkan benda
yang ada di dalam kelas.
 50

Lalu association, dalam langkah ini saya menyuruh siswa bekerja secara
kelompok, saya memberikan mereka beberapa kalimat yang masih acak
untuk bisa urutkan mejadi kalimat deskripsi yang benar. Lalu saya meminta
mereka untuk terjemahkannya ke dalam bahasa Indonesia.

Nah, langkah terakhir communication, disini saya meminta setiap kelompok

membuat 1 teks deskriptif. Saya meminta mereka menyebutkan sesuatu
benda yang ada di kelas ataupun sekolah, lalu meminta mereka untuk
mendeskripsikannya ke dalam sebuah kalimat lalu di terjemahkan.

SNB : Oh.. ya ya bu..tapi semua siswa dalam kelompok ikut bekerja kan bu? Karna
biasanya dalam 1 kelompok, ada beberapa siswa yang mengandalkan saja.

Mrs. SS : Iyasih memang terkadang ada yang seperti itu, tapi saya suka memantaunya,
dan saya biasanya memberikan tugasnya untuk menulis di buku masing-
masing, jadi buat kelompok itu hanya formalitas saja.

SNB : Baiklah bu, materi apa saja yang ibu ajarkan dalam mengajar vocabulary?

Mrs. SS : Oh untuk vocabulary, paling hanya medeskripsikan fisik seseorang, benda

dan hewan. Untuk sementara itu saja materinya. Paling ya lihat di buku
paket yang setiap hari diajarkan untuk mereka.

SNB : Seharusnya untuk belajar vocabulary ada berapa materinya bu?

Mrs. SS : Wah belajar vocabulary itu luas banget, kan kita butuh tau arti dari kata
tersebut untuk bisa mengerti suatu bacaan atau teks kan? Nah makanya kalo
ibu ngajarin vocabulary mah mengalir begitu aja, dan mengikuti buku
bacaan anak anak. Pasti kan itu baru bagi mereka, nah ibu ajarkan deh.

SNB : Oh gitu, itu ibu sesuai dengan buku cetak?

Mrs. SS : Iya kami pakai buku cetak..

SNB : Namanya apa bu?

Mrs. SS : An English Course for Junior High School Students.

 51

SNB : Dalam mengajar vocabulary ibu pakai media atau tidak?

Mrs. SS : Oh tentu pake dong, Medianya benda hidup kalo untuk mendeskripsikan
seseorang, bisa juga pake gambar/poto sesorang. Selain itu saya pakai media
buku paket saja yang siswa beli di sekolah, mubazir kan kalau ga ke pake.
Nah kadang juga saya pake tape recorder dan realia supaya anak semakin
paham belajarnya.

SNB : Hmm begitu.. ada kesulitan atau masalah gak bu ketika mengajar
vocabulary?

Mrs. SS : Kesulitannya bertemu dengan anak badung dan anak males, itu apaya..
mereka cenderung untuk agak diam ya, karena mungkin ketidaktahuannya
dan kemalasan dia dalam belajar, mereka menjadi kurang antusias, mereka
berpikir bahwa belajar bahasa inggris tuh ribet.

SNB : Kira-kira menurut ibu, kesulitan siswa dalam belajar vocabulary tuh apa bu?

Mrs. SS : Siswa tuh males menghafal, makanya mereka jadi kesulitan belajar
vocabulary. Nah makanya tuh saya buat setoran hafalan tiap minggu.

SNB : Bagaimana ibu memotivasi siswa yang bermasalah tadi dalam memproses
belajar vocabulary?

Mrs. SS : Saya jarang memotivasi siswa dengan teori, atau kata-kata, tapi saya lebih
memotivasi mereka dengan cara mengulang-ngulang kosakata saja,
contohnya,saya meminta mereka untuk menulis kosakata apa yang mereka
tidak tahu, nanti saya bantu mereka menjawab dan kami ulang bersama
sama di kelas, hingga mereka yang tidak tahu tadi bisa mengikuti pelajaran
dengan baik.

SNB : Bagaimana ibu mengevaluasi siswa dalam belajar vocabulary?

Mrs. SS : Seperti yang tadi saya bilang, saya suka membuat hafalan untuk siswa,
misalnya baru mau masuk ke chapter baru, saya kasih list kosa kata di papan
 52

tulis supaya keesokan harinya mereka bisa menghafal dan langsung

nyambung kalo bahas teks.

SNB : Apakah itu ga membebankan siswa bu? Selain PR mereka jadi punya
hafalan.

Mrs. SS : Engga ko kan hafalannya ga banyak paling 10-15 kata aja.

SNB : Test seperti apa yang ibu berikan kepada siswa?

Mrs. SS : Saya sudah menyiapkan foto, saya berikan mereka kertas HVS, lalu mereka
mendeskripsikannya secara detil dan jelas juga sederhana. Itu saja sih. Jadi
setelah mereka menguasai kosakata yang sudah dihafal, mereka
menerapkannya dalam membuat teks deskriptif.

SNB : Oo begitu ya bu, terus gimana tuh bu hasil dari test yang ibu berikan? Sudah
mencapai KKM semua kah?

Mrs. SS : Nah untuk hasil dari test tulis sih masih banyak banget anak yang dibawah
KKM, tapi untuk memorize sudah banyak anak yang memenuhi KKM
bahkan ada yg diatas rata rata.

SNB : Baiklah bu, terimakasih banyak atas informasinya dan waktunya.

Mrs. SS : Iya sama-sama.

 53

STUDENTS’ INTERVIEW 1

Place of Interview : Class

Date of Interview : April 26th, 2016

Time of Interview : 12.30–13.00

Student’s Name : AZM (Initial)

Interviewer : SNB (initial)

Material : Teaching Vocabulary

SNB : Suka pelajaran bahasa Inggris de?

AZM : Biasa aja kak

SNB : Oh ya, kenapa?

AZM : Abisnya susah ka terus gurunya juga kurang jelas hehe

SNB : Oh begitu.. tadi kan kamu abis belajar deskriptif teks ya sama vocabulary,
kamu paham gak materi yang dijelaskan tadi?

AZM : Paham ka dikit

SNB : Apa itu? Coba jelasin dikit ke kaka.

AZM : Iya jadi itutuh kita disuruh mendeskripsikan benda didalam kelas ka

SNB : Oke, Selama belajar Mrs.SS jelasin pake bahasa apa de?

AZM : Oh pake campuran ka, kadang inggris, kadang Indonesia

SNB : Terus kamu ada kesulitan ga belajar vocabulary de?

AZM : Susah ka apalagi kalau disuruh buat cerita, duh aku gabisa banget deh.
Ditambah lagi kan aku ga jago bahasa inggris.
 54

SNB : Ms.SS jelas ga jelasinnya apa kecepetan?

AZM : Kalo menurut aku sih lumayan jelas ka , nah kecepetan banget

SNB : Jadi kamu bingung gitu ya?

AZM : Iya bingung ka haha kadang saya iya iya aja

SNB : Terus, apakah Ms.SS kasih kesempatan untuk bertanya?

AZM : Iya.. kak.

SNB : Oo gitu ya. Terus Ms.SS suka ngulangin pelajaran yang udah diajarkan ga?

AZM : Kayanya ga pernah deh ka. Atau mungkin saya nya aja ga denger hehe

SNB : Waktu ngajar vocabulary Ms.SS pake media apa aja?

AZM : Pake gambar seringnya ka sama buku paket aja. Eh kadang pake benda
dikelas deh

SNB : Oke hehe. Lalu, biasanya kalo belajar bahasa inggris terutama vocabulary
Ms.SS nyuruh kalian ngapain lagi de?

AZM : Maju satu satu buat hafalan ka.

SNB : Okedeh, makasih ya

 55

STUDENTS’ INTERVIEW 2

Place of Interview : Class

Date of Interview : April 27th, 2016

Time of Interview : 10.30–11.00

Student’s Name : OM (Initial)

Interviewer : SNB (initial)

Material :Teaching Vocabulary

SNB : Suka pelajaran bahasa Inggris de?

OM : Suka banget ka

SNB : Oh ya, kenapa?

OM : Pertamanya saya gak suka ka, tapi kaka saya suka denger lagunya Ariana
Grande.

SNB : Oh begitu.. tadi kan kamu abis belajar deskriptif teks ya sama vocabulary,
kamu paham gak materi yang dijelaskan tadi?

OM : Paham kok ka

SNB : Apa itu? Coba jelasin dikit ke kaka.

OM : Iya jadi itutuh kita disuruh sebutin benda kesayangan, terus disuruh
deskripsiin deh ka.

SNB : Oke, Selama Mrs.SS jelasin pake bahasa apa de?

OM : Oh pake campuran ka, kadang inggris, kadang Indonesia

SNB : Terus kamu ada kesulitan ga belajar vocabulary de?

 56

OM : Biasa aja, gampang kok, Cuma dikasih gambar terus kita disuruh sebutin
kosa katanya aja ka.

SNB : Ms.SS jelas ga jelasinnya apa kecepetan?

OM : Jelas kok, tapi suka kecepetan

SNB : Jadi kamu bingung gitu ya?

OM : Bukan, saya jadinya setengah-setengah dengernya.

SNB : Terus, apakah Ms.SS kasih kesempatan untuk bertanya?

OM : Iya.. kak. Malahan nyuruh nanya mulu.

SNB : Oo gitu ya. Terus Ms.SS suka ngulangin pelajaran yang udah diajarkan ga?

OM : Ngga ka, jarang, kalo udah selesai biasanya langsung pamit keluar aja.

SNB : Waktu ngajar vocabulary Ms.SS pake media apa aja?

OM : Pake buku paket, kadang poto juga sih ka.

SNB : Oke hehe. Lalu, biasanya kalo belajar bahasa inggris terutama vocabulary
Ms.SS nyuruh kalian ngapain lagi de?

OM : Keseringan nyatet ka terus dipanggil maju satu satu buat hafalan ka.

SNB : Okedeh, makasih ya

 57

STUDENTS’ INTERVIEW 3

Place of Interview : Class

Date of Interview : May 3rd, 2016

Time of Interview : 10.30–11.00

Student’s Name : USA (Initial)

Interviewer : SNB (initial)

Material :Teaching Vocabulary

SNB : Suka pelajaran bahasa Inggris de?

USA : Suka banget ka

SNB : Oh ya, kenapa?

USA : Ya gampang aja ka, kalo di tempat les tuh baru susah banget.

SNB : Oh begitu.. tadi kan kamu abis belajar deskriptif teks ya sama vocabulary,
kamu paham gak materi yang dijelaskan tadi?

USA : Paham dong ka.

SNB : Apa itu? Coba jelasin dikit ke kaka.

USA : Iya jadi itutuh kita disuruh sebutin benda apa aja yang ada didalam tas kita,
terus disuruh translate ke bahasa inggris ka. Nah disuruh presentasiin deh ke
depan.

SNB : Oke, Selama Mrs.SS jelasin pake bahasa apa de?

USA : Oh pake campuran ka, kadang inggris, kadang Indonesia

SNB : Terus kamu ada kesulitan ga belajar vocabulary de?

 58

USA : Alhamdulillah engga ko ka, bahasa inggris di sekolah lumayan gampang

hehe.

SNB : Ms.SS jelas ga jelasinnya apa kecepetan?

USA : Bagi saya sih jelas ka, tapi banyak temen yang bilang bu SS kecepetan
jelasinnya..

SNB : Terus, apakah Ms.SS kasih kesempatan untuk bertanya?

USA : Iya.. kak.

SNB : Oo gitu ya. Terus Ms.SS suka ngulangin pelajaran yang udah diajarkan ga?

USA : Jarang banget deh kayanya ka.

SNB : Waktu ngajar vocabulary Ms.SS pake media apa aja?

USA : Pake gambar dan buku paket aja tuh ka.

SNB : Oke hehe. Lalu, biasanya kalo belajar bahasa inggris terutama vocabulary
Ms.SS nyuruh kalian ngapain lagi de?

USA : Biasanya tuh disuruh bikin cerita terus presntasi, nah kalo seringnya mah
hafalan ka.

SNB : Okedeh, makasih ya

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STUDENTS’ INTERVIEW 4

Place of Interview : Class

Date of Interview : May 4th, 2016

Time of Interview : 12.30–13.00

Student’s Name : RMA (Initial)

Interviewer : SNB (initial)

Material : Teaching Vocabulary

SNB : Suka pelajaran bahasa Inggris de?

RMA : Lumayan ka

SNB : Oh ya, kenapa?

RMA : Ya kadang materinya susah kadang gampang.

SNB : Oh begitu.. tadi kan kamu abis belajar vocabulary ya, kamu paham gak
materi yang dijelaskan tadi?

RMA : Lumayan paham ka.

SNB : Apa itu? Coba jelasin dikit ke kaka.

RMA : Kita disuruh nyocokkin gambar sama vocabulary nya ka.

SNB : Oke, Selama Mrs.SS jelasin pake bahasa apa de?

