A THESIS

Submitted to the English Department of Faculty of Teachers Training and Education as

Partial Fulfillment to the Requirement to Obtain the Degree of Sarjana Pendidikan
Majoring in Teaching English

By

ARIF RAHMAN HAKIM

A8B205048

THE ENGLISH DEPARTMENT

 FACULTY OF TEACHERS TRAINING AND EDUCATION

LAMBUNG MANGKURAT UNIVERSITY

BANJARMASIN

2011

LETTER OF APPROVAL

This is to certify that the thesis entitled “A Descriptive Study on the Students’ Mastery of
English Vocabulary at the Eighth Grade of SMP Negeri 4 Martapura in Academic Year
2010/2011” has been approved by the thesis advisors for oral examination.

Banjarmasin, February 2011

Advisor I

Drs. Fatchul Mu’in, M.Hum

NIP. 19610304 198903 1 003

Advisor II

Noor Eka Chandra, S.Pd, M.Pd

NIP. 1977023 200112 2 003

Approved by,

The Head of English Department

Drs. Fatchul Mu’in, M.Hum

NIP. 19610304 198903 1 003

 EXAMINATION SHEET

This is to certify that Sarjana’s thesis entitled “A Descriptive Study on the Students’ Mastery
of English Vocabulary at the Eighth Grade of SMP Negeri 4 Martapura in Academic Year
2010/2011” has been approved by the Board Examiners as the requirements for degree of
Sarjana in English Language Education.

Banjarmasin, February 2011

Examiner I

Drs. Fatchul Mu’in, M.H

NIP. 19610304198903 1 003

Examiner II
Noor Eka Chandra, S.Pd, M.Pd

NIP. 1977023 200112 2 003

Examiner III

Jumariati,S.PD, M.PD

NIP. 19760806 200112 2 002

Approved by,

The head of English Department

Drs. Fatchul Mu’in, M.Hum

NIP. 19610304 198903 1 003

 ABSTRACT

Arif Rahman Hakim. 2011. “A Descriptive Study on the Students’ Mastery of English
Vocabulary at the Eighth Grade of SMP Negeri 4 Martapura in Academic Year 2010/2011“.
English Department of Faculty of Teacher Training and Education Lambung Mangkurat
University.

Advisors: (1) Drs. Fatchul Mu’in M. Hum, (2) Noor Eka Chandra, S.Pd. M.Pd

Vocabulary is one of the important language elements the students should master. Mastering
vocabulary is very important because it is the key to the students’ understanding what they hear
and read, communicate successfully with other people. Besides, mastering vocabulary plays a
vital role in the development of the study English. By mastering vocabulary, they can shape their
English and think that English as one of their subjects at school and their careers.

The aim of the research is to find out the description of the students’ vocabulary mastery of the
eighth grade students of SMP Negeri 4 Martapura in academic year 2010/2011. This research
used a descriptive quantitative-qualitative method. The instrument that is used in colleting data
was tests which were held on 1st – 14th of November 2010. Each test consists of 40 items. They
consist of 30 multiple choice items and 10 matching words items. And questionnaire which
consists of 15 questions which are divided into 2 parts. The first is multiple choice questions
which consist of 10 questions and the second part is essay which consists of 5 questions.

The subject of this research is the eighth grade students of SMP Negeri 4 Martapura. The total
number of population is 220 students. In this research, the sample is determined by using cluster
random sampling technique. The sample of this research is 56 students.

The result of the test indicates that the students’ English vocabulary mastery of the eighth grade
students of SMP Negeri 4 Martapura in test 1 is 55, 91 and in test 2 is 58, 02 and according to the
category, 55, 91 and 58, 02 is classified into enough level.

The results of questionnaire show that the students got problem in doing the test because the test
was difficult.

Based on the data analysis, it can be concluded that the English vocabulary mastery of the eighth
grade students of SMP Negeri 4 martapura is in the “enough” category which mean that
vocabulary mastery of the eight grade students of SMP Negeri 4 Martapura in academic year
2010/2011 is in average level compared to the level of vocabulary mastery that should be
mastered by them. The writer suggests that English teacher should have some techniques to teach
vocabulary for example the teacher can use the real object to show the meaning of the words, in
order to make the students easier in mastering vocabulary and learning English subject.
 FOREWORD

Alhamdulillahhi Rabbil ‘Alamin. This thesis has been accomplished by love and blessing of
Allah Subhanahu Wata’ala The Beneficent, The Merciful, Source of Knowledge, Source of
Compassionate for the countless love, and Shalawat to Prophet Muhammad Sallallahu ‘alaihi
wassalam, so that this thesis finally can be finished by the researcher.

There are many persons involved in conducting this thesis. So the writer would like to express
his great gratitude to all who support the finishing of this thesis especially to:

1. Drs. Fatchul Mu’in, M. Hum, as the Head of English Department and first advisor for his
support and the chance given for completing this thesis.
2. Noor Eka Chandra, S.Pd, M.Pd as the second advisor for having given him invaluable
and continues guidance and advice, as well as encouragement writing and completing the
thesis.
3. All of the English Department lectures, who have given him many knowledge during his
study at FKIP UNLAM
4. Drs. Muhammad Arsyad, M.Pd as the head master of SMP Negeri 4 Martapura, Miss
Nuri, and Miss Erna, as the English teacher. Thanks for willingness in helping the writer
in collecting the data.
5. The writer’s parents, Mama (Alm), Abah, and Ibu, for their love, support and pray. His
Brother Ahmad Lutfi for his love and happiness.
6. The writer’s friend, Rizkon, Yusuf Al arief, Riska, Jaynaturrahmah, Syafie, Kiki, Icha,
Mega, Ina, Abdi ,Yusuf, Azmi, Safwan, Wardani, Aufa, Taif, Udin, Ihksan, Julijar,
Deshi, Ijai, Atang, Yuvi, Seman, Mahmud, Nita, Mika and the others for supporting and
helping the writer in completing the thesis.

The writer confesses that this research still has many weaknesses; therefore he expects critics,
opinions or suggestions from the readers. He hopes that this research can give something useful
to us.
 Banjarmasin, Maret, 2011

The Writer

TABLE OF CONTENT

LETTER OF
APPROVAL…………….………………………
………………………i

EXAMINATION SHEET………………………….…………………………………ii

ABSTRACT …………………………………………………………………………iii

FOREWORD………………………………………………………………………….iv

TABLE OF CONTENT……………………………………………………………….v

LIST OF APPENDIXES…………………………………………………………….viii
CHAPTER I INTRODUCTION………………………………………………….…..1

1.1. Background…………………………………………………………………….1

1.2. Research
Problem……………………………………………………………………………………4

1.3.The Objective……………………………………………………………………4

1.4.Scope…………………………………………………………………………….4

1.5. Significances……………………………………………………………………4

1.6. Definition of terms…………………………………………………………….5

Chapter II REVIEW OF LITERATURE……………………………………………..6

2.1. Definitions of Vocabulary………………………………………………………6

2.2. The kinds of Vocabulary………………………………………………………..8

2.3. Mastering English Vocabulary………………………………………………..10

2.4. Some Ways to Develop English Vocabulary Mastery………………………..11

2.5.Some Factors that Influences the English Vocabulary Mastery……………….15

2.6. The English Vocabulary in Junior High School………………………………17

Chapter III METHODOLOGY OF THE RESEARCH………………………….…..19

3.1. The Method of the Research…………………………………………………..19

3.2. The Subject of Research………………………………………………………19

3.2.1. The Population……………………………………………………..……19

3.2.2 The Sample……………………………………………………………….20

3.3. The Technique of Collecting Data…………………………………………….20

3.4. The Validity of the Test………………………………………………………..21

3.5. The Reliability of the Test………………………………………………..……22

3.6. The Technique of Analyzing the Data………………………………………..22

Chapter IV DATA ANALYSIS……………………………………………….….….25

4.1. The Description of the Subject………………………………………………..25

4.2. The Result of the Test………………………………………………………….25

4.3. The Result of the Questionnaire……………………………………………….29

4.4. Discussions…………………………………………………………………….33

Chapter V Conclusion and Suggestion………………………………………………36

5.1. Conclusion……………………………………………………………………36

5.2. Suggestion……………………………………………………………………36

Bibliography…………………………………………………………………………37

LIST OF APPENDIXES

1. Test 1
2. Test 2
3. Questionnaire
4. The key answer of test 1
5. The key answer of test 1
6. The name of students
7. The students test result of test 1 and test 2
 CHAPTER I

INTRODUCTION

1.1 Background
English is said to be the world’s most important language having communicative and educative
value. English is used all over the world not out of any imposition but because of the realization
that it has certain advantages. A very important reason for regarding English as a world language
is that the world’s knowledge is enshrined in English. It is a progressive language. It is dynamic
and flexible. Over and above English is universally renowned for its power of expression and its
rich literature.

