“THE USE OF MACROMEDIA FLASH PLAYER TO INCREASE

Transcription

“THE USE OF MACROMEDIA FLASH PLAYER TO
INCREASE VOCABULARY MASTERY IN THE
SEVENTH GRADE OF MTs SA PANCASILA
SALATIGA IN THE ACADEMIC YEAR OF 2013/2014”
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfilment
of the Requirements for the Degree of Sarjana Pendidikan Islam
(S.Pd.I)
In the English and Educational Department
By:
ZARKONI
113 09 014
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
(STAIN) SALATIGA
2014
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
Website : www.stainsalatiga.ac.id E-mail : administrasi@stainsalatiga.ac.id
DECLARATION
‫بسم اهلل الرمحن الرحيم‬
“In The Name of Allah the Most Gracious and the Most Merciful”
Hereby the writer declares that this graduating paper is made by the writer
himself, and it is not containing materials written and has been published by other
people and other people’s ideas except the information from the references.
The writer is capable to be responsible for his graduating paper if in the
future, it can be proved of containing others’ idea or in fact, the writer imitates the
others’ graduating paper.
Thus, the declaration is made by the writer and she hopes that this
declaration can be understood well.
Salatiga, Maret 5th, 2014
The Writer,
Zarkoni
NIM: 11309014
ii
Setia Rini, M.Pd.
The Lecturer of Educational Faculty
State Institute for Islamic Studies Salatiga
ATTENTIVE COUNSELOR NOTE
Case
: Zarkoni’s Graduating Paper
Dear
The Rector of State Institute of Islamic
Studies Salatiga
Assalamu’alaikum, Wr.Wb.
After Reading and correcting Zarkoni’s graduating paper entitled “The Use
of Macromedia Flash Player to Increase Vocabulary Mastery in The
Seventh Grade of MTs SA Pancasila Salatiga in The Academic Year of
2013/2014”, I have decided and would like to propose that if it could be
accepted by Educational Faculty. I hope this graduating paper can be
examined as soon as possible.
Wassalamu’alaikum, Wr.Wb.
Counselor
Setia Rini, M.Pd.
NIP. 19750518 200312 2 002
iii
GRADUATING PAPER
“THE USE OF MACROMEDIA FLASH PLAYER TO INCREASE
VOCABULARY MASTERY IN THE SEVENTH GRADE OF MTs SA
PANCASILA SALATIGA IN THE ACADEMIC YEAR OF 2013/2014”
ZARKONI
113 09 014
Has been brought to the board of examiners of English Department of Educational
Faculty of State Institute for Islamic Studies (STAIN) Salatiga, in April 3rd, 2014
and hereby considered to completely fulfill the requirement for the degree of
Sarjana Pendidikan Islam (S.Pd.I) in English and Education Department.
Boards of examiners,
Head
: Prof. Dr. H. Muh Zuhri, M.A.
__________________
Secretary
: Sari Famularsih, M.A.
__________________
1st Examiner
: Dr. H. Sa`adi, M. Ag.
__________________
2nd Examiner
: Hanung Triyoko, M.Hum., M.Ed.
__________________
3rd Examiner
: Setia Rini, M.Pd.
__________________
Salatiga, April 3rd, 2014
Head of STAIN Salatiga
Dr. H. Rahmat Hariyadi, M.Pd
NIP. 19670112 199203 1 005
iv
MOTTO
String of Pearls
1. Do not hate the contemporary scholars;
2. Do not blame the teaching of others;
3. Do not check the others student;
4. Do not change the attitude of even hurt by the other people;
5. Must care for anyone who hates you.
Syaikh Abdullah Mubarak bin Nur Muhammad
Elders of Suryalaya Boarding School
Tasik Malaya West Java
v
DEDICATION
I hereby dedicate this graduating paper for:
 Allah SWT, My Lord My God Almighty thanks for guiding me to face
everything in this extraordinary world.
 My beloved mom, Musriah and my lovely dad, Suwanto. Thanks for love,
patience and motivation which have given to me. Also thanks for my
beloved Family which always gives me spirit. I love you so much.
 Mrs. Setia Rini, M.Pd as my consultant who always gives me guidance,
suggestion and motivation to finish my graduating paper.
 All of lecturers in English Department of STAIN Salatiga.
 My awesome mates, Aula, Maya, Dita, Yono, Upik and Mansur who have
made my life more meaningful. Also Anang and Catur, thank’s for your
jokes that has made me more spirit to finish this thesis.
 My friends of sharing in the same struggle, TBI A 2009. Thanks for
togetherness.
vi
ACKNOWLEDGEMENT
Assalamu’alaikum Wr.Wb
In the name of Allah, The Most Gracious and The Most Merciful, The Lord
of Universe. Because of Him, the writer could finish this graduating paper as one
of the requirement for the Degree of Educational Islamic Studies (S.Pd.I) at
English Department of Educational Faculty of State Institute of Islamic Studies
(STAIN) Salatiga in 2013.
Secondly, peace and salutation always be given to our Prophet Muhammad
SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports, advices,
guidance, helps and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Dr. H. Rahmat Hariyadi, M.Pd as the rector of State Institute for Islamic
Studies of Salatiga.
2. Mashlikhatul Umami, M.A as the chief of the English Department.
3. Dra. Woro Retnaningsih, M.Pd who has been replaced by Dr. H. Rahmat
Hariyadi, M.Pd as the writer’s lecturer of academic supervisor.
4. Setia Rini, M.Pd. as the writer counselor who has always educated,
supported, directed, and given the writer countless advices, suggestions,
and recommendations for this graduating paper from the beginning until
the end.
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5. All of the lecturers of English Department of STAIN Salatiga.
6. All of the staffs that have helped the writer in processing of graduating
paper administration.
Wassalamu’alaikum Wr.Wb
The Writer
Zarkoni
113 09 014
viii
ABSTRACT
Zarkoni. “The Use of Macromedia Flash Player to Increase Vocabulary Mastery
in The Seventh Grade of Mts SA Pancasila Salatiga in The Academic
Year of 2013/2014”.
The aims of his research are to describe the students’ vocabulary mastery which
are not taught by using macromedia flash player and to know the students’
vocabulary mastery which are taught by using macromedia flash player. This
research used experimental research as the research method. The subject of the
research was students of class VII A and class VII B of MTs SA Pancasila
Salatiga in academic year of 2013/2014. To collect the data, the researcher gave
pre test to the two classes to measure the students vocabulary mastery before
teaching learning process. After teaching learning process has given, the students
of the two classes were tested again to find the result. The result of her research
shows that using macromedia flash player is effective to increase students’
vocabulary mastery. It can be proved by the pre test to post test mean of the
students’ vocabulary mastery of the class which are not taught with macromedia
flash player (4.26 to 5.32). The students’ vocabulary mastery of the class which
are taught by macromedia flash player shows significant improvement (4.44 to
8.02). From the t-test result, it can be seen that the class which is taught by
macromedia flash player get higher score (7.16) than the class which is not taught
by video (4.07). It indicates that by using macromedia flash player, the students
can increase their vocabulary mastery effectively.
Keyword: vocabulary mastery, experimental research, macromedia flash player,
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TABLE OF CONTENTS
TITLE ...............................................................................................................
i
DECLARATION .............................................................................................
ii
ATTENTIVE COUNSELOR NOTE ...............................................................
iii
CERTIFICATION PAGE ................................................................................
iv
MOTTO ...........................................................................................................
v
DEDICATION .................................................................................................
vi
ACKNOWLEDGEMENT ...............................................................................
vii
ABSTRACT .....................................................................................................
ix
TABLE OF CONTENTS .................................................................................
x
LIST OF TABLES ...........................................................................................
xii
CHAPTER I INTRODUCTION...................................................................
1
A. Background of the Study............................................................................
1
B. Statement of the problems..........................................................................
4
C. Objective of the Study................................................................................
5
D. Limitation of the Study ..............................................................................
5
E. Benefit of the Study ...................................................................................
6
F. Clarification of Key Terms ........................................................................
6
G. Review of Previous Studies .......................................................................
8
H. Outline of Graduating Paper ......................................................................
9
CHAPTER II LITERATURE REVIEW ....................................................
10
A. Macromedia Flash Player ...........................................................................
10
1. Definition of Macromedia Flash Player ...............................................
10
2. Kinds of Macromedia Flash Player ......................................................
13
3. Procedures of Using Macromedia Flash Player ...................................
14
4. The Strengths of Using Macromedia Flash Player ..............................
14
5. The Weaknesses of Using Macromedia Flash Player ..........................
15
B. Vocabulary .................................................................................................
15
1. Definition of Vocabulary .....................................................................
16
2. Vocabulary Mastery .............................................................................
17
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3. The Source of Vocabulary ...................................................................
18
4. Kinds of Vocabulary ...........................................................................
20
5. Teaching Vocabulary ...........................................................................
26
6. Testing Vocabulary .............................................................................
29
7. Indicators of Students’ Vocabulary Mastery........................................
30
CHAPTER III RESEARCH METODOLOGY ..........................................
31
A. General description of MTs SA Pancasila Salatiga ...................................
31
B. Methodology ..............................................................................................
37
1. Method of the research .........................................................................
37
2. Essential characteristics of experimental research ...............................
39
3. The strategies and steps in conducting experiment research ...............
41
4. Technique of collecting data ................................................................
43
5. Method of data analysis .......................................................................
44
CHAPTER IV DATA ANALYSIS AND DISCUSSION ............................
46
A. Data analysis ..............................................................................................
48
B. Discussion ..................................................................................................
54
CHAPTER V CLOSURE ..............................................................................
58
A. Conclusion .................................................................................................
58
B. Suggestion ..................................................................................................
59
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIX
xi
LIST OF TABLES
Table 3.1. The situation of Educational Facilities ..........................................
32
Table 3.2. School organization chart ..............................................................
33
Table 3.3. The situation of the teachers and staffs .........................................
34
Table 3.4. The situation of the students .........................................................
34
Table 3.5. The name of the students of VII A ................................................
36
Table 3.6. The name of the students of VII B ................................................
36
Table 4.1. Overview of learning process ........................................................
47
Table 4.2. The name of subjects in the research ............................................
48
Table 4.3. The score of experiment class .......................................................
49
Table 4.4. The score of control class ..............................................................
50
Table 4.5. The result of the research ..............................................................
56
xii
CHAPTER I
INTRODUCTION
A. Background of The Study
Nowadays, development of technology and science which make great
stride includes to the whole of human being, especially in information and
communication. This is why the application of science and technology (IT) is
very important in learning process.
