Skripsi Bab 1,2,3, Ami

CHAPTER I
INTRODUCTION
A. Background of the Problem

English is an important language to learn at this time, it is undeniable
that English is very much needed in life. In Indonesia, English is a foreign
language. English is studied by students from junior high school to
university, to be able to speak English students must master four skills:
Speaking, listening, reading, and writing. However, English will function
in students if students can improve vocabulary. According to Tarigan
(2011: 2) states that the quality of a person's language depends on the
quality of his vocabulary. the richer the vocabulary, the more likely it is to
become proficient in the language. The statement explains that vocabulary
plays an important role in language, both as a conveyer of ideas in writing
and in language as a channel of ideas orally.
Vocabulary is an important element in building students' English
skills. By mastering vocabulary, students can communicate, think and
express their ideas in English. Therefore, learning from vocabulary is very
important to support students to master English because their ability to
read, speak, write and understand the subject is relatively determined by
their vocabulary. In addition, Alqahtani (2015:25) argues, "Vocabulary is
the number of words needed to communicate ideas and express the intent
of the speaker." That statement means that students must increase their
vocabulary if they want to convey their ideas or communicate effectively.
Based on the statement above, students must learn many words to help
them master the four basic skills. That is, students must have a large
vocabulary so that they can choose words to use to communicate or
express their ideas or feelings in various ways in English.
As Paul Nation (2015) notes in his paper on vocabulary learning:
"vocabulary is not an end in it self. A rich vocabulary makes listening,
speaking, reading, and writing skills easier to acquire." In fact, if students
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master a lot of vocabulary, they will easily understand English. Without
Vocabulary, communication cannot be conveyed, so it is important to
know what vocabulary is. Therefore, mastery of vocabulary in English is
very important as an initial basis in learning English.
Based on the opinion above, the researcher concludpes that if the
vocabulary problem is not solved then the result is that students will find it
difficult to learn English. Vocabulary is a subskill that supports all skills,
namely Speaking, Reading, Listening and writing. To be able to start,
students must master vocabulary first. With vocabulary students will be
able to communicate, issue ideas, express themselves using English.
Based on the 2013 curriculum learning vocabulary can be included
in 5 steps of the scientific approach, namely observing, asking, gathering
information, associating, and communicating according to KD. Based on
the 2013 curriculum used by MTS Lebay Yasin specifically for grade 7 on
basic competence 3.4 Identify and name various objects, animals and
public buildings in the surrounding environment.
Therefore, learning and teaching vocabulary by implementing the
2013 curriculum needs to be improved to improve English proficiency.
Based on the MTS Lebay Yasin class VII syllabus for the 2022/2023
school year the KKM (Maximum Completeness Criteria) is 75, vocabulary
is included in each skill. Some speak, read, listen, and write. The
researcher will choose vocabulary to focus on reading skills. This
curriculum is the target of researchers for learning English vocabulary,
students will be able to understand vocabulary especially in Descriptive
Text.
Based on initial observations with the English teacher on January 24,
2023 which were carried out by researchers in class VII C MTS Lebay
Yasin in the pre-research. The researcher found that the teacher conveyed
the material using the lecture method, read aloud and memorized, and the
media the teacher used to teach was less varied, the teacher only wrote
vocabulary on the whiteboard. The teacher also only focuses on students
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who sit in front of the class, because of that some students feel less
interested in learning vocabulary. The researcher also found that the
number of students in one class was too much, consisting of class VII C
with a total of 38 students so that the teacher had a little difficulty
controlling the class. Students also tend to be embarrassed to pronounce
English vocabulary because they are afraid of making mistakes in
pronunciation. In addition, their English study schedule in the afternoon
looked sleepy and bored during class and they were not actively involved
in learning activities, especially vocabulary.
Based on the initial interview with the English teacher on January
24, 2023 which was conducted by researchers in class VII C MTS Lebay
Yasin in the pre-research, when the researcher asked about students'
vocabulary mastery, the teacher said that students had weaknesses in
vocabulary mastery, because this was an the first time students learn
English because students do not learn it in elementary school. And because
of the limited study time, the teacher does not provide too much
vocabulary material. The teacher also said that vocabulary is a part that is
quite difficult for students to memorize, because it goes hand in hand with
learning Tahfidz Al-Qur'an so they have little time to memorize English
vocabulary. Therefore, students find it difficult to understand English
sentences because there are many words that students do not know. The
researcher also found that students had little vocabulary mastery, as
evidenced by interviews with 7 students, in class VII C MTS Lebay Yasin
there were 38 students. They find it difficult to understand the questions
posed by researchers.
The reality from the field makes researchers want to provide
solutions regarding interesting learning techniques that can improve
students' vocabulary mastery, especially in learning English. By using the
Shoebox Game learning method. This is a game that can develop students'
imagination, creativity, and critical thinking (Ludewig and Swan, 2007).
The researcher will divide the students into four teams. The researcher
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provides or makes several cards filled with prefixes of different compound
words that are put into a box, then students greet replace it with another
word with the same prefix. This shoebox game is expected to support the
learning process to improve students' vocabulary mastery. Therefore, the
researcher conducted a study entitled "Improving Student's Vocabulary
Mastery By Using Shoebox Game at The Seventh Grade Of MTS Lebay
Yasin".
B. Identification of The Problem

Based on the background of the problem and the results of
interviews with the MTS Lebay Yasin seventh grade English teacher, there
are several problems that arise in teaching and learning activities that can
be identified as follows:
1. Students lack an understanding of vocabulary
2. The lack of students' skills in understanding the contents of the text
when they find many new words
3. Students have limited time for learning vocabulary
C. Limitation of The Problem

Based on the help of the problems above, not all problems are
discussed in this study. In order for this research to be more focused and to
obtain maximum research results, this research is limited to use shoebox
game, the subskills is vocabulary mastery the kind of text is descriptive
text. Researcher focus on vocabulary in reading. The limitation of this
problem was chosen because of the problem, namely the low level of
students' vocabulary mastery in learning English, and the lack of variation
in the use of learning models in reading activities especially English texts.
D. Formulation of The Problem

Based on the background of the problem, the formulation of the
problem in this study is as follows:
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How does shoebox game improve student vocabulary mastery at VII
Grade of MTS Lebay Yasin?
E. Purpose Of The Research

The purpose of this research to improve the Vocabulary at VII Grade
of MTS Lebay Yasin students through the Shoebox Game learning model.
F. Significance of the Research

The results of this study can provide practical benefits as follows:
1. Provide input for English teachers regarding alternative English learning

models.
2. Provide knowledge input for students to improve vocabulary mastery
3. For schools, this research is expected to be able to further develop

innovation in learning, especially learning English
4. For other researchers as input to motivate inspiration or new ideas to

develop models and learning facilities in schools.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theories

1. Vocabulary Mastery
a. Definition of Vocabulary
In this chapter the author will explain the meaning of
vocabulary from several experts: According to Read (2000)
vocabulary is knowledge about knowing the meaning of their
words are elements that combine to make accurate choices, so it
will effectively convey thoughts and ideas. Vocabulary is the first
step to help someone learn about English. According to Harmer
(2007: 35) the meaning of a word is often defined by its relation to
other words. This means that everyone needs to learn What words
mean and how they are used. Because the vocabulary should be
mastered and applied in the appropriate context. Vocabulary is also
important when it comes to teaching and learning process,
especially in English subject. According to Fauziati (2005:155),
vocabulary is the center of language and is very important to
ordinary language learners. Without sufficient vocabulary, one
cannot communicate effectively or express ideas both orally and in
writing. Having a limited vocabulary is also an obstacle that
hinders learners from learning a foreign language.
Vocabulary mastery is an important in English language,
because without vocabulary mastery it will be difficult to
understand the learning. In the teaching and learning process,
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vocabulary influenced the learning process. The more words we
learn, the more we can express our ideas clearly; it shows the
importance of vocabulary (Yokubjonava, 2020).
Vocabulary mastery is a student activity in collecting,
understanding, and mastering a number of words. Vocabulary
mastery in English is the main foundation that students must have
in order to be able to communicate well or produce good writing in
English. "vocabulary is an important aspect of learning English,
vocabulary mastery is needed if someone wants to express their
ideas" (Caroline, 2016).
According to Munirah & Hardian (2016 78-87) vocabulary
plays a very important function and role in language skills.
Vocabulary can add to students' English knowledge so that the
knowledge they have is wider. The richer the vocabulary students
have. the more likely students are to be skilled in speaking English.
The quantity and quality of a student's vocabulary also determines
his success in mastering English. Tarigan (2015: 2) argues that the
quality of a person's language skills depends on the quantity and
quality of the vocabulary he has.
From the statements above, it can be concluded that
vocabulary is knowledge of words and word meanings. It is about
the words in language used to express meaning. Therefore, learning
vocabulary is a crucial matter in developing their English.
b. Component of Vocabulary
To make the discussion clearer, Harmer's opinion can be
added. in his book, Harmer (2001: 16) says that there are some
aspects that have to be discussed in vocabulary, namely: word
meaning (synonym, antonym, connotation, and denotation),
extending word use such as idioms, word combination or
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collocation, and the grammar of words which comprises nouns,
verbs, adjectives, and adverbs
1. Meaning
The meaning can be classified according to the form they
attach to. It can be classified into three forms: lexical meaning,
morphological meaning, and syntactic meaning.
Lexical meaning is the meaning that attaches to words as
word. For example, the meaning of a building for human
habitation that attaches to house is lexical meaning.
Morphological meaning is the meaning that attaches to
morpheme. Morpheme is the smallest unit that carries
information about meaning or function. And the meaning that
attaches to the word arrangement in a sentence is the syntactic
meaning. For example question attaches to the word
arrangement in the sentence is he a student. (Lado, 1964: 209-
212).
A word meaning can also be defined by its relationship to