RMA : Kadang inggris, kadang Indonesia

SNB : Terus kamu ada kesulitan ga belajar vocabulary de?

RMA : Sebenernya gampang ka tapi saya suka lupa mulu apalagi kalo hafalan.
 60

SNB : Ms.SS jelas ga jelasinnya apa kecepetan?

RMA : Kadang kecepetan ka jelasinnya. Jadi saya suka belum mengerti banget deh.

SNB : Terus, apakah Ms.SS kasih kesempatan untuk bertanya?

RMA : Iya.. kak.

SNB : Oo gitu ya. Terus Ms.SS suka ngulangin pelajaran yang udah diajarkan ga?

RMA : Jarang ka.

SNB : Waktu ngajar vocabulary Ms.SS pake media apa aja?

RMA : Buku paket aja tuh ka. Eh sama gambar deh.

SNB : Oke hehe. Lalu, biasanya kalo belajar bahasa inggris terutama vocabulary
Ms.SS nyuruh kalian ngapain lagi de?

RMA : Biasanya tuh disuruh hafalan ka.

SNB : Okedeh, makasih ya

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OBSERVATIONAL NOTES

(CLASS 7.1)

1. First meeting
The observation was firstly carried out to class 7.1 with the respondent of MTs
Negeri 2 Jakarta. At the first meeting of observation, the teaching learning process was
started by greeting to students and checked who was absent at that day.
“Assalamualaikum, hello good morning class.. How are you? Ada yang gak masuk hari
ini?”. All students answer the greeting and told the teacher who was absent.
“Waalaikumsalam miss, im fine thank you and you? Yang ga masuk Cuma saori miss,
dia sakit”.
Then the teacher explained to students why the writer come to their class. “Oke
anak-anak, kita sekarang kedatangan tamu nih yang sudah ga asing lagi bagi kalian. Udah
sering ketemu kaka ini kaan? Yap, kaka ini setiap hari disekolah kita tapi sayangnya ga
ngajar dikelas kalian. Yaudah miss persilahkan untuk ka melly menyampaikan maksud
tujuannya aja ya”. After that, the writer explained to students the purposes why she came
to their class.
Sepending around 15 minutes to open the class and introduce the writer, the
teacher continue to the lesson. At this meeting, the teacher only brought her textbook and
her gadget. The writer did not see the teacher brought some media to teaching.
The first activity that teacher conducted was asked the students about the things in
the class. “Ayo coba sebutkan benda apa saja yang ada dikelas”. Some students
answered, “meja, kursi, papan tulis, lemari”. The teacher asked students again, “try to
metion it in English come on”. After that, all students anthusiast to answered, “cupboard,
whiteboard, chair, table, audio, marker and so on”. “smart!”, said teacher.
Then teacher gave explanation what they are going to talk at this meeting. “jadi,
hari ini kita akan belajar tentang deskripsi. Lebih tepatnya mendeskripsikan benda benda
yang ada disekeliling kita”. After that, the teacher asked students to opened their book
and looked at the descriptive text. They were read aloud together, then teacher want to
hear one of students to read aloud by herself, “Stop, Olivia please read it again”. After
Olivia read, the teacher gave the question to students “Ada yang tahu arti dari kalimat
 62

yang oliv baca?”. Students was quiet, the writer thought that students still did not know
what the meaning of the text. However, the teacher explained the meaning of that text. It
was took 30 minutes, before finally the teacher gave students a list of questions. After
finished read together and identified the meaning of the text, students must answered that
question. And it was took 20 minutes to finish it.
During the teaching learning process, the writer did not see the teacher talked
much about vocabulary. Therefore, she just explained about descriptive text. For teaching
vocabulary, the teacher only asked students to mention then translate it into English.
Finally, after the students answered a list of questions, the teacher checked it. The
bell was rang, and the teacher closed the class by saying hamdallah.

2. Second meeting
At the second meeting, the teacher did the same activity for opening class like the
first meeting. The material was same as 1st meeting about descriptive text, but
submaterial that she delivered was different. In this meeting, the teacher asked students to
make a group. After that, the teacher gave students a chance to ask freely about
descriptive text. Because nobody wants to ask, the teachers continue the activity and gave
an explanation to students, “sekarang ada tambahan baru, untuk mendeskripsikan itu
harus ada subjeknya, sama preposisi atau kata depan. Contohnya, the cupboard is big or
my chair is broken, apa artinya? Bisa juga the blackboard so dirty”. Students gave full
attention to the teacher. They seems really understand what the teacher says.
Then she directly asked students to see the text “My Shaun The Sheep Bolster”,
she wanted students to find the adjective words in that text. Students worked in group,
however the teacher did not checked her students’ work, she only sit on her chair and
checked her gadget. After 30 minutes, the teacher looked at her students’ work and asked
them to collect their work. After that, she mentioned the adjective words from the
text,and asked one of students about the meaning of that word. “Habna, coba artinya dari
slim apa?” and student answered, “guling ya miss?”. “Yap, betul sekali. Sekarang ayo
coba salin semua vocab yang miss tulis lalu dihafalkan ya”.
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The teacher wrote some words on the whiteboard, and asked students to
memorize it. If time is over, the students should memorize it next meeting. Before closing
the class, students have to translate that text into Bahasa.

3. Third meeting
At the third meeting, the teacher still taught descriptive text and vocabulary to
students. But before delivered the next topic, she invited students to memorize some
words that has be given yesterday. One by one students came to front of the class and
memorize it. Surprisingly, the can memorize it well. They seems very like this way in
learning vocabulary.
For memorize, it was took time too long. It effected to the next topic that would
teacher delivered, it can not be clearly explained because the time was so limited.
However the teacher only asked students to go out the class for a while and found another
things which is not exist in the class. Then they have to mention and translate it.
She closed the class by saying hamdalah together and asked students to read some
vocabulary that she has given again.

4. Fourth meeting
At the fourth meeting, the teacher brought media to the class. She brought a
picture. At the beginning of class, she gave greeting to students the gave students chance
to ask. Some students asked her, “Miss bawa apa sih itu? Foto saya ya miss?”. Some
students looks curious but anothers looks do not care what is the teacher bring. And the
teacher answer, “Ada yang tau ini gambar apa? Ayo coba keluarkan kertas selembar dan
trying to describe this thing”. Students followed teacher’s direction and started to write
some sentence in a paper.
After spent 30 minutes to write, the teachers asked them to stop. One student was
invited to front of the class, he should told what he has written. After that, the teacher
mentioned some vocabulary from her student’s text then asked to another students what
the meaning of it. Finally, she wants all students to write and memorize it again. The time
was over then teacher closed the class.
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5. Fifth meeting
At the fifth meeting, teacher opened the class by greeting. After that, teacher
called students one by one to come in front of the class and memorize some words that
yesterday she has given.
In this meeting, the teacher gave students random words and picture. The duty of
students is to arrange them into a sentences then translate it. This activity was took time
and made students more active than before.
After finished that activity, as usual the teacher gave an explaination about that
material that they have learned. The writer thought that the teacher too fast in giving
explanation, and students prefer quiet to ask. Because the time was so limited, so the
teacher can not explained a lot of material. Then she closed the class by saying hamdalah
together.

6. Sixth meeting
Same as the previous meeting, in this meeting the teacher still teach about
vocabulary in descriptive text. The topic at that meeting was about the own things.
Activity in opening was still same as usual. Then the teacher started to talk about own
things. The teacher asked students to open their bag and collect things as much as they
have. After collecting their own things, they have to make a list of theirs and translate it
into English. The teacher gave 20 minutes to do it, before asked them to present their list
in front of the class.
The students started to present their own things to their friends. After present,
they have to create a descriptive text about their own things. The time was over, and the
teacher closed the class.

7. Seventh meeting
Different with another meeting, in this meeting after opened the class by greeting,
the teacher asked students to play a game. This game is called mystery game. Teacher
gave some clue about something, then students have to guest what is it. In writer opinion,
this way can increase students motivation in learning vocabulary, and make students
more active.
 65

After that, the teacher did not forget to ask students about the meaning of things
that she has mentioned. The students mentioned all the things that they have heard.
However, in this meeting the teacher did not explain material anything. She just invited
students to play the game and mentioned it until the time was over.

8. Eighth meeting
At the eight meeting, for the first the teacher opened the class by greeting and
asking students about homework. Then she asked students about what the lovely things
that they had. “miss mau tau, kalian punya barang kesayangan ga? Kalau punya, apa
barangnya?”. Students answered, “punya dong miss, boneka, hp, tempat pensil”. The
teacher said, “say it in English please”. Then students mentioned all the things in English.
After knowing about that, the teacher explained students about her lovely things
and made a short paragraph on the whiteboard. “Nah miss juga mau tau dong cerita
kalian tentang barang kesukaan kalian, you have to describe it minimal one paragraph”
said the teacher. Some students look lazy and did not want to do it, meanwhile the teacher
can not make them interest to do that task.
The students seems like got the difficulties in every create a text, however they
was so happy if the teacher asked them to memorize. One of students said, “miss.. bosan
deh bikin cerita mulu susah tau miss, mending hafalan aja deh atau main game miss”.
However the teacher did not care about that. She still wants her students to do that task
and then present it in front of the class.
 66

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP

Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2 (dua)
Materi Pokok : Teks lisan dan tulis untuk menyatakan dan menanyakan tingkah
laku/tindakan/fungsi dari benda.

Alokasi Waktu : 8 pertemuan (16 JP)

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No Kompetensi Dasar Indikator Pencapaian
Kompetensi
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa pengantar
1
komunikasi internasional yang
diwujudkan dalam semangat
belajar.
2.2 Menunjukkan perilaku jujur,
2
disiplin, percaya diri, dan
 67

bertanggung jawab dalam

melaksanakan komunikasi
transaksional dengan guru dan
teman
2.3 Menunjukkan perilaku tanggung
jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan
komunikasi fungsional.
3.7 Memahami fungsi sosial, struktur Mendengarkan atau
3.7.1
teks, dan unsur kebahasaan pada membaca ungkapan atau
teks untuk menyatakan dan tutur kata yang
menanyakan benda sesuai dengan digunakan untuk
konteks penggunaannya. menyatakan dan
menanyakan benda
sesuai dengan konteks
Memahami fungsi sosial, struktur penggunaannya.
3.8 teks, dan unsur kebahasaan pada
teks untuk menyatakan dan
menanyakan tingkah 3.8.1 Mengidentifikasi
3 laku/tindakan/fungsi benda, ungkapan yang
sesuai dengan konteks digunakan untuk untuk
penggunaannya. menyatakan dan
menanyakan fungsi
benda sesuai dengan
3.10 Memahami fungsi sosial, struktur konteks penggunaannya.
teks, dan unsur kebahasaan dari
teks deskriptif dengan
menyatakan dan menanyakan 3.10.1 Mengidentifikasi struktur
tentang deskripsi benda sangat penyusunan frasa kata
pendek dan sederhana, sesuai benda dalam
dengan konteks penggunaannya. mendeskripsikan suatu
benda.
4.8 Menyusun teks lisan dan tulis 4.8.1 Mengidentifikasi nama
untuk menyatakan dan benda dan
menanyakan sifat benda dengan karakteristiknya.
memperhatikan fungsi sosial,
struktur teks dan unsur 4.9.1 Membuat teks tulis
4 kebahasaan yang benar dan sesuai pendek yang
konteks. menggunakan ungkapan
untuk untuk
Menyusun teks lisan dan tulis mendeskripsikan benda.
4.9 untuk menyatakan dan
menanyakan tingkah 4.12.1 Menjawab pertayaan teks
 68

laku/tindakan/fungsi dari benda deskriptif tentang benda.

dengan unsur kebahasaan yang
benar dan sesuai konteks. 4.13.1 Menggunakan struktur
teks dan unsur
kebahasaan untuk
Menangkap makna dalam teks
mendeskripsikan benda.
deskriptif lisan dan tulis, sangat
4.12 pendek dan sederhana.

Menyusun teks deskriptif lisan

dan tulis, sangat pendek dan
4.13 sederhana, tentang benda dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks.

C. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:

1) Mendengarkan atau membaca ungkapan atau tutur kata yang digunakan untuk
menyatakan dan menanyakan benda sesuai dengan konteks penggunaannya.
2) Mengidentifikasi ungkapan yang digunakan untuk untuk menyatakan dan
menanyakan fungsi benda sesuai dengan konteks penggunaannya.
3) Mengidentifikasi struktur penyusunan frasa kata benda dalam mendeskripsikan
suatu benda.
4) Mengidentifikasi nama benda dan karakteristiknya.
5) Membuat teks tulis pendek yang menggunakan ungkapan untuk untuk
mendeskripsikan benda.
6) Menggunakan struktur teks dan unsur kebahasaan untuk mendeskripsikan benda.