There are various ways to make the best use of the development of
computer-based technology as a means to develop a method of learning, such
as; e-learning, ICT/web technology, audio or audio visual learning, power
point, etc. Moreover one of those media is using macromedia flash player.
Thi Loan (2009: 1) on his research said that Macromedia Flash is the
drawing software that allows us to create mutable images with the effect of
movement and change and it can make the simulated activities and a lively
and attractive interaction. Flash is a powerful tool which can create both
animation and simulation.
According to Goldman (2008:11) who describes the effectiveness of
using Macromedia Flash Player state that “The rich media of Flash provides
an excellent means of gaining your audience’s attention to a course, why the
course is relevant to them, and the benefits of taking it. Many marketing
strategies utilize electronic announcements, such as e-mails or intranet articles
but via Flash you can deliver a more effective and entertaining message than
with text and static graphic alone”.
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Basically, teaching and learning activities in class could be applied by
a variety of learning method. It was applying by teachers in the hope students
as a subject of education can receive the materials well and reap the
satisfactory performance, especially to increase their vocabulary mastery.
Even less, vocabulary is the most important element that will become the basic
competence in order to get other competences like listening, speaking, reading
and writing. If the students have mastered a number of vocabularies, it will be
easier for the students to master those elements in English learning. According
to Wilkins as cited by Thornbury (2003:13) summed up the importance of
vocabulary learning: Without grammar very little can be conveyed, without
vocabulary nothing can be conveyed. And in the another statement based on
H. Dellar and D. Hocking as cited by Thornbury (2003:13), If you spend most
of your time studying grammar, your English will not improve very much.
You will see most improvement if you learn more words and expressions. You
can say very little with grammar, but you can say almost anything with words.
It means vocabulary is essential thing that has to be learnt by the students in
order to master English well. McCarthy (1990: viii) also state that it is the
experience of most language teachers that the single, biggest component of
any language course is vocabulary. It means that vocabulary is the first
priority in learning English.
When the teachers repeat the use of the same method on the learning
process especially to give vocabulary, it could make the students bored. Even
though, teachers have their own priority to manage their classroom, as
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Richards (1994:97) states, teachers have primary responsibility for how they
teach; they may assume very different roles within their own classroom. So,
teachers should make their classroom more comfortable and interesting which
aims to eliminate the saturation of the students.
When the teachers just provide variety of words or vocabularies to the
students to be memorized and still use the conventional method in teaching the
materials or the teachers just explain the materials and provide exercises in
written from, there will be no variation or other teaching media used by
teachers. The only teaching media is text book and blackboard/whiteboard. It
makes the students sometimes feel bored and sleepy. This kind of problems
often happens in teaching and learning activities. The teachers may find
difficulties in explaining materials to students, due to limitations in describing
(visualization) problems or the material being presented. Furthermore, there
maybe only a few students who can create their own visual depiction of
material of which they received from their teachers.
On consideration of the point of view above, the writer wants to give a
solution especially in increasing the student’s vocabulary mastery, so that the
students will be better in speaking English. The solution is by teaching
vocabulary using macromedia flash player. By using macromedia flash player
in the learning process, teachers can inspire, intrigue and also motivate
students. It is also supporting students to increase understanding, interpreting
of data easier, presenting data to be more interesting, and gettingnew
information easier. It gives much opportunity for the students to practice and
3
repeat the sentence pattern and vocabulary. Macromedia flash playerlearning
method is learning system using software and hardware which serves simplify
the process of data in the form of picture, video, photography, graphic, and
animation, in collaboration with sound, text, and voice data interactively
controlled by computer. It is also providing a kind of quiz that will make the
teaching-learning process more attractive than before. The students will feel
fun, relax and enjoy, and they will memorize the vocabulary in different way.
Based on the background above, the writer would conduct a study to
increase the vocabulary mastery using macromedia flash player in learning
method. The writer decides to conduct a study entitled “The Use of
Macromedia Flash Player to Increase Vocabulary Mastery in The Seventh
Grade of MTs Pancasila Salatiga in The Academic Year of 2013/2014”.
B. Statement of the problems
Mastery of vocabulary is a very important thing related to how a
student will be able to master the English language in any learning required.
Sometimes students are afraid to learn English because he was not able to
memorize vocabulary or master it. Learning system that given at school
sometimes not raised the interest of the students to learn and master the
vocabulary well. With a multimedia-based learning especially in the using of
macromedia flash player, the writer hopes it can increasing student interest in
mastering vocabulary in English, especially in MTs Pancasila Salatiga in the
academic year of 2013/2014. With such interest for students to master the
English language expected to increase along with the method that adapts to the
4
changing times present. By knowing some of the problems students in
mastering vocabulary, the writer hopes to be able to find a good solution. The
writer formulates the following problems:
1. How are the students’ vocabulary mastery in English class which are not
taught by using macromedia flash player?
2. How are the students’ vocabulary mastery in English class which are
taught by using macromedia flash player?
C. Objective of the Study
In relations to the statement of the problems, the objectives of this
research are:
1. To know how far the students’ vocabulary mastery in English class which
not use macromedia flash player.
2. To know whether teaching using macromedia flash player increase
students’ vocabulary mastery or not;
D. Limitation of the Study
Derived from the problems identified above, the writer makes
limitation as follows:
1. The students’ vocabulary mastery in English class which not use
macromedia flash player.
2. The students’ vocabulary mastery in English class using macromedia flash
player.
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E. Benefit of the Study
1. Theoretical benefit
a. The result of the research can be used as an input in English teaching
and learning process for those who want to know this research in the
field of this study.
b. As the reference for those who want to conduct a research in teaching
English.
2. Practical benefit
a. The study can be used by the teacher to provide the new technique for
increasing vocabulary mastery.
b. The research finding will be useful for the students to increase
vocabulary mastery.
F. Clarification of Key Terms
Here are some definitions as a guidance to understand the terms of this
study:
1. Multimedia Learning
Multimedia, defined, is the combination of various digital media
types such as text, images, sound and video, into an integrated multisensory interactive application or presentation to convey a message or
information to an audience. In other words, multimedia means “an
individual or a small group using a computer to interact with information
that is represented in several media, by repeatedly selecting what to see
and hear next” (Agnew et. al, 1996).
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2. Macromedia Flash Player
Macromedia Flash Player is the universal rich client for delivering
effective Macromedia Flash experiences across desktops and devices.Flash
lets designers and developers integrate video, text, audio, and graphics into
effective experiences that deliver superior results for interactive marketing
and presentations, e-learning, and application user interfaces. Flash is the
world’s most pervasive software platform, reaching 97% of Internetenabled desktops worldwide, as well as many popular devices (NPD
online survey: 2003).
Thi Loan (2009: 1) on his research said that Macromedia Flash is
the drawing software that allows us to create mutable images with the
effect of movement and change and it can make the simulated activities
and a lively and attractive interaction. Flash is a powerful tool which can
create both animation and simulation. Learners can interact with objects in
the file flash on the simulation and animation in the design of experiments.
http://www.qtttc.edu.vn/vi/tainguyen/category/23-english?download=142
3. Vocabulary Mastery
Vocabulary mastery plays an important role in learning a language.
Coulson, et al. (1987: 1050) define that mastery is skill, use, or
knowledge. It means mastery is the ability to use one of knowledge.
Meanwhile, Hornby (1984: 523) says that mastery is the complete control
or knowledge. Here, mastery is the whole power or ability to direct
knowledge. Vocabulary is a series of words in foreign language used to
7
express meaning in form of symbols of groups of letter, either a physical
object or an idea and it can be also formed from a single or more than one
word. From the explanation above, vocabulary mastery means an ability to
use words in conducting communication, and students understand the set
of words.
G. Review of Previous Studies
In this research, the writer takes review of related literature from the
other thesis as comparison. The first was conducted by Irnawati with the title
The Use of Pictures to Vocabulary Mastery of the Second Year Students of
SMP N 2 Suruh in the Academic Year of 2009/2010. The Objectives of her
study are to find out any significant difference between using picture and
without using picture of the use picture toward vocabulary mastery, to find out
the pictures help the teacher in teaching learning process. The result of her
research shows that using of pictures in teaching vocabulary can improve the
motivation, interest and especially students’ vocabulary mastery.
The second study had been done by Siti Mukaromah, entitled The Use
of Scrabble in English Teaching to Improve Vocabulary Mastery at The
Second Year Students of MTs N 1 Kaliangkrik Magelang in the Academic
Year 2010/2011. In her research, she focuses on the use of Scrabble to
improve the students’ vocabulary mastery. The objectives of her study are to
know the process of teaching vocabulary by using scrabble media to the
learners, to know the students’ mastery on vocabulary before and after using
8
scrabble. The result of her study shows that using scrabble in teaching
vocabulary can be effective media to improve vocabulary mastery. It also
makes students fell enjoyable and happy in the teaching and learning.
H. Outline of graduating paper
In this section, the writer will discuss some parts of research
organization. Chapter I is the introduction which consist the explanation of
the background of the study, statement of the problems, objectives of the
study, limitation of the study, benefit of the study, clarification of key term,
review of previous studies, research methodology and outline of graduating
paper. Chapter II is the review of literature which contain of the explanation of
macromedia flash player and the definition of vocabulary. Chapter III is
Research Report which includes general description of MTs Pancasila
Salatiga, population, subject of study, method of collecting data, data
presentation. Chapter IV is discussion and result of the research. Chapter V is
closing which carry the explanation about the conclusion and the suggestion
from the writer.
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CHAPTER II
LITERATURE REVIEW
A. Macromedia Flash Player
1. Definition of Macromedia Flash Player
Macromedia Flash Player is the universal rich client for delivering
effective Macromedia Flash experiences across desktops and devices.
Flash lets designers and developers integrate video, text, audio, and
graphics into effective experiences that deliver superior results for
interactive marketing and presentations, e-learning, and application user
interfaces. Flash is the world’s most pervasive software platform, reaching
97% of Internet-enabled desktops worldwide, as well as many popular
devices (http://www.honeybee-edit.com/pdfs/roback_9datasheet.pdf).
Software which used to create animations which are usually used
for various purposes on the internet, for example, to create a website,
banner ads, animated logos, as well as other complementary animation.
Flash was developed from an application called SmartSketch. SmartSketch
itself is an application for drawing, which was launched in 1994 by
FutureWave, not by Macromedia.
