FANDI AHMAD-FITK - Institutional Repository UIN Syarif

THE EFFECT OF DIRECT METHOD ON STUDENT’S
VOCABULARY MASTERING
(A Quasi-experiment Sudy at First Grade of SMA. Triguna Utama, Ir. H.
Juanda, Tangerang Selatan)
By:
Fandi Ahmad
207014000046
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014 M/1435 H
ABSTRACT
Ahmad Fandi. 2011. The Effect of Direct Method on Students’ Vocabulary
Mastery (A Quasi-experiment Study at the First Year of SMA Triguna
Utama.) Thesis, Degree of Strata-one (S-1) of English Language Education
Department Program of Faculty of Tarbiyah and Teachers’ Training “Syarif
Hidayatullah” State Islamic University Jakarta.
Key words: Direct Method, and Vocabulary Mastery
The objective of this research was to get empirical evidence about the effect
of Direct Method on Student’s Vocabulary Mastery and to identify the students’
achievement in learning vocabulary through Direct Method. This research used
quantitative method. The sample of this research was the first grade of SMA
Triguna Utama. With the total number 20 students from each class. The research
conducted experiment in two different classes with Direct Method was employed
in an experimental class and other technique was employed in a controlled class.
The data were collected through the achievement of pre-test and post-test from
two classes. The result showed that teaching vocabularies by using Direct Method
was more effective than using Grammar Translation Method. Direct Method has
served a positive influence. So, it can be concluded that direct method has positive
effect to the first grade students of SMA in teaching vocabulary.
iv
ABSTRAK
Ahmad Fandi. 2014. Pengaruh Menggunakan metode “Direct Method” dalam
pengajaran kosakata (Percobaan di kelas satu SMA Triguna Utama).
Skripsi, Program Studi Pendidikan Bahasa Inggris, Program Strata 1
Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Dr.
Alek, M.Pd.
Kata kunci : Metode langsung, dan Kosakata
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris
mengenai efek dari metode “Direct Method” terhadap penguasaan kosakata siswa.
Penelitian ini, penulis menggunakan metode kuantitatif. objek dari penelitian ini
adalah siswa SMA Triguna Utama. Dengan jumlah total 20 siswa dari tiap kelas.
Eksperimen penulis dilakukan didua kelas yang berbeda dengan dua metode yang
berbeda pula. “Direct Method” digunakan di kelas “Experimantal” dan “another
technique” di kelas “Controlled”. Data dikumpulkan melalui hasil prestasi dari
pre-test dan post-test dari dua kelas. Hasil dari penelitian ini menunjukkan bahwa
mengajar kosa kata dengan menggunakan “Direct Method” lebih efektif
dibandingkan dengan menggunakan “Grammar Translation Method”. “Direct
Method” telah memberikan suatu pengaruh positif, sehingga “Direct Method”
dapat digunakan sebagai suatu metode alternatif dalam mengajar kosa kata
berdasarkan hasil dari nilai akhir siswa di kelas satu SMA Triguna Utama.
v
ACKNOWLEDGEMENT
In the name of Allah the Beneficent, the Merciful
In the name of Allah the most Gracious and Merciful. Alhamdulillah, all
praise be to Allah the Most Graceful and the Merciful, after such a hard work,
finally the writer could finish research and finish the report in the form of the
minor thesis (skripsi), entitled “The Effect of Direct Method on Students’
Vocabulary Mastery” (A Quasi-experiment Study at the First Grade of SMA
Triguna Utama).The “skripsi” is presented to English Education Department,
faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic
University Jakarta, as partial fulfillment of the requirements for the degree of
Strata 1 (S1).
In finishing this “skripsi” the writer got guidance and motivation from
people around his. Therefore, he would like to express her gratitude to them, they
are: her beloved family, especially her parent: her mother Suryani and her father
Makmun. Her brothers Fachrul Rozi and M. Misbahuddin. Her sister Hannah
Musfirroh, for their patience, their love and their support to the writter in her life.
Furthermore, the writter would like to express her gratitude to her advisor Mr. Dr.
Alek. M.Pd, for his valuable guidance, support, motivation, advice and
suggestions during the writing of this skripsi in which without his help this skripsi
would probably never reach its accomplishment.
In returns, the writer would like to convey her thanks directly to:
1. Drs. Syauki, M. Pd, the head of English Department, his concern and
mind for better English Education will be a historical point and
considerable sample for the next terms.
2. Zahril Anasy, M. Hum, the secretary of English Education Department,
her best time, support and attention for English Education Inspiring.
vi
3. Nurlena Rifa’i, M.A, Ph.D the Dean of Faculty of Tarbiyah and Teachers
Training.
4. All the lecturers and all UIN secretariat officers, for their endless
support.
5. The writer wishes to express her gratitute to all members of 2007 class
English Education Department,especially for my best friends M. Cheris.
Maulana. Abdillah, Muhammad Hanafi, Alex Rauf Kurniawan, Sofiana
Zahara, Dewi Novianti, Hikmah Irfaniah, Runi Laila Sari, Aris Hakim,
Hikmah Hirfaniah and for their knowledge sharing, helped and motivated
to finished this skripsi and great friendship.
Finally the words are not enough to be expressed, except praise be to Allah
the worlds for blessing, and guidance. May their good deeds be accepted by Allah
SubhanahuWata’ala.Amin.
Jakarta, July 18th2014
vii
This skripsi is dedicated to my beloved parents
Mr. Makmun (My Dad) and Mrs. Hapipah Wareni (my mom)
Thanks for your great love
May ALLAH SWT bless both of you.
With Love
Your son Fandi Ahmad
viii
TABLE OF CONTENT
THE APPROVAL SHEET OF ADVISOR ...........................................
i
THE ENDORSEMENT SHEET ............................................................
ii
SURAT PERNYATAAN KARYA SENDIRI ......................................
iii
ABSTRACT ..........................................................................................
iv
ABSTRAK ............................................................................................
v
ACKNOWLEDGEMENT ....................................................................
vi
TABLE OF CONTENT ........................................................................
vii
LIST OF APPENDICES .......................................................................
viii
LIST OF TABLE ..................................................................................
ix
LIST OF FIGURE .................................................................................
x
CHAPTER I. INTRODUCTION.........................................................
1
A. Background of the Study .........................................
1
B. Formulation of the Problem ....................................
3
C. Objective of the Study ............................................
3
D. Significant of the Study ...........................................
3
CHAPTER II. THEORETICAL FRAMEWORK ...........................
5
A. Vocabulary Mastery ................................................
5
1.
Definition of Vocabulary ...............................
5
2.
Definition of Mastery .....................................
8
3.
The influence of Students Mastery ................
8
4.
Vocabulary Mastering ....................................
10
5.
Definition Vocabulary Mastery ......................
12
6.
Types of Vocabulary ......................................
14
7.
The Function of Vocabulary ..........................
15
8.
How to Teach Vocabulary ..............................
17
9.
Importance of Learning Vocabulary ..............
19
10. Problems in Learning Vocabulary .................
20
ix
B. Direct Method ..........................................................
21
1. Definition of Direct Method ...............................
21
2. Characteristic of Direct Method .........................
22
3. Function of Direct Method .................................
22
4. The Steps of Using Direct Method .....................
23
5. The Advantages and Disadvantages of Direct
Method ...............................................................
25
C. Grammar Translation Method
1. Understanding Grammar Translation Method ....
26
2. Characteristics of Grammar Translation Method
28
3. Techniques of Grammar Translation Method .....
29
4. Disadvantages of Grammar Translation Method
30
D. Previous of Study ....................................................
37
E. Framework of Thinking ...........................................
38
F. Research Hypothesis ...............................................
26
CHAPTER III: RESEARCH METHODOLOGY .............................
40
A. Place and Time of the Research ..............................
40
B. Method of the Study ................................................
40
C. Population and Sample ............................................
40
D. Instrument of the Study ...........................................
41
E. Method of Data Collecting ......................................
41
F. Method of Data Analysis .........................................
42
CHAPTER IV: RESEARCH FINDING AND INTERPRETATION
44
A. Research Finding ....................................................
44
1. Data Description .................................................
44
2. Data Analysis ......................................................
50
3. Test of Hypothesis ..............................................
54
B. Interpretation ...........................................................
54
x
CHAPTER V: CONCLUSION AND SUGGESTION .......................
55
A. Conclusion ...............................................................
55
B. Suggestion ...............................................................
55
BIBLIOGRAPHY ................................................................................
58
APPENDICES
60
..................................................................................
xi
LIST OF APPENDICES
Appendix Lesson Plan of Control Class ...........................................
60
Appendix Lesson Plan of Experiment Class .....................................
81
Appendix The Table of Specification of Vocabulary Test .................
100
Appendix The Research Instrument .................................................
86
Appendix Students’ Scores of Pretest and Posttest ..........................
114
Appendix Letters ...............................................................................
116
xii
LIST OF TABLE
Table 4.1 The Score of the Individual Students Were Taught by
Using Direct Method ........................................................
44
Table 4.2 The Interval Class of Gained Score of the First Class Were
Taught by Using Direct Method .......................................
45
Table 4.3 The Score of the Individual Students Were Taught by
Using Grammar Translation Method ................................
47
Table 4.4 The Interval Class of Gained Score of the First Class
Were Taught by Using Grammar Translation Method .....
49
Table 4.5 The Comparison of Score Between Students Were
Taught by Using Direct Method and Grammar
Translation Method ............................................................
xiii
50
LIST OF FIGURE
Figure 4.1
The Interval Class of Gained Score of the First
Class Were Taught by Using Direct Method .................
Figure 4.2
47
The Interval Class of Gained Score of the First
Class Were Taught by Using Grammar Translation Method
xiv
49
CHAPTER I
INTRODUCTION
A. Background of the Study
Vocabulary is one of the important aspects in teaching English
language. Another aspects should teacher know is to be creative and patient
in finding, choosing, and simplifying the materials which make the students
mastery the vocabulary.
There are many factors that make the students’ vocabulary is low. They
came from the internal factor and the external one. The internal means
factors from the inside of the students themselves such as motivation,
interest, intelligence etc. And the external is factors from the outside of the
students that affect their learning process such as economic background,
learning materials, and teachers’ performance including their teaching
methods.
Large vocabulary helps us to express our ideas precisely in
communication. Vocabulary knowledge enables language use, language use
enables increase of vocabulary knowledge, and knowledge of the world
enables the increase of vocabulary knowledge and language use and so on.
Mastering vocabulary is not easy, yet other aspects of the language are
considered such as; sound, and structure. Vocabulary is one of the most
important elements in a language. We cannot speak the language well if we do
not master it. No matter how well we learn grammar, how successfully the
sound of the foreign language is mastered, without words to express a wider
range of meanings, communication in the foreign language just cannot happen
in any meaningful way.
Teaching English as a foreign language is not similar to teaching of
vernacular. We know English is different from other languages whether on the
vocabulary, phonology, and structure system. Those have great deal of
influence to Indonesian students in learning English. Developing student’s
interest in learning vocabulary has always been one of the principal challenges
1
2
for the teachers. In addition, to help students in mastering English, many
teachers have used different methods for the same purpose, to understand, to
learn and to remember vocabulary more easily. In Indonesia, the usual
technique to handle this problem is by supplying a list of words added with the
definition of them, or allows the students to consult a bilingual dictionary or
teacher mentions the definition of every single word of the passage.
There are many methods that can be used in teaching or learning
vocabulary. However, there are some advantages and disadvantages in every
method.
Based on the fact above, it is necessary for anyone who concerns in
teaching English to find out the easier technique of the method, which can
improve student’s motivation for improving his or her vocabulary.
Methods in teaching vocabulary usually help the students to memorize,
and give the opportunity for students to self-assess their progress in learning
vocabularies. The teacher is hoped to be smart to choose an approach and
method of teaching that is suitable for the condition and the need of the
learners, so the goal of teaching and learning can be achieved.
Based on the method the teacher would decide the procedures, the
activities and the instruments that are needed in teaching-learning process,
even though there are other factors that determine the success of teaching
learning process.
From the description above the writer chooses this study to examine the
effectiveness of the direct method of teaching English in enhancing the
students’ English achievement especially on vocabulary achievement.
Direct method is not new. Its principles have been applied by language
teachers for many years. Most recently, it was revived as a method when the
goal of instruction became learning how to use a foreign language to
communicate.1
1
Diane Larsen-Freeman, Techniques and Principles in Language Teaching.(Oxford:
Oxford University Press, 2000), p. 23.
3
The direct method has one very basic rule. No translation is allowed. In
fact, the direct method receives its name from the fact that meaning is to be
conveyed directly with the target language through the use of demonstration
and visual aids, with no recourse to the students’ native language.2
By using this method, the teacher does not have to translate every single
unfamiliar word. Through Direct method, the students will be more active in
developing vocabulary, because they will not depend on their teacher.
Based on the discussion above, the writer wants to know whether there
are some differences in student’s vocabulary achievement if they learn
vocabulary through direct method.
B. Formulation of the Problem
Based on the background above, the formulation of the problem’s
of this research identified as follows. Is there any effect of using direct
method towards students’ vocabulary mastery?
C. Objective of the Study
Based on the formulation of the problem above, the objective of this
research was to get empirical evidence about the effect of using direct method
on students’ vocabulary mastery.
D. Significant of the Study
The significance of this writing might be expected as follows:
1. The Teachers
The result of this study hopefully can give useful contribution for the
institution and the practice of foreign language teaching.
2. The Students
The research is expected to be useful input for the students to encourage
them to master and improve their English vocabulary.
2
Ibid...p. 23.
4
3. Other Researcher
Finally, the researcher who are interested in the teaching of English at
Junior High School get useful information from the result of this study and
leading them to further research on different aspect field.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary Mastery
Vocabulary is very important in English teaching and learning. If the
learners do not know the meaning of the words, they will have difficulty in
understanding what they see, read, and learn. Their vocabulary will increase if
they read more words. This reason makes vocabulary very important; a bad
vocabulary will cause bad understanding of the text.
Vocabulary has an important role in determining the successful
achievement of each skill. Daily communication needs vocabulary. The more
vocabulary the learners have, the more easily they will communicate and
express what they want to say. The four language skills that are listening,
speaking, reading, and writing always include vocabulary in their activities.
By having a lot of vocabularies learner will be easier to show their ideas,
making compositions, and many other activities dealing with language. In
other words, by knowing and understanding the vocabulary, learners will
successfully achieve the four English language skills.
1. Definition of Vocabulary
Vocabulary is considered to be the main focus of learning a foreign
language since there is a belief that learning a foreign language is similar to
learning its vocabulary, in order to comprehend more about why vocabulary
has an important role in learning the language, it is better to look at the
definition of the vocabulary first.
In Webster‟s dictionary, we can see that vocabulary is defined as follows:
a) A list or collection of words and phrases usually alphabetically
arranged and explained or defined
b) A sum or stock of words employed by a language group individual
or work or in relation to a subject: scope of language
5
6
c) A list of a foreign language textbook of the words and phrases taught
or used1
According to Hornby, vocabulary is:2
a.
All the words that a person knows or uses
b.
All the words in a particular language
c.
The words that people use when they are talking about particular subject
d.
A list of words with their meaning, especially in a book for learning foreign
language.
The writer observes that this definition is different from the definition before.
The writer summarizes that vocabulary is all the words that a person knows
and uses in a language with their meanings. In this definition the writer get
complete meaning.
Mastery of a language is taken to mean the ability to use or even to
understand all the words of the language, then none of us can be said to have
mastered his own native language. In other words, we know the word for those
areas of life or some fields with which we have had some experience.
However, none of us can know all the “words” of our language.
Knowledge of new words and new meaning keep increasing as we grow
older and we are often very conscious of this growth and change. As we all
may know, vocabulary is very important to improve our knowledge. We can
find all information that we want by understanding our reading. As the
English teachers, we can give our student some ways to make them interested
in mastering their vocabulary. We do not much time just for looking up the
difficult word in dictionary.
Schmitt Broadly defined “We must consider what we mean by
vocabulary. The first idea that probably springs to mind is words, a
formulation that is admirably adequate for the layperson”.3
1
Philip Babvock Gove, Webster’s Third New International Dictionary (Massachusetts:
Heinle Publisher, 1996), p. 2560.
2
AS Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth Edition,
(London: Oxford University Press, 2000), p.1447
3
Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University
Press, 2000), p.1.
7
Acquiring vocabulary is a very important tool to master a language. It is
impossible to learn a language without vocabulary, as Zimmerman said:
Vocabulary is central to language and of critical importance to the typical
language learner.4
Murcia said that “Vocabulary can be defined, roughly, as the words we
teach in the foreign language.”5
In other references by Richards and Renandya, it is stated that vocabulary
is a core component of language and provides much of the basic for how well
learners speak, listen, read and write.6
From the previous definitions above, it has come into the conclusion that
vocabulary is a set of words known to a person or other entity, or that are parts
of a specific language. Vocabulary gives a big even the biggest contribution in
learning new language.