other words. One should also know the denotation and
connotation of a word in order to know the negative or positive
meanings that occur in the word :
a. Synonym
The synonymous term comes from Greek: syn- + -
nymy. The two parts mean "same and name". Synonyms
relate to the similarity of meanings, more than one word
having the same meaning, or the same meaning expressed
by more than one word. In other words, synonyms are
words whose denotation is the same but have different
connotations.
b. Antonym
Antonyms are the opposite of meaning. It comes from
the Greek, "ant- and -nymy", the two parts meaning
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"opposite + name" (Jackson, 1988:64). Antonymy deals
with the oppositeness of meaning. Antonyms are not
distinguished for formality or dialect or technicality;
Antonyms occur in the same style, dialect, or register.
c. Denotation
Denotation is conceptual meaning and dictionary
meaning (Tarigan,1985:58). Keraf (1984:28) says that
denotative meaning is also called as some terms such as den
notational meaning, cognitive meaning, conceptual
meaning, ideational meaning, referential meaning, or
proportional meaning. This is called dennotational,
referential, conceptual, or ideational because the meaning
refers to a certain referent, concept, or idea from reference.
Keraf (1984) explains that denotative meaning is also called
cognitive meaning because the meaning concerns with
consciousness or knowledge.
d. Connotation
Connotation is more complicated than denotation.
Denotation is the meaning of a word which has added the
component of meaning related to emotional overtones
(Widarso, 1989: 69). Tarigan (1985) states that connotation
is feeling and emotion that occurs within a word. Thus, it
can be said that connotation is denotative meaning which is
stretched. In other words, connotation is the feeling and
emotion associated with a meaning.
2. Use
According to Nation (2001:1), there are some ways to
draw the attentions to the use of words by quickly showing the
grammatical pattern the word fits into (countable/uncountable,
transitive/intransitive, etc), giving a few similar collocates,
mentioning any restrictions on the use of the word (formal,
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informal, impolite, only used with children, etc), and giving a
well known opposite or a well known word describing the
group or lexical set it fits into.
3. Spelling
Spelling is the writing of a word or words with the
necessary letters and diacritics present in an accepted standard
order and an arrangement of letters that form a word or part of
a word; the process of forming words by putting letters
together.
According to Ur (1996: 60) there are some important
points that should be considered when teaching vocabulary that
is form (pronunciation and spelling). The learners have to know
what a word sound is like (its pronunciation) and what it looks
like (it spelling).
Vocabulary is a set of words that is used to communicate
in a language. Hatch and Brown (2001: 218) classify the
vocabularies (words) into two based on their functional
categories, they are: major classes and closed classes. They are
explained as follows with examples.
a. Major Classes
1. Noun: it refers to a person, place or thing, i.e. Maria,
teacher, book, etc.
2. Adjective: it refers to the words that give more
information about a noun pronoun, i.e. kind, bad, smart,
beautiful, ugly, etc.
3. Verb: it refers to the words that denote action, i.e. walk,
read, eat, run, smile etc.
4. Adverb: it refers to the words that describe or add to the
meaning of a verb, adjective, another adverb or a whole
sentence, i.e. carefully, diligently, honestly, etc.
b. Closed Classed
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1. Pronoun: it refers to nouns that have already been
mentioned,i.e. she, they, her, etc.
2. Preposition: it refers to the words that help locate items
and actions in time and space, i.e. at, on, beside, under,
between, etc
3. Conjunction: it refers to the words that connect
sentences, phrases or clause, i.e. and so, but, etc.
4. Determiner: it refers to the words that used before a noun
to show which particular example of the noun you are
referring to, i.e. the, a, an, my, your, that, this, those, etc.
In this research, the researcher uses theory according to

Hatch and Brown (2001: 218) focusing on major classes: nouns,
verbs, adjectives, and adverb to know the students' vocabulary
abilities. This theory is also considered necessary to be taught to
students because it is in accordance with the material in the
syllabus.
c. Kinds of Vocabulary
Hatch & Brown (2001: 370) mention that vocabulary can be
divided into two kinds. They are receptive vocabulary and
productive vocabulary or passive and active vocabulary. Hatch &
Brown (2001: 370) defines that receptive vocabulary is words that
the student recognizes and understands when they occur in a
context, but which he cannot produce correctly. While, productive
vocabulary is words which the student understands, can pronounce
correctly and use constructively in speaking and writing (Hatch &
Brown, 2001: 370).
Grains R & Redman S (1998: 64) define receptive vocabulary
as language items which can only be recognized and comprehended
in the context of reading and listening material, and productive
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vocabulary to be language items which the learner can recall and
use appropriately in speech and writing.
According to Hiebert and Kamil (2002:3) there are two kinds
of vocabulary. They are productive and receptive vocabulary. state
that productive vocabulary is a collection of words that a person
can use when writing or speaking. They are well-known, familiar,
and often used words. received, or acknowledged, vocabulary is a
collection of words to which an individual can assign meaning
when listening or reading. Thus, productive vocabulary is a type of
vocabulary that requires speakers or writers to convey their own
choice of vocabulary according to the message they want to
convey. While receptive vocabulary is a type of vocabulary which
is a type of vocabulary that has a relationship with someone's
understanding of the language used by other people.
According to Wakely (2003) presents vocabulary in four units:
1. Reading Vocabulary
A person’s reading vocabulary is all the words recognized
when reading. This class of vocabulary is generally the most
ample, as new words are more commonly encountered when
reading than when listening.
2. Listening Vocabulary
A person’s listening vocabulary comprises the words
recognized when listening to speech. Cues such as the speaker's
tone and gestures, the topic of discussion, and the
conversation‟s social context may convey the meaning of an
unfamiliar word.
3. Speaking Vocabulary
A person’s speaking vocabulary compares the words used
in speech and is generally a subset of the listening vocabulary.
Due to the spontaneous nature of speech, words are often
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misused slightly and unintentionally, but facial expressions and
tone of voice can compensate for this misuse.
4. Writing Vocabulary
The written word appears in registers as different as
formal essays and social media feeds. While many written words
rarely appear in speech, a person‟s written vocabulary is
generally limited by preference and context; a writer may prefer
one synonym over another, and they will be unlikely to use
technical vocabulary relating to a subject in which they have no
interest or knowledge.
Furthermore, other types of vocabulary can also be

categorized into active and passive vocabulary as Haycraft
(1978:44):
1. Active vocabulary is words that students understand, can
pronounce correctly, and use constructively in speaking and
writing.
2. Passive vocabulary are words that the student recognizes and
understands when they occur in context, but which he cannot
produce himself correctly.
From the statement above, the researcher concludes that there

are two types of vocabulary namely : productive and receptive
vocabulary. Here the researcher uses receptive vocabulary in his
research because this type of vocabulary can only be recognized
and understood in the context of reading and listening. Therefore,
According to (Elish-Piper L. 2010) Reading vocabulary refers to
the words that a student can read and understand. When students
know more words, they are more able to understand what they
read. There is a strong connection between understanding the
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meaning of words and understanding a story, textbook or other
reading materials. the researcher chose vocabulary in reading as an
evaluation of students' vocabulary skills.
Based on the opinion above, the researcher chose reading
vocabulary in this study because with students reading a lot of
vocabulary, it would be easier for students to understand words or
texts in English.
d. Assesment of Vocabulary
Vocabulary assessment is an action that aims to find out how
good, how perfect, or how strong the vocabulary is and in addition
to vocabulary assessment is also to analyze the achievement of
student results or scores. Assessment is part of a research study in
collecting data. This can be done by conducting a series of tests
during the teaching and learning process. Alderson and Bachman
(2000:93) state that a common procedure for measuring the quality
of vocabulary knowledge is an individual interview with each
learner, investigating how much they know about the target set of
words. The teacher does observe the performance of the students
and make evaluations of each student.
Thornbury (2002,130) points out that “vocabulary covered in
the previous lesson should be tested at the beginning of the next
one. If not, the chances of retaining the new vocabulary are greatly
reduced.”
Jauhar (in Kanesti, R. 2015:7), "Assessment is a process
carried out through planning steps, assessment tools, information
collection through a number of evidence that shows student
achievement, processing and use of information about student
learning outcomes".
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Assessment is conducted in a pleasant atmosphere, allowing
students to demonstrate what they understand and are capable of
doing. The learning outcomes of a student within a certain period
of time are compared to the learning outcomes of other students.
Thus, students do not feel judged by the teacher but are
helped to achieve the expected competencies or indicators. For this
reason, data is needed as reliable information as a basis for decision
making. Data obtained during a teacher's learning is captured or
collected through competency assessment procedures and tools or
in accordance with the indicators to be assessed.
Furthermore, Thombury (2002:132) states that multiple-
choice tests are a popular way of testing because they are easy to
assess (computers can do it and are easy to design. Multiple choice
tests can be used with isolated words in the context of sentences or
words in the whole text, English teachers need to have sufficient
knowledge or working principles of test construction in order to be
able to create a valid and reliable test for the classroom.
To assess the study, researchers used the "Multiple Choices
Question". In addition, according to Brown (2003) Multiple choice
is the most popular method for testing reading knowledge of
vocabulary and grammar. Mainly for practical reasons: easy to
manage and can be assessed quickly. The easiest multiple choice
items may have little context. But may serve as a vocabulary or
grammar check. Assessment for vocabulary in reading is as
follows:
1. Multiple choice vocabulary
The kind of darting from one context to another in a test has
become so commonplace that learners almost expect the
disjointedness.
2. Contextualized multiple choice
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A better contextualized format is to offer a modified cloze test
adjusted to fit the objectives being assessed.
3. Multiple choice cloze vocabulary
The context of the story in this example may not specifically
help the test take to respond to the items more easly, but it
allows the learner to attend to one set of related sentences for
eight items that assess vocabulary and grammar. Other context
might involve some content dependencies, such that earlier
sentences predict the correct response for a later items.
From the explanation above, the researcher chose an item to

assess vocabulary in reading which focused on multiple choice
cloze vocabulary. The researcher focused on testing students'
vocabulary mastery related to reading descriptive texts. The
researcher hopes that the students' vocabulary mastery will improve
significantly after the session and the tests will provide objective
feedback for students and teachers.
2. Descriptive Text
a. Definition of Descriptive Text
Descriptive text is text of English text that describes
something in detail about an object, such as, objects, places,
people, animals, plants, and etc.
According to Kosasih (2006:26) Descriptive text is a
descriptive essay an object with the aim that the reader feel as if
seeing the object itself described it, whereas according to Mahsun
(2014: 28) Descriptive text is text that have a social purpose to
describe an object or individual objects based on physical
characteristics.
In addition, Pardiyono (2007), is a type of written text
paragraph that serves the purpose of describing an object (living or
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non-living) with the goal of clearly expressing the object to the
reader.
Moreover, Nasution (2019:15) said descriptive text is a text
which describes something such as person, places, or thing. It
means that descriptive text is a text to describe what we want to
describe something.
Furthermore, Dalman (2014: 94-95) argues that a text
description describes objects or events clearly, in detail, and makes
the reader feel as if he is experiencing or experiencing the
applicable object so that this text can be said to contain detailed
objects.
From the statements above, reseacher can be conclude
descriptive text is a tex to describe something you are going to do
the writer, so the reader or the hear as if seeing the object it self
that has been discussed, although the reader or listeners have never
witnessed alone. The object can be a descriptive text that describes
something in detail such as people, places, animals, smells, tastes,
etc.
b. Social Function of Descriptive Text

Social function of descriptive text is to describe a particular
person, place or thing in detail. According to Clouse (2003:102),
the purposes of descriptive text are to certain, to express feeling, to
relate experiences, to inform a reader unfamiliar with the subject
and to persuade the things that describe in detail.
Harsiati, et al. (2017: 7) argues that the purpose of descriptive
text is describe/describe in detail and describe as concretely as
possible something object/atmosphere/feeling so that the reader
seems to see, hear, experience what which is described.
Furthermore, according to Mahsun (2014:28), descriptive text
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functions to describe an object or individual objects based on their
specific physical characteristics.
Based on the statement above the reseacher conclude that the
purpose of descriptive text is to explain about person or place, to
illustrate abstract ideas, and to make information memorable, or to
support an argument.
c. Generic Structure of Descriptive Text