Macromedia Flash, which is now turned into Adobe Flash is a
computer software that is the flagship product of Adobe Systems. Before
2005, flash released by Macromedia Flash 1.0 which was launched in
1996. The program was launched after the Macromedia Corporation
10
bought a vector animation program called FutureSplash. The final version
is launched in the market under the name "Macromedia" is Macromedia
Flash 8. Macromedia Flash 8 is an application used to design and build
devices percentage, publication, or other applications that require the
availability of a means of interaction with users.
The projects which are built in Flash could consist of text, images,
simple animations, video, or other special effects. Macromedia Flash 8 is
produced by Macromedia Corporation, a software development company
in the field of animation, web development and multimedia systems. On
December 3, 2005 Adobe Systems acquired Macromedia and its products,
so that the name of the Macromedia Flash turned into Adobe Flash.
Prasetio (2006: 9) states that Macromedia Flash is animation
software that can be used to facilitate the delivery of an abstract concept in
its application that uses a computer and projector. This software has many
advantages compared with other animation software which are objectoriented program, capable of designing vector-based images, the ability to
produce animated motion and sound and can be used as web site creator
software, as well as many other advantages compared with other animation
software. With the advantages and advantages it has, Macromedia Flash
Professional 8 as audiovisual technology, capable of generating new
features that can be utilized in education.
According to Yudhiantoro (2006:1) who state that Macromedia
Flash is a vector-based application program professional standard
11
authoring tool used to create animations and bitmaps that are very
interesting to create animated logos, movies, games, interactive menus,
and manufacture of web applications.
Maizora on his Journal state that Macromedia Flash is a
combination of the concept of learning with audiovisual technology
capable of generating new features that can be utilized in education.
Multimedia-based learning can certainly present a more interesting subject
matter, not monotonous, and facilitate the delivery. Learners can study a
particular subject matter on their own computers equipped with
multimedia programs.
From the explanation above, it can be concluded as Macromedia
Flash is a graphics design application software which is very popular,
especially to create animation applications in the spectacular effects.
Macromedia Flash is very useful to support the success of a
presentation and the learning process. In Macromedia Flash, we can
include elements such as images or movies, animations, presentations,
games, can be used as a tool for web design, and various other multimedia
applications. The use of Macromedia Flash is the most appropriate props,
because teachers can provide learning interesting and easy to understand
for students.
In this case, the writer will not explain how to make a presentation
using Macomedia flash application, because the writer use the programs
12
that are available without having to install an application or make the
presentation materials.
2. Kinds of Macromedia Flash Player
The following is the kinds of macromedia flash player until 2010:
a. Futuresplash Animator (10 April 1996)
b. Flash 1(December 1996)
c. Flash 2 (June 1997)
d. Flash 3 (31 Mei 1998)
e. Flash 4 (15 June 1999)
f. Flash 5 (24 Augusts 2000)
g. Flash MX (V. 6) (15 Mart 2002)
h. Flash MX 2004 (V.7) (9 September 2003) – ActionScript 2.0
i. Flash MX 2004 (V.7) (9 September 2003) – ActionScript 2.0
j. Flash MX Professional 2004 (V.7) (9 September 2003)
k. Flash Basic 8 (13 September 2005)
l. Flash Professional 8 (13 September 2005)
m. Flash CS3 Professional (V.9,16 April 2007) – ActionScript 3.0
n. Flash CS4 Professional (V.10, 15 October 2008)
o. Adope Flash CS5 Professional (as version 11, to be released in spring
of 2010, codenamed “Viper)
13
3. Procedures of Using Macromedia Flash Player
In this case, the writer will not explain in detail the procedures for
using macromedia flash player, because here the writer only as a user. So
the writer used a file or program that is readily available without having to
make a presentation of the data itself, but already there and made by
others. According to Yudhiantoro (2006:3), Basic procedures/knowledge
of using macromedia flash player are as follows;
a. Recognize these terms as well as how to use the tool in Microsoft
Windows, because the flash program can only be operated using the
windows operating system.
b. Users are advised to use the internet to browse and understand the
existing environment on the web page.
c. Ever use or control of any of the drawing program such as Corel Draw,
Free Hand, Photoshop, Illustrator and Macromedia Fireworks.
d. Recognize these terms well as how to use tool in Macromedia Flash
Player.
4. The Strengths of Using Macromedia Flash Player
The use of Macromedia Flash is the most appropriate visual aids
for learning because the teachers can provide an interesting and easy to
understand for students. In the use of Macromedia Flash there are
advantages as follows:
a. The final result of flash has a low size after published
14
b. Flash can import in almost any image and audio files, so it can
be more alive.
c. Flash images will not be broken even though zooming in
multiple times because the flash image is stored in the form of
vector images.
d. Support for insertion of multimedia elements, such as sound file
formats, video, still images.
e. Operating program easily
5. The Weaknesses of using Macromedia Flash Player
In addition to the strength, there are also weaknesses contained in a
case. While the weakness of the use of Macromedia Flash Player are as
follows:
a. If the user wants to create their own presentations, then it will
take a long time to learn and master the application.
b. Takes a long time to make a presentation.
c. Need more tutorial reference to learn it.
B. Vocabulary
For enhancing all aspects in foreign language, especially English skills
(listening, speaking, writing, and reading), the students need something to do.
One of them is understand the meaning of words. The words mean
vocabulary. Vocabulary is one aspect of language in which is important in
learning language because vocabularies carry meaning which is used in
15
communication. A vocabulary is defined as all the words known and used by a
particular person. However, the words known and used by a particular person
do not constitute all the words.
Learning vocabulary is one of the first steps of learning second
language, because vocabulary is the basic material to master the four of
language skill. Those are speaking, reading, writing, and listening. Without
understanding the new words, the students will get the difficulties to studying
English language.
Vocabulary supports all of the English skills. It should not be
neglected by anyone who learns a language. Then, knowing words is the key
for understanding and being understood. So it can be concluded that
vocabulary takes the important role to master English well. Knowing more
words in English language will make other person understand or make
ourselves understood easily.
1. Definition of Vocabulary
Based on Oxford dictionary (2003: 482), vocabulary is all the
words that a person knows or uses, all the words in a language, list of their
meanings especially in a book for learning a foreign language. Vocabulary
is one of the most obvious components of language and one of first things
applied linguists turned their attention (Harmer, 2001: 4). Vocabulary is
list of words used in a book with definition of translation (Hornby, 1963:
120). Without words human being can’t express their mind and they can’t
16
interest with others. Vocabulary was seen as an essential component in
reading proficiency. It is of important aspect of foreign language learning.
Derived from The American Heritage Dictionary of the English
Language (2006: 1926) vocabulary has some meaning, such as:
a. Vocabulary is all the words of language.
b. Vocabulary is the sum of words used by, understood by, or at the
command of a particular person or group.
c. Vocabulary is a list of word and often phrases usually arranged
alphabetically and defined or translated; a lexicon or glossary.
d. Vocabulary is a supply of expressive means; a repertoire of
communication; a dancer’s vocabulary of movement.
2. Vocabulary Mastery
Vocabulary mastery plays an important role in learning a language.
Mastery refers to having great skill at something or total dominance over
something. Hornby (1995: 721) defines that mastery is complete
knowledge or complete skill. According to Coulson (1987:1050), mastery
is skill to use the knowledge. It means that mastery is ability to use one’s
knowledge.
According to Scrivener (1994: 75) there are five role of vocabulary
in classroom, they are:
a. Vocabulary is very important and needs to be dealt with systematically
in its own right.
17
b. We need to distinguish between vocabulary for productive use and for
receptive recognition.
c. The learner will be difficult to finish the work, if they have first met
some new vocabulary.
d. We need to deal not only with single word lexical items. But also with
longer, multi word items.
e. Training in the use of English-English dictionaries provides learners
with a vital tool for self-study.
It means that vocabulary is very important for the students to
mastery the whole elements of English in learning process. Students
cannot have very much information or knowledge, if they just have a little
vocabulary. They cannot explore their idea to present with English with
their small vocabulary. But if they have more or most vocabulary, they can
do anything they want to explore their English with everyone.
From the explanation above, vocabulary mastery means an ability
to use words in conducting communication, and students understand the
set of words.
3. The Source of Vocabulary
According to Harmer (2001: 56), there are some sources to learn
vocabulary in teaching learning process, they are:
a. Word list
Word list is on economical way of organizing vocabulary for learning
and it is does not matter a great deal if they are put together in a
18
random way. The students can learning vocabulary wherever they are,
because it is easy to bring.
b. Vocabulary book
It is also integrated into skills work, typically in the form of a pre-task
or post-task vocabulary focus. There is many vocabulary and task in
vocabulary book which can be an exercise for the students.
c. The teacher
The teacher is a potential fruitful source of vocabulary input not only
in terms of in accidental learning, but also as a means of introducing
vocabulary thought teacher talk.
d. Learner
Each learner can contribute to the shared class lexicon though
activities as brainstorming. Learner can improve their vocabulary from
other learner by discussion and sharing with their friends.
e. Short text
Short text for vocabulary building purposes whether spoken or written
have enormous advantages over learning words from lists.
Teacher and learner have the great influence in improving the
students’ vocabulary. Teacher must help the students to improve the
students’ vocabulary, especially in teaching learning process. Teacher
must make students feel comfortable in learning vocabulary. So they will
be easier in remembering new vocabulary that they have gotten. If they
mastering vocabulary well, they will easier in communication with other
19
and understanding what they have read. Therefore the students with poor
vocabulary need to build their vocabulary.
4. Kinds of Vocabulary
a. Word Classification
A word certain functions. It is classified based on their functional
categories and also called the part of speech.
1) Noun: a word which serves the name of things
Such as; the name of a person, an object, places, quality and
quantity of something.
Example: goodness, teacher, chair, table, etc.
2) Verb: it is a word that express an action
Example: work, write, go, put, read, get, make, etc.
3) Adjective: it is a word which is used to describe a noun or other
substitute.
Example: dark, night, beautiful girl, big match, strong man, lazy
students, etc.
4) Adverb: it is a word that is used to describe an adjective or a verb.
Example: unfortunately, recently, now, tomorrow, etc.
5) Pronoun: it is a word that has function to substitute a noun.
Example: they, we, you, she, he, it, etc.
6) Preposition: it is a particle of word, which is used with noun or
pronoun.
Example: on, in, under, above, at, below, into, from, etc.
20
7) Interjection: it is a word or group of words interjected in a sentence
to denote strong feeling or sudden emotion.