In Indonesia, English is taught as a foreign language that has four skills, namely listening,
reading, speaking and writing. The four skills are supported by the learning of language
elements. They are structure, vocabulary, pronunciation and spelling. Therefore, vocabulary is
one of the important language elements the students should master. David P. Harris (1996:9)
stated that vocabulary and grammar are two very important elements shared by all four skills.
From the statement above, it can be said that if the students learn all four skills, they have to
master the vocabulary. Mastering vocabulary is a basic part to learn English skills.

Vocabulary mastery is very important to every language. Each language in the world may have
thousands of words, if not hundreds of thousands. The more words that we know out of
language, the more eloquently we will be able to communicate our ideas to people. Being able to
effectively communicate our ideas to people, we can open up a number of doors, especially when
it comes to our career. (http://www.call4all.us/home/ all.php?fi=v.) “Accessed on 28 November
2009”.

Beside those reasons above, there are some other important things of mastery vocabulary. First,
language and thought are inseparable. Language is as the tool to think, plan, solve problems and
succeed. Therefore, it follows that knowing more words give our mind more ways to think about
things and more tools to plan and solve problems, second, people who are knowing their
vocabulary mastery can greatly increase their IQ, and the last Vocabulary mastery will allow
people to become smarter and it will also allow them to become better informed.
(http://www.improving vocabulary.org/importance.html) “Accessed on 28 November 2009”.

In the process of teaching and learning English in Junior High School, mastery vocabulary is
very important. It is because in their early years, they have many experiences that play a vital
role in the development of their study. By mastering vocabulary, they can shape their English
and think that English as one of their subjects at school and their careers. It is suitable with the
statement of John Langan (1992: 422), he said that a good vocabulary, more than any other
factor, was common to people enjoying successful careers in life. Beside that, it is hoped that
they will have more vocabulary (because they are easier to catch new vocabularies) and will help
them in studying English in the next level of school (Senior High School) or in the university. So
that they can use their English in order to communicate to other people from other countries
later.

The syllabus items for junior high school in Wanityastuti (2001:1) showed that the students
should have the vocabulary knowledge of 2500 words. In fact, what they get is far below what
they have to achieve. It is supported by Wanityastuti (2001) in her research A Descriptive Study
on Vocabulary Mastery of The First Year Students of SLTP 1 Wonosari Yogyakarta in 2000. The
research showed that the vocabulary mastery of the first year students of SLTP 1 Wonosari
Yogyakarta in 2000 classified into category fail. Because the students of SLTP 1 Wonosari
Yogyakarta in 2000 got the vocabulary knowledge below 2500 words.

The reasons why the writer chooses the topic about English vocabulary mastery are (1)
Vocabulary mastery is a vital part of effective communication. Besides, the vocabulary mastery
is a basic part to learn English skills. Because of this importance, the writer wants to conduct the
thesis about students’ English vocabulary mastery. (2) Based on the previous experiences when
the writer taught Junior High School students, the writer find that they had limited vocabulary.
(3) The writer believes that by knowing the result, the writer is able to inform it to the teacher
and the students, so that, they can evaluate their way in teaching and learning vocabulary.
Because of this importance, the writer wants to conduct a study on the students’ vocabulary
mastery.

The reasons why the writer chooses SMP Negeri 4 Martapura is because: (1) the students who
entered SMP Negeri 4 Martapura had been chosen selectively based on entrance test that is held
by the school itself. (2) SMP Negeri 4 Martapura is one of a well-known school in Martapura
based on its students national examination score (UAN score) which is above average. It is
expected that the result of this research can be presented to other schools.

Based on the descriptions above, the writer would like to conduct the research entitle “A
Descriptive Study on the Students’ Mastery of English Vocabulary at the Eighth Grade of SMP
Negeri 4 Martapura in Academic Year 2010/2011“.

1.2 Research Problem

This research tries to find the answer of the following question: “How is the English vocabulary
mastery at the eighth grade students of SMP Negeri 4 Martapura in academic year 2010/2011?”

The English vocabulary mastery in the research problem above stated as ability of the students to
define a word and use it correctly.

1.3 The Objective

In this research the writer wants to find out the English vocabulary mastery at the eighth grade
students of SMP Negeri 4 Martapura

1.4 Scope

There are three items in this scope of this research:

- The location of the research is SMP Negeri 4 Martapura

- The subject of the research is the eighth grade students of SMP Negeri 4 Martapura

- The research is focused on the students’ vocabulary mastery.

1.5 Significances :

The results which are going to achieve in this research are expected to contribute:

1. As an input and information for English teacher especially at SMP Negeri 4 Martapura
for improving the quality of teaching learning English vocabulary in Martapura
2. To enlarge and enrich the writer’s knowledge of English who is studying at English
Department and as a candidate of English teacher.

1.6 Definition of Terms

The writer will clarify the terms used in the title to make this thesis easy understand:

1. Mastery

Mastery means great skill or knowledge, complete control (Oxford Learner’s Pocket Dictionary,
1995: 256). In this research, mastery means the students mastery in their vocabulary.

2. Vocabulary

Vocabulary is total number of words in a language (Oxford Learner’s Pocket Dictionary,

1995: 461).
 CHAPTER II

REVIEW OF LITERATURE

This chapter consists of definitions of vocabulary, the kinds of vocabulary, mastering

English vocabulary, some ways to develop vocabulary mastery, some factors that Influence the
vocabulary mastery, and vocabulary in junior high school.

2.1 Definitions of Vocabulary

The importance of vocabulary has been neglected, when people began to relize that learning
vocabulary is indeed not simple matter (Nation,2001:22). It is not easy to teach vocabulary,
because it is more than a bunch of words with their meanings. Students in the second or foreign
language clasrooms often feel offended when teachers give them new words to memorize. They
usually can memorize them quickly, but the problem does not only lie on the receptive
knowledge. The harder part lies on the limited production skill. Here teachers have a big job to
find a better way in order to increase student’s production skill on vocabulary.

Vocabulary is one of the language sub-skills of reading, listening, speaking and writing. It can be
stated that vocabulary is the most important thing in practicing of using language. In addition,
vocabulary is a crucial aspect to be developed in learning language.

In the following, the write would like to present some definitions of vocabulary. There are
several definitions of vocabulary given by some experts.

1. Vocabulary is one of component of language and that no language exist without words
(Napa, 1991:6)
2. Vocabulary is total number of words which (with rules for combining them) make up
language (A.S Hornby, 1963: 461).
3. Vocabulary is range of words the own to, or used by, a person in a trade, professions, etc
( Hornby in Sunarmi, 1993:3)
4. Vocabulary is a list of words and often phrases, usually arranged alphabetically and
defined or translated (Grolier, 1986: 264).
5. Vocabulary is a list of words and often, phrases, abbreviations, inflectional forms, usually
arranged in alphabetical order and defined or otherwise identified as in a dictionary or
glossary (Victoria, 1995: 225).
6. Vocabulary is words known and used by one person or within a particular trade or
profession (William Collins, 2002: 272).
From those definitions about vocabulary, the writer can be conclude that vocabulary is a total
number of words with meanings and definitions used by someone or students to express the idea
in a language

2.2 The Kinds of Vocabulary

Surely, there are some words in a sentence and those collections of words are included into the
vocabulary because vocabulary is a list or collections of words arranged in alphabetical order
explained. And there are many kinds of vocabulary (Nailiya, 2006:12) such as synonym,
antonym, polysemy, homonym and definition.

1. Synonym

Synonym is word that shares a similar meaning (Thornbury, 2003:2). So, synonym is a word that
has the same meaning but different in writing.

Examples:

Good → Well

Knowledge → Science

1. Antonym

Antonym is a word expressing an idea directly opposite to that of another word in same
language. (Rahmadie,Sabrony 1986: 105)

Examples:

True × False

Clean × Dirty

1. Polysemy

Polysemy means words which have two or more related meaning (A.S Hornby, 1962: 320)

Examples:

Word First Meaning Second Meaning

Wood a piece of a tree a geographical area with
many trees

Intelligent
Bright Shining

1. Homonym

Homonym is word that shares the same form but has unrelated meaning (Thornbury, 2002: 8). It
assumed that there are two or more words with some pronunciation rather than single words with
different meaning.