D. Materi Pembelajaran
Fungsi sosial
Membanggakan, mengenalkan, mengidentifikasi, memuji, mengkritik, dsb.

Struktur text
(gagasan utama dan informasi rinci)
a. Menyebutkan nama benda dan nama bagian-bagiannya yang dipilih untuk
dideskripsikan
b. Menyebutkan sifat benda.
 69

c. Menyebutkan tindakan dari atau terkait dengan benda yang semuanya sesuai
dengan fungsi sosial yang hendak dicapai.

Panjang teks: kurang lebih 3 (tiga) kalimat.

Unsur kebahasaan
(1) Penyebutan kata benda singular dengan a dan the, dan plural (-s).
(2) Kata ganti it, they, she, we, dst.; our, my, your, their, dst.
(3) Kata sifat yang sangat lazim old, big, small, tired, tall, short, beautiful, dll.
(4) Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple present
tense: be, have, go, play,get, take, dll.
(5) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the,
this, those, my, their, dsb secara tepat dalam frasa nominal
(6) Ucapan, tekanan kata, intonasi
(7) Ejaan dan tanda baca
(8) Tulisan tangan

Topik
Benda di sekitar dan relevan dengan kehidupan siswa, dengan memberikan
keteladanan tentang perilaku disiplin, percaya diri, bertanggung jawab, cinta damai,
dan kerja sama.

E. Metode Pembelajaran
1. Scientific Method

F. Media, Alat, dan Sumber Pembelajaran

1. Media
Gambar, benda dikelas, foto, buku pelajaran.

2. Alat
Gambar.

3. Sumber Pembelajaran
a. Zaida, Nur. Bright: An English Course for Junior High School Students. Jakarta:
Penerbit Erlangga.Hal. 136-150.
b. Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan
komunikasi interpersonal/ transaksional dengan benar dan akurat.
 70

c. Sumber dari internet, seperti:

- www.dailyenglish.com
- http://americanenglish.state.gov/files/ae/resource_files
- http://learnenglish.britishcouncil.org/en/

G. Langkah-langkah Kegiatan Pembelajaran

Pertemuan Kesatu

Pendahuluan (10 menit )

1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.

Kegiatan inti (60 menit)

Mengamati
1) Peserta didik mengamati serta menyebutkan benda-benda yang ada di dalam kelas.
2) Peserta didik mengamati penjelasan guru mengenai kata sifat (adjective) untuk
mendeskripsikan benda.
3) Peserta didik bersama guru bersama-sama mengidentifikasi bentuk benda-benda
yang ada di dalam kelas (small chair, big whiteboard, long ruler, dll.) dengan
menggunakan kata sifat

Penutup (10 menit)

1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
 71

3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran

untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Kedua

Pendahuluan (10 menit )

1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.

Kegiatan inti (60 menit)

Mengamati
1) Peserta didik mengamati penjelasan guru mengenai struktur teks deskriptif.
2) Peserta didik membuat grup diskusi.
3) Peserta didik mengamati teks deskriptif yang ada di activity 2 kemudian
mengidentifikasi struktur teks tersebut.
4) Peserta didik mengidentifikasi kata sifat yang ada pada teks deskriptif ’My Shaun
the Sheep Bolster’ (activity 3).

Penutup (10 menit)

5) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
6) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
7) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
8) Peserta didik dan guru mengucapkan salam perpisahan.
 72

Pertemuan Ketiga

Pendahuluan (10 menit )

1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.

Kegiatan inti (60 menit)

Mengamati
1) Peserta didik dipanggil satu persatu untuk menghafalkan beberapa kosakata
didepan kelas.
2) Peserta didik berkeliling sekolah untuk mengamati benda-benda yang ada di sekitar
sekolah kemudian membuat daftar benda tersebut (menggunakan adjective untuk
menyebutkan benda-benda tersebut).
3) Peserta didik diminta untuk menyebutkan benda benda tersebut lalu
mengartikannya ke dalam bahasa Indonesia.

Penutup (10 menit)

1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Keempat

Pendahuluan (10 menit )

1) Guru memberi salam (greeting);
 73

2) Guru memeriksa kehadiran siswa;

3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.

Kegiatan inti (60 menit)

Mengamati
1) Peserta didik diminta untuk mendeskripsikan gambar yang telah disediakan oleh
guru.
2) Peserta didik diminta untuk maju ke depan kelas dan mempresentasikan apa yang
sudah mereka buat.
3) Peserta didik mengamati penjelasan guru mengenai kosakata baru.
4) Peserta didik menulis dan menghafalkan kosakata baru tersebut.

Penutup (10 menit)

1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Kelima

Pendahuluan (10 menit )

1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
 74

4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.

Kegiatan inti (60 menit)

Mengamati
1) Peserta didik menghafalkan beberapa kosakata yang telah guru berikan.
2) Peserta didik diberikan gambar dan kata acak.
3) Peserta didik membuat kalimat dari kata acak, lalu menterjemahkannya.

Penutup (10 menit)

1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Keenaam

Pendahuluan (10 menit )

1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
 75

7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.

Kegiatan inti (60 menit)

Mengeksplorasi
1) Peserta didik mengumpulkan benda-benda yang ada di dalam tasnya dan
kemudian bertanya jawab mengenai kepunyaan benda-benda tersebut (activity 13).
2) Peserta didik membuat daftar benda yang ada didalam tas, lalu menterjemahkannya
ke dalam nahasa Indonesia.
3) Peserta didik mempresentasikan apa yang sudah mereka buat.

Penutup (10 menit)

1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Ketujuh

Pendahuluan (10 menit )

1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
 76

Kegiatan inti (60 menit)

Mengasosiasi
1) Peserta didik secara berpasangan menebak clue dari guru
2) Peserta didik bermain ’Mystery game’ (activity 17).
3) Peserta didik menyebutkan apa arti dari setiap clue tersebut.

Penutup (10 menit)

1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Guru menyuruh peserta didik untuk membawa benda kesayangan mereka pada
pertemuan selanjutya.
5) Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Kedelapan

Pendahuluan (10 menit )

1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.

Kegiatan inti (60 menit)

Mengkomunikasikan
1) Peserta didik peserta didik menulis tentang benda kesayangan mereka (activity 18).
2) Peserta didik mempresentasikan benda kesayangan mereka di depan kelas (activity
19).
 77

Penutup (10 menit)

1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.

H. Penilaian

1. Rubrik Penilaian Sikap Spiritual

No Indikator Skor
1 Menggunakan 8 kata positif dan dua diantaranya adalah kata 5
“God” dan “Thank”
2 Menggunakan 6 kata positif dan dua diantaranya adalah kata 4
“God” dan “Thank”
3 Menggunakan 4 kata positif dan dua diantaranya adalah kata 3
“God” dan “Thank”
4 Menggunakan 4 kata positif tanpa kata “God” dan “Thank” 2
5 Menggunakan kurang dari 4 kata positif tanpa kata “God” dan 1
“Thank”

a. Pedoman Penskoran:

2. Rubrik Penilaian Sikap Sosial

Deskripsi sikap sosial Nilai

Berperilaku santun, Selalu 2
peduli, dan percaya diri
dalam melaksanakan
komunikasi Kadang-kadang 1
interpersonal dengan
guru dan teman.
Jarang 0.5
 78

a. Pedoman Penskoran

3. Pengetahuan
a. Teknik penilaian : Tes tertulis
b. Bentuk instrumen :Mengisi teks rumpang, menentukan benar atau salah,
mencocokkan, dan menjawab pertanyaan
c. Kisi-kisi :
No Indikator Butir Instrumen
1. Peserta didik dapat mengidentifikasi kata sifat Activity 3
2. Peserta didik dapat mengidentifikasi antonim Activity 4
kata sifat
3. Peserta didik dapat melengkapi teks dengan Activity 8
menggunakan possessive pronouns.
4. Peserta didik dapat mengidentifikasi penggunaan Activity 9
possessive pronouns dalam kalimat dengan tepat
5. Peserta didik dapat mencocokkan gambar Activity 11
dengan katanya.
6. Peserta didik dapat melengkapi teks rumpang. Activity 15

4. Keterampilan
d. Teknik Penilaian : Unjuk Kerja
e. Bentuk Instrumen : Tes kemampuan mendengarkan, berbicara, dan menulis.
f. Kisi-kisi:
No. Keterampilan/Indikator Butir Instrumen
Mendengarkan
1. Peserta didik dapat melengkapi teks rumpang Activity 6
sesuai dengan teks yang didengarnya.
2. Peserta didik dapat melengkapi lirik lagu yang Activity 20
rumpang sesuai dengan yang didengarnya.
Berbicara
1. Peserta didik dapat bertanya jawab mengenai Activity 12
bahan baku suatu benda.
2. Peserta didik dapat bertanya jawab mengenai Activity 13
kepunyaan suatu benda.
3. Peserta didik dapat bertanya jawab mengenai Activity 14
bahan baku suatu benda.
4. Peserta didik dapat mendeskripsikan benda Activity 19
kesayangannya
 79

No. Keterangan/ Indikator Butir Instrumen

Membaca
1. Peserta didik dapat mengidentifikasi benar atau Activity 2
salah suatu pernyataan.
Menulis
1. Peserta didik dapat mendeskripsikan benda Activity 18
kesayangannya.
2. Peserta didik dapat menjawab pertanyaan Activity 5
mengenai teks.

g. Konversi keterampilan membaca dan mendengarkan.

Setiap jawaban benar diberi skor 1 (satu)

h. Rubrik untuk penilaian keterampilan berbicara

Aspek Keterangan Skor

 Sangat jelas sehingga mudah dipahami 4

 Mudah dipahami meskipun pengaruh bahasa ibu 3
dapat dideteksi
Pelafalan 2
 Ada masalah pengucapan sehingga pendengar
perlu konsentrasi penuh 1
 Ada masalah pengucapan yang serius sehingga
tidak bisa dipahami
Tatabahasa  Tidak ada atau sedikit kesalahan tatabahasa 4
 Kadang-kadang ada kesalahan tetapi tidak 3
mempengaruhi makna
2
 Sering membuat kesalahan sehingga makna sulit
dipahami 1
 Kesalahan tatabahasa sangat parah sehingga tidak
bisa dipahami
 80

Aspek Keterangan Skor

Kosakata  Menggunakan kosakata dan ungkapan yang tepat 4

 Kadang-kadang menggunakan kosakata yang 3
kurang tepat sehingga harus menjelaskan lagi
2
 Sering menggunakan kosakata yang tidak tepat 1
 Kosakata sangat terbatas sehingga percakapan
tidak mungkin terjadi
Kelancaran  Sangat lancar. 4
 Kelancaran sedikit terganggu oleh masalah bahasa 3
2
 Sering ragu-ragu dan terhenti karena keterbatasan
bahasa 1
 Bicara terputus-putus dan terhenti sehingga
percakapan tidak mungkin terjadi.

i. Pedoman Penskoran:

j. Rubrik Tes Ketrampilan Menulis

No Aspek yang Dinilai Kriteria Skor
1 Kesesuaian isi dengan 100% isi sesuai 5
tujuan penulisan pesan 80% isi sesuai 4
60% isi sesuai 3
40% isi sesuai 2
20% isi sesuai 1
2 Pilihan kata 100% pilihan kata tepat 5
80% pilihan kata tepat 4
60% pilihan kata tepat 3
40% pilihan kata tepat 2
20% pilihan kata tepat 1
3 Penulisan kosa kata 100% penulisan kosa kata tepat 5
80% penulisan kosa kata tepat 4
60% penulisan kosa kata tepat 3
40% penulisan kosa kata tepat 2
20% penulisan kosa kata tepat 1
4 Ketepatan tata bahasa 100% penggunaan tata bahasa tepat 5
80% penggunaan tata bahasa tepat 4
60% penggunaan tata bahasa tepat 3
40% penggunaan tata bahasa tepat 2
20% penggunaan tata bahasa tepat 1
 81

k. Pedoman Penskoran:

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
 83

KOMPETENSI INTI DAN KOMPETENSI DASAR

BAHASA INGGRISSMP KELAS VII

KELAS VII

KOMPETENSI INTI KOMPETENSI DASAR

1. Menghargai dan Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
menghayati ajaran pengantar komunikasi internasional yang diwujudkan dalam semangat
agama yang dianutnya belajar.

2. Menghargai dan 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
menghayati perilaku komunikasi interpersonal dengan guru dan teman.
jujur, disiplin,
tanggungjawab, peduli
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru
(toleransi, gotong
dan teman.
royong), santun, percaya
diri, dalam berinteraksi 2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
secara efektif dengan damai, dalam melaksanakan komunikasi fungsional.
lingkungan sosial dan
alam dalam jangkauan
pergaulan dan
keberadaannya.