Example: ouch, wow, oh, etc.
8) Conjunction:a part of speech that connects two words, sentences,
phrases or clauses together.
Example: and, or
9) Article: is a word that combines with a noun to indicate the type of
reference being made by the noun
Example: the, a, an
b. Word Meaning
It is word which its meaning depends on how the word is related
to other words and based on the context that is used.
There are several kinds of word meaning: they are synonym,
antonym, homonym, and definition.
1) Synonym
A synonym is a word having the same or nearly the same meaning
as another word.
Example: He cannot buy anything because he does not a job, but
after working he can purchase a new house.
2) Antonym
Antonym is a word that is exactly opposite in meaning and
different in spelling.
Example: When left his home, he was poor, but now he is very rich
21
3) Homonym, homograph, homophone
-
Homonym is a word that is similar in the form and sound as
another but different in meaning.
Example: I have bought an English book yesterday
I have booked my tickets three days ago.
-
Homograph is a word that share the same spelling, irrespective
of their pronunciation
Example: Live concert, where do you live
A lead pipe, a lead singer
-
Homophone is a word that shares the same pronunciation,
irrespective of their spelling.
Example: tail, tale
aloud, allowed
4) Polysemes, is a word or phrase with different, but related senses
Example: fair
-
This isn’t fair on anyone, but it does happen.
-
We have a fair size garden and we may as well make use of it
-
She was only a fair cook
-
The sun’s rays can be very harmful, beating on unprotected fair
skin
-
This fair city of ours......
-
It will be fair and warm
22
5) Hyponyms is word that is useful when talking about the way word
meanings are related.
A hyponym shares a type-of relationship with its hypernym. For
example, scarlet, vermilion, carmine, and crimson are all
hyponyms of red (their hypernym), which is, in turn, a hyponym of
colour
6) Definition
Definition is a statement that fells what thing is of what a word
means. It is clearness or sharpness of outline.
Example: Vegetarian is a person who does not eat meat.
c. Word Formation
A word whose meaning depend on how this word is formed by
derivation and inflection.
1) Derivation
Derivation is the construction of words resulting the change of
word class or the meaning or the base or stem.
There are two derivational; derivational suffixes and derivational
affixes.
a) Derivational suffixes are syllables or group or syllables that are
joined to the end of the word to change the meaning.
-
ion
: education
-
ment
: movement
-
ness
: illness
23
-
ity
: ability
-
ence
: difference
We can add suffices to make verb.
For example:
-
ize
: visualize, organize
-
fy
: beautify, clarify
We can add full, ive, ous, al o make and adjective.
b) Derivational prefix is a syllable or group of syllable which is
joined to the beginning if a word morpheme to change it
meaning.
Prefix
pre
inter
re
dis
mis
un
pretest
international
reread, reshow
disagreement
misunderstand
unhappy
Meaning
Before
Between
Back again
Apart, not
Wrongly used, ill
Not (ir-, il-, im-)
2) Inflectional
Inflectional is the construction of the words which does not result
the change of word class. There are two kinds of inflection.
a) Plural form, such as:
-
s
........ books, glasses, chairs
-
en ........ oxen, children
-
se ........ mice, lice
b) Possession, such as: John’s book, a dog’s tail.
24
3) Pronoun, such as: She is a teacher, I met her yesterday.
4) Third singular Verb maker, such as:
-
Mother always cooks;
-
Jack goes to school
5) Tenses marker, such as:
-
He worked hard yesterday (past tense)
-
I have repeated the lesson (present perfect)
-
We are studying English (present participle)
6) Degree, such as:
-
That house is bigger that that one.
-
This theater is the oldest in Yogya.
d. Word Building
Word building is the words that consist of two or more words that are
joined to make a longer meaning.
1) Agglutination (the process of forming new words from existing
ones by adding affixes to them, like shame + less + ness →
shamelessness)
2) Compound word
A word formed by stringing together older words, like earthquake
3) Blend
Blend is the fusion of two words into one usually the first part of
one word with the last part of another.
25
Example:
-
Breakfast + lunch
: brunch
-
Radio + telegram
: radiogram
-
Biological + mechanic
: bionic
4) Acronym
Acronym is the result of forming word the first letter or letters of
each word in the phrase.
Example:
RADAR
: Radio Detecting and Ranging
LASER
: Light Amplified by Stimulated Emission Of
Radiation
ASEAN
: Association South East Asian Nation
5) Coining
Coining is words that entirely original creation, utilizing, neither
words from another language nor morpheme and words already in
used in English.
Example: tip-ex, aspirin, Toyota
5. Teaching Vocabulary
According to McCarthy (1990: viii) who state that it is the
experience of most language teachers that the single, biggest component of
any language course is vocabulary. It means that vocabulary is the first
priority in learning English. Without a sufficient vocabulary, someone
cannot communicate effectively. It is important to students to master four
26
language skills that are listening, reading, speaking and writing. It will be
bad if the learner just have a limited vocabulary. It will become a difficult
thing that makes the learner uninterested to learn the next step in English.
Richards (1994: 36) state that; Teaching is a very personal activity
and it is not surprising that individual teacher being to teaching very
different beliefs and assumptions about what constitutes the effective
teaching.
When the teachers repeat the use of the same method, just provide
variety of words or vocabularies to the students to be memorized and still
used the conventional method in teaching the materials, it could make the
students bored. Even though, teachers have their own priority to manage
their classroom, as Richards (1994:97) states, teachers have primary
responsibility for how they teach; they may assume very different roles
within their own classroom.
Fauziati (2002: 159-167) said that there are some techniques in
teaching and learning vocabulary. It depends on the teacher in the using of
their method in classroom. Those some technique used in that usually in
the classroom are:
a. Semantic Network
A semantic network consists of words which share semantic
features or semantic components. The words are introduced within a
network in which the enlargement takes place by means of grids;
27
words from the same semantics field are subjected to a modified
componential analysis.
b.
Memorization
Language scholars have long been concerned with the important
role of memory in second language learning. The more often or the
more intensively a memory connection is traced, the stronger the
memory association will be and the more likely it will be recalled.
Memory is also very important in the development of a second
language, and it is vocabulary which requires more generous treatment
for memorization compared with other aspects of second language
development. Vocabulary card system seems to be the most effective
and practical way of memorization to accomplish new vocabulary. It is
a technique which relies on repetitive rote memorization to combat
forgetting.
c. Context
Developing vocabulary can be managed through inferring words
meaning from context. Since guessing word meaning from its context
is quite possible. Therefore, it is a good idea for teachers to prepare
their students to recognize and utilize the function of the context.
d. Definition Clues
The most obvious type of context clue is a direct statement of the
meaning of a new term by an author. Usually this occurs in textbook
writing when he is aware that the word is new to the reader and takes
28
time to give an accurate definition of the term. Students should notice
the various types of definition clue, such as sentence using be synonym
and etc.
6. Testing Vocabulary
Testing in simple term is a number measuring a persons’ ability,
knowledge, or performance in given domain. (Brown, 2004: 3). According
to Harold S. Madsen (1983, 12) the purpose of vocabulary test is to
measure the comprehension and production of words used in speaking or
writing. There are four general kinds of vocabulary test as following:
a. Limited respond, is for beginners. These test items require either a
simple physical action like pointing at something or a very simple
verbal answer such as “yes” or “no”.
b. Multiple-choice complete, is a tests in which a sentence with a missing
word is presented; students choose one of four vocabulary items given
to complete the sentence.
c. Multiple-choice paraphrase is a test in which a sentence with one
words interlined is given. Students choose which of four words is
closest in meaning to the underlined item.
d. Simple completion (words), has students write in the missing part of
words that appear in sentences.
29
7. Indicators of Students Vocabulary Mastery
Teaching learning process can be said success if teaching learning
process runs well. Teacher can be said success in teaching language if the
students can mastery four skills in language; they are listening, reading,
speaking, and writing. Vocabulary is one of the basic aspects to support
those skills.
These are some indicators of vocabulary mastery;
a. Students can identity, understand, grasp and remember the meaning of
words in the text.
b. Students can pronounce the words correctly.
c. Students can use and write the words correctly, so they can write a
composition.
d. Students have high score in the vocabulary set.
30
CHAPTER III
RESEARCH METHOD
A. General Description of MTs SA PancasilaBlotonganSalatiga.
1. The Identity of School
a) School name
: MTs SA Pancasila
b) Address
: Jl. Fatmawati No. 11
c) Telephone
: (0298) 340344
d) Village
: Blotongan
e) Subdistrict
: Sidorejo
f) City
: Salatiga
g) Province
: Central Java
2. The General Situation of School
MTs SA Pancasila is one of educational organization which builds
under the Islamic foundation of DarulMuhlasin. The location of this
school is at JlFatmawati No. 11 KelurahanBlotongan, KecamatanSidorejo
Kota SalatigaPropinsiJawa Tengah.
The name of the school is Madrasah TsanawiyahSatuAtap (MTs
SA) Pancasila Salatiga. The headmaster of this school is NurFadhilah,
S.PdI. She is helped by 3 (three) vice headmasters, they are Sri Sugiarti,
S.Pd., EniAnitasari, S.HI., and Kafidzin, S.E. which have active on
curriculum, students, and the last one as the administrator.
31
MTs SA Pancasila Salatiga is a private school which has
relationship with Australia. In academic year of 2013/2014, MTs SA
Pancasila Salatiga has forth study groups. Two groups of the seventh grade
students, one group for eighth grade students and one group of ninth grade
students.