Examples:

Word First Meaning Second Meaning

lie To say something untrue To be in a horizontal
position

The fins on a whale‘s tail.

fluke The end parts of an anchor

1. Definition

Definition is statement that defines a word (Oxford Learner’s Pocket Dictionary, 1995: 109).

Examples :

Opinion : What a person thinks or believes.

Mastery : Great skill, complete control.

Unlike those kinds of vocabulary, (Harmer, 1992: 49) divides vocabulary into two kinds:

1. Active Vocabulary

Active vocabulary items are those communications.

2. Passive Vocabulary

The passive vocabularies items are those total whole of vocabulary which have been met not
readily serve the user.
 Harmer in his book the term of Active and Passive vocabulary is the former refers to
vocabulary that students have been though or learnt and which they are expected to be able to
use.

2.3 Mastering English Vocabulary

In the classroom, vocabulary is presented as the first consideration before students learn
anything. There at least few things to be considered in mastering vocabulary; i.e. age, and
environments. The age of students is an important factor. The older students need more words to
study than the younger ones. Their curiosity is even bigger than the younger ones. In fact, are
older means needing more words to explore. The same thing also works with aims. By having
knowledge of what the purposes are, the mastery of vocabulary could be arranged or designed to
reach the goals. The environment support students in learning English vocabulary.

Mastering English vocabulary to Indonesian students would not be the same with mastering
English to the students from another country. Indonesian language does not belong to the same
family with English, like Dutch or Germany. Indonesian language is different from English. This
factor will influence the difficulty of learning English to the most of Indonesian students. In
addition, Indonesian is bilingual.

The mastery of English vocabulary itself is closely related to the ability of the learner in
acquiring the vocabulary. Henry and Pongrantz (2006:246), points out that “mastering a
language means being able to comprehend the vocabulary and its phonological system both in
speech and in writing“. It means that learner who learns English as the second language must
comprehend the meaning of the words and is able to apply them in sentences.

Beck, Perfitti, and Mckeown (1982:87) state that: Everyone has two vocabularies. The larger of
these is called the recognition vocabulary and is made up of all those words one recognizes. in
written and oral context. The second and smaller vocabulary consists of the words one actually
uses in everyday speaking and writing. The second vocabulary called the working vocabulary for
its supply of words. The more one can extend his recognition of words, the greater his chance of
enlarging his working vocabulary.

Shefelbine (1990:23) asserts that, whenever we think of language and language learning, we
usually think of mastering the vocabulary of the learning the ‘words’. Seal (1991:76) says,
“Word knowledge is an essential competent of communicative competence.”

The mastery of vocabulary cannot be denied in learning English, not only learners’ speaking
skills only, but also their reading and writing as well, because vocabulary is one of the most
important elements to improve the learners’ English mastery of vocabulary that can also be
developed naturally by their experience during life according to their need and education.
2.4 Some Ways to Develop English Vocabulary Mastery

There are numerous ways of helping students to acquire knowledge of many words and
proficiency in their use. As yet there is no sufficient evidence to show which methods of
vocabulary instruction work best at different levels and with pupils of different degrees of
ability.

The following are the ways that are stated by Diana Larsen Freeman (1983: 13) to
develop vocabulary mastery:

a. Translation of literary passage

Students translate a reading passage from the largest language into their native language. The
reading passage focused for several classes: vocabulary and grammatical structures.

b. Antonym/Synonym

Students are given one set of words and are asked to find synonym/antonym in the reading
passage. Or students ay asked to define a set of words based on their understanding of them as
they occur in the reading passage.

c. Fill in the blanks

Students are given a series of sentences with words missing. They fill in the blanks with new
vocabulary items.

d. Memorization

Students are given lists of target language vocabulary words and their native language
equivalents and are ask to memorize them.

e. Use words in sentences

In order to show that students understand the meaning and use of a new vocabulary item, they
make up sentences in which they use the new words.

f. Composition

The teacher gives the students a topic to write about in the target language. The topic is based
upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a
composition, students are asked to prepare a précis of the reading passage.

Besides that, Marianne Celce Muria and Elite Olshtain (2000: 49) stated that Beginning-level
learners will probably not learn all their basic vocabulary through discourse-oriented activities.
So, it is a good idea for teachers of such students to keep in mind teaching techniques such as the
use of pictures, picture dictionaries, word lists/cards and the “key word” technique to assist
students in acquire English vocabulary mastery (Herliani, 2006: 13):

1. Using Dictionary

One of the main reasons why many students still in their limitation and frustration of
having vocabulary is quite simply that they cannot be bothered to look up and digest the meaning
of new or unfamiliar words in a dictionary.

The use of dictionary is useful to improve students’ English vocabulary mastery. One
thing that must be attended, the students must know how to use the dictionary, because some of
students still have difficulty in using the dictionary.

So, if the students want to enrich their vocabulary, they must be more often to use
dictionary and memorize new words beside the words which they have learned in the class.

1. Reading the Written English Material

The students must accustom themselves to read the written English materials like
their English book subject matter related books to support their English lesson, examples:
magazines, funny stories and so on. The following are two suggestions that will be useful in
helping the students master the English vocabulary by reading way:

1. Read well the written English books, magazines and newspapers. These reading materials
are useful for students. They will be able to extend their vocabulary by reading it.
2. Look up each word that is unfamiliar in reading materials. Keep a notebook of unfamiliar
words. After looking up the word, write the words and their meaning in a notebook and
study them repeatedly.

3. Memorizing English Vocabulary

The students find new words and memorize them. The students must make effort to
memorize many words (new words or known words) everyday and it should be done regularly.

4. Re-writing English Vocabulary

The students can increase their ability on English vocabulary by re-writing English
vocabulary which they have learned. This way will be helpful in increasing the students’
memory. By doing this way, the students must use their eyesight to see its writing forms, use
their hand to write it, and remember it in their mind.

Ronald H. Sitorus in Herliani (2006: 16) stated that one of the ways to write the
English vocabulary easily that is making a flash card. On one side of a small card, the students
write the English words and on the other side, the students write the definition. Whenever they
have time, they can look at the cards and see how many of the words they can remember.
 So, for acquiring the English vocabulary mastery, this way must be done as often as
possible or in other words, it must be done repeatedly.

5. Practicing the English Vocabulary in Speaking and Writing

Beside those ways, the students must practice their vocabulary in a speaking and
writing exercise. In speaking exercise, the students should not be afraid to make mistakes in their
speaking, because the can learn from their mistakes. The students can use the known words in
speaking exercise. They can try to speak in English with their English teacher or their friends.

In writing exercise, they can practice their English vocabulary by writing some
sentences, paragraph, and letters or in writing diary. The students can write their experience in
English form. Sometimes writing can be used by the students to check whether they understand
what they have pronounced or not.

In addition, John Langan in his book College Writing Skill (1992: 422) mentioned
that there are three ways of developing word power (vocabulary development):

1. Regular Reading
2. Word sheets
3. Vocabulary Study Books

2.5 Some Factors that Influence The English Vocabulary Mastery

There are some factors which could influence the mastery of English vocabulary. They are the
students’ factors, the teacher’s factor, and the learning facilities’ factor.

1. Students’ factors

a. Students’ interest in English subject

In Oxford Advanced Learner’s Dictionary of Current English, “interest” means

condition of wanting to know or to learn something (AS. Hornby, 1962: 220).

From the definition, it is clear that interest is the important factor that can influence the
mastery of English vocabulary. If the students like English subject, surely that they will have
interest in learning English. If they are interested in learning English, they will pay more
attention and enjoy when they are studying English.

b. Students’ learning activities

In getting the goal of English learning, the students have to do the learning activities
seriously. Students’ learning activities consist of the frequency of studying vocabulary at home
and students’ attendance in English class.
2. The Teacher’s Factor

The teacher’s factor also can influence the students’ mastery of English vocabulary.
Teacher as facilitator is one of the important parts of the students to master English vocabulary.
His or her guidance will make good result for mastery of the four skills of language by the
students, including their vocabulary development. The teacher’s techniques in teaching English
vocabulary also influenced the students’ mastery of English vocabulary. In the following,
Marianne Celce Murcia and Elite Olshtain (2000:51) discuss some discourse contexts for
teaching vocabulary:

a. Using informative texts

b. Using cartoons

c. Using interactive role plays

d. Using problem-solving tasks

Besides, the educational of English teacher can influence the students’ mastery of
English vocabulary too. As an English teacher, he or she has to know how to teach English
appropriate way. The knowledge about it only received from the institute of teacher’s training
and education. This is different from the other English teacher who never studied at the institute
of teacher’s training and education. They don’t have any knowledge about teaching English
especially. So, the English teachers who basically have teaching English educational background
will be different with the other who never has it, especially in their way to teach English.