3. Memahami pengetahuan 3.1 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
(faktual, konseptual, dan ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan maaf,
prosedural) berdasarkan serta responnya, sesuai dengan konteks penggunaannya.
rasa ingin tahunya 3.2 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
tentang ilmu ungkapan perkenalan diri, serta responnya, sesuai dengan konteks
pengetahuan, teknologi, penggunaannya.
seni, budaya terkait
fenomena dan kejadian 3.3 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
tampak mata. untuk menyatakan dan menanyakan nama hari, bulan, nama waktu
dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
pemaparan jati diri, sesuai dengan konteks penggunaannya.
3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks untuk menyatakan dan menanyakan nama dan jumlah binatang,
benda, dan bangunan publik yang dekat dengan kehidupan siswa
sehari-hari.
3.6 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
label nama (label) dan daftar barang (list), sesuai dengan konteks
penggunaannya.
3.7 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks untuk menyatakan dan menanyakan sifat orang, binatang, benda
sesuai dengan konteks penggunaannya.
3.8 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi
orang, binatang, benda, sesuai dengan konteks penggunaannya.
3.9 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

83
KI-KD Bahasa Inggris Kelas VII 18 April 2013 Final
 84

KOMPETENSI INTI KOMPETENSI DASAR

instruksi (instruction), tanda atau rambu (short notice), tanda

peringatan (warning/caution), sesuai dengan konteks penggunaannya.
3.10 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, sangat pendek dan sederhana, sesuai
dengan konteks penggunaannya.
3.11 Memahami fungsi sosial dan unsur kebahasaan dalam lagu.

4. Mencoba, mengolah, dan 4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon
menyaji dalam ranah sapaan, pamitan, ucapan terimakasih, dan permintaan maaf, dengan
konkret (menggunakan, memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
mengurai, merangkai, yang benar dan sesuai konteks.
memodifikasi, dan 4.2 Menyusun teks lisan dan tulis sederhana untuk menyatakan,
membuat) dan ranah menanyakan, dan merespon perkenalan diri, dengan sangat pendek
abstrak (menulis, dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan
membaca, menghitung, unsur kebahasaan yang benar dan sesuai konteks.
menggambar, dan
mengarang) sesuai 4.3 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
dengan yang dipelajari di nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka,
sekolah dan sumber lain tanggal, dan tahun, dengan unsur kebahasaan yang benar dan sesuai
yang sama dalam sudut konteks.
pandang/teori. 4.4 Menangkap makna pemaparan jati diri lisan dan tulis sangat pendek
dan sederhana.
4.5 Menyusun teks lisan dan tulis untuk memaparkan dan menanyakan
jati diri, dengan sangat pendek dan sederhana, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks.
4.6 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
nama binatang, benda, dan bangunan publik yang dekat dengan
kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.7 Menyusun teks tulis label nama (label) dan daftar barang (list),
dengan memperhatikan fungsi sosial, struktur teks dan unsur
kebahasaan yang benar dan sesuai konteks.
4.8 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
sifat orang, binatang, dan benda, dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan yang benar dan sesuai konteks.
4.9 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tingkah laku/tindakan/fungsi dari orang, binatang, dan benda, dengan
unsur kebahasaan yang benar dan sesuai konteks.
4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu
(short notice), tanda peringatan (warning/caution), lisan dan tulis
sangat pendek dan sederhana.
4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short notice),
tanda peringatan (warning/caution), lisan dan tulis, sangat pendek dan
sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks.
4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek
84
KI-KD Bahasa Inggris Kelas VII 18 April 2013 Final
 85

KOMPETENSI INTI KOMPETENSI DASAR

dan sederhana.
4.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana, tentang orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
4.14 Menangkap makna lagu.

85
KI-KD Bahasa Inggris Kelas VII 18 April 2013 Final
 86

SILABUS SMP/MTs
Mata Pelajaran : Bahasa Inggris
Kelas : 7
Kompetensi Inti :
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
3 x 4 JP
1.1. Mensyukuri kesempatan Teks lisan dan tulis untuk Mengamati KRITERIA PENILAIAN:  model ucapan dan
dapat mempelajari bahasa sapaan, pamitan, ucapan tindakan guru
 Siswa mendengarkan/ menonton  Tingkat ketercapaian
Inggris sebagai bahasa terimakasih, dan permintaan menggunakan setiap
interaksi sapaan, pamitan, ucapan fungsi sosial sapaan,
pengantar komunikasi maaf tindakan komunikasi
terimakasih, dan permintaan maaf pamitan, ucapan
internasional yang transaksional dan
Fungsi sosial terimakasih, dan
diwujudkan dalam  Siswa mengikuti interaksi sapaan, fungsional dengan
Menjaga hubungan permintaan maaf
semangat belajar. pamitan, ucapan terimakasih, dan benar, tepat, dan
interpersonal dengan guru dan permintaan maaf.  Tingkat kelengkapan dengan sikap yang
2.1. Menunjukkan perilaku
teman dan keruntutan struktur sesuai.
santun dan peduli dalam  Siswa menirukan model interaksi
melaksanakan komunikasi Struktur teks teks sapaan, pamitan,
sapaan, pamitan, ucapan terimakasih,  Contoh peragaan
interpersonal dengan guru ucapan terimakasih, dan
(ungkapan hafalan, tidak perlu dan permintaan maaf. dalam bentuk
dan teman. permintaan maaf
dijelaskan tata bahasanya) rekaman CD/VCD/
 Dengan bimbingan dan arahan guru,
3.1 Memahami fungsi sosial,  Tingkat ketepatan unsur DVD/kaset
a. Good morning. How are siswa mengidentifikasi ciri-ciri interaksi
struktur teks, dan unsur kebahasaan: tata
you?, Fine, thank you. And sapaan, pamitan, ucapan terimakasih,  Contoh interaksi
kebahasaan pada bahasa, kosa kata,
you? dan semacamnya dan permintaan maaf (fungsi sosial, tertulis
ungkapan sapaan, ucapan, tekanan kata,
struktur teks, dan unsur kebahasaan).
pamitan, ucapan b. Goodbye. Bye. See you intonasi  Contoh teks tertulis
terimakasih, dan later. See you. Take care., Mempertanyakan
CARA PENILAIAN:  Teks atau latihan dari
permintaan maaf, serta dan semacamnya Dengan bimbingan dan arahan guru, siswa buku teks Bahasa
responnya, sesuai dengan Unjuk kerja
c. Thank you. You are mempertanyakan antara lain perbedaan Inggris
antar berbagai ungkapan sapaan, pamitan,  Bermain peran (role

Kompetensi Dasar Materi Pokok
konteks penggunaannya. welcome., dan
semacamnya
4.1 Menyusun teks lisan
sederhana untuk d. I’m sorry. That’s fine, okay.
mengucapkan dan Allright., dan semacamnya
merespon sapaan,
Unsur kebahasaan
pamitan, ucapan
Kosa kata, tata bahasa,
terimakasih, dan
ucapan, tekanan kata, dan
permintaan maaf, dengan
intonasi.
memperhatikan fungsi
sosial, struktur teks, dan Topik
unsur kebahasaan yang
benar dan sesuai konteks. Berbagai hal terkait dengan
interaksi antara guru dan siswa
selama proses pembelajaran,
di dalam maupun di luar kelas.
87
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
ucapan terimakasih, dan permintaan maaf play) dalam bentuk  Teks dari buku non-
dalam bahasa Inggris, perbedaan ungkapan interaksi sapaan, teks
dengan yang ada dalam bahasa Indonesia, pamitan, ucapan
 Sumber dari internet,
kemungkinan menggunakan ungkapan lain, terimakasih, dan
seperti:
dsb. permintaan maaf.
- www.dailyenglish.
 Ketepatan dan com
Mengeksplorasi
kesesuaian
Siswa menyapa, berpamitan, mengucapkan - http://americaneng
menggunakan struktur
terimakasih, dan merminta maaf dengan lish.state.gov/files/
dan unsur kebahasaan
bahasa Inggris dalam konteks simulasi, role- ae/resource_files
dalam ungkapan
play, dan kegiatan lain yang terstruktur.
sapaan, pamitan, - http://learnenglish.
ucapan terima kasih, britishcouncil.org/e
Mengasosiasi
dan permintaan maaf n/
 Siswa membandingkan ungkapan serta responnya
sapaan, pamitan, ucapan terimakasih,
Pengamatan
dan permintaan maaf yang telah
(observations):
dipelajari dengan yang ada di berbagai
sumber lain.  Upaya menggunakan
bahasa Inggris untuk
 Siswa membandingkan antar ungkapan
menyapa, berpamitan,
sapaan, pamitan, ucapan terimakasih,
mengucapkan
dan permintaan maaf dalam bahasa
terimakasih, dan
Inggris dan dalam bahasa siswa.
merminta maaf ketika
Mengkomunikasikan muncul kesempatan.
 Siswa menyapa, berpamitan,  Kesungguhan siswa
mengucapkan terimakasih, dan dalam proses
merminta maaf dengan bahasa Inggris, pembelajaran di setiap
di dalam dan di luar kelas. tahapan.
 Siswa menuliskan permasalahan dalam  Kesantunan dan
menggunakan bahasa Inggris untuk kepedulian dalam
menyapa, berpamitan, mengucapkan melaksanakan
terimakasih, dan merminta maaf dalam komunikasi
jurnal belajar (learning journal).

Kompetensi Dasar
1 1. Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
internasional yang
diwujudkan dalam
semangat belajar..
2.1 Menunjukkan perilaku
santun dan peduli dalam
melaksanakan komunikasi
interpersonal dengan guru
dan teman.
2.2 Menunjukkan perilaku
jujur, disiplin, percaya diri,
dan bertanggung jawab
dalam melaksanakan
komunikasi transaksional
dengan guru dan teman.
3.2 Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan pada
ungkapan perkenalan diri,
serta responnya, sesuai
dengan konteks
penggunaannya.
4.2 Menyusun teks lisan dan
tulis sederhana untuk
menyatakan, menanyakan,
dan merespon perkenalan
diri, dengan sangat
pendek dan sederhana,
dengan memperhatikan
fungsi sosial, struktur teks,
88
Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
1 x 4 JP
Teks lisan dan tulis sederhana Mengamati KRITERIA PENILAIAN: Sesuaikan dengan
untuk menyatakan, kemampuan siswa, guru,
 Siswa mendengarkan/ menonton  Tingkat ketercapaian
menanyakan, dan merespon sekolah, serta tujuan
interaksi perkenalan diri fungsi sosial perkenalan
perkenalan diri pembelajaran.
diri
 Siswa mengikuti interaksi perkenalan diri
Fungsi sosial  Keteladanan ucapan
 Tingkat kelengkapan
Memperkenalkan diri untuk  Siswa menirukan model interaksi dan tindakan guru
dan keruntutan struktur
menjalin hubungan perkenalan diri. menggunakan setiap
teks perkenalan diri
interpersonal dengan guru dan tindakan komunikasi
 Dengan bimbingan dan arahan guru,
teman  Tingkat ketepatan unsur transaksional dan
siswa mengidentifikasi ciri-ciri interaksi
kebahasaan: tata fungsional dengan
Struktur teks perkenalan diri (fungsi sosial, struktur
bahasa, kosa kata, benar, tepat, dan
teks, dan unsur kebahasaan).
My name is ..., I’m ..., I live in ucapan, tekanan kata, dengan sikap yang
... dan semacamnya. Mempertanyakan intonasi sesuai.
Unsur kebahasaan Dengan bimbingan dan arahan guru, CARA PENILAIAN:  Contoh peragaan
 Kosa kata, siswa mempertanyakan antara lain dalam bentuk
Unjuk kerja
 Tata bahasa (be, have, kata perbedaan antara ungkapan perkenalan rekaman CD/VCD/
ganti I, he, she, they; kata diri dalam bahasa Inggris, perbedaan  Bermain peran (role DVD/kaset
ganti kepunyaan, my, your, ungkapan dengan yang ada dalam play) dalam bentuk
 Contoh interaksi
his, their) bahasa Indonesia, kemungkinan interaksi perkenalan diri.
tertulis
menggunakan ungkapan lain, dsb.
 ucapan,  Ketepatan dan
 Contoh teks tertulis
 tekanan kata, kesesuaian
Mengeksplorasi
 dan intonasi. Siswa memperkenalkan diri dengan
menggunakan struktur  Teks atau latihan dari
dan unsur kebahasaan buku teks Bahasa
Topik bahasa Inggris dalam konteks simulasi,
dalam interaksi Inggris
role-play, dan kegiatan lain yang
Berbagai hal terkait dengan perkenalan diri serta
terstruktur.  Teks dari buku non-
interaksi antara guru dan siswa responnya
selama proses pembelajaran, teks
Mengasosiasi Pengamatan
di dalam maupun di luar kelas.  Sumber dari internet,
(observations):
 Siswa membandingkan ungkapan seperti:
perkenalan diri yang telah dipelajari Bukan penilaian formal - www.dailyenglish.
dengan yang ada di berbagai sumber seperti tes, tetapi untuk com
lain. tujuan memberi balikan.
Sasaran penilaian: - http://americaneng
 Siswa membandingkan antara ungkapan
lish.state.gov/files/
 89