The generic structure of descriptive text , according to
Masruri (2010:1) are the followings:
1. Identification it this paragraph consists of a topic sentence to
introduce the object going to be described. That identification
is a part of the paragraph that introduces or identifies the
character. If a student writes an identification part clearly,
he/she will develop the ideas easily in the description part. It
means that the sentence or paragraph can guide the student to
organize and develop ideas to be good writing.
2. Description: This part is a series of paragraphs that follows the
opening to describe the parts or the feature or the specific
characteristics of the subject. That description is a part of the
paragraph that describes the character. So, the writer describes
all information related to the topic.
Generic structure is divided into two element, they are: the
first is identification; identification is the part where writers of
descriptive text identify phenomenon to be describe. And the
second is description; 4 description part describes parts, qualities,
and characteristics (Effendi, 2008 : 117).
Based on the explanation above, generic structure of
descriptive text is identification and description that is the step to
make a descriptive text accurately in oral or written.
d. Language Features of Descriptive Text
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According to Effendi (2008,117) there are several language
features descriptive paragraph:
a) Focus on specific participants
b) Using simple sentences in the simple present tense
c) Using detailed noun phrases, nouns added into adjectives
In descriptive text, the language features are contained four
mainly features. It also stated by Gerot and Wignel, the
grammatical features of descriptive text are composed into four
parts, such as follow:
1. Focus on specific participants
It means that descriptive text should be focused in describing a
current participant, such as “My English Teacher”, “My Cat”,
“My favorite place” and etc. It is suggested to make the text
easy to conclude. It also helps the reader to focus in one subject
liberally.
2. Simple present tense
Simple present tens is one of tenses that is usually used in
writing descriptive text. This tense describes the habitual
activities. It is also used to explain general statements of fact
action.
3. The use of noun phrase
It means in visualizing the characteristics of the subject or
object, the writer should arrange noun phrase currently, such as
“My teacher has beautiful hair”. From an example before, it
shows that beautiful indicates as an adjective whereas hair
indicates as noun than a noun word is followed with an adjective
can be called adjective phrase.
4. The use of auxiliary verb
It contains the use of the ownership like has or have. Each
subject uses the differential ownership, has is belong to she, he,
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it while have is belong to I, you, they, we. For the example:
“Roni has a big house”.
5. The use of linking verb
It includes the use of to be (is, am, are) in writing nominal
sentence. It is used to connect between the subject and the
complement. For the example: “She is my best friend”.
From the statements above the researcher conclude that the
language features of descriptive text is use simple present tense, for
example: is, have, adjective for example : beautiful, short,
handsome . and linking verb for example: become, feel , look,act,
appear.
e. Example of Descriptive Text

Tabel 1.1. Example of Descriptive Text
My House
This is my house, my house is big. Its consist of living room,

kitchen, bathroom, dining room, bedroom, garage, and a garden at
behind. My house is clean and tidy. Like other normal houses, it has
windows, doors, ceilings and other parts. I like green so I paint my
house green. There are flowers in my garden. I water my flowers twice
a day.
Source: rpp bab 04 SMP Negeri 4 Satap Rongkong 2019 by Afriani
Benyamin M.S.Pd
3. Shoebox Game
a. Definition of Shoebox Game
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Shoebox is a game that has the ability to develop students'
imagination, creativity, and critical thinking (Ludewig and Swan :
2007). The researcher provides or creates several cards that have
been filled with different words, which will be assembled by
students together to new word. Teams take turns making compound
words from a box of cards that start with a smaller word. which the
students will string together to form sentences.
Teams take turns making compound words from a box of
cards that start with a smaller word. Only actual compound words,
such as bedbugg, are allowed in this game, not compound words or
open compounds, such as bed rest. Compound pairs, on the other
hand, may be acceptable for younger players to speed up the game
in increasing students' vocabulary.
Tabel: 1.2 Shoebox Card
Bed Bath Big
Door Day Water
Based on these explanations, the shoe box game is a simple

and easy game to prepare by the teacher. In addition, this strategy
can help students to imagine ideas before they know the right
words to add to students' vocabulary. Shoebox games will also help
students to develop their imagination, creativity and critical
thinking.
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b. Procedure of Shoebox Game
There are some procedures of shoebox game teaching
vocabulary according to (Ludewig and Swan : 2007) as follow:
1. Before the game, the researcher are prepared the card, shuffled,
and placed in the box.
1. The first team takes a card from the box and tries to come up
with compound term that includes the word chosen. If they
chose butter, for example, the team might say, “Scotch.” The
other team would the try to come up with a new compound word
for butter, such as butterfly.
2. The two teams take turns coming up with compound words that
include the goal word until one team is unable to come up with
an answer.
3. The card is given to the last team to respond. Teams take turns
drawing cards and coming up with word combinations. The
team with the most cards at the end of the game wins.
From the game procedure above, the researcher adapted it
back into a new procedure according to the student's context as
follow:
a. The teacher explain about the material (Descriptive Text) in
the class.
b. The teacher divided the students into several groups. Consist
of 4 group, each group consist 8 or 9 students..
c. The teacher distributes cards containing vocabulary according
to the descriptive text to the group.
d. From these words, the teacher asks the group to guess which
compound word includes the word chosen. if a group of
students selects a card containing the word “Butter” then they
must create a new compound word such as “Butterfly”.
22
e. The teacher asks students to write the results of their groups
in the form of compound words from a word that is on the
cards that have been distributed.
f. The teacher gives a time limit for students to complete this
shoebox game. When finished, each of the group leaders will
come forward to read the results of their group work.
g. The group that manages to find the most compound words is
the winner.
h. The time used by researchers to implement a shoebox game is
adjusted to the conditions of the students
c. The Advantages and of using Shoebox Game

Some of the advantages of the shoebox game are as follows
according to Alexis Ludewig and Amy Swan (2007):
1. The tools for this shoebox game are easy to find and with a little
preparation the teacher can make a shoebox game
2. Its use will arouse students' curiosity and learning will be fun
3. Shoebox Game is able to develop students' imagination,
creativity, and critical thinking
4. Shoebox games in learning vocabulary can help increase
students' English vocabulary
5. With shoebox games class time is more relevant, productive, and
interesting. Because shoebox games can be played in the middle
of learning time. Teachers can turn a nervous transition time into
a bit of fun Vocabulary skill practice through the shoebox game.
B. Relevanth Research
In this section, the results of research relevant to the study are
presented, including :
1. Research from Safira (2021) with the title “Improving Student’s
English Reading Skill By Using Shoebox Game At The Seventh Year Of
23
SMP Nusa Prima Lamasi”. This study aims to improve students'
reading skills in Describing Things through the Shoebox Game which
focuses on general reading. This research applied a pre-experimental
method with one group pre-test and post-test. The number of samples
was 12 students. The instrument of the research was a reading test. The
result of the research is that Shoebox Game with descriptive text can
improves the teaching of reading.
2. Research from Suci Muqaddimatul Jannah (2023) with the title
“Improving Student’s Vocabulary Mastery Through Game Activities: A
case Study At MTS Babul Khaer Kabupaten Bulukumba”. This study
focuses on improving students' vocabulary mastery through play
activities. There are two objectives of this research. That the first is to
determine the effectiveness of the game method in improving student
learning abilities. vocabulary. The second is to reveal the use of games
about students motivation in learning vocabulary. This research was
conducted in two methods which each consist of the score test and the
questionnaire.The data was gathered through quantitative and
qualitative data. The result of the research is that Game Activity can
improves the teaching of vocabulary.
Based on previous research, it can be concluded that all of the

above research use games to improve students' reading skills and students'
vocabulary. However, this research is different from previous research
because this study uses a different research focus, different research
locations, different research methods, and different research times. In
previous studies, no one has used shoebox games to improve students'
vocabulary mastery. Various new techniques used by researchers are
consistently effective to improving students' vocabulary mastery in
descriptive text.
C. Hypothesis
24
To answer the research problems that have been described about
the following hypothesis, the following hypothesis can be put forward: a
Shoebox Game can improve the vocabulary skills of Class VII C MTS
Lebay Yasin Academic Year 2023/2024.
CHAPTER III
RESEARCH METHOD
A. Research Design
In this research, the researcher uses Classroom Action Method
(CAR) as the research method. Which is research conducted to find a
practical knowledge base to improve the situation which is carried out on a
limited basis in the classroom. Researcher used this method to improve the
quality of learning. The researcher wants to know what are the weaknesses
of students in learning vocabulary, so they can find ways to improve
students' vocabulary mastery.
Classroom Action Research is repetitive research (reflective) by
doing recycling actions to improve or improve learning practices in the
classroom in a more professional manner. According to Khasinah (2013:
25
108), action research is a process in which educators examine their own
practice systematically and carefully using research techniques. Classroom
action research can be used in the implementation of various school
programs. The trick is to examine various indicators of the success of the
process and the learning outcomes of students.
According to Arikunto Suharsimi (2007:8) Classroom Action
Research is an action activity repair and started systematically for
imroving that are already. It means that Classroom Action Research is an
activity that is an act made systematically or deliberately to enchance
existing learning.
Based on explanation above, the researcher conclude that Classroom

Action Research (CAR) is the process of collecting and analyzing data is
carried out automatically logical and systematic way to solve those
problems found in the learning process. And the procedure is the
researcher go to the class and do learning processs with students.
B. Research Setting
This Classroom Action Research will conduct at VII grade of MTS
LEBAY YASIN. The subjects of this Classroom Action Research (CAR)
are the students of class 7th grade of MTS Lebay Yasin for the academic
year 2022/2023 with the total is 38 students and all are girls.
C. Procedure of the Research

The action research follow the model which was depeloved
according to Arikunto (2012:16) They were; (1) planning, (2) acting, (3)
observing, and (4) reflection. The relation among them was called a cycle.
It means that a cycle consisted of planning, acting, observing, and
26
reflecting. The researcher chose the scheme because the scheme was easy
to understand.
Figure 3.1 : Arikunto (2010:17)
Based on the model above, this research has been designed in three
stages, namely: pre-cycle, cycle I and cycle II. Each cycle consists of
planning, action, observation, and reflection.
Before the researcher do the procedure of CAR ( Classroom Action
Research) the researcher will give the students Pre- Test, after that researcher
will analyze it. Than the reseacher will continue the prosedure of CAR.
Namely:
Cycle I :
1. Planning
a. Understanding the curriculum of the school that used for the school in
the first semester.
b. Designing lesson planning based on the curriculum and arranged
material of lesson planning based on the teaching of vocabulary
27
c. Designing the observation to observe the condition of learning
process.
d. Arranging the test to know the improvement of the result study offer
they study through vocabulary.
e. Prepare the game for teaching and learning process
2. Action
a. The teacher explain about the material (Descriptive Text) in the
class.
b. The teacher divided the students into several groups. Consist of 4
group, each group consist 8 or 9 students.
c. The teacher distributes cards containing vocabulary according to the
descriptive text to the group.
compound word includes the word chosen. if a group of students
selects a card containing the word “Butter” then they must create a
new compound word such as “Butterfly”.
e. The teacher asks students to write the results of their groups in the
form of compound words from a word that is on the cards that have
been distributed.
f. The teacher gives a time limit for students to complete this shoebox
game. When finished, each of the group leaders will come forward
to read the results of their group work.
g. The group that manages to find the most compound words is the
winner.
3. Observation and Evaluation

a. Observation
28
1. Record all student activities at each meeting so that researchers
can measure the increase in students' vocabulary mastery in class
VII MTS Lebay Yasin
2. Focusing and recording all the problems needed in the teaching
and learning process based on the observation sheet that has been
prepared.
3. Conduct evaluation, which uses learning outcomes to determine
progress.
4. Provide opportunities for students to provide action suggestions.
In this section the researcher observes during the teaching and

learning process and records some of the classroom conditions and
the implementation of the lesson plans.
The observation sheet of researcher will fill by collaborator.