However, learning vocabulary is not an easy thing especially. The
students often face difficulties in memorizing and using the word in a
sentence. That is why teachers should encourage themselves to be creative in
selecting the approach and the method of teaching English in order to make it
easier and fun in learning a new vocabulary.
2. Definition of Mastery
Several definition about mastery based on Collins English Dictionary –
Complete and Unabridged that the definition of mastery is (1) great
skillfulness and knowledge of some subject or activity; the state of being
cognitively skillful; (2) power to dominate or defeat; the state of excelling or
surpassing or going beyond usual limits; the state that exists when one person
4
Cheryl Boyd Zimmerman in Second Language Vocabulary Acquisition by James Coady
and Thomas Huckin, (Cambridge: Cambridge University Press, 1997), p. 5.
5
Marianne Celce Murcia, Teaching English as a Second Language or Foreign Language,
Second Edition (Massachusetts: Heinle Publisher, 1991), p. 60.
6
Jack C Richards and Willy A. Renandya, Methodology in Language
Teaching,(Cambridge: Cambridge University Press. 2002), p. 255.
8
or group has power over another; (3) the act of mastering or subordinating
someone; social control by dominating.7
Based on Webster’s revised Unabridged Dictionary (1913) that the
definition of mastery is (1) the position or authority of a master: dominion:
command: supremacy: superiority; (2) superiority in war or competition;
victory; triumph, (3) contest for superiority; (4) a mastery operation; a feat;
(5) specifically, the philosopher‟s stone (6) the act process of mastering; the
state of having mastered.
From some definition above, the writer concludes that mastery is the
great skillfulness and knowledge of some subject or activity and the
positionor aouthority of a master.8
3. The Influence of Students Mastery
In teaching and learning process, some students still get problem in their
learning. It can be showed by their low score or achievement in their subjects.
In English matter, some students may be not master about grammar. As
known in Indonesian language there is no complex rule like grammar.
There are many factors that contribute the influence of students‟ mastery.
Those factors are divided into two categories; they are internal factor and
external factor.9
a. Internal factor
This factor comes from inside of the students. It is divided into two aspect;
physiological aspect and psychological aspect.
1) Physiological aspect.
This aspect is about the conditions of students‟ body from every part of
the body. For instance, when the students got headache, they could not
study well. The condition of the body can influence students‟ intensity
and spirit in studying. So if their bodies are healthy, they can study
7
http://www,thefreedictionary.com/mastery, 29 Agustus 2011.
http://dictionary.die.net/mastery, 29 Agustus 2011.
9
http://wiki.answer.com/Q/What_are_the_factors_influencing_learning#ixxz1jigbMmjp, 10
April 2011.
8
9
well, can receive the information about what they are learning and can
get a good achievement. However, if they are not, it will influence too.
2) psychological aspect
This factor emphasizes on the inside conditions of the students. It
consists of students‟ intelligence, talent, interest, motivation, mental
health and special types of learner.
a) Intelligence
The level of intelligence which the students have has given the
influence in their learning. If the students have to resolve their
problems which are over than their competences or their potentials,
they will face the difficulties, especially in their learning. The
higher IQ that students have, the smarter they are. And the higher
intelligence that students have, the higher achievement they will
get.
b) Talent
Talent is the basic potential or competence which is gotten form
born. Everyone has different talent. Someone will be easy learning
something that is suitable with his/her talent. And someone who
learns something that is not suitable with his/her talent. And
someone who learns something that is not suitable with his/her
talent will get bored, give up and unhappy.
c) Interest
Interest is a tendency and a high spirit or a big desire to something.
The students‟ interest can be seen by the way students follow the
learning process, complete or incomplete their not and pay
attention to the italic word in those learning. They will study hard
to get what they want happily. Nevertheless, for those who have
less interest in learning process they will study just as long as they
want.
10
d) Motivation
Motivation is as inner factor that functions for making, basing and
pointing to the learning. Motivation separates into two main
categories: extrinsic motivation, which is concerned with factor
outside the classroom, and intrinsic motivation, which is concerned
with what takes place inside the classroom.10 Students‟ motivation
can determine the good or bad in their learning achievement. The
higher motivation they have, the higher learning success they will
get.
e) Mental health
In learning process, there is not only about intelligence but also
about their mental health that will make the good result in learning
process. In addition, if the students get successful in their learning,
they will have self-esteem.
b. External factor
External factor is the factor that comes from out of the individual. This
factor involves social environment and non social environment.
1. Social environment
The social environment here is the human environment outside
students who have contact directly with them such as family, school,
neighbors and mass media.
Family is the first center of education. But it can be the cause of
learning difficulties if the families give less attention to their children.
Social environment in school such as teachers, staff administration and
classmates can influence the students. The teacher can be a cause for
learning difficulties when:
a) Unqualified teachers
b) Bad relationship between the teacher and the student
c) High learning standard from the teacher
d) No skill in diagnosing the students learning difficulties
10
Jeremy Harmer, The Practice of English Language Teaching, … p. 3.
11
e) Unsuitable method
1) Non social environment
The factors which include the non social environment are location of
students‟ house, the school‟s building, learning instrument, curriculum,
and school timing.11
Other expert, Abin S. Makmun in his book Psikologi
Kependidikan:Perangkat Sistem Pengajaran Modul, state that causes
for learning difficulty are:12
a. Feeling insecurity
b. Phobia
c. Immaturity
d. Habits and wrong attitude
e. Nervous
f. Lazy, not cooperative and buck passing responsibility
g. Excessively absent
h. Anxiety and feeling down to concentration
i. Large population in the classroom making uncomfortable
j. Much activity out side classroom “extrakulikuler”
k. Often changing school or program
l. Course of study out of date
m. School site that is very noisy and strange
4. Vocabulary Mastering
Vocabulary mastering is how the teachers teach a list of a word with
their meanings, especially in a book for learning a foreign language to the
students. Vocabulary teaching includes some of the most complex
problems in the field of education. Vocabulary teaching is influenced by
ideas on the nature of language in general, by ideas on the particular
language being taught, and by ideas on how the language is learned.
11
M. Dalyono, psikologi pendidikan, (Jakarta; PT. Rineka Cipta, 1997), p. 230.
Abin Syamsuddin Makmun, Psikologi Kependidikan: Perangkat Sistem Pengajaran
Modul, Cetakan ke-5(Bandung: PT Remaja Rosdakarya, 2002), pp. 326—327.
12
12
According to Allen, three techniques can be used for teaching
vocabulary:
1) Alphabetical order: Even for a list of new words, alphabetizing way is
appropriate in helping students to find a word.
2) Showing the meaning of words through pictures, explanations in mother
tongue, and definitions in simple English.
3) Drawing attention to meanings before drilling words.27
The characteristic of students is complex. So it makes the teacher
difficult to engage with them. Before the teacher teach the students new word,
they is hoped to understand the characteristic of their students. Teaching
vocabulary through objects and actions, the teacher has to do a great deal of
talking and acting in order to establish some link in learners‟ mind between
what is said and what is done.
5. Definition Vocabulary Mastery
Mastering vocabulary is the ability to get and receive a lot of words, by
having and mastering it, we will know the meaning of vocabulary in the
context it can also help to avoid making the mistakes in identifying a
language with dictionary and guide us in making the equivalence of the
second language to native language, so that mean:
a. Helping us master kinds or levels of meaning. In mastering the kinds or
levels of meaning such as the words with their lexical meaning are, they
are by no means the only essential meaning in the symbols and devices of
a language and also the lexical content the various words as listed and
defined in a dictionary.13
b. Vocabularies find in a language, this is because the languages we use
consist of vocabularies. Whatever else people may do when, they come
together whether they play, flight, make love, they talk; we live in a world
27
Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University
Press, 1983), pp. 10—13
13
Victoria Fromkin and Robert Rodman, an introduction to language, (Victoria: Holt
Rineheart and Winston, Inc, 1974), p. 1.
13
of words.14 Television furthers more of words. As a hardly moment of our
waking lives is free from word, we talk to our pets sometime we talk to
ourselves.
c. words can express our ability. When a person demonstrated his speech in
front of the public, his word can bring ourselves to the other world, his
ability in speech is well known all over the world, and that all start from
word.
d. vocabulary is involved in all aspects in student learning and that can
improve their skill in English, whether in Listening, in Speaking, Reading
or Writing. Student cannot speak well if they do not know vocabulary,
they also do not listen carefully if they do not know vocabulary, they may
stuck in Reading if they do not know vocabulary. So it‟s mean that
vocabulary helps students to learn the Language and improve it. In writing
vocabulary function as a tool to express a successful learning, it shows a
good feedback to the learning. According to William D. Baker, he said that
“Writing as a language skill which needs a lot of words in it because no
words no writing”. In reading the reading section of each book contains
materials on techniques of reading studying, as well as on such skills as
test taking test and reasoning.
From those can be conclude that vocabulary is involved in each aspects
of our live, and that mean it is crucial to be acquire, especially when we talk.
6. Types of Vocabulary
In language learning, vocabulary is an essential component that links the
four skills of listening, speaking, reading, and writing all together. There are
many clarifications made by the experts in language area about the kinds of
vocabulary. According to Aebersold and Lee vocabulary is divided into two:
a. Receptive Vocabulary is the vocabulary that readers have a general sense
of a word‟s meaning but are not sure of its many meanings or nuances of
meaning.
14
Ibid… p. 23
14
b. Productive vocabulary is the vocabulary that people actually use to speak
or write.15
Furthermore, Schmitt mention vocabulary into two parts. “Being able to
understand a word is known as receptive knowledge and is normally
connected with listening and reading. If we are able to produce a word of our
own accord when speaking or writing, then that are considered productive
knowledge (passive and active are alternative term).” 16
Dealing with the characteristics of the words, Nation divided vocabulary
into two kinds:
1. Receptive knowledge
Receptive knowledge is involves knowing how to recognize the
word when it is heard or when it is seen, being able to distinguish it from
word with a similar form, being able to judge if the word form sounds
right or looks right, being able to recall its meaning when it is met, being
able to see which shade of meaning which most suitable for the context
that it occurs in, and being able to make a various associations with other
related words.
2. Productive knowledge
Productive knowledge involves knowing how to pronounce the
word, how to write and spell it, how to use it in correct grammatical
patterns, and using word to stand for the meaning it represents and being
able to think of suitable substitutes for the word if there are any.17
Cameron stated that “The words of a language split into two groups
according to how they are used to construct sentences, namely:
1. Content words are those that carry a lexical meaning, even out of the
context.
15
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, (New York:
Cambridge University Press, 1997), p. 139
16
Schmitt, Vocabulary in Language Teaching, ……..p. 4
17
I.S.P. Nation, Teaching and Learning Vocabulary, (Massachusetts: Heinle&Heinle
Publishers, 1990), pp. 31—32.
15
2. Function words seem to be mainly used to carry grammatical
meaning.”18
According to Gass and Sclinker, vocabulary is classified into two kinds;
they are Potential Vocabulary and Real Vocabulary. Potential vocabulary
consist of words learners will recognize even though they have not seen them
in second language, and the real vocabulary is words the learners are familiar
with after (and because of) exposure.19
No matter how many experts classifying vocabulary, words are a part of
people‟s way of living or words are tools to communicate in language which
used by a person for showing and telling their opinions and ideas.
7. The Function of Vocabulary
Before discussing vocabulary function, first of all we should know the
meaning of it. Vocabulary is total number of words which (with rules for
combining them) make up a language, or (range of) words known to, or used
by, a person, in trade, profession, etc13.
The word “use” has a meaning as the function or the advantage. So we
can say that from the definition-above the vocabulary use is the function or the
use of words which are used in language. It means that when we use words,
we should know the function or the use of our words our vocabularies because
it can guide us in understating the language which we learn.
Moreover, vocabulary is central to both the system and the use of
language. The words that we pronounce write and organize into sentences and
other grammatical combinations. Words are also, what ordinary users think of
as language. For, they are accessible and reflected more fully the whole
18
Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge
University Press, 2001), p. 82.
19
Susan M. Gass and Larry Sclinker, Second Language Acquisition: an Introductory Course
Second Edition. (New Jersey: Lawrence Erlbaum Associates inc, 2001), p. 374.
13
Hornby, Oxford Advanced Learner’s Dictionary., p. 1959.
16
culture and respond more quickly to changes in society than do other aspects
of language14.
Mastering vocabulary is the ability to get or and to receive lots of
words. By having and mastering vocabulary, we will know the meaning of
vocabulary in the context. It can also help to avoid making the mistakes in
identifying a language with the dictionary and guide us in making the
equivalence of the second language to the native language.
Here is some of the vocabulary use: Helping us master kinds or levels of
meaning
In mastering the kinds or levels of meaning such as the words with
their lexical meaning are, they are by no means the only essential meanings in
the symbols and devices of a language and also the lexical content of the
various words- the words as listed and defined in a dictionary.15
In the
sentence “The old man killed the little bear”, the dictionary does tell us the
kind of beings to which the words man and bear refer it will explain the
particular type of action for which the word will is a symbol. And it will give
us some notion of the qualities included in the meanings of such words as old
and little. This is however practically all the help the dictionary can give. It
does not tell us whether old is to be taken as a characteristic of the man or of
the bear; or whether the bear or the man or both are little. The dictionary
cannot tell us whether, in this particular sentence, the man bear performed the
action. So the syntactical, the positions in which old and little stand in relation
to man and bear give us the essential meaning that it is the man that is old and
bear that is little. The fact that the old man precedes the word killed and that
the little bear follows that word. Killed conveys the meaning that the man
Rather than ear performed the action. Here, syntactical meaning absolutely
essential to any understanding of the utterance expressed by the word order.
14
Suzanne Romaine, The Cambridge History of the English Language, Vol. IV
(Cambridge: UK, 1998), p. 57
15
Charles C. Fries, Teaching and Learning English as Foreign Language, (Michigan;
1970), p. 18.
17
Morphological meaning or the forms of the words. The form of the
word man (in contrast with men) and the form of the word bear (in contrast
with bears) signals the feet that there was but one man and but one bear. In
similar fashion the form of the word killed indicates the fact that the action has
already occurred. It is not now in process nor projected for the future.16
8. How to Teach Vocabulary
Vocabulary is basic to communication. If people do not recognize the
meaning of the key words used by those who address them, they will not be
able to participate in the conversation. If they want to express ideas or ask for
information, they must be able to produce words to convey their meaning.
Thus vocabulary learning is very crucial in developing competence in a
second or foreign language.
In teaching vocabulary, the teachers are hoped to have some techniques
in order to make students familiar with the vocabulary so that they understand
new word easily. The techniques functions not only to help the students grasp
the meaning of new words quite easily, but also to vary the teaching activity in
order to avoid the boredom on the part of students. Harmer mentions that the
following aids can help to explain new vocabulary are: 26
a. Realia
This is the word to refer the use of real objects in the classroom. Thus the
words „book‟, „pencil‟, or „chair‟, can be easily explained by showing
students a book, a ruler, or a chalk. This is clearly satisfactory for certain
single words, but the use of realia is limited to things that can be taken
easily from the classroom.
b. Pictures
Pictures are clearly indispensable for the language teacher since they can
be used in so many ways. Pictures can be used to explain the meaning of
vocabulary items: the teacher can draw pens, rulers, pencils, and books in
16
26
85—86 .
Charles C. Fries, Teaching and Learning English as Foreign Language, p. 18.
Jeremy Harmer, The Practice of Language Teaching, (London: Longman, 1983), pp.
18
the blackboard/whiteboard, or have magazines picture of trucks, bicycle,
train, or bus onto cardboard. The teacher might bring in a wall picture
showing three people in a room that could be used for introducing the
meaning of the sentence, for instance: there are three people in the
classroom.
c. Mime, action, and gesture
It is often impossible to explain the meaning of words and grammar either
with realia or in picture. An action, in particular, is probably better
explained by mime. Gesture is useful for explaining words like „from‟,
„to‟, etc. or indicating that the past is being talked about (the teacher
gestures backwards over his shoulder)
d. Contrast
A visual element sometime may not be sufficient to explain meaning and
contrast can be used. Thus, the meaning of “full” is better understood in
the context of “empty”, “big” in the context of “small”, etc.
e. Enumeration
The word “vegetable” is difficult to be explained visually. If, however,
the teacher rapidly lists (or enumerates) a number of vegetables, the
meaning will become clear. The same is true of a word like “clothes”.
f. Explanation
Explaining the meaning of vocabulary items can be extremely difficult
just as grammatical explanations. It will be important in giving such
explanations to make sure that the explanations include information about
when the item can be used. For example, it would be unsatisfactory just to
say that “mate” is a word for “friend” unless you point out that it is
colloquial informal English and only be used in certain context.
g. Translation
For many years, translation went out of fashion and was considered as
something of sin. Clearly, if the teacher is always translating, this will
impede the students‟ learning since they want to hear and use the target
language, not their own. Nevertheless, it seems silly not to translate if by
19
doing so; a lot of time can be saved. If the students do not understand a
word and the teacher cannot think how to explain it, he can quickly
translate it.
Translation then, seems a useful measure if it is used sparingly, but it is
hoped to be used with caution. These aids and measure may be useful for
explaining the meaning of a word or a sentence.
9. Importance of Learning Vocabulary