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
dan unsur kebahasaan perkenalan diri dalam bahasa Inggris dan  Upaya menggunakan ae/resource_files
yang benar dan sesuai dalam bahasa siswa. bahasa Inggris untuk - http://learnenglish.
konteks. memperkenalkan diri
Mengkomunikasikan britishcouncil.org/e
ketika muncul n/
 Siswa memperkenalkan diri dengan kesempatan.
bahasa Inggris, di dalam dan di luar
kelas.  Kesungguhan siswa
Siswa menuliskan permasalahan dalam dalam proses
menggunakan bahasa Inggris untuk pembelajaran di setiap
memperkenalkan diri dalam jurnal belajar tahapan.
(learning journal  Perilaku santun dan
peduli dalam
melaksanakan
komunikasi
 Perilaku jujur, disiplin,
percaya diri, dan
bertanggung jawab
dalam melaksanakan
komunikasi

1. 1 Mensyukuri kesempatan 3 x 4 JP
Teks lisan dan tulis Mengamati KRITERIA PENILAIAN:
dapat mempelajari bahasa
menyebutkan dan
Inggris sebagai bahasa  Siswa mendengarkan dan membaca  Tingkat ketercapaian
menanyakan nama hari, bulan,
pengantar komunikasi banyak kalimat menyebutkan dan fungsi sosial penyebutan
nama waktu dalam hari, waktu
internasional yang menanyakan nama hari, bulan, nama dan menanyakan nama
dalam bentuk angka, tanggal,
diwujudkan dalam waktu dalam hari, waktu dalam bentuk hari, bulan, nama waktu
dan tahun
semangat belajar. angka, tanggal, dan tahun. dalam hari, waktu dalam
Fungsi sosial bentuk angka, tanggal,
2.1 Menunjukkan perilaku  Siswa mengikuti interaksi menyebutkan
Menyadari pentingnya nama dan tahun Tingkat
santun dan peduli dalam dan menanyakan nama hari, bulan,
hari, bulan, nama waktu dalam kelengkapan dan
melaksanakan komunikasi nama waktu dalam hari, waktu dalam
hari, waktu dalam bentuk keruntutan struktur teks
interpersonal dengan guru bentuk angka, tanggal, dan tahun.
angka, tanggal, dan tahun perkenalan diri
dan teman.
untuk mengelola kehidupan  Siswa menirukan contoh-contoh kalimat
2.2 Menunjukkan perilaku  Tingkat ketepatan unsur
manusia menyebutkan dan menanyakan nama
kebahasaan: tata

Kompetensi Dasar
jujur, disiplin, percaya diri,
dan bertanggung jawab
dalam melaksanakan
komunikasi transaksional
dengan guru dan teman.
3.3 Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan dari teks
untuk menyatakan dan
menanyakan nama hari,
bulan, nama waktu dalam
hari, waktu dalam bentuk
angka, tanggal, dan tahun.
4.3 Menyusun teks lisan dan
tulis untuk menyatakan
dan menanyakan nama
hari, bulan, nama waktu
dalam hari, waktu dalam
bentuk angka, tanggal,
dan tahun, dengan unsur
kebahasaan yang benar
dan sesuai konteks.
Materi Pokok
Struktur teks
a. What day is it today? It’s
Monday today.
It is Tuesday tomorrow.
When do we have English?,
dan semacamnya.
b. What month is it?
What month is before July?
After March is April.
I was born in January, dan
semacamnya
c. in the morning, at noon, in
the afternoon, in the
evening, at night, at
midnight
d. What time is it?
What time do we have
English on Tuesday? one,
two thirty, half past eight, a
quarter to five, dan
seterusnya
e. What date is it?
What date is the Kartini
Day?
When were you born? the
first, the second, the third,
the fourth, the fifth, the
twenty first dan seterusnya
f. What year is it?
When were you born?
Nineteen ninety eight. Two
90
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
hari, bulan, nama waktu dalam hari, bahasa, kosa kata,
waktu dalam bentuk angka, tanggal, dan ucapan, tekanan kata,
tahun. intonasi
 Dengan bimbingan dan arahan guru, CARA PENILAIAN:
siswa mengidentifikasi kalimat Unjuk kerja
menyebutkan dan menanyakan nama
hari, bulan, nama waktu dalam hari,  Bermain peran (role
waktu dalam bentuk angka, tanggal, dan play) dalam bentuk
tahun (fungsi sosial, struktur teks, dan interaksi menyebutkan
unsur kebahasaan). dan menanyakan nama
hari, bulan, nama waktu
Mempertanyakan
dalam hari, waktu dalam
Dengan bimbingan dan arahan guru, bentuk angka, tanggal,
siswa mempertanyakan kalimat dan tahun
menyebutkan dan menanyakan nama
 Ketepatan dan
hari, bulan, nama waktu dalam hari, waktu
kesesuaian
dalam bentuk angka, tanggal, dan tahun
menggunakan struktur
dalam bahasa Inggris, dan perbedaan
dan unsur kebahasaan
dengan yang ada dalam bahasa
dalam menyebutkan
Indonesia, kemungkinan menggunakan
dan menanyakan nama
ungkapan lain, dsb.
hari, bulan, nama waktu
Mengeksplorasi dalam hari, waktu dalam
a. Siswa menyebutkan dan menanyakan bentuk angka, tanggal,
nama hari, bulan, nama waktu dalam dan tahun
hari, waktu dalam bentuk angka, Pengamatan
tanggal, dan tahun dalam konteks (observations):
simulasi, role-play, dan kegiatanlain
Bukan penilaian formal
yang terstruktur.
seperti tes, tetapi untuk
b. Siswa berusaha menyebutkan dan
tujuan memberi balikan.
menanyakan nama hari, bulan, nama
Sasaran penilaian:
waktu dalam hari, waktu dalam bentuk
angka, tanggal, dan tahun dalam
bahasa Inggris dalam proses  Upaya menggunakan
bahasa Inggris untuk
pembelajaran.

Kompetensi Dasar Materi Pokok
thousand and three. dan
semacamnya.
Unsur kebahasaan:
(1) Kata terkait hari, bulan,
waktu dalam hari, waktu
dalam bentuk angka,
tanggal, dan tahun
(2) Kata kerja dalam simple
present tense: be, have.
(3) Kata tanya What, When
(4) Kata ganti it dan artikel
the.
(5) Cardinal number dan
ordinal number
(6) Ucapan, tekanan kata,
intonasi, ejaan, tulisan
tangan yang rapi
Topik
Hari, tanggal, jam, bulan,
tahun, dsb., yang penting dan
relevan dengan kehidupan
siswa, dengan memberikan
keteladanan tentang perilaku
disiplin, percaya diri, tanggung
jawab, dan jujur.
1 1. Mensyukuri kesempatan Teks lisan dan tulis untuk
dapat mempelajari bahasa memaparkan jati diri
Inggris sebagai bahasa
Fungsi sosial
pengantar komunikasi
Mengenalkan, menyebutkan
internasional yang
diwujudkan dalam identitas, untuk menjalin
hubungan antar pribadi
91
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
menyebutkan dan
Mengasosiasi menanyakan nama
hari, bulan, nama
 Siswa membandingkan antara
waktu dalam hari,
menyebutkan dan menanyakan nama
waktu dalam bentuk
hari, bulan, nama waktu dalam hari,
angka, tanggal, dan
waktu dalam bentuk angka, tanggal, dan
tahun ketika muncul
tahun dalam bahasa ibu atau bahasa
kesempatan.
Indonesia.
 Kesungguhan siswa
Mengkomunikasikan
dalam proses
 Siswa menyebutkan dan menanyakan pembelajaran di setiap
nama hari, bulan, nama waktu dalam tahapan.
hari, waktu dalam bentuk angka,
 Perilaku santun dan
tanggal, dan tahun dengan bahasa
peduli dalam
Inggris, di dalam dan di luar kelas.
melaksanakan
komunikasi
 Siswa menuliskan permasalahan dalam
menggunakan bahasa Inggris untuk  Perilaku jujur, disiplin,
menyebutkan dan menanyakan nama percaya diri, dan
hari, bulan, nama waktu dalam hari, bertanggung jawab
waktu dalam bentuk angka, tanggal, dalam melaksanakan
dan tahun dalam jurnal belajarnya. komunikasi
2 x 4 JP
MENGAMATI KRITERIA PENILAIAN:
 Siswa mendengarkan/ menonton  Tingkat ketercapaian
interaksi memaparkan jati diri dan fungsi sosial
memaparkan jati diri
 Siswa mengikuti interaksi memaparkan
jati diri.  Tingkat kelengkapan
dan keruntutan struktur

Kompetensi Dasar
semangat belajar
2.1 Menunjukkan perilaku
santun dan peduli dalam
melaksanakan komunikasi
interpersonal dengan guru
dan teman.
2.2 Menunjukkan perilaku
jujur, disiplin, percaya diri,
dan bertanggung jawab
dalam melaksanakan
komunikasi transaksional
dengan guru dan teman.
3.4 Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan dari teks
pemaparan jati diri, sesuai
dengan konteks
penggunaannya.
4.4 Menangkap makna
pemaparan jati diri lisan
dan tulis sangat pendek
dan sederhana.
4.5 Menyusun teks lisan dan
tulis untuk memaparkan
dan menanyakan jati diri,
dengan sangat pendek
dan sederhana, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
Materi Pokok
dengan guru dan teman
Struktur teks
(ungkapan hafalan, tidak perlu
dijelaskan tata bahasanya)
a. My name is Arif, a-r-i-f. My
father is Mr. Zainal. How do
you spell your name? Who is
she? I have two brothers,
Siska and Muti., Is she your
friend? dan seterusnya
b. My dad is a nurse? He helps
the doctors. His father is a
gardener. She is the janitor,
and she cleans the
classrooms., dan
semacamnya.
Unsur kebahasaan
(1) Nama status hubungan
keluarga dan kekerabatan
(2) Nama profesi pekerjaan.
(3) Kata tanya Who? Which?
How?
(4) Kata ganti I, you, we, she, it,
they, we. dan seterusnya.
(5) Kata ganti my, your, our,
her, their, his, dan
seterusnya.
(6) Kata kerja yang menunjuk
tindakan yang sangat lazim
dan terkait dalam simple
present tense: be, have,
work, live, dan sebagainya.
92
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
 Siswa menirukan model interaksi teks memaparkan jati
memaparkan jati diri. diri
 Siswa membaca beberapa kartu  Tingkat ketepatan unsur
identitas kebahasaan: tata
bahasa, kosa kata,
 Dengan bimbingan dan arahan guru, ucapan, tekanan kata,
siswa mengidentifikasi ciri-ciri interaksi intonasi
memaparkan jati diri (fungsi sosial,
struktur teks, dan unsur kebahasaan) CARA PENILAIAN:
Mempertanyakan Unjuk kerja
Dengan bimbingan dan arahan guru,  Bermain simulasi untuk
siswa mempertanyakan antara lain berinteraksi
perbedaan antara memaparkan jati diri memaparkan jati diri
dalam bahasa Inggris, dengan perbedaan
 Ketepatan dan
ungkapan yang ada dalam bahasa
kesesuaian
Indonesia, kemungkinan menggunakan
menggunakan struktur
ungkapan lain, dsb.
dan unsur kebahasaan
Mengeksplorasi
dalam memaparkan jati
Siswa memaparkan jati diri dengan
diri
bahasa Inggris dalam konteks simulasi
dan kegiatan lain yang terstruktur.
Mengasosiasi
 Siswa membandingkan ungkapan
memaparkan jati diri yang telah dipelajari
dengan yang ada di berbagai sumber
lain.
 Siswa membandingkan antara ungkapan
memaparkan jati diri dalam bahasa
Inggris dan dalam bahasa siswa.
Mengkomunikasikan
 Siswa memaparkan jati diri dengan
bahasa Inggris, di dalam dan di luar
 93

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
(7) Penyebutan kata benda kelas.
singular dan plural (-s), dan
Pengamatan
children  Siswa menuliskan permasalahan dalam (observations):
(8) Ucapan, tekanan kata, menggunakan bahasa Inggris untuk
intonasi, ejaan, dan tulisan memaparkan jati diri dalam jurnal belajar  Upaya menggunakan
tangan. (learning journal). bahasa Inggris untuk
memaparkan jati diri
Topik kalimat
ketika muncul
Diri sendiri, orang tua, kaka, kesempatan.
adik, famili, tetangga, dan
orang terdekat lainnya, dengan  Kesungguhan siswa
memberikan keteladanan dalam proses
tentang perilaku disiplin, pembelajaran di setiap
percaya diri, tanggung jawab, tahapan.
dan jujur.  Perilaku santun dan
peduli dalam
melaksanakan
komunikasi
 Perilaku jujur, disiplin,
percaya diri, dan
bertanggung jawab
dalam melaksanakan
komunikasi