The collaborator is Mrs Nur Adilah S.Pd.M.Pd as an English teacher.
Collalaborator fill observation sheet of the researcher teach students
in class, the collaborator gives checklist in the researcher aspect
activities in sheet of researcher when teaching and learning process.
Tabel 1.3 Observation Sheet for Teacher
N Cycle I
O The The Second
Activities First Meeting
Meeting
Yes No Yes No
 Pre- Activities
29
1 Greeting
2 Teacher chek the attendance
 While-Activities
3 The teacher explain about the
material ( Descriptive Text ) in
the class.
4 The teacher divided the students
into several groups. Consist of 4
group, each group consist 8 or 9
students.
5 The teacher distributes cards
containing vocabulary according
to the descriptive text to the
group
6 From these words, the teacher
asks the group to guess which
compound word includes the
word chosen. if a group of
students selects a card containing
the word “Butter” then they must
create a new compound word
such as “Butterfly”.
7 The teacher asks students to write
the results of their groups in the
form of compound words from a
word that is on the cards that
have been distributed.
8 The teacher gives a time limit for
students to complete this shoebox
game. When finished, each of the
30
group leaders will come forward
to read the results of their group
work.
9 The group that manages to find
the most compound words is the
winner.
 Post-Activities
10 Teacher asks students to
conclude the lesson.
Tabel 1.4 Observation Sheet for Students
No Component Teach Yes No
 Pre- Activities
1 Greeting
31
2 Students listen the attendance.
3 Students are listening to the explain about the

material ( Descriptive Text ) from the teacher.
4 Each student has entered into a group that has been
divided by the teacher
5 Each group receives a card containing vocabulary
according to the descriptive text distributed by the
teacher
6 Group of students listening to the explanation from
the teacher. And accept a challenge from the teacher
to play a shoebox game. The teacher asks the group
to guess the compound word that includes the word
chosen. example: if a group of students chooses a
card that contains the word “Butter” then they have
to come up with a new compound word like
“Butterfly”.
7 Students write down the results of their groups in
the form of compound words from the words on the
cards that have been distributed.
8 After the time is up. The group leader will come to
the front of the class to read the results of his group's
work.
 Post-Activities
9 Students can conclude the lesson.
32
b. Evaluation
Evaluation is evaluate to know student vocabulary mastery in

descriptive text. To evaluate it, the researcher use multiple choice
quetions is kind of multiple choice cloze vocabulary.
Evaluation is done at the end of the learning process. The

evaluation technique is a written test with a total of 20 questions in
each cycle. Judging by the criteria for increasing student learning
outcomes and sachieving predetermined mastery.
33
Table 1.5 The Spesification of Item on the Test
Sub Post Test Post Test

Indicator Pre Test
Indicator I II
The arrange Noun 4, 6, 8, 9 11, 12, 3, 4, 11,
the word 16, 18, 20 13, 16,
Verb 3, 4, 8, 10, 2, 6, 8,
15, 17, 10, 14,
Adverb 1, 2, 1, 2, 6, 9, 1, 7, 15,
13 19, 20
Adjective 5, 7, 9, 3, 5, 7, 5, 9, 12,
14, 19 17, 18
4. Reflecting
According to Erna's thesis (2009:27) reflection is the activity of

remembering, contemplating, studying, and re-analyzing what has been
recorded in observations. Reflection is a continuous activity, not the end of
the activity.
Student activity data was taken at each meeting using the student
activity observation sheet that had been prepared. The researcher gives
a score based on the correct answer and the qualification is calculated as
a formula (Supardi, 2007: 405). To find out the increase in student
vocabulary mastery when the student's answer is correct the score is
one, when the answer is wrong the score is zero. the formula is:
students correct answer

Score= x 100
max score
34
Tabel 1.6 Categories of Score
Score KKM 82
Complete Incomplete
75-100 
0-75 
The results of data from observations to assess achievement after

taking action in cycle I. The findings can be the basis for formulating a
better next lesson plan. After doing the first cycle with the data found,
the researcher does the next cycle if the KKM is 75 and the classical
completeness is 78%. If it does not meet then proceed to cycle II. In the
second cycle, the researcher will revise the weaknesses in the first cycle
based on the data found.
Counting the students score by formula mean according to

Sudjiono (Sudijono, 2014: 86).
Σx
X=
N
Where :
X = The mean of students score
Σx = The total score
N = The member of the students
In order to categories the member of master students, the

researcher use the folowing formula:
R
P= X 100 %
T
35
Where :
P = The presentage of students who get the point 82
R = The number of students who get point up to 82 above
T = The total of students who do the test
Then, after getting mean of students score per action, the

researcher identifies whether or not there might have students
improvement score in vocabulary mastery from pre-test and post-test
score in cycle 1 and cycle 2. In analyzing that, the writer uses the
formula :
y 1− y
P= X 100 %
y
Where:
P = Percentage of students improvement
y = Pre-test result
y1 = Post-test I
y 2− y
P= X 100 %
y
Where :
P = Percentage of students improvement
y= Pre- test result
y2 = Post-test II
36
( Sudijono,2014: 86 )
Cycle II
1. Planning
The ways that had been done are as follows:

a. Continued the activities that had been done in first cycle.
b. Revised the weakness in the first cycle.
c. Made planning again in the teaching learning process from the result
cycle reflection
2. Action
a. The teacher explain about the material (Descriptive Text) in the class.
b. The teacher divided the students into several groups. Consist of 4
group, each group consist 8 or 9 students..
c. The teacher distributes cards containing vocabulary according to the
compound word includes the word chosen. if a group of students
selects a card containing the word “Butter” then they must create a
new compound word such as “Butterfly”.
e. The teacher asks students to write the results of their groups in the
form of compound words from a word that is on the cards that have
been distributed.
f. The teacher gives a time limit for students to complete this shoebox
game. When finished, each of the group leaders will come forward to
read the results of their group work.
g. The group that manages to find the most compound words is the
winner.
37
3. Observation And Evaluation

In general, in this section observation and evaluation of the second
cycle continued action in the first second.
4. Reflecting
Reflection was done to seem the result of the second cycle action
process, analyzed, understood and made conclusion activity. The
researcher analyzed first cycle to know whether the action of this cycle
reached success criteria based on test result of second action.
D. Time of the Research

The research study will conducted in the first semester of the
academic year of 2023/2024. The action are carried out in July to August
2023. The observation will done on August 2023.
E. Research Schedule
Tabel 1.7 Research Activity Schedule
Years
No Activities 2023
2 3 4 5 6 7 8 9
1. Proposal Preparation     
2. Proposal seminar
3. Repair proposal
4. Instrument trial
38
- Cycle I
- Cycle II
- Post Test Cycle I
- Post Test Cycle II
5. Script making
6 Thesis Defence
7 Repair After Thesis Session
8 Thesis Copy
9 thesis Examination
BIBLIOGRAPHY
Arikunto, Suharsini, ProsedurPenelitian: SuatuPendekatanPraktek (EdisiRevisi

IV: Jakarta: PT. RinekaCipta, 1998), p.84.
Arikunto, S (2010: 17), Penelitian Tindakan Kelas, Jakarta: PT Bumi Aksara.
Arikunto, Suharsimi. ( 2012). Prosedur Penelitian. Jakarta: Rineka Cipta.
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Alqahtani, M. (2015). The importance of vocabulary in language learning and
how to be taught. International Journal of Teaching and Education 3(3),
21-34. doi:10.20472/TE.2015.3.3.002
Brown, H. Douglas. (2003) Language Assessment; Principles and Classroom

Practices. California: San Frasisco State. University
Dalman. 2014. Keterampilan Menulis.Jakarta: Rajas Grafindok Prasada
Gerot, L., & Wignell, P. (1994). Making sense of functional grammar: An

introductory workbook. Queensland: Antipodean Educational Enterprises
Harmer, J. 2007. The Practice of English Language Teaching. Edinburg: Pearson

Education Ltd
Hiebert, Elfrieda H. and Michael L. Kamil (2005) Teaching and Learning

Vocabulary: Bringing Research to Practice. London: Lawrence Erlbaum
Associates, Publishers
Hatch, Evelyn and Brown, Cheryl. Vocabulary, Semantics and Languages

Education.Washington: America Educational Research Association, 1995.
Haycraft, j. (1978). An Introduction to English Language Teaching. Singapore:

Longman
Harmer, J. (2001). The Practice of English Language Teaching. London::

Longman
Kamil and Hiebert, Teaching and Learning Vocabulary. New Jersey: Lawrence
Erlbaum Associates, 2005.
LudewigAlexis and Amy Swan. “101 Great Classroom Games”. 2007. 81/83.
Mahsun. 2014. Teks dalam Pembelajaran Bahasa Indonesia. Jakarta: Raja

Grafindo Persada.
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Nasution, A. W. (2019). The Apllication of The Running Dictation Techniques to
Improve the Students’ Speaking in Descriptive Text (Doctoral dissertation).
Safira (2021) with the title “Improving Student’s English Reading Skill By Using
Shoebox Game At The Seventh Year Of SMP Nusa Prima Lamasi”.
Jannah.M.S (2023) with the title “Improving Student’s Vocabulary Mastery

Through Game Activities: A case Study At MTS Babul Khaer Kabupaten
Bulukumba”.
Thornbury, Scott. 2002. How to teach Vocabulary. England: Longman
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Journal of Academic Pedagogical Research, 67–70.
41
APPENDICES
42
Appendix I
INTERVIEW GUIDE AT PRE RESEARCH

INTERVIEW GUIDE FOR ENGLISH TEACHER AT PRE RESEARCH
R: Assalamualaikum miss, saya Ahlami Syarvia mahasiswa Universitas