3. The Situation of Educational Facilities and Tools
Educational facilities are all of building, equipment which needed
by teachers, students, and other educators in which provide by school to
support teaching-learning process in school environment. One of the some
factors which make successful in teaching and learning process is Good
educational facilities. The students need it to increase their motivation in
learning and the teachers need good facilities to apply their best method in
teaching. The educational facilities can be seen in the table as follows:
Table 3.1
The Situation of Educational Facilities
MTs SA Pancasila Salatiga in the Academic Year 2013/2014
No
1
2
3
4
5
6
7
8
9
10
11
12
Facilities
Total
4
1
1
1
1
1
1
1
1
2
1
1
Classroom
Headmaster room
Teacher room
Administration room
Library
Counseling room
UKS room
Committee room
Meeting room
Canteen
Storeroom
Kitchen
32
Condition
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
No
Facilities
13 Footsal court
14 Volley court
15 Parking area
16 Toilet
Source: MTs SA Pancasila Salatiga; 2014
Total
1
1
1
4
Condition
Fine
Fine
Fine
Fine
4. The Situation of Teachers, Staff and Students
In order to reach common goal of education, every school needs to
manage and organize the educational activities properly. It needs several
forces such as school organization and staff to control academic
administration system, the presentation of qualified teachers and also
having good students. It is expected that every activities related to
educational management is performed efficiently and well, so the aims of
learning can be achieved. The situation of teachers, staff and students are
as follows:
Table 3.2
School Organization Chart
No
1
2
3
4
5
6
7
Name of teacher
Drs. Soenardjo
Nur Fadhilah, S.PdI
Ristani, Amd
Sri Sugiarti, S.Pd
M. Toha Saputro, S.PdI
Drs. Imam Santoso
Kafidzin, S.E
8
9
10
11
12
Sri Suwarni, S.Pd
Ahmad Muhaimin, S.Ag
Ahmad Muhaimin, S.Ag
Laila Istiani, S.Si
Muntaha, S.PdI
Position
School committee
Principal
Administration Coordinator
Curriculum vice Principal
Student vice Principal
Infrastructure vice Principal
Society
relation
and
cooperation
coordinator
Board of Student Organization
Board of Scout organization
Head of library staff
Head of Science laboratory staff
Head of guidance and counseling staff
33
Table 3.3
The Situation of the Teachers and staffs
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Name
Nur Fadhilah, S.PdI
Sri Suwarni, S.Pd
Erni Anitasai, S.HI
Kafidzin, S.E
A. Muhaimin, S.Ag.
M. Toha Saputro, S.PdI
Sri Mulyani, S.PdI
M. Muntaha, A.Md
Zulfa Fitria, S.PdI
Drs. Imam Santoso
Sri Sugiartu, S.Pd
Fatkurochim, S.PdI
Laila Istiani, S.Si
Anies Budiarti, S.Si
Eko Sulisanto, S.Pd
Zulfatun Nikmah, S.Pd
Mansur Hidayat, S.PdI
Position
Headmaster and Arabic Teacher
Civic Education Teacher
Javanese Language Teacher
TIK Teacher
Fiqh Teacher
Indonesian Language Teacher
English Teacher
Art ant Culture Teacher
English Teacher
History Teacher
Mathematics Teacher
Arabic Teacher
Science Teacher
Science Teacher
Sport Teacher
Indonesian Language Teacher
English Teacher
Table 3.4
The Situation of the Students
No
1
2
3
4
Class
VII A
VII B
VIII
IX
Male
19
17
9
Female
20
9
13
Total
19
20
26
22
5. The Subject of The Study
a. Population
The population of the research are the seventh grade students
of MTs SA Pancasila Salatiga. The writer conducts the research in the
academic year of 2013/2014.
34
Sugiyono (2008; 80) stated in his book that “population is
generalization area consist of object or subject which have a certain
quality and characteristic which is determined by the researcher to be
learnt and then the conclusion is taken”.
b. Sampling
The writer will take a sample of the two classes in MTs SA
Pancasila Salatiga. First class as the experiment class and second class
as the control class. In experiment class, the researcher uses the
macromedia flash player, and the control class using traditional
method.
The subject of the study is the seventh year students of MTs
SA Pancasila Salatiga. The researcher chooses the seventh grade
students as subject of the study because it is the only grade which has
two classes. So the researcher can apply experimental study only in
this grade. The students’ of seventh grade also has a high motivation
in mastering English, but they are difficult to encourage and improve
their knowledge. So, the researcher decided to choose class VII A and
VII B as the subject of the study. The following table consists of the
name of the students.
35
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Table 3.5
The Name of the A class Students VII A
The Name of The Students
Adela Bintarawan Ixsana
Akib Maulana
Dimas Rizky Pramadan
Dindiawan Ayang Ivanda
Feri Andriyanto
Maftuh Khanafi
Makhrus Jalaludin
Miftakhun Nuridh D.
Muhammad Zahid A.
Rivangga Maulana
Tsidamulfami M.
Nur Faiyin
Anis Mustofa Nur A.
Dimas Yudha A
Ahmad Maulana
M. Imam Fauzi
M. Bagus Darmawan
Nur Zaini
Raafi Arhian P.
Table 3.6
The Name of the B class Students of Seventh grade of
MTs SA Pancasila Salatiga in the Academic Year of 2013/2014
No.
1. Alvia Tussovia
2. Asna Nur K.
3. Athik F.R.
4. Fadlila Ika Safitri
5. Fatihah Alfiyatur Rohmah
6. Ida Safitri
7. Risa Agusina Damayanti
8. Rizki Amalia Nur Fadhila
9. Salma Abdul Rokhman
10. Salsabila Hana
11. Tri Wulansari
12. Ummu Salamah
36
No.
13.
14.
15.
16.
17.
18.
19.
20.
Mailal Khusna
Lutfi Azizatul
Rizqo Khoirul L.
Ryan Septiyani
Syarif Hidayah
Alfiyah Zahwa NR
Arina Manasikana
Anisak Lailatul S.
B. Methodology
1. Method of the Research
Method of the research is process used to collect information and
data, analyze data and make decisions from the data which has collected
by the researcher. Hadi (1981; 221) stated that “research methodology is a
scientific method to collect data with a goal and certain application”.
The researcher used experimental research method in this study.
Where the researcher use 2 (two) classes that will be compared. The first
class as experiment or treatment class and conventional or control class is
in other class. The experiment class is treated by macromedia flash player
and the control class is not treated by macromedia flash player. This goal
of the research is to know how are the use of macromedia flash player
teaching technique can increase students’ vocabulary mastery or not.
The Experimental research is a situation where the researcher doing
observation in the two classes.The researcher selects the groups or classes
decide what is going to happen to each group or class, and observe or
measure the effect of the group or class at the end of the study. The
37
researcher select the first class as a varied class with many kinds of
variables. In this case, the researcher used macromedia flash player
teaching technique in the process of learning. On the other hand the second
class is kept constantand the researcher teaches by using conventional
method. According to Arikunto (1990: 272), “Experiment research is a
research method used for finding the effects of treatments towards another
in a controlled condition”.It is one of the most powerful research
methodologies that researchers can use. Of the many types of research that
may be used, the experiment is the best way to establish cause and effects
relationship among variables.
Syamsudin AR and Vismaia S. Damaianti (2007: 150) stated that
“Experiment research is a systematic and logic method to analyze
conditions which is controlled accurately, by manipulating a treatment,
stimulus, or certain conditions, then analyzing the effect or transformation
caused by manipulation”.
Arikunto (2006:3) said in his book that “Experiment is a method
used for searching for the cause and effect relationship between two
factors which intentional made by researcher by eliminating or decreasing
or separating another factors which disturbing”.
Experimental research is one of the existing methods in
quantitative research. Martono (2010: 20) state that Quantitative research
is a process of finding knowledge which uses numeral data as analysis
tools. There are four variants of quantitative research:
38
1) Survey research;
2) Content analysis;
3) Existing statistic; and
4) Experimental research.
2. Essential characteristics of experimental research
According to Jack R. Fraenkel and Norman E. Wallen (2008: 262),
there are some essential characteristics of experiment research:
a. Comparison of group
Experimental research usually involvesat least two groups of
subjects, called treatment orexperimental group and control groupsor a
comparison group. The experimental group receives a treatment of
some sort (such as a new textbook or a different method of teaching),
while the control group or comparison group receives different with no
treatment. The control or the comparison group is crucially important
in all experimental research, for it enables the researcher to determine
whether one treatment is more effective than another.
b. Manipulation of the independent variable (IV)
Experimenter changes something for the treatment group that’s
different than the control group. The researcher deliberately and
directly determines what form the independent variable will take and
then which group will get which form. For example, if the independent
variable in a study is the amount of enthusiasm an instructor displays,
39
a researcher might train two teachers to display different amounts of
enthusiasm as they teach their classes.
Although many independent variables in education can be
manipulated, many others cannot. Examples of independent variables
that can be manipulated include teaching method, type of counseling,
learning activities, assignment given, and materials used. Examples of
independent variables that cannot be manipulated include gender,
ethnicity, age, and religious preference.
c. Randomization
Random assignment is an important ingredient in the best kinds
of experiments. It means that every individual who is participating in
the experiment has an equal chance of being assigned to any of the
experimental or control conditions that are being compared. Random
selection, on the other hand, means that every member of a population
has an equal chance of being selected to be a member of the sample.
Under random assignment, each member of the sample is given a
number and a table of random numbers is then used to select the
members of the experimental and control groups.
Several aspects should be noted about random assignment of
subjects to groups.
1) Assignment takes place at start of experiment
40
2) Do not use already formed groups. The use of random assignment
allows the researcher to forms groups at the beginning of the study.
They differ only by chance in any variables of interest.
3) Groups should be equivalent (any differences due to chance)
4) Randomization eliminates threats from extraneous variables
5) Groups must be sufficiently large to be equivalent
3. The strategies and steps in conducting experiment research
According to Syamsudn AR and Vismaia S. Damaianti (2007: 154)
there are some steps in experimental research:
a. The researcher doing a literature study to find the problems.
b. Identifying and formulating the problems
c. Formulating limitation of study, variables, hypothesis and definition of
key term.
d. Formulating research plan
1) Identifying all of non experimental variables that will disturb
experimental finding and determining how to control the certain
variables.
2) Choosing a design or experiment model
3) Choosing representative sample from subject which include in the
population
4) Dividing subject into two groups, experiment group and control
group
5) Formulating the right instrument to measure experimental finding
41
6) Identifying procedures of collecting data, and formulating
hypothesis
e. Doing experiment
f. Collecting data from the experimental process
g. Organizing the data as variable had determined
h. Analyzing the data and doing significance test by using statistical
technique which is relevant to determine the result of significance step.
i. Interpreting the result, formulating the conclusion, discussion, and
make the report.
The design of research can be described as follows:
Group
E
C
Pre test
Y1
Y1
Treatment
X
-
Source Jack R. Fraenkel and Norman E Wallen (2008; 266)
Explanation:
E : experiment group
C : control group
Y1 : pre test
Y2 : post test
X : treatment
-
: no treatment
42
Post test
Y2
Y2
4. Technique of Collecting Data
a. Test
-
Pre test
The pre test is given to know how far the students’
vocabulary mastery of the two classes. It is given after the
researcher doing the learning process in the two classes,
experiment class which is taught by using macromedia flash player
and the control class which is not taught by using macromedia
flash player.