In addition, teacher’s experiences in teaching English also influence their skill in using
the teaching techniques. They can learn from their experience to improve their techniques of
teaching English.

3. The learning facilities’ factor

The learning facilities’ factor is used to support in teaching and learning to reach the goal. If the
learning facilities are available English books at the school library.

2.6 The English Vocabulary in Junior High School

In order to find the number of words that should be mastered by the eighth grade students of
SMP Negeri 4 Martapura, the writer has counted the words used in Smart Step Junior High
School – grade VIII and Curriculum of Junior High School – grade VIII. Finally, the writer can
find about 450 words or phrases about vocabulary in identifying meaning of word from these
books.
Vocabulary is very important in a language, because the most basic constituents of a language
are its vocabulary and the vocabulary is manipulated to make up meaning (Johnson, 1996:6). In
the process of teaching and learning English especially vocabulary, how the function relates with
the English skill development is also very important. Vocabulary is the important element in
learning English; it is the first step for the students if they want to achieve their goal in learning
English skill. Vocabulary also has the function as the key to master the English language skill,
namely listening, speaking, reading and writing. If the students have more vocabulary, they will
be able to master those all language skills easily. Besides, without vocabulary the students cannot
give information. Students must of all be familiar with some of the most basic vocabulary of the
language. from those explanations, it can be said that if the students do not master the
vocabulary, then they will not be able to communicate (in English skill) spoken and written
maximally.

CHAPTER III

METHODOLOGY OF THE RESEARCH

3.1 The Method of the Research

The method of this research is a descriptive quantitative-qualitative. Quantitative data are

reported in terms of score. (Jack R.Fraenkel and Norman E.wallen, 2006:190). This method is
represented by test items. Qualitative data concerned with providing description of phenomena
that occur naturally, without the intervention of an experiment or an artificially contrived
treatment (Seliger and Shohamy, 1989; 24). This method is represented by questionnaire.

The main objective of descriptive method is to describe the fact systematically or describing the
characteristics of certain factual, and exposing accurately the fact, and the relationship between
the phenomena which are being observe.
In this case the researcher uses this method to find out the students’ mastery of English
vocabulary and students’ problem when they did the exercise given by the researcher.

3.2 The Subject of the Research

3.2.1 The Population

Population is the entire aggregation of items from which samples can be drawn
(http://www.google.co.id/define:population) “Accessed on 18 December 2010”. Population is all
individuals of the research subject (Suharsimi Arikunto, 2002: 108). Based on this definition,
population is all the individuals from whom the data are collected. In this study the writer takes
the eighth grade students of SMP Negeri 4 Martapura as population of the study. The researcher
chose the eight grade students as the subject based on the consideration that they have studied
English since they were at the seventh grade students.

3.2.2 The Sample

Sample is part of a whole (Hornby, 1995: 365). According to Suharsimi Arikunto (2002: 109),
sample is a representative of the population being the real subject of the research. The sampling
technique that is used in this research is cluster proportional random sampling. There is no
certain rule to determine how many samples must be taken. Furthermore, Suharsimi Arikunto
(2002: 12) gives an indication to take the sample. If the population is less than 100, it is better
that all of the population is used, but if the population is more than 100, the researcher can take
10%-15% or 20%-25% of the samples. The writer takes 25% from the total number of each
class. It means, from total 32 students in every classes the writer takes 8 students for each class
randomly from the present list. So, there are 56 students who come from 7 classes as the sample
of this research.

3.3 The Technique of Collecting the Data

To carry out a research, a researcher has several techniques of data collection. In this study, the
writer uses a test and a questionnaire as the instrument in collecting the data.

Based on Seliger’s and Shohamy’s (1989: 176) definition, a test is a procedure used to collect
data on subjects’ ability or knowledge of certain disciplines. The tests were held twice, the first
was test held on the 1st of November 2010 and the second test held on the 14th of November
2010. Each test consists of 40 items that is 30 multiple choice items and 10 matching words
items.
According to Seliger and Shohamy (1989, p.172), a questionnaire is printed forms data
collecting, which include questions and statements to which subjects is expected to respond often
anomaly. In this research the questionnaire consists of 15 questions which are divided into 2
parts. The first is multiple choice questions which consist of 10 questions and the second part is
essay which consists of 5 questions.

3.4 The Validity of the Test

McMillan (1992:100) states that validity refers to the appropriateness, meaningfulness, and
usefulness of the specific inferences made from test scores. In other words, it can be rephrased
that validity is a judgment of the appropriateness of a measure for the specific inferences or
decisions that result from the scores generated by the measure. In addition, Heaton (1988:159)
states that validity is the extent to which a test measure and nothing else. From the explanation
above, it can be concluded that validity refers to the disagree of truthfulness of certain test.

A test can be said valid if it measures what it is supposed to measure. According to Healton in
Language Testing (1974:13) the test must aim to provide a true measure of particular skill, which
is intended to measure. The test has achieved content validity because the test measures the
students’ mastery in English vocabulary. The 40 items from test 1 and test 2 that I used in this
research included the four skills in mastering vocabulary.

3.5 The reliability of the Test

The researcher has mentioned before that the test was done twice; it was intended to gain the
reliability of the test. Therefore, the method of achieving the reliability was test and re-test. The
result of the first test was compared with the result of the second test. Then it was calculated by
using Pearson’s Product Moment Coefficient Formula as follow:

Where rxy = the correlation coefficient

n = the number of the subject

x = the subject’ scores on the first test

y = the subject’ scores on the second test

After that, the rxy value of the calculation was consulted to r-value on the product moment table.
3.6 The Technique of Analyzing the Data

In analyzing the data this research uses quantitative-qualitative method.

In quantitative data analysis the writer uses the percentage procedure. It is used to find out how
many percent the students master the material of the test.

a. Editing that is recheck the correctness of the data that has been gathered.

b. Tabulating, that is collecting and listing data into table.

c. Scoring the data. In this case, each item gets 2, 5 point. The number of the items is 40. So, the
total score is 100. To get the score, the formula is:

Score = the total of the right answers x 2, 5

(Depdiknas, 2006: 13)

d. Finding the average score of the students’ vocabulary mastery. The formula is:

S = ______

Notes:

S: The average score of the students’ mastery

R: The total students’ score (the right answers)

N: The number of students

(Waniastuti, 2001:4)

e. Data interpretation, which is used for giving interpretation toward data in tabulation. In this
case, the researchers uses category as follow:

Score Category
 81 – 100 Very Good
61 – 80 Good
41 – 60 Enough
20 – 40 Bad

(Depdiknas, 2006: 13)

f. Making conclusion about the students’ vocabulary mastery.

In quantitative data analysis the writer uses technique deal with non- numerical data,
usually linguistics units in oral or written form (Sliger and Shohamy, 1986:201). The analysis is
done by (1) Describing the instrument and data expected from the research, (2) Presenting the
factual found in the data research, (3) Analyzing the data found, (4) Interpreting the data
(Suharsimi Arikunto, 1998:240).

There will be the description about the mastery English vocabulary and the description about
problem in doing test that was given by the researcher. For measuring the validity of data, the
researcher uses two techniques of data collecting. Firstly the test is done to measure the mastery
English vocabulary of the students at the eighth grades of SMP Negeri 4 Martapura. Second, the
questionnaire is given to the students at the eighth grades of SMP Negeri 4 Martapura.to get data
about the problem in doing the test that was given by the researcher.

CHAPTER IV

DATA ANALYSIS
In this chapter the researcher is going to present and analyze the data which has been collected
from the test and questioner. This will give much information about the students’ mastery on the
English vocabulary at the eighth grade of SMP Negeri 4 Martapura in academic year 2010/2011.

4.1 The description of The Subject

The subject of this research was all students of the second grade which consist of 220 students
that divided into seven classes. The classes are taught by some teachers using the same materials
for every class. Since there are too many students, the researcher just took 25% of 220 students.
From all population, moreover only 56 students served as samples.

The sample was taken by the technique is cluster random of which mean: from total 32 students
in every classes the writer takes 8 students for each class randomly from the present list. So,
there are 56 students who come from 7 classes as the sample of this research.

4.2 The Result of the Test

In multiple choice tests, in test 1 there are 20 (twenty) students who get score above 60. And
there were 28 (twenty eight) students who get the score under 60. The average score in multiple
choice test is 54, 81, and it is classified into enough. In test 2 there are 24 (twenty four) students
who get score above 60. And there were 23 (twenty three) students who get the score under 60.
The average score in multiple choice test is 58, 47, and it is classified into enough. Below is the
table of the classification of the multiple choice test result.