Merangin. Saya ingin melakukan penelitian di pondok pesantren ini.
Sebelumnya saya mau meminta waktunya sebentar untuk interview.
Apakah miss bersedia?
T: Waalaikumsalam, tentu saja boleh kak.
R: Sudah berapa lama miss Dila mengajar di MTS Lebay Yasin mis?
T: Saya mengajar di pondok ini sudah 3 tahun dari tahun 2021.
R: Miss mengajar di kelas berapa saja ?
T: Saya mengajar di kelas 1,2 dan 3 MTS
R: Kalau untuk kelas VII berapa orang jumlah nya miss?
T: Kalau kelas VII ada 4 lokal, mungkin keseluruhan ada 140 siswa untuk
yang perempuan.
R: Untuk pembagian kelas sendiri berdasarkan kemampuan siswa atau
tidak miss?
T: Tidak, semua kelas dibagi rata kak. Jadi dalam satu kelas ada berbagai
macam siswa dengan kemampuannya masing-masing. Semuanya di
sama ratakan, jadi tidak ada kelas yang unggul.
R: Baik miss. Lalu bagaimana dengan kemampuan siswa kelas 1 MTS
Lebay Yasin secara keseluruhan dalam pembelajaran Bahasa Inggris
miss?
T: Secara keseluruhan mereka baik, hanya saja saat praktek siswa agak
kurang.
R: Bagaimana kemampuan siswa dalam menguasai kosakata Bahasa
Inggris miss?
T: Siswa memiliki kelemahan dalam penguasaan vocabulary, karena ini
merupakan pertama kalinya bagi siswa kelas VII untuk belajar Bahasa
inggris. Mereka tidak mempelajari Bahasa inggris di sekolah dasar. Dan
43
karena waktu yang juga terbatas, guru tidak dapat memberikan materi
yang banyak untuk vocabulary. Vocabulary juga merupakan bagian
yang sulit untuk di hafal oleh siswa karena beriringan dengan
pembelajaran tahfidz Al-Qur’an sehingga mereka memiliki waktu yang
terbatas untuk menghafal vocabulary. Dan karena itulah, siswa memiliki
kesulitan dalam memahami teks Bahasa inggris karena banyak kosakata
yang tidak mereka ketahui.
R: Baik miss. Lalu apakah siswa mempunyai minat atau tertarik dalam
belajar Descriptive Text?
T: Mereka suka belajar descriptive text karena itu materinya tentang
mendeskripsikan sesuatu dan untuk vocabulary dasar seperti smart,
beautiful, handsome itu mereka sudah mempelajarinya , dan mereka
mudah memahami nya karena itu kan kosakata yang dasar jadi mereka
cukup bisa untuk kata kata dasar saja.
R: Bagaimana mereka Menyusun kalimat teks deskripsi dengan
vocabulary mereka yang minim miss?
T: Untuk kelas VII itu teks deskripsi nya sangat pendek, contohnya
mendeskripsikan sekolah, dan rumah. Untuk memudahkan mereka pada
saat belajar mereka menggunakan kamus Bahasa Inggris, jadi setiap
pelajaran Bahasa Inggris mereka di wajibkan membawa kamus Bahasa
Inggris.
INTERVIEW GUIDE FOR STUDENTS AT PRE RESEARCH
Student 1:
R: Hallo, Assalamualaikum. Minta waktunya sebentar ya dek. What is
your name?
S: Waalaikumsalam. My name is TNH you can call me AT.
R: Oke AT, sekarang kelas berapa?
S: Seven Grade
R: AT suka belajar Bahasa Inggris?
44
S: Suka, karena bisa mempelajari Bahasa baru. Tapi kadang-kadang susah
juga karena tidak mengerti artinya
R: Baik, AT pernah belajar vocabulary?
S: Pernah
R: AT bisa berhitung menggunakan Bahasa inggris?
S: Bisa. One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten. Cuma
sebatas itu saja kak
R: Bagus sekali. AT di sekitar kita ada beberapa benda, ada buku, ada
meja, ada kursi, ada pena. Nah apa Bahasa inggrisnya benda benda ini?
S: Book, Pen, Table, kalau kursi tidak tau kak
R: Oke, AT sedang memakai jilbab warna hitam. Bahasa inggrisnya hitam
apa?
S: Black
R: Bagus sekali, nah di dinding ada gambar hewan tuh. Bahasa inggrisnya
gajah apa?
S: Tidak tau
R: Kalau kucing?
S: Cat, di gambar itu yang saya tau hanya kucing kak
R: Oke baik. Terimakasih AT
S: Iya, sama-sama.
Student 2:
your name?
S: Waalaikumsalam. My name is NHP you can call me ND.
R: Oke ND, sekarang kelas berapa?
S: Kelas 7
R: ND suka belajar Bahasa Inggris?
S: Suka, karena bahasanya sangat berguna. Walaupun sedikit susah untuk
mengerti
R: Baik, ND pernah belajar vocabulary?
45
S: Pernah
R: ND bisa berhitung menggunakan Bahasa inggris?
S: Bisa. One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten,
Eleven, 12 tidak tau kak, Thirty, Fourteen, Fiveteen, Sixteen,
Seventeen, Eighteen, Nineteen, Twenty. Kami hafal sampai situ kak
R: Bagus sekali. ND di sekitar kita ada beberapa benda, ada buku, ada
meja, ada kursi, ada pena, ada kipas angin. Nah apa Bahasa inggrisnya
benda benda ini?
S: Book, Pen, Table, kalau kursi dan kipas angin tidak tau kak
R: Oke, ND sedang memakai jilbab warna coklat. Bahasa inggrisnya
coklat apa?
S: Tidak tau kak
R: Baiklah. Nah di dinding ada gambar hewan tuh. Ada gajah, monyet,
harimau, singa, kucing, ND Tau tidak Bahasa inggrisnya Binatang itu?
S: Cuma kucing Cat, yang lain saya tidak tau
R: Oke baik. Terimakasih ND
S: Iya, sama-sama.
Student 3:
your name?
S: Waalaikumsalam. My name is YS you can call me Y.
R: Oke Y, sekarang kelas berapa?
S: Kelas 1 MTS
R: Y suka belajar Bahasa Inggris?
S: Tidak suka, karena susah untuk dipahami.
R: Baik, Y pernah belajar vocabulary? Tau vocabulary itu apa?
S: Pernah, kosakata
R: Y bisa berhitung menggunakan Bahasa inggris?
S: Tidak. Saya Cuma tau one, two, three
46
R: Baik. Y kakak mau bertanya nih di sekitar kita ada beberapa benda, ada
buku, ada meja, ada kursi, ada pena, ada kipas angin. Nah apa Bahasa
inggrisnya benda benda ini?
S: Book, Pen, selain itu tidak tau kak
R: Oke, Y sedang memakai jilbab warna hitam. Bahasa inggrisnya hitam
apa?
S: Black
harimau, singa, kucing, Y tau tidak Bahasa inggrisnya Binatang itu?
S: Kucing Cat, yang lain saya tidak tau kak
R: Oke baik. Terimakasih Y
S: Iya, sama-sama.
Student 4:
your name?
S: Waalaikumsalam. My name is RDA you can call me RD.
R: Oke RD, sekarang kelas berapa?
S: Seven Grade
R: RD suka belajar Bahasa Inggris?
S: Suka sekali, karena cita-cita saya ingin jadi guru Bahasa inggris.
R: Baik, RD pernah belajar vocabulary?
S: Pernah
R: RD bisa berhitung menggunakan Bahasa inggris?
Eleven, Twelve, Thirteen, Fourteen, Fiveteen, Sixteen, Seventeen,
Eighteen, Nineteen, Twenty.
R: Bagus sekali. RD di sekitar kita ada beberapa benda, ada buku, ada
meja, ada kursi, ada pena, ada kipas angin. Nah apa Bahasa inggrisnya
benda benda ini?
S: Book, Pen, Table, Chair tapi kipas angin tidak tau kak
47
R: Oke, RD sedang memakai jilbab warna abu-abu. Bahasa inggrisnya
abu-abu apa?
S: Grey
harimau, singa, kucing, RD Tau tidak Bahasa inggrisnya Binatang itu?
S: kucing Cat, monyet mongkey, harimau tiger, gajah elephant singa saya
lupa kak
R: Wah hebat. Terimakasih RD
S: Iya, sama-sama.
Student 5:
your name?
S: Waalaikumsalam. My name is LT you can call me L.
R: Oke L, sekarang kelas berapa?
S: Kelas 1 MTS
R: L suka belajar Bahasa Inggris?
S: kurang suka, karena susah.
R: Baik, L pernah belajar vocabulary? Tau vocabulary itu apa?
S: Pernah, kosakata
R: L bisa berhitung menggunakan Bahasa inggris?
S: Bisa tapi hanya batas sepuluh one, two, three, four, five, six, seven,
eight, nine, ten
R: Bagus sekali. L kakak mau bertanya nih di sekitar kita ada beberapa
benda, ada buku, ada meja, ada kursi, ada pena, ada kipas angin. Nah
apa Bahasa inggrisnya benda benda ini?
R: Oke, L sedang memakai jilbab warna putih. Bahasa inggrisnya putih
apa?
S: Tidak tau kak
48
R: Oke baik. Terimakasih L
S: Iya, sama-sama.
Student 6:
your name?
S: Waalaikumsalam. My name is YS you can call me Y.
R: Oke Y, sekarang kelas berapa?
S: Kelas 1 MTS
R: Y suka belajar Bahasa Inggris?
S: Tidak suka, karena susah untuk dipahami.
R: Baik, Y pernah belajar vocabulary? Tau vocabulary itu apa?
S: Pernah, kosakata
R: Y bisa berhitung menggunakan Bahasa inggris?
S: Tidak. Saya Cuma tau one, two, three
R: Baik. Y kakak mau bertanya nih di sekitar kita ada beberapa benda, ada
R: Oke, Y sedang memakai jilbab warna hitam. Bahasa inggrisnya hitam
apa?
S: Black
R: Oke baik. Terimakasih Y
S: Iya, sama-sama.
49
Student 7:
your name?
S: Waalaikumsalam. My name is CAP you can call me C.
R: Oke C, sekarang kelas berapa?
S: Kelas 1 MTS
R: C suka belajar Bahasa Inggris?
S: Tidak suka, karena susah untuk dipahami saya tidak mengerti kak.
R: Baik, C pernah belajar vocabulary? Tau vocabulary itu apa?
S: Pernah, kosakata
R: C bisa berhitung menggunakan Bahasa inggris?
S: Tidak.
R: Baik. C kakak mau bertanya nih di sekitar kita ada beberapa benda, ada
S: Book buku yang lain tidak tau kak
R: Oke, C sedang memakai jilbab warna hitam. Bahasa inggrisnya hitam
apa?
S: Black
S: Tidak tau kak
R: Oke baik. Terimakasih C
S: Iya, sama-sama.
Student 8:
your name?
S: Waalaikumsalam. My name is AS you can call me A.
R: Oke A, sekarang kelas berapa?
S: Kelas 7
50
R: A suka belajar Bahasa Inggris?
S: Suka kak,
R: Baik, A pernah belajar vocabulary?
S: Pernah
R: A bisa berhitung menggunakan Bahasa inggris?
Eleven, Twelve, Thirteen, Fourteen, Fiveteen, Sixteen, Seventeen,
Eighteen, Nineteen, Twenty.
R: Bagus sekali. A di sekitar kita ada beberapa benda, ada buku, ada meja,
ada kursi, ada pena, ada kipas angin. Nah apa Bahasa inggrisnya benda
benda ini?
S: Book, Pen, Table, Chair, Hmm Kipas angin itu fun nggak kak?
R: Iya, bagus sekali A. nah A kan sedang memakai jilbab warna coklat.
Bahasa inggrisnya coklat apa?
S: Brown
harimau, singa, kucing, RD Tau tidak Bahasa inggrisnya Binatang itu?
S: kucing Cat, monyet mongkey, harimau tiger, gajah elephant singa leon
R: Wah hebat. Terimakasih A
S: Iya, sama-sama kak
51
Appendix 2
SILABUS
Satuan Pendidikan : MTS Lebay Yasin

