Skripsi_Nurina Ayuningtyas (Watermark)

IMPROVING STUDENTS’ VOCABULARY MASTER Y
THROUGH WORD CLAP GAME
(A Classroom Action Research at the Eighth Grade Students of SMPN 1
Purwasari)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements
for Degree of S.Pd., in the Department of English Education
By:
NURINA AYUNINGTYAS
1111014000031
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF
TARBIYAH AND TEACHERS’ TRAINING SYARIF
HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
ACKNOWLEDGEMENT
In the name of Allah the most Beneficent and the most Merciful.
Praise and gratitude be to Allah, the most gracious, the most merciful, the lord
of universe, for giving strength and guidance for the writer, so that this skripsi can
be finished thoroughly. Peace and blessing be upon Prophet Muhammad who has
guided us from the darkness to the lightness.
This skripsi is written to fulfill one of the requirements to obtain the Sarjana
degree at the English Department of Faculty of Tarbiyah and Teachers’ Training,
State Islamic University Syarif Hidayatullah Jakarta.
Firstly, the writer would thank to the beloved parents, Mr. Sukadar and Mrs.
Mimi Utami who always be patient to educate, motivate, and always pray for the
writer every time. They also never stop teaching their previous meaning of life,
giving their knowledge, and giving their time wherever and whenever she needs.
The writer also thanks to the older brother and his wife and also their twins baby;
Wirawan Aria, Hany Nadya, Muhammad Al Ayyubi, and Muhammad Al Fatih. In
addition, the writer also thanks to the beloved friend; Bhakti Destian Wijaya who
always giving support, motivation, and love.
Secondly, the writer would like to address her thank and great attitude to Dr.
Fahriany, M.Pd. and Teguh Khaerudin, M.App.Ling as the writer’s advisors who
give consultation with full of patience, help and guidance as valuable advice
during developing this “skripsi” and completing her work. Hopefully, Allah
always blesses them with their family, they are always healthy and may Allah
grant all of their wishes.
Thirdly, the writer thought that she would never finish this skripsi without their
supports and their helps. Her gratitude also goes to:
1. All lecturers in the Department of English Education, for teaching
precious knowledge, giving motivation, and for sharing wonderful study
experience.
v
2. Dr. Alek, M.Pd. and Zaharil Anasy, M.Hum, as the Head of Department of
English Education and as the Secretary of Department of English
Education.
3. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of Faculty of Tarbiyah and
Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
4. Mr. Juhanda, as the Headmaster of SMPN 1 Purwasari, Mr. Jajang, as the
English teacher for the eighth students, and all of the teachers and staff for
their cooperation and kindness given to me in doing this research.
5. The writer’s best friends those she cannot write all names who helped in
finishing this graduating skripsi and have continuously given aid, great
support and suggestion to the writer in finishing this skripsi.
Finally, the writer admits that the writing is still far from being perfect.
Therefore, she hopes some suggestions and criticism from the reader for this
skripsi. Hopefully this skripsi will have some values for her and the reader.
Jakarta, April 18th , 2016
The Writer
vi
ABSTRACT
NURINA AYUNINGTYAS, 2016, Improving Students’ Vocabulary Through
Word Clap Game (A Classroom Action Research at the Eighth Grade Students of
SMPN 1 Purwasari). Skripsi of Department of English Education at Faculty of
Tarbiya and Teachers Training of Syarif Hidayatullah State Islamic University
Jakarta.
Keywords
: Word Clap Game, Vocabulary Mastery
The objective of this study was to see the empirical evidence about the
improvement of the students’ vocabulary mastery through word clap game at the
eighth grade students of SMPN 1 Purwasari. The subject in this study was 8F
students of SMPN 1 Purwasari. The research method is classroom action research
that follows the design of Kurt Lewin developed by the researcher. The research
was conducted in two cycles. Then, each cycle conducted three meetings (the test
was not included as meeting). This research was carried out for one month.
Techniques of data collection were interviews, observation, and test (pre-test and
post-test). The result of this study was the implementation of learning English
vocabulary through word clap game has increased. The result showed in the pretest there were only three students passed the KKM in which 52.7 as the mean
score, then the post-test 1 there were 16 students passed the KKM with 66.7 as the
mean score. Finally, the post-test 2 showed significant improvement where 33
students passed the KKM with 75 as the mean score. It means that 84.6% of the
students can reach scores more than seventy (70) and has achieved the minimum
mastery criterion (KKM). Furthermore, the results of observations showed that the
students more motivated and enthusiastic in learning English, especially for
English vocabulary mastery. In addition, the outcome of post- interview from
students and English teacher showed that they agreed by using word clap game
could improve students’ vocabulary mastery because the game made the students
could easier to memorize the vocabulary. Based on the result above, it can be
concluded that using word clap game at the eighth grade students of SMPN 1
Purwasari can improve students’ vocabulary mastery.
vii
ABSTRAK
NURINA AYUNINGTYAS, 2016, Improving Students’ Vocabulary Through
Word Clap Game (A Classroom Action Research at the Eighth Grade Students of
SMPN 1 Purwasari). Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas
Tarbiya dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Keywords
: Word Clap Game, Vocabulary Mastery
Tujuan penelitian ini adalah untuk melihat bukti empiris tentang
meningkatkan kemampuan kosakata siswa dengan menggunakan word clap game
kelas 8 SMPN 1 Purwasari. Peserta penelitian adalah siswa kelas VIII F SMPN 1
Purwasari. Metode penelitian yang digunakan adalah penelitian tindakan kelas
yang mengikuti desain dari Kurt Lewin dan dikembangkan oleh peneliti.
Penelitian ini dilakukan 2 (dua) siklus. Lalu, setiap siklusnya diadakan 3 (tiga)
pertemuan (tes tidak termasuk dalam pertemuan mengajar). Penelitian ini
dilakukan selama satu bulan. Teknik pengumpulan data terdiri dari wawancara,
pengamatan dan tes (terdiri dari pre-test dan post-test). Hasil dari penelitian
menunjukkan adanya peningkatan kosakata siswa melalui word clap game. Hasil
dari pre-test menunjukkan bahwa hanya ada tiga siswa yang berhasil melampaui
nilai dari KKM dengan rata-rata nilai 52.7, lalu pada post-test 2 hanya ada 16
siswa yang berhasil melewati batas KKM dengan rata-rata nilai 66.7. Selanjutnya,
pada post-test 2 ada kenaikan yang signifikan dengan jumlah total 33 siswa
berhasil melampaui nilai KKM dengan rata-rata nilai 75. Yang artinya sekitar
84.6% siswa bisa meraih nilai lebih dari 70 dan telah mencapai kriteria minimal
dalam KKM. Selanjtunya, hasil pengamatan menunjukkan bahwa siswa bisa lebih
termotivasi dan terlihat antusias ketika belajar kosakata bahasa Inggris. Lalu, hasil
data dari wawancara beberapa murid dan guru setelah penelitian berlangsung
menunjukkan bahwa mereka sepakat menyetujui bahwa penggunaan word clap
game dapat membantu meningkatkan penguasaan kosakata karena permainan ini
membuat murid- murid dapat mengingat kosakata yang baru lebih
mudah.Berdasarkan data diatas, bisa disimpulkan bahwa menggunakan word clap
game untuk siswa kelas 8 SMPN 1 Purwasari dapat meningkatkan kemampuan
kosakata siswa.
viii
TABLE OF CONTENTS
COVER ........................................................................................................... i
APPROVAL ................................................................................................... ii
ENDORSEMENT SHEET ............................................................................ iii
SURAT PERNYATAAN KARYA ILMIAH ............................................... iv
ACKNOWLEDGMENT ............................................................................... v
ABSTRACT .................................................................................................... vii
TABLE OF CONTENTS............................................................................... ix
LIST OF TABLES ......................................................................................... xii
LIST OF FIGURES ....................................................................................... xiii
LIST OF APPENDIX .................................................................................... xiv
CHAPTER I. INTRODUCTION
A. The Background of Study .................................................................... 1
B. Identification of the Problems .............................................................. 4
C. Limitation of the Problem .................................................................... 5
D. The Formulation of the Problem .......................................................... 5
E. The Objective of the Study .................................................................. 5
F. The Significance of the Study .............................................................. 5
CHAPTER II. THEORETICAL FRAMEWORK
A. Vocabulary Mastery ............................................................................. 6
1. The Nature of Vocabulary and Mastery ....................................... 6
2. Kinds of Vocabulary..................................................................... 8
3. The Difficulties in Teaching Vocabulary ..................................... 10
4. Techniques in Presenting Vocabulary .......................................... 12
B. Game
1. The Nature of Game................................................................. 13
2. Principles of Game Selection ................................................... 15
ix
C. Word Clap Game
1. The Nature of Word Clap Game .............................................. 16
2. The Benefit of Word Clasp Game............................................ 17
3. Procedures Teaching Vocabulary by Using Word Clap Game 17
D. Previous Related Studies...................................................................... 18
CHAPTER III. RESEARCH METHODOLOGY
A. Time and Place of the Research ........................................................... 21
B. Research Method and Design .............................................................. 21
C. Subject of the Research ........................................................................ 25
D. Writer’s Role in the Research .............................................................. 26
E. Technique of Collecting Data .............................................................. 26
F. Technique of Data Analysis ................................................................. 27
G. The Trustworthiness of Test................................................................. 29
H. The Criterion of the Action Success .................................................... 32
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION
A. Pre-Implementing the Action ............................................................... 33
1. The Result of Pre-Interview ..................................................... 33
2. The Result of Pre-Observation................................................. 34
3. The result of Pre-Test ............................................................... 35
B. The Implementation of the Action ....................................................... 37
a. Cycle 1 ..................................................................................... 37
a. Planning Phase ............................................................. 37
b. Acting Phase ................................................................ 37
c.
Observing Phase........................................................... 42
d. Reflecting Phase........................................................... 43
b. Cycle 2 ..................................................................................... 44
a. Planning Phase ............................................................. 44
b. Acting Phase ................................................................ 45
c. Observing Phase........................................................... 48
x
d. Reflecting Phase........................................................... 49
C. Post-Implementing the Action ............................................................. 50
1. The Result of Post-Interview ................................................... 50
a. The Description of Data from Post-Interview with
English Teacher............................................................ 50
b. The Description of Data from Post-Interview with
Students of VIII F ........................................................ 51
2. The Result of Post-Test ............................................................ 52
a. The Result of Students’ Vocabulary Achievement
Post-Test 1 (Cycle 1) ................................................... 52
b. The Result of Students’ Vocabulary Achievement
Post-Test 2 (Cycle 2).................................................... 53
D. The Interpretation of the Data .............................................................. 57
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................................... 64
B. Suggestion ............................................................................................ 65
REFERENCES ............................................................................................... 66
APPENDICES ................................................................................................ 69
xi
LIST OF TABLES
Table 3.1
The Criterion of “Koefisien Korelasi” ..................................... 30
Table 3.2
Discriminating Scale ................................................................ 31
Table 3.3
Criterion Scale.......................................................................... 32
Table 4.1
Students’ Vocabulary Score in Pre-Test .................................. 36
Table 4.2
The Comparison Scores of Pre-Test, Post-Test 1, and
Post-Test 2................................................................................ 54
xii
LIST OF FIGURES
Figure 3.1
Kurt Lewin’s Classroom Action Research design ................... 22
Figure 3.2
The Study’s Design .................................................................. 24
Figure 4.1
The Percentage of Students’ Passing the KKM ....................... 55
Figure 4.2
The Students’ Scores Improvement ......................................... 56
xiii
LIST OF APPENDICES
Appendix 1
Interview Guidelines for the Classroom Action Research
(Before CAR) ........................................................................... 70
Appendix 2
Silabus Pembelajaran ............................................................... 72
Appendix 3
Rencana Pelaksanaan Pembelajaran ........................................ 92
Appendix 4
Interview Guidelines for the Classroom Action Research
(After CAR) ............................................................................. 127
Appendix 5
Interview Transcript (Students)................................................ 129
Appendix 6
Classroom Observation Checklist ............................................ 131
Appendix 7
Transcription of Classroom Observation ................................. 133
Appendix 8
Kisi – Kisi Soal Pre-test dan Post-Test 1 CAR ........................ 139
Appendix 9
Kisi – Kisi Post-Test 2 CAR .................................................... 141
Appendix 10 Soal Pre-Test ........................................................................... 143
Appendix 11 Soal Post-Test 1 ....................................................................... 147
Appendix 12 Soal Post-Test 2 ...................................................................... 151
Appendix 13 Item Facility Analysis .............................................................. 156
Appendix 14 Discrimination Power Analysis ............................................... 159
Appendix 15 Students’ Score ........................................................................ 162
Appendix 16 Anatest Result of Pre-test and Post-test 2 ................................ 164
Appendix 17 Surat Permohonan Izin Penelitian ............................................ 167
Appendix 18 Surat Keterangan Pelaksanaan Penelitian ................................ 168
xiv
CHAPTER I
INTRODUCTION
A. The Background of Study
People live in a world of language, they play, fight, share idea or opinion with
language. Fromkin mentioned that someone has to understand the language to prove
that he or she is the human being.1 The language itself contains vocabulary, that’s
why vocabulary is one of the essential language components in studying language.
It is necessary because the words are the basic building blocks of the language, the
unit of meaning from which larger structures such as sentences or paragraphs.2
Therefore, having good vocabulary can make easier to understand the meaning of
the words and mastering vocabulary is the key to language learning, the students
who have good vocabulary will be easier to master the language skills well. On the
other hand, the students who have less vocabulary will get difficulty to understand
the text, to speak English, and to write their idea. Furthermore, they neither
understand what others’ saying nor make sentences to transfer their messages to
other people. In other words, this could also be the most difficult factor of failing
in language acquisition. Clearly, vocabulary is needed for expressing meaning and
conveying thought through both receptive and productive skills.
The importance of vocabulary is larger than other aspects because when a
person learns about a new language, usually she or he thinks about mastering
vocabulary. It means that whenever people use a language, automatically they have
to use the words of the language. Therefore, it is crucial for them to have range of
vocabulary. By having large vocabulary, they can precisely open some ideas both
in oral and written communication. Learning vocabulary is important because it
helps students develop their speaking, reading, writing and listening. Cameron
stated that a person is said to know the word if they can recognize the meaning of
1
Victoria Fromkin et al. Introduction to Language Seventh Edition, (Thomson Wadsworth,
2002), p. 3.
2
John Read, Assessing Vocabulary, (Cambridge University Press, 2000), p. 1.
1
2
the word.3 Thornburry also adds that without grammar very little can be conveyed,
but without vocabulary nothing can be conveyed.4 It means that mastering grammar
is needed by the students because they will hard to say something and without
mastering vocabulary there is nothing to say. Those are shown that the more words
are known, the more information is able to be transferred in the language. otherwise,
the lack of vocabulary results difficulties in delivering the messages. Therefore,
mastering vocabulary is needed in order to master a language and to use it as a tool
in communication.
Furthermore, School based Curriculum in Indonesia states similar idea that
learning vocabulary is requiring serious attention for Indonesian students, because
the objective of English teaching in Indonesia is the students are expected to
develop English language skills by using 1000 words for Junior High School.5 The
next curriculum, Competency-Based Curriculum - Kurikulum Berbasis Kompetensi
(KBK) and the School Based Curriculum - Kurikulum Tingkat Satuan Pendidikan
(KTSP) which was established in 2004 and 2006 does not mention explicitly the
total of words which should be mastered by the students in Junior High School.
However, based on Standard Competence- Standar Kompetensi (SK) and Basic
Competence- Kompetensi Dasar (KD) mentioned in KTSP, the eighth grade
students are expected to be able to express meaningful ideas in term of functional
text and simple short essay in the form of recount and narrative text to interact with
people in their nearest environment.6 Hence, vocabulary is very important and
should be taught to students. Also, they should increase their vocabulary acquisition
right now.
Even though the students realize the importance of vocabulary acquisition when
learning a new language, most of students learned vocabulary passively due to
3
Lynne Cameron, Teaching Language to Young Learner, (Cambridge: Cambridge University
Press, 2001), p. 75.
4
Scott Thornburry, How to Teach Vocabulary. (Pearson Education Limited, 2002), p. 13.
5
Depdikbud, Kurikulum Sekolah Menengah Tingkat Atas: Garis-garis Besar Progra m
Pengajaran Bidang Studi Bahasa Inggris, (Jakarta: Departemen Pendid ikan dan Kebudayaan) in B.
Y. Cahyono and Utami W , The Teaching of EFL Vocabulary in the Indonesian Context, TEFL in
Journal, Vol. 19, 2008, p. 7.
6
Standar Kompetensi dan Kompetensi Dasar SMP/MTS (Jakarta: Kementrian Pendidikan
Nasional, 2006)
3
several factors based on the preliminary study at SMP 1 Purwasari. First, the
teacher’s explanation for meaning or definition, pronunciation, spelling and
grammatical functions is monotonous. In this case, the students have nothing to do
in vocabulary learning but to listen to their teacher almost during the class. Second,
most of the students do not want to take risks in applying what they have learned.
The learners may recognize a word in a written or spoken form that they have
already known, but they did not have any courage to speak up or write it when the
teacher asked them to make a sentence. Furthermore, the students find it difficult to
remember so many vocabularies and also they were lack of interest in learning and
it was difficult for them to memorize the new vocabulary. In order to make the
students interested in learning vocabulary, attractive media or different strategy are
needed to support the teaching and learning activities. Hatch and Brown said that
teaching strategies refer to everything teachers do or should do in order to help their
learners learn.7 So, the teacher should do various technique to make the teaching
and learning process in class become attractive, for example, visual based media
become one of the interesting techniques that can be applied in the class.
For those conditions, it is generally suggested by using visual aids as media in
teaching language, such as songs, games, films, pictures, and so on. In this study,
the writer only focuses on using the game in language learning process, especially,
world clap game. Thornburry mentioned that the game can encourage the learners
to recall words easily and the fun factor may help them to make the words more
memorable and a competitive element often make the learners enthusiasm.8
Word clap game is one of the visual aids than can be used in the teaching and
learning process. The writer chooses word clap game as a medium for teaching
English vocabulary since there are several benefits such as; students can improve
their vocabulary mastery and try to remember the vocabularies as soon as they clap
their hands. The students can also enjoy learning vocabularies without any
boredom. In addition, it can also build students’ self-confidence because this game
7
Hatch and Brown in Visnja Takac, Vocabulary Learning Strategies and Foreign Language
Acquisition. (Multi Lingual Matters Ltd, 2007), p. 19
8
Scott Thornburry. op. cit., p. 102.
4
is played in groups. Besides, students can study vocabulary not only in the class but
also in their house. They can study vocabulary by themselves whenever and
wherever they are. The writer expects that by using word clap game, the students
can memorize new vocabularies easily. There are no difficulties and reasons for the
students not to learn vocabularies because of the lack of facilities, because this game
does not need expensive equipment or complicated preparation to practice, just clap
their hands and say the word. Based on the explanation above, word clap game is
one of techniques in teaching vocabulary because this technique will be easier for
the students to figure out the meaning of the target word, and to memorize it. It is
also fun so that the students will find that learning language is enjoyable. Thus, this
technique can effective be used in teaching vocabulary.
In reference to the explanation above and strong desire of finding the solution
of these problems, the writer has motivation to do the research in improving
students’ vocabulary mastery through word clap game. The writer wants to make a
classroom action research to know the process of the implementation through word
clap game and also the improvements of students’ vocabulary mastery. In this case,
the writer will do an action research entitled “Improving Students’ Vocabulary
Mastery Through Word Clap Game (A Classroom Action Research at the Eight
Grade Students’ of SMP 1 Purwasari)”.
B. Identification of the Problems
From explanation above, the writer can identify some conditions that
promote the problem of this study to occur as follows:
1. The delivery from the teacher does not make the students attracted
to the material
2. Most of the students do not want to take risks in applying what they
have learned
3. Most of students have difficulty in remembering new vocabulary
5
C. Limitation of the Problem
To avoid misunderstanding and to clarify the study, the making of limitation
of the study should be made. The writer limits the study on improving students’
vocabulary mastery through word clap game.
D. Formulation of the Problem
In the Background of the Study, the author specified the research in
improving students’ vocabulary mastery by using word clap game in SMP 1
Purwasari, then the formulation of the problems is: “How was students’
vocabulary mastery improved through word clap game at the eighth grade
students of SMPN 1 Purwasari?”
E. The Objective of the Study
The study intends to know whether word clap game can improve students’
vocabulary mastery at the eighth grade students of SMP 1 Purwasari.
F. The Significance of the Study
This paper hopefully can give contribution to the groups of people, they are:
for English teacher, students, and other researchers. They are described as
follow:
1. It is useful for the teachers; to give further information about the
word clap game to enhance students’ vocabulary mastery and
teachers can change their method that is more interesting.
2. It is useful for the students; to be a substantial point for the students
to improve their vocabulary mastery by using word clap game and
also to make the students enjoy and fun in following teaching
learning process.
3. It is also useful for the other researchers; it is expected to be useful
information in leading them to further research on different aspects
in the same field of study.
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary Mastery
1. The Nature of Vocabulary and Mastery
Vocabulary refers to all of words in the whole language or the
words or phrases used in particular variety. Linse mentioned that
vocabulary is the collection of words that an individual knows.1
Vocabulary is also one of the components of language which supports
the speaker in communication. In other words, vocabulary plays a very
important role in developing the four language skills (listening,
speaking, reading, and writing). As mentioned by Cameron, in
language teaching, a major resource between the development of
words, the meaning and the links will be covered under vocabulary.2
In addition, Richards and Renandya stated that vocabulary is a core
component of language proficiency and provides much of the basis for
how well learners speak, listen, and write.3 In learning English,
students in junior school should learn a new vocabulary. They have to
master a language component in order to comprehend the information,
and able to speak and write in English. Vocabulary is also important to
express idea or to ask for certain important. If the learners have a lack
of vocabulary, they will find some difficulties in expressing ideas in
oral or written. In addition, if the learners have less vocabulary, they