Table 4.1

The Multiple Choice Test Result

Number of students
Test 1 Test 2
Score
81-100 1 1
61-80 20 24
41-60 28 23
20-40 7 8
In matching tests, in test 1 there were 23 (twenty three) students who get score above 60. And
there were 23 (twenty three) students who get the score under 60. The average score in matching
test is 56, 31, and it is classified into enough. In test 2 there are 20 (twenty) students who get
score above 60. And there were 23 (twenty three) students who get the score under 60. The
average score in matching test is 57, 82, and it is classified into enough. Below is the table of the
classification of the matching test result.

Table 4.2

The Matching Test Result

Number of students
Test 1 Test 2
Score
81-100 2 3
61-80 23 20
41-60 23 23
20-40 8 8

From the result of the research, it can be seen that the problem for the students who can not
answer the test correctly and get the low score is that they do not understand the meaning of the
words tests. Therefore, the students are expected to enrich their vocabulary by learning it at their
school or home. If they do not understand the meaning of the words, they can use their dictionary
or ask to their friends.
In general, below is the table of the classification of students’ test result from the highest score
until the lowest score. It has been tested on November 1-14, 2010.

Table 4.3

The Test Result

Number of students
Test 1 Test 2
Score
81-100 1 1
61-80 20 24
41-60 28 24
20-40 7 7

Based on the table above, in test 1 there is 1 (one) student who gets the score between 81-100.
Besides, there are 20 (twenty) students who get score between 61-80. Then, there are 28 who get
score between 41-60. And there are 7 (seven) students who get score between 20-40. The
average score in test 1 is 55, 91 and it is classified into enough. In test 2 there is 1 (one) student
who gets the score between 81-100. Besides, there are 24 (twenty-four) students who get score
between 61-80. Then, there are 24 who get score between 41-60. And there are also 7 (seven)
students who get score between 20-40. The average score in test 2 is 58, 02 and it is classified
into enough.
4.3 The Result of the questionnaire

This question is divided into 2 parts.The first part is multiple choice items, it consist, of 10
questions. The respondents answer the questions by choosing a, b, c, d. The result of this part is
tabulated on the table below:

Table 4.4

The Questionnaire Result

Respondents’ answer
Items of Questions
A B C D
1 35 21 _ _
2 9 27 20 _
3 7 20 27 2
4 3 22 31 _
5 16 1 9 20
6 15 30 11 _
7 12 25 19 -
8 _ 9 37 10
9 _ 22 30 4
10 _ 23 30 3
From table 4 above, it is known as follows.

 In test item number 1, there were 35 (thirty-five) students choose “like” as their answer.
This means that they like English lesson. And there were 21 (twenty-one) students choose
“didn’t like”. This means that they didn’t like English lesson.
 In test item number 2, there were 9 (nine) students choose “often” as their answer. This
means that they often learned English lesson at home. And there were 27 (twenty-seven)
students choose “sometimes” as their answer. This means that they sometimes learned
English. And also there were 20 (twenty) students choose “seldom” This means that they
seldom learned English lesson at home.
 In test item number 3, there were 7 (seven) students choose “often” as their answer. This
means that they often read magazines stories and articles in English language in school or
at home, and there were 20 (twenty) students choose “sometimes” as their answer. This
means that they sometimes read magazines stories and articles in English language in
school or at home. And also there were 27 (twenty-seven) students choose “seldom” as
their answer. This means that they read seldom magazines stories and articles in English
language in school or at home, and then there were 2 (two) students choose “didn’t read”
as their answer. This means that they didn’t read magazines stories and articles in English
language in school or at home.
 In test item number 4, there were 3 (three) students choose “often” as their answer. This
means that they often memorized English vocabulary in school or at home, and there
were 22 (twenty-two) students choose “sometimes” as their answer. This means that they
sometimes memorized English vocabulary in school or at home, and also there were 27
(twenty-seven) students choose “seldom” as their answer. This means that they
memorized English vocabulary in school or at home.
 In test item number 5, there were 16 (sixteen) students chose “easy” as their answer. This
means that they say the exercise about vocabulary was easy. And there were 1 (one)
student chose “very easy” as their answer. This means that they say the exercise about
vocabulary was very easy. And also there were 9 (nine) students chose “difficult” as their
answer. This means that they say the exercise about vocabulary difficult. And then there
were 20 (twenty) students chose “very difficult” as their answer. This means that they say
the exercise about vocabulary was very difficult.
 In test item number 6, there were 15 (fifteen) students chose “often” as their answer. This
means that they find a problem to translate English vocabulary into English language.
And there were 30 (thirty) students chose “sometimes” as their answer. This means that
they find a problem to translate English vocabulary into English language, and also there
were 11(eleven) students chose “seldom” as their answer. This means that they find a
problem to translate English vocabulary into English language.
 In test item number 7, there were 12 (twelve) students chose “often” as their answer. This
means that they find a problem in matching words in English language, and there were 25
(twenty-five) students chose “sometimes” as their answer. This means that they find a
problem in matching words in English language. And also there were 19 (nineteen)
 students chose “seldom” This means that they find a problem in matching words in
English language.
 In test item number 8, there were 9 (nineteen) students chose “many” as their answer.
This means that they many know meaning of vocabulary from exercise that was given by
writer, and there were 37 (thirty-seven) students chose “enough” as their answer. This
means that they enough know meaning of vocabulary from exercise that was given by
writer, and also there were 10 (ten) students chose “little” as their answer. This means
that they know meaning of vocabulary from exercise that was given by writer.
 In test item number 9, there were 22 (twenty-two) students chose “many” as their answer.
This means that they understand reading text from exercise that was given by writer, and
there were 30 (thirty) students chose “enough” as their answer. This means that they
understand reading text from exercise that was given by writer, and also there were 4
(four) students chose “little “This means that they understand reading text from exercise
that was given by writer.
 In test item number 10, there were 23 (twenty-three) students chose “often” as their
answer. This means that they had studied exercise before that was given by writer, and
there were 30 (thirty) students chose “sometimes” as their answer. This means that they
had studied exercise before that was given by writer, and also there were 3 (three)
students chose “never” as their answer. This means that they had studied exercise before.

The second part of this question is essay it consists of 5 items.

 In test item number 1, most of students answered by opening the dictionary because of
the exercise is difficult and some students didn’t open the dictionary because they don’t
have dictionary.
 In test item number 2, most of students said that the questions were difficult and just a
few students answered the questions easily.
 In test item number 3, most of students answered that they feel it was difficult when they
translated vocabulary into English vocabulary and a few students answered when they
matched words.
 In test item number 4, most of students answered by opening the dictionary and asking
friends, and a few of them asking teacher.
 In test item number 5, most of students answered that the questions were useful to
measure the mastery of vocabulary and a few students answered it couldn’t be used to
measure it.

4.4 Discussion

In analyzing the data to know the average of students’ the English vocabulary mastery of the
eighth grade students of SMP Negeri 4 Martapura, the writer used formula. The formula is:
R

S = ______

Notes:

S: The average score of the students’ mastery

R: The total students’ score (the right answers)

N: The number of students

Test 1

3131

S = ______

56

S = 55, 91

Test 2

3249, 5

S = ______

56

S = 58, 02

From the computation above, it can be seen that in test 1 the average score is 55, 91 and in test 2
the average score is 58, 02. Then the writer put students score into category in the table below

Table 4.5
 The category students’ score

Score Category
81 – 100 Very Good
61 – 80 Good
41 – 60 Enough
20 – 40 Bad

Based on the data analysis, it is found that the score the students’ English vocabulary mastery in
test 1 is 55, 91. According to the category above, 55, 91 are classified into enough. And the score
of students’ the English vocabulary mastery in test 2 is 58, 02. According to the category, 58, 02
are also classified into enough. There is an increase of 2, 11 in the students average score.

From results of test 1 and 2 it was found that they answered the questions incorrectly or did not
do items. The results of questionnaire show that the students got problem in doing the test
because the exercise was difficult and it resulted in enough level only.
 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the data analysis, it is found that students’ the English vocabulary mastery of the
eighth grade students of SMP Negeri 4 Martapura in test 1 is 55, 91. And in test 2 is 58, 02.
Based on the category; 55, 91 and 58, 02, it can be classified into enough. This means that the
English vocabulary mastery of the eighth grade students of SMP Negeri 4 Martapura in academic
year 2010/2011 is in average level compared to the level of vocabulary mastery that should be
mastered by them.

