THE EFFECTIVENESS OF USING CAKE APPLICATION

TOWARD STUDENTS’ VOCABULARY MASTERY

OF THE SEVENTH GRADE AT MTsS PSM REJOTANGAN

THESIS

Written by:
Nurina Almas Laila Fatin
NIM. 12203173090

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE OF ISLAMIC INSTITUTE OF TULUNGAGUNG
2021
 THE EFFECTIVENESS OF USING CAKE APPLICATION
TOWARD STUDENTS’ VOCABULARY MASTERY
OF THE SEVENTH GRADE AT MTsS PSM REJOTANGAN

THESIS

Presented to
State Islamic Institute of Tulungagung in partial fulfilment of the requirements for
the degree of Sarjana Pendidikan in English Education

Written by:
Nurina Almas Laila Fatin
NIM. 12203173090

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE OF ISLAMIC INSTITUTE OF TULUNGAGUNG
2021

i
 DECLARATION OF AUTHORSHIP

The Undersigned below,

Name : Nurina Almas Laila Fatin
Place, Date of Birth : Nganjuk, June 06th 1998
NIM : 12203173090
Department : English Education Department
Faculty : Tarbiyah and Teacher Training
Title of Thesis : The Effectiveness of Using Cake Application
Toward Students‟ Vocabulary Mastery of the
Seventh Grade at MTsS PSM Rejotangan
Advisor : Dr. Sukarsono, M. Pd.

states that this thesis is truly my original work. It does not incorporate any
materials previously written or published by another person except those indicated
in quotations and references. Due to the fact, I am only the person who is
responsible for the thesis if there are any claims from other.

Tulungagung, June 15th 2021

Matrei 6000

Nurina Almas Laila Fatin

NIM. 12203173090

ii
 ADVISOR’S APPROVAL SHEET

This is to certify that the Sarjana thesis entitled “The Effectiveness of Using
Cake Application Toward Students’ Vocabulary Mastery of The Seventh Grade
at MTsS PSM Rejotangan” that is written by NURINA ALMAS LAILA
FATIN has been approved by the thesis advisor and for further approval by the
Board of Examiners.

Tulungagung, June 15th 2021

Advisor,

Dr. Sukarsono, M. Pd.

NIP. 197105142005011002

Approved by,
The Head of English Education Department
IAIN Tulungagung

Dr. H. NURSAMSU, M. Pd.

NIP. 197802042009011003

iii
 BOARD OF EXAMINER’S APPROVAL SHEET

THE EFFECTIVENESS OF USING CAKE APPLICATION

TOWARD STUDENTS’ VOCABULARY MASTERY
OF THE SEVENTH GRADE AT MTsS PSM REJOTANGAN

Written by:
NURINA ALMAS LAILA FATIN
NIM. 12203173090

Has been maintained in front of the board of examiners at July 2021 and has been
approved as the requirement for the degree of Sarjana Pendidikan in English
Education Department

Board of Examiners Signature

Chair:
Dr. Susanto,S.S.,M.Pd
NIP. 197308311999031002
Main Examiner:
Dr. Dwi Astuti Wahyu
Nurhayati, S.S., M.Pd
NIP. 197602222009012003
Secretary:
Dr. Sukarsono, M.Pd
NIP. 197105142005011002

Approved by,
Dean Faculty of Tarbiyah and Teacher Training of IAIN Tulungagung

Prof. Hj. Binti Maunah, M. Pd. I.

NIP. 19650903 199803 2 001

iv
 KEMENTERIAN AGAMA REPUBLIK INDONESIA
INSTITUT AGAMA ISLAM NEGERI TULUNGAGUNG
UPT PUSAT PERPUSTAKAAN
Jalan Mayor Sujadi Timur Nomor 46 Tulungagung - Jawa Timur 66221
Telepon (0355) 321513, 321656 Faximile (0355) 321656
Website : http://iain-tulungagung.ac.id

SURAT PERNYATAAN KESEDIAAN PUBLIKASI KARYA ILMIAH

Saya yang bertanda tangan di bawah ini:

Nama : NURINA ALMAS LAILA FATIN

NIM : 12203173090

Jurusan : TADRIS BAHASA INGGRIS

Fakultas : FTIK

Jenis Karya Ilmiah : SKRIPSI

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan Hak Bebas

Royalti Non-eksklusif (Non-exclusive Royalty-Free Right) kepada Pusat Perpustakaan
IAIN Tulungagung atas karya ilmiah saya berupa (SKRIPSI) yang berjudul:

THE EFFECTIVENESS OF USING CAKE APPLICATION TOWARD

STUDENTS’ VOCABULARY MASTERY OF THE SEVENTH GRADE AT
MTsS PSM REJOTANGAN

Dengan Hak Bebas Royalti Non-ekslusif ini Pusat Perpustakaan IAIN Tulungagung
berhak menyimpan, alih media/format, mengelola dalam bentuk pangkalan data
(database), merawat, dan mempublikasikan tugas akhir saya selama tetap
mencantumkan nama saya sebagai penulis/pencipta dan sebagai pemilik Hak Cipta.

Demikian pernyataan ini saya buat untuk dapat dipergunakan sebagaimana mestinya.

Tulungagung, 15 Juli 2021

Yang Menyatakan,

Materai 6000

NURINA ALMAS LAILA FATIN

NIM. 12203173090
 MOTTO

“BELIEVE IN YOURSELF AND ALL THAT YOU ARE. KNOW THAT

THERE IS SOMETHING INSIDE YOU THAT IS GREATER THAN ANY

OBSTACLES.”

“DO YOUR BEST AT ANY MOMENT THAT YOU HAVE”

“IF YOU CAN’T FLY, THEN RUN. IF YOU CAN’T RUN, THEN WALK.

IF YOU CAN’T WALK, THEN CRAWL. BUT WHATEVER YOU DO,

YOU HAVE TO KEEP MOVING FORWARD.”

v
 DEDICATION SHEET

With all my love, I dedicate my thesis to:

 Allah SWT and prophet Muhammad SAW for all the blessing to me.

 My beloved parents, My father Fahmi Wibowo (alm) and My mother Titik

Rahmawati. Thank you both for inspiring me, for your love, motivation,

attention, prayer, and support.

 My best friends; Anisya Iqlima Hanifa Manangkalangi. Thank you for your

motivation, attention, and support.

 My future husband; Dendy Bagus Setiawan. Thank you for being always

patient and never tired of praying for me, supporting and motivating me, all of

which truly provides endless energy to finish this thesis.

 My best lecturers; Mr. Sukarsono, and Ma‟am Dwi. Thank you for the

knowledge, motivation, and support.

 Sutrisno, S.Pd. as the headmaster at MTsS PSM Rejotangan for permitting and

helping me to conduct this thesis.

 Lutfi Muinah, S. Pd. as an English Teacher at MTsS PSM Rejotangan for her

guidance during this thesis completion.

 The seventh grade students at MTsS PSM Rejotangan in the academic year

2020/2021 for their willingness to be the participants in this thesis.

 My best family; Big Family Soedarno, Maju Tak Gentar, Human Relation TBI

2017, TBI-E, and others that I can‟t mention one by one. Thank you so much

for always supporting me.

vi
 ACKNOWLEDGMENT

In the name of Allah SWT The Most Beneficent and The Most
Merciful. All praises are to Allah SWT for all the blessing so that the writer can
accomplish this thesis. In addition, may Peace and Salutation be given to the
prophet Muhammad who has taken all human being from the darkness to the
lightness.
The Writer knows that it is far from perfect and has many weaknesses.
This thesis will never be finished without other people‟s help. Therefore, the
writer would like to express her gratitude and appreciation to:
1. Prof. Dr. Maftukhin, M. Ag. as the Rector of IAIN Tulungagung
2. Prof. Hj. Binti Maunah, M. Pd.I. as the Dean of Faculty of
Tarbiyah and Teacher Training at IAIN Tulungagung
3. Dr. H. Nursamsu, M. Pd. as the Head of English Department
4. Dr. Sukarsono, M. Pd. as the thesis advisor of the writer in
finishing this thesis.
5. All lecturers especially those of in the English Education
Department for the knowledge, motivation, and support for the
researcher during this study.
6. Sutrisno, S. Pd. as the headmaster at MTsS PSM Rejotangan for
the permission and help to conduct this thesis.
7. Lutfi Muinah, S. Pd. as an English Teacher at MTsS PSM
Rejotangan for her guidance during this thesis.
8. The seventh grade students at MTsS PSM Rejotangan in the
academic year 2020/2021 for the willingness to be the participants
in this thesis.
9. My best friends Anisya, my future husband Dendy, and family
who always support me to finish this thesis and always give me
motivation.
10. My best family; Big Family Soedarno, Maju Tak Gentar, Human
Relation TBI 2017, TBI-E, and others that I can‟t say one by one.
Thank you so much always support me.

vii
 May Allah the Almighty blesses them all since the researcher‟s words
are not enough to express this gratitude. The researcher realizes that this research
report is far from being perfect, but it is expected that this report will be useful not
only the researcher but also the readers.

Tulungagung, June 15th 2021

The Writer

Nurina Almas Laila Fatin

NIM. 12203173090

viii
 ABSTRACT

Fatin,iNurinaiAlmasiLaila.iNIM.i12203173090.i2021.iTheiEffectivenessiofiUsingi
Cakei Applicationi Toward Students’i Vocabularyi Masteryi ofi thei Seventhi
Gradei ati MTsSi PSMi Rejotangan.i Thesis.i Englishi Educationi Department.i
Statei Islamici Institutei (IAIN)i ofi Tulungagung.i Advisor:iDr.i Sukarsono,i M.i
Pd.
Keywords: Drill, Dictation, Vocabulary, Cake Application.

Vocabulary is an important part of English because it of vital element for

developing four language skills such as listening, reading, speaking, and writing.
Vocabulary is also a basic linguistic element that must be mastered before starting
to master the English language. Limited vocabulary makes mastering English be
more difficult to achieve. Vocabulary can be mastered or learned through several
techniques, one of them is the drill technique using the Cake application which
can help students to acquire and practice memorizing vocabulary learned
repeatedly by using internet-based applications.
The purpose of this study was to determine the effectiveness of using the
Cake application in improving the vocabulary mastery of the seventh grade
students of MTsS PSM Rejotangan Tulungagung. To achieve this goal, in this
study, the problem was formulated as follow; "Is using Cake application effective
to increase the VII grade students‟ vocabulary mastery at MTsS PSM Rejotangan?
To answer this question, this research was carried out by using a
quantitative approach with pre-experimental research method. The data collected
from the population of Junior High School students, especially the sampled
students of class VII, MTsS PSM by Rejotangan, selected by using purposive
sampling technique. The class consists of 22 students undergoing treatment as an
experimental group. The numeric data obtained from the samples were analyzed
using a paired sample t-test along with other prerequisite statistical tools to verify
the significant difference of mean scores of the pre-test and post-test.
Thei resultsi showedi thati Cakei applicationi isi effectivei ini increasingi thei
vocabularyi masteryi ofi thei sampledi group,i classi VIIi studentsi ati MTsSi PSMi
Rejotangan,iwhichicouldibeiseenifromitheiincreaseiinitheimeaniscoreigainiofipost-
test,iuptoi12.55.iTheimeaniscoreiofitheipre-testiwasi46.59iwhileiafteribeingigiveni
treatmenti thei meani scorei ofi post-testi wasi 59.14.i Thei gainedi meani scorei wasi
statisticallyisignificantiafteribeingitestedithroughipairedisampleit-testishowingithati
theisig-valueiwasi0.00ithatiisilowerithani0.05. In conclusion, the treatment, that is
the use of Cake application is effective to increase the students‟ vocabulary
mastery.

ix
 ABSTRAK

Fatin, Nurina Almas Laila. NIM. 12203173090. 2021. The Effectiveness of Using
Cake Application Toward Students’ Vocabulary Mastery of the Seventh
Grade at MTsS PSM Rejotangan. Skripsi. Tadris Bahasa Inggris. Institut
Agama Islam Negeri (IAIN) Tulungagung. Pembimbing: Dr. Sukarsono, M.
Pd.
Kata Kunci: Drill, Dictation, Vocabulary, Cake Application.

Vocabulary merupakan bagian penting dalam bahasa Inggris karena terdapat

dalam keempat skill bahasa. Vocabulary juga merupakan dasar yang harus
dikuasai sebelum memulai untuk menguasai dari bahasa Inggris. Dengan
vocabulary yang terbatas maka penguasaan bahasa Inggris akan menjadi lebih
sulit. Vocabulary dapat dikuasai atau dipelajari melalui beberapa teknik yakni
salah satunya adalah teknik drill menggunakan aplikasi Cake yang dapat
membantu siswa berlatih menghafal vocabulary yang dipelajari secara berulang-
ulang menggunakan aplikasi berbasis internet. Tujuan penelitian ini adalah
mengetahui efektivitas penggunaan aplikasi Cake dalam meningkatkan
penguasaan vocabulary siswa kelas VII MTsS PSM Rejotangan Tulungagung.
Untuk mencapai tujuan tersebut dalam penelitian ini masalah dirumuskan menjadi
“apakah penerapan aplikasi Cake efektif dalam meningkatkan penguasaan
vocabulary siswa kelas VII di MTsS PSM Rejotangan?
Untuk menjawab rumusan masalah tersebut maka penelitian ini dilakukan
dengan menggunakan pendekatan kuantitatif dengan metode penelitian pra-
eksperimental yang mengambil data dari populasi yaitu seluruh siswa kelas VII
MTsS PSM Rejotangan dengan teknik sampling purposive sampling sehingga
diperoleh sampel sebanyak 22 siswa dalam satu kelompok. Data yang diperoleh
dari sampel tersebut dianalisa menggunakan paired sample t-test untuk
memverifikasi besar beda dari pre-test dan post test.
Hasil penelitian menunjukkan bahwa aplikasi Cake efektif dalam
meningkatkan penguasaan vocabulary siswa kelas VII di MTsS PSM Rejotangan
yang dapat dilihat dari peningkatan nilai rata-rata antara pre-test dan post-test
yaitu sebesar 12.55. Rata-rata nilai pre-test adalah 46.59 sedangkan setelah diberi
treatment dan diukur pada post test nilai rata-rata naik menjadi 59.14. Hasil dari
uji paired sample t-test menunjukkan bahwa besaran angka signifikansi adalah
0.00 dimana angka tersebut kurang dari 0.05 sehingga dapat disimpulkan bahwa
treatment efektif dalam meningkatkan penguasaan vocabulary siswa.

x
 TABLE OF CONTENT

Cover ................................................................................................................ i

Declaration of Authorship ................................................................................ ii

Advisor‟s Approval Sheet ................................................................................ iii

Board of Thesis Examiner‟s Approval Sheet ................................................... iv

Motto ................................................................................................................ v

Dedication Sheet .............................................................................................. vi

Acknowledgment ............................................................................................. vii

Abstract ............................................................................................................ ix

Abstrak ............................................................................................................. x

Table of Content ............................................................................................... xi

List of Tables.................................................................................................... xiv

List of Appendices ........................................................................................... xv

CHAPTER I INTRODUCTION

A. Background of Study ........................................................................... 1

B. Research Problem................................................................................. 6

C. Purpose of Study .................................................................................. 6

D. Formulation of Hypothesis................................................................... 6

E. Significance of Study ........................................................................... 7

F. Scope and Limitation of Research ....................................................... 8

G. Definition of Key terms ....................................................................... 8

CHAPTER II REVIEWED OF RELATED LITERATURE

A. Drill Technique .................................................................................... 10

xi
 1. Definition of Drill Technique......................................................... 10