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1 (Ganjil)
Jumlah Pertemuan : ...................................................
Standar : 1. Menghargai dan menghayati ajaran agama yang dianutnya
Kompetensi (KI)
2. Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam
dalam jangkauan pergaulan dan keberadaannya
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
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
Chapter : I | Alokasi Waktu : 12 JP (6 Pertemuan)
Materi Pokok
Kegiatan Sumb
Kompetensi Dasar Dan Materi Penilaian
Pembelajaran er
Pembelajaran
3. mengidentifik Fungsi sosial  Menyimak dan  Sikap
1 asi fungsi  Berkenalan, menirukan social
sosial, memperkenalkan beberapa contoh dan
struktur teks, diri sendiri/orang pemaparan jati spiritual
dan unsur lain. diri, dengan :
kebahasaan Struktur teks ucapan dan observa
teks interaksi  Memulai tekanan kata si
interpersonal  Menanggapi yang benar  Pengeta
lisan dan tulis (diharapkan/di luar  Mengidentifikasi huan:
yang dugaan) ungkapan- Tulis
melibatkan Unsur kebahasaan ungkapan penting PG
tindakan  Sebutan anggota  Menanyakan hal-  Ketera
menyapa, keluarga inti dan hal yang tidak mpilan:
berpamitan, yang lebih luas dan diketahui atau Praktik
mengucapka orang-orang dekat yang berbeda
n lainnya  Mempelajari
terimakasih,  Verba: be, have, go, contoh teks
dan meminta work, live (dalam pemaparan jati
maaf, serta simple present diri oleh figur-figur
52
4. menanggapin tense) terkenal tentang
1 ya, sesuai  Subjek Pronoun: I, keluarganya
dengan You, We, They, He,  Memaparkan jati
konteks She, It dirinya yang
penggunaann  Kata ganti sebenarnya
ya possessive my,  Saling menyimak
your, his, dsb. dan bertanya
menyusun  Ucapan, tekanan jawab tentang jati
teks interaksi kata, intonasi, ejaan, diri masing-
interpersonal tanda baca, dan masing dengan
lisan dan tulis tulisan tangan teman-temannya
sangat Topik Melakukan refleksi
pendek dan Deskripsi diri sendiri tentang proses dan
sederhana sebagai bagian dari hasil belajarnya
yang keluarga: ayah, ibu,
melibatkan kakak, adik,yang dapat
tindakan menumbuhkanperilaku
menyapa, yang termuat di KI
berpamitan,
mengucapka
n
terimakasih,
dan meminta
maaf, dan
menanggapin
ya dengan
memperhatik
an fungsi
sosial,
struktur teks,
dan
unsurkebaha
saan yang
benar
dansesuaiko
nteks
3. mengidentifik Fungsi sosial  Menyimak dan
2 asi fungsi  Berkenalan, menirukan
sosial, memperkenalkan beberapa contoh
struktur teks, diri sendiri/orang pemaparan jati
dan unsur lain. diri, dengan
kebahasaan Struktur teks ucapan dan
teks interaksi  Memulai tekanan kata
transaksional  Menanggapi yang benar
lisan dan tulis (diharapkan/di luar  Mengidentifikasi
yang dugaan) ungkapan-
melibatkan Unsur kebahasaan ungkapan penting
tindakan  Sebutan anggota  Menanyakan hal-
memberi dan keluarga inti dan hal yang tidak
meminta yang lebih luas dan diketahui atau
53
informasi orang-orang dekat yang berbeda
terkait jati lainnya  Mempelajari
diri, pendek  Verba: be, have, go, contoh teks
dan work, live (dalam pemaparan jati
sederhana, simple present diri oleh figur-figur
sesuai tense) terkenal tentang
dengan  Subjek Pronoun: I, keluarganya
konteks You, We, They, He,  Memaparkan jati
penggunaann She, It dirinya yang
ya.  Kata ganti sebenarnya
4. Perhatikan possessive my,  Saling menyimak
2 unsur your, his, dsb. dan bertanya
kebahasaan  Ucapan, tekanan jawab tentang jati
dan kosa kata, intonasi, ejaan, diri masing-
kata terkait tanda baca, dan masing dengan
hubungan tulisan tangan teman-temannya
keluarga; Topik Melakukan
pronoun  Deskripsi diri refleksi
(subjective, sendiri sebagai tentang
objective, bagian dari proses dan
possessive) keluarga: ayah, hasil
ibu, kakak, belajarnya
menyusuntek adik,yang dapat
s interaksi menumbuhkanp
transaksional erilaku yang
lisan dan tulis termuat di KI
sangat
pendek dan
sederhana
yang
melibatkan
tindakan
memberi dan
meminta
informasi
terkait jati
diri, pendek
dan
sederhana,
dengan
memperhatik
an fungsi
sosial,
struktur teks,
dan unsur
kebahasaan
yang benar
dansesuaiko
nteks
54
3. mengidentifik Fungsi sosial  Menyimak dan  Sikap When
3 asi fungsi  Menyebutkan/ menirukan social Engli
sosial, menanyakan waktu pemaparan dan sh
struktur teks, dari tentang waktu spiritual Rings
dan unsur keadaan/peristiwa/k terjadinya : a Bell
kebahasaan egiatan keadaan/kejadian observa Kelas
teks interaksi Struktur teks /peristiwa, si VII
transaksional  Memulai mencakup nama  Pengeta Cetak
lisan dan tulis  Menanggapi hari, bulan, nama huan: an
yang (diharapkan/di luar waktu dalam hari, Tulis Ke-3
melibatkan dugaan) waktu dalam PG
tindakan Unsur kebahasaan bentuk angka,  Ketera
memberi dan  Pernyataan dan tanggal, dan mpilan:
meminta pertanyaan terkait tahun Praktik
informasi hari, bulan, nama  Menyebutkan
terkait nama waktu dalam hari, semua nama hari,
hari, bulan, waktu dalam bentuk bulan, tanggal 1-
nama waktu angka, tanggal, dan 31, waktu, bagian
dalam hari, tahun hari, tahun
waktu dalam  Angka ordinal dengan ucapan
bentuk dengan the untuk dan tekanan kata
angka, menyebut tanggal yang benar, satu
tanggal, dan (lisan): a.l. the first, per satu.
tahun, sesuai the second, the  Menyatakansecar
dengan twenty third, the a lisanwaktu
konteks thirty first of May) terjadinya
penggunaann  Angka ordinal tanpa berbagai
ya. the untuk menyebut keadaan/peristiwa
4. (Perhatikan tanggal (lisan): a.l. / kegiatan
3 kosa kata 1st, 2nd, 23rd, 31st,  Menanyakan hari,
terkait angka of May) tanggal, bulan,
kardinal dan  Waktu (lisan): at dan waktu
ordinal) one, at two fifteen, terjadinya
at ten to seven, at a keadaan/peristiwa
menyusun quarter past eight / kegiatan dengan
teks interaksi  Waktu (tulis): 01:00; unsur
transaksional 02:15; 06:50; 08:15 kebahasaan yang
lisan dan tulis  Artikel the untuk benar
sangat menyebut waktu  Membuat tulisan
pendek dan dalam hari, in the tentang waktu-
sederhana morning, in the waktu terjadinya
yang afternoon, in the peristiwa penting
melibatkan evening yang diketahui
tindakan  Preposisi untuk in umum. Hasilnya
memberi dan (bulan, tahun, waktu dipublikasikan di
meminta dalam hari), on (hari kelas atau di
informasi dan tanggal), at majalah dinding
terkait nama (jam, at noon, at sekolah
hari, bulan, night) Melakukan refleksi
nama waktu  Ucapan, tekanan tentang proses dan
55
dalam hari, kata, intonasi, ejaan, hasil belajarnya
waktu dalam tanda baca, dan
bentuk tulisan tangan
angka, Topik
tanggal, dan  Waktu
tahun, kejadian/peristi
dengan wa/kegiatan
fungsi sosial, terkait
struktur teks, kehidupan di
dan sekolah, rumah,
unsurkebaha dan lingkungan
saan yang sekitarsiswayan
benar g dapat
dansesuaiko menumbuhkanp
nteks erilaku yang
termuat di KI
3. mengidentifik Fungsi sosial  Mencermati  Sikap When

4 asi fungsi  Mengidentifikasi dan beberapa teks social Engli
sosial, menyebutkan pendek berisi dan sh
struktur teks, berbagai benda, penyebutan spiritual Rings
dan unsur binatang, dan benda-benda di : a Bell
kebahasaan bangunan umum di kelas dan sekolah observa Kelas
teks interaksi lingkungan sekitar. untuk kemudian si VII
transaksional Struktur teks membaca dengan  Pengeta Cetak
lisan dan tulis  Memulai ucapan dan huan: an
yang  Menanggapi tekanan kata Tulis Ke-3
melibatkan (diharapkan/di luar yang benar PG
tindakan dugaan)  Menyimak dan  Ketera
memberi dan Unsur kebahasaan menirukan guru mpilan:
meminta  Pernyataan dan menanyakan dan Praktik
informasi pertanyaan terkait menyebutkan
terkait nama benda, binatang, benda-benda
dan jumlah bangunan publik yang terdapat di
binatang,  Penyebutan benda dalam kelas dan
benda, dengan a, the, di sekolah,
danbangunan bentuk jamak (-s) dengan tata
publik yang  Penggunaan kata bahasa, ucapan
dekat dengan penunjuk this, that, dan tekanan kata
kehidupan these, those ... yang benar
siswa sehari-  Preposisi untuk in,  Bertanya jawab
hari, sesuai on, under untuk tentang beberapa
dengan menyatakan tempat benda di dalam
konteks  Ucapan, tekanan dan sekitar rumah
penggunaann kata, intonasi, ejaan,  Membaca
ya. tanda baca, dan beberapa teks
(Perhatikan tulisan tangan pendek tentang
unsur Topik rumah dan
kebahasaan Benda, binatang, dan sekitarnya,
dan kosa bangunanyang biasa terutama
56
kata terkait dijumpai dalam keberadaan
article a dan kehidupan nyata di benda dan
4. the, plural rumah, sekolah, dan binatang
4 dan singular) lingkungan sekitar  Bertanya jawab
siswayang dapat tentang beberapa
menumbuhkanperilaku bangunan dan
menyusun yang termuat di KI benda-benda dan
teks interaksi binatang-binatang
transaksional di dalam dan
lisan dan tulis sekitarnya
sangat Melakukan refleksi
pendek dan tentang proses dan
sederhana hasil belajarnya
yang
melibatkan
tindakan
memberi dan
meminta
informasi
terkait nama
dan jumlah
binatang,
benda, dan
bangunan
publik yang
dekat dengan
kehidupan
siswa sehari-
hari, dengan
memperhatik
an fungsi
sosial,
struktur teks,
dan unsur
kebahasaan
yang benar
dan sesuai
konteks
Mengetahui,
Kepala Sekolah SMP Guru Mata Pelajaran Bahasa
Inggris Kelas 7
Sopyan Hadi, S.Pd Nur Adilah, S.Pd.M.Pd