Vocabulary mastery is really important in learning English. Vocabulary,
much more than grammar, is the key to students understanding what they hear
and read in school; and then communicating successfully with other people.
Although their structure is low, if they master on vocabulary, it will make
them better on their English skills.
Recently methodologists and linguists emphasize and recommend
teaching vocabulary because of its importance in language teaching. Ur states
“Vocabulary is the most important aspect of language to teach. You can
understand a reading text and make your self understood with almost no
grammar, but you can‟t get anywhere without vocabulary. It is more important
than reading strategies for understanding a text. It is also the best single
measure of proficiency.”20
Thornby quotes Wilkins‟ statement that “Without grammar very little can
be conveyed, without vocabulary nothing can be conveyed.”21
A good store of words is crucial for understanding and communication.
A major aim of most teaching programs is to help students to gain a large
vocabulary of useful words. In every lesson, students have to introduce new
words and practice them, making clear the meanings and the ways in which
each can be used.
Furthermore, a good mastery of vocabulary helps the learners to express
their ideas precisely. By having many stocks of word, learners will be able to
20
Penny
Ur,
Teaching
Vocabulary:
Going
Beyond
the
Textbook,
http://www.etai.org.il/handouts/rishon/vocabularyand%20textbooks.doc, March 22nd , 2010.
21
Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, Pearson Education, 2002), p. 19.
20
comprehend the reading materials, catch other talking, give response, speak
fluently and write some kind of topics. On the contrary, if the learners do not
recognize the meaning of the words used by those who address them, they will
be unable to participate in conversation, unable to express some ideas, or
unable to ask for information.
10. Problems in Learning Vocabulary
In learning vocabulary, students might get some difficulties. Some
factors that often cause this problem are:22
a. Pronunciation
Research shows that words that are difficult to pronounce are more
difficult to learn. Potentially difficult words will typically be those that
contain sounds that are unfamiliar to some groups of learners such as
regular and lorry for Japanese speakers.
b. Spelling
Words that contain silent letters are particularly problematic, such as
foreign, listen, climbing, honest, etc.
c. Length and complexity
Long words seem to be no more difficult to learn than short ones. But, as a
rule of thumb, high frequency words tend to be short in English, and
therefore the learner is likely to meet them more often, a factor favoring
their „learn ability‟.
d. Grammar
Also problematic is the grammar associated with the word, especially if
this differs from that of its first language equivalent.
22
Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, Pearson Education,
2002), pp. 27—28.
21
e. Meaning
When two words overlap in meaning, learners are likely to confuse them.
Make and do are a case in point: You make breakfast and make an
appointment, but you do the housework and do a questionnaire.
f. Range, connotation and idiomatic
Word that can be used in a wide range of contexts will generally be
perceived as easier than their synonyms with a narrower range.
Learning vocabulary seems to be one of the easiest things about learning
a language, but it‟s also one of the hardest things to do. It is because learning
vocabulary does not only learn about the meaning of word. When learning
vocabulary, students will also learn about other aspects of word such as usage,
pronunciation, grammatical, and so on. So it often makes difficulties for the
students to comprehend the vocabulary.
B. Direct Method
1.
Definition of Direct Method
People can learn vocabulary through many methods. One of the methods
is through direct method. The direct method is not new. Its principle has been
applied by language teachers for many years. Most recently, it was revived as a
method when the goal of instruction became learning how to use a foreign
language to communicate.28
The direct method, which arrived at the end of the ninetieth century, was
the product of reform movement which was reacting to the restrictions of
grammar translation. Translation was abandoned in favor of the teacher and the
students speaking together, relating the grammatical forms they were studying
to objects and pictures, etc. in order to establish their meaning. The sentence
was still the main object of interest, and accuracy was all important.29
28
Diane Larsen Freeman, Techniques and Principles in Language Teaching.(Oxford:
Oxford University Press, 2000), p. 23.
29
Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson
Education, 4thed, 2007), p.63.
22
The direct method has one very basic rule. No translation is allowed. In
fact, the direct method receives its name from the fact that meaning is to be
conveyed directly with the target language through the use of demonstration
and visual aids, with no recourse to the students‟ native language.30 The direct
method, in rejecting the use of translation developed as a reaction to such
highly intellectual approaches to language learning31. As Schmitt state, direct
method emphasized exposure to oral language, with listening as the primary
skill. Meaning was related directly to the target language without the step of
translation, and explicit grammar teaching was done played. Direct Method had
its problem. It required teacher to be proficient in the target language.32
2.
Characteristics of Direct Method
The major characteristics of learning vocabulary through direct methods are:
A. The teacher introduces a new target language word or phrase, he
demonstrates its meaning through the use of realia, pictures, or
pantomime; he never translate it into the students‟ native language.
B. Students speak the target language great deal and communicate as if they
were in real situations.
C. Grammar is taught inductively; that is the students are presented with
examples and they figure out the rule or generalization from the example.
An explicit grammar rule may never be given.
D. Students practice vocabulary by using new words in complete sentences.33
3. Function of Direct Method
Teachers who use the Direct Method believe that students need to
associate meaning and the target language directly. In order to do this, when
the teacher introduces a new target language word or phrase, he demonstrates
30
Freeman, Techniques and Principles.., p. 23.
Jeremy Harmer, How to Teach Vocabulary.(London: Longman.2002), p.78.
32
Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University
Press, 2000), p. 12.
33
Freeman, Techniques and Principles.., p. 29.
31
23
its meaning through the use of realia, pictures, or pantomime. He never
translates it into the students‟ native language. Students speak in the target
language a great deal and communicate as if they were in real situation34.
4.
The Steps of Using Direct Method
There are some techniques that can be used in teaching English by using
the direct method, they are:
A. Reading Aloud
The students take turns reading sections of passage, play, or dialog out
loud. At the end of each student‟s turn, the teacher uses gestures, pictures,
realia, examples, or other means to make the meaning of the section clear.
B. Question and Answer Exercise
This exercise is conducted only in target language. Students are asked
questions and answer in full sentences so that they practice with new
words and grammatical structure. They have the opportunity to ask
questions as well as answer them.
C. Getting Students to Self-correct
The teacher of this class has the students self-correct by asking them to
make a choice between what they said and an alternate answer he supplied.
There are, however, other ways of getting students to self-correct. For
example, a teacher might simply repeat what a student has just said; using
a questioning voice to signal to the student that something was wrong with
it. Another possibility is for the teacher to repeat what the student said,
stopping just before the error. The student knows that the next word was
wrong.
D. Conversation Practice
The teacher asks students a number of questions in the target language,
which the students have to understand to be able to answer correctly. In the
class observed, the teacher asked individual students questions about
themselves. The questions contained a particular grammar structure. Later,
34
Ibid, p. 24.
24
the students were able to ask each other their own questions using the
same grammatical structure.
E. Fill-in-the-Blank Exercise
All the items are in the target language; furthermore, no explicit grammar
rule would be applied. The students would have induces the grammar rule
they need to fill in the blanks from examples and practice with earlier parts
of the lesson.
F. Dictation
The teacher reads the passage three times. The first time the teacher reads
it at a normal speed, while the students just listen. The second time he
reads the passage phrase by phrase, pausing long enough to allow students
to write down what they have heard. The last time the teacher again reads
at a normal speed, and students check their work.
G. Map Drawing
The class included one example of a technique used to give students
listening comprehension practice. The students were given a map with the
geographical features unnamed. Then the teacher gave the students
directions such as the following, “Find the mountain range in the West.
Write the words „Rocky Mountains‟ across the mountain range.” He gave
instruction for all the geographical features of the United States so that
students would have a completely labeled map if they followed his
instruction correctly. The students then instructed the teacher to do the
same thing with a map he had drawn on the blackboard. Each student
could have a turn giving the teacher instructions for finding and labeling
one geographical feature.
H. Paragraph writing
The teacher in this class asked the students to write a paragraph in their
own words on the major geographical features of the United States. They
25
could have done this from memory, or they could have used the reading
passage in the lesson as a model.35
5. The Advantages and Disadvantages of Direct Method
a.
Advantages
According to M.E.S. Elizabeth and DigumartiBhaskara,
The advantages of direct method, there are:36
1) This Method lays more emphasis on oral work. That ensures good
pronunciation to the learners.
2) For teaching the idioms of English, this method is more suitable.
3) There is direct bond between thought and expression. So it helps the
learner to have fluency in speech. It helps the students to have good
command over the language.
4) Psychologically, this method is very sound because the teacher
proceeds from particular to general and from concrete to abstract.
5) It makes the teaching of English easy and pleasant.
6) It helps the teacher and the learner to cover up more syllabuses inless
time.
b. Disadvantages
According to M.E.S. Elizabeth and DigumartiBhaskara, Disadvantages
of direct method, there are37:
1) There is need of really competent teachers for teaching English by using
this method. But we have dearth of such teachers. Sometimes the teacher
fails to make the students understand the meaning of a particular word
because the use of mother tongue is not allowed.
35
Freeman, Techniques and Principles, pp. 30—32.
M.E.S, Elizabeth and DigumartiBhaskara, Method of Teaching English, (New Delhi
Discovery Publishing House, 2007), p. 55.
37
Elizabeth, Op.cit.,pp.55—56.
36
26
2) In this method, there is over emphasis on oral work. Reading and writing
process of the language get less attention.
3) This method, cannot be used successfully for the average and the below
average students.
4) It is an expensive method because the teacher has to use some aids for
teaching.
5) This method does not lay emphasis on the selection and gradation of
language material which is very important.
6) At the early stages, sometimes this method may fail miserably.
Another is simply addressed by Neena Dash and M. Dash, there are38:
1) The direct method promotes the oral aspect of language learning.
Reading and writing are neglected.
2) This is a difficult method of teaching and learning English. Only the
clever student and the intelligent teacher can gain by this method.
3) There are certain words which cannot be taught by this method. Words
such as honesty, integrity, truth, tremble; faints, etc. can best be
explained translation method than the direct method.
4) Even if all words can be explained by the direct method it will be lengthy
and time taking.
5) This method discards the teaching of formal grammar. But grammar is an
essential branch of language learning and this cannot be overlooked.
C. Grammar Translation Method
1.
Understanding Grammar Translation Method
The grammar translation method is not new. It has had different names, but
it has been used by language teachers for many years. At one time it was called
classical method since it was first used in teaching of the classical language, Latin
and Greek (Chastain 1988). Earlier in this century, this method was used for the
purpose of helping students read and appreciate foreign language literature. It was
also hoped that, through the study of the grammar of the target language, students
385
Dash, Op.Cit.. p. 58.
27
would became more familiar with the grammar of their native language and this
familiarity would help them speak and write their native language better. Finally,
it was thought that foreign language learning would help students grow
intellectually; it was recognized that students would probably never use the target
language, but the mental exercise of learning it would be beneficial anyway.
Grammar Translation Method is a way of studying a language that
approaches the language first through detailed analysis of its grammar rules,
followed by application of this knowledge to the task of translating sentences and
texts into and out of the target language23.
Typically, grammar translation methods did exactly what they said. Students
were given explanations of individual points of grammar, and then they were
given sentences which exemplified these points. These sentences had to be
translated from the target language (L2) back to students‟ first language (L1) and
vice versa.24
In grammar translation method, the students are given detailed explanation
about the grammatical pattern in their native language. Then, the sentences in
their language were translated into the target language.
One of the problems with Grammar Translation Method was that is focused
on the ability to analyze language, and not the ability to use it. In addition, the
emphasis on reading and writing did little to promote an ability to communicate
orally in the target language.25
23
Jack C. Richard & Theodore S. Rogers. Approaches and Methods in Language Teaching,
a Description and Analysis. (New York: Cambridge University Press, 2001), p. 5.
24
Jeremy Harmer, The Practice of English Language Teaching. (England: Pearson
Education, 4th ed, 2007), p.63
25
Norbert Schmitt, Vocabulary in Language Teaching,…..p. 12
28
2.
Characteristics of Grammar Translation Method
There are some principles were described by Richards and Rogers of
Grammar Translation Method are:
1) The goal of foreign language study is to learn a language in order to read
its literature or in order to benefit from the mental discipline and
intellectual development that result from foreign language study,
2) Reading and writing are the major focus; little or no systematic attention is
paid to speaking or listening.
3) Vocabulary selection is based solely on the reading texts used, and words
are taught through bilingual words lists, dictionary study, and
memorization.
4) The sentence is the basic unit of teaching and language practice.
5) Accuracy is emphasized
6) Grammar is taught deductively
7) The student‟s native language is the medium of instruction.26
The major characteristics of Grammar Translation Method can be summed
up in the following list:
1. Instruction is given in the native language of the students.
2. There is little use of the target language for communication.
3. Focus is on grammatical parsing, i.e., the form and inflection of words.
4. There is early reading of difficult text.
5. Typical exercise is to translate sentences from the target language into the
mother tongue.
6. The result of this approach is usually an inability on the part of the student
to use the language for communication.
7. The teacher does not have to be able to speak the target language.27
26
27
Richards and Rodgers, Approaches and Methods, p.5-6
Marrianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language,
(Boston: Heile & Heinle, 3rd ed 2001), p, 6
29
The writer may conclude that Grammar Translation Method only emphasize
on reading and writing and neglect listening and speaking skills, whereas the
listening skill is necessary to developed speaking skill. The Role of the students
in the classroom is as passive one; they only absorb and then reconstitute what
they have absorbed.
3.
Techniques of Grammar Translation Method
There are some useful techniques associated with the Grammar Translation
Method as described in the following list:
1. Translation of a literary passage
Students translate a reading passage from the target language into their
native language. The reading passage then provides the focus for several
classes: vocabulary and grammatical structures in the passage are studied
in subsequent lesson.
2. Reading comprehension questions
Students answer questions in the target language based on their
understanding of the reading passage.
3. Antonyms/synonymy
Students are given one set of words and are asked to find antonyms in the
reading passage. A similar exercise could be done by asking students to
find synonyms for a particular set of words.
4. Cognates
Students are taught to recognize cognates by learning the spelling or sound
patterns that correspond between the languages. Students are also asked to
memorize words that look like cognates but have meanings in the target
language that are different from those in the native language.
5. Deductive application of rule
Grammar rules are presented with examples. Exceptions to teach rule are
also noted. Once students understand a rule, they are asked to apply it to
some different examples.
30
6. Fill in the blanks
Students are given a series of sentences with word missing. They fill in the
blanks with new vocabulary items of a particular grammar type, such as
prepositions or verbs with different tenses.
7. Memorization
Students are given lists of target language vocabulary words and their
native language equivalents and are asked to memorize them. Students are
also required to memorize grammatical rules and grammatical paradigms
such as verb conjugations.
8. Use word in sentences
In order to show that students understand the meaning and use of a new
vocabulary item, they make up sentences in which they use the new words.
9. Composition
The teacher gives the students a topic to write about in the target language.
The topic is based upon some aspect of the reading passage of the lesson.28
From the list of techniques which is used in Grammar Translation
Method, the writer may infer that language does not to teach primarily to learn
oral communication but to gain reading proficiency in a foreign language.
4. Disadvantages of Grammar Translation Method
a.
It is an unnatural method
The natural order of learning a language is listening, speaking, reading and
writing. That is the way how the child learns his mother tongue in natural
surroundings. But in the Grammar Translation Method the teaching of the second
language starts with teaching of reading. Thus, the learning process is reserved.
This poses problems.
b.
Speech in neglected
The Grammar Translation Method lays emphasis on reading and writing.
In neglected speech. Thus, the students who are taught English through this
28
Freeman, Techniques and Principles,.. p. 19-20
31
method fail to express themselves adequately in spoken English. Event at the
undergraduate stage they feel shy of communicating through English. It has been
observed that in a class, which is taught English through this method, learners
listen to the mother tongue more than that to the second / foreign language. Since
language learning involves habit formation such students fail to acquire habit of
speaking English. Thus, they have to pay a heavy price for being taught through
this method.
c. Exact translation is not possible
Translation is indeed, a difficult task and exact translation from one
language to another is not always possible. A language is the result of various
customs, traditions and modes of behavior of speech community and these
traditions differ from community to community. There are several lexical items in
one language, which have no synonyms/ equivalents in another language. For
instance, the meaning of the English word „table‟ does not fit in such expression
as the „table‟ of contents „table of figures‟, „multiplication table4, „time table‟ and
„table the resolution‟, etc. English preposition are also difficult to translate.
Consider sentences such as „We see with our eyes‟, „Bombay is far from Delhi‟,