2. Variations of Drill Technique ........................................................ 11

B. Dictation Technique ............................................................................. 12

1. Definition of Dictation Technique ................................................. 12

2. Variations of Dictation Technique ................................................. 13

C. Vocabulary Mastery ............................................................................. 15

1. Definition of Vocabulary ............................................................... 15

2. Kinds of Vocabulary ...................................................................... 16

3. The Importance of Vocabulary ...................................................... 19

4. Teaching English Vocabulary ........................................................ 20

5. Vocabulary Mastery ....................................................................... 22

D. Previous Study ..................................................................................... 24

CHAPTER III RESEARCH METHOD

A. Research Design ................................................................................... 26

B. Population, Sampling, Sample ............................................................. 28

1. Population ...................................................................................... 28

2. Sampling ........................................................................................ 28

3. Sample ............................................................................................ 29

C. Variable of The Study .......................................................................... 29

D. Treatment ............................................................................................. 30

E. Research Instrument ............................................................................. 30

1. Pre-test............................................................................................ 31

2. Pre-test............................................................................................ 31

F. Validity and Reliability of the Instrument ........................................... 32

xii
 1. Validity........................................................................................... 32

a. Face Validity ............................................................................ 32

b. Content Validity ....................................................................... 33

c. Construct Validity .................................................................... 34

2. Reliability ....................................................................................... 35

G. Data Analysis ....................................................................................... 36

1. Normality Testing .......................................................................... 37

2. Homogeneity Testing ..................................................................... 37

H. Hypothesis Testing ............................................................................... 38

CHAPTER VI RESEARCH FINDING AND DISCUSSION

A. Research Finding.................................................................................. 39

1. The Description of Data ................................................................. 39

a. Students Scores Before Being Taught By Cake Application ... 39

b. Students Scores After Being Taught By Cake Application ..... 42

B. Normality and Homogeneity Testing ................................................... 45

1. Normality Testing .......................................................................... 45

2. Homogeneity Testing ..................................................................... 46

C. Hypothesis Testing ............................................................................... 47

D. Discussion ............................................................................................ 49

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions .......................................................................................... 53

B. Suggestions .......................................................................................... 54

REFEENCES .................................................................................................. 55

APPENDIX ..................................................................................................... 58

xiii
 LIST OF TABLE

Table 3.1 The Illustration of Pre-Experimental Research Design ............... 27

Table 3.2 Matrix of Content Validity........................................................... 34

Table 3.3 The Result of Reliability Testing ................................................. 35

Table 3.4 The Criteria of Reliability ............................................................ 36

Table 4.1 Students‟ Scores Before Being Taught by Using Cake Application

.......................................................................................................................... 40

Table 4.2 The Descriptive Statistics of Pre-Test .......................................... 41

Table 4.3 The Frequency of Pre-Test ........................................................... 41

Table 4.4 The Score‟s Criteria ..................................................................... 42

Table 4.5 Students‟ Scores After Being Taught by Using Cake Application

.......................................................................................................................... 43

Table 4.6 The Descriptive Statistics of Post-Test ........................................ 44

Table 4.7 The Frequency of Post-Test ......................................................... 44

Table 4.8 The Result of Normality Testing ................................................. 45

Table 4.9 The Result of Homogeneity Testing ............................................ 46

Table 4.10 The Result of Paired Sample Test ................................................ 47

xiv
 LIST OF APPENDICES

Appendix 1. Syllabus ................................................................................... 58

Appendix 2. Lesson Plan of Experimental Class ......................................... 75

Appendix 3. Instrument of Pre-Test ............................................................. 91

Appendix 4. Instrument of Post-Test ........................................................... 97

Appendix 5. Key Answer ............................................................................. 102

Appendix 6. The Result of Student‟s Pre-Test............................................. 103

Appendix 7. The Result of Student‟s Post-Test ........................................... 104

Appendix 8. List Name of Class VII............................................................ 105

Appendix 9. Documentation ........................................................................ 106

Appendix 10. Form of Consulation on Thesis Writing Guideline ................. 110

Appendix 11. Validation of Completed Research ......................................... 113

Appendix 12. Curriculum Vitae ..................................................................... 116

xv
 CHAPTER I

INTRODUCTION

In this chapter, the researcher presents some points related to this

research, including background of study, formulation of research problem,

purpose of study, formulation of hypothesis, significance of study, scope and

limitation of research, and definition of key terms.

A. Background of Study

As social being, everybody must communicate with each other by

using language to deal with everyday affairs. Language is the key to

communication, by which people can express their ideas and emotions as to

establish harmonious social relationship. Language is a purely human and

uninstinctive way to communicate ideas, emotions and desires through

voluntary behavior (Sapir, 1921). It means that language must be learned by

human in order that he can use it as the most important a tool to

communicate their ideas or feelings to others. By theory, language is also a

sign system which works with symbolic vocal sounds as well as an arbitrary

vocal symbol system allowing all people in a particular culture or others who

have learned the system to communicate (Susanto 2009:2).

Amongivariousilanguagesiexistingiworldwide,iitiisiwidelyiknownithati

Englishiisianiinternationalilanguage,iusedibyimanyicountriesiinithisiworld.iIti

playsianidominantiroleiasiiniinternationaliaffairsiofialliaspectsiofilivesisuchiasi

businessi andi trade,i developmenti ofi sciencei andi technology,i andi asi meansi ofi

1
 2

culturalirecognitionsiofipeopleiwithidifferentiethnicibackgrounds.iThisiisiwhyi

Indonesiani governmenti chosei Englishi asi thei mosti targettedi foreigni languagei

toibeimasteredibyiitsicitizensiandiasianiimportantisubjectithatimustibeitaughtiini

schoolsi (Ramelan,i 1992:3).i Englishi isi introducedi asi ai compulsoryi subjecti toi

beitaughtitoistudentsiofitheiseventhiyeariiniJunioriHighiSchooliupitoithoseiofi

twelfthiyeariiniSenioriHighischooliwhileiinielementaryischool,iitiisitreatediasi

localicontentisubject.

In internet era, the learning sources that can be used by english

teachers as well as English learners are various in terms of ready-used printed

material and in the forms of software applications. However, an English

teacher supposed to prudent in utilizing those learning sources or media and

choosing which one is the most relevant and beneficial for their students. One

of common applications found in internet is Cake Application, that is an

English learning application whose main contents are videos with short and

fun English conversations. The application published by Playlist Corporation,

offering a variety of attractive and resourceful conversation materials with

subtitles which are freely accessed by English learners. Cake Application also

gives grammatical explanations on the used sentences, vocabulary and

commonly used expressions provided within appropriate contexts so that they

seem more practical and beneficial for English learners. The features of Cake

include Speech Recognition, by which we can check our pronunciation,

record our voice and get immediate feedback of learners‟ pronunciation

performances. Such features clearly benefit the english learners who use it for
 3

acquiring vocabulary and common expressions and then imitating the native

speakers‟ speeches.

The researcher was curious if this application was really beneficial to

be used in English teaching learning process in class context. Especially the

researcher wanted to know if the Application is effective to increase

vocabulary achievement of the students because one of the most difficult

problems faced by the students is having poor vocabulary and see whether

they can learn faster to master vocabulary, that is important to develop other

language skills.

In fact, Cake Application are available in all skills but the researcher

assumed that this application is the most suitable medium to teach vocabulary

because it cosistently provides new words which the students have never

heard before. Those newly provided words are not separated from its context

so that it might be easier for the students to remember and acquire their

meanings and pronunciations. In short, we can learn English vocabulary and

expressions practically with fun because most videos are from interesting

movie clips.

In its practice in schools teaching English is a process of facilitating

the students to develop four skills suc as reading, writing, speaking, and

listening. When students want to master these four skills, they need to master

the most fundamental aspect of language, that is vocabulary. Vocabulary is a

basic component that is very important to be learned when the learners want

to learn any foreign language. According to Schemite and Mc Carthy

(1997:6) vocabulary has as important role in language skills. Withoutihavingi

 4

enoughivocabulary,itheistudentsiwillihaveidifficultiesitoiknowitheimeaningiofi

whati theyi listeni andi readi asi welli asi toi expressi theiri intentions in

communication (Kusumaningrum and Cahyono, 2011:127). Moreover, in its

practice, having sufficient mastery in vocabulary enables the students to

communicate their ideas in written and spoken forms quite at ease.

Regarding to the importance of vocabulary above, the process of

teaching and learning it needs an condusive learning atmosphere to attract

students‟ acquisition. It can be fulfilled by providingi thei usei ofi mediai duringi

thei processi ofi teachingi andi learningi vocabulary.i Thei termi „media‟i isi

definedi byi Apriliyanii (2018:i 2-3)i asi toolsi ori thei physicali thingsi usedi byi ai

teacheri toi facilitatei thei instruction.i Accordingi toi Gerlachi andi Ellyi (2011:i

245),i toi selecti thei appropriatei media,i thei teacheri musti consideri thei

characteristicsi ofi thei students,i whichi directlyi relatedi toi thei learningi processi

suchi asi verbali abilities,i visuali andi audioi perceptioni skills.i Otheri factorsi

whichi alsoi oughti toi bei consideredi ini mediai selectioni comei fromi ouri

instructionali systemi model.i Thati isi thei organizationi ofi groups,i thei timei

availablei andi thei spacei ini whichi thei mediai arei usedi (Gerlachi andi

Elly:2011).

The use of appropriate media can stimulate students‟ active

participation. Psychologically the students are eager to learn a certain material

in an inviting environment that is far from feeling of fear. Practically, the use

of media stimulates the students to study in high motivation. The result is

obvious in which the students can understand the materials and explore ideas.

In vocabulary teaching and learning the students are able to memorize the
 5

learned vocabularies in terms of their meanings, spellings and also references

in long term memory. Indeed, an attractive media is potential for the students

to fossilize the learned materials. And the researcher assumed that the Cake

Application was useful to serve those purposes.

There have been several studies related to the English applications

uploaded in the internet. To address some, a research had been conducted by

Rifal Elwis Sabektu (2019) entitled The Effectiveness of Line WEBTOON on

Students Vocabulary Mastery of The First Grade at MAN Kota Blitar . Thisi

researchifocusedionitheieffectivenessiofiLINEiWEBTOONiandisuchiapplicationi

isiprovenieffectiveitoiimproveistudents‟ivocabularyimastery.i

Anotheri researchi wasi conductedi byi Rahmaniai (2019)i entitledi A

Comparative The Effectiveness of Using Animation Videos on Student

Motivation and Vocabulary Mastery. Thisi researchifocusedionitheieffecti ofi

usingi animationi videos.i Thei researchi concludedi thati therei isi ai significanti

differenceibetweeniteachingivocabularyibyiusingidrilliandidictationimethods.

Different from the studies previously reviewed, this research focused

on teaching vocabulary mastery in online media using Cake Application, which

is a free application that can be used in English learning. Using this

application, students may improve their vocabulary mastery by repeating

sentences pronounced by modeled speakers in the videos provided by Cake

Application. The effectiveness of this application was studied under the title

“The Effectiveness of Using Cake Application Toward Students’ Vocabulary

Mastery of the Seventh Grade at MTsS PSM Rejotangan”.

 6

B. Research Problem

Basedionitheiresearchibackgroundiabove,itheiresearcheriformulatesithei

followingi researchi problem:i „Isi usingi Cakei applicationi effectivei toi increasei

theiVIIigradeistudents‟ivocabularyimasteryiatiMTsSiPSMiRejotangan?‟

C. Purpose of Study

Thei purposei ofi thisi researchi isi toi measurei thei effectivenessi ofi cakei

applicationi oni teachingi studentsi vocabularyi masteryi ofi thei seventhi gradei

students‟ atiMTsSiPSMiRejotangan.

D. Formulation of Hypothesis

Basedi oni thei researchi problemi above,i thei researcheri formulatesi ai

hypothesisiasifollow:

1. Null Hypothesis (Ho): There is no significant difference in

students‟ vocabulary mastery after being taught by using Cake

Application and that before being taught using Cake Application.

2. Alternative Hypothesis (Ha): There is a significant difference in

students‟ vocabulary mastery after being taught by using Cake

Application and that before being taught using Cake Application.

 7

E. Significance of Study

Theiresearcheriexpectsithisistudyitoibeibeneficialifor:

1. Englishistudents

Theiresearcherihopesithatitheistudentsican improve their vocabulary

mastery after being taught by using Cake Application as a teaching media

so that empirically it is tested effective for teaching vocabulary. If this is

so concluded, the students elsewhere can also learn English and get

benefits from using this application.

2. English teacher

The researcher hopes this research can give inspirationitoi thei

teacheri toi increasei theiri qualityi ofi teachingi andi learningi English,i

especiallyi ini teachingi vocabulary.i Ini addition,i thei resulti ofi thisi researchi

canibeiusefulitoiimproveitheiteacher‟siability to make innovation and new

strategies of teaching based on effectiveness of using Cake Application as

a teaching media.

3. Researcher

The researcher hopes that this research can be used as a reference

for future research with a similar theme but being seen from different

perspectives.
 8

F. Scope and Limitation of Research

To avoid misunderstanding, the researcher limits the scope of the

study in order to make it more detailed and focused. This research only

focusesi oni thei effectivenessi ofi usingi Cakei Applicationi ini teachingi studentsi

vocabularyi masteryi providedi ori availablei withini thei videoi contentsi ofi thei

applications.i Thisi researchi was conducted in MTsS PSM Rejotangan,

especially applied to the 7th grade students of MTsS PSM Rejotangan as the

samples of the population of this research which covered even other Islamic

junior high schools in Tulungagung Regency.

G. Definition of Key Terms

Toi avoidi misunderstandingi ofi somei wordsi ini thisi research,i iti isi

importantitoigiveisomeiexplanationsioridefinitionsiasifollows:

1. Cake Application

Cake Application isitheinewestipopulariAndroidimobileiapplicationi

developedibyiSouthiKorea.iItiisianiapplicationitoihelpipeopleitoibei

betterispeakers.

2. Drill method in Cake Application

Drill method can be defined as a teaching method intended to

acquire skills or mastery in what children learn by practicing the

knowledge learned.
 9

3. Dictation

Dictation method is definediasiaitechniqueiiniwhichitheilearnersi

receivei somei spokeni input,i holdi thisi ini theiri memoryi fori ai shorti

period,ianditheniwriteiwhatitheyiheard.

4. Vocabulary mastery

The achievement of vocabulary by the sampled students this is

measured by vocabulary tests before and after the implementation

of the treatment.
 CHAPTER II

REVIEWED OF RELATED LITERATURE

This section presents the relevant topics to give the theretical bases for

the topic under the study. It covers definition of drill technique, definition of

dictation technique, and topics of concerns about nature of vocabulary and its

role and language learning and the previous studies that are similar topics of

interest.

A. Drill Technique

1. Definition of Drill Technique

Effective language teaching requires a teacher to have certain skills

to teach language, for example in applying problem-solving techniques. To

master skills in class-learning, intensive training is required. One method

that applies exercise as its main focus is the drill method.

According to Pasaribu and Simanjuntak (1986: 64) drill method is

a teaching method intended to acquire skills or mastery in what children

learn by practicing the knowledge learned. In line with this opinion,

Djamarah (2010:32) mentioned that the drill method, also called the

training method, is a good way of teaching with the aim of instilling

certain habits. It is also a means to maintain good habits.

The previous definition sum up that the drill method is a way of

teaching by giving repetitive exercises about what has been taught by the

teacher so that students gain certain knowledge and skills.