NIP. ..................................................... NIP. .................................................
.... ...
57
Appendix 3
RANCANGAN PELAKSANAAN PEMBELAJARAN
(RPP)

Mata pelajaran : Bahasa Inggris
Kelas / semester : VII / I
Aspek/skil : Vocabulary
Alokasi waktu : 2 x 40 menit
Topic : Descriptive Text
Pertemuan : 1-2 (cycle I)
I. Standar kompetensi
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori
II. Kompetensi Dasar

3.4 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi
dan meminta informasi terkait nama dan jumlah binatang, benda, dan
58
bangunan publik yang dekat dengan kehidupan siswa sehari-hari, sesuai
dengan konteks penggunaannya. (Perhatikan unsur kebahasaan dan kosa
kata terkait article a dan the, plural dan singular)
4.4 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi
terkait nama dan jumlah binatang, benda, dan bangunan publik yang dekat
dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
III. Tujuan Pembelajaran
1. Setelah mengetahui dan memahami tentang teks deskriptif yang telah
diajarkan, siswa mampu mengerjakan soal-soal yang diberikan guru
tentang teks deskriptif dengan menggunakan metode shoebox game.
2. Siswa mampu bekerjasama dalam kelompok mereka masing-masing.
3. Siswa mampu menjalankan peran pribadinya dalam tiap kelompok
4. Siswa mampu mengerjakan soal atau tugas yang diberikan guru secara
individu.
IV. Materi Pembelajaran

Teks Descriptive
a. The Definition and Purpose of Descriptive Text
Descriptive text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
b. The Generic Structure of Descriptive Text
The descriptive text has a structure as below:
- Identification; identifying the phenomenon to be described.
- Description; describing the phenomenon in parts, qualities, or/and
characteristics.
c. The Example and structure of the descriptive text
My House
This is my house, my house is big. Its consist of living room, kitchen, bathroom,
dining room, bedroom, garage, and a garden at behind. My house is clean and
59
tidy. Like other normal houses, it has windows, doors, ceilings and other parts. I
like green so I paint my house green. There are flowers in my garden. I water
my flowers twice a day.
V. Metode Pembelajaran
Shoebox Game
VI. Langkah-langkah Pembelajaran

Pertemuan 1
Tahap Alokasi
Langkah-langkah Pembelajaran
Pembelajaran Waktu
A. Kegiatan a. Guru membuka kegiatan belajar dengan 10
Pendahuluan memberi salam dan menanyakan kabar Menit
siswa dalam bahasa inggris.
b. Guru mengajak siswa untuk bersiap
sebelum memulai pelajaran dengan
mengatur tempat duduk siswa.
c. Guru mengecek kehadiran siswa
(absen).
d. Guru menyampaikan tujuan
pembelajaran
B. Kegiatan Inti Mengamati 60
a. Siswa memahami pengertian teks Menit
deskriptif tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal.
b. Siswa membaca teks deskriptif dan
memahami maknanya.
Menanya (identifikasi)
a. Guru membimbing siswa
mempertanyakan generic structure dan
60
tujuan dari teks deskriptif.
b. Peserta didik merespon pertanyaan
yang berkaitan dengan teks secara
lisan.
Mengeksplorasi
a. The teacher explain about the material
(Descriptive Text) in the class.
b. The teacher divided the students into
several groups. Consist of 4 group,
each group consist 8 or 9 students.
c. The teacher distributes cards
containing vocabulary according to the
d. From these words, the teacher asks the
group to guess which compound word
includes the word chosen. if a group of
students selects a card containing the
word “Butter” then they must create a
new compound word such as
“Butterfly”.
e. The teacher asks students to write the
results of their groups in the form of
compound words from a word that is
on the cards that have been distributed.
f. The teacher gives a time limit for
group leaders will come forward to
g. The group that manages to find the
most compound words is the winner.
61
h. The time used by researchers to
implement a shoebox game is adjusted
to the conditions of the students
Mengasosiasi (pembuktian)
a. Guru mengamati dan menilai
presentasi peserta didik dari aspek
keterampilan.
b. Guru memberikan umpan balik atas
kegiatan dan hasil pekerjaan peserta
didik.
C. Kegiatan a. Guru dan siswa secara bersama-sama 10
Penutup menyimpulkan apa yang sudah Menit
dipelajari pada pertemuan ini.
b. Guru menjelaskan kegiatan rencana
pembelajaran yang akan datang.
c. Guru menutup pembelajaran dengan
berdoa.
Pertemuan 2

individu.

Teks Descriptive
62
characteristics.
Flower
I have some jasmine flowers at home. They grow very well. I water them
everyday, morning and afternoon. I like the smell of the flower. They smell
fragrant. They have beautiful colors and shapes. They give lots of oxygen.
The house is comfortable to live in because of the flowers.
Shoebox Game

Tahap Alokasi
Pembelajaran Waktu
(absen).
pembelajaran
63
terkenal.
memahami maknanya.
lisan.
Mengeksplorasi
“Butterfly”.
64
keterampilan.
didik.
berdoa.
65
RANCANGAN PELAKSANAAN PEMBELAJARAN
(RPP)

Mata pelajaran : Bahasa Inggris
Kelas / semester : VII / I
Aspek/skil : Vocabulary
Alokasi waktu : 2 x 40 menit
Topic : Descriptive Text
Pertemuan : 1-2 (cycle II)
I. Standar kompetensi
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori
II. Kompetensi Dasar
66
3.4 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi
dan meminta informasi terkait nama dan jumlah binatang, benda, dan
bangunan publik yang dekat dengan kehidupan siswa sehari-hari, sesuai
dengan konteks penggunaannya. (Perhatikan unsur kebahasaan dan kosa
kata terkait article a dan the, plural dan singular)
4.4 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi
terkait nama dan jumlah binatang, benda, dan bangunan publik yang dekat
dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Pertemuan 1
individu.

Teks Descriptive
characteristics.
67
Rabbit
I have a cute rabbit. It has three colors: white, yellow and black. It has long
ears and wide eyes. It likes eating carrots and grass. I always feed it three
times a day. It sometimes jumps around the house and the garden. I love
my rabbit.
Shoebox Game
Tahap Alokasi
Pembelajaran Waktu
(absen).
pembelajaran
terkenal.
memahami maknanya.
68
lisan.
Mengeksplorasi
“Butterfly”.
69
keterampilan.
didik.
berdoa.
Pertemuan 2
individu.
70
Teks Descriptive
characteristics.
My Room is My Favorite Place in My House

My room is on the second floor, next to my big sister’s room. My room is
painted light grey. There is a big bed inside my room where I sleep
every day. I put some pictures on my desk. There are my family
pictures, my picture with my friends, and my pictures with my pet,
luna, a Persian cat. I also have drawers where I put all my clothes
inside. My room is not big, but it is the best place in my house for me.
71
Shoebox Game
Tahap Alokasi
Pembelajaran Waktu
(absen).
pembelajaran
terkenal.
memahami maknanya.
lisan.
72
Mengeksplorasi
“Butterfly”.
73
keterampilan.
didik.
berdoa.
Mengetahui,
Kepala Sekolah SMP Guru Mata Pelajaran Bahasa
Inggris Kelas 7
Sopyan Hadi, S.Pd Nur Adilah, S.Pd.M.Pd

NIP. ............................................... NIP. ..........................................
.......... ..........
74
Appendix 4
PRE – TEST
Read the text below to fill in questions 1-5. And choose an answer to fill in the
blank!
My School
This is (1) ….. My school is MTS Lebay Yasin. My school address is (2) …. My
school (3) … 1 teacher room, 1 office, 1 (4) ….. field, 1 badminton field, 5
canteens, 1 school health unit, 11 unit toilet, 17 classroom. My class is 7 C. In my
class there are 1 (5) …. board, 2 brooms, 1 teacher desk.
1. a. My House
b. My School
c. My Office
2. a. On Titian Teras
b. On Tambang Besi
c. On Nibung
3. a. Has
b. Have
c. Heave
4. a. Football
75
b. Foot
c. Ball
5. a. White
b. Pink
c. Yellow
The question number 6-10. Read the text below And choose an answer to fill
in the blank!
My House
This is my (6) ……., my house is (7)…... Its consist of living room, kitchen,
(8) ……., dining room, bedroom, garage, and a garden at behind. My house is
clean and tidy. Like other normal houses, it has windows, doors, ceilings and other
parts. I (9) ….. green so I paint my house green. There are flowers in my garden. I
(10)… my flowers twice a day.
6. a. House
b. Houses
c. Open House
7. a. Bigest
b. Bigert
c. Big
8. a. Bathroom
b. Bathub
c. Bath
76
9. a. Like
b. Don’t Like
c. Likes
10. a. Water
b. Wash
c. Drying
Hello! My name’s Zahra. I’m a (11) ….. I work in a laboratory. I wear a white lab
coat, rubber gloves and a hat to cover my (12) . . . Sometimes, I wear (13) …. to
protect my eyes and a mask too (14) …. my mouth and nose.
11. a. Journalist
b. Scientist
c. Teacher
d. Cook
12. a. Hair
b. Face
c. Eyes
d. Hand
13. a. Goggles
77
b. Hat
c. Ring
d. Necklaces
14. a. Stay
b. See
c. Open
d. Cover
15. a. Goggles
b. Hat
c. Ring
d. Necklaces
Giraffe
This giraffe is the (16) … animal, I saw (17) …. It is a male. It is about six meter
tall. It has big brown eyes. It has brown spots on its (18) …. It also has two short
horns (19) …. Its tail is long with thick hair on the top of the tail. It likes eating
(20) …. of tree.
16. a. Tallest
b. Short
c. Bigest
d. Small
78
17. a. In Ragunan Mall
b. In Ragunan Zoo
c. In Ragunan Cafe
d. In Ragunan Office
18. a. Eyes
b. Nose
c. Skin
d. Back
19. a. on its foot
b. on its head
c. on its Stomach
d. on its face
20. a. Flower
b. Stem
c. Root
d. Leaves
79
Appendix 5
POST – TEST I
Instruction:
For question number 1-20. Read the text below, and choose the correct
answer (a, b, c, d) to fill in the blanks
Flower
I have some jasmine flower (1) …... They grow very well. I water them
(2) ……, morning and afternoon. I like the smell of the flower. They smell
fragrant. They have (3) …… colors and shapes. They (4) …. lots of oxygen.
The house is (5) …… to live in because of the flowers.
1. a. At my home
b. At school
c. At office
d. At garden
2. a. Every month
b. Every year
c. Every week
d. Every day
3. a. Beautiful
b. Bad
c. Boring
d. Spooky
80
4. a. Giving
b. Gived
c. Give
d. Gift
5. a. Uncomfortable
b. Bad
c. Spooky
d. Comfortable
My Room is My Favorite Place in My House