5.2 Suggestion

Suggestions that can be proposed by the researcher based on the conclusions are:

1. The teachers should have some techniques to teach vocabulary items. To identify the
meaning of words, the teacher can use the real object to show the meaning of the words,
the teacher can use the words in a context or in a sentence. And the last technique to
show the meaning of the words is by giving the definition of words.
2. The students should learn and understand more about new vocabularies. If they find any
difficulties of the word, the writer suggests them to open their dictionary or ask their
English teacher directly.

BIBLIOGRAPHY

_______. 1995. Oxford Learner’s Pocket Dictionary. Oxford University Press

_______. 1998. Longman Dictionary of Contemporary English. 1998. Longman Group UK

Limited.
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek, Edisi Revisi V.
Jakarta: Rineka Cipta.

Azizah, Nailiya Noor. 2006. A Descriptive Study on the Vocabulary Mastery of The Sixth Year
Students of SDN Teluk Dalam 1 Banjarmasin in 2005/2006. Lambung Mangkurat University.
Banjarmasin

Beck, I. L., & McKeown, M. G. (1991). Conditions of Vocabulary

Acquisition.

Depdiknas. 2006. Model Penilaian Kelas, untuk SMP/MTs. Jakarta: Pusat

Kurikulum.

Hatch, E., & Brown, C. (1995). Vocabulary, Semantics, and Language

Education. New York: Cambridge University Press.

Harris, David P. 1965. Testing English as a Second Language. USA: Mc Graw Hill Book
Company.

Henry and pongrantz (2006). Some Effects of the Nature and Frequency of

Vocabulary Instruction on the Knowledge and Use of Words. Reading

Research Quarterly, 20, 522-535.

Henry Guntur Tarigan 1991. Pengajaran Kosakata. Jakarta: Rineka Cipta

Herliani. 2006. The Ability of The Second Year Students on English Vocabulary at State Islamic
Junior High School ( MTsN ) Amuntai Utara Hulu Sungai Utara Regency. State Institute for
Islamic Studies Antasari. Banjarmasin

Hornby, A.S.1963. Oxford Advanced Learner’s Dictionary. London: Oxford University Press.

Halliwel,ImprovingVocabulary,(http://www.improvingvocabulary.org/importance.html.)
“Accessed on 5 November 2009”.

Vale Feunten, The Ways to Learn Vocabulary, (http://www.sian-efl-journal.com/dec 03 sub.

Vn.php) “Accessed on 28 November 2009”.

Kridalaksana, Harimurti. 1993. Kampus Linguistik. Jakarta: PT. Gramedia Pustaka Utama.

Langan, John. 1992. College Writing Skill. USA: Mcgraw-Hill.

Larsen, Dianne-Freeman. Techniques and Principles in Language Teaching. Oxford: Oxford

University Press.

Marianne, Celce Murcia & Olshtain, Elite. 2002. Discourse and Context in Language Teaching.
Cambridge University Press.

McCarthy (Eds.), Vocabulary and Language Teaching (pp. 111-125).

Nagy, W. E., & Scott, J. A. (2000). Vocabulary Processes. In M. L. Kamil, P.

Nation, I. S. P. (2001). Learning vocabulary in another Language. Cambridge:

Cambridge University Press.

Neufeldt, Victoria. 1995. Webster’s New World College Dictionary. USA: Macmillan.

Salim, Peter. 1993. Advanced English-Indonesia Dictionary. Jakarta: Modern English Press.

Seliger, Herbert W. and Shohamy, Elena. 1989. Second Language Research Methods. Oxford,
English: Oxford University Press.

Shefelbine, J. (1990). Student Factors Related to Variability in Learning Word

Meanings from Context. Journal of Reading Behavior, 221, 71-97.

Wanityastuti. 2001 A Descriptive Study on the Vocabulary Mastery of the First Year Students of
SLTP 1 Wonosari Yogyakarta in 2000. Widya Darna University Klaten. Yogyakarta.

Webster. (1993). Webster‘s Dictionary. Ashland, Ohio: Landoll In

 Appendix 1

TEST 1

Name :

Class :

Directions

 This Question sheet consist of 40 items

 The time is 80 minutes
 Write your answer on your answer sheet

1. Choose the best answer

Hi, my name is Santi. Right now, I am on a scholl holiday. I spend my time at home with my pet
rabbit, We play around all day. “Bugsy” is a funny rabbit. He likes to sniff things and look into
bags, cans, and boxes. He also likes to chew slippers and shoes.

Mr.Also has a very healthy dairy cow. It has won many prizes in the local livestock “exhibition”.

1. What does “bugsy” mean?

1. It is “funny rabbit”
2. It is “funny cow”
3. It is “a cow”
 4. It is “a bag”

1. What does “exhibition” mean?

1. It is “ particular quality ”
2. It is “ plants ”
3. It is “ daiy cow ”
4. It is “ public cow ”

Mr. Asso is a farmer. Mr. Asso grows many different plants like rice, com, carrots, cabbages,
and “cassava”. He calls his plants “crops” everyday, he goes to the field to make sure the plants
grow well.

Mr. Asro knows that plants need enough nutrients to grow well. They normally get their
nutrients from the soil. That’s why Mr. Also usually likes to add nutrients to the soil. He does
this to get best result from his crops. He adds nutrients to the soil using “fertilizers”.

1. What does “cassava” mean?

1. It is “result from fertilizers”
2. It is “tropical plants”
3. It is “rice”
4. It is “fruits”

1. What does “crops” mean?

1. It is “agricultural plants in the fields”
2. It is “produced in a year”
3. It is “something in the home”
4. It is “soil”

1. What does “fetilizers” mean?

1. It is “subtance added to soil to make it more fertile”
2. It is “great happiness”
3. It is “part of fruit”
4. It is “part of plants”

Deddy woke up early Sunday morning. He had planned to go fishing that day. Last night, he had
prepared all the fishing “equipment” he needed. There was the fishing rod his dad made out of
rattan. He had already attached a fishing reel and some line. He didi not put on the fish hooks
yet.

He quckly ate his breakfast. He knew he had to reach the “creek” as early as possible.

1. What does “equipment” mean?

1. It is “large river”
2. It is “planning”
3. It is “thing needed for a particular purpose”
4. It is “a particular purpose”

1. What does “creek” mean?

1. It is “lake”
2. It is “room”
3. It is “Small River”
4. It is “dirty river”

It is school holidays. Vina dan her parents want to go on a trip. Before they go, they must “plan”
and prepare all the tings they for “vacations” trip.

Vina read a travel brouchure of the karimunjawa islands. They are a small group of island north
jepara, located in the java sea. They are beautiful tropical islands. They are not very well known
as tourist attractions so they are still very natural.

1. What does “plan” mean?

1. It is arrangement for doing something
2. It is activity done
3. It is short general description
4. It is a particular purpose

1. What does “vacation” mean?

1. It is “present”
2. It is “busy”
3. It is “holiday”
4. It is “journey”
One day, Hesty woke up with “toothche”. Her left cheek was swollen, when she looked in the
mirror and opened her mouth; she could also see that gums were swollen too. The toothace was
very “painful”.

1. What does “toothche” mean?

1. It is “pain in mouth”
2. It is “pain in aye”
3. It is “pain in a tooth”
4. It is “pain in head”

1. What does “painful” mean?

1. It is “causing pain”
2. It is “pain in aye”
3. It is “pain in a tooth”
4. It is “pain in head”

Many countries have their good “athletes”. Their athletes are famous all over the world. Do you
know Mike Tyson? He is a well-known boxer. He is from Detroit USA. He became popular in
1980-s when he could “defeat” almost all of the other boxers. He is very srtong. However, in
1990 James Douglas and Evander Holyfield defeated him. Still, many people like him.. he is
stronger than La Hoya. He is better than Francois Botha. He is more “ambitious” than Orlin
Norris.

1. What does “athletes” mean?

1. It is “animal trained for physical games”
2. It is “ person trained for cooking”
3. It is “person trained for physical games”
4. It is “person trained for killing”

1. What does “defeat” mean?

1. It is “lose a victory over”
2. It is “win a victory over”
3. It is “killing”
4. It is “loosing”
 1. What does “ambitious” mean?
1. It is “desire to be successful”
2. It is “strong man”
3. It is “strong desire to be successful”
4. It is “desire to be successful”

A lot of children have “accidents” in their homes. The children can get hurt seriously or even die
because of the accidents.

The most common accidents are with fire, hot water, and sharp tools. Small children often touch
“pans” of boiling water on the stove. The pans fall over.

The burning match can drop on “paper”, for example, and become a big fire.