10
 11

Roestiyah (1998) states that the purpose of drill technique is to :

a. Develop motoric skills such as writing and using tools or media.

b. Improve they are intellectual such as calculate

c. Improve ability to correlate something to other things, such as a causal

relationship, the use of symbols or symbols in maps, and so on.

d. Obtain ability, the skills about practicing knowledge that has been

learned whenever needed.

In this research, the objectives to be achieved from the application

of this drill method are to improve the student‟s vocabulary mastery in

English learning.

2. Variations of Drill Technique

In real teaching, the implementation of drill method is usually

conducted in the forms of several techniques. Abdul (2007: 56) explained

several forms of drill technique:

a. Work in Group

Thisi techniquei isi donei byi teachingi ai groupi ofi studentsi toi solvei ai

problemicollaborativelyibyiworkingioniaigivenitask.

b. Microteaching

Thisi techniquei isi usedi toi preparei studentsi asi prospectivei teachersi toi

conducti teachingi practicei ini fronti ofi thei classi soi thati theyi cani gaini

valuableiknowledge,iskills,iandiattitudesiasiteachers.
 12

c. Book Learning

This technique is used by teaching students through learning books

(modules).

d. Independent Learning

It is carried out by asking students to learn on their own yet remain in

the guidance of the teacher, both in class and outside the classroom.

The selection of drill methods for learning must be in accordance

with the selection of material. In this study, the researcher used cake

application, in which the drill method with independent learning technique

was done because students were able to be independent and it is in

accordance with the learning material, namely vocabulary in English.

B. Dictation Technique

1. Definition of Dictation Technique

Accordingi toi Nationi &i Newtoni (2009:i 59),i dictationi isi ai

techniquei ini whichi thei learnersi receivei somei spokeni input,i holdi thisi

ini theiri memoryi fori ai shorti period,i andi theni writei whati theyi heard.i

Thisi writingi isi affectedi byi theiri skilli ini listening,i theiri commandi ofi

thei language,i andi theiri abilityi toi storei whati theyi havei heardi ini theiri

memory.i

Thei valuei ofi dictationi isi increasedi ifi thei learnersi knowi thei

mistakesi theyi havei made.i Dictationi wouldi bei mosti effectivei wheni iti

involvesi knowni vocabularyi whichi isi presentedi ini unfamiliari

collocationsi andi constructions,i andi wheni therei isi ani opportunityi fori
 13

repetitioni ofi thei material.i Thei unfamiliari collocationsi andi

constructionsi arei thei learningi goalsi ofi dictation.i Focusing,i keepingi

themi ini short-termi memory,i andi repetitioni arei thei meansi ofi learning.

Sabine Walner (2014: 36), defined running dictation as the activity

in which a learner encounters ai text,i readsi iti andi theni passesi thei

informationi verballyi toi ai partneri whoi eitheri hasi toi writei downi thei

entirei texti ori filli missingi wordsi intoi ai gappedi text.

Fromi thei previousi discussion,i iti cani bei concludedi thati dictationi

isi ai funi strategyi ini teachingi toi motivatei thei studentsi ini learningi

vocabulary.i Thisi strategyi cani improvei the student‟s skills in speaking,

writing, listening, and reading. In this research, dictation would be used to

improve the student‟s vocabulary masterys.

2. Variations of Dictation Technique

Asi ani easilyi preparedi activity,i dictationi cani becomei ai parti ofi

thei regulari classroomi routine.i Thei followingi variationsi cani addi variety

to this routine and refocus the learning goal of the dictation activity

(Nation & Newton, 2009: 62).

a. Running Dictation

Ai shorti dictationi texti typedi ini ai largei fonti isi postedi ontoi

thei walli outsidei thei classroom.i Ifi thei emphasisi isi oni speakingi andi

listeningi andi noti readingi andi writing,i thei teacheri cani siti outsidei

thei classroomi andi sayi thei sentencesi toi thei learners.i Thei studentsi
 14

worki ini pairsi ori smalli groups,i whichi involvei thei runnersi andi

writers.

b. Guided Dictation

Nouns,i verbs,i adjectives,i andi adverbsi arei writteni oni thei

blackboardi ini thei samei orderi asi theyi arei ini thei text.i Thus,i wheni

thei learnersi listeni toi thei texti theyi cani givei theiri attentioni toi thei

otheri difficulti words. If the words are written in sentence groups as

they are in the texti wholei sentencesi insteadi ofi phrasesi cani bei readi

ati oncei duringi thei dictation.i Thei wordsi oni thei blackboardi helpi thei

learnersi rememberi thei completei sentences.

c. Peer Dictation

Peer dictation requires the learners work in pairs. One student

reads a dictation while the other student writes. Theyi onlyi havei

limitedi timei toi doi thei dictationi becausei asi sooni asi onei pairi ofi

learnersi hasi finishedi thei dictation,i theyi sayi "Stop!"i andi thei resti ofi

thei classi musti stopi working.i Thei studenti whosei taski isi writingi cani

aski thei otheri toi repeati wordsi ori phrasesi andi spelli themi aloud.

d. Unexploded

The teacher records a text onto a tape-recorder ati normali

speakingi speedi andi withouti thei pausesi thati wouldi normallyi occuri

ini ai dictation.i Wheni workingsi withi thei tapei recorder,i thei learnersi

havei toi makei theiri owni transcriptioni ofi thei text,i usingi thei rewindi

andi pausei buttonsi oni thei tapei recorderi toi repeati thei texti untili theyi

cani makei ani accuratei transcription.

 15

The dictation technique in this study must be in accordance with

the media used, this is because the purpose of the dictation is similar,

namely memorizing. This study uses a guided dictation technique

where students are presented with the video in the Cake application,

and they must listen to how the native speaker speaks. Then students

would be asked to repeat it with the correct pronunciation through

their cellphone microphone. Here we can know the ability of each

student to listen to what the native speakers say in the video in the

Cake application.

C. Vocabulary Mastery

Vocabulary mastery is competence to know words and their meanings.

The students are not only expected to know the words but also to know their

meanings. More detailed discussion on vocabulary is presented in the sections

below:

1. Definition of Vocabulary

Vocabulary is the total number of words in a languagei alli thei

wordsi knowni toi ai personi ori usedi ini ai particulari book,i subject,i etc.i Ai

listi ofi wordsi withi theiri meaningi especially one that accompanies a

textbook (Hornbyi 1995: 1331). Accordingi toi Muriai Celci e-Murciai

(2001),i learningi languagei cannoti bei separatedi fromi learningi vocabulary.i

Vocabularyi supportsi thei speakeri toi expressi theiri opinions,i ideas,i andi

feelingsi ini communication.i Vocabularyi isi thei mosti importanti componenti

languagei becausei iti affectsi thei fouri languagei skills,i therei arei listening,i
 16

speaking,i reading,i andiiwriting.iRelatediinitoitheiimportanceiofivocabularyi

learningi isi centrali toi languagei acquisitionii whetheri thei languagei firstii

secondii ori foreign. Averil (2006), say that generically, vocabulary is the

knowledge of meanings of words also a central part of language.

In addition, Elfrieda and Michael (2005) stated that vocabulary is a

powerful carrier of meaning. Ai learner,i recognizingi thei communicativei

poweri ofi vocabulary,i mighti reasonablyi aimi toi acquirei ai workingi

knowledgei ofi ai largei numberi ofi words.i Thei morei wordsi studentsi knowi

welli andi cani use,i thei morei meaningi theyi cani communicatei ini ai widei

varietyi ofi circumstances.

To sum upi vocabularyi isi thei knowledgei ofi wordsi andi wordi

meanings.i Iti isi abouti thei wordsi ini languagei usedi toi expressi meaning.i

Therefore,i learningi vocabularyi isi ai cruciali matteri ini developingi Englishi

fori students.i Vocabularyi isi importanti ini learningi languagei because

vocabulary carries meaning which is use in communication.

2. Kinds of Vocabulary

There are some classified types of vocabulary by experts. Shepherd

(1980) classifies vocabulary into two kinds: a receptive vocabulary and

expressive vocabulary (productive vocabulary). Further,i hei definesi thei

receptivei vocabularyi asi thei wordsi knowni wheni thei learneri listensi andi

reads.i Thei receptivei vocabularyi isi alsoi calledi ai passivei processi becausei

thei learneri onlyi receivesi thoughti fromi others.i Ini communication,i thei

receptivei vocabularyi isi consideredi asi thei basici vocabulary.i Later,i

 17

expressivei vocabularyi isi definedi asi thei wordsi usedi wheni thei learneri

speaksi andi writes.

On the other hand, according to Harmer (1991: 159), there are two

kinds of vocabularies, activei vocabularyi andi passivei vocabulary.i Toi

makei cleari thei writeri explainsi bothi ofi themi asi follows:i

a. Activei Vocabulary

Thei activei vocabularyi meansi stocki ofi wordi thati ai personi actuallyi

usesi ini hisi owni speechi ori writing.i Iti isi usedi ini orali ori writteni

expressioni byi thei students.

b. Passivei Vocabularyi

Thei passivei vocabularyi meansi thei wordsi thati thei studentsi recognizei

andi understandi them.i Theyi occuri ini ai contexti ori studentsi needi

someonei toi sayi somethingi thati helpsi thei recalli thei wordi meaning.i

Iti foundi ini listeningi ori readingi materials.iTheyiwillifinditheimeaningsi

ofiwordiwhenitheirealitheiwordsiiniaitextiandiwilliknowitheimeaningiofi

theiunknowniwordionitheitext.

In addition, Haycraft quoted by Hatch & Brown (1995), divides

two kinds of vocabulary, namely receptive and productive vocabulary,

a. Receptive Vocabulary

Receptivei vocabularyi isi wordsi thati thei learnersi recognizei andi

understandi wheni theyi arei usedi ini thei context,i buti whichi theyi

cannoti produce.i Iti isi vocabularyi thati thei learnersi wheni theyi seei ori

meeti ini readingi texti buti doi noti usei iti ini speakingi andi writing.i Thei
 18

receptivei vocabularyi isi alsoi calledi ai passivei processi becausei thei

learneri onlyi receivesi thoughti formi others.

Ini communicaion,i thei receptivei vocabularyi isi consideredi thei

basici vocabulary.i Iti isi muchi largeri thani productivei vocabularyi

becausei therei arei manyi wordsi recognizedi wheni thei learneri hearsi ori

readsi buti doi noti usei wheni hei speaksi ori writes.i Ini thesei respects,

Richards and Rodgers (1987: 308) give a profound explanation that the

listening vocabulary is larger than speaking vocabulary andi similarlyi

toi thei readingi vocabularyi thati isi relativelyi largeri thani writingi

vocabulary.

b. Productive Vocabulary

Productive Vocabulary is the words, whichi thei learnersi

understand,i cani pronouncei correctly,i andi usei constructivelyi ini

speakingi andi writing.i Iti involvesi whati isi neededi fori receptivei

vocabularyi plusi thei abilityi toi speaki ori writei thei appropriatei time.i

Therefore,i productivei vocabularyi cani bei addressedi asi ani activei

processi becausei thei learnersi cani producei thei wordsi toi expressi theiri

thoughtsi toi others.

According to Aebersold and Lee (139), the categories of

knowledge about vocabulary can be identied as follow:

a. Form:i Readersi recognizei thei wordi ini printi andi distinguishi itsi

variousigrammaticaliformsi(noun,iverb,iadjective,iadverb).
 19

b. Position:i Readersi knowi thei grammari patternsi andi structuresi ini

whichiaiwordicanioccurianditheiwordsithatifrequentlyiappearibeforei

afteriit,itheicollocations.i

c. Function:iReadersiknowihowicommoniorirareitheiwordiisiandiwhati

typesiofisituationsianditextsiitiwouldimostilikelyioccur.

d. Meaning:i Readersi knowi thei variousi meaningsi andi nuancesi ofi ai

wordiasiwelliasiitsisynonyms.

Basedionireferencesiabove,iweicaniknowitheiclassificationi

ofivocabularyithatiitihasiitsiowniutilityiwheniitiisiused.iFurthermore,i

wordsiareiaipartiofipeople‟siwayiofilivingioritoolsitoicommunicatei

inilanguageiwhichiisiusedibyiaipersoniforishowingianditellingitheiri

opinioniandiideasibasedionitheirineed.iIniotheriwords,itheirichnessi

ofi person‟si vocabularyi isi popularlyi thoughti toi bei ai reflectioni ofi

levelieducation.

3. The Importance of Vocabulary

As the vital element of the language, vocabulary should be learned

and taught for the basis of language competence. It will be hard to master

the language without mastering or understanding a certain number of

vocabularies. Vocabularyiisitheifirstistepitoibeitaughtibeforeiteachingiotheri

aspectsiofilanguage.iZimmermaniiniCoadyiandiHuckini(1997:i5)istatesithati

vocabularyi isi centrali toi languagei andi criticali importancei toi thei typicali

languageilearner.iAccordingitoiBurnsiandiBromani(1975:i295)itheipositioni

ofi ani individuali ini societyi mayi bei determinedi byi thei extenti ofi hisi
 20

knowledgei ofi wordsi andi howi toi usei themi ini manneri appropriatei toi ai

particulariplace,itime,iandisituation.

In addition, Wilkins (1982: 111) says that without grammar very

little can be conveyed; withoutivocabularyinothingicanibeiconveyed.iItihasi

toibeirealizedithatitheistudent‟siabilityitoiread,itoiwrite,itoilisten,ianditoispeaki

isi conditionedi byi theiri vocabulary.i Ini readingi ability,i vocabularyi helpsi

learnersiinicomprehendingitheitext.iIniwriting,iitihelpsithemitoiexpanditheiri

ideasi basedi oni thei topici sentencei thati theyi want.i Ini listening,i theyi

comprehendi andiunderstandiwhatiotheripersonispeaks.i Ini speakingi ability,i

vocabularyifacilitatesitheilearnersitoiexplainitheiriideasiorally.

4. Teaching English Vocabulary

Therei arei somei techniquesi thati cani bei appliedi ini teachingi

vocabularyi ini orderi toi makei studentsi familiari withi thei vocabularyi andi

understandi newi wordi easily.i Thei techniquei functionsi noti onlyi toi helpi thei

studentsi graspi thei meaningi ofi thei wordsi quitei easily,i buti alsoi toi varyi thei

teachingiactivityiiniorderitoiavoiditheiboredomionitheipartiofistudents.i

According to Allen, there are three techniques of teaching

vocabulary:

a. Alphabetical order: Eveniforiailistiofinewiwordsionitheitextbookipage,i

alphabetizingiwayiisiappropriateiinihelpingistudentsitoifindiaiword.i

b. Showingi thei meaningi ofi thei wordsi throughi pictures,i explanationi ini

motheritongue,iandidefinitioniinisimpleiEnglish.

c. Drawingiattentionitoimeaningibeforeifrillingiwords.
 21

Thereiareialsoivariediwaysiainewiwordicanibeipresenteditoilearners,i

asifollow:

a. Ideas for presenting specific items

Selectianiitemifromivocabularyitaughtiiniforeignilanguageitextbookiyoui

know.iThinkihowitheimeaningiofithisiitemiwouldibestibeipresenteditoi

learnersiwhoiareiencounteringiitiforitheifirstitimeiandiwriteidownisomei

ideas.

b. Studying further techniques

Puti youri practicali suggestionsi asidei fori thei moment,i studyi listi ofi

differentitechniquesiofipresentingitheimeaningiofinewivocabulary.

c. Application and comparison

Identifyi whichi onei ori morei ofi thei techniquesi werei usedi ini youri owni

ideaiforipresentation.