also cannot access the information or knowledge. Moreover, without
the words the learners cannot really understand facts or ideas that the
learners have met. Students at least must understand the meaning of
the words, so they will get what is conveyed by the text or what is
1
Caroline T. Linse. Practical English Language Teaching: Young Learners. (McGraw-Hill,
2007) p. 121.
2
Lynne Cameron, op. cit., p. 94.
3
Jack C. Richards and Willy A. Renandya. Methodology in Language Teaching, An
Anthology of Current Practice. (New York: Cambridge University Press, 2002), p. 225.
6
7
spoken by someone. The more students have sufficient vocabulary; the
better sentences they could create. One should be able to master
adequate vocabulary to convey their message. In line with Schmitt that
someone must consider the meant by vocabulary,4 it means that the
capacity of vocabulary plays an important part for language.
Therefore, it can be concluded that vocabulary not only contains list of
words but also contains all information about using word and it also
contains meaning of words so that it will be used b y people to
communicate to express their ideas.
From the definition above, the writer concluded that vocabulary is
one of the most important language components that are used to
communicate between someone to another. No language exists without
vocabularies and words are signs or symbols for idea. The more words
we learn; the more ideas we should have. It means that without
vocabulary we will be unable to use the language communicatively.
Mastery means natural or acquired facility in specific activity;
ability, art, command, craft, proficiency, skill, and technique.5 It can be
said that mastery is possession of skill, ability, and technique in
conducting a certain activity. It can be concluded that vocabulary
mastery means an ability of students to use all the words of language
in conducting communication. It means that mastery is regarded as the
ability of a students to implant the essence of the lesson given in a
whole. Meanwhile, vocabulary is all the words of language. In other
words, vocabulary mastery means an ability to use a number of words
as means for making communication with others.
4
Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University
Press, 2000), p. 1.
5
http://www.answer.com/topic/mastery
8
2. Kinds of Vocabulary
Read in Assessing Vocabulary consists of two, namely, function
and content words, those are:6
a.
Function words. These words can be seen in grammatical
aspects, such as articles, prepositions, pronouns, conjunctions,
auxiliaries, etc.
b.
Content words. These words modify the meaning and
provide links to the sentences. The kinds of these words are noun,
verb, adjective, and adverb.
The other important aspect in vocabulary is the meaning of the
words. One word has relation to other words. Thornburry categorizes
such as follows:7
a. Synonym
Synonyms
are words that share a similar
meaning.
For
example:
Smart
= Intelligent
Beautiful
= Pretty
Novel
= New
b. Antonym
Antonyms are words with the opposite meaning. For example:
Young
X
Old
Big
X
Small
Black
X
White
c. Homonym
Homonyms
are words with
the same spelling
(called
homographs) or pronunciation (called homophones) but with a
different meaning. For example:
6
7
Hoarse (sound)
X
Horse (animal)
Can (be able to)
X
Can (container)
John Read, op. cit., p. 18.
Scott Thornburry, op.cit., pp. 1—10.
9
Thornburry also added on his book, the classification of words
based on their functional categories called part of speech; noun,
adjective, verb, and adverb. They may substitute for words in one of
largest serve as signals for various patterns or relate one group of words
to another. The explanation such as follows:8
a. Word Classes
The word plays different roles in a text. It is divided into
eight different word classes:
1) Nouns
Nouns are words which are used to denote a person,
thing, or place. These are all common nouns. There are
also proper nouns which are the names of a specific
person, place, event etc. For example: Raymond,
Ahmad, Jakarta, so on
2) Pronouns
Pronoun are words that are used to replace a person or
thing. For example: he, she, it, they, we, I, you.
3) Verbs
Verbs are words that ae used to tell the reader or
listener what is happening in the sentences. For
example: hit, read, think, run, and so on.
4) Adjectives
The words that used to explain or modify a person,
place, or thing. An adjective gives the reader or speaker
extra information about a noun or delimits in some way.
For example: beautiful, small, handsome, tall, etc.
5) Adverbs
Adverbs are words that used to describe verb adjectives
or adverbs. For example: carefully, slowly, now, ago,
and so on.
8
Scott Thornburry, op.cit., pp. 1—10.
10
10
6) Preposition
The words that used with a noun or pronoun that are
placed in front of them to show a relation between these
words with another part of the sentence. For example:
at, on, in, under, behind, opposite, beside
7) Conjunction
The words that used to connect word on a group of
words or sentences. Conjunctions are usually used in
the adverbial clause. For example: for, but, or, and,
when, because if, although
8) Determiner
The determiners-words like ‘a’, ‘the’, ‘some’, ‘an’. To
make easier in learning.
3. The Difficulties in Teaching Vocabulary
According to Thornburry, there are several factors causing second
or foreign language learners feel some words more difficult, those are:
pronunciation, spelling, length and complexity, meaning,
and
grammar.9
a. Pronunciation
It is occurred when some words are unfamiliar to the learners, so
that, the learners think the sounds more difficult to pronounce and
also difficult to learn by them.
For example, Sundanese speakers
who are hard to distinguish between ‘p’ and ‘f’, such as the word
paper, some of them pronounce it ‘faper’, ‘fafer’, ‘pafer’, the
difficult pronunciation can be caused some the letters do not exist in
the learners first language, so, it makes the habitual action and
continue when they learn a new language.
9
Scott Thornburry. op. cit., pp. 27—28.
11
11
b. Spelling
Spelling usually becomes the problem for second or foreign
language learners. In Indonesia, the spelling of English letters
definitely opposite with Bahasa, it is also supported when the writer
interviewed the English teacher. Most of students especially in rural
area had difficult to spell the letters because of the effect of their
mother tongue. Also sound-spelling mismatches commonly caused
of errors, either pronunciation or spelling.
c. Length and Complexity
The longer words seem to be more difficult for learners, also
variable of stress, such as in the word families like: present,
represent, representative, and representatively, can add their
difficulties.
d. Meaning
Some of words in English have multiple meaning so the learners
may confuse on how to apply in a certain context or the meaning
itself, the learners actually know the meaning but they did not know
another meaning of that word. For example, the words ‘make’ and
‘do’ in some sentences. ‘you make a dinner’ and ‘you make an
appointment’, but ‘you do the homework’ and ‘do an interview’.
e. Grammar
Indonesian speakers know that noun is following adjective, such as
in the phrase ‘mobil baru’ that influences when the speakers are
translating the English phrase, such as ‘blue clothes’ most of them
translate it becomes ‘biru baju’.
Another problem in grammar is the usage of verb + ing, to +
infinitive, bare infinitive, or irregular and regular verbs. Then, they
also may confuse to decide which one followed by usage of verb +
ing, to + infinitive, bare infinitive, or irregular and regular verbs.
12
12
4. Techniques in Presenting Vocabulary
In the classroom, some techniques can be used by teachers to teach
vocabulary. There are many ways of teaching vocabulary and
presenting the meaning of the new words such as:
a. Concise definition (as in dictionary, often superordinate
with some qualifications, for example, a bird is an animal
which…..)
b. Description (of appearance, qualities, etc)
c. Examples (hyponyms)
d. Illustration (picture, object)
e. Demonstration (acting, mime)
f.
Context (story of sentences in which item occurs)
g. Synonyms
h. Opposites (antonyms)
i.
Translation
10
The other expert gave some ways for teacher who has spontaneous
reaction in the classroom when some students ask about vocabulary, it
can be called unplanned teaching strategies. According to Seal in
Visnja, there are three procedures for teacher or called the three C’s,
those are:
a. Conveys the meaning
b. Checks the meaning by asking questions
c. Consolidates the meaning in learners’ memory by relating it to
context or personal experience.11
10
Penny Ur, A Course in Language Teaching: Practice and Theory. (New York:
Cambridge University Press, 1996), p. 63.
11
Visnja Pavicic Takac, Vocabulary Learning Strategies and Foreign Language
Acquisition, (UK: Multilingual Matters Ltd, 2008), p. 19.
13
13
B. Game
1. The Nature of Game
Game is an activity which is entertaining and engaging, often
challenging, and an activity in which the learners play and usually interact
with others.12 Also, game is an activity with rues, a goal and an element of
fun.13 In classroom activity, learners have some types of learning such as
visual, audiovisual, kinesthetic, and audio. Therefore, in teaching
vocabulary, teachers can use some techniques to facilitate students’ need
in presenting vocabulary. These techniques are visual technique, verbal
techniques, and translation.
a. Visual
The technique includes pictures, realia, drawing, mime, gesture,
flash card. In classroom, teachers can use power point in order to
make their vocabulary presentation more
interesting.
This
technique is useful for teaching concrete items of vocabulary such
as description, place, actions, etc.
b. Verbal
The technique includes the use of illustrative situation of synonym
and definition, contrast and opposite, and scale and example. This
technique involves the use of spoken or written language.
c. Translation
The technique commonly used by teacher to present a new
vocabulary. Teachers can use the dictionary, and e-translate in the
classroom activity.14
d. Kinesthetic
The teacher will show a preference for demonstrations and
physical activity involving
bodily movement.15 The teacher
12
Andrew Wright et al, Games for Language Learning, (United Kingdom: Cambridge
University Press, 2006), p. 1.
13
Jill Hadfield, Intermediate Grammar Games, (Pearson Education, 2003), p. 4.
14
Ruth Gairns and Stuart Redman. Working with Words. A guide to teaching and learning
vocabulary, (Cambridge University Press), pp. 73—75.
14
14
usually use game like word clap game, this game can also be
included in visual technique.
As the writer experience and observation through several schools,
game is really useful when teaching in the classroom. It can be helpful for
both teacher and students. Students usually would be accepted the material
with game easily and also the teacher could make the effective teaching
through game. Furthermore, students usually more relaxed and enjoyed
when they have to play with others students in the classroom. They play
together without bad feeling because the activity that they do make they
feel free. In classroom activity, it was generally found some teachers uses
games for their teaching process not only in the school but also in course.
So, the term of game concluded by the writer is an activity that have rules
and can make people do with having fun and entertaining also sometimes
makes the game became challenging because the students have to compete
each other.
In addition, games also have benefits for teaching and learning activity
as follows:
a. Games help and encourage many students to build their interest
and work.
b. Games help the teacher to create contexts in which the language is
useful and meaningful.
c. Games provide one way of helping the learners to experience
language rather than merely study it.16
In teaching and learning activity, game can be used for teacher to
facilitate their students in order to make the learning process easier.
However, in choosing the game, the teacher must be careful because
teachers should consider students’ level of learning. Some games may be
difficult or boring for students so that for teaching vocabulary at eighth
grade students, teacher may use creative games such as Board Game,
15
H. Douglas Brown. Strategies for Success: A Practical Guide to Learning English.
(Longman, 2002), p. 129.
16
Andrew Wright et al. op. cit., p. 2.
15
15
Jeopardy, Bingo, Scrabble, Word Claps, Snake Words, etc. In this study,
the writer used Word Claps game as a technique in teaching vocabulary.
2. Principles of Game Selection
In determining the role of games in developing student’s
vocabulary, the teacher needs to have their purpose clearly in mind if
the major purpose is to make learning English vocabulary effective and
successful. According to Wright, it is important to make sure that the
game which is want to play is familiar with the students to reduce the
difficulties in conducting the games.17 It means that in using game in
the class, the English teacher not only responsible in selecting game
that want to use in the class but also in creating conditions in the class,
in term conditioning students and the material.
According to Houston, there are some principles of using games in
the class:18
a. Specify the purpose
The teacher should know what the purpose of the games that he
or she plays in the class.
b. Explain the rules clearly before begin
It is important to make sure the students understand how to play
the games. The purpose of the game cannot be reached if the
students do not understand how to play the game. It is fine if the
teacher explains the rule in native’s language.
c. Be prepared for the “extra student”
The teacher has to make sure all of the students join to the
game.
d. Avoid drifting off during the game
17
18
Ibid., p. 4.
Hall Houston,’ Playing Games’ Modern English Teacher, Vol. 18 no. 1, p.33.
16
16
When the game is playing, watch for potential problems that can
be remained. If there is a student who is not understands the
rules, stop the game and go for the rules again.
e. Look for signs that students are getting tired
If the students look tired, the teacher should stop the game
before the students lost their attention.
f. Choose games carefully to save money and time.
Try to use a game that can be prepared easily.
g. Find new sources
Try to use a new game that never be used before.
h. Recycle.
If there is an old game that success applied in the class before. It
is fine to use it again in another class.
i. Make a file
Make a file that consists of games. It can make the teacher easy
if she/he wants to use games in another time.
j. Don’t do overdo it
Game is joyful and interesting play in the class, but if it is too
much, it can waste the time and make another important thing
do not have time to teach in the class.
C. Word Clap Game
1. The Nature of Word Clap Game
Word clap game is a game that uses claps and collaboration with other
students. Brown stated that most students learn better by working with a
classmate.19 Students stand or sit in a circle, and, following the teacher’s
lead, maintain a four beat rhythm, clapping their hands on their thighs
three times (one-two-three...) and then both hands together (four!)20 They
have to mention a word from a pre-selected lexical set (for example, fruit
19
H. Douglas Brown. Strategies for Success: A Practical Guide to Learning English.
(Longman, 2002), p. 129.
20
Scott Thornburry, loc. cit., p. 102.
17
17
and vegetable) or every fourth beat. The student who can mention words
more than the other, he or she is the winner.21 The teacher has to prepare
the theme that will be applied in that game. The teacher’s role is that just
monitor and resource center, moving from group to group, listening,
supplying any necessary language, noting errors, but not interrupting or
correcting as this impedes fluency and spoils the atmosphere. In addition,
the teacher should carry paper and pen to note any persistent errors or area
of difficulty. These can be dealt with in a feedback session after the game.
2. Benefits of using Word Clap Game
In teaching vocabulary by using word clap game, there were several
benefits that students’ can get, such as: the game can be used at any stage
of lesson once the target language has been introduced and explained. 22 So,
the teacher can apply it in each level of school, whether they are formal
education or non- formal education. This game can help and encourage
many learners to sustain their interest and work.23 It means that it is
interesting for the students to develop their vocabulary acquisition.
Furthermore, this game is simple, easy to play and also cheap, because the
teacher does not have to prepare anything or buy some equipment related to
the game. Just clap the hands and mention the word.
3. Procedures Teaching Vocabulary by Using Word Claps Game
Generally, at the first the teacher and students have to know the role
and the way how to use this game. To prepare this game, teacher does not
need to prepare such thing, just prepare the students and the theme.
According to Thornburry there are several steps of the game, there are:24
1) Teacher prepares the theme.
2) Teacher lead the game.
21
Ibid.,
Jill Hadfield, loc. cit., p. 4.
23
Andrew Wright, op. cit., p. 1.
24
Ibid.,
22
18
18
3) Teacher explains the rule of playing this game.
4) Students stand or sit in a circle and follow teacher’s lead, maintain a
four-beat rhythm, clapping their hands on their thighs three times (onetwo-three...) and then both hands together (four!).
5) Students have to mention a word from a pre-selected lexical set (for
example, fruit and vegetable) or every fourth beat.
6) Students who either repeat the word already mentioned, or break the
rhythm or say nothing are out.
7) The game ends when there is only one student left as the winner.
D. Previous Related Studies
Based on the research entitled “The Effectiveness of Using Games to
Improve Students’ Vocabulary” (2014) by Riyana Muntika Saraswati, she
wanted to find out whether the use of games is effective to improve stude nts’
understanding of noun. She used a quasi-experimental research consisting
three classes of research. The subject of the research was the tenth grade
students of SMA Nusantara 1 Tangerang. The writer only used test in order to
collect the data and used cluster random sampling to get the samples. The
result of this research showed that there was an empirical evidence that the use
of the game as the teaching technique is effective and improve the student’s
vocabulary of noun. It can be seen from the scores of both experimental
classes was higher than the controlled class. The average post-test score for
both experimental classes were 72,1 and 72,4 while the controlled class was
68,2. So, the writer was successful in doing the research because there was
significant improvement scores for both experimental classes than controlled
class.25
Wiji Lestari (2013) through her research entitled “Improving Students
Vocabulary Mastery Through Words Clap Game” (A Classroom Action
Research of the eighth grade Students of MTs SUNAN KALIJAGA, Kendal,
25
Riyana Muntika Saraswati, The Effectiveness of Using Games to Improve Students’
Vocabulary (A Quasi-Experimental Study at the Tenth Grade Students of SMA Nusantara 1
Tangerang), (Jakarta: State Islamic University Syarif Hidayatullah, 2014)
19
19
Sampetan, Ampel, Boyolali in the Academic Year of 2012/2013). This research
aimed to describe the procedure of words clap game on teaching vocabulary
and to know the improvement of students’ vocabulary mastery after teachinglearning vocabulary through words clap game. She used the classroom action
research as the design method and used observation, test, and documentation
as the instruments of the research. The subject of the research was the eighth
grade students of MTs Sunan Kalijaga which consist of 36 pupils. There was
an improvement significantly shown from the students’ pre-test and post-test.
The mean score of pre-test in cycle I was 52,91 and cycle II was 57,08. In
addition, score of post-test in cycle I was 65 and cycle II was 70,97. Also the
writer found that there was an improvement from the students’ activity or
interest in learning process in the class because the writer used field note as an
observation to add more information besides test that was given.
Aqidatul Husnah, through her research entitled
26
“Enriching Students’
Vocabulary by Using Word Cards” (A Classroom Action Research at Second
Grade of Marketing Program Class XI.2 SMK Nusantara, Ciputat, South
Tangerang). The subject of the research was the XI.2 students of Marketing
Program SMK Nusantara. She used classroom action research as design
method and it consisted of two cycles. She conducted interview, observation,
and tests to collect the data. From this research, the students could enrich their
vocabulary by using word cards. It was proved by the scores of pre-test and
post-test. Only one student who passed the KKM in the pre-test while the
mean of students’ score was 54,4. Then in the post-test I (cycle I), 15 students
were passed while the mean increased into 74. In the post-test II (cycle II),
there were 25 students passed the KKM with mean percentage 84. It was
successful since the criteria of action success was 75%.27
26
Wiji Lestari, Improving Students Vocabulary Mastery Through Words Clap Game (A
Classroom Action Research of the eighth grade Students of MTs S UNAN KALIJAGA, Kendal,
Sampetan, Ampel, Boyolali in the Academic Year of 2012/2013), (Salatiga: State Institute for
Islamic Studies (STAIN) of Salatiga, 2013)
27
Aqidatul Husna, Enriching Students’ Vocabulary by Using Word Cards” (A Classroom
Action Research at Second Grade of Marketing Program Class XI.2 SMK Nusantara, Ciputat,
South Tangerang), (Jakarta: State Islamic University of Jakarta, 2011).
20
20
On the contrary, the study conducted by the writer has several similarity
and differences from the research which was carried out by the previous
researchers. The similarity was they were using game to improve vocabulary
mastery. Furthermore, the research also uses the similar idea with instruments,
most of all gave a test to measure the students’ improvement before doing the
research and after doing the research. Then, the objective of the research, both
of the writer and previous researchers have the same idea that is to improve
the students understanding in vocabulary or to know whether or not the effect
of word clap game on vocabulary mastery.
On the other hand, the differences were the research design, only two
researchers used classroom action research while one of them use experiment
study. In here, the writer also uses the classroom action research as the
research design. Then, the sample of the research, the writer applies the
research at the eighth grade students of junior high school but another
researcher applies at the eleventh grade of students marketing program.
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of the Research
This research was conducted at SMPN 1 Purwasari which is located at Jl.
K.H Moch. Sodiq, Desa Sukasari, Kecamatan Purwasari, 41373. The research
was carried out on January 25th up to March 1st . The selection of the school as
the research setting was based on the reason that the school was relatively
accessible, both administratively and in term of distance.
B. Research Method and Design
This study was guided by a qualitative approach with Classroom Action
Research (CAR) in particular. It was done by researcher to gather information
about, and improve the ways teachers’ teaching and students learning.1 This
study is aimed to improve the practice of education by studying issues or
problem the teacher’s face in the class and then reflect about these problems,
collect and analyze the data and implement changes based on their findings.2
Arikunto stated that CAR is viewed as a device to improve the quality of
teaching and learning ability in the physical classroom. CAR also helps the
teacher through any methods, skills, and strategies through pair-teaching
between the writer and the teacher as collaborative study.3 In here, the teacher
encouraged the writer by giving some advice, opinion or suggestion to make
the action in the class run well. Meanwhile, Johnson explained that CAR is the
process of studying a real school or classroom situation to understand and
improve the quality of actions or instructions.4 It means that to begin CAR, the
writer needs to identify any real problems which is found in the classroom
concerning students’ condition in teaching- learning process.
1
John W. Creswell, Educational Research Planning, (USA: Pearson Education, 2012), p.
2
3
Ibid.,
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 106 –
4
Andrew Johnson, A Short Guide to Action Research, (Pearson Education: 2008), p. 34.
577.
108.
21
22
22
The Classroom Action Research (CAR) procedure used in this research
was Kurt Lewin’s Design. It was used because Lewin’s design was more
comprehensible and understandable for the writer. However, later the writer
would be developed the design from Lewin. There are four phases in each
cycle; planning, acting, observing, and reflecting. The figure below represents
the cycles of Kurt Lewin’s design.
Planning
Acting
Cycle
Reflecting
Observing
Figure 3.1
Kurt Lewin’s Classroom Action Research Design 5
Here is the following explanation about each phases:
1. Planning Phase
In this phase, after identifying and diagnosing students’ problems
in vocabulary mastery proven by interviewing the teacher,
observing the class, and conducting the test, some plans related to
how solve the problems in the classroom were made. The writer as
English teacher makes lesson plan based on the issue in the
classroom and to improve students’ vocabulary mastery by using
5
Suharsimi Arikunto. op. cit., p. 130.
23
23
word clap game in order to make the students memorize some
vocabulary and the meaning more interesting.
Then the form of lesson plan implemented to the students in the
class. Post-tests were also prepared in order to know whether there
were some improvements on the students’ score achievement from
each test.
2. Acting Phase
The writer gave the material to the students based on the lesson
plan that has been made. Besides, the writer and the teacher
collaborate their ideas and opinions each other to carry out the
planned action. The writer used word clap game as the strategy in
teaching vocabulary, and the teacher observed the condition of
class during teaching and learning process. here, it began the
process of research problems that the writer found it, and also there
were two cycles in which each cycle consisted of three meetings in
action.
3. Observing Phase
Observation toward implementation of the action was carried out
by using observation sheets. In this case, the writer asked for help
from the English teacher to be an observer in the class. The
observer
observes
the
students’
response,
participation,
achievement and everything which is found during the teaching
and learning process and also observes the teacher’s activity in the
class. In order to know the changes made by the implementation of
the action toward the subject of the research.
4. Reflecting Phase
Both of the teacher and the observer has the evaluation aspect
during the process of teaching and learning students’ vocabulary
mastery through word clap game. In this step, the teacher has to
understand the issue of teaching and learning and the situation in
24
24
the class that has been taught. After the data have been collecting
by observer and teacher, both of them will discuss the next step,
which is they have to analyze data first then identify the problems
that still happened in the class and how to improve it at the
classroom. Moreover, if one cycle had not yet met the requirements
of what to achieve, then, the writer should make the next plan to
solve the students’ problem of their vocabulary mastery.
The application of the design in the writers’ study could be seen in the
following figure.
Figure 3.2
The Study’s Design
Pre-Interview and Pre-Observation:


Interviewing the English teacher for knowing mo re
about the subject of the study, teachers’ teaching
technique and what problems the teacher faces in
class.
Observing the teaching and learning process in the
class to clarify the problem.
Planning
Acting
 Choosing the materials for applying
the technique
 Design a lesson plan
 Develop an evaluation form of
students (Pre-test)
Performing the lesson plan by providing
the materials using Word Clap Game
CYCLE 1
Reflecting
 Evaluate the teaching and learning
process
 Analyze the students’ achievement
 Identify the problem of the first
cycle
 Discuss with English Teacher
Observin g



Observe the acting process
Note all the observation process
through observation classroom
checklist
Post-test 1
25
25
Planning (Revised Plan)



Acting
 Performing the revised lesson plan
 Teaching and learning by word clap
game
to
improve
students’
vocabulary mastery
Revise the lesson plan
Re-select the material and topic
Develop the evaluation form for the
cycle 2
CYCLE 2
Observin g
Reflecting


Evaluate and analyze students’
progress
Discuss with English Teacher



Observe student’ during the learning
process
Note all the observation process
through
observation
classroom
checklist
Post-test 2
Post-Interview:


Interviewing the English teacher for knowing his
opinion regarding word clap game and vocabulary
understanding for the students.
Interviewing several students for knowing their
feeling and whether any improvement of vocabulary
mastery or not after implementing word clap game
in the class
C. Subject of the Research
The subject of the research was the students at the eighth grade of SMPN 1
Purwasari in academic year 2015/2016. There were nine classes from A
class to I class. In this case, the writer chose VIII F class as the subject of
the research. There were 39 students which is consists of 17 female
students and 22 male students in the classroom. The class was chosen
based on the English teacher selection, among others classes, VIII F
students had the lowest score in English and the writer agreed to applying
the strategy in that class. Also, it was to help them to improve and gain
their vocabulary scores.
26
26
D. Writer’s Role in the Research
In this research, the role of the research was not only as the writer but also
as a lesson planner, a teacher in the class, and a test maker collecting,
analyzing, and reporting the results of the study.
E. Technique of Collecting Data
In collecting data, the instrument that the writer used are observation, test,
and interview. In addition, through observation, the teacher could observe
implicit understanding and how theory in use. Then, the interview is used
as an additional way in gaining deeper information about something. Then,
the test is to measure the students’ vocabulary score. Each technique of
data collection is described below:
1. Observation
The writer exchanged a role in the class became a teacher and the
observer was the English teacher. The writer was arranged the
rubric list for observation sheets about the process of teaching and
learning vocabulary through word clap game. The first aspect was
class structure, what the teacher does to prepare the students in
learning new material, then the method used in the class by the
teacher and how is the way she/he deliver well-designed materials
to the students. Furthermore, teacher-student interaction was quite
important, it involves the students’ participation in the class,
students’ attention during learning process and teacher’s ways to
quick-witted the awareness of individual student learning needs.
The last was the content, does the teacher appears knowledgeable
or explains the concept clearly to the students.
2. Interview
The
unstructured
interview
was
done
before
and
after
implementing CAR in order to deeply analyze the problems faced
27
27
by the teachers and related the class situation, students’
achievement, and also students’ and teachers’ attitude toward the
teaching and learning process of vocabulary mastery. Ritchie and
Lewis stated that the features of unstructured interview are the
flexible and interactive nature.6 So, it makes the writer will deeply
ask about the condition in the class. Moreover, the writer is going
to interview some students about teaching- learning vocabulary
after using games. After the interviewed established, it was
transcribed and then was given back to the respondents to make the
member-checking. It is a process in which the writer asked one or
more participants in the study to check the accuracy of the account.
This was done to avoid misinterpretation between the writer and
respondents. The questions in the interview were delivered in
Bahasa Indonesia to make it easier to understand and to answer
those questions for the participants. The interview was recorded by
using a voice recorder.
3. Test
Kinds of test is multiple choice. The test is used to know the
students’ vocabulary mastery before conducting the research and
after conducting the result. There are two kinds of test in this
research, namely pre-test and post-test. Pre-test is a test before the
implementation of this research. Meanwhile, post-test is a test
which given after the implementation of this research.
F. Technique of the Data Analysis
Bogdan as cited by Sugiyono stated that data analysis is a process of
systematically searching and arranging the interview transcripts, notes, and
other materials that this research accumulate to increase the understanding of
6
p. 168.
Jane Ritchie and Jane Lewis, Qualitative Research Practice. (SAGE Publications, 2011)
28
28
them.7 The analysis qualitative data used in this study is the observation of
students’ activities during teaching- learning process, and the interview before
and after CAR. Then, in analysis the quantitative data which is test, the writer
took the average of students’ vocabulary score in one cycle. It is used to
measure how well students’ ability on vocabulary. It used the formula:8
To know the class percentage, the writer used the formula:
P : the class percentage
F : total percentage
N : number of students
After getting mean of students’ score per actions, the writer analyzed whether
there is any improvement of students’ vocabulary score from pre-test up to
students’ average score in each cycle or not. In analyzing that, the writer used
the formula:
P=
−
x 100%
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
P=
7
−
x 100%
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R & D, (Bandung: Alfabeta,
2008), p. 334.
8
Ibid., p. 300.
29
29
P
: percentage of students’ improvement
y
: post-test 1
y2 : post-test 2
G. The Trustworthiness of Test
To analyze the examined test items, the writer uses the trustworthiness of
test. There are some ways including:
1.
Test Validity
Validity is the component criteria for evaluating the test or as a
measure of the test. It could be about the representation of test toward the
material that is being given for the students. Milton added that validity
addresses whether a test measures what it is supposed to measure and not
something else.9 Before administering the pre-test, the writer analyzes the
validity and the reliability of pre-test instrument in order to find out
whether the test is valid or good to be used. According to Arikunto,
information will be valid if appropriate with the fact and the test will be
valid if it can be measure what it should be measure10
Before administering the test, the writer used auditing by asking the
advisor to review and evaluate the study to ensure the validity of the
instruments.11 Then, after the students did the pre-test, she used the Anates
software developed by Drs. KARNO To, M.Pd and Yudi Wibisono, ST to
calculate the instruments’ validity and reliability scores.
Table 3.1
The criterion of “koefisien korelasi”12
Scale
Remark
0.80 – 1.0
Very high
9
James Milton, Measuring Second Language Vocabulary Acquisition, (British Library,
2009), p. 18.
10
Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan,(Jakarta: Bumi Aksara,
2010), pp. 58 – 59.
11
Creswell, op.cit., p. 259.
12
Prof. Dr. Suharsimi Arikunto. op.cit., p. 75.
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30
0.60 – 0.80
High
0.40 – 0.60
Enough
0.20 – 0.40
Low
0.0 – 0.20
Very low
After the calculation using “ANATEST”, the validity value or XY
correlation of the pre-test instrument used in this study was 0.69. It means
the test is valid and categorized into high quality. It was gotten the data
from 40 (forty) questions multiple choices that was examined before and
got 25 (twenty- five) questions that was valid through ANATES software.
Instrument that was valid are number 1, 4, 5, 7, 9, 10, 13, 16, 17, 18, 20,
21, 22, 23 24, 26, 28, 29, 31, 33, 34, 37, 38, 39, and 40. Meanwhile, the
reliability of the instrument was 0.81 which means the test is valid and
categorized into very high reliability. Then, the validity value of post-test
2 used in this study was 0.55. it means the test is valid and categorized into
enough quality. Then, the reliability of the instrument was 0.71 which
means the test is valid and categorized into high reliability.
2.
Discrimination Power
The analysis of discrimination power test items is to know the
performance of the test through distinguishing students who have high
achievement and low achievement. Item discrimination provides more
detailed analysis of the test items difficulty, because it shows how the top
scores and lower scores performed on each item. The formula as
following:13
D=
D
U
13
: The index of discriminating power
: The number of correct answer in the upper group
Sugiyono, op.cit. p. 257.
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31
L
N
: The number of correct answers in the lower group
: The total number of people in the top group
The discriminating power scale uses:
Table 3.2
Discriminating Scale
DP
3.
REMARK
0.6 – 1.0
Very Good
0.4 – 0.6
Good
0.1 – 0.3
Enough
-1 – 0.0
Bad
Item Facility
Item facility (difficulty item) concern on the proportion of comparing
students who answer the questions correctly with all of the students
following the test. Item difficulty is how easy or difficult is the test based
on the group of students. The formula as following:14
IF = Ncorrect
Ntotal
IF
: Item facility
Ncorrect : Number of students who selected the correct answer
Ntotal
14
66.
: Total
number of students taking the test
James Dean Brown, Testing in Language Programs, (New York: McGraw-Hill, 2005), p.
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32
The criterion that is used is as:
Table 3.3
Criterion Scale
ID
REMARK
0 – 0.14
Difficult
0.15 – 0.85
Moderate
0.86 – 1.00
Easy
H. The Criterion of the Action Success
Classroom action research (CAR) is able to be called successful if it can
fulfill the criteria which have been determined, and fail if it cannot fulfill the
criteria which have been determined. In this study, the research will succeed
when there is 75% of students achieve the Minimal Mastery Criterion (KKM),
gaining score 70 (seventy) or above of vocabulary test started from pre-test up
to the last cycle. If the criteria of the action success reached, it means that the
next action of the Classroom Action Research would be stopped, but if the
criteria has not been achieved yet, the alternative action would be done in the
next cycle.
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Pre-Implementing the Action
There are three parts related to the fact- finding before implementing the
action those are interview, pre observation, and pre-test. Those explanations as
following:
1. The Result of Pre-Interview
Before implementing the CAR, the writer interviewed the English
teacher, it was unstructured interview where the questions related to the
teaching and learning vocabulary, also discussed the general condition in
English class especially in learning vocabulary, and the difficulties faced by
the students in learning vocabulary, and asking about teaching vocabulary
by using game. It was held on January22nd started at 12.00 P.M and
finished at 12.30 P.M.
First category discussed about the general condition in English class
especially in learning vocabulary. The teacher said that the condition in the
class is quite good although it can be found that there are some students
who still needed a lot of leads and directs from the teacher. In addition, the
students thought that this compulsory subject is difficult to be learned
because it is foreign language in Indonesia.
Second category was about the teaching and learning process used by
the teacher in teaching vocabulary. The teacher usually used drilling
technique when presenting new vocabulary. The new vocabulary and the
meaning must be repeated several times in order to make the students easy
to remember. When the writer asked the other technique that usually used
in teaching vocabulary, the teacher said that he only used drilling because
he thought that the technique was quite effective to be applied, the students
would be remembered with repeated words several times especially when
the students wanted to practice and study more at their home.
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34
34
Third category was the difficulties faced by the students when they
learned vocabulary. The pronunciation is the main problem from the
students based on the English teacher statement, most of students still
confused how to pronounce the words well because it was different from
the written and spoken language. Then, the next problem is the students
easily forget the material that have been learned from the previous meeting,
so, the teacher must be reviewed once again to make the students kept the
same track with the teacher.
The last category was about the teaching English by using game, the
teacher respond was great, he explained that the students was really like the
game, it could make the learning interesting and enjoyable in the class but
he never tried when he taught vocabulary in the class.
2. The Result Pre-Observation
Pre observation was conducted to observe the process of teaching
learning in gaining vocabulary before implementing the action. It was held
at VIII F class of SMP 1 Purwasari in academic year 2015/2016. There
were 39 students in this class. The pre-observation was conducted on 23th
January 2016. It started at 08.40 A.M and finished at 10.00 A.M. There
were four categories that was observed by the observer in the classroom,
which were class structure, methods, teacher-student interaction, and
contents.
a. Class Structure
At the beginning, the teacher gave the brief overview of the material
that would be learned at that meeting, also reviewed previous day’s
course content. Then he looked around the students and asked about the
students’ absence and when everything was set up he began to delivered
the material.
b. Methods
From the writer point of view, the method was quite traditional, the
teacher didn’t prepare any interesting technique in the class. The source
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of material only in textbook and then the teacher wrote the material in
the whiteboard while the students wrote what’s in the whiteboard. He
was lecturer whole time, and there was no group or class discussion and
even students centered activities.
c. Teacher-Students Interaction
The class situation was quite noisy most of time, because the methods
from teacher was not fun and interesting, the amount of students was
high and also there were more male students than female students
which made the class noisier. Moreover, some of male students became
“troublemaker”, they sometimes mocked, and yelled other students and
made fun of the material when the teacher explained in front of the
class. But when the teacher showed his anger, the students slowly quiet
and followed the teacher explanation. Students participation was still
low, they didn’t aware of the material and they thought English was
difficult to learn like mathematics. However, there were still some
students who showed their high interest in English, especially when
quiz session, they were so competitive when answered the questions
from the teacher.
d. Contents
Although the teacher gave a lecture in the class, he delivered wellplanned lecture. The material in that meeting was synonym. The teacher
gave a list of synonym which was the words that highly frequent in
daily activities. So, it made the students easier to remember.
3. The Result of Pre-Test
The pre-test had been done before the classroom action research (CAR).
The writer gave the students pre-test, it was done to know the students’
vocabulary mastery, therefore, she could compare the score of pre-test and
post-test. The test was multiple choice, included finding synonyms and
antonyms, also fill in the blank It was conducted on Saturday, January 23th
2014. It started at 12.30 P.M an d finished at 13.15 P.M.
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36
After giving the pre-test, the writer calculated the score, below is the
students’ score for the pre-test.
Table 4.1
Students’ vocabulary score in pre-test
Category
Score
Maximum
76
Minimum
30
Mean
52.7
Median
52
Mode
52
From the data above, it can be seen that the mean and the minimum of
the of pre-test score were quite low. Also the median and mean score were
52. Then, the maximum of the score was 76. To get the result of pre-test,
firstly, the writer calculated the mean score.
=
= 52.7
Then, the percentage of students’ who passed the KKM score, the
writer used the following formula:
P=
x 1 00%
P = 7.6 %
Based on the result of pre-test, the data showed that the mean score of
pre-test is 52.7. There were only three students or 7.69% of the students
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37
who gained the score above the Minimum Mastery Criterion (KKM)
meanwhile the other 36 students were below that criterion. The lowest
achievement gained score 30. From that analyzing, it could be seen that
almost the VII F students’ score in gaining vocabulary was still very low.
B. The Implementation of Classroom Action Research (CAR)
After conducting the pre-interview, pre-observation, and pre-test, the writer
knew the students’ vocabulary problem were how to make their vocabulary
memorization lasted longer and more useful and interesting, in this research,
the writer used word claps game as technique to improve students’ vocabulary
and make the vocabularies stored longer in their minds.
This research consisted of two cycles, there were four phases for each cycle,
those are: planning, acting, observing, and reflecting.
1. Cycle 1
a. Planning Phase
In this phase, the writer and the teacher made a planning for the
action dealing with preparing vocabulary learning and words clap
game, also prepared sheet of classroom observation activities in the
class. The writer made a planning for the action research based on
the problems faced by students about vocabulary. The writer
selected the material and exercises into a lesson plan. Next, the
teacher also prepared post-test 1 to collect data; to know whether
there are an improvement scores from pre-test to post-test or not.
b. Acting Phase
The action of cycle 1 was done on January 25th , 30th up to
February, 1st 2016. The teacher implemented the teaching learning
process based on the lesson plan that had been made. Next, the
teacher started to explain the material in every meeting that would
like to be learned by the students during CAR. Besides, the teacher
used word claps game in order to measure students’ vocabulary.
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Moreover, the writer, in this case became the teacher, handled all of
the activities in the classroom during this action. To make clear
what happens in ever meeting. Here are the explanations:
1) First Meeting
Day/Date
: Monday, January 25th 2016
Topic
: Recount Text
a) Opening the Class
In the beginning, the teacher introduced herself as a
temporary teacher in order to do the research in that
class. Then, greeted and asked about their condition.
Also, delivered the learning objectives and brief
explanation about the material. It took about 10 minutes
for opening the class.
b) Main Activities
The teacher started the lesson by giving brainstorming
to students about recount text. What have they known
before about recount text, some of students quietly and
shyly answered it but most of them showed that they
still confused and blank about recount text. Then, the
teacher explained about the purpose, generic structures
and language features about recount text. A few
moments later, the teacher gave an exercise handout
and asked the students to make a small group discussion
to answer the questions. The teacher realized that the
amount of students in the class is large, so, she made a
group discussion in order to make an effective time and
learning for them.
In the end, the exercise from each
group submitted to the teacher and gave it to different
group to analyzed and checked the correct answers.
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c) Closure
The teacher opened questions and answer session for
students who have not been understood related to the
material, and gave some advices and information about
what will be learn for the next meeting.
2) Second Meeting
Day/Date
: Saturday, January 30th 2016
Topic
: Irregular and Regular Verb
a) Opening the Class
In the beginning, the teacher greeted and asked about
the absence in the class. Also, delivered the learning
objectives and brief explanation about the material.
b) Main Activities
The teacher looked around about the situation in the
class, after she thought the class was quite silent, she
was firstly asked the students were they bring or borrow
the dictionary from the library or not, because in the
previous meeting the problem arose when they did not
know the meaning of the words at all and it made the
learning process became less effective. After fully
prepared, she started to explain the material about
regular and irregular verb. Actually, based on the
syllabus given from the English teacher, that was not
their first time learned about the rules and the changed
form of verb 1 into verb 2, in the last odd semester, the
students have already learned that for narrative text.
However, the lack of memory and practice was very
low about English it became almost most of them forgot
about what was irregular and regular verb and what was
the different between them. In this case, the teacher
gave a handout about the list of regular and irregular
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verb plus the exercises to the students. It took for about
45 minutes. Then, in the next 25 minutes, the teacher
applied the word claps game, at first, she divided the
students into several group, next, she explained about
the rule of the game and how to play the game. So, the
first
student
had
to
mentioned
a
verb
1
of
regular/irregular verb, then, the next students had to
mentioned the verb 2 and another student had to
mentioned the verb 3, for the last person had to
mentioned the meaning of the words in Bahasa
Indonesia and the next students repeat the same way as
the previous students did but in different words. They
mentioned the words directly after they claps their hand
several times. The teacher’s job was facilitated, guided
and observed the students in the class.
c) Closure
In the end, the teacher asked the students about how
they felt after played word claps game and they thought
that the game was quite fun and challenging to them.
And she also gave a courage to the students who could
not be active in the class. The last was a short summary
from the teacher about the material that they had
already learned.
3) Third Meeting
Day/Date
: Monday, February 1st 2016
Topic
: Irregular and Regular (Verb Part II)
a) Opening the Class
The teacher greeted to the students and looked around
the class to make sure that the students were ready to
receive the material. Then, the learning objectives were