„He died of cholera‟, „He succeeded through hard work‟. In these sentences
„with‟, „from‟, „of, „through‟, can be translated into the Hindi preposition „se‟ and
vice versa. Each language has its own structure, idioms and usage, which do not
have their exact counterparts in another language. Thus, translation should be
considered an index of one‟s proficiency in a language.
d. It does not give pattern practice.
A person can learn a language only when he internalize its patterns to the
extent that they from his habit. But the Grammar Translation method does not
provide any such practice to the learner of a language. It rather attempts to teach
language through rules and not by use. Researchers in linguistics have proved that
to speak any language, whether native or foreign entirely by rule is quite
impossible. Language learning means acquiring certain skills, which can be learnt
32
through practice and not by just memorizing rules. The person who have learnt a
foreign or second language through this method find it difficult to give up the
habit of first thinking in their mother tongue and then translating their ideas into
the second language. They, therefore, fail to get proficiency in the second
language approximating that in the first language. The method, therefore, suffers
from certain weakness of which there is no remedy24.
3. Vocabulary
Before discussing vocabulary use, first of all we should know the meaning
of it. Vocabulary is total number of words which (with rules for combining them)
make up a language, or (range of) words known to, or used by, a person, in trade,
profession, etc13.
The word “use” has a meaning as the function or the advantage. So we can
say that from the definition-above the vocabulary use is the function or the use of
words which are used in language. It means that when we use words, we should
know the function or the use of our words our vocabularies because it can guide
us in understating the language which we learn.
Moreover, vocabulary is central to both the system and the use of
language. The words that we pronounce write and organize into sentences and
other grammatical combinations. Words are also, what ordinary users think of as
language. For, they are accessible and reflected more fully the whole culture and
respond more quickly to changes in society than do other aspects of language14.
Mastering vocabulary is the ability to get or and to receive lots of words.
By having and mastering vocabulary, we will know the meaning of vocabulary in
the context. It can also help to avoid making the mistakes in identifying a
language with the dictionary and guide us in making the equivalence of the second
language to the native language.
24
http://purwarno-Linguistics.blogspoi.com/20Q6/Ql/grainniar-lranslation-method-
13.html
13
Hornby, Oxford Advanced Learner‟s Dictionary., p. 1959
Suzanne Romaine, The Cambridge History of the English Language, Vol. IV
(Cambridge: UK, 1998), P. 57
14
33
Here is some of the vocabulary use:
a. Helping us master kinds or levels of meaning
In mastering the kinds or levels of meaning such as the words with their
lexical meaning are, they are by no means the only essential meanings in the
symbols and devices of a language and also the lexical content of the various
words- the words as listed and defined in a dictionary. In the sentence “The old
man killed the little bear”, the dictionary does tell us the kind of beings to which
the words man and bear refer it will explain the particular type of action for which
the word will is a symbol. And it will give us some notion of the qualities
included in the meanings of such words as old and little. This is however
practically all the help the dictionary can give. It does not tell us whether old is to
be taken as a characteristic of the man or of the bear; or whether the bear or the
man or both are little. The dictionary cannot tell us whether, in this particular
sentence, the man bear performed the action. So the syntactical, the positions in
which old and little stand in relation to man and bear give us the essential meaning
that it is the man that is old and bear that is little. The fact that the old man
precedes the word killed and that the little bear follows that word. Killed conveys
the meaning that the man Rather than hear performed the action. Here, syntactical
meaning absolutely essential to any understanding of the utterance expressed by
the word order.
Morphological meaning or the forms of the words. The form of the word
man (in contrast with men) and the form of the word bear (in contrast with bears)
signals the feet that there was but one man and but one bear. In similar fashion the
form of the word killed indicates the fact that the action has already occurred. It is
not now in process nor projected for the future.
b. Developing Reading Skill
The reading action of each book contains materials on techniques of
reading and studying, as well as on such skills as test taking and reasoning. Major
emphasis is placed on the vocabulary development. Use of the dictionary, use of
context as a clue the meaning, and the analysis of words through the study of
34
prefixes, suffixes, roots, and combining forms are treated thoroughly at each level.
Vocabulary enrichment is based on words found in the text and the activities.
These exercises appear frequently throughout the texts. The second, the art
program, illustrates and discusses interesting words related to a specific thematic
idea in each book of the series17.
To master a language is not necessary to read it, but it is extremely
doubtful whether one can really read the language without first mastering it orally.
Unless one has mastered the fundamentals of the new language, that is, as a set of
habits for oral production and reception the process of reading is a process of
seeking word equivalents to his own native language, such a reader never enters
into the precise particular way the foreign language grasps experience he is still
using as means of grasping meaning or understanding only the processes and
vocabulary of his own language with the added difficulty of seeing a different set
of symbols on the printed page which must act as clues from which he must guess
the correct words of his own language to be substituted in order to make some
kind of sense. He never really entails into the tough (the full meaning) expressed
by the foreign language. It means that having a lot of vocabulary stocks will help
us not only grasp the meaning or understand the language we learn, but also get
the exact meaning of our reading.
c.
Distributing the Use According to Grammatical Matters
If we examine vocabulary use, there are so many useful things, especially
its distribution to grammar matters. Such the words, although some of them may
have also full-word meaning content, primarily or largely operate as means of
expressing relation of grammatical structure. This includes the so-called
auxiliaries, prepositions, conjunctions, interrogative particles, and miscellaneous
group consisting of the words for degree, for generalizing, the articles, etc18. All
these words are called as function words or the words which have special function
and meanings.
17
Millie John and Paulene M. Basis Language, Harper and Row Publishing, Inc, (Now
York, USA, 1982), P. iii
18
Charles C. Fries, Teaching and Learning English as Foreign Language, P. 44.
35
Auxiliaries or helping or supporting words include not only the words
which can help in making various form and inflection of the verb, such as, have,
shall, will, may, can, must, might, could, would, and should.
Preposition-adverbs, the function words used with substantives, not only
include the nine already indicated as being most frequently used, “at, by, for,
from, in, into, of, on, to, and with” but also some twenty others that express
grammatical relationships in situation such as; place (behind\ in front of, over,
under, above, below, beside, between, beyond, and around), direction (through,
into, out of, toward, away from, up, down, and across), time {before, after, during,
since and until). Cause (for, because, since). Purpose (in order that, so that).
Comparison (although). Condition (unless, whether). Conclusion (therefore).
The function words are the interrogative particles (who, whose, which,
what, where, why, and how). The articles (the, a, an). Degree words (more, most).
The generalizing particle (Ever). Special uses (there, it, and one)19.
After we examine and discuss it, we know that vocabulary is really useful
and important to improve our grammar, because by knowing the function word
and various kinds of word we will get the suitable meaning of the native language.
d. Improving Speaking Ability
Learning a foreign language is not only about its learning reading, writing,
grammar, etc, but also how to produce the separate sounds or words from the
vocabulary we have, or in other words we should practice our vocabularies
through our speech. Because as a foreign speaker, producing the words and
vocabulary that we have, will show us whether we understand the language we
learn. It is not only producing the words but arranging them into the sentences, in
order to make the listeners understand the language when it is spoken. I Charles
C. Fries said that in the use of foreign language the difference between the ability
to recognize or understand and the ability to produce or speak stands out even
more noticeably.20 It is true that the two interact and condition one another and in
the actual practice of the language can hardly be separated. We can see one
19
Betty Schrampfer Azar, Understanding and Using English Grammar, P. 231.
Charles C. Fries, Teaching and Learning English as Foreign Languag, P. 8
20
36
advances in the ability to produce or use the language he increases the range and
depth of his understanding, and an increase in understanding shows it self in a
greater ability to produce, so, the use of vocabulary here, really important and
really needs, especially in improving speaking ability.
Ralph A. Micken said that the extemporaneous speaker must have a
vocabulary sufficient for needs of repletion with variety. If he is an ordinary
individual, he will find that he does not have this vocabulary unless hide literately
sets out to build it up. The vocabulary of the average person, even the experienced
speaker, is somewhat funnel-shaped21.
It means that vocabulary is really useful for the speakers while they are
speaking because it will help their fluency in brain storm their ideas, and also by
having lot of words or stock of words can choose the right and suitable words
when they are speaking.
e. Improving Writing Skill
Writing as a language skill that needs many words in it. It is right, because
“no words no writing”. There are some writing tools, such as grammar,
vocabulary, spelling, and usage. You have used these all your life and have learn
to use some of them effectively22.
So vocabulary as one of the writing tools has significant role in writing,
because the number of words we use is a reasonable measure of our “intelligence”
and our writing quality. As William D. Baker said: “the number of words you use
is reasonable measure of your intelligence”, so true that many colleges use
vocabulary test as the primary predictor of a student‟s academic success.23
Hans P. Guth said: “ a writer has to be able to use formal language in
formal situation.24 In particular, he has to guard against sudden shift from the tone
of the lecture hall to that of the snack bar around the comer. And when writing
21
Ralph A. Micken, Speaking for Result: A Guide for Business and Professional
Speakers (Boston, 1958), P. 41
22
WilliamD, Baker, Reading and Writing Skills (USA, 1971), P.21
23
Baker, Reading and Writing Skills, P. 27
24
Hans P. Guth, Words and Ideas: A Handbook for College Writing, Third Edition
(California, USA, 1969), P. 425
37
formal English; we have to know and careful which words are should be used and
which are not.
The language you choose to express your thoughts is an extremely
important element of the writing process because only through the words, you
choose and the ways you arrange them can your reader understand your thoughts
about the topic. Your words on a page convey more than the meanings
dictionaries report; they also convey your attitudes toward your subject and
toward your reader.25
From the explanation above, we know that there are so many useful thing
of vocabulary in improving our language skills, such as developing our reading
skill, explaining and describing the classes of the content words, distributing in
use according to grammatical matters, improving our speaking ability, improving
writing skill and helping us in mastering kinds or levels of meaning.
D. Previous of Study
This part discusses the previous studies especially those concerning with
the analysis about the effect of using any method on students‟ vocabulary mastery.
M. Adrian (2012)29has studied and analyzed Teaching vocabulary by using
cooperative learning (An Experimental study at first year of SMP Darussalam
Ciputat Tangerang Selatan). He has studied to find the empirical data whether or
not there is significant difference between students‟ score in learning vocabulary
by using cooperative learning and by using grammar translation method. The
conclusion that the Students Team achievement Division (STAD) in teaching
vocabulary is really helpful in increasing the students‟ ability and achievement in
English vocabulary.
25
Charles W. Bridges and Ronald F. Lunsford, Writing Discovering from and Meaning
(California, 1984), P. 31
29
M. Adrian , Teaching vocabulary by using cooperative learning ( An experiment study at
first year of SMP Dasussalam, Ciputat Tangerang Selatan), Jakarta: State Islamic University,
2012) published.
38
Mahyudin (2012)30has studied and analyzed the effectiveness of teaching
the simple present tense by using grammar translation method (an experiment
study at the seventh grade of SMPN 1 Pebayuran). The aim of his research is to
gain the information about is the usage of grammar translation method effective
than the audio lingual method for teaching the simple present tense at the seventh
grade of SMP Pebayuran. He conclude that teaching the Simple Present Tense by
using Grammar Method has a significant influence and more effective than
teaching the simple present tense by using Audio Lingual Method.
Munsyi Ulhaq (2013)31 has studied and analyzed the effectiveness of
teaching vocabulary through pair work (An experimental study at seventh grade of
SMP Dharma Karya Pamulang). The aim of her research is to gain the
information about is there any significant different achievement of students in
teaching Vocabulary through Pair Work and through Grammar translation
method. He concluded that teaching vocabulary through Pair work is more
effective than teaching vocabulary through Grammar translation method.
E. Framework of Thinking
Teaching vocabulary is one of important thing in language learning. The
students need to learn vocabulary to know about the words meanings, the
structures and the application of the words. Without the vocabulary knowledge,
they would not be able to express and write his idea with using grammar and
organized into sentence with meaning.
Vocabulary plays very important role in developing the four English skills.
Knowing more vocabulary can make the learner easier to developing their four
English skills. Therefore, vocabulary is the basis of a language, because it‟s
consists of words that have meaning and sometimes defined as a set of words that
30
Mahyudin, The Effectiveness of Teaching the SimplePresent Tense by using
GrammarTranslationMethod (An experiment study at the seventh grade of SMPN 1 Pebayuran),
Jakarta: State Islamic University, 2012) published.
31
MunsyiUlhaq, The Effectiveness of TeachingVocabulary through Pair Work (An
experimental study at sevent grade of SMP Dharma KaryaPamulang), Jakarta: State Islamic
University, 2012, published.
39
a person knows with their meanings. Someone can not read, communicate,
interact or write in foreign language if he/she does not mastery the vocabulary. In
line with statement above, it‟s shows that comprehension in reading will reached
if someone has large vocabulary size or large of words, because someone can not
comprehend what he/she reads if they haven‟t a large vocabulary size or lager of
words.
Direct method technique appears as one of the promising learn concept
offering some new views in teaching and learning a second language especially
vocabulary learning. Particularly direct method gives the learner the opportunity
to think for them selves, compare their thinking with other learner. It is expected
in teaching and learning vocabulary that memorializing and spelling the words
will be gotten by understanding the meaning with the context of phrase of larger
in situation.
From the reason above it is expected direct method technique can be
suitable methods for teaching and learning vocabulary, although the question of
which methods is most appropriate for teaching and learning a foreign language is
still under debate. Although none is perfect, some way are expected more
successful than others.
F.
Research Hypothesis
Based on the theories which were described in the previous sub-chapter
about, it could be posed a theoretical hypothesis as follows: by using direct
method on students‟ vocabulary mastery. Applying using Direct Method could
give affect to the students‟ vocabulary mastery.
40
CHAPTER III
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
A. Place and Time of the Research
The research was held at SMA Triguna Utama, which was located on Jl.
Rempoa Raya No. 1 Bintaro Pasanggrahan Jakarta Selatan. It was started by
observation to the school from 19 April 2012 to 21 August 2014.
B. Method of Study
This pre-experiments for the effect of direct method on students’ mastering
vocabulary. These activities involved two classes. The writer takes 20 students
from each class.
C. Population and Sample
1) Population
The population of this research consists of two classes, namely X.A, X.B.
The total number of the students were 50.
2) Sample
The sample of this research was 40 students, which was divided into two
classes, namely X.A and X.B. The writer took two classes for the samples of the
research, they are class XA as the experiment class and XB as the controlled class.
The experiment class (class XA) consists of 24 students, but 4 students were
absent because of some reasons. And the control class (XB) consists of 26
students, but just 20 students who follow the pre-test, but 4 students were absent
because of some reasons. The writer was taken by using XA randomly as a sample
which consist of 20 students.
40
41
D. Instrument of the study
The instrument of this research was vocabulary test which consisting of 40
(fourty) questions. The test was diveded into two test form; they were multiple
choices and matching test. They are divided into three categories; easy (30%),
middle (60%), and difficult (10%). Multiple choices consist of 20 items from
number 1 to number 20. It’s score per item is 4. It means if the students can
choose the answer of 1 item correctly, they will get 80 scores.
Matching test consist of 20 items from number 20 to number 40. It’s score
per item is 2. It means if the students can choose the answer of 1 item correctly.
They will get 2 score and if they can choose the answer of 10 items correctly, they
will gate 20 scores. Before the test was used for gathering the data was be tested.
E. Method of Data Collecting
Collecting data was an important thing in this research that can be
determined. There were two times, namely used pre-test and post-test to collect
the data:
1.Pre-test
The pre-test is given in the beginning of attending class (pre-test is given the
writer doing the experiment) to know the students knowledge of the material
that will be thought. The instrument consists of 40 items test consisting of two
types:
a. Multiple choice, there are 20 items and each item is scored 3, so the
total
score of this type is 60.
b. Completing, there are 20 questions and each item is scored 2, so the total
score of this type is 40.
2.Post-test
The writer gives the post-test after the lesson finished to know the students’
ability in mastering just thought. The instrument consists of 30 items test
consisting of two types:
a. Multiple choice, there are 20 items and each item is scored 3, so the total
score of this type is 60.
42
b. Completing, there are 20 questions and each item is scored 2, so the total
score of this type is 40.
F. Method of Data Analysis
Data analysis is the last step in the procedure of experiment, in this case,
processing the data. The data processing is the step to know the result of both the
experimental class and the controlled class and also their differences.
To find out the differences of student’s score in using the Direct Method in
teaching vocabulary, the writer uses t-test
The writer used the comparative technique. The comparative technique is an
analysis technique to evaluate hypothesis concerning the differences between two
variables examined statically.
In the comparative technique, the variables are compared to recognize
whether or not the differences are significant. The writer used t-test formula that
adapted from Sudjiono Before using t-test formula; the writer has sought some
formula below.1
a. Determining Mean with formula:
M1
 FX ' 
= M1 + ί 