Harmer (2001: 155) also gives the wide explanation about some

technique for teaching vocabulary that is summarized as follows:

1) Demonstration

2) Theiteacheridemonstratesitheilanguageiwhereihe/sheiwantsitoistudyibyi

offeringithemithereiiniaction.i

3) Explanation

Thei teacheri explainsi thei constructioni ofi languagei ini diagram,i usingi

textbook,iusingiboardioriOHP.
 22

4) Discovery

Theistudentsicanibeiencourageditoiunderstandinewilanguageiformibyi

discoveringi themi ini ai testi ori byi lookingi ati grammaticali evidencei ini

orderitoiworkioutiaigrammarirule.

5) CheckiQuestion

Theiteachericanicheckiquestionitoiseeiifistudentsihaveiunderstoodithei

meaningiandiuseiinitheitextioriparagraph.

6) Presentation

Theiteacherishowsitheithingsiandidoesinoti presentiwordsitoistudents,i

foriexample,ipicture,ivideoiandialsoiuseitheimime,iaction,iandigesturei

toipresentitheiwords.

Ini conclusion,i iti showsi thati teachingi vocabularyi isi howi thei

teachersiteachiailistiofiaiwordiwithitheirimeanings,iespeciallyiiniaibooki

forilearningiaiforeignilanguageitoitheistudents. This is also an activity

where the teacher gives the students‟ knowledge about vocabulary and

how to use it in daily life. Not only for daily life, but vocabulary is

very important in improving the students‟ skill in English.

5. Vocabulary Mastery

Vocabulary mastery is comprehensive knowledge or use of a

subject or instrument (William Collins, 1979). Masteryi derivedi fromi thei

wordi„master‟,iwhichimeansitoibecomeiskilledioriproficientiinitheiuseiof,itoi

gainicompleteiknowledgeithroughiunderstanding.iNorbertiSchmitti(2000),i

statedithativocabularyimastery isicompetence to know words and meaning.

Nation proposes the following list of the different kindsiofiknowledgeithatiai

 23

personimustimasteriiniorderitoiknowiaiword.iTheyiare,i(1)itheimeaningiofi

theiword,i(2)itheiwritteniformiofitheiword,i(3)itheispokeniformiofitheiword,i

(4)itheigrammaticalibehavioriofitheiword,i(5)itheicollocationsiofitheiword,i

(6)itheiregisteriofitheiword,i(7)itheiassociationsiofitheiword.

To sum up, vocabularyi masteryi cani bei definedi asi ai numberi ofi

vocabularyi (words)i ini ai languagei whichi containsi informationi abouti itsi

meaning,i form,i andi usagei ini contexti ofi communication.i Iti isi thei basici

knowledgei thati studentsi shouldi masteri firsti beforei masteringi English. As

Chen and Li (2009) acknowledge, vocabulary learning is a principal issue

for English learning because it comprises the basic building blocks of

English sentences. Inilearningifourilanguageiskills,ivocabularyiisioneibasici

componenti toi bei mastered.i Iti isi reasonable,i rememberingi thati thei fouri

languagei skillsi needi knowledgei ofi wordsi becausei theyi willi geti nothingi

withouti vocabulary.i Thei largeri thei studentsi masteri vocabulary,i thei betteri

theyiperformitheirilanguage.iByihavingitooilimitedivocabulary,itheistudentsi

willifindidifficultiesiini masteringi readingi andiotheriskills.iThus,itheyiwilli

masteri thei vocabularyi throughi thei simplei wordsi byi listeningi thei wordsi

whichi arei utteredi byi someonei else.i Iti isi knowni thati Englishi vocabularyi

learningi cannoti runi successfullyi withouti Englishi abilityi (Englishi skills)i

becauseibothiofithemi areiveryi importantiini Englishiteachingi andi learningi

process.
 24

C. Previous Study

This subsection discusses the previous studies that are relevant to the

topic of this research. Cake Application characteristically applies drilling

method, which seems good to improve one‟s vocabulary mastery.

Previous studies has indicated the effectiveness of using drill

technique in improving students‟ vocabulary comprehension. One study by

Schisler, Joseph, Konrad, Alber-Morgan (2010: 140) showed that after oral

retelling, students‟s literal and inferential comprehension.

Their comprehension accuracy on the material given to them increases

significantly upon receiving drill training. This finding was later supported by

another finding from study by Putra (2018: 53). The study found that

student‟s vocabulary comprehension significantly improved after being

taught with drill technique. This improvement can be seen particularly in the

way student recognizes intonation pattern.

Dictation method has also been found to improve EFL student‟s

vocabulary mastery. Study conducted by Kuo (2010: 20) showed how

students‟ vocabulary comprehension scores increased significantly after they

received teaching using dictation technique. It is further supported by small

study conducted by Cohen (2015: 50) to Japanese EFL students. The study

found that vocabulary comprehension score increases slowly but steadily as

in the Cohen‟s study, the increase was only detected after second post-test.

Based on these two previous studies, it can be concluded that drill and

dictation techniques can contribute to the improvement of vocabulary mastery.

Because of that, the use of Cake which is based on those two techniques in
 25

this study is justified to improve vocabulary mastery of students who become

subjects of this thesis.

 CHAPTER III

RESEARCH METHOD

This chapter is dedicated to discuss research design, population,

sampling technique, sample, variable of the study, research instrument, data

collection, data analysis covering normality and homogeneity, and hypothesis

testing.

A. Research Design

Research design refers how the reseacher collects the data and how

she analyzes the data. This study used quantitative approach with the

experimental research design. The writer chose experimental research to

know the effect of independent variable to another variable or to know

cause and effect relationsgip between/among variables. Particularly in this

study, the reseacher intended to know the effect of using cake application

in teaching students‟ vocabulary mastery.

According to Ary, et al. (2010) experimentali researchi designi isi ai

studyiofitheieffectiofitheisystematicimanipulationiofioneivariableionianother.

Also, it could be explained that experimental research is the research

method to test the hypothesis, starting with a question about the

relationship between two variables or more.

Ini thisi study,i thei researcheri usedi onei typei ofi experimentali study,i

namelyipre-experimental,ithatiisiusingioneigroupipre-testiandipost-test.iThei

experimenti wasi conductedi byi givingi ai treatmenti toi ai singlei group,

26
 27

preceded by pre-test and followed up by a post-test after the treatment.

Pre-testi providedi ai measurei oni somei attributei ori characteristici thati wasi

assessedi ini ani experimenti beforei thei groupi goti ai treatment,i whilei ini thei

post-testi measuredi oni somei attributei ori characteristici thati assessedi fori

participantsi ini ani experimenti afteri thei treatment.i Thisi designi wasi puti

forwardi byi Creswelli (2014),i withi ai pre-experimentali researchi designi thei

researcheri studiedi onei groupi andi doesi noti havei ai controlledi groupi toi

compareiwithitheiexperimentaligroup.

In addition, the reason why using a pre-experimental study was that

the school only allowed the reseacher to take one of the available classes

and the school had fixed learning activities in the classroom for a long

time. Thus, it is quite impossible for the reseacher to set a randomized

members as to put them into an experimental group.

Table 3.1 The Illustration of pre-experimental research design

Pre-test Treatment Post-test

Y1 X Y2

Explanation:

Y1 : Students‟ vocabulary achievement measured by a pre-test before

treatment

X : Giving treatment by cake application

Y2 : Students‟ vocabulary achievement measured by a post-test after

treatment

According to table 3.1, the procedures of using one group in pre-

experimental study design were:

 28

1. Administering pre-test to measure students‟ vocabulary achievement

measured by a pre-test before treatment

2. Applying the treatment by cake application during teaching learning

process.

3. Administering post-test to measure the students‟ vocabulary mastery

after the group received the treatment.

B. Population, Sampling, Sample

1. Population

A population is defined as all members of any well-defined class of

people, event, or object (Ary, et al. 2010: 148). Iti meansi thati

populationiisiallisubjectsiofitheiresearch.iTheipopulationiofithisiresearchi

was the seventhigradeistudentsiofiMTsSiiniTulungagung.

2. Sampling

Sampling is the technique how to select the sample

representatively. It means that sampling is the way to collect samples

from the population of the same characteristics since it is not feasible

to cover the entire research object (population). Thus it only uses the

part of population. Then, in deciding the sample, this study uses non-

probability sampling in which the individual did noti havei thei samei

chancei toi bei selectedi asi thei sample. Next, the kind of non-probability

sampling that is used in this study is convenience sampling.

Convenience sampling is the technique of taking samples based on the

 29

availability of a group or a class of entities and the available facility to

get them.

3. Sample

Sample is part of population of the object research (Arikunto, 2013:

174). The samples in this study were taken by convenience sampling

technique that is class VII of MTsS PSM Rejotangan Tulungagung that

consists of 22 students in the class.

C. Variables of the Study

Ary et al (2010:37) says that variable is the constructs or the

characteristics that would be studied. It means that variable is the focus of

the study used in quantitative approach. In experimental study, actually the

variables are classified into independent and dependent variables.

Independent variable can be manipulated by experimenter. It

means that independent variable could be intentionally created in order to

give an effect to dependent variable. The independent variable in this

current study was the use of cake application.

Different from the independent variable, dependent variable cannot

be manipulated by the experimenter (Ary et al, 2010:266). This variable is

affected by independent variable. In short, dependent variable could be

called as the outcome from the effect of independent variable. The

dependent variable in the study was students‟ vocabulary mastery.

 30

D. Treatment

Treatments are the step that must be conducted well and specific in

experimental study. The purpose of treatment in this study is to help the

students easier to write especially about understanding the materials. Here,

the students were guided to watch the videos in Cake Application. Then,

the treatments in this study were conducted on 22nd April 2021. First,

treatment was given on Saturday, March 07th 2020.

Before beginning to apply the Cake Application, the researcher

introduced the application especially for teach vocabulary by watching

videos. Then, she asked the students‟ to prepare their own smartphone by

download the application and should login by their own account. After the

application ready to use, the teacher asked students‟ to search the first

story. After that, the researcher explained about parts of speech in English,

and students‟ continued to read in second times. Then, teacher gave the

exercise to the students‟ after three times of watching the selected videos.

The students‟ had to list the new vocabulary gotten from the story and

classified them according to their types of part of speech. For complete

description of treatment, please see the lesson plan in the appendices 2.

E. Research Instrument

In quantitative research, instrument is a measuring tool used by a

researcher while collecting data. Arikunto (2010:262) states that research

instrumentirefersitoiequipmentiuseditoicollectitheidata.iInianiexperimentali

research,itheiresearcheriusediaitestiinicollectingirequiredidata.iAccordingitoi
 31

Ary,ietial.i(2010:201)itestiisiaisetiofistimuliipresenteditoiindividualiiniorderi

toielicitiresponsesionitheibasisiofiwhichiainumericaliscoreicanibeiassigned.i

Thei instrumenti usedi byi thei researcheri wasi multiple-choicei test.i

Thereiwereitwoikindsiofitestsiforithisistudy;ithoseiwereipre-itestiandipost-

test.iPre-testiwasiintendeditoimeasureistudents‟ivocabularyimasteryigivenii

beforei thei treatment,i whilei post-testi wasi toi measurei students‟i vocabularyi

masterysiafteritheitreatmentiwasigiven.iBothiofitestsiwereiuseditoicollectithei

datai ini thisi study.i i Thei techniquei ofi collectingi thei datai wasi clarifiedi asi

follows:

1. Pre-test

Pre-test was conducted to measure the students‟ vocabulary

mastery by giving a set of questions and assessing how far the students

understand the subject being taught. Inithisi research,ipre-testihereiwasi

giveniinitheifirstimeetingibeforeitheyireceiveditheitreatmentiduringithei

processiansweritheiquestionsiofitheimaterial.iTheiformiofipre-testiwasi

multipleichoicesiiwithitimeiallocationiwasi60iminutes.

2. Post-test

After conducting treatment, the post-test was given to the students.

Thei formi andi thei leveli difficultyi ofi testi ini thei post-testi werei almosti

equalitoitheipre-test,ibutitheiwordingianditopiciwereidifferent.iBasically,i

thisi testi wasi conductedi toi measurei thei students‟i vocabularyi masteryi

afterireceivingitheitreatment.iItiwasigivenitoiknowitheigainiscoresiofithei

studentsi andi ifi theyi hadi ai differenti achievementi beforei and after they
 32

get the treatment. The time allocation to do this post-test was also 60

minutes.

F. Validity and Reliability of the Instrument

In quantitative research, it was important to get and show the

validity and reliability of the instruments used to measure the dependent

variable, which is later in the form of numeric data. The validity and the

reliability of this study were elaborated as follows:

1. Validity

Ary, et al. (2010:225) defines that validity as the extent to which as

an instrument measured what it claimed. While, Fraenkel and Wallen

(2006:150) state that validityi isi thei mosti importanti ideai toi consideri

wheni preparingi ori selectingi ani instrumenti fori use.i Hence,i iti couldi bei

concludedithativalidityiisitheiinstrumentithatimeasuresiwhatiisisupposedi

toibeimeasured.iToimeasureiwhetheritheitestiusediinithisiresearchihadiai

goodivalidityiorinot,itheiresearcherianalyzeditheitestiinitermsiofiitsifacei

validity,icontentivalidity,iandiconstructivalidity.

a. Face Validity

Faceivalidityirefersitoitheidegreeitoiwhichiaitestilooksiright,i

andi appearsi toi measurei thei knowledgei ori abilitiesi iti claimsi toi

measure,ibasedionisubjectiveijudgementioritheiexamineesiwhoitakei

it, the administrative personnel who decides on its use, and other

psychometrically unsophisticated observers (Brown, 2004). Thei

 33

testi ini thisi researchi wasi designedi toi measurei students‟ vocabulary

mastery using writing vocab that contain in video.i

Thereiareisomeiaspectsithatiwereiconsideredifromithisitestitoi

makei ai goodi testi basedi oni thei validity.i Theyi arei (1)i The students

asked to find all of vocabulary that contain in video;i (2)i The video

that played is from Cake application and students should write the

answer in piece of paper;i (3) Thei researcheri gavei timei abouti 60i

minutesiforieachistudent.iPlease see the physical test formats in the

appendix 3 and 4.

b. Content Validity

Content validity means that the instruments of the research

should match with the curriculum. Moreover, content validity is a

kind of validity which depends on careful analysis of the language

being tested and of the particular test. Ini thei contexti ofi thisi study,i

thei contenti validityi refersi toi thei 2013i Nationali Curriculumi ofi

Indonesia.iTheiresearchericonductediconsultationiwithitheiexpertiasi

theiwayitoivalidateitheitestithatihasibeenisetiup.iInithisiresearchithei

contenti ofi itemsi ini testingi usedi multiplei choicei questions.i Iti wasi

suitableiforithei7thigradeiofiMTsSiPSMiRejotanganibecauseitheitestsi

werei basedi oni thei basici competencei ini Englishi syllabusi ofi Juniori

Highi School.i Therefore,i thei testsi werei validi ini termsi ofi contenti

validity.
 34

Table 3.2 Matrix of Content Validity

Syllabus Learningi Testi

Indicator Technique
BasiciCompetence Material Item
4.1. Compose oral Studenticani Goodi WritteniTest Pre-
and written identifyithei Morning,i Test
interpersonal theimaterialsi HowiArei Studentsi
interaction texts, “Goodi You answeri
approach and Morning.i multiple-
simplify which Howiareiyou”i choicei
involves greeting, fromitheitext. questioni
goodbye, introduce basedionithei
myself and others, text
ask for information, Studenticani Texti2.i- WritteniTest Post-
say thank you, and identifyithei Studentsi Test
apologize, participate cakei answeri
in responding by applicationsi Multiple-
paying attention to toianswerithei Choicei
social function, questions. questioni
structure text, and basedionithei
and linguistic text.
elements which
correct and
appropriate.