Kompetensi Dasar
1 1. Mensyukuri kesempatan
dapat mempelajari
bahasa Inggris sebagai
bahasa pengantar
komunikasi internasional
yang diwujudkan dalam
semangat belajar
2.1 Menunjukkan perilaku
santun dan peduli dalam
melaksanakan komunikasi
interpersonal dengan guru
dan teman.
2.2 Menunjukkanperilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
2.3 Menunjukkan perilaku
tanggung jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan komunikasi
fungsional..
3.5 Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan pada teks
untuk menyatakan dan
menanyakan nama dan
jumlah binatang, benda,
dan bangunan publik yang
dekat dengan kehidupan
Materi Pokok
Teks lisan dan tulis untuk
menyebutkan dan
menanyakan nama dan jumlah
binatang, benda, dan
bangunan publik yang dekat
dengan kehidupan siswa
sehari-hari
Fungsi sosial
Mengenalkan,
mengidentifikasi.
Struktur teks
(ungkapan hafalan, tidak perlu
dijelaskan tata bahasanya)
It’s my cricket.
They are my cats. There are
many fireflies in the farm.,
What is it?
Are they your toys? Which
one is your book?
How many cows do you
have?
The hospital is near the post
office.
The police station is in the
corner. dan semacamnya.
Unsur kebahasaan
(1) Nama benda dan binatang
di sekitar rumah dan sekolah
siswa: hen, chicks, house
lizard, dragon fly,
cockroaches, mosquitoes.
94
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
6 x 4 JP
Mengamati KRITERIA PENILAIAN:
 Siswa mendengarkan dan membaca  Tingkat ketercapaian
banyak kalimat menyebutkan dan fungsi sosial
menanyakan nama dan jumlah menyebutkan dan
binatang, benda, dan bangunan publik, menanyakan nama
dalam berbagai konteks. dan jumlah binatang,
 Siswa mengikuti interaksi menyebutkan benda, dan bangunan
dan menanyakan nama dan jumlah publik
binatang, benda, dan bangunan publik
 Tingkat kelengkapan
selama proses pembelajaran, dengan
dan keruntutan
bimbingan guru.
struktur menyebutkan
 Siswa menirukan contoh-contoh kalimat dan menanyakan
yang menyebutkan dan menanyakan nama dan jumlah
nama dan jumlah binatang, benda, dan binatang, benda, dan
bangunan publik. bangunan publik
 Dengan bimbingan dan arahan guru,
siswa mengidentifikasi ciri-ciri kalimat  Tingkat ketepatan
yang menyebutkan dan menanyakan unsur kebahasaan:
nama dan jumlah binatang, benda, dan tata bahasa, kosa
bangunan publik (fungsi sosial, struktur kata, ucapan, tekanan
teks, dan unsur kebahasaan). kata, intonasi
Mempertanyakan CARA PENILAIAN:
Dengan bimbingan dan arahan guru, Unjuk kerja
siswa mempertanyakan antara lain
 Bermain peran (role
perbedaan antar penyebutan dan play) dalam bentuk
pertanyaan nama dan jumlah binatang,
interaksi menyebutkan
benda, dan bangunan publik yang ada dan menanyakan nama
dalam bahasa Inggris, dengan yang ada dan jumlah binatang,
dalam bahasa Indonesia, kemungkinan
benda, dan bangunan
menggunakan ungkapan lain, dsb.
publik.
 Ketepatan dan
Mengeksplorasi
kesesuaian

Kompetensi Dasar Materi Pokok
siswa sehari-hari. (2) Nama bangunan umum: the
post office, the bank, the
4.6 Menyusun teks lisan dan
hospital.
tulis untuk menyatakan
(3) Kata tanya What?Which
dan menanyakan nama
one? How many?
binatang, benda, dan
(4) Penyebutan kata benda
bangunan publik yang
singular dengan a dan the,
dekat dengan kehidupan
dan plural (-s).
siswa sehari-hari, dengan
(5) Kata ganti it, they, this, that,
memperhatikan fungsi
those, these.
sosial, struktur teks, dan
(6) Ungkapan There is/are...,
unsur kebahasaan yang
Are there ...?
benar dan sesuai konteks.
(7) Kata kerja yang menunjuk
tindakan yang sangat lazim
dan terkait dalam simple
present tense: be, have, go,
play,get, take, dan
sebagainya.
(8) Ucapan, tekanan kata,
intonasi, ejaan, dan tulisan
tangan.
Topik
Benda, binatang, bangunan
umum yang terdapat di
lingkungan siswa, dengan
memberikan keteladanan
tentang perilaku ramah
lingkungan, percaya diri, dan
tanggung jawab.
95
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
a. Siswa menyebutkan dan menanyakan menggunakan struktur
nama dan jumlah binatang, benda, dan dan unsur kebahasaan
bangunan publik dalam bahasa Inggris dalam memaparkan jati
dalam konteks simulasi, role-play, dan diri
kegiatanlain yang terstruktur.
Pengamatan
b. Siswa berusaha menyebutkan dan
(observations):
menanyakan nama dan jumlah
binatang, benda, dan bangunan publik  Upaya menggunakan
dalam bahasa Inggris dalam proses bahasa Inggris untuk
pembelajaran menyebutkan dan
menanyakan nama dan
Mengasosiasi jumlah binatang,
benda, dan bangunan
 Siswa membandingkan ungkapan
publik ketika muncul
menyebutkan dan menanyakan nama
kesempatan.
dan jumlah binatang, benda, dan
bangunan publik yang telah dipelajari  Kesungguhan siswa
dengan ungkapan-ungkapan lainnya. dalam proses
 Siswa membandingkan antara ungkapan pembelajaran di setiap
menyebutkan dan menanyakan nama tahapan.
dan jumlah binatang, benda, dan
 Perilaku santun dan
bangunan publik dalam bahasa Inggris
peduli dalam
dengan ungkapan keharusan dalam
melaksanakan
bahasa ibu atau bahasa Indonesia.
komunikasi
Mengkomunikasikan
 Perilaku jujur, disiplin,
 Siswa menyebutkan dan menanyakan percaya diri, dan
nama dan jumlah binatang, benda, dan bertanggung jawab
bangunan publik dengan bahasa Inggris, dalam melaksanakan
di dalam dan di luar kelas. komunikasi
 Siswa menuliskan permasalahan dalam
menggunakan bahasa Inggris
menyebutkan dan menanyakan nama
dan jumlah binatang, benda, dan
bangunan publik dalam jurnal belajarnya.

Kompetensi Dasar Materi Pokok
1.1 Mensyukuri kesempatan Lagu
dapat mempelajari bahasa
Fungsi sosial
Inggris sebagai bahasa
Menghibur, mengungkapkan
pengantar komunikasi
perasaan, menghayati pesan
internasional yang
moral
diwujudkan dalam
semangat belajar. Unsur kebahasaan
2.3 Menunjukkan perilaku (1) Kata, ungkapan, dan tata
tanggung jawab, peduli, bahasa dalam karya seni
kerjasama, dan cinta berbentuk lagu.
damai, dalam (2) Ejaan dan tulisan tangan
melaksanakan komunikasi dan cetak yang jelas dan
fungsional. rapi.
3.11 Memahami fungsi sosial (3) Ucapan, tekanan kata,
dan unsur kebahasaan intonasi, ketika
dalam lagu. mempresentasikan secara
lisan
4.14 Menangkap makna lagu.
Topik
Hal-hal yang memberikan
keteladanan tentang perilaku
yang menginspirasi.
96
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
Mengamati 2 x 4 JP
KRITERIA PENILAIAN:
 Siswa mendengarkan berbagai lagu
berbahasa Inggris dan menyalinnya  Tingkat ketercapaian
 Siswa menirukan penguncapan dengan fungsi sosial
menyanyikan sesuai dengan lagu yang menghibur,
didengar mengungkapkan
perasaan, menghayati
Mempertanyakan pesan moral
 Dengan pertanyaan pengarah dari guru,  Tingkat ketepatan
siswa terpancing untuk mempertanyakan unsur kebahasaan:
pada lagu yang didengar atau dibaca. tata bahasa, kosa
 Siswa mempertanyakan cara kata, ucapan, tekanan
menemukan informasi rinci dalam lirik. kata, intonasi
Mengeksplorasi CARA PENILAIAN:
Unjuk kerja
 Siswa membacakan lirik lagu yang
disalin kepada teman sebangku Pertunjukkan
 Siswa menyanyikan lagu yang disalin menyanyikan lagu
dengan pengucapan dan tekanan kata dengan ucapan yang
yang tepat tepat.
 Siswa berdiskusi tentang pesan lagu
yang dibaca
Pengamatan
Mengasosiasi
(observations):
 Secara berkelompok siswa
 Upaya menggunakan
membandingkan pesan yang terdapat
bahasa Inggris untuk
dalam beberapa lagu yang
menampilkan lagu dan
dibaca/didengar
memahami makna lagu
 Siswa membuat kumpulan lagu- lagu tersebut dalam
yang bertema perdamaian dengan berbagai kesempatan.
menyalin
 Kesungguhan siswa
Mengkomunikasikan
dalam proses
 Siswa melaporkan kumpulan lagu yang pembelajaran di setiap
 97

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
sudah dianalis pesan di dalam lugu-lagu tahapan.
tersebut
 Antar siswa melakukan penilaian
terhadap kumpulan lagu yang dibuat.

1 1. Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2.3 Menunjukkan perilaku
tanggung jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan komunikasi
fungsional.
3.6 Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan dari teks
label nama (label) dan
daftar barang (list), sesuai
dengan konteks
penggunaannya.
4.7 Menyusun teks tulis label
nama (label) dan daftar
barang (list), dengan
memperhatikan fungsi
Teks tulis label nama (label)
dan daftar barang (list)
Fungsi sosial
Mengenalkan,
mengidentifikasi,
menginventarisasi.
Struktur text
Nama benda, dengan atau
tanpa jumlah.
Unsur kebahasaan
(1) Artikel a, kata benda
plural
(2) angka kardinal, 1 s.d. 100,
one, two, three, … one
hundred
(3) Ejaan dan tulisan tangan
dan cetak yang jelas dan
rapi
(4) Ucapan, tekanan kata,
intonasi, ketika
mempresentasikan secara
lisan
Topik
2 x 4 JP
Mengamati KRITERIA PENILAIAN: Sesuaikan dengan
kemampuan siswa, guru,
 Siswa membaca /mendengar contoh  Tingkat ketercapaian
sekolah, serta tujuan
nama-nama benda / daftar barang sesuai fungsi sosial
pembelajaran.
dengan pengelompokannya dengan penggunaan teks
memperhatikan fungsi sosial, struktural  Keteladanan ucapan
 Tingkat kelengkapan
teks dan unsur kebahasaan dan tindakan guru
dan keruntutan menggunakan setiap
struktur teks
 Siswa meniru/menyalin contoh-contoh tindakan komunikasi
secara terbimbing.  Tingkat ketepatan transaksional dan
unsur kebahasaan: fungsional dengan
Mempertanyakan
tata bahasa, kosa benar, tepat, dan
 Dengan bimbingan dan arahan guru, dengan sikap yang
kata, ucapan, tekanan
siswa mempertanyakan antara lain kata, intonasi, ejaan, sesuai.
perbedaan antar ucapan, tekanan kata, dan tulisan tangan  Contoh peragaan
intonasi, ketika mempresentasikan
 Tingkat kesesuaian dalam bentuk
secara lisan
format penulisan/ rekaman CD/VCD/
 Siswa memperoleh pengetahuan DVD/kaset
penyampaian
tambahan tentang fungsi sosial,
CARA PENILAIAN:  Contoh interaksi
ungkapan dan struktur teks, unsur
tertulis
kebahasaan, serta format Pengamatan
penulisan/penyampaian dari berbagai  Contoh teks tertulis
(observations):
sumber.
 Teks atau latihan dari
Bukan penilaian formal
Mengeksplorasi buku teks Bahasa
seperti tes, tetapi untuk
Inggris
 Siswa Membaca/ mendengar/ menulis tujuan memberi balikan.
contoh-contoh teks tulis label nama  Teks dari buku non-