-
Post test
In the end of learning process the researcher will give a test
for the two classes again and the result of the test serves as the post
test. The post test is given to know and to analyze the using of
macromedia flash player to improve students’ vocabulary mastery
of the two classes.
b. Recording
Recorder is equipment for making record. This refers to the
recording of participants' contributions to research in audio and visual
media. There are many type of recording equipment that can be used.
In this case, digital camera is the type of recorder that will be used by
the researcher.
43
c. Documentation
Documentation method is used to collect data dealing with
documentation of teaching and learning process to implement
macromedia flash player to increase students’ vocabulary mastery. As
Arikunto (2006; 158) says documentation, from the word document
means written objects, is way to collect data from written objects such
as books, magazines, documents, ordinances, notes, diaries or other
documentations.
The documentation used is in the form of notes. Nook, transcript
and the history book of MTs SA Pancasila. This method is used to
know about the school, the condition of teachers, staff, students and
the location of the school.
5. Method of Data Analysis
The purpose of the data analysis is to know the use of macromedia
flash player to increase students’ vocabulary mastery in The Seventh
Grade of MTs SA Pancasila Salatiga in The Academic Year of 2013/2014.
To analyze the data from the test, researcher conducts some steps:
a) To find out the rate of average of pre test (x) and the rate of post test
(y) the researcher uses formula as Furqon (2008; 42) stated:
x=
∑𝑥
y=
∑𝑦
𝑁
𝑁
∑𝒙 : total score of pre test
44
∑y : total score of post test
N : total number of respondent (students)
b) To find out the deviation standard the researcher uses a formula:
SD = √
∑𝑫𝟐
𝑵
∑𝐷 2
− ( )
𝑁
SD = Standard Deviation
D = difference between pre test and post test
N = the number of sample
c) To find out the significance between x and y by calculate t test, the
researcher uses this formula, in order to analyze the effectiveness of
the method used in the learning process, the formula is:
to =
∑𝐷
)
𝑁
𝑆𝐷
√𝑁−1
(
Where,
to = T test
SD = SD for one sample t test
D = difference between pre test and post test
N = the number of observation in one sample.
45
CHAPTER IV
DATA ANALYSIS AND DISCUSSION
In this chapter, the researcher had done the process of research in three
actions as follows;
1. The researcher gave pre test, experimental treatment, and post test.
Pre test was given to both of control and experiment class, in order to
measure the condition of two classes before treatment with the same pre
tests. The themes that had been given to the students were Public Space,
Transportation and Clothes;
2. The researcher conducted the experiment treatment.
The teacher taught the control class using conventional method or without
treatment and taught the experiment class using macromedia flash player
or with treatment; and
3. The researcher gave post test to the two classes at the end of learning
process. They had to do the worksheet again with the same themes namely
Public Space, Transportation, and Clothes. It was conducted in order to
analyze how far the students memorized the vocabularies.
The research was carried out in MTs SA Pancasila Salatiga during a
month, from February 1stto 21st February 2014.
46
The following table gives an overview of how the learning process had
taken place;
Table 4.1
Overview of Learning Process
CONTROL CLASS
EXPERIMENT CLASS
1. Pre test
1. Pre test
 The teacher gave worksheet, the
themes was Public Space,
themes was Public Space,
Clothes, and Transportation
 The Students did the worksheet
 The Students did the worksheet
which contained of thirty
which contained of thirty
vocabularies without any
vocabularies without any
explanation before. They were
explanation before. They were
not allowed to open the
not allowed to open the
dictionary or another material
dictionary or another material
which relation with the
which relation with the
vocabularies.
vocabularies.
2. Teaching process (without
2. Teaching process (with treatment)
treatment)
 The teacher gave vocabularies
 The teacher gave vocabularies
about Public Space, Clothes,
about Public Space, Clothes,
and Transportation with the
and Transportation with the
Macromedia Flash Player as the
conventional method. The
teaching media.
teacher just repeated word one
 The teacher showed how to use
by one that was followed by the
vocabularies in the sentences
students. The teacher sometimes
with the material which were in
used white board as the learning
the Macromedia Flash Player.
media.
 The teacher gave many quizzes
 The teacher taught the students
which were in the Macromedia
how to spell the words.
Flash Player
 The teacher gave an example
how to use the word in a
sentence.
3. Post test
3. Post test
themes were Public Space,
themes were Public Space,
47
CONTROL CLASS


EXPERIMENT CLASS

The Students did the worksheet
which contain of thirty
vocabularies. They were not
allowed to open the dictionary
or another material which
relation with the vocabularies.
The students were not allowed
to work with their friends,
cheating, and the other
deceitfulness.

The Students did the worksheet
which contain of thirty
vocabularies. They were not
allowed to open the dictionary
or another material which
relation with the vocabularies.
The students were not allowed
to work with their friends,
cheating, and the other
deceitfulness.
A. Data Analysis
After completing the teaching learning process, the researcher
measured the use of macromedia flash player to increase students’ vocabulary
mastery by calculating rates of average of pre test and post test and to find out
the significance between pre test and post test of two classes.
Table 4.2 The Name of Subjects in the Research
Experiment Group (Class VII A)
No
Name
1
Alvia Tussovia
2
Asna Nur K.
3
Athik F.R.
4
Fadlila Ika Safitri
5
Fatihah Alfiyatur Rohmah
6
Ida Safitri
7
Risa Agusina Damayanti
8
Rizki Amalia Nur Fadhila
9
Salma Abdul Rokhman
10 Salsabila Hana
11 Tri Wulansari
12 Ummu Salamah
13 Mailal Khusna
No
1
2
3
4
5
6
7
8
9
10
11
12
13
48
Control Group (Class VII B)
Name
Adela Bintarawan Ixsana
Akib Maulana
Dimas Rizky Pramadan
Dindiawan Ayang Ivanda
Feri Andriyanto
Maftuh Khanafi
Makhrus Jalaludin
Miftakhun Nuridh D.
Muhammad Zahid A.
Rivangga Maulana
Tsidamulfami M.
Nur Faiyin
Anis Mustofa Nur A.
14
15
16
17
18
19
20
No
Lutfi Azizatul
Rizqo Khoirul L.
Ryan Septiyani
Syarif Hidayah
Alfiyah Zahwa NR
Arina Manasikana
Anisak Lailatul S.
Name
14
15
16
17
18
19
20
Dimas Yudha A
Ahmad Maulana
M. Imam Fauzi
M. Bagus Darmawan
Nur Zaini
Raafi Arhian P.
Table 4.3 The Score of Experiment Class
Pre test
Post test
D
Score
score
4.6
7.0
2.4
𝐃𝟐
1
Alvia Tussovia
2
Asna Nur K.
4.0
8.3
4.3
68.9
3
Athik F.R.
4.3
8.3
4.0
68.9
4
Fadlila Ika Safitri
4.3
8.0
3.7
64.0
5
Fatihah Alfiyatur
Rohmah
Ida Safitri
4.0
8.0
4.0
64.0
7.6
9.6
2.0
92.2
2.6
7.6
5.0
57.8
4.0
8.3
4.3
68.9
4.0
8.3
4.3
68.9
10
Risa Agusina
Damayanti
Rizki Amalia Nur
Fadhila
Salma Abdul
Rokhman
Salsabila Hana
5.0
9.3
4.3
86.5
11
Tri Wulansari
5.0
8.3
3.3
68.9
12
Ummu Salamah
5.3
8.6
3.3
74.0
13
Mailal Khusna
4.3
9.3
5.0
86.5
14
Lutfi Azizatul
4.3
5.6
1.3
31.4
15
Rizqo Khoirul L.
3.0
6.3
3.3
39.7
16
Ryan Septiyani
2.6
6.3
3.7
39.7
17
Syarif Hidayah
4.0
8.6
4.6
74.0
18
Alfiyah Zahwa NR
4.3
7.6
3.3
57.8
19
Arina Manasikana
5.3
8.0
2.7
64.0
6
7
8
9
49
49.0
No
20
Post test
score
9.0
D
𝐃𝟐
Anisak Lailatul S.
Pre test
Score
6.3
2.7
81.0
Total
88.8
160.3
71.5
274.09
Name
Table 4.4 The Score of Control Class
No
Name
Pre test
Post test
score
score
D
𝐃𝟐
1
Adela Bintarawan
Ixsana
2.6
4.0
1.4
1.96
2
Akib Maulana
3.6
4.0
0.4
0.16
3
Dimas Rizky
Pramadan
Dindiawan Ayang
Ivanda
5.6
5.6
0.0
0.00
5.0
4.0
-1.0
1.00
5
Feri Andriyanto
3.0
4.6
1.6
2.56
6
Maftuh Khanafi
5.6
6.0
0.4
0.16
7
Makhrus Jalaludin
2.0
4.0
2.0
4.00
8
Miftakhun Nuridh D.
4.0
5.0
1.0
1.00
9
Muhammad Zahid A.
3.3
6.0
2.7
7.29
10
Rivangga Maulana
5.0
5.6
0.6
0.36
11
Tsidamulfami M.
6.6
6.6
0.0
0.00
12
Nur Faiyin
1.6
3.6
2.0
4.00
13
Anis Mustofa Nur A.
3.3
4.6
1.3
1.69
14
Dimas Yudha A
4.3
3.6
-0.7
0.49
15
Ahmad Maulana
2.6
6.0
3.4
11.56
16
M. Imam Fauzi
6.3
8.0
1.7
2.89
17
M. Bagus Darmawan
5.6
6.6
1.0
1.00
18
Nur Zaini
4.0
6.3
2.3
5.29
4
50
No
19
Name
Pre test
Post test
score
score
7.0
81.0
Raafi Arhian P.
Total
1. Mean
a) Pre test of experiment class
∑𝑥
x=
𝑁
x=
88.8
20
x = 4.44
b) Pre test of control class
y=
y=
∑𝑦
𝑁
81
19
y= 4.26
c) Post test of experiment class
∑𝑥
x=
𝑁
x=
160.3
20
x = 8.02
51
D
𝐃𝟐
7.0
0.0
0.00
101.1
20.1
45.4
d) Post test of control class
y =
y =
∑𝑦
𝑁
101,1
19
y = 5.32
2. Standard deviation
a) Experiment class
According to the data from the table, the writer calculated Standard
Deviation of pre-test and post-test of experiment class.