1. What does “accidents” mean?

1. It is “event that happens unexpectedly”
2. It is “event that happened now”
3. It is “event that happened expectedly”
4. It is “event that happens expectedly”

1. What does “pans” mean?

1. It is “plastic with a handle, used for cooking”
2. It is “metal container with a handle, used for cooking”
3. It is “metal container with a handle, used for drinking”
4. It is “metal container with a handle, used for listening”

1. What does “paper” mean?

1. It is “substance with thin sheets used for cooking”
2. It is “substance with thin sheets used for writing”
3. It is “plastic with thin sheets used for cooking”
4. It is “plastic with thin sheets used for writing”

Last week, Mr. Achmadi and his family had a “picnic”. They want sanur and kuta “beach”. They
left by car at four in the afternoon. Mr. achmadi drover his car carefully. They arrived at sanur at
six in the evening. Then, they went to a motel near sanur beach. They spent the night in the
“motel”.
 1. What does “picnic” mean?
1. It is “informal meal eaten indoors”
2. It is “informal outdoors”
3. It is “formal meal outdoors”
4. It is “informal meal eaten outdoors”

1. What does “beach” mean?

1. It is “sea-shore covered by water”
2. It is “home covered by sand”
3. It is “floor covered by sand”
4. It is “sea-shore covered by sand”

1. What does “motel” mean?

1. It is “house”
2. It is “motorist’s motel”
3. It is “ guide of motel”
4. It is “visitor motel”

Put some special “seed” mix in the tray, drop some seeds on it and sprinkle a fine layer of seed
mix on top of the seeds. Sprinkle water on top. Place the “tray” in the plastic bag, seal the top
and put it in a position where it will receive good light. You will be surprised at how quickly the
seeds will germinate.

1. What does “seed” mean?

1. It is “flat piece of wood, plastic, etc”
2. It is “part of plant”
3. It is “part of a plant from which a new plant can grow”
4. It is “ part of body”

1. What does “tray” mean?

1. It is “piece of wood”
2. It is “flat piece of wood, plastic, etc”
3. It is “part of a plant from which a new plant can grow”
4. It is “ part of body”

There are three kinds of travel books. The first are those that give a personal account of travels, if
they are informative and have a good index then they can be useful to you when you are planning
your travels. The second kinds are those books whose purpose is to give an objective description
of things to be done and seen. It can be classified as selective “guidebook”. The third kinds are
those books which are called ‘a guide’ to some place or other. If they are good, they will give an
analysis or an “interpretation”. Like the first kind they are inspiring and entertaining. But their
primary function is to “assist” the reader who wishes to plan in the most practical way.

1. What does “guidebook” mean?

1. It is “book of information”
2. It is “noble”
3. It is “way”
4. It is “book of life”

1. What does “interpretation” mean?

1. It is “book of information”
2. It is “clearing”
3. It is “explanation”
4. It is “stopping”

1. What does “assist” mean?

1. It is “explanation”
2. It is “stopping”
3. It is “clearing”
4. It is “help”

The tiger is the largest of all the cats. The male and female look similar but the male has much
longer “cheek” “whiskers”. Tigers are shy animals. They hunt at night and usually live alone.
They hunt wild pigs, deer and cattle and can climb trees and swim very well. A male tiger has
swum rivers as wide as the Ganges in northern India. The male and the female only stay together
for a few days during mating but the tigress and her tiger “cubs” may stay together for years.

1. What does “cheek” mean?

1. It is “short stiff hair near the hand”
2. It is “either side of the face around the body”
3. It is “either side of the face below the eye”
4. It is “short side of the face below the eye”

1. What does “assist” mean?

1. It is “long stiff hair near the hand”
2. It is “long stiff hair near the mouth of a cat, etc”
3. It is “short stiff hair near the knee of a cat”
4. It is “either side of the face below the eye”
 1. What does “cubs” mean?
1. It is “elephant”
2. It is “lion”
3. It is “tiger”
4. It is “young tiger”

Everybody can make “cheesecake”! if you don’t have an oven in your home, don’t worry about
it, as this cheesecake doesn’t “require” baking.

1. What does “cheesecake” mean?

1. It is “ kind of tart made with cream cheese on a base”
2. It is “ kind of tart made with cream vanilla on a base”
3. It is “ kind of tart made with cream chocolate on a base”
4. It is “ kind of water made with cream cheese on a base”

1. What does “require” mean?

1. It is “look for”
2. It is “see”
3. It is “forbid”
4. It is “order”

1. Please match the appropriate words with the box below to the context.

1. We……..around town by tram last week.

2. I……….. badminton on Sunday.
3. He is……a white shirt.
4. A……….works on a farm.
5. The rice doesn’t……in Britain.
6. The bird can sing songs……
7. They take care of……..animal.
8. Yesterday Vina……some souvenirs for her family.
9. A rain…… is a very dense forest usually found in tropical areas?
10. Mr. arso grows many different……like rice, corn, carrots.
1. Beautifully
2. Wild
3. Wearing
4. Farmer
5. Grow
6. Plants
7. Forest
8. Traveled
9. Play
10. Bought
 Appendix 2

TEST 2

Name :

Class :

Directions

 This Question sheet consist of 40 items

 The time is 80 minutes
 Write your answer on your answer sheet

There are many animal on the earth, but some of them are few in number. This is because their
habitats are “destroyed “. Logging, forest fires, pollution destroys many animal “habitats “.
When there habitats are destroyed, the animals “die “. Some animal are so few that they are close
to extinction. Extinction means that all members of the species are dead.

1. What does “destroyed“ mean?

1. It is break to pieces; put an end to
2. It is Calm
3. It is build the pieces
4. It is make accuse

1. What does “habitats” mean?

 1. It is natural home of an animal or plant
2. It is unnatural home of a human
3. It is natural home
4. It is unnatural home of an animal or plant

1. What does “die“ mean?

1. It is continue living
2. It is stop living ; react the end of ones life
3. It is sleeping
4. It is reduce greatly in amount

A rain forest is a very dense forest usually found in tropical areas. These forests have warm
“climates “. Rain forests also receive a high amount of rainfall. A special trait of these forest is
the large amount of “plant“ and animal living in them. Another trait of the rain forest is the forest
“canopy “. This canopy is formed by the branches and leaves of the large tress.

1. What does “climate“ mean?

1. It is part of place
2. It is part of body
3. It is general conditions of a body
4. It is general weather condition of a place

1. What does “canopy“ mean ?

1. It is part of place
2. It is anything growing from the ground
3. It is a covering skin of the body
4. It is formed by the branches and leaves of the large tress

1. What does “canopy“ mean?

1. It is part of place
2. It is anything flying on the air
3. It is anything growing from the ground, having a stem root and leaves
4. It is anything finding out from the water
My uncle took sight seeing around Melbourne. We traveled around town by tram. Do you know
what a tram is? A “Tram “is small electric train that runs on rails in the street. It only has one
“carriage“. It is like a city bus that runs on rails. The trams only run in the city.

1. What does “tram“ mean?

1. It is large motors
2. It is like a city bus that runs on rails
3. It is carriage
4. It is small electric train that runs on rails

1. What does “carriage“ mean?

1. It is like a city bus that runs on rails
2. It is small electric train that run on rails
3. It is large motors
4. It is tram

Mr. Asro has Very healthy dairy cow. It has won many prizes in the local livestock exhibition.
He is very proud or her. Mr. Asro takes special care of her every day. In the morning he goes out
to get fresh “grass“ for the cow. He collects around two baskets of grass. After feeding the cow,
he cleans the co w shed. He collects all the “manure “.

1. What does “grass“ mean?

1. It is the food of animals
2. It is the white plant which covers the field
3. It is the green plant which covers the field
4. It is he black plant

1. What does “manure“ mean?

1. It is natural discourses
2. It is plant
3. It is a mixture containing animal dung
4. It is mammals
Mr. Arso “scrubs” the cows back. This keeps its skin clean from “parasites”. Mr. Arso also feeds
the cow some fruit and vegetables. He says it gives them vitamins.

1. What does “parasites” mean?

1. It is animal that lives on animal without giving anything in return
2. It is an animal that lives on animal that giving anything
3. It is a plant that lives in the jungle
4. It is a plant that lives in the home

1. What does “scrubs” mean?

1. It is to rub hard in order to dirty
2. It is to handle in order to clean
3. It is making dirty
4. It is to rub hard in order to clean

There are several ways you can ”find out“ about the countries and place you want to “visit “.
You can talk to your friends who have travelled to the places you can go and see film about
there. Or you can read travel books.