Kompetensi Dasar Materi Pokok
sosial, struktur teks dan Benda-benda di sekitar dan
unsur kebahasaan yang relevan dengan kehidupan
benar dan sesuai konteks. siswa, dengan memberikan
keteladanan tentang perilaku
disiplin, peduli, pola hidup
sehat, dan ramah lingkungan.
Multimedia:
Layout dan dekorasi yang
membuat tampilan teks lebih
menarik.
98
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
(label) dan daftar barang (list), dengan  Berperilaku tanggung teks
memperhatikan fungsi sosial, struktur jawab, peduli,
teks dan unsur kebahasaan kerjasama, dan cinta
damai, Sumber dari internet,
Mengasosiasi
seperti:
 Dalam kerja kelompok terbimbing siswa  Ketepatan dan
kesesuaian dalam  www.dailyenglish.co
menganalisis teks dengan
menulis teks tulis label m
memperhatikan fungsi sosial, ungkapan
dan struktur teks, unsur kebahasaan, nama (label) dan daftar  http://americanenglis
serta format penulisan dari jenis teks barang (list) h.state.gov/files/ae/re
yang sedang dipelajari. Portofolio source_files
 Siswa memperoleh balikan (feedback)  Kumpulan pekerjaan  http://learnenglish.brit
dari guru dan teman tentang setiap yang siswa yang mendukung ishcouncil.org/en/
dia sampaikan dalam kerja kelompok. proses teks tulis label
Mengkomunikasikan nama (label) dan daftar
barang (list)
 Siswa memperoleh balikan dari guru berupa:draft, revisi,
dan teman tentang karya yang dan editing
dihasilkan/ pesan yang ditangkap dan
disampaikan, dll.  Kumpulan karya siswa
yang mencerminkan
 Siswa menuliskan permasalahan dalam hasil atau capaian
menggunakan bahasa Inggris untuk belajar teks tulis label
menyapa, berpamitan, mengucapkan nama (label) dan daftar
terimakasih, dan merminta maaf dalam barang (list)
jurnal belajar (learning journal).
 Catatan atau rekaman
evaluasi diri dan
evaluasi sejawat,
berupa komentar,
checklist, penilaian.
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary, jurnal,
format khusus, komentar,

Kompetensi Dasar
1 1. Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2.2. Menunjukkan perilaku
jujur, disiplin, percaya diri,
dan bertanggung jawab
dalam melaksanakan
komunikasi transaksional
dengan guru dan teman.
3.7 Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan pada teks
untuk menyatakan dan
menanyakan sifat orang,
binatang, benda sesuai
dengan konteks
penggunaannya.
4.8 Menyusun teks lisan dan
tulis untuk menyatakan
dan menanyakan sifat
orang, binatang, dan
benda, dengan
memperhatikan fungsi
sosial, struktur teks dan
unsur kebahasaan yang
Materi Pokok
Teks lisan dan tulis untuk
menyatakan dan menanyakan
sifat orang, binatang, dan
benda
Fungsi sosial
Mengidentifikasi,
mengenalkan, memuji,
mencela, mengagumi
Struktur teks
(ungkapan hafalan, tidak perlu
dijelaskan tata bahasanya)
young, old, clever, big, small,
easy, difficult, dilligent, tired,
tall, short, beautiful, dan
semacamnya.
It’s…, They’re…, I’m…, dan
semacamnya.
Is it small? What is he like?
What are they like?Are you
tired? What do you think? dan
semacamnya.
Unsur kebahasaan
(1) Kata tanya What? Which?
How?
(2) Nama benda-benda yang
sangat lazim di sekitar
ruman dan sekolah dan
99
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
atau bentuk penilaian lain.
4 x 2 JP
Mengamati KRITERIA PENILAIAN:
 Siswa mendengarkan/ membaca  Tingkat ketercapaian
berbagai teks untuk menyatakan dan fungsi sosial
menanyakan sifat orang, binatang, penggunaan teks
benda
 Tingkat kelengkapan
dan keruntutan
 Siswa mengikuti interaksi teks untuk
menyatakan dan menanyakan sifat struktur teks
orang, binatang, benda  Tingkat ketepatan
unsur kebahasaan:
 Siswa menirukan model teks untuk tata bahasa, kosa
menyatakan dan menanyakan sifat kata, ucapan, tekanan
orang, binatang, benda kata, intonasi, ejaan,
dan tulisan tangan
 Dengan bimbingan dan arahan guru,
siswa mengidentifikasi ciri-ciri teks untuk  Tingkat kesesuaian
menyatakan dan menanyakan sifat format penulisan/
orang, binatang, benda (fungsi sosial, penyampaian
struktur teks, dan unsur kebahasaan). CARA PENILAIAN:
Mempertanyakan Pengamatan
Dengan bimbingan dan arahan guru, (observations):
siswa mempertanyakan antara lain Bukan penilaian formal
perbedaan antar berbagai ungkapan seperti tes, tetapi untuk
untuk menyatakan dan menanyakan sifat
tujuan memberi balikan.
orang, binatang, benda sesuai dengan
konteks penggunaannya dalam bahasa  Berperilaku tanggung
Inggris, perbedaan ungkapan dengan jawab, peduli,
yang ada dalam bahasa Indonesia, kerjasama, dan cinta
kemungkinan menggunakan ungkapan damai,

Kompetensi Dasar Materi Pokok
benar dan sesuai konteks. terkait.
(3) Kata ganti it, they, this,
that, those, these.
(4) Kata kerja dalam simple
present tense: be, have.
(5) Ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan.
Topik
Orang, binatang, benda di
sekitar dan relevan dengan
kehidupan siswa, dengan
memberikan keteladanan
tentang perilaku disiplin, jujur,
peduli, pola hidup sehat, dan
ramah lingkungan.
100
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
lain, dsb.  Ketepatan dan
kesesuaian dalam
Mengeksplorasi menulis teks untuk
Siswa menyusun teks untuk menyatakan menyatakan dan
dan menanyakan sifat orang, binatang, menanyakan sifat
benda sesuai dengan konteks orang, binatang, benda
penggunaannya dengan bahasa Inggris
Portofolio
dalam konteks simulasi, role-play, dan
kegiatan lain yang terstruktur.  Kumpulan pekerjaan
siswa yang mendukung
Mengasosiasi proses penulisan teks
instruksi (instruction),
 Siswa membandingkan ungkapan
tanda atau rambu
untuk menyatakan dan menanyakan
(short notice), tanda
sifat orang, binatang, benda yang
peringatan
telah dipelajari dengan yang ada di
(warning/caution)
berbagai sumber lain.
berupa:draft, revisi,
 Siswa membandingkan antar
dan editing
ungkapan untuk menyatakan dan
menanyakan sifat orang, binatang,  Kumpulan karya siswa
benda dalam bahasa Inggris dan yang mencerminkan
dalam bahasa siswa. hasil atau capaian
belajar teks untuk
Mengkomunikasikan
menyatakan dan
 Siswa menyatakan dan menanyakan menanyakan sifat
sifat orang, binatang, benda dengan orang, binatang, benda
bahasa Inggris, di dalam dan di luar
 Catatan atau rekaman
kelas.
evaluasi diri dan
evaluasi sejawat,
 Siswa menuliskan permasalahan
berupa komentar,
dalam menggunakan bahasa Inggris
checklist, penilaian.
untuk menyatakan dan menanyakan
sifat orang, binatang, benda sesuai Penilaian Diri dan
dengan konteks penggunaannya Penilaian Sejawat
dalam jurnal belajar (learning journal). Bentuk: diary, jurnal, format

Kompetensi Dasar
1 1. Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2.2 Menunjukkan perilaku
jujur, disiplin, percaya diri,
dan bertanggung jawab
dalam melaksanakan
komunikasi transaksional
dengan guru dan teman.
2.3 Menunjukkan perilaku
tanggung jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan komunikasi
fungsional.
3.8 Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan pada teks
untuk menyatakan dan
menanyakan tingkah laku/
tindakan/fungsi orang,
binatang, benda, sesuai
dengan konteks
penggunaannya.
Materi Pokok
Teks lisan dan tulis untuk
menyatakan dan menanyakan
tingkah laku/tindakan/fungsi
dari orang, binatang, dan
benda
Fungsi sosial
Mengidentifikasi,
mengenalkan, memuji,
mencela, mengagumi
Struktur teks
(ungkapan hafalan, tidak perlu
dijelaskan tata bahasanya)
We exercise in the morning.
The cat jumps to the tree., We
don’t say bad words. He
doesn’t like noodles., dan
semacamnya.
What do you do every
morning? Do you help your
dad? Where do you put your
shoes? When does she clean
up her house? Where does the
dog poo? dan semacamnya.
Unsur kebahasaan
(1) Kata tanya dan
pernyataan negatif
What?Do you ...?Does he
101
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
khusus, komentar, atau
bentuk penilaian lain.
3 x 4 JP
Mengamati KRITERIA PENILAIAN:
 Siswa mendengarkan/ membaca  Tingkat ketercapaian
ungkapan untuk menyatakan dan fungsi sosial
menanyakan tingkah laku/ penggunaan teks
tindakan/fungsi orang, binatang, benda.
 Tingkat kelengkapan
dan keruntutan
 Siswa mengikuti interaksi ungkapan
untuk menyatakan dan menanyakan struktur teks
tingkah laku/ tindakan/fungsi orang,  Tingkat ketepatan
binatang, benda. unsur kebahasaan:
tata bahasa, kosa
 Siswa menirukan model ungkapan untuk kata, ucapan, tekanan
menyatakan dan menanyakan tingkah kata, intonasi, ejaan,
laku/ tindakan/fungsi orang, binatang, dan tulisan tangan
benda.
 Tingkat kesesuaian
 Dengan bimbingan dan arahan guru, format penulisan/
siswa mengidentifikasi ciri-ciri ungkapan penyampaian
untuk menyatakan dan menanyakan CARA PENILAIAN:
tingkah laku/ tindakan/fungsi orang,
binatang, benda (fungsi sosial, struktur Pengamatan
teks, dan unsur kebahasaan). (observations): Bukan
penilaian formal seperti tes,
Mempertanyakan
tetapi untuk tujuan
Dengan bimbingan dan arahan guru, memberi balikan.
siswa mempertanyakan antara lain  Berperilaku tanggung
perbedaan antar ungkapan untuk
jawab, peduli,
menyatakan dan menanyakan tingkah kerjasama, dan cinta
laku/ tindakan/fungsi orang, binatang, damai,
benda dalam bahasa Inggris, perbedaan

Kompetensi Dasar Materi Pokok
4.9 Menyusun teks lisan dan ...? He doesn’t ... They
tulis untuk menyatakan don’t ...
dan menanyakan tingkah (2) Penyebutan kata kerja
laku/tindakan/fungsi dari yang sangat lazim dan
orang, binatang, dan terkait dalam simple
benda, dengan unsur present tense untuk
kebahasaan yang benar menyatakan kebiasaan,
dan sesuai konteks. tanpa dan dengan –s.
(3) Preposisi: in, at, on untuk
menunjukan tempat
(4) Preposisi in, at, on untuk
menunjukkan waktu
(5) Ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan.
Topik
Orang, binatang, benda di
sekitar dan relevan dengan
kehidupan siswa, dengan
memberikan keteladanan
tentang perilaku disiplin, jujur,
peduli, pola hidup sehat, dan
ramah lingkungan.
Pembelajaran
ungkapan dengan yang ada dalam
bahasa Indonesia, kemungkinan
menggunakan ungkapan lain, dsb.
Mengeksplorasi
Siswa menyatakan dan menanyakan
tingkah laku/ tindakan/fungsi orang,
binatang, benda dengan bahasa Inggris
dalam konteks simulasi, role-play, dan
kegiatan lain yang terstruktur.
Mengasosiasi
 Siswa membandingkan ungkapan
untuk menyatakan dan menanyakan
tingkah laku/ tindakan/fungsi orang,
binatang, benda yang telah dipelajari
dengan yang ada di berbagai sumber
lain.
 Siswa membandingkan antar
ungkapan untuk menyatakan dan
menanyakan tingkah laku/
tindakan/fungsi orang, binatang,
benda dalam bahasa Inggris dan
dalam bahasa siswa.
Mengkomunikasikan
 Siswa menyatakan dan menanyakan
tingkah laku/ tindakan/fungsi orang,
binatang, benda dengan bahasa
Inggris, di dalam dan di luar kelas.
 Siswa menuliskan permasalahan
dalam menggunakan bahasa Inggris
untuk menyatakan dan menanyakan
tingkah laku/ tindakan/fungsi orang,
binatang, benda dalam jurnal belajar
102
Penilaian Alokasi Waktu Sumber Belajar
Ketepatan dan kesesuaian
dalam menulis ungkapan
untuk menyatakan dan
menanyakan tingkah laku/
tindakan/fungsi orang,
binatang, benda
Portofolio
 Kumpulan pekerjaan
siswa yang mendukung
proses ungkapan untuk
menyatakan dan
menanyakan tingkah
laku/ tindakan/fungsi
orang, binatang, benda
berupa:draft, revisi,
dan editing
 Kumpulan karya siswa
yang mencerminkan
hasil atau capaian
belajar ungkapan untuk
menyatakan dan
menanyakan tingkah
laku/ tindakan/fungsi
orang, binatang, benda
 Catatan atau rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar atau
cara penilaian lainnya
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary, jurnal, format
 103