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given to empower the importance of the material in
English.
b) Main Activities
The teacher first gave a brief ice breaking to the
students. She realized that the low motivation of
students that have shown in the preliminary study had
to change because it would have made the students
became uninterested and bored. Then, she reviewed the
previous meeting about regular and irregular verbs. She
wrote a simple sample of recount text based on her
experience in the whiteboard and discussed it to the
students about vocabulary, generic structures and
language features of recount text. Then, the students
gathered with their previous group and they also
discussed about the exercise that was given before from
the teacher. After that, the teacher asked them to make a
short story about recount text based on their experience
to make it easier for the students. Each of member had
to write a least two sentences in the story, the reason
was to avoid the students who counted into another
student in the group. After for about 45 minutes, the
next activity was the word claps game, they had to
played the game with their group and the topic was still
regular and irregular verb based on their story.
c) Closure
The teacher asked the students to submit their
assignment and still, the teacher motivated the students
to become more active in the class, she also asked them
to play the game wherever and whenever they could.
The last, she gave a homework for the students in LKS.
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c. Observing Phase
In this phase, the English teacher or the observer tried to see all
the activities in physical classroom. It was about the teacher’s
performance and methods, condition of class, and students’
participation in the process of vocabulary teaching learning on pre,
and post vocabulary through observation.
In the first meeting, the observer realized that the teacher had to
do a lot of effort to make or to change the students’ attitude toward
English. Some of them were quite active and enthusiasm with the
teacher and followed the instructions given by her. However, some
of them were quite hard to work with, they tend to make some
noise to distract other students. So, the teacher gave some rules for
anyone who disturbed or did not follow the instruction from the
teacher to make the class became effective for both in teaching and
learning process.
In the second meeting, the observer watched a better classroom
condition; they did not make a lot of noise because of that ‘rules’.
It was quite effective to them. They were noises when they played
word claps game, they asked a lot questions about the rules and the
teacher answered them patiently. The game was the first to them.
As the result, some of students were confused and nervous about
the game but the rest of them were interested and anticipated. In
the middle of the game, they still did not get it when they played
the game, some of the students even mismatched with the claps and
the words. So, it was messed up for moment. Fortunately, there
was a student who kindly help to explain about the rules one more
time to other students. It was relieved because the situation was
under control and the student’s help was really helped for teacher.
Then, the students continued to play the game for the rest of the
time.
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In the third meeting, the observer watched the class was in a
good mood condition, the students anticipated about the new
material from the teacher and also the game. So, the second time
game was given, the students still asked several questions
regarding the game but that was quite better because they were
slowly understood about how to play the game. The students
followed and enjoyed the activities in the class. In here, the teacher
gave a various technique about the game, at the first the students
only clap their thigh but at the moment the students have to clap
their friends’ hands together and the last they had to mention the
word. They often made a mistake about the mismatch of each
student and that what made the game seemed alive and fun.
In addition, after teaching and learning process finished in the
first cycle, it was also carried out the post-test 1. It was held the
day after the third meeting because the writer thought there was no
more time when it used in English class.
Based on the result of the post-test 1, the mean score of the class
derived 66,3 in which there were 16 students or 41.6% of the
students who got score above the Minimum Mastery Criterion.
Meanwhile the other students were below of that criterion. It
implied that the first criterion has not fulfilled.
d. Reflecting Phase
After doing all of the phases, the writer and the teacher
discussed about the conclusion of implementing the action in order
students to be more comprehend in vocabulary and passed the KKM
more than 75% in the total of students in the class, because the
result of post-test 1 showed only 41,6% students who passed the
KKM. So, the implementation of word claps game has not given
satisfactory result yet on the improvement of students’ vocabulary.
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44
The writer and the teacher evaluated why so many students still
could not pass KKM, based on the observation, the teacher found
that some of the students did not pay attention during the learning
process in class, when the writer explained the rule of word claps
game, some of students still confused about the game, so that, the
game did not work properly and effectively. As the result, it wasted
the allocation time that already set before in the lesson plan. In
addition, the lack of memorize the words made the students quite
hard to apply the words in the game.
From those problems, the writer and the teacher decided to carry
out the second cycle, they formulated the new lesson plans. In the
second cycle, it still used word clap game, the writer realized that it
was only the matter of time, it would gradually better for them to
comprehend about the rule of the game and also the vocabulary
words; because of the students had a hard time with memorizing the
words, the writer tried to decrease the words in order to make them
easier to memorize it. Besides, the writer also gave a various
technique of the game to prevent from the boredom. Also, the writer
should find an effective way whether the number of member’s
group work decrease or the game should not play in small group.
2. Cycle 2
a. Planning Phase
The planning phase of the second cycle was implemented into a
lesson plan. In this case, the writer planned another strategy to
improve the students’ vocabulary, and the writer modified the
lesson plan based on the phase in the first cycle. Since the students
had a difficulty in memorizing the words, the writer tried to
decrease it to make them easier. Then, the new vocabularies given
to the students and it was still taken from their material book.
Besides, the writer focused on the useful and contextual vocabulary,
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she asked the students to make advertisement text based on what
they already seen in the television, internet, newspaper, or
magazines, it was also for improving their writing ability. In
addition, the writer also prepared the classroom observation
activity, and the last was prepared the post-test 2 to collect the data.
b. Acting Phase
The action of the cycle two was done on February 13th , 15th , 20th
2016. In this phase, the writer conducted learning activities to get
the better result than the first cycle. Here are the deep explanations
in each meeting:
1) First Meeting
Day/Date
Topic
: Saturday, February 13th 2016
: Degree of Comparison
a) Opening the Class
The teacher greeted them as usual and explained the
purpose of today’s learning. Also, she checked the
students’ absence.
b) Main Activities
At first, the teacher asked them about the degree of
comparison, she surprised that no one ever known about
that lesson. Then, the teacher’s next step was giving the
real object for the sample. She took the pen and marker
and asked about the size or the prize for both of things.
The students finally spoke up after the teacher gave
some clue, some of them spoke ‘lebih mahal spidol,
Miss’ or ‘kalo pulpen lebih pendek daripada spidol’.
Actually, they understood about today’s lesson but they
did not recognize about degree of comparison. Then, the
teacher explained about the material for about 15
minutes and the teacher asked the students to work in
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46
pair, they had to make some sentences about degree of
comparison; positive, comparative, and superlative based
on the real object they saw and showed it to the teacher
and others students. Next activity was some exercise
related the material that students should be answered.
The last was they had to play word claps game about the
words in positive, comparative and superlative. In here,
the teacher divided into two big groups and they had to
face to face to another group, the line was like debate but
they had to debate about mentioned the comparison’s
words.
c) Closure
The teacher gave some time for them to ask about the
lesson that they still did not understand and the teacher
give some quizzes to give the additional score for the
students in the end of the meeting.
2) Second Meeting
Day/Date
: Monday, February 15th 2016
Topic
: Advertisement Text
a) Opening the Class
The teacher came to the class and greeted them
passionately. Then explained about the objectives of the
learning’s today.
b) Main Activities
The
teacher
asked
them about
their
favorite’s
advertisement that they had ever seen in television.
They were so excited to mention and describe about
those things. Directly, the teacher explained about the
material which was advertisement text and gave some
samples in the handout. Then, the students divided into
several groups and they had to select one of the pictures
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47
in the piece of paper for the theme of their assignment
later to make a poster. After that, the teacher gave a
cardboard and some markers in each group as the tools
for creating the advertisement, they had to make and
draw creatively in the cardboard for the rest of hours’
class.
c) Closure
The teacher reminded the students about next meeting
because it would be the last meeting for the writer
teaching in that class. So, she wanted them to give their
best in preparing their poster and present it in front of
the class.
3) Third Meeting
Day/Date
: Saturday, February 20th 2016
Topic
: Advertisement Text (2)
a) Opening the Class
The teacher greeted them excitedly and asked them
about
the preparation of the poster and
their
presentation. Then, to get rid of their nervous, the
teacher mentioned about the prize that would be taken
by them if they could be performed the best in the class
and absolutely the class became noisy and also to add
their motivation.
b) Main Activities
In this phase, the teacher first gave a sample on how
presented the poster in front of the class but they could
be performed well and better than the teacher. Then, the
teacher assessed the students’ performance in speaking
and their poster while others students also kept attention
to the presenter. After all of groups performed, the
teacher gave some time to them to walked around and
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48
saw others works. Then, the teacher asked each group
to give a score poster for different group by giving
some emoticons.
c) Closure
In the end of the meeting, the teacher praised the
students about their performance and their hard working
for the past few weeks with the writer. Also, thanked
them for cooperate nicely with the writer. The writer
also gave some words about the class summary focused
on their performances and attitudes. The last, the
teacher and the students closed the class by reciting
hamdalah.
c. Observing Phase
In the second cycle, the observer still saw the activities in
physical classroom. It was about the teacher’s performance and
methods, condition of class, and students’ participation in the
process of vocabulary teaching learning.
In the first meeting, the teacher performance was really
excellent, because she gave a real thing or sample to the students, so
that the students connected with the material easily. Degree of
comparison is quite complicated because in different degree there
was some changing in the words but the clear explanation from the
teacher made it easy to understand. When they played word clap
game, the students finally understood with the rule and how to play
the game. The teacher here developed the game, for example the
students here divided into several group, it was six students each
group and they had to face another group to become a winner in the
class. They had to clap the hands based on the number of students
involved. As the result, in this meeting the lesson plan was run well
and also the students’ response were excited and joyful because
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49
there was a competitive situation to make them became more
responsible in doing the game.
The second meeting, the new material was given to the students
which was advertisement text. Overall, the students’ participation
was quite better than the previous cycle. They were brave to ask and
answer the questions from the teacher. In the learning process, they
remained silent and kept attention to the teacher and when the
teacher gave the assignment about making a poster about
advertisement text, they were so excited because their hidden talent
finally rose up, some of students were like to draw and paint. So,
the students did it with a happy feeling when they made it.
In the third meeting, the teacher asked the students to present
their poster in front of the class. It was a big thing for them because
they rare to speak or perform in front of the class. In here, in order
to avoid their shyness and nervous, each group performed together
in front of the class. However, the outcome was not good because
the class was super noisy but then the teacher acted soon with
giving some rules for both speaker and listener and later the
condition of the class became more effective.
The teacher held on post-test 2 the next day later, it was outside
the English class schedule. Based on the result of post-test 2, the
mean score of the class in vocabulary test gained 75 in which there
33 students out of 39 students who passed KKM.
d. Reflecting Phase
After knowing the result of vocabulary test, the writer and the
English teacher felt satisfied that the effort to improve their
vocabulary by using word claps game was increase significantly.
They enjoyed and attracted learning in the class, and they could
memorize the words easily with the game and they also could have
applied a word clap game outside the English class. Furthermore,
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50
they also were brave and confident to speak or make a sentence in
English, although sometimes they made an error and mistake but
still better for those who did not try.
After achieving the target of criterion minimum mastery where
minimally 75% students passed the KKM, the writer decided to stop
the CAR because it had already succeeded. Hence, the writer did
not have to revise the plan, because every action was planned as
good as possible, so that teaching learning activities could be
accomplished well.
C. Post-Implementing of the Action
In this case, the data after implementing the action consisted of two parts.
Those were the results of post- interview and post-test. For further description,
it would be delivered as follows:
1. The result of Post-Interview
a. The Description of Data from Post-Interview with English
Teacher
Post-interview with the English teacher was conducted on
February 23rd, 2016. The questions given mostly related to the
research, which were the condition of the class after the writer
implemented the action, then, the students’ understanding in
vocabulary, and the opinion from English teacher after implemented
word clap game in the class.
The first discussion was the condition of the class during word
clap game is being applied. It was found that the students’ conditions
were better than before carrying out the classroom action research.
The students seemed enthusiasm and interested in the game. So that,
it made the process of teaching learning became more effective. They
were more brave to ask and answer the questions from the teacher,
and surely it made the students confidence higher than before. That
was a big thing for students who tried to speak in front of people.
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51
Then, the writer also asked about how was the students’
understanding especially in vocabulary when she taught in the class.
The English teacher said that there was an improvement from the
students when they studied about vocabulary. Usually, when the new
material was given, the students were slightly difficult to follow the
material. Fortunately, a game helped them to understand or
comprehend the material. They were playing a game and studying
altogether. Especially word clap game, it was matched with the
material so the students also became easier to follow.
Then, the opinion about English teacher about word clap game.
He said that the game was quite good to be applied in teaching
vocabulary. He added that not only vocabulary but also other skills
could be used it, it depended on the selection of the material which
was suitable or not with the game. Actually, also felt that he had to do
some games in the class. Because there were so many benefit that
would be changed in the class when used it.
b. The Description of Data from Post-Interview with Students of
VIII F
Interview was conducted toward students of the subject class.
Based on the English suggestion, five students were chosen to be
interviewed as the representative of the class. The questions are
mostly about what they think about English, how teacher teaches
English vocabulary in class, and their opinion after the writer
implementing word clap game in class.
Most of students thought the same way when the writer asked
their opinion about English. One of them said that “I actually like
English, when the material was difficult, so do I also difficult to
understand it”. They also stated that English was quite hard because
they had to memorize it, and sometimes when the material was
difficult, they also gave up to understand it.
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52
When asked about how the teacher teaches English vocabulary in
the class, they gave different opinion about that. Student 1 said
“Usually the teacher just writes in the whiteboard and the student
have to write it too” while Student 2 said “The students have to do
some exercises from the English textbook and LKS” Student 4 stated
“We have to memorize it”. There was no various technique given
from the teacher when teaching vocabulary in class and the
interviewee students also wanted a new way or technique to make an
interesting and joyful condition in class.
Most of them were stated almost the same opinion when the
writer asked about how they felt after word clap game applied in the
class. They were really like word clap game applied in the class. They
agreed that using games, especially word clap game made them
enjoyed and interested with the material. The reasons also were
various, student 1 said “I really like the game because we can play
and study together”, student 2 stated “I like it because it can reduce
boredom and sleepiness in the class”. However, there was one
student who said that she was nervous when played the game so that
she could not memorize the words perfectly.
2. The Result of Post-Test
a) The Result of Students’ Vocabulary Achievement Post-Test
1 (Cycle 1)
To know the result of students’ vocabulary achievement, first,
the writer needs to calculate the mean score. The mean score
derived from the following formula:
=
53
53
= 66,3
Then the writer calculated the class percentage that’s passed to
the Minimum Mastery Criterion, using the following formula:
=
x 100% = 41.6%
Based on the result of the post-test 1, the mean score of the class
derived 66,3 in which there were 16 students or 41.6% of the
students who got score above the Minimum Mastery Criterion.
However, there was an increase of students’ mean score from
preliminary study up to the first cycle. The mean score from
preliminary study was 52,7 while in the first cycle was 66,3. It
means that there was 25,8% of mean score improvement. The
improvement score derived from the formula:
P=
=
−
x 100%
,
,
,
x 100%
= 25,8%
b) The Result of Students’ Vocabulary Achievement Post-Test
2 (Cycle 2)
Post-test 2 was conducted
after the cycle
2 is being
implemented. In this cycle, the students got better score, there were
33 students had reached KKM, the mean score also improved from
66,3 to 75. It means there was an improvement of students’ mean
score became 13,1%. The calculation of the mean students’ score
in post-test 2 was derived from:
54
54
=
= 75
Then, the calculation of class percentage about 33 students who
passed the KKM score was derived from this formula:
=
x 100%
= 84,6%
Next, the calculation of the improvement percentage is gained
from the following formula:
P=
=
−
x 100%
,
,
x 1 00%
= 13, 1%
In conclusion, there were 33 students out of 39 students who
passed the minimum score after word claps game is applied in two
cycles. The initial number of students who passed the test during
pre-test was 3 students, and then 33 students passed the minimum
score of 70 after word claps game is applied.
The comparison of all the tests result can be seen in this
following table:
Table 4.2
The Comparison Scores of Pre-test, Post-test 1, and Post-test 2
Category
Pre-test Score
Post-test 1 Score
Post-test 2 Score
Maximum
76
85
90
Minimum
30
50
60
Mean
52.7
66.3
75
55
55
Median
52
65
75
Mode
52
65
70
Below is the figure of students’ percentage who passed the KKM.
Figure 4.1
The Percentage of Successful and Unsuccessful
Students’ Passing the KKM
Pre-Test
7.60%
Successful
Students
Unsuccessful
Students
92.40%
Post-Test 1
Successful
Students
41.60%
58.40%
Unsuccessful
Students
Post-Test 2
Successful
Students
15.40%
Unsuccessful
Students
84.60%
Based on the figure above, it showed that there was a significant
improvement the students’ percentage who passed the KKM. In pretest there were only 7.6% students where 3 students who passed the
KKM, while the rest of students which were 36 students under the
KKM score. Then, in a post-test cycle 1, there were only 16
students out of 39 who could pass the KKM which was the
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56
percentage only 41.6%. The last, in the post-test of cycle 2, the gap
was quite large from the post-test 1. There were 84.6% students
who passed the KKM. In conclusion, the post-test 2 was succeeded
because the criterion of success in CAR was 75% from the total
students in the class.
The comparison is also presented in the following figure. The figure
shows the students’ score improvement on each test:
Figure 4.2
The Students’ Scores Improvement
75
66.3
52.7
PRE-TEST
CYCLE 1
CYCLE 2
Mea n Score
The figure shows the improvement from both the students’
mean score and the students passed the minimum criterion score. It
was proved that the target of Classroom Action Research
accomplished in which minimum 75% students passed the
minimum criterion where 33 students out of 39 students passed it,
and the percentage was 84,6%. The means score also was gradually
increase quite higher from pre-test, post-test 1 to post-test 2.
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57
D. The Interpretation of the Data
As a whole, the interpretation of the research results will be delivered as