In this study, the researcher made some indicators of multiple choice

questions in the pre-test and post-test activity. Those indicators related to

the components of multiple choices question included social function,

generic structure, mechanic, and language features.

c. Construct Validity

Johnson (2001: 303) stated that construct validity deals with

the relationship between a test and a particular view of language

and language learning. It could be interpreted that the test should

be appropriate with the theory of skills and language components

that being measured. For measuring students‟ vocabulary mastery

by using writing vocab on video, first student should watch the

 35

video, then they asked to find all of vocabulary that contain in

video, after they found it, the should write down into piece of paper.

2. Reliability

Reliability is a measure that states the degree of consistency of a

test question. Creswell (2012:627) says thati reliabilityi meansi thati

individualiscoresifromianiinstrumentishouldibeinearlyitheisameioristablei

oni repeatedi administrationsi ofi thei instrumenti andi thati theyi shouldi bei

freei fromi sourcesi ofi measurementi errori andi consistent.i Iti meansi thati

reliabilityi isi thei testi cani bei usedi toi knowi thati testi isi consistenti andi

dependable.

This current study the test‟s reliability was identified by tryout and

the resulted scores were analyzed to see its reliabilty coefficient. The

researcher firstly did a try-out test in different class of the same grade

as the experimental group. In finding out the reliability of the test, the

researcher used Cronbach’s Alpha. And the result can be seen below.

Table 3.3 The result of reliability testing

Case Processing Summary
N %
Cases Valid 20 100.0
a
Excluded 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's
Alphaa N of Items
.841 10
 36

According to Sujianto (2009:97), the criteria of reliability degree

were as follows:

Table 3.4 The criteria of reliability

Cronbach’s Alpha Interpretation

0,00 - 0,20 Less reliable
0,21 – 0,40 Rather reliable
0,41 – 0,60 Quite reliable
0,61 – 0,80 Reliable
0,81 - 1,00 Very reliable
(Sujianto 2009: 97)

Since the reliability coefficient was 0.841, it means it was

positively correlated and its strength was very reliable.

G. Data Analysis

To identify the effectiveness of Cake to improve students‟

vocabulary mastery, this research using paired sample t-test by computing

data from pre-test and post test. Descriptive statistic also used to indentify

the mean score and the frequency of students‟ score

However before applying the t-test, some prerequisite statistical

analyses were carried out. The use of t-test was preceded by Normality and

Homogeneity Testing in order to see if the data obtained were normally

distributed or not, in order to satistify the statistical assumptions of using t-

test.

1. Normality Testing

Normality text is used to test whether a variable is normal or

not. Normalihereimeansiifitheidataihaveinormalidistribution.iTheimaini
 37

reasonioficonductinginormalityitestingiiniairesearchithatiitiisinecessaryi

fori thei researcheri toi knowi thati thei populationi ori datai involvedi ini thei

researchiininormalidistribution.i

Inithisiresearchitoimeasureitheinormalityitesting,itheiresearcheri

usedi SPSSi 16.0i Onei Samplei Kolmogrovi –i Sminorvi methodi byi thei

valuei ofi significancei (α)i =i 0.05.i Basici decisionsi ini makingi normalityi

testingiwereiasifollows:

a. If the significance value > 0.05, the data had normal distribution.

b. If the significance value < 0.05, the data did not have normal

distribution.

2. Homogeneity Testing

Homogeneity testing is used to know the similarity of the two

conditions or population. Homogeneityi testingi isi conductedi toi knowi

whetheritheigottenidataihasiaihomogeneousivarianceiorinot. To identify

the homogeneity of variance, this research used a Levene‟s Test. This

test aimed to verivy the equal variances between two data.i

Theivalueiofisignificancei(α)iwasi0.05.iBasicidecisionsimakingi

inihomogeneityitestingiwereiasifollows:

a. If the significance value > 0.05, the data distribution was have

equal variances (homogeneous).

b. If the significance value < 0.05, the data distribution was not equal

variances (not homogeneous).

 38

H. Hypothesis Testing

After conducting paired sample t-test by using SPSS 16.0 for

windows program and determining that the significance level (α) is 0,05 or

5% (it has been programmed on the application) the final step of data

analysis is testing the hypothesis, either rejecting or accepting the null

hypothesis. The base of rejecting or not rejecting the null hypothesis is: If

P-value (denoted by Sig) ≤ α (5 %), Ho is rejected and thus Ha is accepted.

But, if P-value > α (5 %), Ho is not rejected, or accepted and thus Ha is

rejected.
 CHAPTER IV

FINDING AND DISCUSSION

This chapter presents and discusses the finding of the study. There are

four main topics discussed, namely research finding, normality and homogeneity

testing, hypothesis testing, and discussion.

A. Research Finding

1. The Description of Data

This research aimed to know the effectiveness of using cake

application in teaching students‟ vocabulary mastery. Thei effectivenessi

canibeiseenifromitheisignificantidifferenceiofimeaniscoresiofitheistudentsiini

thei pre-testi andi post-test.i Afteri completingi datai analysis,i thei reseacheri

presentsitheiresultsiofistatisticaliAnalysisitoiansweritheiresearchiproblemsi

presentediinichapteriI.

Thei researcheri usedi tests,i pre-testi andi post-test,i toi obtaini thei

numerici datai representingi thei vocabularyi masteryi ofi thei studentsi beforei

andi afteri beingi giveni treatment. The presentation of the data of students‟

scores as the results of pre-test and post-test are as follow.

a. Students Scores Before Being Taught by Cake Application

In this section, the researcher presents the students‟ scores

before being taught by using cake application. That is called pretest

scores. The pretest was done before a treatment process, that was

teaching vocabulary using cake application was conducted. The pretest

39
 40

was given to the students to know their level of vocabulary

mastery before they got the treatment. Table 4.1 shows the students‟

scores resulted from the pretest. The students‟ names were identified

based on the initial names of students.

Table 4.1 Students’ Scores Before Being Taught by Using Cake

Application

No Students’ Name Pretest Score

1. ARS 35
2. ASR 45
3. ATN 35
4. ANA 45
5. ADMZ 30
6. CEM 45
7. FEN 40
8. JBR 55
9. LRZ 40
10. MNR 40
11. MNZ 40
12. MRAR 45
13. MSU 45
14. MZNR 55
15. NA 60
16. NTN 60
17. NNM 55
18. NEAB 55
19. RAS 45
20. SS 50
21. SZF 60
22. YFAS 45

Thus,i tablesi arei students‟i scoresi beforei beingi taughti byi cakei

application.i Thei pretesti wasi followedi byi 22i studentsi ofi VIIi classi thati

wasi takeni sample.i Thei researcheri allocatedi 60i minutesi fori

 41

administered.i Thei pretesti containedi 20i questionsi ini thei formi ofi ani

multipleichoice

Moreover, the researcher used SPSS 16.0 version to know the

descriptive statistics and the percentage of students‟ scores of pre-test,

the results of which are presented below.

Table 4.2 The descriptive statistics of pre-test

Descriptive Statistics
N Minimum Maximum Sum Mean Std. Deviation
Pre 22 30 60 1025 46.59 8.645
Valid N (listwise) 22

Table 4.2 shows that the mean score is 46.59, the sum of data

was 1025, the standard deviation is 8.645, the minimum score of pre-

test is 30, and the maximum score of pre-test is 60.

Table 4.3 The frequency of pre-test

PRE-TEST
Cumulative
Frequency Percent Valid Percent Percent
Valid 30 1 4.5 4.5 4.5
35 2 9.1 9.1 13.6
40 4 18.2 18.2 31.8
45 7 31.8 31.8 63.6
50 1 4.5 4.5 68.2
55 4 18.2 18.2 86.4
60 3 13.6 13.6 100.0
Total 22 100.0 100.0
 42

Table 4.3 shows the numbers described are the division and

percentages of frequency distribution. The frequency of pre-test after

being distributed was based on the criteria below:

Table 4.4 The Score’s Criteria

Criteria Range Score

Excellent 81-100
Very Good 61-80
Good 41-60
Enough 21-40
Poor 0-20

1. There were 7 students who got score 21-40 which meant that their

scores in multiple choice questions were enough.

2. There were 15 students who got score 41-60 which meant that their

score in multiple choice questions were good.

3. There were no students got score 61-80.

4. There were no student got score 81-100.

b. Students Scores After Being Taught by Using Cake Application

This section presents the students‟ scores after being taught by

using cake application, which are called post-test scores. The posttest

wasi donei afteri ai treatmenti processi thati wasi teachingi i byi usingi cakei

applicationiwasibeingiconducted.iTheiposttestiwasigivenitoistudentsitoi

knowi theiri scoresi afteri gettingi thei treatment.i i Tablei 4.5i showsi thei

students‟i scoresi resultedi fromi thei post-test. The students‟ names were

identified based on the initial name of students.

 43

Table 4.5 Students’ Scores After Being Taught by Using cake

application

No Students’ Name Post-test Score

1 ARS 35
2 ASR 45
3 ATN 35
4 ANA 45
5 ADMZ 30
6 CEM 45
7 FEN 40
8 JBR 55
9 LRZ 40
10 MNR 40
11 MNZ 40
12 MRAR 45
13 MSU 45
14 MZNR 55
15 NA 60
16 NTN 60
17 NNM 55
18 NEAB 55
19 RAS 45
20 SS 50
21 SZF 60
22 YFAS 45

Thus, tables are students‟ score after being taught by using

cake application. The posttest was followed by 22 students of VII class

that was taken sample. The researcher allocated 60 minutes for

administered. The pretest contained 20 questions in the form of an

essay.

Theidescriptiveistatisticsianditheipercentageiofistudents‟iscoresi

ofipost-testicanibeidiscussedihere.iTheipercentageiwasicategorizediintoi

fivei criteriai includei excellent,i good,i enough,i poor,i andi veryi poori thati
 44

wasi demonstratedi asi ini thei table 4.4. Thus, the results of students‟

scores post-test computation was as follow:

Table 4.6 The descriptive statistics of post-test

Descriptive Statistics
Std.
N Minimum Maximum Sum Mean Deviation
Post 22 45 75 1301 59.14 7.698
Valid N (listwise) 22

According to the table 4.6, it showed that the mean was 59,14,

the sum of data was 1301 standardi deviationi wasi 7,698,i thei minimumi

scoreiofipost-testiwasi45,ianditheimaximumiscoreiofipost-testiwasi75.

Table 4.7 The frequency of post-test

Post
Cumulative
Frequency Percent Valid Percent Percent
Valid 45 1 4.5 4.5 4.5
50 3 13.6 13.6 18.2
55 7 31.8 31.8 50.0
60 3 13.6 13.6 63.6
65 4 18.2 18.2 81.8
66 1 4.5 4.5 86.4
70 2 9.1 9.1 95.5
75 1 4.5 4.5 100.0
Total 22 100.0 100.0

Table 4.7 showeditheinumbersithatidescribediaboutitheidivisioni

andi percentagesi ofi frequencyi distribution.i Thei frequencyi ofi post-testi

afteribeingidistributediwasishowedionitheiscore‟sicriteria.iThen,itheidatai

fromitheitableicouldibeielaboratediasifollows:
 45

1. There were 14 students who got score 41-60 which meant that their

score in multiple choice questions were good.

2. There were 8 students who got score 61-80 which meant that their

score in multiple choice questions were very good.

B. Normality and Homogeneity Testing

To fulfiil the statistical assumptions of paired sample t-test, the

reseacher needed to do normality and homogeneity testing on data from pre-

test and post-test.

1. Normality Testing

To measure the normality testing in knowing whether the data

normally distributed or not, the researcher computed the scores of pre-test

and post-test by using One-Sample Kolmogorov-Smimov test in SPSS

16.0 by significant level 0.05. Then, the result of normality testing in this

study can be seen as in the table 4.8.

Table 4.8 The result of normality testing

One-Sample Kolmogorov-Smirnov Test

Pre post
N 22 22
Normal Parametersa Mean 46.59 59.14
Std. Deviation 8.645 7.698
Most Extreme Differences Absolute .209 .204
Positive .209 .204
Negative -.153 -.141
Kolmogorov-Smirnov Z .982 .959
Asymp. Sig. (2-tailed) .290 .317
a. Test distribution is Normal.
 46

According to the result of normality testing above, it shows that the

value of Asymp. Sig (2 tailed) in pre-test was 0.290 and pot-test was 0.317.

It was higher than α= 0.05. So, it can be interpreted that the data resulted

by both tests are normally distributed. Thus, it satisfies the use of t-test to

see the significant difference of two means.

2. Homogeneity Testing

In knowing whether the group that was used as the sample in the

study had the same variance or not, the researcher decided do test the

homogeneity of students‟ pre-test and post-test score. In measuring the

homogeneity of the data, the researcher used SPSS 16.0 with the result

could be seen as in the table 4.9.

Table 4.9 The result of homogeneity testing

Test of Homogeneity of Variances

Result
Levene Statistic df1 df2 Sig.
.212 1 42 .647

From the table 4.9, it showed that the significance was 0.647 and it

was higher than 0.05. It can be concluded that the data distribution was

homogeneous. Hence, it also qualifies the use of t-test to see the significant

difference of two means.

 47

C. Hypothesis Testing

This study was conducted to know whether there is significant

difference score of seventh grade students at MTsS PSM Rejotangan

Tulungagung in academic year 2020/2021 in vocabulary mastery before and

after being taught by using cake application. The data of this study were

normally distributed and thus it satisfies the use of paired sample t-test to see

the significant difference of the mean of pre-test and the mean of post-test.

Paired sample t-test was used because this study just involved one

group of pre-test and post-test so that the two sets of scores resulted were of

correlated samples. Hence, in this case paired sample t-test was appropriate to

be used in analyzing the data. The result of t-test can seen below.

Table 4.10 The result of paired sample t test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pre test 46.59 22 8.645 1.843
Post test 59.14 22 7.698 1.641

Paired Samples Correlations

N Correlation Sig.
Pair 1 Pre test & Post test 22 .612 .002
 48

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Difference
Std. Error Sig. (2-
Mean Std. Deviation Mean Lower Upper t df tailed)
Pair 1 Pre
test -
-12.545 7.249 1.545 -15.759 -9.332 -8.118 21 .000
Post
test

Seeing the figures in the table, the reseacher could carried out the

hypothesis testing in order to rejection or accept the null hypothesis. The base

of rejecting or accepting the null hypothesis are: If P-value (denoted by Sig) ≤

α (5 %), Ho is rejected and thus Ha is accepted. But, if P-value > α (5 %), Ho is

not rejected, or accepted and thus Ha is rejected.

Basedi oni thei tablei 4.10,i thei ti wasi -8.118,i withi dfi =i 21,i andi thei p-

valuei(twoitailed)iisi0.000.iGivenithatitheicurrentitestiwasione-taileditest,isoithei

p-valuei 0.000i bei dividedi byi 2i =i 0.000.i Thei significancei leveli wasi 0.05.i Fori

interpretationiofidecisionibasedionitheiresultiofiprobability,iitiwas:

1. If P-value ≤ α, the null hypothesis (H0) is rejected and the alternative (Ha)

is accepted. It means that the use cake application is effective for teaching

listening at Junior High School.

2. If P-value > α, the null hypothesis (H0) is accepted and the alternative (Ha)

is rejected. It means that the use of cake application is not effective for

teaching listening at Junior High School.