(6) ….. is on the second floor, next to my (7) ….. sister’s room. My room
is (8)….. light grey. There is a big bed (9) ….. my room where I (10)
…. every day. I put some (11)…. on my desk. There are my family
pictures, my picture with my friends, and my pictures with my pet,
luna, a Persian (12) ….. I also have drawers where I put all my clothes
inside. My room is not big, but it is the best place (13) ……. for me.
6. a. My room
b. My school
c. My office
d. My Canteen
7. a. Big
b. Small
c. Tall
d. Short
8. a. Painting
b. Painted
81
c. Color
d. Rainbow
9. a. Outside
b. On
c. Under
d. Inside
10. a. Sleep
b. Play
c. Watch
d. Eat
11. a. Pictures
b. Pics Art
c. Flowers
d. Painting
12. a. Tiger
b. Cat
c. Leon
d. Mouse
13. a. School
b. Office
c. House
d. Building
Rabbit
I have a (14)…. rabbit. It has three colors: white, yellow and black. It has
long ears and wide eyes. It likes (15) ….. grass and (16) ….. I always
82
feed it three times a day. It sometimes (17) ….. around the house and the
garden. I love my rabbit.
14. a. Cute
b. Bad
c. Crazy
d. Sweet
15. a. Eat
b. Eating
c. Eated
d. Eats
16. a. Water melon

b. Tomato
c. Carrots
d. Potato
17. a. Jump
b. Jumping
c. Run
d. Fly
My cat
That is my (18) ….., its name is Amy. Amy is an (19) …… cat. It has
beautiful pawsand cute ears. It has big eyes, clean (20) …. and long
whiskers. Although fangs are so sharp. Amy never bites me. I love Amy
very much.
18. a. Cat
83
b. Tiger
c. Leon
d. Fish
19. a. Bad
b. Adorable
c. Comfortable
d. Spooky
20. a. Fur
b. Eyes
c. Stomach
d. foot
84
Appendix 6
POST – TEST II
Instruction:
For question number 1-20. Read the text below, and choose the correct
answer (a, b, c, d) to fill in the blanks !
My Classroom
My classroom is next to the library. So, (1) ….. before the class started I
(2)….. book at the (3)….. My classroom is painted in white. The entire wall is
white. And it has a lot of glasses window. In my (4)….., there is a (5)…. board.
My teachers use the white board to (6)…. and give explanation to us. There is also
an Indonesian flag (7) …. There are a lot of tables and chairs in my classroom.
My friend and I use them when we are (8)…..
1. a. Every morning
b. Every night
c. Every afternoon
d. Every evening
2. a. Read
b. Write
c. Paint
d. Eat
3. a. Canteen
b. Office
85
c. Library
d. Field
4. a. Office
b. Canteen
c. Library
d. Classroom
5. a. White
b. Pink
c. Yellow
d. Orange
6. a. Write
b. Read
c. Speak
d. Listen
7. a. In the corner
b. In the middle
c. On the chair
d. Outside
8. a. Learning
b. Playing
c. Eating
d. Teaching
86
My Lovely Cat
I have a stray cat as my pet. He is really (9) ….. He loved to (10)

…. with me and the new things he found. He has orange and white (11)….,
his fur is so (12)… and I like to rubs it for him. He has a long (13)….. He
likes to play with it. He is also always tried to catch his tail sometimes. I
also like to (14)…. him in my hand, when i hold him like that he will fall
asleep
9. a. Sad
b. Playful
c. Bad
d. Spooky
10. a. Playing
b. Play
c. Learning
d. Reading
11. a. Aye
b. Ear
c. Stomach
d. Fur
87
12. a. Soft
b. Rough
c. Slippery
d. Bed
13. a. Fur
b. Tail
c. Hand
d. Aye
14. a. Holding
b. Take
c. Hold
d. Keep
Panda
I went to the zoo (15) …. and I saw (16)…. for the first time. Panda is the very
(17)…. animal I’ve ever seen. It has little eyes with black spots around them. His
body is black and (18)…. colored. Panda’s body is almost look alike with Bears.
Panda looks like tame animals but it’s actually not. Panda eats bamboo and they
almost eat 40kg bamboo (19) ….. Panda is animal (20) …. panda because they’re
cute.
15. a. Every Day
b. Yesterday
c. Tomorrow
d. A year later
16. a. Cat
b. Bear
c. Elephant
88
d. Panda
17. a. Cute
b. Bad
c. Crazy
d. Sweet
18. a. Red
b. Blue
c. Grey
d. White
19. a. In just one day

b. In just two day
c. in one hundred
d. in one thousand
20. a. From China

b. From Indonesia
c. From India
d. From Japan
89
Appendix 7
STUDENT’S OBSERVATION ACTIVITIES IN CYCLE I
No Intial Name Students, Observation Activities in Cycle II

1 2 3 4 5 6 7 8 9 10
1 TNH
2 NHP
3 RDA
4 LT
5 CAP
6 AS
7 AD
8 AF
9 RG
10 IBR
11 ZI
12 FTM
13 AMN
14 AH
15 SM
16 MR
17 NWJ
18 NA
19 NH
20 AS
21 NF
90
22 ASR
23 ATK
24 MH
25 HSN
26 RZK
27 DA
28 FA
29 AM
30 WK
31 AMR
32 ITN
33 AG
34 DP
35 MS
36 RZH
37 SM
38 YS
Description:
a. Greeting
b. Students listen the attendance.
c. Students are listening to the explain about the material ( Descriptive Text ) from
the teacher.
d. Each student has entered into a group that has been divided by the teacher
91
e. Each group receives a card containing vocabulary according to the descriptive
text distributed by the teacher
f. Group of students listening to the explanation from the teacher. And accept a
challenge from the teacher to play a shoebox game. The teacher asks the group
to guess the compound word that includes the word chosen. example: if a group
of students chooses a card that contains the word “Butter” then they have to
come up with a new compound word like “Butterfly”.
g. Students write down the results of their groups in the form of compound words
from the words on the cards that have been distributed.
h. After the time is up. The group leader will come to the front of the class to read
the results of his group's work.
i. Students can conclude the lesson.
92
Appendix 8
TEACHER’S OBSERVATION ACTIVITIES IN CYCLE I
N Cycle I
O The The Second
Meeting
Yes No Yes No
 Pre- Activities
1 Greeting
material ( Descriptive Text ) in
the class.
students.
group
93
work.
winner.
 Post-Activities
94
Appendix 9
STUDENT’S OBSERVATION ACTIVITIES IN CYCLE II
No Intial Name Students, Observation Activities in Cycle II

1 2 3 4 5 6 7 8 9 10
1 TNH
2 NHP
3 YS
4 RDA
5 LT
6 CAP
7 AS
8 AD
9 AF
10 RG
11 IBR
12 ZI
13 FTM
14 AMN
15 AH
16 SM
17 MR
18 NWJ
19 NA
20 NH
21 AS
95
22 NF
23 ASR
24 ATK
25 MH
26 HSN
27 RZK
28 DA
28 FA
28 AM
28 WK
28 AMR
28 ITN
28 AG
28 DCSP
28 MSAJ
28 RZH
28 SM
Description:
a. Greeting
b. Students listen the attendance.
c. Students are listening to the explain about the material ( Descriptive Text ) from
the teacher.
d. Each student has entered into a group that has been divided by the teacher
e. Each group receives a card containing vocabulary according to the descriptive
text distributed by the teacher
96
f. Group of students listening to the explanation from the teacher. And accept a
challenge from the teacher to play a shoebox game. The teacher asks the group
to guess the compound word that includes the word chosen. example: if a group
of students chooses a card that contains the word “Butter” then they have to
come up with a new compound word like “Butterfly”.
g. Students write down the results of their groups in the form of compound words
from the words on the cards that have been distributed.
h. After the time is up. The group leader will come to the front of the class to read
the results of his group's work.
i. Students can conclude the lesson.
97
Appendix 10
TEACHER’S OBSERVATION ACTIVITIES IN CYCLE II
N Cycle I
O The The Second
Meeting
Yes No Yes No
 Pre- Activities
1 Greeting
material (Descriptive Text) in the
class.
students.
group
98
work.
winner.
 Post-Activities
99
100

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CHAPTER I

A. Background of the Problem

B. Identification of The Problem

C. Limitation of The Problem

D. Formulation of The Problem

E. Purpose Of The Research

F. Significance of the Research

1. Provide input for English teachers regarding alternative English learning

2. Provide knowledge input for students to improve vocabulary mastery

3. For schools, this research is expected to be able to further develop

4. For other researchers as input to motivate inspiration or new ideas to

REVIEW OF RELATED LITERATURE

A. Review of Related Theories

A word meaning can also be defined by its relationship to

In this research, the researcher uses theory according to

Furthermore, other types of vocabulary can also be

From the statement above, the researcher concludes that there

From the explanation above, the researcher chose an item to

b. Social Function of Descriptive Text

c. Generic Structure of Descriptive Text

d. Language Features of Descriptive Text

e. Example of Descriptive Text

This is my house, my house is big. Its consist of living room,

Tabel: 1.2 Shoebox Card

Bed Bath Big

Door Day Water

Based on these explanations, the shoe box game is a simple

c. The Advantages and of using Shoebox Game

Based on previous research, it can be concluded that all of the

Based on explanation above, the researcher conclude that Classroom

C. Procedure of the Research

Figure 3.1 : Arikunto (2010:17)

3. Observation and Evaluation

In this section the researcher observes during the teaching and

The observation sheet of researcher will fill by collaborator.

Tabel 1.3 Observation Sheet for Teacher

Tabel 1.4 Observation Sheet for Students

No Component Teach Yes No

3 Students are listening to the explain about the

Evaluation is evaluate to know student vocabulary mastery in

Evaluation is done at the end of the learning process. The

Sub Post Test Post Test

According to Erna's thesis (2009:27) reflection is the activity of

students correct answer

The results of data from observations to assess achievement after

Counting the students score by formula mean according to

X = The mean of students score

Σx = The total score

N = The member of the students

In order to categories the member of master students, the

Then, after getting mean of students score per action, the

P = Percentage of students improvement

P = Percentage of students improvement

y= Pre- test result

The ways that had been done are as follows:

3. Observation And Evaluation

D. Time of the Research

Tabel 1.7 Research Activity Schedule

Arikunto, Suharsini, ProsedurPenelitian: SuatuPendekatanPraktek (EdisiRevisi

Arikunto, S (2010: 17), Penelitian Tindakan Kelas, Jakarta: PT Bumi Aksara.

Arikunto, Suharsimi. ( 2012). Prosedur Penelitian. Jakarta: Rineka Cipta.

Brown, H. Douglas. (2003) Language Assessment; Principles and Classroom

Dalman. 2014. Keterampilan Menulis.Jakarta: Rajas Grafindok Prasada

Gerot, L., & Wignell, P. (1994). Making sense of functional grammar: An