following:
1. Pre-Implementing the Action
a. The Result of Pre-Interview
Based on the data gained from the pre-interview with English teacher, it
indicated that the students’ vocabulary was quite poor because the
students had difficulty in memorizing the new words and keeping their
last vocabulary, then, the lack of pronunciation makes difficult for the
students in memorizing the words. Those were also the general problems
that arose when teacher teaches vocabulary for learners, because
Thornburry already stated in chapter II that there are several difficulties
in teaching vocabulary, which are pronunciation, meaning, grammar, and
length and complexity of the words.1 So, it should be the teachers’ job to
solve it, to find a solution regarding of that. Therefore, one of solution is
the teacher’s needs to find the suitable technique in teaching vocabulary.
The writer suggested implementing word clap game as a technique in
teaching vocabulary, because game is an activity which is entertaining
and engaging.2 After conducting the action, the English teacher gave
positive responses about the action. Both of the writer and English
teacher felt satisfied with the improvement made by the students from
their vocabulary score and also their willingness when they learned new
material.
b. The Result of Pre-Observation
The writer observed the teacher in 8F class before implementing CAR.
The students’ participation was quite passive, the technique given by the
teacher in teaching vocabulary is not interested for students, the teacher
just giving a list of vocabulary and the students had to memorize the
words and the meaning individually. Furthermore, the students also had a
1
2
Scott Thornburry. op. cit., pp. 27—28.
Andrew Wright et al, op. cit. p. 1.
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58
hard time in memorizing the words, so the teaching and learning process
became less effectively. This problem also effects to another skills’
proficiency in English, if the students had a little vocabulary they could
not speak fluently, or do not understand while listening English and many
more because the limitation of their vocabulary. Vocabulary is the
essential part of language that should be concern for the students. This
idea also stated in chapter II vocabulary is a core component of language
proficiency.3 While from Linse that vocabulary is the collection of words
that an individual knows.4 The thing is the teacher should give new
vocabulary to the students and make sure that their vocabulary increase in
each meeting. Therefore, if learners have a lack of vocabulary, they will
find some difficulties in expressing ideas in oral or written.
c. The Result of Pre-Test
Before implementing CAR, the writer gave pre-test to the students to
measure their achievement in vocabulary mastery. There are 39 students
in the class consisted 17 female and 22 male students. The result was only
three students who passed the minimum criterion mastery (70) while the
rest got under seventy. It means there were only 7.60% students who
passed it and 92.40 could not pass it. In the table 4.1 showed that the
maximum score was 76, the minimum score was 30 while the mean was
52.7 and the mode was 62. It was still far from the KKM that had been
decided in the beginning.
2. The Implementation of Classroom Action Research (CAR)
a. Cycle 1
The writer planned about the lesson planning for the next three
meetings, the observation checklist, and post-test 1. The English
teachers’ job was to observe the teaching and learning process in the
class by using the observation checklist. In the first meeting, the
3
Jack C. Richards and Willy A. Renandya. Methodology in Language Teaching, An
Anthology of Current Practice. (New York: Cambridge University Press, 2002), p. 225.
4
Caroline T. Linse. Practical English Language Teaching: Young Learners. (McGraw-Hill,
2007), p. 121.
59
59
writer introduce herself as the temporary teacher and told them that
they were the writer’s subject of the research. The writer gave
material about recount text and also gave some exercises. The
students’ response was quite good but their participation in class
was still low. Moreover, the students’ understanding in English was
also low. To solve those problems, the writer would give word clap
game for the second meeting, the material was still related to
recount text which is the usage of regular and irregular verbs in the
text. the writer asked the students to divide into several groups.
Then, she delivered the material and gave the list of regular and
irregular verbs. After doing some exercises, they played word clap
game and the students’ participation was increase and they felt quite
happy and enjoy when they played the game although some of them
still did not understand about the rules of the game. The third
meeting, the writer reviewed about previous materials and she asked
to the students to sit in their group like before and did some
assignment. They had to make the story about their experience. after
that, the students played word clap game again to empower their
vocabulary. Afterwards, the writer administered the post-test 1 and
analyzed it, she and the teacher discussed about the high number of
unsuccessful students who could not pass the KKM. Therefore, she
decided to conduct the next cycle.
b. Cycle 2
The writer revised the plan in order to make the improvement from
the previous cycle. The first meeting, the writer gave material about
degree of comparison, she explained the material and gave an
exercise to students. They can do pair-teaching because the writer
wanted to make a different way and since group work already used
before. In the end of meeting, she prepared word clap game and the
topic was degree of comparison. The students seemed familiar with
the game and it seemed they were more relaxed and enjoyed it. For
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60
the next two meetings, the writer gave the material about
announcement text and they had to make a group in order to do the
assignment. They had to make and draw an announcement poster.
then, the next meeting they had to perform or present it in front of
the class while the judges also the other students and teacher. The
meeting for the second cycle was over, the writer administered the
post-test 2. Fortunately, the result was quite satisfied and can be
called proud. Therefore, the writer and teacher decided to stop the
research because the criterion of success had been accomplished.
3. Post-Implementing the Action
a. The Result of Post-Interview (Teacher)
After implementing CAR for about six meetings. The writer asked about
teachers’ opinion about the method that being used, then the students’
understanding in vocabulary and the condition of the class. He said that
he was satisfied about the students’ improvement in score and their
attitude toward English, although the students find difficult to
comprehend English lesson, they slowly showed their interest and
enthusiasm in the class after word clap game applied in the class. The
condition in the class was still noisy but it was because they played the
game. They were also more brave to ask and answer the questions from
the teacher and it was a big thing for students who tried to speak in front
of people. The last discussion, he answered about his opinion related to
the game, he explained that the game was new for him and also the
students but their reaction was good, they could run the game well. He
also thought that he had to do some games in the class next meeting.
When presenting new vocabulary to the students, the teacher should give
more attention to the students because it will change the outcome when
the they take a test or do some exercises. If the outcome is bad, the
teacher should try a different way in teaching. In line with Gairns, teacher
61
61
should facilitate the students in the classroom by using strategies such as
visual, verbal and translation in teaching vocabulary.5
b. The Result of Post-Interview (Students)
Either the teacher or the students had been interviewed to make the data
more reliable. The writer also asked the students’ perception regarding to
word clap game. The representative were five students in class F
consisted 3 female and 2 male students. Most of them agreed that English
was difficult to deal it, they have to memorize the rules of grammar, kind
of texts, and so on. Next is the delivery from the teacher, it could be the
most important thing to transfer the knowledge to the students.
Sometimes it could be useful when the teacher used different methods to
make it more interesting to learn because most of interviewees said that
the teacher only used the same technique when teaching vocabulary. The
last was their thought about word clap game, they almost strongly agree
that the game was really helpful to change the mood in the class, English
became attracted and interested. So, it could release their boredom and
sleepiness in the class.
c. The Result of Post-Test I (Cycle I)
The mean score in the post-test of cycle 1 was 66,3. It means that the
improvement result of the implementation between pre-test and post-test
1 was 25,8%. Meanwhile, the class percentage which passed the KKM in
post-test 1 was 41.60%. It was not enough to reach the research target and
still needed to be improved because there were only 16 students who pass
the KKM, and there were 23 students whose score still under the KKM. It
can be inferred that still needed more improvement because it could not
achieve the target yet of success CAR. The students could not pass the
KKM because the unfamiliar with the game, they still questioning about
how to play the game because it was new for them. So that word clap
game has not worked properly as it supposed to be. According to Wright
5
Ruth Gairns and Stuart Redman. Working with Words. A guide to teaching and learning
vocabulary, (Cambridge University Press), pp. 73 – 75.
62
62
that is important to make sure that the game which is want to play is
familiar with the students to reduce the difficulties in conducting the
game.6 Thus, after discussing with English teacher, the writer decided to
continue to conduct the next cycle.
d. The Result of Post-Test II (Cycle II)
Afterwards, the mean score in the post-test 2 was 75. It showed that the
improvement result of the implementation between post-test 1 and post-test
2 was 13,1%. So, there was a significant improvement where 33 students
above the KKM, and there were still 6 students who were not able to pass.
The class percentage showed a significant improvement 84.6% from pretest (7.6%). It proved that the post-test 2 has fulfilled the success target of
CAR in which above 70% students could pass the KKM. To conclude all
data, the writer made a table and a figure to make it clear about the
comparison in each cycle. In table 4.1 the writer made a comparison
between pre-test, post-test 1, and post-test 2. The result was clear enough
that the increasing score in each test and it also means that there was an
improvement of their vocabulary mastery after the writer implemented the
CAR or applied word clap game. Then, in figure 4.2, the writer gave a pie
chart about the successful students and unsuccessful students passed the
KKM in each test. The blue color means the successful students and the
gray color means unsuccessful students. It showed an improvement in each
cycle, in pre-test and post-test 1, there were still high number of students
who could not pass the KKM, so the writer had to do the cycle 2 and
conducted post-test 2. In post-test 2, there were the high number of students
who could pass the KKM, it reached 84.60% which was 33 students and the
result contrast pre-test and post-test 1. It means that the writer was
successful in doing the research and make an improvement about the
students’ vocabulary mastery at the eighth grade students of SMPN 1
Purwasari. On the other words, the implementation of word clap game in
improving students’ vocabulary mastery was success, and then the writer
6
Andrew Wright et al, op. cit. p. 4.
63
63
decided to stop the research. So, in the writer’s result of finding, it was
proved that game is solved for the problems above and game is an effective
way to implement in the class because it can affect the students’ attitude
toward
English,
they seemed
enthusiasm and attracted
to
learn.
Furthermore, it can be proved from Wright idea that game help and
encourage many students to build their interest and work, then help the
teacher to create contexts in which the language is useful and meaningful.
Also Games provide one way of helping the learners to experience
language rather than merely study it.7
7
Andrew Wright et. All. Games for Language Learning, p. 2.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding and analyzing the data in the process of teaching
vocabulary by using word clap game at the eighth grade students of SMPN 1
Purwasari, the writer concludes that using word clap game is one way of
improving students’ vocabulary since vocabulary is one of the most important
components in a language. The technique that the writer uses here is word clap
game, using this game is a simple technique in improving students’ vocabulary
since the game is easy to play and also cheap, because the teacher does not have
to prepare anything or buy some equipment related to the game, just clap their
hands and mention the word, also they can practice the game anywhere and with
any whom.
In this research, the writer uses classroom action research (CAR). The writer
carried out some steps that needed in conducting the research which are planning,
acting, observing, and reflecting. As the result, the writer found that using word
clap game is a good way to be applied at the eighth grade students of SMPN 1
Purwasari. When the writer got the result of pre-test score, there were only three
students who passing the KKM (70) or 7.60% out of 100%, it was very low
percentage and also overall scores of mean, median, and mode were quite low.
Then, the minimum score was 30 whereas the maximum score was76. It can be
seen from the scores that the writer had to do a lot of effort to make some
improvement for the students. After cycle 1 which had been implemented in 3
meeting, the post-test 1 was conducted. There was an improvement from the
students who passing the KKM, the percentage was 41.60% or 16 students, which
increased 34% after implemented word clap game in the class.
In cycle 1, the improvement was quite good. It can be seen from the score was
getting better although it was still far from the criterion of success. The minimum
score also getting higher, it was 50 while the maximum score was 85. However,
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65
65
the writer had to conduct the next cycle to make 75% students passing the KKM,
so the next three meeting were conducting for cycle 2. Finally, the result of posttest 2 was satisfied, the minimum score was 60 and the maximum score was 90.
There were 33 students out of 39 students passing the KKM or which increased 17
students from cycle 1. It can be concluded that more than 75% students passing
the KKM and the research was accomplished since it was fulfilled the criterion of
the success.
B. Suggestion
Since using word clap game is successful to implement in SMPN 1 Purwasari,
VIII F class, in here, the writer suggests teachers as well as readers to use word
clap game for improving students’ vocabulary mastery because it is simple, easy
to be carried out, and helpful. Word clap game is also flexible, it can be used in
different students’ level, it also only depends on the vocabulary list at each level.
The writer hopes the result of this research can be used as an additional reference,
there will be further research with different discussion which can make a revision
within development of this research.
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Arikunto, Suharsimi. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara, 2009.
Brown, Douglas. Strategies for Success: A Practical Guide to Learning English.
Longman, 2002.
Brown, James Dean. Testing in Language Programs. New York: McGraw-Hill,
2005.
Cameroon, Lynne. Teaching Language to Young Learner. Cambridge: Cambridge
University Press, 2001.
Creswell, John W. Educational Research Planning. USA: Pearson Education,
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Depdikbud, Kurikulum Sekolah Menengah Tingkat Atas: Garis-garis Besar
Program Pengajaran Bidang Studi Bahasa Inggris, (Jakarta: Departemen
Pendidikan dan Kebudayaan) in B. Y. Cahyono and Utami W, The
Teaching of EFL Vocabulary in the Indonesian Context, TEFL in Journal,
Vol. 19, 2008.
Gairns, Ruth and Stuart Redman. Working with Words. A guide to teaching and
learning vocabulary. Cambridge University Press.
Hadfield, Jill. Intermediate Grammar Games, Pearson Education, 2003. Houston,
Hall. Playing Games Modern English Teacher, Vol. 18 no. 1, p.33. Husna,
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Classroom Action Research at Second Grade of Marketing Program Class
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University of Jakarta, 2011.
Johnson, Andrew. A Short Guide to Action Research, Pearson Education: 2008.
Lestari, Wiji. Improving Students Vocabulary Mastery Through Words Clap
Game (A Classroom Action Research of the eighth grade Students of MTs
SUNAN KALIJAGA, Kendal, Sampetan, Ampel, Boyolali in the Academic
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of Salatiga, 2013.
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Linse,
Caroline.
Practical English Language Teaching: Young Learners.
McGraw-Hill, 2007
Milton, James. Measuring Second Language Vocabulary Acquisition. British
Library, 2009.
Nation, I. S. P. Teaching Vocabulary: Strategies and Techniques. Boston: Heinle
Cengage Learning, 2008.
Read, John. Assessing Vocabulary. Cambridge University Press, 2000.
Richards, Jack C. and Willy A. Renandya. Methodology in Language Teaching,
An Anthology of Current Practice. New York: Cambridge University
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Ritchie, Jane and Jane Lewis, Qualitative Research Practice. SAGE Publications,
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Saraswati, Riyana Muntika. The Effectiveness of Using Games to Improve
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Schmitt, Norbert. Vocabulary in Language Teaching. Cambridge: Cambridge
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Sugiyono. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung:
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Takac,
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Vocabulary Learning Strategies and Foreign Language
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http://www.scribd.com/doc/21685064/Lampiran-Permen-Diknas-23-Th-2006SKL
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Appendix 1
Interview Guideline for the Need Analysis (Before CAR)
Interviewer
: Nurina Ayuningtyas
Interviewee
: Jajang, S. Pd
Day/date
: January, 22nd 2016
Interviewer
: Bagaimana
keadaan kelas dan
siswa tempat Bapak
mengajar?
Interviewee
: Keadaan kelas disekolah saya lumayan bagus, kalo siswanya
masih butuh banyak
bimbingan dari segala hal. Namanya juga
siswa..
Interviewer
: Menurut Bapak/ibu, bagaimana kemampuan Bahasa inggris
siswa di kelas?
Interviewee
: Bahasa Inggris kan Bahasa luar, jadi buat mereka, ini pelajaran
yang susah untuk diikuti.
Inte rvie wer
: Ketika melakukan kegiatan belajar me ngajar di kelas,
apakah Bapak menerapkan metode atau model pembelajaran?
Interviewee
: Ya pasti, disaat kegiatan belajar mengajar harus pake metode
mengajar.
Inte rvie wer
: Ketika me mberikan/menyajikan kosa kata baru untuk para
siswa, metode atau model pembelajaran apa yang biasanya
Bapak gunakan?
Interviewee
: Drilling, siswa diajak membaca secara terus-menerus supaya
ingat. Metode drilling namanya.
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71
Inte rvie wer
: Kesulitan atau kendala-kendala apa saja yang sering Bapak
temui saat mengajarkan vocabulary?
Interviewee
: Kesulitan sih ada, seperti dalam pengucapan, masih banyak siswa
yang susah dalam pengucapan pada kata-kata Bahasa Inggris.
Selanjutnya, siswa terkadang mudah untuk melupakan materi yang
baru saja d ajarkan, dalam hal ini ketika diberikan kosa-kata baru,
padahal baru pertemuan sebelumnya tetapi ketika saya _iker pada
pertemuan
selanjutnya
hanya beberapa siswa yang
masih
mengingatnya. Tentu, itu sangat menghambat proses belajar
mengajar vocabulary.
Interviewer
: Upaya apa yang dilakukan untuk
mengatasi kendala
tersebut?
Interviewee
: Itu tadi, terus di ulang-ulang sampai mereka bisa mengucapkan
dan hapal dengan artinya.
Inte rvie wer
: Bagaimana respon sis wa dalam menerima materi pelajaran
dengan menggunakan metode atau model pembelajaran
tersebut?
Interviewee
: Namanya juga siswa, ada yang merespon positif dengan antusias,
ada juga yang biasa-biasa saja, tapi emang itu yang jadi tantangan
buat guru, bagaimana bisa membuat siswa aga tertarik dengan
materi yang sedang kita ajarkan.
Interviewer
: Apakah metode tersebut efektif dalam meningkatkan
pemahaman siswa?
Interviewee
: Kalo menurut saya cukup efektif, dengan terus-menerus di ulangulang mereka akan ingat terus. Apalagi kalo di rumah mereka juga
mau belajar sendiri, pasti bisa.
Inte rvie wer
: Apakah Bapak pernah mencoba menggunakan cara lain
untuk menyajikan kosa kata baru?
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72
Interviewee
: Tidak
Interviewer
: Bagaimana ketuntasan hasil belajar siswa (KKM) kelas VIII
selama ini?
Interviewee
: Sejauh ini sudah tercapai, bahkan terlampaui, kalo pun masih ada
siswa yang belum tuntas, saya sih wajar-wajar saja, karena
kapasitas siswa dalam menerima pelajaran itu kan berbeda-beda.
Inte rvie wer : Apa pendapat bapak mengenai game, penggunaan game pada
proses kegiatan belajar mengajar?
Interviewee
: Bagus sekali, karena dengan menggunakan game siswa pasti
langsung semangat dan antusias apalagi jika diberikan rewards di
akhir permainan, tentunya membuat siswa semakin semangat lagi
pada proses KBM.
92
92
Appendix 3
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah
: SMPN 1 Purwasari
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII F/ II
Aspek/Skill
: Membaca
Materi Pokok
: Recount Text
Alokasi Waktu
: 2 x 40 menit
A. Standar Kompetensi
11. Memahami makna dalam esei pendek sederhana berbentuk recount,
dan narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitardan langkah retorika dalam esei pendek sederhana secara akurat,
lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks
berbentuk recount dan narrative.
C. Indikator
1. Menyebutkan jenis teks yang fungsional yang sedang dicermati
2. Mengidenifikasi teks fungsional dan esei pendek sederhana berbentuk
recount secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar.
3. Mengidentifikasi langkah retorika dan ciri kebahasaan teks recount
4. Mengidentifikasi tujuan komunikatif dan dan ciri kebahasaan teks
fungsional recount
5.
Menentukan variasi bentuk: nouns, verbs, adjective, adverbs dalam
teks recount
D. Tujuan Pembelajaran
1. Siswa mampu menyebutkan jenis teks fungsional yang sedang
dicermati
93
93
2. Siswa mampu mengidenifikasi teks fungsional dan esei pendek
sederhana berbentuk recount secara akurat, lancar dan berterima yang
berkaitan dengan lingkungan sekitar.
3. Siswa mampu Mengidentifikasi langkah retorika, tujuan komunikatif
dan ciri kebahasaan teks recount
4. Siswa mampu menentukan variasi bentuk.: nouns, verbs, adjective,
adverbs dalam teks recount
5. Siswa mampu menentukan sinonim dan antonym kata dari teks
monolog recount
 Karakte r siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa
hormat
dan
perhatian
(Respect)
Tekun (Diligence)
E. Materi Pembelajaran
Guru memberikan penjelasan tentang pengertian teks recount, tujuan
komunikatif dan ciri kebahasaan serta langkah retorika pada teks recount.