 N 
M1
= the average of variables score
∑ fX′ = sum of frequency multiply the student’s score
N
= number of students
b. Determining standard deviation score with formula:
=ί
SDI
SDI
∑ fix′
1
318
fx' 2  fx ' 

 
N
 N 
2
= standard deviation of gained score X
2
= sum of squared gained score
∑ fix′
= sum of gained score
N
= number of students
Anas Sudijono. Pengantar Statistik Pendidikan, (Jakarta: PT Grafindo Persada, 2008), p.
43
c. Determining of standard Error mean with formula:
SE M1 =
SD1
N 1
SE M1 = standard error mean of gained score
SD1
= standard deviation of gained score
N
= number of students
d. Determining standard error from mean of variable X and variable Y, with the
formula:
SE M1-M2
=
SEM 12  SEM 22
e. Determining t-observation (to) with the formula:
to
=
M1 – M2
SE M1 – SE M2
Determining t – table (tt) in significant level 5 % and 1 % with degree of
freedom (df), with formula:
df
= (N1+N2) -2
df
= degree of freedom
N
= number of students
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Research Finding
1. Data Description
The data were collected from students' pre-test and post-test from two
classes, first class and second class. The data is described into two tables. The
achievements of students in the first class were presented in Table 4.1 and the
achievements of students in the second class were presented in Table 4.2 Table
4.1 consists of four columns, the first column shows the number of students in the
experiment class (X), the second column shows the pre-test scores, the third
column shows the post-test scores and the last column shows the gained scores
which are resulted from the post-test score is subtracted the pre-test score.
Table 4.1
The Score of the Individual Students Were Taught by Using Direct Method
Students
Pre-test Score
Post-test Score
Gained (d) score
(post test – pre test)
(x)
1
65
85
20
2
55
90
35
3
50
85
35
4
55
70
15
5
45
75
30
6
65
85
20
7
45
70
25
8
45
70
25
9
40
55
15
10
50
80
30
11
50
75
25
44
45
12
60
85
25
13
65
90
25
14
50
60
10
15
40
60
20
16
45
60
15
17
45
50
5
18
45
55
10
19
40
70
30
20
40
75
35
995
1445
450
49.75
72.25
22.5
Mean
The Table 4.1 above describes that the lowest score in the pre-test is 40and
the highest score is 65. Meanwhile, the lowest score in the post-test is 50and the
highest score is 90. Therefore, it can be summarized that the lowest and the
highest scores in post-test is higher than in pre-test.
Table 4.2
The Interval Class of Gained Score of the First Class
Were Taught by Using Direct Method
Class Interval
Interval
31-35
3
26-30
3
21-25
5
16-20
2
46
11-15
3
6-10
2
1-5
1
The Table 4.2 above describes that the most rate interval is 5 on class
interval 2l—25gained score. Then the less rate interval is 1 on class interval 1—5
gained score.
47
Interval
5
4
3
2
1
0
1-5
6-10
11-15
16-20
21-25
26-30
31-35
Inter…
Figure 4.1
The Interval Class of Gained Score of the First Class
Were Taught by Using Direct Method
Table 4.3 consists of four columns, the first column shows the number of
students in the control class (Y), the second column shows the pre-test scores, the
third column shows the post-test scores and the last column shows the gained
scores which are resulted from the post-test score is subtracted the pre-test score.
Table 4.3
The Score of the Individual Students Were Taught by Using Grammar Translation
Method
Students
Pre-test Score
Post-test Score
Gained (d) Score
(Y)
(Post Test-Pre Test)
1
60
65
5
2
45
55
10
3
45
50
5
4
40
50
10
5
35
55
20
6
35
55
20
48
7
50
75
25
8
40
55
15
9
45
55
10
10
50
55
5
11
50
50
0
12
50
65
15
13
45
55
10
14
30
50
20
15
45
45
0
16
40
70
30
17
50
65
15
18
60
65
5
19
45
70
25
20
40
50
10
900
1155
255
45
57.75
12.75
Mean
The Table 4.3 above describes that the lowest score in the pre-test is 30
and the highest score is 60. Meanwhile, the lowest score in the post-test is 45 and
the highest score is 75. Therefore, it can be summarized that the lowest and the
highest scores in post-test is higher than in pre-test.
49
Table 4.4
The Interval Class of Gained Score of the Second Class
Were Taught by Using Grammar Translation Method
Class
Interval
interval
26-30
1
21-25
2
16-20
3
11-15
3
6-10
5
1-5
4
0
1
The Table 4.4 above describes that that the most rate interval is 5 on class
interval 21-25 gained score. Then the less rate interval is 1 on class interval 1-5
gained score.
Figure 4.2
The Interval Class of Gained Score of the First Class
Were Taught by Using Grammar Translation Method
50
I. Data Analysis
Before on the data analyzed, Had calculated the data into the statistic
calculation. The formula used t1.r1 formula to find the empirical evidence
statistically and to make the testing of hypothesis will be easier.
Before it, the calculation table from two variables. The table consists of
eight columns; the first column shows the number of students in the first class, the
second column shows the number of students in the second class, the third column
shows the students gained scores in the first class (^x), the fourth column shows
the students' gained scores in the second class (Y), the fifth column shows the
students, deviation scores in the first class (x) which are resulted from the students
gained score is subtracted the sum of the gained scores in the first class, the sixth
column shows the students' deviation scores in the second class (y) which are
resulted from the student's gained score is subtracted the sum of the gained scores
in the second class, the seventh column shows the students, squared deviation
scores in the first class 1x2; which are resulted from the multi-playing the
student’s deviation score in the first class, and the eight column shows the
student’s squared deviation score in the second class .(y2) which are resulted from
the multiplying the student’s deviation score In the second class.
Table 4.5
The Comparison of Score Between Students Were Taught by Using Direct
Method and by Using Grammar Translation Method
Students Students
X
Y
x
Y
x2
y2
(Y)
(X)
1
1
20
5
-2.5
-7.75
6.25
60.06
2
2
35
10
12.5
-2.75
156.25
7.56
3
3
35
5
12.5
--7.75
156.25
60.06
4
4
15
10
-7.5
-2.75
56.26
7.56
5
5
30
20
7.5
7.25
56.25
52.56
51
6
6
20
20
-2.5
7.25
6.25
52.56
7
7
25
25
2.5
12.25
6.25
150.06
8
8
25
15
2.5
2.25
6.25
5.06
9
9
15
10
-7.5
-2.75
56.25
7.56
10
10
30
5
7.5
-7.75
56.25
60.06
11
11
25
0
2.5
-12.75
6.25
162.56
12
12
25
15
2.5
2.25
6.25
5.06
13
13
25
10
2.5
-2.75
6.25
7.56
14
14
10
20
-12.5
7.25
156.25
52.56
15
15
20
0
-2.5
-12.75
6.25
162.56
16
16
15
30
-7.5
17.25
56.25
297.56
17
17
5
15
-17.5
2.25
306.25
5.06
18
18
10
5
-12.5
-7.75
156.25
60.06
19
19
30
25
7.5
12.25
56.25
150.06
20
20
35
10
12.5
-2.75
156.25
7.56
22.5
12.75
73.75
68.69
450
255
1475
1373.7
8.59
8.29
Mean
N1=20
N2=20
SDx
SDy
SEmx
SEmy
1.97
1.90
52
The calculated the data based on the steps of the test. The steps are:
a. Determining Mean of Variable X
∑
= 22.5
b. Determining Mean of Variable Y
∑
= 12.75
c. Determining Standard of Deviation Score of Variable X
√
∑
√
√
= 8.59
d. Determining Standard of Deviation Score of Variable Y
∑
√
√
√
= 8.29
e. Determining Standard Error Mean of Variable X
√
√
53
f. Determining Standard Error Mean of Variable Y
√
√
g. Determining Standard Error of Different Mean of Variable X and Mean of
Variable of Variable Y
√
√
√
h. Determining to
= 3.56
i. Determining Degrees of Freedom
= 20 + 20
= 40
54
The value of degrees of freedom (df) is not mentioned in the ttable so the writer uses the closer value to 3g is 40 as degree of
freedom.
1. The value of df 40 at the degrees of positive effect 5% or t-table 5%
ofdf4O = 2.02
2. The value of df 40 at the degrees of positive effect l% or t-table l%
of df 40 = 2.70
j.
The testing of hypotheses
The writer formulated Null Hypothesis (Ho) and Alternative
Hypothesis (Ha) as follows;
(Ho) : there is no positive effect of achievement between teaching using
Direct Method and teaching using without Direct Method.
(Ha) : there is a positive effect of comparative achievement between
teaching using Direct Method and teaching using without Direct
Method.
The assumption of these hypotheses as follows:
If to Ttable, the Null Hypothesis (Ho) is rejected. It means there
is a positive effect of comparison achievement between using Direct
Method and teaching using without Direct Method.
If to
Ttable, the Null Hypothesis (Ho) is accepted. It means there
is no positive effect of comparison achievement between teaching using
Direct Method and teaching using without Direct Method.
Based on the analysis of the data, the research finding shows that;
a. The value of Ttable " in the positive effect 5o/o is 2.02
b. The value of 1661. in the positive effect lo/ois2.70
c. The value of L is 3.56
B. Interpretation of Findings
As it has been mentioned in chapter one that field research was
conducted in order to know whether the effect of Direct Method on
student’s vocabulary mastery at SMA Triguna Utama is more effective
that before it.
To answer those questions above, the writer hypothesized that:
55
The writer summarized that to ) ttable" both in the positive effect
5olo and in the positive effect lo/o (2.20 13.56 > 2.70), it means that the
Null Hypothesis (H") is rejected and the Alternative Hypothesis (H") is
accepted
From the explanation above, we can see that teaching through
Direct Method is adequate success. It can be seen that the students who
accept the Direct Method in teaching get higher scores than the students
who accept without Direct Method. It means that teaching through Direct
Method cannot be compared by at first grade of SMA Triguna Utama
Tangerang Selatan.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data described previously, the conclusion can be drawn that
teaching vocabulary by using Direct Method has given a positive effect, shown
from mean from post-test. The mean of experiment class which use Direct Method
is bigger then the mean of controlled class which use without Direct Method. The
experiment class in XA athmosphere is also more active. So that, they enjoy the
teaching-learning process and learned the materials easily. In control class XB, the
students seem bored and less motivation. And these all can be seen from the result
of the research which is held by the writer.
The result of the analysis in the research, showed that the value of to is
bigger than ttable (tt) at significance level it means that the Null Hypothesis (Ho) is
rejected and the Alternative Hypothesis (Ha) is accepted. Thus, there is different
effect between students vocabulary were taught by using Direct Method and
without Direct Method.
Based on the results above it can be concluded that the using of Direct
Method can enhance the students’ vocabulary mastery.
B. Suggestion
Dealing with the conclusion, the writer would like to suggest as follow:
1. To the teacher:
a. Teacher should improve their way in teaching English, especially in
teaching vocabulary in order to increase the students’ vocabulary.
b. Teacher should realize that there are many ways in teaching English to get
the students’ attention in the classroom, especially in teaching vocabulary.
c. Teacher should master many new vocabulary in teach students in
classroom.
56
57
d. The teacher should determine the right method based on their objectives
and learning situation, because different learning objectives and different
learning situation need different teaching method.
e. The teacher should using direct method in lower class.
2. To the students:
a. Students should be active in learning English not just depending on the
materials given by the teacher in the class.
b. Students should increase their vocabulary by reading the books either
fiction or non-fiction.
58
BIBLIOGRAPHY
Aebersold, Jo Ann and Mary Lee Field, From Reader to Reading Teacher, New
York: Cambridge University Press, 1997.
Allen, Virginia French. Techniques in Teaching Vocabulary, Oxford: oxford
University Press, 1983.
Cameron Lynne, Teaching Language to Young Learners, UK: Cambridge
University Press, 2001.
Celce-Murcia Marrianne (ed.), Teaching English as a Second or Foreign
Language, Boston: Heile & Heinle, 3rd ed 2001.
, Teaching English as a Second Language or Foreign Language,
Second Edition (Massachusetts: Heinle Publisher, 1991).
Coady, James and Thomas Huckin, second Language Vocabulary acquisition,
Cambridge University Press, 1997.
Depdiknas, Kurikulum 2004 Standar Kompetensi SMP dan MTS, Jakarta:
Departemen Pendidikan Nasional, 2003.
Edge, Julian essential of English Language Teaching: 3rd edition, London:
Longman, 2003.
Freeman, Diane Larsen. Techniques and Principles
Teaching.Oxford: Oxford University Press, 2000.
in
Language
Gove, Philip Babvock. Webster’s Third New International dictionary, USA:
Massachusetts). G & C Meriam Company, 1996.
Harmer Jeremy, The Practice of English Language Teaching. England: Pearson
Education, 4thed, 2007.
, How to Teach Vocabulary. England: Longman.2002.
, The Practice of Language Teaching, Longman: 1983.
Haycraft, John. An Introduction to English Language Teaching, Longman:1986.
Hornby, A. S. Oxford Advanced Learner’s Dictionary of current English
language, Oxford University Press, 2001.
59
M. Gass Susan and Larry Sclinker, Second Language Acquisition: an Introductory
Course Second Edition. New Jersey: Lawrence Erlbaum Associates inc,
2001.
Gove, Philip Babvock. Webster’s Third New International dictionary, USA:
Massachusetts). G & C Meriam Company, 1996.
Nation I.S.P, Teaching and Learning Vocabulary, USA: Heinle & Heinle
Publishers, 1990.
Richards Jack C. & Theodore S. Rodgers, Approach and Method in Language
Teaching; a Description and Analysis, Cambridge: Cambridge University
Press, 2000.
Richards Jack C. & Theodore S. Rodgers. Approaches and Methods in Language
Teaching, a Description and Analysis. New York: Cambridge University
Press, 2nd ed 2001.
Richards, Jack C and Willy A. Renandya, Methodology in Language Teaching.
Cambridge: Cambridge University Press. 2002.
Schmitt Norbert, Vocabulary in Language Teaching, United Kingdom:
Cambridge University Press, 2000.
Schmitt, Norbert Vocabulary in Language Teaching, New York: Cambridge
University Press, 2000.
Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: PT Grafindo Persada,
2008.
60
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Control Class menggunakan Grammar Translation Method)
SMA
: SMA TRIGUNA UTAMA
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X (Sepuluh)/2
Tema
: Things around Us
Alokasi Waktu
: 2 x 40 menit
Jenis Teks
: Interpersonal
Tahun Pelajaran
: 2013-2014
Target Language
:Actor, bought, think, actually, enjoy, horrible,
actress, beautiful, plays, see, film, favorite, new,
one, horror, well, like, romantic, good, feel,
happy, sad.
I. Standar Kompetensi
Memahami makna kosakata yang telah dipelajari dan bisa menggunakannya
dalam bacaan dan tulisan dengan lancar dan akurat.
II. Kompetensi Dasar
1.
Mampu mengetahui arti kosakata dengan tepat
2.
Memahami kosakata yang dipelajari
3.
Mampu menggunakan kosakata yang dipelajari dalam bacaan dan
tulisan.
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Actor, bought, think, actually, enjoy, horrible, actress, beautiful, plays, see,
film, favorite, new, one, horror, well, like, romantic, good, feel, happy, sad.
61
IV. Materi Pembelajaran
Actor = aktor, bought = membeli, think = berpikir, actually = sebenarnya,
enjoy = santai, horrible = mengerikan, actress = aktris, beautiful = cantik,
play = bermain, see = melihat, film = film, favorite = kesukaan, new = baru,
one = satu, horror = menakutkan, well = baik, like = suka, romantic =
romantis, good = bagus, feel = berpikir, happy = senang, sad = sedih.
Aisyah is still in Fahri bedroom. They are talking about films and their
favorite actors.
Aisyah
: Wow, it’s my favorite film. I like the actor. It’s Tora
Sudiro, right?
Fahri
:Yes, but it’s not a new film. This one is new. I bought it
yesterday.
Aisyah
: Let me see. Oh it’s a horror film.
Fahri
: Yes, what do you think?
Aisyah
: Well, it’s OK.
Fahri
: Do you like it?
Aisyah
: Actually, I don’t like horror films
Fahri
: Why not?
Aisyah
: I don’t enjoy them. They are horrible.
Fahri
: what bout romantic films? Do you like them?
Aisyah
: Yes, I like them, especially if the actors or actress are
good. I love romantic films because they are beautiful and
make us feel happy or sad.
Fahri
: Who is your favorite actor?
Aisyah
: I like Tora Sudiro. He plays well in Banyu Biru
Fahri
: And your favorite actress?
Aisyah
: Dian Sastro Wardoyo. Do you have her films?
Fahri
: I have one. Let me see, yes this one. Ada Apa Dengan
Cinta. She plays with Nicholas Saputra. It’s very good
romantic film. Nicolas Saputra is also my favorite actor.
Aisyah
: I like them.
62
V. Metode Pembelajaran/ Tekhnik: Grammar Translation Method
VI. Langkah-langkah Kegiatan:
a. Kegiatan Pendahuluan

Greeting (Memberi salam dan tegur sapa)

Tanya Jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Memberi motivasi kepada siswa
b. Kegiatan Inti

Guru memberikan kosakata yang akan dipelajari kemudian
menyuruh siswa untuk membaca san mencatatnya.