Since the P-value (denoted by Sig in the table is .000), which is

obviously far smaller than the value of α (0.05 = 5 %), then the null hypothesis

is rejected. Iti meansi thati thei hypothesisi statingi thati therei isi noi significanti
 49

differenceiofitheivocabularyiachievementiofitheistudentsibeforeiandiafteribeingi

taughtibyicakeiapplicationiisirejected.iConsequently,itheialternativeihypothesisi

isi accepted,i whichi meansi thei hypothesisi statingi thati therei isi ai significanti

differenceiofitheivocabularyiachievementiofitheistudentsibeforeiandiafteribeingi

taughti byi cakei application.i So,i thei usei ofi cakei applicationi isi effectivei fori

teachingivocabularyiiniJunioriHighiSchool.

D. Discussion

Asi ini mentionedi ini thei researchi problemsi statedi ini Chapteri I,i thei

researchericonductedianiexperimentiinioneigroupipre-testiandipost-testidesign.i

Thei proceduresi donei duringi teachingi andi learningi processi werei dividedi intoi

threei steps.i Thei firsti stepi wasi administeringi ai pre-test.i Iti wasi conductedi toi

knowi thei students‟i basici competencei andi earlieri knowledgei beforei goti thei

treatment.i Thei nexti stepi wasi applyingi thei treatmenti thati isi usingi cakei

application.iTheiansweritheiquestionichosenibyiresearcheri.iTheitreatmentiwasi

doneiinithreeimeetings.iTheilastistepiwasigivingipost-test.iInitheipost-test,ithei

studentsiwereigiveniaitestitoiknowitheiriscoresiafteritheyiwereitreatingibyicakei

application.iAfteritheistepsiwereiconducted,itheiresearcherigotidataiinitheiformi

ofi pre-testi andi post-testi scores.i Next,i thei researcheri analyzedi themi byi usingi

pairedisampleit-testithroughiSPSSi16.0.

Asi presentedi ini tablei 4.6,i thei researcheri presentedi ai descriptivei

statisticsiofipost-testiscoresiandiitiwasifoundithatithereiisitheidifferentimeansiofi

pre-testiandipost-test.iTheimeaniofipre-testiscoreiisilowerithanipost-testimeani

scorei(46.59i<i59.14).iIticanibeiroughlyiseenithatithereiisiaigainiofimeaniscorei
 50

fromi pre-testi toi post-test.i However,i iti stilli needsi toi bei statisticallyi proveni

throughihypothesisitesting.

Asirequirediinihypothesis,iifitheip-valueiwasismallerithanioriequalitoi

thei αi (0.05),i theni thei alternativei hypothesisi (Ha)i isi acceptedi andi thei nulli

hypothesisi(H0)iisirejected.iThus,iitiwasifoundithatiapplyingicakeiapplicationiini

teachingi vocabularyi toi thei seventh gradei studentsi ofi MTsSi PSMi Rejotangani

Tulungagungiiniacademiciyeari2020/2021iisieffective.

Basedionitheiresearchifinding,iusingicakeiapplicationiforivocabularyi

teachingishowsirealieffectiveness thatiisiiticanihelpitheistudentsitoiimproveitheiri

vocabularyi mastery.i Iti seemsi thati thisi isi duei toi thei facti thati usingi cakei

application,i thei studentsi feeli interestedi becausei theyi cani choosei thei materiali

theyilike.iTheistudentsimightifeelimoreienjoyableiandienthusiasticiwhenibeingi

taughti byi usingi cakei applicationi becausei therei arei variousi genresi ofi storiesi

fromimovieiclipsiwhichitheistudentsicouldiselectitoiwatch.i

Throughi thisi research,i iti isi foundi thati cakei applicationi wasi

significantlyi successfuli ini increasingi thei students‟i scoresi ini vocabularyi test.i

ThisifindingiverifiesitheitheoryibyiLangani(2008:16)istatedithatikeepingiaivideoi

isi onei ofi excellenti waysi toi geti practicei ini listening;i especiallyi vocabularyi

learning,iasiwelliasiitiwouldihelpitheistudentsitoidevelopitheihabitiofithinkingioni

paper.i

Thei resultsi ofi thisi studyi arei ini linei withi thei resultsi ofi previousi

studies,i namelyi fromi Kuoi (2010)i whichi statedi thati thei dictationi methodi wasi

ableitoiimproveistudents'ivocabularyimastery.iTheiCakeiapplicationialsoi usesi

theidrillilearningimethodiiniotheriwordsiCakeiisiaidrill-basediapplicationisystemi
 51

thatiworksionline.iTheitwoitreatmentsiareitheisame,inamelyitheidrillisystemithati

isiableitoiimproveistudents'ivocabularyimastery.

Thei resultsi ofi thei studyi whichi showi thati Cakei isi effectivei ini

improvingi students'i vocabularyi masteryi havei alsoi beeni supportedi byi ai

statementi fromi Rizkai (2019)i through his research, Improving Students'

Speaking Skill Through Cake-Learn English for Free Appi whichi statesi thati

Cakeihasibeenieffectiveiiniincreasingistudents'ispeaking 8thigradeijuniorihighi

school.

The speaking skills referred to in this study are intonation, clarity,

pronunciation, and vocabulary mastery. Based on these result, Cake which is

effective in improving vocabulary mastery in speaking skills is in line with the

results of this study. In line with the effectiveness, students' responses to Cake

application in Anisa, et al. (2021) stated that, most of students were very

enthusiastic when the teacher explained the material using Cake Application.

In the study, the results of the student questionnaire stated that the students

were happy with the interactive display of the video in Cake and the video

provided an example to easily imitate the pronunciation of a word.

Research by Wijaya, et al (2012) states that online video drills can

increase students' vocabulary effectively. This is because in conventional drill

learning students tend to feel bored, while by using online videos, students

feel more comfortable and it is easier to imitate and recognize the vocabulary

to be learned.. In addition, Thei usei ofi cakei asi ai multimediai thati combinesi

interneti mediai withi technicali drillsi isi ini linei withi thei resultsi ofi researchi byi

Riyanto (2018)iwhichistatesithatimediaimakesistudentsimoreiinterestediinidrillsi
 52

andidoesinotigetiboredieasilyiwhenicompareditoiconventionalidrills. Thus Cake,

which is an online video drill-based application, can effectively improve

students' vocabulary mastery

Basedii onii theii explanationii above,ii itii canii beii concludedii thatii cakeii

applicationiiwasiieffectiveiitoiibeiiusediitoiienhanceiitheiistudents‟iiachievementiiinii

vocabularyiimastery.iiTheiiresultiiofiithisiistudyiiisii theiiuseiiofii cakeiiapplicationii

wasii effectiveii toii increaseii theii students‟ii vocabularyii masteryii ofii theii seventhii

gradeiiofiiMTsSiiPSMiiRejotanganiiTulungagung.
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Thisichapteripresentsitheiconclusionsianditheisuggestionsiderivedifromi

thei resulti ofi thei studyi andi discussioni ini previousi section.i Meanwhile,i thei

suggestioniisiaddresseditoitheiteacherianditheifutureiresearchersiwhoihaveitheisamei

concerniwithithisistudy.

A. Conclusions

Basedionitheiresultsiofitheidataianalysisiandiresearchifindingsiiticanibei

concludedi thati therei wasi anyi significanti differenti meani scorei ofi thei studentsi

beforei andi afterii beingii taughtii byii usingii cakeii application.ii Itii alsoii provesii theii

meanii scoreii gainii isii statisticallyii significant.ii Thusii theii students‟ii qualityii inii

vocabularyii masteryii beforeii beingii taughtii byii cakeii applicationii wasii generallyii

lowii andii itii canii beii thenii increasedii byii theii cakeii application.ii Thisii conclusiveii

propositionii isii probablyii trueii toii theii extentii ofii 95%ii confidence.ii However,ii itii

containsii chanceii ofii errorii asii muchii asii 5%.ii ii ii Fromii theii result,ii itii canii beii

concludediithatiicakeiiapplicationiiiniiteachingiivocabularyiimasteryiiisiieffectiveii

toiibeiiusediiasiiteachingiimediaiiandiilearningiisources.

53
 54

B. Suggestionsii

Fromii theii conclusionii above,ii thereii areii someii suggestionsii thatii areii

proposediibyiitheiiresearcher:

1. ForiitheiiEnglishiiTeacher

Basedii onii theii resultii ofii thisii research,ii theii Englishii teacherii

shouldii implementii cakeii applicationii asii theii alternativeii teachingii

mediaii orii teachingii materialii especiallyii toii increaseii students‟ii

vocabulary.ii

2. ForiitheiiStudents

Basediioniitheiiresultiiofiithisiiresearch,iitheiistudentsiicaniiimproveii

theiriivocabularyiimasteryiibyiiusingiicakeiiapplicationiithusiitheyiicanii

studyiiitiiby theirself.

3. ForiitheiiFutureiiResearcher

Iniithisiistudy,iitheiiresearcheriiusediicakeiiapplicationiitoiiexamineii

studentsiivocabularyiimastery.iiAsiithisiiresearchiiisiinotiiperfectiiyet,iiitii

isiisuggestediiforiitheiifutureiiresearcheriitoiiconductiifurtheriiresearchii

onii similarii area,ii especiallyii byii usingii cakeii applicationii forii

examiningii otherii aspectsii orii skillsii inii Englishii suchii as,ii grammar,ii

speaking,iioriiwriting.
 REFERENCES

Anderson, A. and Anderson, K. 1997. Text Types in English 2nd. South Yara:

MacMillan Education Australia PTY LTD.

Arikunto, Suharsimi. 2013. Prosedur Penelitian Suatu Pendekatan Praktik.

Jakarta: PT Rineka Cipta.

Ary, Donald., Jacobs. J.C., Sorensen.C., & Razavieh, A. 2010. Introduction to

Research in Education 8th Edition. Canada: Wadsworth Cenage Learning.

Brown, H. Douglas. 2001. Teaching by Principles an Interactive Approach to

Language Pedagogy. Second Edition. San Francisco State University.

Addition Wesley Longman, Inc: A Pearson Education Company.

Depdiknas. 2006. Kurikulum 2006: Standar Kompetensi Mata Pelajaran. Jakarta:

Depdiknas.

Maisyaroh, Siti. 2019. The Effectiveness of Using Substitution Drill Toward

Students’ Ability in Simple Present Tense to The Seventh Grade of

MTs Syafi’iyah Besuk-Probolinggo. Tulungagung: IAIN Tulungagung

Nurgiyantoro, Burhan. 2001. Penilaian dalam Pengajaran Bahasa dan Sastra.

Yogyakarta: PPFE Yogyakarta.

Nurhayati, DAW. 2015 “Improving Students' English Pronunciation Ability

through Go Fish Game and Maze Game”. Journal of Dinamika Ilmu, Vol

19, No 1.

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Nurhayati, DAW. 2008. IMPROVING STUDENTS'ENGLISH VOCABULARY

MASTERY THROUGH GAMES (A Classroom Action Research in the

Islam Kindergarten of Al-Irsyad Madiun in the Academic Year 2007/2008).

Surakarta: Universitas Sebelas Maret Press.

Nurhayati, DAW. 2015. “Improving Students‟ English Pronounciation Ability

through Go Fish Game and Maze Game”.

Journal of Dinamika Ilmu. Vol. 15, No. 2. Retrieved June, 15, 2021, from

https://files.eric.ed.gov/fulltext/EJ1121925.pdf

Nurhayati, DAW. 2018. “Investigating Self Professional Development in

Teaching English: The Case of English College Teachers' Role as Models”.

Journal of Dinamika Ilmu. Vol 18, No 1. Retrieved June, 15, 2021, from

https://files.eric.ed.gov/fulltext/EJ1183735.pdf

Nurhayati, DAW. 2019. Introduction to English Phonology. Tulungagung:

Akademia Pustaka.

Nurhayati, DAW. 2016. “Word Formation Procesess and a Technique in

Understanding Waria Slang Tulungagung”. Journal of EFL, Vol 1, No 1.

Nurhayati, DAW. 2020. Kuliah Daring: Dinamika Pembelajaran Ketika Wabah

Corona. Tulungagung: Akademia Pustaka.

Nurhayati, DAW. 2020. Research Methodology. Tulungagung: Akademia Pustaka.

O‟Malley, J. Michael and Lorraine Valdez Pierce. 1996. Authentic Assessment for

English Language Learners. London: Longman.

 57

Rahmania, Irma Novi. 2019. A Comparative Study On Teaching Listening

Compensation Using Drilling and Dictation with Audio Recording of
British Council in Darul Huda Wonodadi Blitar. Tulungagung: IAIN
Tulungagung

Sapir, E. 1921. Language An Introduction to the Study of Speech. New York:

Dover Books on Language.

Spratt, Marry et al. 2005. The TKT Course. Cambridge: Cambridge University
Press.

Sumantri, Mulyani dan Johar Permana, 2011. Strategi Belajar Mengajar.

Bandung: C.V Maulana.

Susanto. 2007. Sociolinguistics: A Description of Relationship between Language

and Society. Tulungagung: STAIN Tulunggung.

Wiersma, W., & Jurs, S.G. 2009. Research Methods in Education an Introduction.
US: Pearson Education, Inc.
 APPENDIX

Appendix 1. Syllabus

2020/2021

58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
 75

Appendix 2. Lesson Plan of Experimental Class (RPP)

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : MTsS PSM Rejotangan

Mata Pelajaran : Bahasa Inggris
Kelas /Semester : VII/Ganjil
Materi Pokok : Good morning. How are you?
Tahun Pelajaran : 2020/2021
Alokasi Waktu : 2 x 40 Menit (1 Pertemuan)

A. Kompetensi Inti
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong
royong), santun, percaya diri dalam berinteraksi secara efektif dengan
lingkungan social 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
3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyapa,
berpamitan, memperkenalkan diri sendiri dan orang lain, menanyakan informasi,
mengucapkan terimakasih, dan meminta maaf, serta menanggapinya, sesuai
dengan konteks penggunaannya.
4.1. Menyusun teks interaksi interpersonal lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan menyapa, berpamitan, memperkenalkan
diri sendiri dan orang lain, menanyakan informasi, mengucapkan terimakasih,
dan meminta maaf, serta menanggapinya dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai.

C. Indikator
3.1.1 Siswa mampu mengidentifikasi dan menunjukkan fungsi social dari teks
interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyapa.
3.1.2 Siswa mampu mengidentifikasi dan menunjukkan fungsi social dari teks
interaksi interpersonal lisan dan tulis yang melibatkan tindakan berpamitan.
3.1.3 Siswa mampu mengidentifikasi dan menganalisa struktur teks interaksi
interpersonal lisan dan tulis yang melibatkan tindakan menyapa.
3.1.4 Siswa mampu mengidentifikasi dan menganalisa struktur teks interaksi
interpersonal lisan dan tulis yang melibatkan tindakan berpamitan.
 76

3.1.5 Siswa mampu mengidentifikasi tanggapan dari teks interaksi interpersonal lisan
dan tulis yang melibatkan tindakan menyapa.
3.1.6 Siswa mampu mengidentifikasi tanggapan dari teks interaksi interpersonal lisan
dan tulis yang melibatkan tindakan berpamitan
4.1.1 Siswa mampu menyusun teks interpersonal tulis sederhana yang melibatkan
tindakan menyapa dan menanggapinya.
4.1.2 Siswa mampu menyusun teks interpersonal tulis sederhana yang melibatkan
tindakan berpamitan dan menanggapinya.
4.1.3 Siswa mampu mempraktekkan teks interpersonal sederhana secara lisan yang
melibatkan tindakan menyapa dan menanggapinya.
4.1.4 Siswa mampu mempraktekkan teks interpersonal sederhana secara lisan yang
melibatkan tindakan menyapa dan menanggapinya.

D. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi dan menunjukkan fungsi social ungkapan menyapa.
2. Siswa dapat mengidentifikasi dan menunjukkan fungsi social ungkapan
berpamitan.
3. Siswa dapat mengidentifikasi dan menganalisa struktur pembentuk ungkapan
menyapa.
4. Siswa dapat mengidentifikasi dan menganalisa struktur pembentuk ungkapan
berpamitan.
5. Siswa dapat mengidentifikasi tanggapan dari ungkapan menyapa.
6. Siswa dapat mengidentifikasi tanggapan dari ungkapan berpamitan
7. Siswa dapat menyusun ungkapan menyapa dan tanggapannya secara tertulis.
8. Siswa dapat menyusun ungkapan berpamitan dan tanggapannya secara tertulis.
9. Siswa dapat mempraktekkan dan menanggapi ungkapan menyapa secara lisan.
10. Siswa dapat mempraktekkan dan menanggapi ungkapan berpamitan secara lisan

Fokus nilai-nilai sikap

1. Religius
2. Kesantunan
3. Tanggung jawab
4. Kedisiplinan

E. Materi Pembelajaran
1. Materi Pembelajaran Reguler
1. Fakta
 Memulai
 Menanggapi (diharapkan/di luar dugaan)
2. Konsep
 Fungsi sosial
 Menyapa, berpamitan, memperkenalkan diri sendiri dan orang lain,
menanyakan informasi, mengucapkan terimakasih, dan meminta maaf,
serta menanggapinya, untuk menjaga hubungan interpersonal dengan
 77

guru dan teman.

3. Prinsip
 Unsur kebahasaan
 Ungkapan-ungkapan yang lazim digunakan
 Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
4. Prosedur
 Menulis deskripsi pendek dan sederhana

2. Materi Pembelajaran Remedial

 Teks interpersonal lisan dan tulis untuk memberi dan meminta informasi
terkait dengan teks interaksi interpersonal hubungan dengan sesama teman
dan guru.
3. Materi Pembelajaran Pengayaan
 Fungsi sosial, struktur teks dan unsur kebahasaan, teks interpersonal lisan
dan tulis.

F. Metode Pembelajaran
1. Pendekatan : Scientific Learning
2. Model Pembelajaran : Discovery Learning (Pembelajaran Penemuan)
3. Strategy : Pengamatan, Pemodelan, Kerja Berpasangan
(Kelompok)

G. Media Pembelajaran
1. Media LCD projector,
2. Laptop,
3. Bahan Tayang,
4. Speaker.

H. Sumber Belajar
1. LKS Kelas 7 Kurikulum 2013 Semester Ganjil dan Genap.
2. Modul/bahan ajar,
3. Internet,
4. Sumber lain yang relevan.

1. Kegiatan Pendahuluan

Kegiatan Guru Kegiatan Siswa Waktu

- Guru memberikan salam kepada- Siswa membalas salam dari
siswa guru
- Guru mengajak siswa berdo‟a - Berdo‟a bersama dengan guru 10 Menit
- Guru menanyakan kabar siswa - Siswa menjawab dan
menanyakan kabar guru
 78

- Guru mengecek kehadiran siswa- Siswa menanggapi

2. Kegiatan Inti

Kegiatan Guru Kegiatan Siswa Waktu

a. Mengamati
- Guru menyajikan gambar- - Siswa memperhatikan gambar
gambar tentang sekolah dan dan melakukan tanya jawab
rumah yang membahas teks berkaitan dengan teks 10 Menit
interpersonal interpersonal (ingin tahu,
komunikasi).
b. Mempertanyakan
- Guru memberikan pertanyaan - Berdasarkan gambar yang telah
terkait dengan tesk interpersonal diamati, Siswa menjawab
yang telah diamati. pertanyaan guru secara lisan
(literasi, komunikasi).
- Guru memberi feedback terhadap
- Siswa mendengarkan dan 10 Menit
jawaban yang ditemukan oleh meperhatikan penjelasan dan
siswa. masukkan dari guru (ingin
tahu).
c. Mengeksplorasi
- Guru memberikan teks deskrptif- Siswa membaca teks yang
kepada siswa dan diberikan oleh guru (literasi).
memerintahkan siswa untuk
membaca teks tersebut.
- Guru memberikan pertanyaan - Siswa mendiskusikan dan 10 Menit
berdasarkan teks yang telah menjawab soal secara
diberikan. berpasang-pasangan (kritis,
kreatif).
- Guru mendiskusikan materi - Siswa mendengar dan
tentang interpersonal text. memahami materi yang
disampaikan oleh guru
 79

(literasi, menghargai, ingin

tahu).
d. Mengasosiasi
- Guru memberikan beberapa clue- Siswa membaca dan memahami
berkaitan dengan deskripsi clue yang diberikan oleh guru
sekolah tempat siswa belajar. (literasi, ingin tahu).
- Guru meminta siswa - Siswa menulis teks
berpasangan untuk menyusun interpersonal secara
teks interpersonal menggunakan berpasangan (kerjasama, 10 Menit
clue-clue yang telah diberikan. kreatif).
- Guru meminta siswa untuk - Para siswa mengoreksi hasil
menuliskan hasilnya dipapan pekerjaan temannya (kritis).
tulis.
e. Mengkomunikasikan (communicating)
- Guru meminta siswa menuliskan- Siswa menuliskan satu teks
satu teks interpersonal baik interpersonal baik itu sekolah
sekolah atau rumah. atau rumah yang pernah
dikunjunginya (kritis, kerja
keras, kreatif).
- Guru meminta siswa menuliskan- Siswa menuliskan hasil teks
hasil pekerjaannya di papan interpersonal yang telah dibuat
tulis. di papan tulis (kerja keras, 30 Menit
aktif).
- Guru meminta siswa untuk - Siswa menanggapi hasil teks
memberikan tanggapan terhadap interpersonal yang telah dibuat
teks interpersonal yang telah oleh siswa (kreatif, aktif,
ditulis dipapan tulis kritis)
- Guru memberikan feedback - Siswa mendengarkan dan
terhadap teks interpersonal yang memperhatikan feedback yang
ditulis oleh siswa diberikan oleh guru
(menghargai)
 80

3. Kegiatan Penutup

Kegiatan Guru Kegiatan Siswa Waktu

- Guru menanyakan kesulitan - Siswa menjawab pertanyaan
siswa dalam menulis teks guru dan menyampaikan
deskriptive kesulitan yang masih dihadapi
(aktif, ingin tahu)
- Guru memberikan kesimpulan - Siswa mendengarkan dan
mengenai materi menyimak (menghargai, ingin
tahu)
- Guru memberikan penugasan - Siswa mendengarkan dan
secara individu untuk mencatat tugas yang diberikan 10 Menit
mengerjakan soal-soal dari oleh guru (kerja keras,
berbagai macam teks menghargai)
interpersonal
- Guru menyampaikan kegiatan - Siswa mendengarkan arahan
pembelajaran pertemuan dari guru (ingin tahu,
berikutnya menghargai)
- Guru mengakhiri pelajaran dan - Siswa menjawab salam guru
memberikan salam penutup (menghargai)

I. Penilaian
5 : sangat sering
4 : sering
3 : beberapakali
2 : pernah
1 : tidak pernah
 81

Kesesuaian
NO Nama Peserta
Tingkat ketepatan unsur bahasa dalam menulis
Didik
teks
Kosa kata intonasi Tata bahasa Speeling
1 Achmad
2 Bagas
3 Damar
4

5 : amat baik ( 100%)

4 : baik (80%)
3 : cukup (60%)
2 : kurang (40%)
1. : amat kurang (20%)

Observation
Observasi siswa Berperilaku tanggung jawab, peduli, kerjasama, dan cinta
damai dengan mengunakan rubrik penilaian sebagai berikut :
No Nama siswa Tanggung Peduli kerjasama Cinta damai
jawab

1. 1 Ahmad
2. 2 Bagas
3. 3 Damar
4. 4 Shinta
5. 5 Nina
 82

Butir penilaian :
5 : sangat sering
4 : sering
3 : beberapakali
2 : pernah
1 : tidak pernah

5 : amat baik (100%)

4 : baik (80%)
3 : cukup (60%)
2 : kurang (40%)
1. : amat kurang (20%)

Mengetahui,
Guru Pamong Mahasiswa Magang

Lutsi Muinah, S. Pd Nurina Alma Laila Fatin

 83

Appendix 2. Lesson Plan of Experimental Class (RPP)

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : MTsS PSM Rejotangan

Mata Pelajaran : Bahasa Inggris
Kelas /Semester : VII/Ganjil
Materi Pokok : It’s Me!
Tahun Pelajaran : 2020/2021
Alokasi Waktu : 2 x 40 Menit (1 Pertemuan)

A. Kompetensi Inti
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong
royong), santun, percaya diri dalam berinteraksi secara efektif dengan
lingkungan social 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
3.2 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait jati diri, hobi dan kegemaran, anggota keluarga secara pendek
dan sederhana, sesuai dengan konteks penggunaannya. Perhatikan unsur
kebahasaan dan kosa kata terkait hubungan keluarga; pronoun (subjective,
objective, possessive).
4.2 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait jati
diri, hobi dan kegemaran, anggota keluarga secara pendek dan sederhana, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai dengan konteks

C. Indikator
3.2.1 Siswa mampu mengidentifikasi dan menunjukkan fungsi social dari teks
interaksi interpersonal lisan dan tulis yang melibatkan tindakan memberi
informasi terkait jati diri, hobi dan kegemaran, anggota keluarga.
3.2.2 Siswa mampu mengidentifikasi dan menunjukkan fungsi social dari teks
interaksi interpersonal lisan dan tulis yang melibatkan tindakan meminta
informasi terkait jati diri, hobi dan kegemaran, anggota keluarga.
 84

3.2.3 Siswa mampu mengidentifikasi dan menganalisa struktur teks interaksi

interpersonal lisan dan tulis yang melibatkan tindakan memberi informasi
terkait jati diri, hobi dan kegemaran, anggota keluarga.
3.2.4 Siswa mampu mengidentifikasi dan menganalisa struktur teks interaksi
interpersonal lisan dan tulis yang melibatkan tindakan meminta informasi
terkait jati diri, hobi dan kegemaran, anggota keluarga.
4.2.1 Siswa mampu menyusun teks interpersonal tulis sederhana yang melibatkan
meminta informasi dan memberi informasi (tanggapan) terkait jati diri, hobi
dan kegemaran, anggota keluarga.
4.2.2 Siswa mampu mempraktekkan teks interpersonal sederhana secara lisan yang
melibatkan tindakan meminta informasi dan memberi informasi (tanggapan)
terkait jati diri, hobi dan kegemaran, anggota keluarga.

D. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi dan menunjukkan fungsi social ungkapan memberi
informasi terkait jati diri, hobi dan kegemaran, anggota keluarga.
2. Siswa dapat mengidentifikasi dan menunjukkan fungsi social ungkapan meminta
informasi terkait jati diri, hobi dan kegemaran, anggota keluarga.
3. Siswa dapat mengidentifikasi dan menganalisa struktur pembentuk memberi
informasi terkait jati diri, hobi dan kegemaran, anggota keluarga.
4. Siswa dapat mengidentifikasi dan menganalisa struktur pembentuk meminta
informasi terkait jati diri, hobi dan kegemaran, anggota keluarga.
5. Siswa dapat menyusun ungkapan meminta informasi dan tanggapannya (memberi
informasi) secara tertulis terkait jati diri, hobi dan kegemaran, anggota keluarga.
6. Siswa dapat mempraktekkan ungkapan memberi dan meminta informasi secara
lisan terkait jati diri, hobi dan kegemaran, anggota keluarga.

Fokus nilai-nilai sikap

1. Religius
2. Kesantunan
3. Tanggung jawab
4. Kedisiplinan

D. Materi Pembelajaran
1. Materi Pembelajaran Reguler
1. Fakta
 Memulai
 Menanggapi (diharapkan/di luar dugaan)
2. Konsep
 Fungsi sosial
 Memberi dan meminta informasi terkait jati diri, hobi dan kegemaran,
anggota keluarga.
3. Prinsip
 Unsur kebahasaan
 Sebutan anggota keluarga inti dan yang lebih luas, serta orang-orang
 85

dekat lainnya
 Verba : be, have, go, work, live (dalam simple present tense)
 Subjek pronoun : I, You, We, They, He, She, It
 Kata ganti possessive my, Your, His, dan sebagainya
 Ucapan, tekanan kata, intonasi, ejaan, tanda baca dan tulisan tangan
4. Prosedur
 Menulis deskripsi pendek dan sederhana
 Melakukan percakapan interpersonal untuk meminta dan memberi
informasi

2. Materi Pembelajaran Remedial

 Topik
 Teks deskriptif lisan dan tulis untuk memberi dan meminta informasi terkait
dengan teks interaksi transaksional hubungan dengan sesama teman dan guru.
 Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses
pembelajaran, di dalam maupun di luar kelas, dengan memberikan
keteladanan tentang perilaku jujur, percaya diri, dan bertanggung jawab.

3. Materi Pembelajaran Pengayaan

 Fungsi sosial, struktur teks dan unsur kebahasaan, teks deskriptif lisan dan
tulis.
 Memperkenalkan diri untuk menjalin hubungan interpersonal dengan guru
dan teman.

E. Metode Pembelajaran
1. Pendekatan : Scientific Learning
2. Model Pembelajaran : Discovery Learning (Pembelajaran Penemuan)
3. Strategy : Pengamatan, Pemodelan, Kerja Berpasangan
(Kelompok)

F. Media Pembelajaran
1. Media LCD projector,
2. Laptop,
3. Bahan Tayang,
4. Speaker.

G. Sumber Belajar
1. LKS Kelas 7 Kurikulum 2013 Semester Ganjil dan Genap. 2019. Buku
Pendamping Bahasa Inggris. Nganjuk: MGMP Bahasa Inggris Kabupaten
Nganjuk.
2. Modul/bahan ajar,
3. Internet,
4. Sumber lain yang relevan.
 86

1. Kegiatan Pendahuluan

Kegiatan Guru Kegiatan Siswa Waktu

- Guru memberikan salam
- Siswa membalas salam dari
kepada siswa guru
- Guru mengajak siswa berdo‟a
- Berdo‟a bersama dengan
guru 10 Menit
- Guru menanyakan kabar
- Siswa menjawab dan
siswa menanyakan kabar guru
- Guru mengecek kehadiran
- Siswa menanggapi
siswa

2. Kegiatan Inti

Kegiatan Guru Kegiatan Siswa Waktu

a. Mengamati
- Guru menyajikan sebuah
- Siswa memperhatikan
gambar tentang contoh identitas gambar dan melakukan tanya
jati diri. jawab berkaitan dengan jati diri
atau identitas 10 Menit
b. Mempertanyakan
- Guru memberikan pertanyaan
- Berdasarkan gambar yang
terkait dengan identitas dan jati telah diamati, Siswa menjawab
yang sudah diamati. pertanyaan guru secara lisan
(literasi, komunikasi).
- Guru memberi feedback
- Siswa mendengarkan dan 10 Menit
terhadap jawaban yang meperhatikan penjelasan dan
ditemukan oleh siswa. masukkan dari guru (ingin
tahu).
 87

c. Mengeksplorasi
- Guru memberikan teks
- Siswa membaca teks yang
mengenai identitas dan jati diri diberikan oleh guru (literasi).
kepada siswa dan
memerintahkan siswa untuk
membaca teks tersebut.
- Guru memberikan pertanyaan
- Siswa mendiskusikan dan
berdasarkan teks yang telah menjawab soal secara 10 Menit
diberikan. berpasang-pasangan (kritis,
kreatif).
- Guru mendiskusikan materi
- Siswa mendengar dan
tentang identitas dan jati diri. memahami materi yang
disampaikan oleh guru
(literasi, menghargai, ingin
tahu).
d. Mengasosiasi
- Guru memberikan beberapa
- Siswa membaca dan
clue berkaitan dengan identitas memahami clue yang diberikan
dan jati diri. oleh guru (literasi, ingin
tahu).
- Guru meminta siswa
- Siswa menulis teks
berpasangan untuk menyusun indentitas dan jati diri secara 10 Menit
teks identitas dan jati diri berpasangan (kerjasama,
menggunakan clue-clue yang kreatif).
telah diberikan.
- Guru meminta siswa untuk
- Para siswa mengoreksi hasil
menuliskan hasilnya dipapan pekerjaan temannya (kritis).
tulis.
e. Mengkomunikasikan (communicating)
- Guru meminta siswa
- Siswa menuliskan teks
menuliskan teks identitas dan identitas dan jati diri (kritis,
jati diri kerja keras, kreatif).
 88