Definition of recount text:
A text that telling the reader about a story, experience, action or
activity that already happened in the past. The purpose of recount
text is to entertain or inform the readers.

Generic structures of recount text:
 Orientation
: tells who was involved, what happened,
where the events took place, and when it happened.
 Events
: tell what happened and in what sequence.
 Re-orientation :
consists
of
optional-closure
of
events/ending.

Language features of recount text:
 Using past tense or verb 2: went, studied, visited traveled,
sold, created, saw, listened.
 Using action verb: went, run, hit, wrote, kicked
94
94
 Using adverb to express place and time: yesterday, last
week, last night, a year ago at school, quickly
 Using conjunction and time connectives to organized the
activity: but, then, after that, finally

Example of recount text
Pangandaran Beach
The tour to Pangandaran Beach started on holiday last semester.
We decided to go to Pangandaran Beach by our motorbike. That
was very interesting tour. Riding a motorbike from my hometown,
Cirebon, to Pangandaran Beach with my best friends made me feel
exited. The tour to Pangandaran Beach began at 09.00 a.m. in the
morning and it took 5 hours riding to Pangandaran Beach. There
were so many story that my friends and I got when we were in the
tour such as there was my friend who got lost, ran out of fuel in the
middle of jungle, and so forth. But it was interesting, because it
was the first moment that I ever had in touring.
Orientation
We arrived at Pangandaran Beach at 02.00 p.m. and we straight to
move to the beach. At beach we just lied down there to stretch our
muscle because of 5 hours riding. We also had a lunch there by
eating some foods that we brought from Cirebon. That was very
nice moment when we shared our own food to others.
After we had enough rest, we began to explore Pangandaran
Beach. We started to explore the beach, and the sea using rented
boat. Then we went to dive by renting some diving equipment. We
could see many coral there. We just had 2 hours to enjoy
Events
Pangandaran Beach because we had to come back to Cirebon. We
came back to Cirebon at 04.00 p.m. It was impossible to ride in the
night, so we just decided to stay over in our friend house in Ciamis
R e-orientation
and we starte d to
come back in the morning. That was very nice
experience that I and my friends ever had. We would never forget
that moment.
95
95
F. Metode Pembelajaran
Three phase technique, group discussion
G. Tahapan Pembelajaran
Langkah-langkah Kegiatan
Alokasi Waktu
10’
Kegiatan Awal
 Guru
mengucapkan
salam
dan
menanyakan kabar siswa
 Guru bertanya tentang kehadiran siswa
dan memperkenalkan diri kepada siswa
dikelas
 Guru menyampaikan tujuan pembelajaran
pada hari ini
60’
Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
 Membahas langkah retorika, tujuan
komunikatif serta ciri kebahasaan yang
ada pada recount text.
 Memberikan contoh recount text
tentang personal recount (pengalaman
penulis)
 Meminta siswa untuk menyebutkan
kata-kata yang sulit berdasarkan teks
recount dan menentukan arti kosakata
tersebut
Elaborasi
Dalam kegiatan elaborasi, guru:
 Meminta siswa untuk membaca buku
terkait materi yang sedang dipelajari.
 Membuat beberapa grup kelompok
untuk berdiskusi berdasarkan topik
pengalaman yang sudah ditentukan
sebelumnya oleh guru. (5 siswa setiap
kelompok)
 Mengadakan diskusi kelompok, siswa
mengidentifikasi teks recount yang
sudah diberikan oleh guru dan
memeriksa hasil kerja kelompok yang
lain.
 Memberi kesempatan siswa untuk
berpikir, menganalisis, menyelesaikan
masalah dan bertindak tanpa rasa takut
Konfirmasi
Dalam kegiatan konfirmasi, guru:
96
96

Menjelaskan
peraturan dan cara
bermain word claps game kepada
siswa.
 Memperlihatkan beberapa teks di layar
infokus, dan siswa harus mencari kata
kerja kedua sebagai topik untuk
bermain word claps game
 Memberikan
umpan
balik
dan
reinforcement dalam bentuk lisan,
tulisan, maupun rewards terhadap
keberhasilan siswa
 Mempersilahkan siswa untuk bertanya
terhadap hasil eksplorasi dan elaborasi
siswa
Kegiatan Penutup
Dalam kegiatan penutup, guru:
 Menyimpulkan pelajaran yang sudah
dipelajari hari ini bersama dengan
siswa
 Memberikan motivasi kepada siswa
yang belum bisa berpartisipasi aktif
dikelas
 Memberikan tugas PR yang ada di LKS
mengenai recount text
H. Media/Sumber Belajar
 Media
 Sumber
internet
I. Bentuk Penilaian
10’
: handout, kamus bahasa Inggris, laptop, infokus
: buku paket kelas VIII English in Focus, LKS, dan
 Teamwork
: sikap tanggung jawab, kerjasama, peduli dan
percaya diri.
 Teknik :
Tertulis
: mengidentifikasi generic structures, language
features dalam teks recount.
Karawang, 25 Januari 2016
Guru Kelas
Jajang, S.Pd
Peneliti
Nurina Ayuningtyas
97
97
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah
: SMPN 1 Purwasari
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII F/ II
Aspek/Skill
: Menulis
Materi Pokok
: Regular and Irregular Verb
Alokasi Waktu
: 4 x 40 menit
A. Standar Kompetensi
12. Mengungkapkan makna dalam teks fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
B. Kompetensi Dasar
12.2 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitardan langkah retorika dalam esei pendek sederhana secara akurat,
lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks
berbentuk recount dan narrative.
C. Indikator
1. Mengetahui perbedaan antara kata kerja beraturan (regular) dan kata
kerja tidak beraturan (irregular)
2. Menyebutkan contoh irregular dan regular verb
3. Menentukan V2 yang tepat dalam teks esei pendek berbentuk recount
4. Menyusun
kalimat-kalimat
acak teks monolog
recount menjadi
paragraph yang padu
5. Membuat kalimat sederhana menjadi teks yang bermakna dalam
bentuk recount text
98
98
D. Tujuan Pembelajaran
1. Siswa mampu mengetahui perbedaan antara kata kerja beraturan
(regular) dan kata kerja tidak beraturan (irregular)
2. Siswa mampu menyebutkan contoh irregular dan regular verb
3. Siswa mampu menentukan verb 2 yang tepat dalam teks esei pendek
berbentuk recount
4. Siswa mampu menyusun kalimat-kalimat acak teks monolog recount
menjadi paragraph yang padu
5. Siswa mampu
membuat
kalimat
sederhana menjadi
teks yang
bermakna dalam bentuk recount text
 Karakte r siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa
hormat
dan
perhatian
(Respect)
Tekun (Diligence)
E. Materi Pembelajaran
Pengertian Regular Verb
Suatu bentuk kata kerja yang berubah- ubah sesuai dengan waktu
digunakannya kata kerja tersebut (sesuai bentuk tense) dan perubahan itu
secara teratur, hanya menambahkan huruf akhiran –d atau –ed pada kata
kerja dasar (infinitive).
Contoh:
V1 (Infinitive)
V2 (Past Tense)
V3 (Past Participle)
Meaning
study
studied
studied
belajar
Try
tried
tried
mencoba
open
opened
opened
membuka
visit
visited
visited
mengunjungi
start
started
started
memulai
99
99
Pengertian Irregular Verb
Kata kerja yang perubahan kata dasar (infinitive) atau bentuk pertama ke
bentuk kedua (past tense) dan bentuk ketiga (past participle) tidak sesuai
dengan aturan yang hanya menambahkan –d atau –ed.
Contoh:
V1 (Infinitive)
V2 (Past Tense)
V3 (Past Participle)
Meaning
Go
went
gone
pergi
Buy
bought
bought
membeli
come
came
come
datang
See
saw
seen
melihat
Run
run
run
berlari
Contoh recount text:
TEXT 1
My Holiday Was Fantastic
Last summer I got a fantastic holiday. I visited some great places. I went to
an airport and was going to fly to Cleveland. I was spending there two days.
I liked to see some Cleveland Cavaliers basketball matches. Then I went to
Hollywood. Hollywood is a famous district in Los Angeles, California,
United States. It had become world-famous as the center of the film
industry. Four major film companies – Paramount, Warner Bros, RKO and
Columbia – had studios in Holiday. I did not want to leave but I had to.
After that, I went to New York City. I visited the Statue of Liberty. I went
from the bottom of Manhattan to the top of the crown. That was very
amazing. The places made me feel at home but I have to go home. Next
time I would return to them.
100
100
100
TEXT 2
My Grandpa’s Funeral in Toraja
Last month, my family and I went to Toraja to attend Grandpa’s funeral. It
was my first time to go to such a ceremony. We gathered there with our kin
in the ceremony. Overall, the ceremony was quite elaborate. It took about a
week. Several days before the ceremony was done, grandpa’s body was
kept in a series of houses arranged in a circular row around an open field
called Tongkonan. His corpse was dressed in fine wearing.
The funeral was performed in two phases. First, we slaughtered the pigs
and buffaloes, and then moved the corpse to face north. In this ceremony
we wore black clothes. After that, the corpse was placed in a sandal wood
coffin. Then, it was brought out of the house and placed on an open
platform beneath the granary. Meanwhile, my uncle, my brother, and I
prepared the wooden puppet and a funeral tower called lakian. The next
phase of the ceremony was held in this place. The coffin is borne from the
house and placed in the lakian.
During the day, there were also buffalo matches. They were great matches.
In the night, we were feasting, chanting, and dancing. On the last day, the
grandpa’s coffin was lowered from the funeral tower and brought up to the
mountain side family graveyard. It was followed by great shouting and
excitement from the relatives and the guests. Finally, we installed the
wooden puppet on a high balcony where other puppets representing the
members of a whole family were already there. The funeral ceremonies
made my family and I tired. However, we were grateful because it ran
smoothly.
List Regular and Irregular verb
Regular Verb
Present
Past
Past
Irregular Verb
M eaning
Present
Past
Participle
Past
Participle
M eaning
visit
visited
visited
Berkunjung
go
went
Gone
Pergi
like
liked
Liked
Seperti,
be
was/were
Been
M engindikasikan
101
101
101
M enyukai
identitas orang
start
started
started
memulai
have
had
Had
M empunyai
decide
decided
decided
memutuskan
become
became
become
M enjadi
cook
cooked
cooked
M emasak
do
did
Done
M elakukan
accept
accepted
accepted
M enerima
make
made
M ade
M embuat
call
called
called
M emanggil
ride
rode
Ridden
M engendarai
carry
carried
carried
M embawa
begin
began
Begun
M emulai
climb
climbed
climbed
M endaki
take
took
Taken
M engambil
ask
asked
asked
M eminta
get
got
Gotten
M endapatkan
plan
planned
planned
Berencana
lose
lost
Lost
Tersesat
gather
gathered
gathered
berkumpul
keep
kept
kept
M enjaga
Arrange
arranged
arranged
M enyusun
wear
wore
worn
M emakai
dress
dressed
dressed
M engenakan
hold
held
held
diadakan
perform
performed
performed
melakukan
move
moved
moved
tergerak
place
placed
placed
M enempatkan
prepare
prepared
prepared
menyiapkan
follow
followed
followed
diikuti
F. Metode Pembelajaran
Three-phase technique, word claps game
G. Tahapan Pembelajaran
Meeting 2 (30 Januari 2016)
Langkah-langkah Kegiatan
Alokasi Waktu
5’
Kegiatan Awal
 Guru
mengucapkan
salam
dan
menanyakan kabar siswa
 Guru bertanya tentang kehadiran siswa
dan memperkenalkan diri kepada siswa
dikelas
 Guru menyampaikan pentingnya materi
yang akan dipelajari berikut kompetensi
yang harus dikuasai siswa.
Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
 Melibatkan peserta didik mencari
informasi yang luas dan dalam tentang
topik materi yang akan di pelajari dari
70’
102
102
102
berbagai sumber
 Menjelaskan regular dan irregular verb
 Membahas dan mengembangkan
kosakata dan tata bahasa yang
berkaitan dengan teks recount yang
akan dibaca
Elaborasi
Dalam kegiatan elaborasi, guru:
 Memfasilitasi peserta didik melalui
pemberian tugas, diskusi, dan lain-lain
untuk memunculkan gagasan baru baik
secara lisan maupun tulisan
 Memberikan handout tentang irregular
dan regular verb beserta exercise yang
harus di jawab oleh siswa.
 Memberi kesempatan siswa untuk
berpikir, menganalisis, menyelesaikan
masalah dan bertindak tanpa rasa takut
 Meminta siswa untuk memeriksa hasil
exercise bersama-sama.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
 Meminta siswa untuk memainkan word
claps game dengan tema irregular dan
regular verb
 Memberikan umpan balik dan
reinforcement dalam bentuk lisan,
tulisan, maupun rewards terhadap
keberhasilan siswa
 Mempersilahkan siswa untuk bertanya
terhadap hasil eksplorasi dan elaborasi
siswa
Kegiatan Penutup
Dalam kegiatan penutup, guru:
 Menyimpulkan pelajaran yang sudah
dipelajari hari ini bersama dengan
siswa
 Memberikan motivasi kepada siswa
yang belum bisa berpartisipasi aktif
dikelas
 Menyampaikan rencana pembelajaran
untuk pertemuan selanjutnya
5’
103
103
103
Meeting 3 (1 Februari 2016)
Langkah-langkah Kegiatan
Alokasi Waktu
5’
Kegiatan Awal
 Guru
mengucapkan
salam
dan
menanyakan kabar siswa
 Pengelolaan kelas
 Guru menyampaikan pentingnya materi
yang
akan
dipelajari
berikut
kompetensi yang harus dikuasai siswa.
70’
Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
 Mereview materi sebelumnya
 Melibatkan peserta didik mencari
informasi yang luas dan dalam tentang
topik materi yang akan di pelajari dari
berbagai sumber
 Menulis contoh recount text di papan
tulis
 Membahas
dan
mengembangkan
kosakata dan tata bahasa yang
berkaitan dengan teks recount yang
akan dibaca
Elaborasi
Dalam kegiatan elaborasi, guru:
 Memfasilitasi peserta didik melalui
pemberian tugas, diskusi, dan lain- lain
untuk memunculkan gagasan baru baik
secara lisan maupun tulisan
 Membentuk sebuah kelompok disksusi
yang beranggotakan 5 siswa/kelompok
 Meminta
siswa
untu
menyusun
kalimat-kalimat acak menjadi sebuah
paragraf yang padu.
 Meminta setiap kelompok untuk
membuat satu buah cerita monolog
recount text yang sederhana sesuai
dengan topik diberikan (masing- masing
siswa membuat minimal 2 buah
kalimat)
 Memberi kesempatan siswa untuk
berpikir, menganalisis, menyelesaikan
masalah dan bertindak tanpa rasa takut
104
104
104
Konfirmasi
Dalam kegiatan konfirmasi, guru:
 Meminta siswa untuk memainkan word
claps game dengan tema irregular dan
regular verb
 Memberikan
umpan
balik
dan
reinforcement dalam bentuk lisan,
tulisan, maupun rewards terhadap
keberhasilan siswa
 Mempersilahkan siswa untuk bertanya
terhadap hasil eksplorasi dan elaborasi
siswa
Kegiatan Penutup
Dalam kegiatan penutup, guru:
 Menyimpulkan pelajaran yang sudah
dipelajari hari ini bersama dengan
siswa
 Menyampaikan rencana pembelajaran
untuk pertemuan selanjutnya
5’
H. Media/Sumber Belajar
Internet, Kamus Bahasa Inggris dan Buku paket kelas VIII English in
Focus
I. Bentuk Penilaian

Tes Lisan
: menyebutkan irregular dan regular verb dalam
word claps game

Tes Tulisan
: completion (melengkapi teks recount dengan
bentuk V2 yang tepat), membuat cerita sederhana dalam bentuk
recount text, menyusun kalimat-kalimat yang acak menjadi sebuah
paragraph yang padu.
Karawang, 30 Januari 2016
Guru Kelas
Jajang, S.Pd
Peneliti
Nurina Ayuningtyas
105
105
105
Exercise meeting 1
Identify the generic structures, language features and the communicative
purpose from this text!
My Grandpa’s Funeral in Toraja
Last month, my family and I went to Toraja to attend Grandpa’s funeral. It was
my first time to go to such a ceremony. We gathered there with our kin in the
ceremony. Overall, the ceremony was quite elaborate. It took about a week.
Several days before the ceremony was done, grandpa’s body was kept in a series
of houses arranged in a circular row around an open field called Tongkonan. His
corpse was dressed in fine wearing.
The funeral was performed in two phases. First, we slaughtered the pigs and
buffaloes, and then moved the corpse to face north. In this ceremony we wore
black clothes. After that, the corpse was placed in a sandal wood coffin. Then, it
was brought out of the house and placed on an open platform beneath the granary.
Meanwhile, my uncle, my brother, and I prepared the wooden puppet and a
funeral tower called lakian. The next phase of the ceremony was held in this
place. The coffin is borne from the house and placed in the lakian.
During the day, there were also buffalo matches. They were great matches. In the
night, we were feasting, chanting, and dancing. On the last day, the grandpa’s
coffin was lowered from the funeral tower and brought up to the mountain side
family graveyard. It was followed by great shouting and excitement from the
relatives and the guests. Finally, we installed the wooden puppet on a high
balcony where other puppets representing the members of a whole family were
already there. The funeral ceremonies made my family and I tired. However, we
were grateful because it ran smoothly
106
106
106
Identify the generic structures, language features and the communicative
purpose from this text!
Pangandaran Beach
The tour to Pangandaran Beach started on holiday last semester. We decided to go
to Pangandaran Beach by our motorbike. That was very interesting tour. Riding a
motorbike from my hometown, Cirebon, to Pangandaran Beach with my best
friends made me feel excited. The tour to Pangandaran Beach began at 09.00 a.m.
in the morning and it took 5 hours riding to Pangandaran Beach. There were so
many story that my friends and I got when we were in the tour such as there was
my friend who got lost, ran out of fuel in the middle of jungle, and so forth. But it
was interesting, because it was the first moment that I ever had in touring.
We arrived at Pangandaran Beach at 02.00 p.m. and we straight to move to the
beach. At beach we just lied down there to stretch our muscle because of 5 hours
riding. We also had a lunch there by eating some foods that we brought from
Cirebon. That was very nice moment when we shared our own food to others.
After we had enough rest, we began to explore Pangandaran Beach. We started to
explore the beach, and the sea using rented boat. Then we went to dive by renting
some diving equipment. We could see many corals there. We just had 2 hours to
enjoy Pangandaran Beach because we had to come back to Cirebon. We came
back to Cirebon at 04.00 p.m. It was impossible to ride in the night, so we just
decided to stay over in our friend house in Ciamis and we started to come back in
the morning. That was very nice experience that I and my friends ever had. We
would never forget that moment.
107
107
107
Exercise meeting 2
A. Lengkapilah kolom yang kosong dibawah ini dengan verb yang sudah
disediakan.
A Bomb in Plane
I am ……..1 (use) to travelling by air but only on one occasion. I
……..2 (feel) frightened. After that, we ……..3 (fly) low over the city. It
slowly higher to the sky.
However, it……..4 (turn) around and flew back to the airport. An air
hostess ………5 (tell) us to keep calm and to get off the place quietly as
soon as it ………6 (land). After we landed, the police searched the plane
carefully. Everybody on board was worried and we ……….7 (grow)
curious about what was happening.
Later, we …………8 (learn) that there was a very important person on
board. Earlier, there ……….9 (be) a bomb on the plane. Fortunately, they
………..10 (do) not find a bomb and five hours later we were able to take
off again.
B. Tuliskan bentuk kata kerja kedua pada verb yang ada dibawah ini!
1) Play
:
2) Listen
:
3) Cook
:
4) Put
:
5) Walk
:
6) Learn
:
7) Bring
:
8) Work
:
9) Eat
:
10) See
:
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Exercise meeting 3
Arrange the sentence into a good paragraph!
My First Experience to Ride Motorcycle
Surprisingly, he gave me a high five and some advices. He was so
proud of me.
After that, I told my father about the little accident. I imagined that my
father would be angry and never let me to ride again.
One day, when I was thirteen years old, my father bought an old
motorcycle. I persuaded my father to teach me rode the motorcycle.
Firstly, my father refused my request and promised that he would teach
me two or three years later, but I still whimpered. Finally, my father
He began to teach me riding the motorcycle around the field of my
village. My father was very patient to give me some directions.
I was very happy when I rode it.
One day later, when I was alone at home, I tried to ride the motorcycle
by myself,
at first, it was run well then when I passed through a narrow slippery
street, I got nervous.
I lost control and I fell to the ditch.
Since that, I got my father’s permission to ride motorcycle.
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My First Experience to Ride Motorcycle
One day, when I was thirteen years old, my father bought an old motorcycle. I
persuaded my father to teach me rode the motorcycle. Firstly, my father refused
my request and promised that he would teach me two or three years later, but I
still whimpered. Finally, my father agreed to teach me.
He began to teach me riding the motorcycle around the field of my village. My
father was very patient to give me some directions. I was very happy when I rode
it. One day later, when I was alone at home, I tried to ride the motorcycle by
myself, at first, it was run well then when I passed through a narrow slippery
street, I got nervous. I lost control and I fell to the ditch.
After that, I told my father about the little accident. I imagined that my father
would be angry and never let me to ride again. Surprisingly, he gave me a high
five and some advices. He was so proud of me. Since that, I got my father’s
permission to ride motorcycle.
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RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah
: SMP 1 Purwasari
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII F/ II
Aspek/Skill
: Menulis
Materi Pokok
: Degree of Comparison
Alokasi Waktu
: 2 x 40 menit
A. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
llingkungan sekitar.
B. Kompetensi Dasar
12.1 Mengungkapkan makna salam bentuk teks tulis fungsional pendek dan
sederhana dengan menggunakan ragam pembahasan tulis secara
akurat, lancer dan berterima untuk berinteraksi dengan lingkungan
sekitar.
C. Indikator
1. Menjelaskan perbandingan sifat dengan memperhatikan fungsi
sosial,struktur teks, dan unsur kebahasan yang benar sesuai dengan
konteks.
2. Memberikan
contoh
kalimat
perbandingan
sifat
dengan
memperhatikan fungsi sosial,struktur teks, dan unsur kebahasan yang
benar sesuai dengan konteks.
3. Membuat kalimat perbandingan sifat dengan memperhatikan fungsi
sosial,struktur teks, dan unsur kebahasan yang benar sesuai dengan
konteks.
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4. Menganalisa kalimat perbandingan sifat dengan memperhatikan
fungsi sosial,struktur teks, dan unsur kebahasan yang benar sesuai
dengan konteks.
D. Tujuan Pembelajaran
1. Siswa
mampu
menjelaskan
perbandingan
sifat
dengan
memperhatikan fungsi sosial,struktur teks, dan unsur kebahasan yang
benar sesuai dengan konteks.
2. Siswa mampu memberikan contoh kalimat perbandingan sifat
dengan memperhatikan fungsi sosial,struktur teks, dan unsur
kebahasan yang benar sesuai dengan konteks
3. Siswa
mampu membuat kalimat perbandingan sifat dengan
memperhatikan fungsi sosial,struktur teks, dan unsur kebahasan yang
benar sesuai dengan konteks.
4. Siswa mampu menganalisa kalimat perbandingan sifat dengan
memperhatikan fungsi sosial,struktur teks, dan unsur kebahasan yang
benar sesuai dengan konteks
E. Materi Pembelajaran
1) Fungsi sosial
Membandingkan segala sesuatu dengan sesuatu yang lain sesuai
dengan konteks penggunaannya.
2) Struktur Teks

Positive Degree is used when we speak about only one
person or thing or we want to compare something that is
equal (……as……as…….).
Example: This house is big, He is a tall student, This flower
is beautiful, The orchid is as beautiful as the rose, Andika is
as smart as Yuda.