SD = √
=√
∑𝐷2
−(
𝑁
∑𝐷 2
)
𝑁
71.5 2
274
−(
20
20
)
= √13,70 − 3.582
= √13,70 − 12.81
= √0.92
= 0.95
Control class
SD = √
∑𝐷2
=√
𝑁
45.4
19
∑𝐷 2
−(
𝑁
)
20.1 2
−(
19
)
52
=√2.39 − 1.062
= √1.27
= 1.12
3. T- test Calculation
After the writer calculated Standard Deviation, t-test calculations are;
a) Experiment class
∑𝐷
)
𝑁
to = 𝑆𝐷
√𝑁−1
(
71.5
)
20
= 0.95
√20−1
(
=
=
3.58
0.95
19
3.58
0.5
= 7.16
b) Control class
∑𝐷
)
𝑁
to = 𝑆𝐷
√𝑁−1
(
20.1
)
19
= 1.12
√19−1
(
=
=
1.06
1.12
4.24
1.06
0.26
= 4.07
53
4. Giving Interpretation to
a. Calculate of df of experimental class
df = n – 1
df = 20 – 1
df = 19
b. Consult with t-table value
With df = 19, the value of t-table with level of significant 5% is 2.09
c. Comparing t-test with t-table
T-test = 7.16 therefore t-test is greater than t-table with level of
significance 5%.
If t-test similar of greater than t-table, so null hypothesis (Ho) is
rejected. Ho is no significance between pre test and post test, t-table with
n= 20 is, 2.09. The result of t-test is Therefore, 7.16 > 2.09. So, t-test
calculating is greater than t-table. Therefore, Ho is rejected, it means that
there is a significant difference between pre test and post test.
B. Discussion
In this section, the writer analyzes the data which have been collected
and describes the result of the research.
a. First Meeting
The first meeting held on Monday, February 3th, 2014 at the control
class (VII B) and on Wednesday, February 5th, 2014 at experiment class
(VII A). The researcher gave a pre test to the students in the first meeting
54
of the both classes. The researcher gave the direction to the students about
how to answer the question in the pre test worksheet. Then, the students
worked on the pre-test worksheet that was given by the researcher. The
students have to complete their work in about 15 to 20 minutes. After the
students submitted their answers, the researcher gave the first material
about Public Space. The experiment class with treatment (macromedia
flash player) and the control class without treatment.
b. Second meeting
The second meeting held on Saturday, February 8th, 2014 in both
class. The researcher reviewed first material about Public Space and gave
the second material about Transportation. The control class that had been
given the material without treatment felt tired, bored, sleepy and tended to
make excuses to leave the classroom, such as asking permission to go to
the toilet. Different from the experiment class where the teacher used
treatment (macromedia flash player), they felt enthusiastic and enjoyed
their role at the class. They looked happier than the children in the control
class to attend the learning process.
c. Third Meeting
Here, the researcher gave the last material about clothes and
reviewed all of the material (public place, transportation, and clothes)
before the students had to finish their post test at the end of the meeting.
The third meeting held on Friday, February 21st, 2014 in both class. The
students of treatment class which was taught by macromedia flash player
55
looked more confident and ready to finish the post test than the control
class. It was tried-and-true that the post test results of experiment class
were better than the results achieved by the student in the control class.
The result of the research can be seen as the table follows:
Table 4.5
The result of the research
No
1
2
3
Result
Mean of
a. Pre test
b. Post test
Standard Deviation
T – Test
Experiment
Control
Class
Class
4.44
8.02
0.95
7.16
4.26
5.32
1.12
4.07
From the table above, it can be seen that the results of pre-test did
not describe any significant difference between the experiment class and
control class. Each class has a similar score (4.44 for experiment class and
4.26 for control class). Inversely with the results that have been achieved
by students at the post-test. This happens because the teacher has taught
some vocabulary using macromedia flash player (in the experiment class)
showed significant differences between the experimental class and the
control class (8.02 and 5.32).
There were some differences in the situation that occurred between
the experimental class and control class. The students in the experimental
class looked more comfortable in paying attention to what the teacher had
taught through the macromedia flash player. They seem more enthusiastic
56
and enjoyed the atmosphere of learning in the classroom. This sort of thing
also makes students easier in memorizing some words that have been
taught through the macromedia flash player.
From the T – test result, it can be seen that the experiment class get
higher score (7.16) than the control class (4.07). It means that there is a
significant difference between the two classes. So, based on the
explanation above, the writer concludes that using the attractive media like
macromedia flash player is effective to increase students’ vocabulary
mastery. The use of macromedia flash player is absolutely effective for
teaching and learning process. It can help the students easily to study
English, especially in memorizing or mastering vocabulary.
The writer concludes that the use of macromedia flash player can
improve the students’ attention and participation in learning vocabulary.
They were more enthusiastic and interested in the learning process at the
class. The more important thing is that the students could more easily
remember some vocabulary taught.
57
CHAPTER V
CLOSURE
In this chapter, the writer presents the conclusion and suggestion after
conducting the research, doing the analysis, and presenting the results.
A. Conclusion
1. From the analysis result, the class which was not taught by using
macromedia flash player (control class) does not experience any
significant difference. The researcher finds that there is no significant
improvement of students’ vocabulary mastery in class. It can be proved by
pre test to post test mean of control class (4.26 to 5.32). This caused by
most of students feel bored with the way of teaching applied by teachers.
The students are not enthusiastic in learning process.
2. The researcher finds that the class which was taught by using macromedia
flash player (experiment class) shows significant improvement. It can be
proved by pre test to post test mean of experiment class (4.44 to 8.02). It
could happen because the teacher uses the attractive method when
explaining the materials namely macromedia flash player. The students
who were in class were very enthusiastic about the material being taught
by the teacher through the macromedia flash player. The students were
delighted with the methods applied by the teacher in teaching a variety of
vocabulary. They were interested in doing some quiz that is in the
58
program. By using macromedia flash player, the students could easily
memorize some vocabularies has been given.
3. The use of macromedia flash player was effective to improve students’
vocabulary mastery. It can be seen from T – test result of the two classes.
The class which was taught by using macromedia flash player (experiment
class) get higher score (8.02) than the control class which was not taught
by using macromedia flash player (5.32). It means that the two class
groups have significant difference. The using of macromedia flash player
teaching technique makes students mastering vocabulary easily. The
students feel happy in learning process. They felt enthusiastic and enjoyed
their role at the class. They looked happier than the children in the control
class to attend the learning process.
B. Suggestion
Based on the research finding and conclusion above, the writer would
like to suggest as follows:
1. For students
The basic skill to mastering English is mastering vocabulary. If the
students can master vocabulary well, they will be easy to master English.
So, the students should be active in teaching-learning process. They also
must study hard if they want to be successful in mastering English.
2. For teacher
The teachers have a very influential role on student achievement. The
students should improve their ability in teaching. They can use kinds of
59
methods and medium to support their teaching learning process. They
should prepare the material and good scenario before the teaching leaning
process. The teacher sets a good circumstance in the classroom and makes
students feel comfortable and being motivated in learning mastering
English.
3. For researcher
Although macromedia flash player is a new method that is rarely used by
teachers in teaching learning process, there are many methods that can be
used also in the learning process, especially in learning vocabulary. So, the
researcher can develop her knowledge in English teaching. For researchers
is also expected to be able to share this medium of learning to other
teachers, so that the positive results of this research can be used optimally
by other teachers.
4. For another researcher
It has been known from the research finding by applying macromedia flash
player can increase students’ vocabulary mastery. So, the result of this
research can be a reference for another researcher who wants to conduct a
research about vocabulary mastery, especially in using macromedia flash
player.
60
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Curriculum Vitae
Name
: Zarkoni
Place and date of Birth
: Salatiga, Desember 28th, 1988
Address
: Jl. Tritis Langgeng RT 02 RW 01 Klumpit, Sidorejo Kidul, Kec.
Tingkir, Kota Salatiga 50741
Email / Phone Number
: onymusal@gmail.com / 085741603502
Educational Background :
1. SD Sidorejo Kidul 01 Salatiga graduated in 2001
2. SMP Negeri 03 Salatiga, graduated in 2004
3. SMK Diponegoro Salatiga, graduated in 2007
APPENDICES
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP
Kelas/Semester
: VII/1
Mata Pelajaran
: Bahasa Inggris
Alokasi Waktu
: 2 x 45 menit
A. Kompetensi
Berbicara
Mengungkapkan makna dalam tekslisan fungsional dan monolog pendek sangat sederhana
berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat
sederhana dengan mengugunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat.
C. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini siswa mampu:
1. Menghafal kosa kata yang telah diberikan dengan baik.
2. Melafalkan kosa kata yang telah diberikan dengan baik dan benar.
3. Menggunakan kosa kata yang telah diberikan dalam sebuah kalimat.
D. Materi Pembelajaran
1. Kosa Kata (Vocabulary) about:
- Public Place
- Transportation
- Clothes
2. Tanda baca, Spelling
E. Metode Pembelajaran
1. Three-Phase Technique
2. Macromedia Flash Player teaching Technique (Multimedia Learning)
F. Langkah-langkah Kegiatan Pembelajaran
Kegiatan awal ( + 5 menit )
1. Mengawali pelajaran dengan berdoa
2. Apersepsi dan Motivasi
3. Perkenalan dan menjelaskan maksud dan tujuan pembelajaran
Kegiatan Inti
1. Eksplorasi ( + 10 menit )
1) Guru memberikan beberapa kosakata menggunakan macromedia flash.
2) Guru memberikan penjelasan tentang cara menggunakan macromedia flash.
3) Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran.
2. Elaborasi ( + 65 menit)
1) Peserta didik berperan secara aktif dalam penggunaan macromedia flash sebagai
media dalam proses pembelajaran.
2) Peserta didik menunjuk gambar dengan menggunakan mouse yang diberikan oleh
guru.
3) Peserta didik menirukan pengucapan kosa kata yang di dengar melalui
macromedia flash player yang digunakan.
4) Peserta didik memberikan satu contoh kalimat dengan kosa kata yang telah
ditunjuk.
5) Peserta didik mampu menjawab beberapa quiz yang terdapat dalam macromedia
flash player.
3. Konfirmasi ( + 5 menit )
Guru memberikan tanggapan dan simpulan berdasarkan hasil.
Kegiatan Akhir ( + 5 menit)
Guru merencanakan kegiatan tindak lanjut secara mandiri dalam bentuk pembelajaran
remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas
individual maupun kelompok sesuai dengan hasil belajar peserta didik.
G. Penilaian
Indikator
1. Mengingat
dan
menghafal
beberapa
kosa kata yang telah
diberikan.