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
(learning journal). khusus, komentar, atau
bentuk penilaian lain
1.1 Mensyukuri kesempatan Mengamati 4 x 4 JP
Teks instruksi (instruction), KRITERIA PENILAIAN:
dapat mempelajari bahasa
tanda atau rambu (short  Siswa membaca beberapa teks instruksi
Inggris sebagai bahasa
notice), tanda peringatan (instruction), tanda atau rambu (short  Tingkat ketercapaian
pengantar komunikasi notice), tanda peringatan fungsi sosial
(warning/caution), lisan dan
internasional yang (warning/caution) dari berbagai sumber penggunaan teks
tulis
diwujudkan dalam  Siswa mengamati fungsi sosial, struktur,
semangat belajar Fungsi sosial dan unsur kebahasaan teks instruksi  Tingkat kelengkapan
(instruction), tanda atau rambu (short dan keruntutan
2.3 Menunjukkan perilaku Mencapai tujuan, menjaga struktur teks instruksi,
tanggung jawab, peduli, ketertiban dan keselamatan notice), tanda peringatan
(warning/caution) dari berbagai sumber. tanda atau rambu,
kerjasama, dan cinta pribadi dan publik. tanda peringatan
damai, dalam  Siswa belajar membaca memindai untuk
Struktur teks mendapatkan informasi tertentu dari  Tingkat ketepatan
melaksanakan komunikasi
fungsional. Ungkapan baku dari sumber- teks (scanning) dan menentukan jeda unsur kebahasaan:
sumber otentik: pada tempatnya untuk membaca tata bahasa, kosa
3.9 Memahami fungsi sosial, dengan bermakna kata, ucapan, tekanan
struktur teks, dan unsur a. Instruksi: Read the report
kata, intonasi, ejaan,
kebahasaan dari teks carefully. No students should Mempertanyakan dan tulisan tangan
instruksi (instruction), be late. Always come on  Dengan bimbingan dan arahan guru,
tanda atau rambu (short time. Shake well before use. siswa mempertanyakan antara lain  Tingkat kesesuaian
notice), tanda peringatan b. Rambu (short notice): Keep perbedaan antar berbagai teks instruksi format penulisan/
(warning/caution), sesuai the room clean and tidy. (instruction), tanda atau rambu (short penyampaian
dengan konteks Keep door closed at all notice), tanda peringatan CARA PENILAIAN:
penggunaannya. times. Do not enter. An email (warning/caution), dalam bahasa Inggris,
perbedaannya dengan yang ada dalam Pengamatan
4.10 Menangkap makna teks has been received. No
bahasa Indonesia, kemungkinan (observations):
instruksi (instruction), mobile phones in the library.
tanda atau rambu (short menggunakan ungkapan lain, dsb. Bukan penilaian formal
c. Peringatan
notice), tanda peringatan seperti tes, tetapi untuk
(warning/caution): Caution -  Siswa mempertanyakan cara
(warning/caution), lisan tujuan memberi balikan.
Very hot water. Danger, 240 menemukan informasi tertentu dalam
dan tulis sangat pendek volts. Slippery when wet. teks instruksi (instruction), tanda atau  Perilaku tanggung
dan sederhana Warning – Dangerous rambu (short notice), tanda peringatan jawab, peduli,
4.11 Menyusun teks instruksi chemicals. (warning/caution) kerjasama, dan cinta
(instruction), tanda atau damai,

Kompetensi Dasar Materi Pokok
rambu (short notice), Unsur kebahasaan
tanda peringatan
(1) Kata dan tata bahasa
(warning/caution), lisan
yang lazim digunakan
dan tulis, sangat pendek
(2) Ejaan dan tulisan tangan
dan sederhana, dengan
dan cetak yang jelas dan
memperhatikan fungsi
rapi.
sosial, struktur teks, dan
(3) Ucapan, tekanan kata,
unsur kebahasaan yang
intonasi, ketika
benar dan sesuai
mempresentasikan secara
konteks.
lisan
Topik
Tindakan di sekolah dan di
rumah dengan memberikan
keteladanan tentang perilaku
disiplin, jujur, peduli, pola
hidup sehat, dan ramah
lingkungan.
Multimedia:
Layout dan dekorasi yang
membuat tampilan teks lebih
menarik
104
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
Mengeksplorasi  Ketepatan dan
 Siswa membacakan teks instruksi kesesuaian dalam
(instruction), tanda atau rambu (short menulis teks instruksi
notice), tanda peringatan (instruction), tanda
(warning/caution)kepada teman dan guru atau rambu (short
dengan tekanan, intonasi, dan notice), tanda
pengucapan yang tepat. peringatan
(warning/caution)
 Siswa berlatih menemukan informasi
Portofolio
tertentu dan rinci dalam teks instruksi
(instruction), tanda atau rambu (short  Kumpulan pekerjaan
notice), tanda peringatan siswa yang mendukung
(warning/caution) proses penulisan teks
 Siswa menulis/menyalin teks instruksi instruksi (instruction),
(instruction), tanda atau rambu (short tanda atau rambu
notice), tanda peringatan (short notice), tanda
(warning/caution)dengan memperhatikan peringatan
fungsi sosial, struktur, dan unsur (warning/caution)
kebahasaan. berupa:draft, revisi,
dan editing
 Siswa memperoleh balikan (feedback)  Kumpulan karya siswa
dari guru dan teman tentang teks yang mencerminkan
instruksi (instruction), tanda atau rambu hasil atau capaian
(short notice), tanda peringatan belajar teks instruksi
(warning/caution) yang ditulis. (instruction), tanda
atau rambu (short
 Siswa melakukan perbaikan terhadap notice), tanda
teks instruksi (instruction), tanda atau peringatan
rambu (short notice), tanda peringatan (warning/caution)
(warning/caution) yang ditulis
berdasarkan masukan dari teman dan  Catatan atau rekaman
guru evaluasi diri dan
evaluasi sejawat,
berupa komentar,
checklist, penilaian.
 105

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
Mengasosiasi Penilaian Diri dan
Penilaian Sejawat
 Siswa menganalisis berbagai teks
instruksi (instruction), tanda atau rambu Bentuk: diary, jurnal, format
(short notice), tanda peringatan khusus, komentar, atau
(warning/caution) dan bentuk penilaian lain.
membandingkannya dengan contoh
yang diberikan.

 Siswa menganalisis bentuk kalimat yang

digunakan dalam teks instruksi
(instruction), tanda atau rambu (short
notice), tanda peringatan
(warning/caution)

 Dalam kerja kelompok terbimbing siswa

membahas kesulitan yang dihadapi
pada saat membaca dan menulis teks
instruksi (instruction), tanda atau rambu
(short notice), tanda peringatan
(warning/caution) dalam bahasa Inggris
dengan fokus pada fungsi sosial,
struktur, dan unsur kebahasaan

 Siswa memperoleh balikan (feedback)

dari guru dan teman tentang setiap
permasalahan yang disampaikan dalam
kerja kelompok.

Mengkomunikasikan
 Siswa menggunakan kalimat perintah
dalam menulis teks instruksi
(instruction), tanda atau rambu (short
notice), tanda peringatan
(warning/caution)

Kompetensi Dasar
1.1 Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2.3 Menunjukkan perilaku
tanggung jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan komunikasi
fungsional.
3.10 Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan dari teks
deskriptif dengan
menyatakan dan
menanyakan tentang
deskripsi orang, binatang,
dan benda, sangat
pendek dan sederhana,
sesuai dengan konteks
penggunaannya.
Materi Pokok
Teks deskriptif lisan dan
tulis, tentang orang, binatang,
dan benda,
Fungsi sosial
Membanggakan,
mengenalkan,
mengidentifikasi, memuji,
mengkritik, dsb.
Struktur text
(1) Penyebutan nama orang,
binatang, benda dan
nama bagian-bagiannya
yang dipilih untuk
dideskripsikan
(2) Penyebutan sifat orang,
binatang, benda dan
bagiannya, dan
(3) Penyebutan tindakan dari
atau terkait dengan orang,
binatang, bendayang
semuanya sesuai dengan
fungsi sosial yang hendak
dicapai.
106
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
 Siswa mempresentasikan teks instruksi
(instruction), tanda atau rambu (short
notice), tanda peringatan
(warning/caution)yang sudah diperbaiki
berdasarkan masukan dari guru dan
teman
 Siswa menyampaikan kesimpulan hasil
belajar secara lisan
6 x 4 JP
Mengamati KRITERIA PENILAIAN:
 Siswa membaca /mendengarkan/  Tingkat ketercapaian
menonton berbagai macam teks fungsi sosial
deskriptif dengan menyatakan dan penggunaan teks
menanyakan tentang deskripsi orang,
 Tingkat kelengkapan
binatang, dan benda, sangat pendek
dan keruntutan
dan sederhana.
struktur teks deskriptif
 Siswa memperhatikan fungsi sosial,
 Tingkat ketepatan
struktur teks, unsur kebahasaan,
maupun format penyampaian/penulisan unsur kebahasaan:
tata bahasa, kosa
teks deskriptif
kata, ucapan, tekanan
 Siswa belajar membaca cepat untuk kata, intonasi, ejaan,
mendapatkan gambaran umum dari teks dan tulisan tangan
(skimming) dan menentukan jeda pada
tempatnya untuk membaca dengan  Tingkat kesesuaian
bermakna format penulisan/
penyampaian
Mempertanyakan
CARA PENILAIAN:
 Dengan bimbingan dan arahan guru,
siswa mempertanyakan antara lain Unjuk kerja
perbedaan antar berbagai teks deskriptif,  Melakukan monolog
dalam bahasa Inggris, perbedaannya tentang deskripsi orang,
dengan yang ada dalam bahasa binatang dan benda di
Indonesia, kemungkinan menggunakan depan kelas /

Kompetensi Dasar
4.12 Menangkap makna dalam
teks deskriptif lisan dan
tulis, sangat pendek dan
Unsur kebahasaan
sederhana.
4.13 Menyusun teks deskriptif
lisan dan tulis, sangat
pendek dan sederhana,
tentang orang, binatang,
dan benda, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan,
secara benar dan sesuai
konteks.
Topik
Materi Pokok
Panjang teks: kurang lebih 3
(tiga) kalimat.
(1) Penyebutan kata benda
singular dengan a dan
the, dan plural (-s).
(2) Kata ganti it, they, she,
we, dst; our, my, your,
their, dst.
(3) Kata sifat yang sangat
lazim, young, old, clever,
big, small, easy, difficult,
dilligent, tired, tall, short,
beautiful, dan
semacamnya
(4) Kata kerja untuk
menyatakan keadaan dan
tindakan rutin dalam
simple present tense: be,
have, go, play,get, take,
dan sebagainya.
(5) Ejaan dan tulisan tangan
dan cetak yang jelas dan
rapi
(6) Ucapan, tekanan kata,
intonasi, ketika
mempresentasikan secara
lisan.
Orang, binatang, benda di
sekitar dan relevan dengan
kehidupan siswa, dengan
memberikan keteladanan
107
Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
ungkapan lain, dsb. berpasangan
 Siswa mempertanyakan cara  Ketepatan dan
menemukan gagasan pokok, informasi kesesuaian dalam
tertentu, informasi rinci dan kesimpulan menggunakan struktur
dalam teks deskriptif. teks dan unsur
kebahasaan dalam
Mengeksplorasi membuat teks deskriptif
 Siswa membaca/mendengarkan
Pengamatan
beberapa teks deskriptif dari berbagai
(observations):
sumber.
Bukan penilaian formal
 Siswa membacakan teks deskriptif
seperti tes, tetapi untuk
kepada teman dengan menggunakan
tujuan memberi balikan.
unsur kebahasaan yang tepat
Sasaran penilaian
 Siswa berlatih menemukan gagasan  Perilaku tanggung
utama, informasi tertentu dan makna jawab, peduli,
kata dalam teks deskriptif. kerjasama, dan cinta
damai, dalam
 Siswa secara berkelompok menuliskan
melaksanakan
teks deskriptif tentang orang, binatang,
Komunikasi
dan benda, terkait dengan mata
pelajaran lain di Kelas VII dengan  Ketepatan dan
memperhatikan fungsi sosial, struktur, kesesuaian dalam
dan unsur kebahasaan menyampaikan dan
Mengasosiasi menulis teks deskriptif
 Kesungguhan siswa
 Secara berpasangan siswa saling
menganalisis teks deskriptif yang tulis dalam proses
pembelajaran dalam
dengan fokus pada fungsi sosial,
struktur, dan unsur kebahasaan. setiap tahapan
 Ketepatan dan
 Siswa memperoleh balikan (feedback)
dari guru dan teman tentang hasil kesesuaian
analisis yang disampaikan dalam kerja menggunakan strategi
kelompok. dalam membaca
Portofolio
 108

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
tentang perilaku disiplin, jujur, Mengkomunikasikan  Kumpulan catatan
peduli, pola hidup sehat, dan kemajuan belajar
 Siswa menuliskan deskripsi teman
ramah lingkungan. berupa catatan atau
teman sebangkunya dan
rekaman monolog teks
mempresentasikan di depan kelas.
deskriptif.
 Siswa membuat jurnal belajar (learning
 Kumpulan karya siswa
journal)
yang mendukung
proses penulisan teks
diskriptif berupa: draft,
revisi, editing sampai
hasil terbaik untuk
dipublikasi
 Kumpulan hasil tes dan
latihan.
 Catatan atau rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar atau
cara penilaian lainnya
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary, jurnal, format
khusus, komentar, atau
bentuk penilaian lain