1. What does “find out“ mean?

1. It is to suggest
2. It is to discover
3. It is to explore
4. It is to remember

1. What does “visit“ mean?

1. It is the visiting of foreign countries
2. It is journey
3. It is to run from he activity
4. It is an act of going to see someone or something for pleasure

There are three kinds of travel books. The first are those that give a personal “account” of
travels. If they are informative and have a good index then they can be useful to you are planning
your “travels”.
 1. What does “account” mean?
1. It is calculating
2. It is an arrangement money with taller
3. It is an arrangement by which a person keeps his money in a bank
4. It is writing
5.
6. What does “travels“ mean?
1. It is the visiting of foreign countires
2. It is holiday
3. It is journey
4. It is an of going to see someone or something for pleasure

The third kind is those books which are called a guide to some place or other. If they are good,
they will give an “analysis” or an interpretation. Like the first kinds they are inspiring and
entertaining. But their primary fuction is to assist the “reader“ who wishes to plan in the most
practical way.

1. What does “analysis“ mean?

1. It is part of place
2. It is part of place
3. It is
4. It is

1. What does “reader” mean?

1. It is a person who likes a magazine
2. It is a person who reads books, magazine etc.
3. It is a person who analysis books
4. It is a person who discover a book, magazines

Some times I whatever kind of travel book you choose. you must make sure that it does not does
everything as “magical“ you must also note its date of “publication “ because travel is a very
practice Affair and many things “change” quickly, you should make that the contens is easy tio
find.
 1. What does “magical“ mean?
1. It is produced by, or as if by magic
2. It is produces in a year
3. It is place of magic
4. It is amazing
5. What does “change“ mean?
1. It is something that has been published
2. It is something that does not published
3. It is anything that find in a market
4. It is buying
5. What does “change“ mean?
1. It is continuing
2. It is going
3. It is the process to be success
4. It is the process of becoming

Thereat to endangered animals is “illegal“ hunting or poaching. Most endangered animals are
protected by the “government”. Unfortunately, some people still hunt these endangered animal.

1. What does “illegal“ mean?

1. It is allowed
2. It is allowed by the law
3. It is not allowed by the law
4. It is accuse

1. What does “government“ mean?

1. It is the person who change the food
2. It is the people who rule a country or state
3. It is the people who come from other country
4. It is the people whose white house

The first group is “mammals“. Lions, beers, elephant, horses, monkeys, mice, and sheep are
mammals. Mammals usually give birth to their babies. Then, they “feed” their babies with milk
from their breasts, like humans. Some mammals live in the sea. They are whales and dolphin.

1. What does “mammals “ mean?

 1. It is class of human which the females feed]
2. It is class of plants which grow on the ground
3. It is class of animals which the females feed the young with their own milk
4. It is animal that have four legs

1. What does “feed“ mean?

1. It is to give food
2. It is to give water
3. It is to fly
4. It is to run

The second group is called birds. Birds have wings and feathers and most of them can fly. Birds
do not give birth, instead they lay eggs. Birds like ducks, geese and swans can also swim in the
water.

1. What does “feathers” mean?

1. It is one the thing that grow from a human skin that covering of its body
2. It is an animal that lives on animal without giving anything in return
3. It is one of the thing that grow from a birds skin that covering of its body
4. It is the green plant which covers the fields.

1. What does “birth“ mean?

1. It is act of making a film
2. It is act of coming into the world
3. It is to give food
4. It is to run

My families like sports. We “believe“ very much that make us “healthy”. I do many kinds of
sport. I play football on Sundays. I play takraw in the afternoon, and I swim in the river “near“
my house every day.

1. What does “believe” mean?

1. It is the regard something as true
2. It is regard something as false
 3. It is false
4. It is true

1. What does “healthy“ mean?

1. It is having good health
2. It is having bad condition
3. It is having dinner
4. It is having meal

1. What does “near“ mean?

1. It is far away
2. It is not far away in place or time
3. It is not true
4. It is large

II. Please match the appropriate words with the box below the context

1. I . . . . my time at home last week

2. They are beautiful tropical
3. A . . . . is small electric train that runs on rails in the street
4. The . . . . is the largest of all the cats
5. We traveled around . . . . by tram
6. Deddy . . . . early Sunday morning
7. He . . . . to the field every day
8. He is . . . . a white shirt
9. A . . . . works on a farm
10. I . . . . badminton on Sunday

1. Spent
2. Play
3. Farmer
4. Islands
5. Wearing
6. Goes
 7. Town
8. Tram
9. Tiger
10. Wake up

Appendix 3

QUESTIONNAIRE ITEMS

Directions:

 This questions sheet consist of 15 items

 Write your answer on your answer sheet

I.

1. Apakah anda menyukai pelajaran bahasa inggris?

a. Ya
b. Tidak

2. Apakah anda mempelajari kembali pelajaran bahasa inggris dirumah?

a. Sering

b. Kadang-kadang

c. Jarang

d. Tidak

3. Apakah anda membaca majalah, cerita atau artikel berbahasa inggris dirumah atau disekolah?

a. Sering

b. Kadang-kadang

c. Jarang

d. Tidak

4. Apakah anda menghafal kosakata bahasa inggris dirumah atau disekolah?

a. Sering

b. Kadang-kadang

c. Jarang

d. Tidak

5. Bagaimana pendapat anda soal-soal yang berhubungan tentang vocabulary?

a. Mudah

b. Sangat mudah
c. Sulit

d. Sangat sulit

6. Apakah anda mengalami kesulitan dalam mengerjakan soal soal yang berhubungan
tentang menterjemahkan kosakata bahasa ingrris ke dalam

bahasa inggris?

a. Sering

b. Kadang-kadang

c. Jarang

d. Tidak

7. Apakah anda kesulitan mengerjakan soal-soal yang berhubungan tentang

mempasangkan/menjodohkan kata-kata dalam bahasa inggris?

a. Sering

b. Kadang-kadang

c. Jarang

d. Tidak

8. Seberapa banyak anda mengetahui arti kosakata dari soal-soal yang saya berikan?

a. Banyak sekali

b. Banyak

c. Cukup

d. Sedikit
9. Seberapa banyak anda memahami text bacaan didalam soal yang saya

berikan?

a. Banyak sekali

b. Banyak

c. Cukup

d. Sedikit

10. Apakah anda pernah mempelajari soal- soal sepert ini sebelumnya?

a. Sering

b. Kadang-kadang

c. Jarang

d. Tidak

II.

1. Apakah anda ketika mengerjakan soal- soal yang saya berikan membuka kamus?

a. Ya

Jelaskan

1. Tidak

Jelaskan

2. Menurut anda apakah soal yang saya berikan tadi sulit?

jelaskan
3. Dimana kesulitan anda ketika mengerjakan soal-soal yang saya berikan? Jelaskan

4. Bagaimana cara anda mengatasi soal-soal yang saya berikan?

Jelaskan

5. Menurut anada apakah soal-soal yang saaya berikan bias mengukur keterampilan kosakata
anda?

a. Ya

Jelaskan

b.Tidak

Jelaskan
Appendix 6

1. Aulia Rahman 29. Amaliya Rizki Hartanti

2. Chintya Dewi Setyo Ningrum 30. Ari Rizki
3. Eliza Putri Hidayat 31. Arsilina Felicia Lilahi
4. Endah Dwi Puspita Sari 32. Bayu Antoni
5. Ermadi
6. Fitri Hasanah
7. Gt. Maimunah
8. Isnawati
9. M. Ichsan Eka Satya
10. Maulida
11. Maulinda
12. Muhammad Abidad
13. Muhammad Amin Rizky
14. Muhammad Rizkyannor
15. Muhammad Wahyu Amanulah
16. Muhammad Zainudin
17. Muhammad Yongki
18. Nida Rizky Maulida
19. Novi Wulandari
20. Rahmad Widayanto
21. Syindi Dwi
22. Tutut Hardiyanti
23. Yanti Anjasari
24. Regzy Yustararianto
25. Rezky Prasetyo
26. Rina
27. Rusdiani
28. Muhammad Nuri
33. Bima Pandu Wicaksana
34. Dicky Septiannor Khaira
35. Gusti Rizaldi
36. Imalaya Eldira Fitri
37. Lenny Windarti
38. Mia Maulida
39. Muhammad Badarudin
40. Muhammad Rizki
41. Muhammad Rauza Saufi
42. Muhammad Yusuf Faisal
43. Muhammad Zaini Ghazali
44. Noviana Triastuti
45. Nia Aulia
46. Sahabika
47. Siti Maimunah
48. Sisca Apriliya
49. Rizki Heny Mutia
50. Ayu Aldira Putri
51. Nur Camelia Putri
52. Satria Bramantya
53. Nur Milawati
54. Siti Rahmah
55. Norligia Okta
56. Muhammad Nur Kuman Nadian