Comparative Degree is used when we compare two
persons or two things with each other, and one thing is
more than the other ( ……..er than…… or more………
than…….)
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Example: This house is bigger than that one, he is more
intelligent than this boy

Superlative Degree is used when we compare more than
two persons or things with one another, and we want to
show the most/best
Example: That is the biggest house in our village, he is
tallest students in the class.
3) Unsur Kebahasaan
Adjectives
F.
Positive
Comparative
Superlative
Good
better
Best
Bad
worse
Worst
Big
bigger
Biggest
Tall
taller
Tallest
Cheap
cheaper
Cheapest
Expensive
more expensive
Most expensive
Beautiful
More beautiful
Most beautiful
Intelligent
More intelligent
Most intelligent
Polite
More polite
Most polite
Interest
More interesting
Most interesting
Metode Pembelajaran
Three-phase technique, discussion, word claps game
G.
Tahapan Pembelajaran
Langkah-langkah Kegiatan
Kegiatan Awal

Alokasi Waktu
5’
Mengucapkan salam dengan ramah kepada siswa
ketika memasuki ruang kelas.

Menyampaikan tujuan pembelajaran pada hari ini.

Memeriksa kehadiran siswa
Kegiatan Inti
70’
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Eksplorasi
Dalam kegiatan eksplorasi, guru:

Menjelaskan materi tentang degree of comparison

Memberikan contoh real objek tentang degree of
comparison
Elaborasi
Dalam kegiatan elaborasi, guru:

Meminta siswa untuk membentuk sebuah pair group

Meminta siswa untuk membuat contoh kalimat
positive, comparative dan superlative dengan cara
memberikan
contoh
real
objeknya.
Contoh:
membandingkan tinggi suatu benda dengan cara
membawa tiga buah benda, yaitu; pulpen, spidol, dan
penggaris.

Meminta siswa untuk mengerjakan tugas yang sudah
dipersiapkan oleh guru di handout.
Konfirmasi
Dalam kegiatan konfirmasi, guru:

Meminta siswa untuk memainkan word claps game
dengan tema degree of comparison

Mempersilahkan siswa untuk bertanya terhadap hasil
eksplorasi dan elaborasi siswa
5’
Kegiatan Penutup
Dalam kegiatan penutup, guru:

Menutup pembelajaran dengan mengucap hamdalah
dan salam
H. Media/Sumber Belajar
Internet, LKS
I. Bentuk Penilaian
 Tes Lisan
: menyebutkan kata degree of comparison (positive,
comparative, and superlative) dalam word claps game
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
Tes Tulisan
: completion (melengkapi sebuah kalimat dengan
bentuk degree of comparion yang tepat),
Karawang, 13 Februari 2016
Guru Kelas
Peneliti
Jajang, S. Pd
Ayuningtyas
Nurina
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RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah
: SMP 1 Purwasari
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII F/ II
Aspek/Skill
: Menulis dan Berbicara
Materi Pokok
: Advertisement Text
Alokasi Waktu
: 4 x 40 menit
A.
Standar Kompetensi
Menulis
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengang
lingkungan sekitar
Berbicara
10. Mengungkapkan makna dalam teks lisan fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengang
lingkungan sekitar
B.
Kompetensi Dasar
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancer,
dan berterima untuk berinteraksi dengan lingkungan sekitar.
10. 1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan
berterima untuk berinteraksi dengan lingkungan sekitar
C.
Indikator
1. Menjelaskan fungsi dan tujuan komunikatif advertisement text
2. Memahami pesan dan makna dari suatu advertisement text
3. Membuat teks fungsional pendek berbentuk advertisement
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4. Mengungkapkan secara lisan teks fungional advertisement
D.
Tujuan Pembelajaran
1. Siswa
mampu
menjelaskan
fungsi
dan
tujuan
komunikatif
advertisement text
2. Siswa mampu mebuat teks fungsional pendek berbentuk advertisement
3. Siswa mampu mengungkapkan secara lisan teks fungsional pendek
advertisement
4. Siswa mampu memahami isi dari teks fungsional pendek advertisement
E.
Materi Pembelajaran
Advertisement Text
Advertisement is a public announcement commonly found in a
newspaper, television, or internet advertising, such as a product for sale,
services offered or an event. The purpose or functions is to give certain
people some information of what has happened or what will happen and
to make interesting something for to buy.
Specific text:
Advertisement is usually installed in the mass media, or electronic
media, or in public places. Forms of advertising like advertising goods or
a service jobs.
The generic structures of advertisement text are:

Purpose
: what is the purpose of the writer to
compose the advertisement text?

Name of product
: this is about name and brand. What
product, service or events to sell

User
: who need the product? What are the
product and service for?
Example of advertisement text.
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F.
Metode Pembelajaran
Three phase technique, group discussion, role play, word claps game
G.
Tahapan Pembelajaran
Meeting 5 (15 Februari 2016)
Langkah-langkah Kegiatan
Kegiatan Awal

Alokasi Waktu
5’
Mengucapkan salam dengan ramah kepada siswa
ketika memasuki ruang kelas.

Menyampaikan tujuan pembelajaran pada hari ini.

Memeriksa kehadiran siswa
Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:

Memberikan warming-up tentang iklan kesukaan
siswa yang pernah dilihat

Menjelaskan bahan materi tentang advertisement text

Memberikan beberapa contoh tentang advertisement
text
Elaborasi
Dalam kegiatan elaborasi, guru:

Meminta siswa untuk membentuk sebuah kelompok
dengan anggota 5 siswa/grup
70’
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
Memberikan beberapa gambar yang relevan tentang
iklan yang akan siswa buat.

Meminta
siswa
berdasarkan
untuk
gambar
membuat
yang
sebuah
telah
iklan
diperoleh
sebelumnya dengan menggunakan kertas karton dan
dihias semenarik dan kreatif mungkin oleh siswa.
Konfirmasi
Dalam kegiatan konfirmasi, guru:

Mempersilahkan siswa untuk bertanya terhadap hasil
eksplorasi dan elaborasi siswa
5’
Kegiatan Penutup
Dalam kegiatan penutup, guru:

Menutup pembelajaran dengan mengucap hamdalah
dan salam
Meeting 6 (20 Februari 2016)
Langkah-langkah Kegiatan
Alokasi Waktu
5’
Kegiatan Awal

Mengucapkan salam dengan ramah kepada siswa
ketika memasuki ruang kelas.

Menyampaikan tujuan pembelajaran pada hari ini.

Memeriksa kehadiran siswa
70’
Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:

Mereview
kembali
materi
sebelumnya,
yaitu
advertisement text
Elaborasi
Dalam kegiatan elaborasi, guru:

Mempersilahkan
setiap
kelompok
untuk
mempresentasikan hasil karya. (dalam hal ini siswa
berakting sebagai seller yang handal untuk menjual
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produk mereka)

Memberikan kesempatan kepada kelompok yang
belum presentasi untuk mendengar dan melihat hasil
karya kelompok-kelompok yang lain

Memberikan kesempatan kepada setiap kelompok
untuk menilai performance kelompok lain dengan
memberikan emoticon yang sudah sediakan oleh
guru.

Meminta siswa mengerjakan exercise yang telah di
sediakan di handout.
Konfirmasi
Dalam kegiatan konfirmasi, guru:

Mempersilahkan siswa untuk bertanya terhadap hasil
eksplorasi dan elaborasi siswa
5’
Kegiatan Penutup
Dalam kegiatan penutup, guru:

Menutup pembelajaran dengan mengucap hamdalah
dan salam
H.
Media/Sumber Belajar
Media
:Kertas karton, spidol/pensil warna, gambar-gambar
yang relevan
Sumber belajar
I.
: Kamus, Internet, LKS
Teknik Penilaian
Nama
Rubrik Penilaian Speaking
Pengucapan
Tata
Kosa-
Bahasa
kata
Kelancaran
Poster
Ket: Aspek Pengucapan:
1. Masalah pengucapan serius sehingga tidak dapat dipahami
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2. Sulit dipahami karena ada masalah pengucapan, sering
diminta mengulang
3. Ada masalah pengucapan yang membuat pendengar harus
konsentrasi penuh dan kadang-kadang ada kesalahpahaman
4. Mudah dipahami meskipun dengan aksen tertentu
5. Mudah dipahami dan memiliki aksen penutur asli
Aspek Tata Bahasa:
1. Kesalahan tata bahasa begitu parah sehingga sulit dipahami
2. Banyak kesalahan tata bahasa yang menghambat makna
dan sering menata ulang kalimta
3. Sering membuat kesalahan tata bahasa yang mempengaruhi
makna
4. Terkadang membuat kesalahan tata bahasa tetapi tidak
mempengaruhi makna
5. Tidak ada atau sedikit kesalahan tata bahasa
Aspek Kosakata
1. Kosakata sangat terbatas sehingga percakapan tidak
mungkin terjadi
2. Menggunakan kosakata secara salah dan kosakata terbatas
sehingga sulit untuk dipahami
3. Sering menggunakan kosakata yang tidak tepat sehingga
terbatas dan sulit dipahami
4. Terkadang menggunakan kosakata yang tidak tepat
5. Menggunakan kosakata yang tepat dan ungkapan seperti
penutur asli
Aspek Kelancaran:
1. Bicara terputus dan berhenti sehingga tidak mungkin terjadi
percakapan
2. Sering ragu dan terhenti karena keterbahasan bahasa
3. Kelancaran agak terganggu oleh masalah bahasa
4. Kelancaran tampak sedikit terganggu
5. Lancer seperti penutur asli
Aspek Poster:
1.
2.
3.
4.
Tidak kreatif sama sekali
Menggunakan spidol atau pensil warna tapi sederhana saja
Menggunakan beberapa variasi gambar
Menggunakan berbagai macam gambar dan alat pewarna
untuk menghias poster
5. Sangat kreatif sekali
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Rubrik Penilaian Writing
Aspek
Skor
Keterangan
Langkah Retorika
1
Tidak berstruktur dan sulit dipahami
2
Pilihan teks tidak jelas
3
Cukup terstruktur dan sesuai dengan deksripsi
4
Terstruktur sesuai dengan deskripsi secara
maksimal
Tata Bahasa
1
Sulit dimengerti
2
Kurang tepat dan mempengaruhi arti
3
Terkadang kurang tepat tetapi tidak
mempengaruhi arti
Kosakata
4
Benar dan tepat
1
Sulit dimengerti
2
Kurang tepat dan mempengaruhi arti
3
Terkadang kurang tepat tetapi tidak
mempengaruhi arti
Kejelasan Makna
Hubungan antar gagasan
4
Benar dan tepat
1
Kurang jelas
2
Jelas dan tidak efektif
3
Cukup jelas dan efektif
4
Sangat jelas dan sangat efektif
1
Tidak jelas
2
Kurang jelas
3
Cukup jelas
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4
Sangat jelas
Karawang, 15 Februari 2016
Guru Kelas
Jajang, S.Pd
Peneliti
Nurina Ayuningtyas
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Exercise meeting 4
1. This is a nice cat. It’s much ……………….. than my friend’s cat
2. Here is Emily. She’s six years old. Her brother is nine, so he is
……………..
3. He has an interesting hobby, but my sister has ……………….. hobby in
the world
4. In the last holiday, I read a good book, but my father gave me an even
………….. one last weekend
5. Skateboarding is a dangerous hobby. Bungee jumping is …………. Than
skateboarding
6. This magazine is cheap, but that one is ………….
7. We live in a small house, but my grandparents’ house is even…………..
than ours
8. Yesterday, John told me a funny joke. This joke was the ………………..
joke I’ve ever heard
9. She’s a very popular singer. She’s ……………… in the country
10. It was a very bad mistake. It was …………. I’ve ever made.
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Exercise Meeting 6
Read the advertisement text below for number 1-4
SALE CASSANOVA’S ANNUAL
SALE This week only
Men’s and Women’s Clothing
Shoes, Coats and Sweaters, Jeans
Jewelry: watches, rings, earrings,
1. What is the purpose of advertisement text?
a. To guide people to go to Cassanova
b. To persuade to buy things in Cassanova
c. To inform people about things sold in Cassanova
d. To ask people things in Cassanova
2. Who is the writer of the advertisement text above?
a. Cassanova’s customer
b. Cassanova’s reader
c. Cassanova’s owner
d. Cassanova’s workers
3. How long is the sale?
a.
Five days
b. Two days
c. One day
d. Seven days
4. Cassanova Annual Sale..
What is the antonym of the underlined word?
a. Trade
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b. Transaction
c. Deal
d. Buy
Read the advertisement text below for number 5-7
5. The supplement is for a person that is…
a. 3 years or older
b. 20 years or older
c. 30 years or older
d. 40 years or younger
6. What is the writer intension?
a. To give information about the supplement
b. To explain how to consume a supplement
c. To advertise a new supplement
d. To explain how to make a new supplement
7. Special Supplements are needed for intelligence, growth and development
What is the synonym of the underlined word?
a. Smart
b. Lazy
c. Stubborn
d. Beautiful
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Read the advertisement text below for number 8-10
Using best teaching method by qualified teachers
Join us RIGHT NOW! Let’s speak English.
100%money back if you cannot speak English
Interested?
Find us on Jalan Cukang Jati 11, Gatot Subroto, Bandung.
8. What is the focus of the study at the course?
a. Teaching
b. Reading
c. Writing
d. Speaking
9. What does the advertisement offer?
a. we will get our money back if we can’t speak English
b. we will learn the best method to teach English
c. we will find Jalan Cukang Jati 11 as the right place
d. we would be qualified English teacher in this place
10. What is the statement which is TRUE related to the text?
a. The focus of study is reading
b. We will get 50% money back if we can’t speak English
c. We can visit www.bahasainggrisoke.com to read more information
about the course
d. we will learn the best method to teach English
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Appendix 4
Interview Guideline for the Need Analysis (After CAR)
Interviewer
: Nurina Ayuningtyas
Interviewee
: Jajang, S.Pd
Day/date
: Tuesday, February 23rd 2016
Inte rvie wer
:
Menurut
Bapak,
bagaimana
kondisi
siswa
dalam
pembelajaran vocabulary setelah menggunakan teknik word
clap game?
Inte rvie wee
: Tentunya setelah penelitian anda selesai, situasi kelas pun
menjadi sedikit berubah. murid- murid sudah ada yang berani untuk
mengemukakan pendapatnya, tidak nervous dan malu lagi.
Dampaknya sangat baik, apalagi setelah beberapa pertemuan
sebelumnya mereka menggunakan word clap game, para murid
seakan menjadi lebih giat lagi dalam belajar bahasa Inggris dan
juga sudah mulai berani bertanya dan menjawab pertanyaan dari
guru. Biasanya mereka itu pasif, jarang ada yang bertanya ketika
mereka belum paham. Tapi sekarang mereka sudah mau untuk
berbicara walaupun masih ada kesalahan tetapi guru sangat
memaklumi dan mengapresiasi murid tersebut.
Inte rvie wer
: Bagaimana ke mampuan pemahaman siswa Bapak dalam
pembelajaran vocabulary setelah menggunakan teknik word
clap game?
Inte rvie wee
: Seperti yang peneliti harapkan dari penelitiannya, bahwasanya
dengan menggunakan teknik game, adalah salah satu contoh yang
baik dalam meningkatkan pemahaman siswa, karena selain mereka
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belajar tentang materi baru, tentunya suatu yang baru itu cukup
sulit mereka terima dengan instant, apalagi ini bahasa Inggris, wah
anak-anak pasti cukup sulit untuk mengertinya. Makanya, dengan
di adakannya word clap game, saya lihat selama proses belajar
dikelas, anak-anak cukup tertarik, antusias dan senang ketika
memainkan game tersebut dan dampak ke materinya juga cukup
relevan. Jadi mereka belajar sekaligus bermain word clap game.
Inte rvie wer
: Apakah sis wa termotivasi untuk belajar tentang vocabulary
setelah menggunakan teknik word clap game?
Inte rvie wee
: Seperti yang sudah saya bilang sebelumnya bahwa ketika para
murid merasakan kenyamanan dan kesenangan ketika belajar
bahasa Inggris, pasti ada motivasi yang lebih untuk mereka yang
membuat mereka lebih giat dan tekun lagi dalam mempelajari
materi baru khususnya dalam vocabulary.
Inte rvie wer
: Apakah bapak merasa termotivasi setelah menggunakan
teknik word clap game di kelas?
Inte rvie wee
: Iya, ketika saya melihat murid-murid antusias dalam belajar, saya
ingin menumbuhkan rasa semangat itu seterusnya, supaya mereka
lebih semangat lagi dalam belajar. Saya juga akan mencoba
menerapkan game yang peneliti lakukan ketika di kelas nanti.
Inte rvie wer : Menurut Bapak, apakah penggunaan teknik games selalu
bisa digunakan dalam setiap pembelajaran vocabulary?
Inte rvie wee
: Menurut saya game bisa digunakan dalam skill apapun, entah itu
speaking, listening, reading dan writing. Tinggal gurunya saja yang memilahmilih game yang sesuai dengan materi yang akan di ajarkan
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Appendix 5
Interview Transcript After CAR
Tolong diperkenalkan nama kalian semuanya!
Student 1
: Nama saya Gery Kurniawan
Student 2
: Nama saya Hilda Maulina
Student 3
: Kalo saya Lukman Agung
Student 4
: Nama saya Sindi Melinda
Student 5
: Siti Tasya Sadiyah
Apakah kamu suka pelajaran Bahasa Inggris?
Student 1
: Saya sebenarnya suka Miss, tapi kalo materinya susah ya jadi susah
jadinya untuk dimengerti.
Student 2
: Gampang gampang susah, tergantung materinya Miss
Student 3
: Susah bu, karena banyak menghapal
Student 4
: Sama Miss, tergantung dari materinya. Kalo susah ya saya susah juga
untuk mengerti tapi kalo gampang saya cepet pahamnya.
Student 5
: Sedikit bu, banyaknya ga bisa atau ga ngerti.
Bagaimana cara mengajar Bahasa Inggris Bapak Jajang di kelas terutama
dalam memberi vocabulary/kosakata yang baru?
Student 1
: Biasanya sih cuma nulis di papan tulis doang kata-katanya
Student 2
: Hanya mengerjakan soal-soal dari buku paket dan LKS
Student 3
: Liat dari buku paket terus suruh murid buat nulis dibuku
Student 4
: Menghapal terus
Student 5
: Hanya menerangkan sebentar tentang materinya terus kadang suka
pergi keluar ninggalin kelas.
Menurut kamu pengajaran yang seperti itu menarik tidak?
Student 1
: Ya kadang menarik, kadang juga ngebosenin
Student 2
: Ga Miss, soalnya suka cepet lupa tentang materi.
Student 3
: Biasanya seperti itu sih, jadi ya saya biasa aja
Student 4
: Ga terlalu Miss
130
130
130
Student 5
: Kurang menarik miss, pengen yang ada game nya biar seru dan ga
bosen
Nah, saya kan sudah beberapa kali menggantikan Pa Jajang di kelas untuk
mengajar Bahasa Inggris dan menggunakan teknik game yaitu Word Clap
game. Apakah kalian terbantu dalam me mahami materi atau me ngingat
kosakata yang sudah diberikan?
Student 1
: Lumayan Miss, senang karena bisa belajar sambil bermain.
Student 2
: Iya miss, saya suka sekali karena saya bisa inget kosakata baru
dengan cepat
Student 3
: Banget Miss, karena bisa menghilangkan kebosanan dan ngantuk di
kelas.
Student 4
: Cukup ngebantu Miss, karena bisa berkompetisis dengan temanteman dan juga mendapatkan hadiah kalo menang, itu yang buat
semakin semangat.
Student 5
: Sedikit Miss, saya kadang sulit mengingat kalau deg-degan dan
gugup.
Harapan kamu terhadap pengajaran Bahasa Inggris?
Student 1
: Ya pengen ngerti Bahasa Inggris Bu
Student 2
: Lebih banyak variasi dalam mengajar biar ga bosen di kelas
Student 3
: Jangan serius banget kalo ngajar di kelas
Student 4
: Pengen ada hiburan bu, jangan belajar serius terus
Student 5
: Ingin bisa lebih memahami dan mengerti Bahasa Inggris lagi bu
kedepannya.
131
131
131
Appendix 6
Classroom Observation Checklist
Observer
Date
Time
Cycle
:
:
:
:
No
*All items marked Not Observed must be explained in comments
Could
Acceptable Excellent
Class Structure
Improve
Not
Observed
1
Reviews previous day’s course content
2
Gives overview of day’s course content
3
Summarizes course content covered
4
Directs student preparation in the class
Comments:
No
1
2
Methods
Provide well-designed materials
Employs non-lecture learning activities (i.e.
small
group
discussion,
student-led
activities)
3
Invites class discussion
4
Delivers well-planned lecture
Comments:
Could
Improve
Acceptable
Excellent
Not
Observed
132
132
132
No
Teacher-Student Interaction
Could
Improve
Acceptable
Excellent
Not
Observed
Could
Improve
Acceptable
Excellent
Not
Observed
1
2
Involves a variety of students
Demonstrates awareness of individual
student learning needs
3
Students participation in the class
4
Students attention during learning process
Comments:
No
1
2
3
Contents
Appears knowledgeable
Appears well organized
Explains the concepts clearly
4
Select learning experiences appropriate to
level of learning
Comments:
*Adopted from www.austincc.edu
Observer Signature
………………………………..
133
133
133
Appendix 7
TRANSCRIPTION OF CLASS OBSERVATION
Place of Observation : SMPN 1 Purwasari
Date of Observation : Monday, January 25th 2016
Time of Observation : 08.40 – 10.00
Cycle
: I (1st Meeting)
Struktur Kelas
Pada saat guru memasuki kelas, situasinya terkendali, tidak berisik dan ribut, ini
di karenakan adanya guru baru yang mengajar murid kelas 7F. Oleh karena itu, di
samping guru memperkenalkan dirinya dengan sangat baik sehingga pertemuan
pertama ini situasi kelas bisa terkontrol dan manajemen kelas pun dapat dikuasai
oleh guru dengan baik. Serta, guru memberikan overview untuk materi yang akan
dipelajari hari ini.
Metode
Materi yang di ajarkan adalah Recount Text, guru menggunakan metode diskusi
agar proses belajar tidak monoton dan memberikan beberapa handout kepada
setiap kelompok kecil untuk berdiskusi dan menjawab pertanyaan yang sudah
diberikan.
Interaksi antara Guru & Murid
Dengan berlangsungnya diskusi kelas maka disini guru melibatkan siswa untuk
berperan aktif dalam bertanya dan menjawab. Disamping itu, guru pun
menganalisis karakter siswa yang berbeda-beda untuk menentukan langkah
selanjutnya jika mereka berbuat gaduh atau mengganggu siswa yang lain.
Selanjutnya, guru harus bekerja keras untuk memperbaiki sikap dan mindset siswa
terhadap Bahasa Inggris, tentunya agar mereka mulai berpikir bahwa pelajaran
tersebut bisa dikuasai dan dipelajari.
Penguasaan Materi
Cukup baik
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134
134
TRANSCRIPTION OF CLASS OBSERVATION
Place of Observation : SMPN 1 Purwasari
Date of Observation : Saturday, January 30th 2016
Time of Observation : 11.00 – 12.20
Cycle
: I (2nd Meeting)
Struktur Kelas
Guru memberitahukan tujuan pembelajaran serta sedikit penjelasan tentang materi
yang akan dipelajari, yaitu regular and irregular verb dan juga mengulang
kembali materi yang minggu lalu dipelajari agar mengingatkan siswa terhadap
materi tersebut. Kondisi kelas sedikit gaduh dikarenakan ada beberapa siswa yang
mencoba mengganggu siswa lainnya dan itu sangat mengganggu proses belajarmengajar dikelas.
Metode
Pada pertemuan kali ini, guru menggunakan metode ceramah dan di akhiri oleh
bermain word clap game. Metode ceramah sebenarnya sedikit kurang efektif
karena memungkinkan siswa yang lain untuk berbicara di kelas. Setelah guru
menyampaikan materi dan handout soal-soal, guru memberikan sebuah game
yang baru untuk siswa yaitu word clap game.
Interaksi antara Guru & Murid
Ketika guru menyampaikan materi, ada beberapa siswa yang sengaja mengganggu
teman sebelahnya. Guru pun langsung tegas bertindak dan memberikan peringatan
akan adanya hukuman ketika siswa mengganggu teman yang sedang belajar. Efek
ini cukup baik, karena setelah itu siswa akan sungkan untuk mengganggu
temannya. Tentunya dsini guru memberikan kebebasan untuk bertanya kepada
siswa, karena game ini adalah yang baru untuk siswa dan partisipasi siswa cukup
tinggi ketika bermain word clap game.
Penguasaan Materi
Guru menyampaikan materi dengan baik, jelas, dan detail
135
135
135
TRANSCRIPTION OF CLASS OBSERVATION
Place of Observation : SMPN 1 Purwasari
Date of Observation : Monday, February 1st 2016
Time of Observation : 08.40 – 10.00
Cycle
: I (3rd Meeting)
Struktur Kelas
Tujuan pembelajaran di sampaikan oleh guru agar menguatkan pentingnya materi
Bahasa Inggris yang akan dipelajari oleh siswa dan membuat brainstorming
tentang materi tersebut
Metode
Materi masih berkaitan dengan regular & irregular verb dan recount text karena
kedua hal ini masih menjadi hal yang belum sepenuhnya dikuasai murid. Oleh
karena itu guru mengulang materi ini kembali. Metode yang di gunakan yaitu
diskusi kelompok karena siswa diberikan tugas yang harus dikerjakan secara
bersama-sama. Tugas guru memfasilitasi dan membantu setiap kelompok yang
belum paham terhadap tugas yang diberikan. Setelah itu, word clap game
diterapkan agar siswa sekali lagi paham terhadap apa yang sudah dipelajari dan
mencairkan suasana agar tidak monoton dan bosan di dalam kelas.
Interaksi antara Guru & Murid
Interaksi antar keduanya berjalan baik. Karena disini guru sigap terhadap murid
dan murid pun tidak sungkan untuk bertanya kepada guru mengenai materi.
Tetapi, masih terlihat beberapa siswa yang kesulitan untuk mengikuti word clap
game
Penguasaan Materi
Cukup baik dan kreatif karena guru tidak hanya menjelaskan tapi juga
memberikan tugas dengan cara yang baru buat siswa
136
136
136
TRANSCRIPTION OF CLASS OBSERVATION
Place of Observation : SMPN 1 Purwasari
Date of Observation : Saturday, February 13th 2016
Time of Observation : 11.00 – 12.20
Cycle
: II (1st Meeting)
Struktur Kelas
Guru seperti biasa mereview kembali materi yang sudah dipelajari sebelumnya
dan menyampaikan materi dan tujuan pembelajaran pada pertemuan kali ini
Metode
Materi yang dipelajari yaitu degree of comparison dan metode yang digunakan
adalah ceramah dan peer work dimana dua orang siswa berdiskusi tentang
pertanyaan yang diberikan oleh guru. Metode yang digunakan sangat baik karena
guru memberikan contoh dengan real object ketika membandingkan sebuah benda
dan siswa pun cukup cepat mengerti materinya
Interaksi antara Guru & Murid
Pertemuan kali ini terjadi interaksi yang sangat baik antara guru dan murid, guru
dan murid pun semakin akrab dan tidak ada rasa gugup lagi dalam komunikasi.
Hasilnya, siswa sering bertanya dan menjawab pertanyaan yang guru berikan.
Penguasaan Materi
Sangat excellent karena guru cukup kreatif dalam menyampaikan materi kepada
siswa sehingga membuat kelas juga tidak monoton walaupun menggunakan
metode ceramah.
137
137
137
TRANSCRIPTION OF CLASS OBSERVATION
Place of Observation : SMPN 1 Purwasari
Date of Observation : Monday, February 15th 2016
Time of Observation : 08.40 – 10.00
Cycle
: II (2nd Meeting)
Struktur Kelas
Tujuan pembelajaran di sampaikan oleh guru agar menguatkan pentingnya materi
Bahasa Inggris yang akan dipelajari oleh siswa dan membuat brainstorming
tentang materi tersebut
Metode
Pada pertemuan kali ini guru memberikan materi tentang advertisement text, guru
bertanya mengenai bermacam- macam iklan yang pernah siswa lihat atau baca.
Metode yang digunakan adalah cermah dan diskusi kelompok. Penggunaan
metodenya sangat baik karena untuk materi ini harus didalami oleh siswa dengan
cara diskusi kelompok.
Interaksi antara Guru & Murid
Interaksi antar keduanya berjalan sangat baik karena diskusi kelompok suasana
dikelas pun sedikit gaduh. Tetapi hal positifnya, murid pun sudah mulai terbiasa
untuk bertanya kepada guru dan ketika guru menjelaskan materi, siswa
memberikan perhatian yang penuh untuk mengamati dan mendengarkan.
Penguasaan Materi
Cara guru memberikan tugas cukup kreatif karena disini guru memberikan tugas
dimana siswa cukup menggemarinya yaitu menggambar dan mewarnai dan
penguasaan materi pun cukup dalam, guru menjelaskannya cukup detail.
138
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138
TRANSCRIPTION OF CLASS OBSERVATION
Place of Observation : SMPN 1 Purwasari
Date of Observation : Saturday, February 20th 2016
Time of Observation : 11.00 – 12.20
: II (3rd Meeting)
Cycle
Struktur Kelas
Guru
mengulang
secara ringkas
tentang
materi-materi
sebelumnya
dan
memberikan overview tentang materi yang akan diperlajari hari ini
Metode
Karena masih melanjutkan materi yang sebelumnya yaitu advertisement text,
metode yang digunakan yaitu grup presentasi, karena setiap keolompok telah
membuat sebuah poster yang akan mereka presentasikan di depan kelas. Metode
yang digunakan sangat baik karena sekarang siswa sudah cukup berani berbicara
bahasa Inggris walaupun sedikit-sedikit dan terbata-bata.
Interaksi antara Guru & Murid
Interaksi antar keduanya berjalan baik karena adanya feedback ketika setiap
kelompok selesai mempresentasikan poster, guru memberikan sedikit komentar
mengenai penampilan mereka.
Penguasaan Materi
Cukup baik karena walaupun disini siswa yang perform sebuah poster tetapi guru
pun menjelaskan kembali materi nya sehingga membuat siswa tidak lupa.
143
143
143
Appendix 10
SOAL PRE-TEST
Nama :
Kelas :
Answer these questions by crossing A, B, C or D!
Text for number 1-3
My Day
I …………1 a terrible day yesterday. First, I woke up an hour late because my alarm clock
did not go off. Then, I was in such a hurry that I burned my hand when I was making
breakfast. After breakfast, I got dressed so quickly that I forgot to wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I ……….2 to
take a taxi, but I didn't have enough money.
Finally, I …………..3 the three miles to my school only to discover that it was Sunday! I
hope I never have a day as the one I had yesterday.
(source: http://www.englishindo.com)
1. A. has
C. had
B. were
D. be
2. A. went
C. run
B. wanted
3. A. kept
B. remembered
D. hated
C. walked
D. saw
4. Thank God! I’ve got a good score for both English and Math. I’m really happy. What
is the antonym of the underlined word?
A. good
C. unhappy
B. smart
D. sad
144
144
144
5. Watch out! There is a big hole out here, you must be careful! What is the antonym of
the underlined word?
A. small
C. huge
B. large
D. tiny
6. Deny surprises his teacher with his great talent. What is the synonym of the
underlined word?
A. talk
C. make
B. meet
D. shock
7. Reni is a humorous person; she always makes her friends laugh out loud. What is the
synonym of the underlined word?
A. bored
C. shy
B. funny
D. diligent
8. I move your bike near the tree. What is the correct meaning of the underlined word?
A. keep quiet
C. want to see
B. keep drinking
D. change the place
9. Do you know about the news? What is the correct meaning of the underlined word?
A. lie
C. fall
B. understand
D. cry
Text for number 10-14
My Holiday Was Fantastic
Last summer I got a fantastic holiday. I visited some great places. I ……….10 to an airport
and was going to fly to Cleveland. I was spending there two days. I liked to see some
Cleveland
Cavaliers basketball matches. Then I went to Hollywood.
Hollywood
is
…………11 famous district in Los Angeles, California, United States. It had ………12 worldfamous as the center of the film industry. Four major film companies – Paramount, Warner
Bros, RKO and Columbia – had studios in Holiday. I did not want to leave but I had to. After
that, I went to New York City. I visited the Statue of ………..13 I went from the bottom of
Manhattan to the top of the crown. That was very amazing. The places made me feel at home
but ……….14 have to go home. Next time I would return to them.
145
145
145
10. A. went
B. go
11. A. the
B. some
C. saw
D. visited
C. an
D. a
12. A. become
C. be come
B. became
D. be came
13. A. liberty
B. prambanan
14. A. I
B. they
C. monas
D. borobudur
C. she
D. he
15. What it the purpose of recount text?
A. to inform or entertain the audience C. to announce about something happened
B. to describe something
D. to tell the reader how to do or make
something
16. Chris John has a good body. What is the correct meaning of the underlined word?
A. own something
C. think
B. confuse
D. listen something
17. My father builds tree house in our private garden. What is the synonym of the
underlined word?
A. destroy
C. draw
B. paint
D. construct
Text for number 18-19.
My Unfortunates
Last weekend was my luckiest day ever. Many good things were coming toward me. I
…..….18 up and planned to jog around the neighborhood. So I changed my clothes and went
to the bathroom to wash my sleepy face. As I stepped in the bathroom, I landed my foot on
soap in the floor and feel down. Next, I began my jogging and saw my gorgeous neighbor,
jogging to. I thought it was a good fortune to omit the gap between us. So I jogged to him and
say hello but how poor of me, it was not him. It just someone I never met before who looked
like to ……19 . I was going home with people laugh at me along side of the street.
When I got home, the breakfast already settled and I immediately spooned a big portion of
rice and ate. After I have done my breakfast my mother came up and said that the meals have
146
146
146
not ready yet and she said that I may have a stomachache if I ate it. It was proven; I had a
stomachache for the next three days. I past my weekend lie down on my bed and be served as
a queen. That was not really bad, wasn’t it?
18. A. sit
B. woke
19. A. her
B. him
C. wake
D. stand
C. them
D. his
20. What is the generic structure of describing series or event that happened in the past?
A. orientation
C. events
B.complication
D. re-orientation
147
147
147
Appendix 11
SOAL POST-TEST 1
Nama :
Kelas :
Answer these questions by crossing A, B, C or D!
Text for number 1-2
My Unfortunates
Last weekend was my luckiest day ever. Many good things were coming toward
me. I …..….1 up and planned to jog around the neighborhood. So I changed my
clothes and went to the bathroom to wash my sleepy face. As I stepped in the
bathroom, I landed my foot on soap in the floor and feel down. Next, I began my
jogging and saw my gorgeous neighbor, jogging to. I thought it was a good
fortune to omit the gap between us. So I jogged to him and say hello but how poor
of me, it was not him. It just someone I never met before who looked like to
……2 . I was going home with people laugh at me along side of the street.
When I got home, the breakfast already settled and I immediately spooned a big
portion of rice and ate. After I have done my breakfast my mother came up and
said that the meals have not ready yet and she said that I may have a stomachache
if I ate it. It was proven; I had a stomachache for the next three days. I past my
weekend lie down on my bed and be served as a queen. That was not really bad,
wasn’t it?
1. A. sit
B. woke
2. A. her
B. him
C. wake
D. stand
C. them
D. his
148
148
148
3. What is the generic structure of describing series or event that happened in
the past?
A. orientation
C. events
B.complication
D. re-orientation
4. What it the purpose of recount text?
A. to inform or entertain the audience C. to announce about something
happened
B. to describe something
D. to tell the reader how to do or
make something
5. Chris John has a good body. What is the correct meaning of the underlined
word?
A. own something
C. think
B. confuse
D. listen something
6. My father builds tree house in our private garden. What is the synonym of
the underlined word?
A. destroy
C. draw
B. paint
D. construct
The Text is for number 7-9
My Day
I …………7 a terrible day yesterday. First, I woke up an hour late because my
alarm clock did not go off. Then, I was in such a hurry that I burned my hand
when I was making breakfast. After breakfast, I got dressed so quickly that I
forgot to wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I
……….8 to take a taxi, but I didn't have enough money.
Finally, I …………..9 the three miles to my school only to discover that it was
Sunday! I hope I never have a day as the one I had yesterday.
(source: http://www.englishindo.com)
7. A. has
B. were
C. had
D. be
149
149
149
8. A. went
B. wanted
9. A. kept
B. remembered
C. run
D. hated
C. walked
D. saw
10. Thank God! I’ve got a good score for both English and Math. I’m really
happy. What is the antonym of the underlined word?
A. good
C. unhappy
B. smart
D. sad
11. Watch out! There is a big hole out here, you must be careful! What is the
antonym of the underlined word?
A. small
C. huge
B. large
D. tiny
12. Deny surprises his teacher with his great talent. What is the synonym of
the underlined word?
A. talk
C. make
B. meet
D. shock
13. Reni is a humorous person; she always makes her friends laugh out loud.
What is the synonym of the underlined word?
A. bored
C. shy
B. funny
D. diligent
14. I move your bike near the tree. What is the correct meaning of the
underlined word?
A. keep quiet
C. want to see
B. keep drinking
D. change the place
15. Do you know about the news? What is the correct meaning of the
underlined word?
A. lie
C. fall
B. understand
D. cry
150
150
150
Text for number 16-20
My Holiday Was Fantastic
Last summer I got a fantastic holiday. I visited some great places. I ………. 16 to
an airport and was going to fly to Cleveland. I was spending there two days. I
liked to see some Cleveland Cavaliers basketball matches. Then I went to
Hollywood. Hollywood is …………17 famous district in Los Angeles, California,
United States. It had ………18 world-famous as the center of the film industry.
Four major film companies – Paramount, Warner Bros, RKO and Columbia – had
studios in Holiday. I did not want to leave but I had to. After that, I went to New
York City. I visited the Statue of ………..19 I went from the bottom of Manhattan
to the top of the crown. That was very amazing. The places made me feel at home
but ……….20 have to go home. Next time I would return to them.
16. A. went
B. go
17. A. the
B. some
C. saw
D. visited
C. an
D. a
18. A. become
C. be come
B. became
D. be came
19. A. liberty
B. prambanan
20. A. I
B. they
C. monas
D. borobudur
C. she
D. he
151
151
151
Appendix 12
SOAL POST-TEST 2
Nama :
Kelas :
Answer these questions by crossing A, B, C, or D!
1. Bali is ……. Island of other island in Indonesia. Everybody wants to visit
Bali
a. As famous as
b. More famous
c. The most popular
d. As popular
2. I think snake is ……….. among other animals in the world because its
poison can kill human in a few minutes
a. Not as dangerous
b. More dangerous
c. The most dangerous
d. dangerous
3. I am fourteen years old, and my brother is nineteen years old.
It means that I am ……….. than my brother
a. The most young
b. Youngest
c. Younger
d. More young
152
152
152
4. Riding bicycle is ………… than riding a motorcycle
a. More easy
b. The most easy
c. Easiest
d. easier
5. The red pen is Rp. 5.000,-. The blue pen is Rp. 5.000,-. The red pen
is………as blue pen
a. As expensive
b. More expensive
c. The most expensive
d. Not expensive
6. Many students said that Math is ……………than English lesson
a. The most difficult
b. As difficult
c. Not as difficult
d. More difficult
7. Mount Everest is ….mountain in the world
a. As high as
b. More higher
c. Higher
d. The highest
8. Susi can paly badminton…..than Mia, because she always defeats Mia in
every tournament.
a. Best
b. Good
c. Better
d. More good
9. My house is 5 km from school. Alam’s house is 3 km from school.
It means than my house is ….than Alam’s house
a. Farther
b. More far
153
153
153
c. Farthest
d. Far
10. Nadia : I don’t like living in the big city
Griya : Neither do I, a big city is…. As a small one.
a. More peaceful
b. Not as peaceful
c. The most peaceful
d. The peaceful
Read the advertisement text below for number 10-15
£
11. What is being advertised in the text above?
a. An electronic dictionary
b. A complete dictionary plastic
c. A correct spelling
d. A strong plastic
12. From the advertisement above, we know that….
a. The price of the item is Rp. 80
b. One of the item’s colors is dark blue
c. There are more than 80.000 words in the dictionary
d. The item comes in many colors
13. From the text we know that the writer wants to…
a. Give information about a new complete dictionary
b. Inform the cheap price of a strong plastic dictionary
154
154
154
c. Persuade the readers to buy an electronic dictionary
d. Explain how to use the dictionary
14. Which one is NOT TRUE according to the text…..
a. The price of the item is Rp. 80
b. The dictionary is made of plastic
c. It has more than 80.000 words
d. A complete dictionary plastic
15. How many colors are the dictionaries available?
a.
2
b.
1
c.
4
d. 3
16. Find the correct spelling and pronunciation……
What is the synonym of the underlined word?
a. False
b. True
c. Wrong
d. Bad
Read the advertisement text below for number 17-20
SALE CASSANOVA’S ANNUAL
SALE This week only
Men’s and Women’s Clothing
Shoes, Coats and Sweaters, Jeans
Jewelry: watches, rings, earrings,
necklaces
SAVE 40%
17. What is the purpose of advertisement text?
a. To guide people to go to Cassanova
b. To persuade to buy things in Cassanova
155
155
155
c. To inform people about things sold in Cassanova
d. To ask people things in Cassanova
18. Who is the writer of the advertisement text above?
a. Cassanova’s customer
b. Cassanova’s reader
c. Cassanova’s owner
d. Cassanova’s workers
19. How long is the sale?
a.
Five days
b. Two days
c. One day
d. Seven days
20. Cassanova Annual Sale..
What is the antonym of the underlined word?
a. Trade
b. Transaction
c. Deal
d. buy