Guru menyuruh siswa untuk membaca bacaan yang diberikan.

Guru menyuruh siswa untuk membaca bacaan yang diberikan.

Guru menyuruh siswa untuk menerjemahkan bacaan yang
diberikan kedalam bahasa Indonesia.

Guru memberikan soal kepada siswa tentang materi yang telah
dipelajari.
c. Kegiatan Penutup

Menyimpulkan materi pembelajaran

Menyanyakan kesulitan siswa selama KBM ketika mempelajari
kosa kata. Kemudian menjawabnnya dengan Bahasa Indonesia.

Guru menutup pelajaran dengan mengucap salam.
VII. Sumber Belajar
 Kurikulum Bahasa Inggris (Grade VII)
 Buku Teks (Mukarto, M. Sc. “ English on Sky”) for Junior High school
Students, Erlangga, 2006, Jakarta.
 Script percakapan
63
 Hand out, word strips.
VIII. Penilaian.
Teknik
: Tes lisan
Bentuk
: Dialog
Instrumen
: Terlampir
IX. Pedoman Penilaian
a. Untuk tiap jawaban benar diberi = 1
b. Nilai maksimal = 10
c. Nilai siswa = Skor perolehan X 10
Skor maksimal
64
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Mendengarkan
Aisyah is still in Fahri bedroom. They are talking about films and their
favorite actors.
Aisyah
: Wow, it’s my favorite film. I like the actor. It’s Tora
Sudiro, right?
Fahri
:Yes, but it’s not a new film. This one is new. I bought it
yesterday.
Aisyah
: Let me see. Oh it’s a horror film.
Fahri
: Yes, what do you think?
Aisyah
: Well, it’s OK.
Fahri
: Do you like it?
Aisyah
: Actually, I don’t like horror films
Fahri
: Why not?
Aisyah
: I don’t enjoy them. They are horrible.
Fahri
: what bout romantic films? Do you like them?
Aisyah
: Yes, I like them, especially if the actors or actress are
good. I love romantic films because they are beautiful and
make us feel happy or sad.
Fahri
: Who is your favorite actor?
Aisyah
: I like Tora Sudiro. He plays well in Banyu Biru
Fahri
: And your favorite actress?
Aisyah
: Dian Sastro Wardoyo. Do you have her films?
Fahri
: I have one. Let me see, yes this one. Ada Apa Dengan
Cinta. She plays with Nicholas Saputra. It’s very good
romantic film. Nicolas Saputra is also my favorite actor.
Aisyah
: I like them.
65
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class menggunakan Grammar Translation Method)
SMA
: SMA Triguna Utama
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X (Sepuluh)/2
Tema
: Things around Us
Alokasi Waktu
: 2 x 40 menit
Jenis Teks
:Interpersonal
Tahun Pelajaran
: 2013-2014
Target Words
: Bike, to, school, carry, parcel, friend, home,
walked, last night, open, door, key, information,
get, internet, go.
I.
Standar Kompetensi
Memahami kosakata yang telah dipelajari dan bisa menggunakannya dalam
bacaan dan tulisan dengan lancar dan akurat.
II. Kompetensi Dasar
1.
Mampu mengetahui arti kosakata dengan tepat
2.
Memahami kosakata yang dipelajari
3.
Mampu menggunakan kosakata yang dipelajari dalam bacaan dan tulisan.
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Bike, to, school, carry, parcel, friend, home, walked, last night, open, door,
key, information, get, internet, go.
IV. Materi Pembelajaran
Bike = sepeda, to = samapi/untuk, school = sekolah, carry = membawa, parcel
= hadiah, friend = teman, home = rumah, walk = bejalan, last night = kemarin
66
malam, open = buka, door = pintu, key = kunci, information = informasi, get =
mendapat, internet = internet, go = pergi.

How do you go to school? I go to school by bike

How do you carry this parcel? I carry this parcel together with my friend

How did you go home last night? I walked last night

How do you open this door? I open this door by key

How do you get the information? I get the information by internet
V. Metode Pembelajaran/ Tekhnik: Grammar Translation Method
VI. Langkah-langkah Kegiatan:
a. Kegiatan Pendahuluan

Greeting (Memberi salam dan tegur sapa)

Tanya Jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Memberi motivasi kepada siswa

Penjelasan tentang topic yang akan di bahas.
b. Kegiatan Inti

Guru memberikan kosa kata yang akan dipelajari kemudian
menyuruh siswa untuk mencatatnya.

Guru menyuruh siswa membaca kosa kata yang diberikan

Guru menyuruh siswa untuk mencari arti kosa kata dalam kamus
dan menerjemahkannya.

Guru menyuruh siswa untuk menghafal kosa kata yang telah
dipelajari

Guru memberikan soal pada murid tentang materi yang dipelajari
kemudian menyuruhnya untuk menerjemahkannya.
67
c. Kegiatan Penutup

Menyimpulkan materi pembelajaran

Menyanyakan kesulitan siswa selama KBM ketika mempelajari
kosa kata. Kemudian menjawabnnya dengan Bahasa Indonesia.

Guru menutup pelajaran dengan mengucap salam.
c. Sumber Belajar
 Kurikulum Bahasa Inggris (Grade VII)
 Buku Teks (Mukarto, M. Sc. “ English on Sky”) for Junior High
school Students, Erlangga, 2004, Jakarta.
 Script dialogue.
 Hand out, word strips.
VII. Penilaian.
Teknik
: Tes lisan
Bentuk
: pertanyaan lisan
Instrumen
: Terlampir
68
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Berbicara

How do you go to school?

I go to school by bike
How do you carry this parcel?
I carry this parcel together
with my friend

How did you go home last night?
I walked last night

How do you open this door?
I open this door by key
 How do you get the information?
I get the information by internet
69
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class menggunakan Grammar Translation Method)
SMA
: SMA Triguna Utama
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X (Sepuluh)/2
Tema
: Things around Us
Aspek/Skill
: Membaca
Alokasi Waktu
: 2 x 40 menit
Jenis Teks
: Descriptive
Tahun Pelajaran
: 2013-2014
Target words
: Classroom, school, library, big, clean, next, two,
door, white, six, brown, window, wall, green,
picture, table, chair, whiteboard, marker, health
center, scout room, mosque, canteen, hall, school
yard, security room, parking area, basket ball,
volley ball, teacher, student, headmaster.
I. Standar Kompetensi
Memahami kosakata yang telah dipelajari dan bisa menggunakannya dalam
bacaan dan tulisan dengan lancar dan akurat.
II. Kompetensi Dasar
1.
Mampu mengetahui arti kosakata dengan tepat
2.
Memahami kosakata yang dipelajari
3.
Mampu menggunakan kosakata yang dipelajari dalam bacaan dan
tulisan.
70
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Classroom, school, library, big, clean, next, two, door, white, six, brown,
window, wall, green, picture, table, chair, whiteboard, marker, health center,
scout room, mosque, canteen, hall, school yard, security room, parking area,
basket ball, volley ball, teacher, student, headmaster.
V. Materi Pembelajaran
Classroom = kelas, school = sekolah, library = perpustakaan, big = besar,
clean = bersih, next = selanjutnya, two = dua, door = pintu, white = putih, six
= enam, brown = coklat, window = jendela, wall = tembok, green = hijau,
picture = gambar, table = meja, chair = kursi, whiteboard = papan tulis,
marker = spidol, health center = pusat kesehatan, scout room = ruang
pramuka, mosque = mesjid, canteen = kantin, hall = aula, school yard =
halaman sekolah, security room = ruang satpam, parking area = tempat parkir,
basket ball = bola basket, volley ball = bola volly, teacher = guru, student =
siswa, headmaster = kepala sekolah.
Teks descriptive
I want to tell you about my classroom.
My classroom is next to the school library. It is
big and clean classroom. It has two white doors
and six brown windows. The walls are green
and there are some pictures on them. There are
twenty tables and forty chairs.
VI. Metode Pembelajaran/ Tekhnik: Grammar Translation Method
71
VII. Langkah-langkah Kegiatan:
a. Kegiatan Pendahuluan
 Greeting (Memberi salam dan tegur sapa)
 Tanya Jawab berbagai hal terkait kondisi siswa
 Mengabsen siswa
 Memberi motivasi kepada siswa
 Penjelasan tentang topic yang akan di bahas.
b. Kegiatan Inti
 Guru memberikan kosa kata yang akan dipelajari kemudian menyuruh
siswa untuk mencatatnya.
 Guru menyuruh siswa membaca kosa kata yang diberikan
 Guru menyuruh siswa untuk mencari arti kosa kata dalam kamus dan
menerjemahkannya.
 Guru menyuruh siswa untuk menghafal kosa kata yang telah dipelajari
 Guru memberikan soal pada murid tentang materi yang dipelajari
kemudian menyuruhnya untuk menerjemahkannya.
c. Kegiatan Penutup
 Menyimpulkan materi pembelajaran
 Menyanyakan kesulitan siswa selama KBM ketika mempelajari kosa
kata. Kemudian menjawabnnya dengan Bahasa Indonesia.
 Guru menutup pelajaran dengan mengucap salam.
VIII. Sumber Belajar
 Kurikulum Bahasa Inggris (Grade VII)
 Buku Teks (Mukarto, M. Sc. “ English on Sky”) for Junior High school
Students, Erlangga, 2006, Jakarta.
 Handout
72
IX. Penilaian.
Teknik
: Tes lisan dan tulisan
Bentuk
: pertanyaan lisan dan tulisan
Instrumen
: Terlampir
73
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Menulis
Descriptive text has two main parts
1. Identification
2. Description
Identification
I want to tell you about my classroom.
Description (s)
My classroom is next to the school library.
It is big and clean classroom. It has two
white doors and six brown windows. The
walls are green and there are some pictures
on them. There are twenty tables and forty
chair.
Identification
This part indentifies a particular thing to be described. In his letter, Farhan wrote
about his classroom, not classrooms in general. Identification usually answers the
following questions;
-
What is the topic of the text?
-
What is the text about?
Description
This part describes the parts and characteristics. In his letter, Farhan described:
-
The part off his classroom (doors, windows, tables, chairs and
walls) and
74
-
The characteristics of the classroom: size (big), color (brown,
blue), quality (clean).
Fill in the following table, according to your school.
Student’ Name
:
Name of school
:
Address
:
Name of Principle
:
No
Rooms
1.
Classroom
2.
Headmaster’s room
3.
Teacher’s room
4.
Staff’s room
5.
Small mosque
6.
Science laboratory
7.
English laboratory
8.
Library
9.
School health centre
10.
Counseling room
11.
Scout room
12.
Student organization room
13.
Rest room
14.
Canteen
15.
School yard
16.
Security room
17.
Hall
18.
Parking area
19.
Basket ball
20.
Volley ball
Yes
No
Quantity
75
Arrange the following words to make good sentences
1. Studying- we-school-at-are
2. near-the-is-canteen-laboratory-the
3. Teacher’s office-the-is-where-?
4. books-borrow-can-we-library-from-the
5. Anita-is-Miss-teacher-English-our
6. Sweeps-the attendant-floor-the
7. leave-we-the school-can-now
8. home-he-go-may-now
9. hard-you-study-should
10. Will-they-here-come
76
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class menggunakan Grammar Translation Method)
SMA
: SMA Triguna Utama
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X (Sepuluh)/2
Tema
: Things around Us
Alokasi Waktu
: 4 x 40 menit
Jenis Teks
: Procedure
Tahun Pelajaran
: 2013-2014
Target words
: Apple, ingredient, water, sugar, tool, blender,
glass, make, pour, mix, blend, material, step,
make, cut, piece, peel, deserve.
I. Standar Kompetensi
Memahami kosakata yang telah dipelajari dan bisa menggunakannya dalam
bacaan dan tulisan dengan lancar dan akurat.
II. Kompetensi Dasar
1.
Mampu mengetahui arti kosakata dengan tepat
2.
Memahami kosakata yang dipelajari
3.
Mampu menggunakan kosakata yang dipelajari dalam bacaan dan
tulisan.
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Apple, ingredient, water, sugar, tool, blender, glass, make, pour, mix, blend,
material, step, make, cut, piece, peel, deserve.
77
V. Materi Pembelajaran
Apple = apel, ingredient = bahan, water = air, sugar = gula, tool = alat,
blender = blender, glass = gelas, make = membuat, pour = taburkan, mix =
campurkan, blend = haluskan, material = bahan, step = cara, make =
membuat, cut = potong, piece = potongan, peel = potongan kulit, deserve =
layak.
Teks Procedure
How to make apple juice
Here is the recipe you need to make apple juice.



Ingredients:
-
Apple
-
Water
-
Sugar
Materials/tools:
-
Blender
-
glass
How to make/ step:
-
First of all, peel the apple and cut it into pieces
-
Then, mix all ingredients and blend it
-
Next, pour the juice into glass
-
Finally, apple juice can be deserved.
VI. Metode Pembelajaran/ Tekhnik: Grammar Translation Method
VII. Langkah-langkah Kegiatan:
a. Kegiatan Pendahuluan
 Greeting (Memberi salam dan tegur sapa)
 Tanya Jawab berbagai hal terkait kondisi siswa
 Mengabsen siswa
78
 Memberi motivasi kepada siswa
b. Kegiatan Inti
 Guru memberikan kosa kata yang akan dipelajari kemudian menyuruh
siswa untuk mencatatnya.
 Guru menyuruh siswa membaca kosa kata yang diberikan
 Guru menyuruh siswa untuk mencari arti kosa kata dalam kamus dan
menerjemahkannya.
 Guru menyuruh siswa untuk menghafal kosa kata yang telah dipelajari
 Guru memberikan soal pada murid tentang materi yang dipelajari
kemudian menyuruhnya untuk menerjemahkannya.
c. Kegiatan Penutup
 Menyimpulkan materi pembelajaran
 Menyanyakan kesulitan siswa selama KBM ketika mempelajari kosa
kata. Kemudian menjawabnnya dengan Bahasa Indonesia.
 Guru menutup pelajaran dengan mengucap salam.
VIII. Sumber Belajar

Kurikulum Bahasa Inggris (Grade VII)

Buku Teks (Mukarto, M. Sc. “ English on Sky”) for Junior High
school Students, Erlangga, 2004, Jakarta.

Handout
IX. Penilaian.
a. Teknik
: Tes tulis
b. Bentuk
: Tertulis
c. Instrumen
: Terlampir
79
How to make …………………………….
Here is the recipe you need to make…………………

Ingridients:
-

Materials/Tools:
-

How to make/ Step:
How to make …………………………….
Here is the recipe you need to make…………………

Ingridients:
-
80

Materials/Tools:
-

How to make/ Step:
-
81
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Menulis
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class menggunakan Direct Method)
SMA
: SMA Triguna Utama
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X (Sepuluh)/2
Tema
: Things around Us
Alokasi Waktu
: 2 x 40 menit
Tahun Pelajaran
: 2013-2014
Target words
: Actor, bought, think, actually, enjoy, horrible,
actress, beautiful, plays, see, film, favorite, new,
one, horror, well, like, romantic, good, feel,
happy, sad.
X. Standar Kompetensi
Berkomunikasi secara lisan dan tulis dengan menggunakan kosakata yang
telah dipelajari dengan lancar dan akurat.
XI. Kompetensi Dasar
1. Mampu mengucapkan kosakata dengan benar
2. Memahami kosakata yang dipelajari
3. Mampu menggunakan kosakata yang dipelajari dalam percakapan
XII. Indikator
82
Siswa mampu memahami kosakata dibawah ini:
Actor, bought, think, actually, enjoy, horrible, actress, beautiful, plays, see,
film, favorite, new, one, horror, well, like, romantic, good, feel, happy, sad.
XIII. Materi Pembelajaran
a. Percakapan yang memuat ungkapan-ungkapan meminta dan memberi
pendapat sekaligus menyatakan rasa suka dan tidak suka:
 Listen to the teacher’s voice carefully, and while listening for the
second time, fill in the blanks according to what you have heard.
Aisyah is still in Fahri bedroom. They are talking about films and their
favorite actors.
Aisyah
: Wow, it’s my favorite film. I like the actor(1) . It’s Tora
Sudiro, right?
Fahri
:Yes, but it’s not a new film. This one is new. I bought (2)
it yesterday.
Aisyah
: Let me see. Oh it’s a horror film.
Fahri
: Yes, what do you think (3)?
Aisyah
: Well, it’s OK.
Fahri
: Do you like it?
Aisyah
: Actually (4), I don’t like horror films
Fahri
: Why not?
Aisyah
: I don’t enjoy (5) them. They are horrible (6).
Fahri
: what bout romantic films? Do you like them?
Aisyah
: Yes, I like them, especially if the actors or actress (7) are
good. I love romantic films because they are beautiful (8)
and make us feel happy or sad.
Fahri
: Who is your favorite actor?
Aisyah
: I like Tora Sudiro. He plays (9) well in Banyu Biru
Fahri
: And your favorite actress?
Aisyah
: Dian Sastro Wardoyo. Do you have her films?
83
Fahri
: I have one. Let me see (10), yes this one. Ada Apa Dengan
Cinta. She plays with Nicholas Saputra. It’s very good
romantic film. Nicolas Saputra is also my favorite actor.
Aisyah
: I like them.
XIV. Metode Pembelajaran/ Tekhnik: Direct Method
XV. Langkah-langkah Kegiatan:
a. Kegiatan Pendahuluan

Greeting (Memberi salam dan tegur sapa)

Tanya Jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Memberi motivasi kepada siswa
b. Kegiatan Inti

Guru menunjukan gambar tentang bacaan percakapan kemudian
menanyakan kepada siswa tentang gambar tersebut.