- Guru meminta siswa

- Siswa menuliskan hasil teks
menuliskan hasil pekerjaannya jati diri yang telah dibuat di
di papan tulis. papan tulis (kerja keras,
aktif).
- Guru meminta siswa untuk
- Siswa menanggapi hasil
memberikan tanggapan terhadap identitas dan jati diri yang telah 30 Menit
materi identitas dan jati diri yang dibuat oleh siswa (kreatif,
telah ditulis dipapan tulis aktif, kritis)
- Guru memberikan feedback
- Siswa mendengarkan dan
terhadap materi identitas dan jati memperhatikan feedback yang
diri yang ditulis oleh siswa diberikan oleh guru
(menghargai)

3. Kegiatan Penutup

Kegiatan Guru Kegiatan Siswa Waktu

- Guru menanyakan kesulitan
- Siswa menjawab pertanyaan
siswa dalam menulis teks guru dan menyampaikan
identitas dan jati diri. kesulitan yang masih dihadapi
(aktif, ingin tahu)
- Guru memberikan kesimpulan
- Siswa mendengarkan dan
mengenai materi menyimak (menghargai, ingin
tahu)
- Guru memberikan penugasan
- Siswa mendengarkan dan
secara individu untuk mencatat tugas yang diberikan 10 Menit
mengerjakan soal-soal dari oleh guru (kerja keras,
berbagai macam teks menghargai)
interpersonal
- Guru menyampaikan
- Siswa mendengarkan
kegiatan pembelajaran arahan dari guru (ingin tahu,
pertemuan berikutnya menghargai)
- Guru mengakhiri pelajaran
- Siswa menjawab salam
 89

dan memberikan salam penutup guru (menghargai)

I. Penilaian
5 : sangat sering
4 : sering
3 : beberapakali
2 : pernah
1 : tidak pernah

NO Nama Peserta
Didik Tingkat ketepatan unsur bahasa Kesesuaian
dalam menulis
teks
Kosa kata intonasi Tata bahasa Speeling
1 Achmad
2 Bagas
3 Damar
4

5 : amat baik ( 100%)

4 : baik (80%)
3 : cukup (60%)
2 : kurang (40%)
1. : amat kurang (20%)

Observation
Observasi siswa Berperilaku tanggung jawab, peduli, kerjasama, dan cinta
damai dengan mengunakan rubrik penilaian sebagai berikut :
 90

No Nama siswa Tanggung Peduli kerjasama Cinta damai

jawab

1. 1 Ahmad
2. 2 Bagas
3. 3 Damar
4. 4
5. 5

Butir penilaian
5 : sangat sering
4 : sering
3 : beberapakali
2 : pernah
1 : tidak pernah

5 : amat baik (100%)

4 : baik (80%)
3 : cukup (60%)
2 : kurang (40%)
1. : amat kurang (20%)

Mengetahui,
Guru Pamong Mahasiswa Magang

Lutsi Muinah, S. Pd Nurina Alma Laila Fatin

 91

Appendix 3. Instrument of Pre-Test

PRE – TEST

Subject : English Name :

Time : 60 minutes Class :
Topic : Vocabulary No. Absen :
Total Items : 20 items Format Items : Multiple Choices

Choose the correct answer of the following question by crossing A, B, C, or D

on your answer sheet

Riska : I cant get the printer to work

Jean : Did you check to see if it had paper
Riska : Yeah. That‟s the first thing I checked. Can you help me ?
Jean : I‟m so sorry, I can‟t. You might have to call the
techinician.
1. The underlined expression expresses …
a. Expressing apology
b. Responding apology
c. Asking for help
d. Giving help
e. Giving permission
2. Today is Monday. 4 days ago was…..
a. Wednesday
b. Tuesday
c. Thursday
d. Sunday
e. Friday‟
3. “The river was so clean and clear.
What is the antonym of the underline word?
a. Tidy
b. Dirty
 92

c. Light
d. Pretty
e. Bright
The text for questions number 4 – 7.
Faiz and Rizqi are in the cinema to watch a movie. Suddenly they meet
Aji, friend of Faiz outside of the cinema.
Faiz : Hello Aji, Good Afternoon.
Aji : Good Afternoon, Faiz (4)…..?
Faiz : I‟m fine thank you and how about you ?
Aji : (6)…..
Faiz : Oh, this is my friend, Rizqi.
Aji : Hello Rizqi, my name is Aji. (6)…..
Rizqi : Hi, my name is Rizqi. Nice to meet you, too.
Faiz : Well Aji, I think we have to go now, the movie is started
to play.
Aji : Oh okay. (7)…..
Faiz : See you
4. a. Nice too meet you
b. Where are you ?
c. How are you ?
d. Glad to see you
e. Good Afternoon
5. a. Im fine too
b. Nice to meet you
c. Good to see you
d. See you later
e. Glad to see you
6. a. How are you ?
b. Good afternoon
c. Nice to meet you
d. Glad to see you
e. Good morning
 93

7. a. Where are you going ?

b. See you later
c. How are you
d. Nice to meet you
e. How are you
8. “Wawan and Lely move their offices into a nearby vacant
werehouse.”
The antonym of the underline word is………
a. Empty
b. Fulfilled
c. Covered
d. Occupied
e. Luxurious
9. The gardener ………..the grass every Sunday and Thursday.
a. Cuts
b. Trains
c. Comes
d. Moves
e. Gives
10. “No one but a real princess could have such a tender skin as that.”
The synonym of the underline word is…...
a. Soft
b. Hard
c. Clean
d. Thick
e. Sweet
11. Mindy : Why did you do this to me?! I always good to you these times.
Dave : I‟m so sorry, I didn‟t mean to do that to you. I didn‟t know it
was you.
The dialogue above is about . . . .
a. Thanking
b. Regret
 94

c. Sympathy
d. Apology
e. Invitation

12. “The tsunami has big waves which can destroy the buildings.”
The means of underline word is....
a. Gulungan
b. Ombak
c. Pantai
d. Pasir
e. Karang
13. I can not......... your delicious food, because my nose is blocked.
a. Look
b. Hear
c. Smell
d. Hang
e. See
14. “Does the sport affect a person‟s spirit?”
The underline word can be replaced with......
a. Repairing
b. Influence
c. Damaging
d. Rectify
e. Keep
15. Mr. Sia :”Guys, for our agenda next month, we can charter a tourist
bus.”
Galih :”Yes, Sir.”
The synonym of the underline word is......
a. Buy
b. Borrow
c. Ride
d. Rent
 95

e. Stole
16. Junaid: Have you ever tried the meat ball in Didi‟s restaurant?
Soleh: Yes I have, the meat ball . . . . . . . delicious.
a. Smells
b. Tastes
c. Seems
d. Feels
e. Looks
17. Nasreddin saw an old man in dirty clothes standing below.
The antonym of the underlined word is…
a. Bad
b. Safe
c. Clean
d. Tidy
e. Sharp
18. An old lion realize one day that due to old age he was too weary and
weak to hunt for his food.
The antonym of underline word is …….
a. Strong
b. Sick
c. Small
d. Lazy
e. Tired
19. I can not .......your voice, because my ear is pain.
a. See
b. Hear
c. Taste
d. Look
e. Feel
 96

20. Unlike fish, they bear young alive.

What is the synonym of the underlined word?
a. Animal
b. Life
c. Breathe
d. Birth
e. Death
 97

Appendix 4. Instrument of Post-Test

POST – TEST

Subject : English Name :

Time : 60 minutes Class :
Topic : Vocabulary No. Absen :

Total Items : 20 items Format Items : Multiple Choices

Choose the correct answer of the following question by crossing A, B, C, or D

on your answer sheet.

1. Father : “It‟s cold now. Don‟t forget to wear your......if you go out.”
Dendi : “Yes, Dad.”
a. Raincoat
b. Veil
c. T-Shirt
d. Jacket
2. “Ok, it will be there soon, bye”, I said. Hanging up the phone
immediately.
The underline word has the closest meaning to .....
a. Ended
b. Started
c. Opened
d. Showed
3. There is a letter inside of the box.
The antonym of the underline word is .....
a. Include
b. Above
c. Under
d. outside
4. “ So are you going to keep me in suspense or what?” What is the
antonym of the underline word?
 98

a. Take care
b. Save
c. Break
d. Protect
5. “The building looks so luxurious than others.”
What is the synonym of the underline word?
a. Majestic
b. Strait
c. Cramp
d. Small
6. “I just to go “deliver” and catch him in the act.
What is the synonym of the underline word?
a. Save
b. Send
c. Keep
d. Part
7. “So, are you going to keep me in suspense or what ?.” What is the
antonym of the underline word ? …..
a. Panic
b. Noisy
c. Angry
d. Cute
8. The task was too ....... for me. I got bad score.
a. Far
b. Difficult
c. Expensive
d. Cheap
9. The following animals are usually kept as rare animal, except......
a. Monitor lizard
b. Anoa
c. Sumatra tiger
d. Komodo dragon
 99

10. Deri : “Where will you go, Alfian?”

Alfian : “I will go to the ...... I want to rapid test”
a. Canteen
b. Market
c. Office
d. Hospital
11. Kadita‟s beautiful body full of ulcer.
What does the underline word mean?
a. Fragrance
b. Perfume
c. Feather
d. Sore
12. “Syafii was very smart, he was good student.”
What does underline word mean?
a. Stupid
b. Dull
c. Beautiful
d. Clever
13. Haka : Do you have some papers? I need two pieces.
Hiqqal : Yes, ................
Haka : Thank you.
a. Please
b. I am
c. Here, it is
d. You have
14. The forest influence both our earth and air.
The underline word has the closest meaning to …..
a. Inform
b. Provide
c. React
d. Affect
 100

15. Mr. Achmad is my father. He has a sister. Her name is Sinta. Sinta is
my...
a. Sister
b. Aunt
c. Mother
d. Niece
16. She is beautiful, but she had envious heart.
What is the synonym of the underlined word?
a. Kind
b. Jealous
c. Nice
d. Pretty
17. Impian hill like a heaven in the world.
What does the underline words mean?
a. Beautiful place
b. Bad place
c. Poor place
d. Sad Place
18. “The Owl was whistling at the fourth chickens”
What is the synonym of the underline word?
a. Chirping
b. Crying
c. Shouting
d. Laughing
19. This girl ........ pale. I can see from his face.
a. Looks
b. Sounds
c. Smells
d. Taste
e. Feels
 101

20. Reza is guitarist. He so expert about playing guitar.

What is the antonym of the underline word ….
a. Amateurish
b. Handy
c. Impressive
d. Virtuoso
 102

Appendix 5. Key Answer

 KEY ANSWER PRE – TEST  KEY ANSWER POST – TEST

1. B 1. D
2. C 2. A
3. B 3. D
4. C 4. C
5. A 5. A
6. C 6. B
7. B 7. A
8. B 8. B
9. A 9. A
10. A 10. D
11. D 11. D
12. B 12. D
13. C 13. C
14. B 14. D
15. D 15. B
16. B 16. B
17. C 17. A
18. A 18. A
19. B 19. A
20.D 20. D
 103

Appendix 6. The Result of Student’s Pre-Test

No. Students’ Name Pre-Test Score

1. ARS 35
2. ASR 45
3. ATN 35
4. ANA 45
5. ADMZ 30
6. CEM 45
7. FEN 40
8. JBR 55
9. LRZ 40
10. MNR 40
11. MNZ 40
12. MRAR 45
13. MSU 45
14. MZNR 55
15. NA 60
16. NTN 60
17. NNM 55
18. NEAB 55
19. RAS 45
20. SS 50
21. SZF 60
22. YFAS 45
 104

Appendix 7. The Result of Student’s Post-Test

No Students’ Name Post-Test Score

1 ARS 35
2 ASR 45
3 ATN 35
4 ANA 45
5 ADMZ 30
6 CEM 45
7 FEN 40
8 JBR 55
9 LRZ 40
10 MNR 40
11 MNZ 40
12 MRAR 45
13 MSU 45
14 MZNR 55
15 NA 60
16 NTN 60
17 NNM 55
18 NEAB 55
19 RAS 45
20 SS 50
21 SZF 60
22 YFAS 45
 105

Appendix 8. List Name of Class VII

No. Nama L/P

1 ABIDZAR RIZKI RAHMADONI L

2 AFILIA SAHIRA RESNO P
3 AHMAD TAJUDDIN NABHAN L
4 ALIFIA NAHDIA AZIZA P
5 ARISKA DEVI MAULIDATI ZAHRA P
6 CAHYA ECHA MAULIDYA P
7 FIFIA EKA NATASYA P
8 JESSICA BINTI ROFIKA P
9 LABIB RAMADHANIZ ZAHA L
10 MOHAMAD NUR ROMADHAN L
11 MOHAMAD NUR ZAKIA L
12 MOHAMMAD REHAN AR ROSYID L
13 MOHAMMAD SYAFIUL UMAM L
14 MUHAMMAD ZACKY NUR FAIZI L
15 NAJMA ALIFI P
16 NAJWA TAZKIYYA NAFSA P
17 NILNA NAILUL MUNA P
18 NING EVIYODAN AL BANNA P
19 RANIA AZZAHRA SUPRIANTO P
20 SABRINA SABIL P
21 SHEREENA ZAHRATUL FAJRI P
22 YUDA FEBRIA ARDIA SAHPUTRA L
 106

Appendix 9. Documentation

Link video treatment :

https://drive.google.com/file/d/1jqjzm3lCLiGfQvUDlgJKeo3t6CYtkuh/view?usp
=drivesdk
107
108
109
 110

Appendix 10. Form of Consulation on Thesis Writing Guideline

111
 112

Penata Tk.I (III/d)

Lektor
 113

Appendix 11. Validation of Completed Research

114
115
 116

CURRICULUM VITAE

PERSONAL INFORMATION

Place, Date of Birth : Nganjuk, June 6th 1998

Address : Jl. Prof. Moh. Yamin II No. 17 Bogo, Nganjuk
Gender : Female
Nurina Almas Laila Fatin Nationality : Indonesia
(Nurina) Religion : Islam

EDUCATION BACKGROUND
Contact :

081997923369 2003-2005
TK AISYIYAH BUSTANULATHFAL II

2005-2011
nurinaalf@gmail.com SDN BOGO I NGANJUK

2011-2014
SMPN 5 NGANJUK

2014-2017
BASIC SKILL MAN 2 NGANJUK

MS OFFICE 2017-2021
IAIN TULUNGAGUNG

MS EXCELL
EXPERIENCE
POWERPOINT

PT. AJ. CENTRAL ASIA RAYA (CAR)

CANVA Tulungagung
October 2018 – March 2020

PT. ANGKASA WIJAYA GROUP

Madiun
June 2020 – February 2021