Format kriteria penilaian
Produk
No.
Aspek
1. Konsep
Performansi
No.
Aspek
1. Praktik
2.
Sikap
Teknik
Test
tertulis
Bentuk Instrumen
Essay
Kriteria
Semua benar
Sebagian besar benar
Sebagian kecil benar
Semua salah
Kriteria
Aktif
Cukup Aktif
Kurang Aktif
Baik
Cukup
Kurang
Skor
4
3
2
1
Skor
3
2
1
3
2
1
Contoh instrument
- People save money in
the ….
- People buy vegetables
on the ….
- Hospital is a ….
- Submarine is a ….
- Skirt is a …
Lembar penilaian
No
Nama Peserta Didik
Produk
Performa
Praktik
Sikap
Jumlah
Skor
Nilai
Nilai = (Jumlah skor maksimal) x 10
H. Sumber Pembelajaran
1. Buku Materi Bahasa Inggris Kelas VII
2. Dictionary
3. Internet
I. Media Pembelajaran
1. Macromedia Flash Player
2. Laptop & LCD
3. White board
Salatiga, 10 Februari 2013
Observer
Guru Mate Pelajaran
Zarkoni
Zulfa Fitria, S.PdI
Mengetahui,
Kepala MTs SA Pancasila
Nur Fadhilah, S.Pd.I
Lampiran Materi
Standar Kompetensi
Kompetensi Dasar
Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana
dengan mengugunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat.
Contoh bentuk vocabulary dalam macromedia flash player
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP
Kelas/Semester
: VII/1
Mata Pelajaran
: Bahasa Inggris
Alokasi Waktu
: 2 x 45 menit
A. Kompetensi
Berbicara
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat
sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan
terdekat.
B. Kompetensi Dasar
Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat
sederhana dengan mengugunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat.
C. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini siswa mampu:
1. Menghafal kosa kata yang telah diberikan dengan baik.
2. Melafalkan kosa kata yang telah diberikan dengan baik dan benar.
3. Menggunakan kosa kata yang telah diberikan dalam sebuah kalimat.
D. Materi Pembelajaran
1. Kosa Kata (Vocabulary) about:
- Public Place
- Transportation
- Clothes
2. Tanda baca, Spelling
E. Metode Pembelajaran
1. Three-Phase Technique
F. Langkah-langkah Kegiatan Pembelajaran
Kegiatan awal ( + 5 menit )
1. Mengawali pelajaran dengan berdoa
2. Apersepsi dan Motivasi
3. Perkenalan dan menjelaskan maksud dan tujuan pembelajaran
Kegiatan Inti
1. Eksplorasi ( + 10 menit )
1) Guru memberikan beberapa kosakata sesuai dengan tema.
2) Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran.
2. Elaborasi ( + 65 menit)
1) Peserta didik berperan secara aktif dalam proses pembelajaran
2) Peserta didik dapat bertanya jawab tentang berbagai hal terkait materi atau tema
yang disampaikan.
3) Peserta didik menirukan pengucapan kosa kata yang dilafalkan oleh guru dengan
baik dan benar.
4) Peserta didik mendaftar kosa kata yang telah disampaikan oleh guru.
5) Peserta didik memberikan contoh penggunaan kosa kata dalam sebuah kalimat.
3. Konfirmasi ( + 5 menit )
Guru memberikan tanggapan dan simpulan berdasarkan hasil.
Kegiatan Akhir ( + 5 menit)
Guru merencanakan kegiatan tindak lanjut secara mandiri dalam bentuk pembelajaran
remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas
individual maupun kelompok sesuai dengan hasil belajar peserta didik.
G. Penilaian
Indikator
1. Mengingat
dan
menghafal
beberapa
kosa kata yang telah
diberikan.
Format kriteria penilaian
Produk
No.
Aspek
1. Konsep
Performansi
No.
Aspek
1. Praktik
2.
Sikap
Teknik
Test
tertulis
Bentuk Instrumen
Essay
Kriteria
Semua benar
Sebagian besar benar
Sebagian kecil benar
Semua salah
Kriteria
Aktif
Cukup Aktif
Kurang Aktif
Baik
Cukup
Kurang
Skor
4
3
2
1
Skor
3
2
1
3
2
1
Contoh instrument
- People save money in
the ….
- People buy vegetables
on the ….
- Hospital is a ….
- Submarine is a ….
- Skirt is a …
Lembar penilaian
No
Nama Peserta Didik
Produk
Performa
Praktik
Sikap
Jumlah
Skor
Nilai
Nilai = (Jumlah skor maksimal) x 10
H. Sumber Pembelajaran
1. Buku Materi Bahasa Inggris Kelas VII
2. Dictionary
3. Internet
I. Media Pembelajaran
1. White board
2. Handout
Observer
Guru Mate Pelajaran
Zarkoni
Zulfa Fitria, S.PdI
Mengetahui,
Kepala MTs SA Pancasila
Nur Fadhilah, S.Pd.I
Lampiran Materi
Standar Kompetensi
Kompetensi Dasar
Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana
dengan mengugunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat.
List of Vocabulary
Public Space
- Shool
- Bank
- Market
- Hospital
- Cinema
Transportation
- Bicycle
- Pedicab
- Truck
- Carriage
Clothes
- Sock
- Uniform
- T-shirt
- Shirt
-
Temple
Restaurant
Mosque
Book Shop
Library
-
Church
Post Office
Zoo
Train Station
Shopping mall
-
Park
Library
Swimming Pool
Bakery
Dispensary
-
Car
Airplane
Boat
Submarine
-
Helicopter
Ship
On Foot
Speed boat
-
Canoe boat
Train
Motorcycle
Hot air ballon
-
Shoe
Cap
Short
Sandals
-
Trouser
Skirt
Blue jeans
Boot
-
Vest
Glasses
Blouse
Polo shirt
DAFTAR SKK
Nama
: Zarkoni
Jurusan/Progdi : Tarbiyah/TBI
NIM
: 11309014
PA
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Nama Kegiatan
OPAK STAIN Salatiga
Pelatihan
Emotional
Spiritual
Intellegence
Quotient
(ESIQ)
Mahasiswa Baru Sekolah Tinggi
Agama Islam Negeri (STAIN)
Salatiga
Tahun
Akademin
2009/2010
Pelatihan User Education UPT
Perpustakaan STAIN Salatiga
Praktikum Kepramukaan STAIN
Salatiga
Masa Penerimaan Anggota Baru
Pergerakan
Mahasiswa
Islam
Indonesia Komisariat Joko Tingkir
Salatiga
Music in Campus (MIC) STAIN
Music Club (SMC) Salatiga
Workshop Tutor Wajar Dikdas
Mapel Bahasa Inggris Angkatan 1
Se Jawa Tengah
Dilaksanakan berdasarkan DIPA
Kantor
Wilayah
Departemen
Agama Provinsi Jawa Tengah
Nomor: 0762/025-01.2/XIII/2010
Praktikum
Program
“Book
Resume” STAIN Salatiga
Workshop
Pengelola
Taman
Bacaan Masyarakat (TBM) Dinas
Pendidikan Provinsi Jawa Tengah
Seminar Nasional dan Bedah Buku
“Terpesona di Sidratul Muntaha”
karya Ir. KH. Agus Mustofa yang
diselenggarakan atas kerjasama
Pondok
Pesantren
Al-Hijrah
Salatiga dengan DEMA STAIN
Salatiga
Praktikum Program “Drama”
Prakticum Program Discourse
Analysis STAIN Salatiga
Kompetisi Rebana STAIN Music
Club (SMC) Salatiga
Praktikum Pelatihan Ikhtibar alLughah al-Arabiyah Ka Lughah
Ajnabiyah (ILAiK)
: Dr. Rahmat Hariyadi, M.Pd
Tanggal
20 Agustus 2009
Jabatan
Peserta
Nilai
3
21 Agustus 2009
Peserta
3
25 – 29 Agustus 2009
Peserta
3
22 – 24 Februari 2009
Peserta
3
22 November 2009
Peserta
3
22 Oktober 2010
Peserta
3
1 – 4 Desember 2010
Peserta
3
1 Maret 2011
Peserta
3
14 – 16 Mei 2011
Peserta
15 Juli 2011
Peserta
6
21 September 2011
Peserta
3
28 April 2012
Peserta
3
8 Juli 2012
Peserta
3
30 Juli – 15 Agustus
2012
Peserta
3
6
No.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Nama Kegiatan
Praktikum TOEFL
Lomba Cerpen LPM Dinamika
STAIN Salatiga
Training Pembukaan Makalah
Lembaga Dakwah Kampus (LDK)
Darul Amal STAIN Salatiga
Kegiatan Sesorah Basa Jawa (SBJ)
Lembaga Dakwah Kampus (LDK)
Darul Amal STAIN Salatiga
Public Hearing SEMA STAIN
Salatiga
Seminar Nasional Nikah Siri dalam
Perspektif Agama dan Hukum
dalam rangkaian MUSDA ke VIII
MUI Kota Salatiga.
Festival Anak Sholeh yang
diselenggarakan
oleh
TPQ
Tarbiyatul Athfal bersama tim
KKN STAIN Salatiga
SK Kepanitiaan Seminar Nasional
dan Bedah Buku Peringatan Isra’
Mi’raj dan Akhirussanah Majlis
Ta’lim Kader Dakwah Al-Hijrah
Kota Salatiga
Surat Keputusan (SK) Ketua
STAIN
Salatiga
tentang
Pengangkatan Pengurus Senat
Mahasiswa
(SEMA)
Sekolah
Tinggi Agama Islam Negeri
(STAIN) Salatiga masa bakti
2010/2011
Surat Keputusan (SK) Yayasan
Pendidikan
Islam
Al-Hijrah
Salatiga
Jumlah
Tanggal
30 Juli – 15 Agustus
2012
13 – 25 September
2012
Jabatan
Nilai
Peserta
3
Peserta
3
13 Oktober 2012
Peserta
3
16 November 2012
Peserta
3
9 Desember 2012
Peserta
3
23 Maret 2013
Panitia
6
9 Mei 2013
Panitia
3
23 Juni 2011
Panitia
6
29 Juni 2010
Anggota Divisi
Internal
3
8 Juli 2008
Guru Madin
Al-Hijrah
3
84
Wakil Ketua III
Bidang Kemahasiswaan
H. Agus Waluyo, M.Ag
NIP : 197501112000031 001

“THE USE OF MACROMEDIA FLASH PLAYER TO INCREASE

Transcription

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