Guru memberikan hand out dan menyuruh siswa mengisi “blank
space” setelah guru membaca percakapan.

Guru menyuruh siswa untuk “perform” di depan kelas secara
berpasangan.

Guru membaca percakapan dan menerangkannya dengan bahasa
Inggris, gambar atau “gesture”

Guru memberikan pertanyaan kepada siswa tentang bacaan yang
telah dipelajari secara lisan dan menyuruh siswa menjawabnya
secara lisan.
c. Kegiatan Penutup

Menyimpulkan materi pembelajaran

Menyanyakan kesulitan siswa selama KBM
84

Menugaskan siswa untuk menggunakan ungkapan-ungkapan yang
diperlajari dalam situasi yang sesungguhnya.
XVI. Sumber Belajar
 Kurikulum Bahasa Inggris (Grade VII)
 Buku Teks (Mukarto, M. Sc. “ English on Sky”) for Junior High school
Students, Erlangga, 2006, Jakarta.
 Script percakapan
 Hand out, word strips, pictures.
XVII. Penilaian.
Teknik
: Tes lisan
Bentuk
: Dialog
Instrumen
: Terlampir
XVIII. Pedoman Penilaian
d. Untuk tiap jawaban benar diberi = 1
e. Nilai maksimal = 10
f. Nilai siswa = Skor perolehan X 10
Skor maksimal
85
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Mendengarkan
 Listen to the teacher’s voice carefully, and while listening for the
second time, fill in the blanks according to what you have heard.
Aisyah is still in Fahri bedroom. They are talking about films and their
favorite actors.
Aisyah
: Wow, it’s my favorite film. I like the ……… (1). It’s
Tora Sudiro, right?
Fahri
:Yes, but it’s not a new film. This one is new. I
………..(2) it yesterday.
Aisyah
: Let me see. Oh it’s a horror film.
Fahri
: Yes, what do you …………(3)?
Aisyah
: Well, it’s OK.
Fahri
: Do you like it?
Aisyah
: ………… (4)I don’t like horror films
Fahri
: Why not?
Aisyah
: I don’t ……….(5)them. They are …………(6).
Fahri
: what bout romantic films? Do you like them?
Aisyah
: Yes, I like them, especially if the actors or ……… (7) are
good. I love romantic films because they are ……….. (8)
and make us feel happy or sad.
Fahri
: Who is your favorite actor?
Aisyah
: I like Tora Sudiro. He ……….. (9) well in Banyu Biru
Fahri
: And your favorite actress?
Aisyah
: Dian Sastro Wardoyo. Do you have her films?
Fahri
: I have one. Let me ………. (10) yes this one. Ada Apa
Dengan Cinta. She plays with Nicholas Saputra. It’s very
good romantic film. Nicolas Saputra is also my favorite
actor.
86
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class menggunakan Direct Method)
SMA
: SMA Triguna Utama
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X (Sepuluh)/2
Tema
: Things around Us
Alokasi Waktu
: 2 x 40 menit
Jenis Teks
:Interpersonal
Tahun Pelajaran
: 2013-2014
Target words
: Bike, to, school, carry, parcel, friend, home,
walked, last night, open, door, key, information,
get, internet, go.
VIII.
Standar Kompetensi
Berkomunikasi secara lisan dan tulis dengan menggunakan kosakata yang
telah dipelajari dengan lancar dan akurat.
IX. Kompetensi Dasar
1. Mampu mengucapkan kosakata dengan benar
2. Memahami kosakata yang dipelajari
3. Mampu menggunakan kosakata yang dipelajari dalam percakapan
X. Indikator
Siswa mampu memahami kosakata di bawah ini:
Bike, to, school, carry, parcel, friend, home, walked, last night, open, door,
key, information, get, internet, go.
XI. Materi Pembelajaran
 How do you go to school? I go to school by bike
87
 How do you carry this parcel? I carry this parcel together with my friend
 How did you go home last night? I walked last night
 How do you open this door? I open this door by key
 How do you get the information? I get the information by internet
XII. Metode Pembelajaran/ Tekhnik: Direct Method
XIII. Langkah-langkah Kegiatan:
a. Kegiatan Pendahuluan
 Greeting (Memberi salam dan tegur sapa)
 Tanya Jawab berbagai hal terkait kondisi siswa
 Mengabsen siswa
 Memberi motivasi kepada siswa
 Penjelasan tentang topic yang akan di bahas.
b. Kegiatan Inti
 Guru menunjukan gambar yang berhubungan dengan pertanyaan
kemudian menanyakan kepada siswa tentang gambar tersebut.
 Guru menyuruh siswa untuk menanyakan cara dengan menggunakan
gambar.
 Guru menyuruh siswa untuk “perform” di depan kelas secara
berpasangan.
 Guru mengucapkan kosakata yang dipelajari lalu diikuti siswa
 Guru memberikan pertanyaan kepada siswa tentang bacaan yang telah
dipelajari secara lisan dan menyuruh siswa menjawabnya secara lisan.
c. Kegiatan Penutup
 Menyimpulkan materi pembelajaran
 Menyanyakan kesulitan siswa selama KBM
88
 Menugaskan siswa untuk menggunakan ungkapan-ungkapan yang
diperlajari dalam situasi yang sesungguhnya.
XIV. Sumber Belajar
 Kurikulum Bahasa Inggris (Grade VII)
 Buku Teks (Mukarto, M. Sc. “ English on Sky”) for Junior High school
Students, Erlangga, 2004, Jakarta.
 Script dialogue.
 Hand out, word strips, gambar-gambar yang relevan.
XV. Penilaian.
Teknik
: Tes lisan
Bentuk
: pertanyaan lisan
Instrumen
: Terlampir
89
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Berbicara

How do you go to school?
 How do you carry this parcel?

How did you go home last night?

How do you open this door?
 How do you get the information?
90
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class menggunakan Direct Method)
SMA
: SMA Triguna Utama
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X (Sepuluh)/2
Tema
: Things around Us
Aspek/Skill
: Membaca
Alokasi Waktu
: 2 x 40 menit
Jenis Teks
: Descriptive
Tahun Pelajaran
: 2013-2014
Target Words
: Classroom, school, library, big, clean, next, two,
door, white, six, brown, window, wall, green,
picture, table, chair, whiteboard, marker, health
center, scout room, mosque, canteen, hall, school
yard, security room, parking area, basket ball,
volley ball, teacher, student, headmaster.
I. Standar Kompetensi
Berkomunikasi secara lisan dan tulis dengan menggunakan kosakata yang
telah dipelajari dengan lancar dan akurat.
II. Kompetensi Dasar
1. Mampu mengucapkan kosakata dengan benar
2. Memahami kosakata yang dipelajari
3. Mampu menggunakan kosakata yang dipelajari dalam percakapan
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
91
Classroom, school, library, big, clean, next, two, door, white, six, brown,
window, wall, green, picture, table, chair, whiteboard, marker, health center,
scout room, mosque, canteen, hall, school yard, security room, parking area,
basket ball, volley ball, teacher, student, headmaster.
V. Materi Pembelajaran
Teks descriptive
I want to tell you about my classroom.
My classroom is next to the school library. It is
big and clean classroom. It has two white doors
and six brown windows. The walls are green
and there are some pictures on them. There are
twenty tables and forty chairs.
VI. Metode Pembelajaran/ Tekhnik: Direct Method
VII. Langkah-langkah Kegiatan:
a. Kegiatan Pendahuluan

Greeting (Memberi salam dan tegur sapa)

Tanya Jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Member motivasi kepada siswa

Penjelasan tentang topic yang akan di bahas.
b. Kegiatan Inti

Guru menunjukan gambar tentang “teks descriptive” kemudian
menanyakan kepada siswa tentang gambar tersebut.

Guru menyuruh siswa untuk membaca bacaan tentang “teks
descriptive”
92

Guru membaca “teks descriptive” dan menerangkannya dengan
bahasa Inggris, gambar atau “gesture”

Guru bertanya pada siswa apa ada kosakata yang tidak dimengerti,
kemudian menerangkannya dengan bahasa Inggris, gambar atau
“gesture”

Guru memberikan pertanyaan kepada siswa tentang bacaan yang
telah dipelajari secara lisan dan menyuruh siswa menjawabnya
secara lisan.
c. Kegiatan Penutup

Menyimpulkan materi pembelajaran

Menyanyakan kesulitan siswa selama KBM

Menugaskan siswa untuk membuat teks descriptive yang lain
VIII. Sumber Belajar

Kurikulum Bahasa Inggris (Grade VII)

Buku Teks (Mukarto, M. Sc. “ English on Sky”) for Junior High
school Students, Erlangga, 2006, Jakarta.

Handout, word strips, gambar-gambar yang relevan.
IX. Penilaian.
Teknik
: Tes lisan dan tulisan
Bentuk
: pertanyaan lisan dan tulisan
Instrumen
: Terlampir
93
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Menulis
Descriptive text has two main parts
1. Identification
2. Description
Identification
I want to tell you about my classroom.
Description (s)
My classroom is next to the school library.
It is big and clean classroom. It has two
white doors and six brown windows. The
walls are green and there are some pictures
on them. There are twenty tables and forty
chairs.
Identification
This part indentifies a particular thing to be described. In his letter, Farhan wrote
about his classroom, not classrooms in general. Identification usually answers the
following questions;
-
What is the topic of the text?
-
What is the text about?
Description
This part describes the parts and characteristics. In his letter, Farhan described:
-
The part off his classroom (doors, windows, tables, chairs and
walls) and
-
The characteristics of the classroom: size (big), color (brown,
blue), quality (clean).
94
Fill in the following table, according to your school.
Student’ Name
:
Name of school
:
Address
:
Name of Principle
:
No
Rooms
1.
Classroom
2.
Headmaster’s room
3.
Teacher’s room
4.
Staff’s room
5.
Small mosque
6.
Science laboratory
7.
English laboratory
8.
Library
9.
School health centre
10.
Counseling room
11.
Scout room
12.
Student organization room
13.
Rest room
14.
Canteen
15.
School yard
16.
Security room
17.
Hall
18.
Parking area
19.
Basket ball
20.
Volley ball
Yes
No
Quantity
95
Arrange the following words to make good sentences
1. Studying- we-school-at-are
2. near-the-is-canteen-laboratory-the
3. Teacher’s office-the-is-where-?
4. books-borrow-can-we-library-from-the
5. Anita-is-Miss-teacher-English-our
6. Sweeps-the attendant-floor-the
7. leave-we-the school-can-now
8. home-he-go-may-now
9. hard-you-study-should
10. Will-they-here-come
96
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class menggunakan Direct Method)
SMA
: SMA Triguna Utama
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X (Sepuluh)/2
Tema
: Things around Us
Aspek/Skill
: Menulis
Alokasi Waktu
: 4 x 40 menit
Jenis Teks
: Procedure
Tahun Pelajaran
: 2013-2014
Target Words
: Apple, ingredient, water, sugar, tool, blender,
glass, make, pour, mix, blend, material, step,
make, cut, piece, peel, deserve.
I. Standar Kompetensi
Berkomunikasi secara lisan dan tulis dengan menggunakan kosakata yang
telah dipelajari dengan lancar dan akurat.
II. Kompetensi Dasar
1. Mampu mengucapkan kosakata dengan benar
2. Memahami kosakata yang dipelajari
3. Mampu menggunakan kosakata yang dipelajari dalam percakapan
III. Indikator
Siswa mampu memahami kosakata di bawah ini:
Apple, inggridient, water, sugar, tool, blender, glass, make, pour, mix, blend,
material, step, make, cut, piece, peel, deserve.
97
V. Materi Pembelajaran
Teks Procedure
How to make apple juice
Here is the recipe you need to make apple juice.



Ingredients:
-
Apple
-
Water
-
Sugar
Materials/tools:
-
Blender
-
glass
How to make/ step:
-
First of all, peel the apple and cut it into pieces
-
Then, mix all ingredients and blend it
-
Next, pour the juice into glass
-
Finally, apple juice can be deserved.
VI. Metode Pembelajaran/ Tekhnik: Direct Method
VII. Langkah-langkah Kegiatan:
d. Kegiatan Pendahuluan

Greeting (Memberi salam dan tegur sapa)

Tanya Jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Memberi motivasi kepada siswa
e. Kegiatan Inti

Guru menunjukan “real object” kemudian menanyakan kepada siswa
tentang “real object” tersebut dengan menggunakan bahasa Inggris.
98

Guru menyuruh siswa untuk mengeja kosa kata yang dipelajari.

Guru mempraktekan cara membuat sesuatu di depan kelas dengan
menggunakan bahasa Inggris.

Guru meminta siswa untuk “perform” di depan kelas untuk
mempraktekan cara membuat sesuatu.

Guru bertanya pada siswa apa ada kosakata yang tidak dimengerti,
kemudian menerangkannya dengan bahasa Inggris, gambar atau
“gesture”

Guru memberikan pertanyaan kepada siswa tentang bacaan yang telah
dipelajari secara lisan dan menyuruh siswa menjawabnya secara lisan.
f. Kegiatan Penutup

Menyimpulkan materi pembelajaran

Menyanyakan kesulitan siswa selama KBM

Menugaskan siswa untuk membuat teks procedure yang lain
VIII. Sumber Belajar

Kurikulum Bahasa Inggris (Grade VII)

Buku Teks (Mukarto, M. Sc. “ English on Sky”) for Junior High
school Students, Erlangga, 2004, Jakarta.

Handout

Script procedure teks, word strips, realia.
IX. Penilaian.
d. Teknik
: Tes tulis
e. Bentuk
: Tertulis
f. Instrumen
: Terlampir
99
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Menulis
How to make …………………………….
Here is the recipe you need to make…………………

Ingridients:
-

Materials/Tools:
-

How to make/ Step:
-
1
100
NAMA
MATA PELAJARAN
PROGRAM
BAHAN KELAS
Table of Specification of Vocabulary Test
: TRIGUNA UTAMA
: BAHASA INGGRIS
::X
KURIKULUM ACUAN
ALOKASI WAKTU
JUMLAH SOAL
SEMESTER
: KTSP
: 45 MENIT
: 0 SOAL
: GASAL (1)
101
No
Kompetensi dasar
Listening
Merespon makna
dalam percakapan
transaksional
( to get thing done)
dan interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancer dan
berterima
menggunakan ragam
bahasa lisan yang
melibatkan tindak
tutur , berkenalan,
bertemu, berpisah,
mengungkapakan
perasaan bahagia,
menunjukkan
perhatian, menyetujui
ajakan/tawaran/
undangan,
menunjukkan simpati,
memberi intruksi.
Speaking
Mengungkapkan
Indikator
Merespon dengan benar
terhadap tindak tutur:
berkenalan,
bertemu/berpisah,
mengungkapkan
perhatian, menyetujui
ajakan/tawaran/undangan,
menunjukkan simpati,
memberi intruksi
Merespon dengan benar
terhadap tindak tutur:
Berkenalan
Bertemu/berpisah,
mengungkapkan perasaan
bahagia, menunjukan
Tujuan
Pembelajaran
Jenis
Soal
MC
No Soal
Jumlah
4,6,7,8,19,20,21,22,23,27
10
9,15,16,18,24,25,26
7
MC
10,11,12,13,14,30,33
7
MC
17,28,31,40
5
Menggunakan
kosakata yang tepat
untuk melengkapi
bacaan.
Menentukan arti kata
yang di garis bawahi
dalam kalimat.
Menentukan kosa kata
yang berkaitan
dengan
Persamaan kata dalam
kalimat.
Menyimpulkan kosa
kata yang tepat dalam
sebuah ungkapan.
102
makna dalam
percakapan
transaksional ( to get
thing done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancer dan
berterima
menggunakan ragam
bahasa lisan yang
melibatkan tindak
tutur, berkenalan,
bertemu, berpisah,
mengungkapkan
perasaan bahagia,
menyetujui
ajakan/tawaran/
undangan,
menunjukkan simpati,
memberi intruksi.
Reading
Memahami dan
merespon makna
dalam langkah
retorika teks tulis
perhatian, menyetujui
ajakan/tawaran/
undangan, menunjukkan
simpati, memberikan
intruksi
MC
34,35,36,37,38
5
39
1
1,2,3,5,29,32
6
Menggunakan kosa
kata ang tepat untuk
melengkapi bacaan
yang terdapat dalam
teks narrative.
Mengidentifikasi kosa
kata yang teks tulis
fungsional dan teks yang
berbentuk recount dan
narrative.
Menyimpulkan kosa
kata berdasarkan
pertanyaan.
Merumuskan kosa
kata yang sesuai
dengan tenses.
103
monolog/ esei secara
akurat lancer, dan
berterima dalam teks
berbentuk : recount,
dan narrative
Writing
Mengungkapkan
nuansa dalam teks
teks fungsional
pendek dan teks
monolog/esei tulis
sederhana secara
akurat, lancer dan
berterima bentuk
recount, narrative, dan
procedur dalam
konteks kehidupan
sehari-hari dan
mengakses ilmu
pengetahuan popular.
Menulis teks fungsional
pendek resmi dan tak
resmi.
104
Validity Test
Pre – test
Choose the correct answer by crossing (X) the letter a, b, c, or d!
1. Rita … all day, and now she … so exhausted.
a. Plays, feels
d. played, feels
b. Played, felt
e. playing, feel
c. Plays, felt
2. I … a glass of coffee this morning
a. Drink
d. drinked
b. Drunk
e. drinking
c. Drank
3. Yulia … Lasagna for her boyfriend, she … to his house now
a. Made, is going
d. makes, is going
b. Have made, goes
e. making, go
c. Made, went
4. Walking briskly for a half an hour several days a week can … the risk of health problems
dramatically.
a. Reduce
d. produce
b. Increase
e. strengthen
c. Exaggerate
5. Yesterday Nora … want to clean her room alone, so now her mom … her
a. Don’t, helps
d. don’t, helped
b. Didn’t, helps
e. doesn’t, help
c. Didn’t, is helping
6. Defending champion Serena Williams … a shoot to her sister Venus, during the women’s singles
final on the center court at the All-England Lawn Tennis Champions at Wimbledon.
a. Defeated
b. returned
c. received
d. defended
e. protected
7. The family planning which has been imposed nationality has succeeded in stopping the
population growth. “the underlined words means”…
a. Implemented
b. dictated
c. forced
d. struck
e. established
8. “Karapan Sapi is a popular festival in the island of Madura to … an occasion after the harvest
time.”
a. Open
b. prepare
c. celebrate
d. declare
e. entertained
105
9. The communication satellite is equippedwith radio receivers and transmitters. “the word equipped
can be replaced by …”
a. Supplied
b. combined
c. organized
d. related
e. operated
This text is for number 10 to 14
RA Kartini
Every April 21, people in Indonesia commemorate the Kartini day. It is a beautiful day
for the women because we celebrate the birth of great lady, RA. Kartini. Everyone knows who
Kartini is. She is our national heroine and a great lady with the bright idea.
Kartini was born in 1879, April 21 in Mayong Jepara. Her father was RMAA.
Sosroningrat, Wedana (assistant of head of regency) in Mayong. Her mother, MA. Ngasirah was
a girl from Teluk Awur village in Jepara. As the daughter of a noble family, she felt luckily
because she got more than the ordinary people got. She got better education than other children.
She did anything she wants altought it was forbidden. She passed her childhood with her brother
and sister. Because she was very energetic, her father called her “trinil”. Then her father was
choosen as Bupati (the head of regency) in Jepara. She and her family then moved Mayong to
Jepara. In the same year, Kartini’s second sister RA. Kardinah was born. The environment in
Jepara gave her big chance to developbher idea. She could study at the Dutch owned school
where only children from noble family could study here.
10. The antonym of “commemorate” is …
a. Celebrate
b. ignore
c. remind
d. remember
e. sorrow
11. The antonym of “heroine” is …
a. Male hero
b. felt
c. criminal
d. drug
e. instruments
12. The synonym of “luckily” is …
a. Surrounded
b. happiness
c. changed
d. disturbed
e. enlarged
13. The synonym of “better” is …
a. Consequently
b. similar
c. besides
d.moreover
e. good
14. The synonym of “develop” is …
a. Benefit
b. advance
c. carry
d. think
e. improve
d. developed
e. created
15. He supplemented his earning by taking a night job.
The underlined word means …
a. Reach
b. supplies
c. added
106
16. The family planning which has been imposed nationality has succeeded in stopping the
population growth.
The underlined word means …
a. Implemented
b. dictated
c. forced
d. struck
e. established
17. “After the miserable experience, you would think that I had learned my lesson.”
It means that the experience is …
a. Enjoyable
b. fantastic
c. great
d. not so bad e. unhappy
18. Don’t … before you try.
a. Pass by
b. keep away
c. give up
d. call up
e. get away
This text is for number 19 to 21
At present, aero planes are playing a very important role to … (19) one place to another. People
can go round the world just in a two days flight by the worlds first supersonic airlines, concorde, which
… (20) at height of over 18.000 meters and … (21) a speed of cover 2.000 km per hour.
19. a. disjoint
b. part
c. connect
d. separate
e. reach
20. a. goes
21. a. cuts
b. flies
b. continues
c. jumps
c. moves
d. drives
d. reaches
e. sail
e. limits
22. … is a line of words printed in large type at the top of a page containing a brief summary of news
a. A little
b. a feature
c. a headline
d.an article
e. an editorial
23. “If a builder is going to build a factory, a lot of worker will have a good chance to … a job.”
a. Observe
b. create
c. take
d. look up
e. do
24. To be efficient, we have to try not to put off doing our tasks.
The underlined word means …
a. Argue
b. debate
c. cancel
d. delay
e. defend
25. Many vegetables species, through careful selection of varieties, can be grown in widely diverse
environment.
The underlined word means …
a. Same
b. different
c. fertile
d. cold
e. tropical
26. The company’s finances should be strong enough to develop productively.
The underlined word means …
a. Fund
b. loan
c. grant
d. credit
e. envistment
27. From 1967 onward, cinemas began to lose their … they prefer watching TV program at home.
a. Sponsor
b. audiences
c. procedures
d. companies e. cameramen
107
28. A: Will Maria come here now?
B: I doubt if she will come now.
The underlined sentence expresses …
a. Certain
b. uncertainly
c. appreciation
d. apology
e. surprise
29. Yesterday, Mr. Handy … us to write an essay about “The Green House Effects”. Now, he and
Nabila … for books in the library about the essay.
a. Asks, look
d. ask, were looking
b. Asked, are looking
e. asking, are looking
c. Asked, were looked
30. The synonym of “famous” is …
a. Bad
b. obscure
c. well-known
31. Jennifer: would you like to come to our workshop tomorrow?
Allison: that would be great.
In the dialogue Jennifer is giving Allison …
a. An order
b. a comment c. an advice
d. eminent
e.recognized
d. suggestion
e. an invitation
32. She didn’t … to meet her ex-boyfriend in the concert last night.
a. Except
b. expects
c. expected
d. expecting
e. expectation
33. He would like … his family.
a. Helping
b. helped
e. help
c. to helping
d. to help
This text is for number 34 to 38
Sangkuriang
Once, there was a kingdom in Priangan Land. Lived a happy family. They were a father in from
of dog, his name is Tumang, a mother which was … (34) is Dayang Sumbi, and a child which was called
Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After
hunting all day, Sangkuriang … (35) desperate and worried because he … (36) no deer. Then he thought
to shoot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi … (37) out that
it was not deer lever but Tumang’s, his own dog. So, she was very angry and hit Sangkuriang’s head. In
that accident, Sangkuriang …(38) wounded and scare then cast away from their home.
34. A. called
b. calling
c. call
d. is call
e. to call
35. A. began
b. begin
c. beginning
d. had begun
e. to begin
108
36. A. hunted
b. hunting
c. hunt
d. hunter
e. had hunted
37. A. found
b. finding
c. founding
d. find
e. have find
38. A. got
b. get
c. getting
d. gotten
e. have gotten
39. What is an instrument of communication, permitting us to see as well as to hear the performer?
a. Computer
b. telephone
c. radio
d. telegraph
e. television
40. Nurul: Do you bring the book you borrowed yesterday
Nuril: Oh… I’ll bring it tomorrow, I promise.
a. I’m Happy
b. I intended to
c. I am sorry to hear that
d. I must apologize
GOOD LUCK
e. don’t mention it
109
Validity Test
Post – test
Choose the correct answer by crossing (X) the letter a, b, c, or d!
1. Rita … all day, and now she … so exhausted.
d. Plays, feels
d. played, feels
e. Played, felt
e. playing, feel
f. Plays, felt
2. I … a glass of coffee this morning
d. Drink
d. drinked
e. Drunk
e. drinking
f. Drank
3. Yulia … Lasagna for her boyfriend, she … to his house now
d. Made, is going
d. makes, is going
e. Have made, goes
e. making, go
f. Made, went
4. Walking briskly for a half an hour several days a week can … the risk of health problems
dramatically.
d. Reduce
d. produce
e. Increase
e. strengthen
f. Exaggerate
5. Defending champion Serena Williams … a shoot to her sister Venus, during the women’s singles
final on the center court at the All-England Lawn Tennis Champions at Wimbledon.
b. Defeated
b. returned
c. received
d. defended
e. protected
6. He supplemented his earning by taking a night job.
The underlined word means …
Reach
b. supplies
c. added
d. developed
e. created
7. The family planning which has been imposed nationality has succeeded in stopping the
population growth.
The underlined word means …
b. Implemented
b. dictated
c. forced
d. struck
e. established
8. “After the miserable experience, you would think that I had learned my lesson.”
It means that the experience is …
b. Enjoyable
b. fantastic
c. great
d. not so bad e. unhappy
110
9. “If a builder is going to build a factory, a lot of worker will have a good chance to … a job.”
b. Observe
b. create
c. take
d. look up
e. do
10. To be efficient, we have to try not to put off doing our tasks.
The underlined word means …
b. Argue
b. debate
c. cancel
d. delay
11. The company’s finances should be strong enough to develop productively.
The underlined word means …
b. Fund
b. loan
c. grant
d. credit
e. defend
e. envistment
12. From 1967 onward, cinemas began to lose their … they prefer watching TV program at home.
b. Sponsor
b. audiences
c. procedures
d. companies e. cameramen
13. A: Will Maria come here now?
B: I doubt if she will come now.
The underlined sentence expresses …
b. Certain
b. uncertainly
c. appreciation
d. apology
e. surprise
14. The synonym of “famous” is …
b. Bad
b. obscure
c. well-known
d. eminent
e. recognized
d. suggestion
e. an invitation
15. Jennifer: would you like to come to our workshop tomorrow?
Allison: that would be great.
In the dialogue Jennifer is giving Allison …
b. An order
b. a comment c. an advice
This text is for number 16 to 20
Sangkuriang
Once, there was a kingdom in Priangan Land. Lived a happy family. They were a father in from
of dog, his name is Tumang, a mother which was … (16) is Dayang Sumbi, and a child which was called
Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After
hunting all day, Sangkuriang … (17) desperate and worried because he … (18) no deer. Then he thought
to shoot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi … (19) out that
it was not deer lever but Tumang’s, his own dog. So, she was very angry and hit Sangkuriang’s head. In
that accident, Sangkuriang …(20) wounded and scare then cast away from their home.
16. A. called
b. calling
c. call
d. is call
e. to call
17. A. began
b. begin
c. beginning
d. had begun
e. to begin
111
18. A. hunted
b. hunting
c. hunt
d. hunter
e. had hunted
19. A. found
b. finding
c. founding
d. find
e. have find
20. A. got
b. get
c. getting
d. gotten
e. have gotten
21. What is an instrument of communication, permitting us to see as well as to hear the performer?
b. Computer
b. telephone
c. radio
d. telegraph
e. television
22. Nurul: Do you bring the book you borrowed yesterday
Nuril: Oh… I’ll bring it tomorrow, I promise.
a. I’m Happy
b. I intended to
e. don’t mention it
c. I am sorry to hear that
d. I must apologize
23. You … her in the prompt last night
a. Meet
b. met
c. meets
d. meeting
24. Susi: Let’s go to the Jazz Festival tonight!
Yani: You go, please. Jazz is not my music. I’d better go back to my books.
From the dialogue we know that Yani … Susi’s invitation.
a. Prefers
b. refuses
c. ignores
d. accepts
e. have met
e. hates
25. Yesterday, Mr. Handy … us to write an essay about “The Green House Effects”. Now, he and
Nabila … for books in the library about the essay.
d. Asks, look
d. ask, were looking
e. Asked, are looking
e. asking, are looking
f. Asked, were looked
GOOD LUCK
112
Validity
Answer key pre-test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
C
B
A
C
A
C
E
A
B
11. A
12. C
13. B
14. E
15. C
16. C
17. E
18. C
19. C
20. B
21. D
22. C
23. C
24. D
25. B
26. A
27. B
28. B
29. B
30. C
31. E
32. A
33. D
34. A
35. A
36. A
37. A
38. A
39. E
40. D
113
Validity
Answer key pre-test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
C
B
A
A
C
C
E
C
D
11. A
12. B
13. B
14. C
15. E
16. D
17. A
18. A
19. A
20. A
21. A
22. E
23. D
24. B
25. B
114
SCORE TABLE OF EXPERIMENT CLASS
No
Name
1.
Aatina Khairal AZ
6,5
8,5
Gained Score
Post-test Score – Pre-test
Score
2,0
2.
Ade Mega
5,5
9,0
3,5
3.
Ahmad Hidayat
5,0
8,5
3,5
4.
Aris Prasetyo
5,5
7,0
1,5
5.
Aini Nisani
4,5
7,5
3,0
6.
Dea Riska
6,5
8,5
2,0
7.
Doni Firmansyah
4,5
7,0
2,5
8.
Ega Davanti
4,5
7,0
2,5
9.
Emma Febrianti
4,0
5,5
1,5
10.
Fadillah
5,0
8,0
3,0
11.
Fauziana Assyifa
5,0
7,5
2,5
12.
Iman Lesmana
6,0
8,5
2,5
13.
Imam Taufik
6,5
9,0
2,5
14.
Lurus Budiarti
5,0
6,0
1,0
15.
Muhammad Yahya
4,0
6,0
2,0
16.
Nabilla FE
4,5
6,0
1,5
17.
Nur Qoyimah
4,5
5,0
0,5
18.
Puja Suciana
4,5
5,5
1,0
19.
Rizki Maulana
4,0
7,0
3,0
20.
Teguh Prasetyo
4,0
7,5
3,5
Pre-test
Score
Post-test
Score
∑
=
∑
=
995
1445
∑
= 45,0
=
=
M
= 22.5
49.75
72.25
TOTAL
115
SCORE TABLE OF CONTROL CLASS
1.
Aang Kunaefi
6,0
6,5
Gained Score
Post-test Score – Pre-test
Score
0,5
2.
Danis N
4,5
5,5
1,0
3.
Dea Aprilliani
4,5
5,0
0,5
4.
Eliza Fitriyana
4,0
5,0
1,0
5.
Fahmi Sollahuddin
3,5
5,5
2,0
6.
Ferdiansyah
3,5
5,5
2,0
7.
Ghina K
5,0
7,5
2,5
8.
Jihan Kharisma
4,0
5,5
1,5
9.
Kharis Munandar
4,5
5,5
1,0
10.
Lisna Intan
5,0
5,5
0,5
11.
MuhammadFathur
5,0
5,0
0,0
12.
Mutiara Fathiyah
5,0
6,5
1,5
13.
Nadila Azzah
4,5
5,5
1,0
14.
Nugi Prasetya
3,0
5,0
2,0
15.
Noval Maulana
4,5
4,5
0,0
16.
Nurhayati L
4,0
7,0
3,0
17.
Nurul Fachria
5,0
6,5
1,5
18.
Putra Rahardja
6,0
6,5
0,5
19.
Riska Wulandari
4,5
7,0
2,5
20.
Sony Sapta P
4,0
5,0
1,0
No
Name
Pre-test
Score
Post-test
Score
∑
TOTAL
=
900
= 4,5
∑
=
115,5
∑
= 25,5
=
M
= 12.75
57.75