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THE EFFECTIVENESS OF TEACHING VOCABULARY
THROUGH TOTAL PHYSICAL RESPONSE METHOD
(An Experimental Study at the Seventh Grade Students of MTs Khazanah
Kebajikan Pondok Cabe Ilir )
The “Skripsi”
Presented to the Faculty of Tarbiya and Teacher’s Training
In a Partial Fulfillment of the Requirements for
the Degree of S.Pd in English Language Education
By
Misra Fadillah
NIM: 205014000401
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
THE EFFECTIVENESS OF TEACHING VOCABULARY
THROUGH TOTAL PHYSICAL RESPONSE METHOD
(An Experimental Study at the Seventh Grade Students of MTs Khazanah
Kebajikan Pondok Cabe Ilir )
The “Skripsi”
Presented to the Faculty of Tarbiya and Teacher’s Training
in Partial Fulfillment of the Requirements for
the Degree of S.Pd in English Language Education
by
Misra Fadillah
205014000401
Approved by the Advisor
Drs. Syauki, M.Pd
NIP. 19641212 199103 1 003
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
i
ABSTRACT
Misra Fadillah, 2010, Teaching Vocabulary Through Total Physical Response
Method (An Experimental Study of Mts Khazanah Kebajikan Pondok
Cabe Ilir), Skripsi, Department of English Education, The faculty of
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic
University Jakarta.
Advise: Drs. Syauki, M.Pd
Key Words: Vocabulary, and Total Physical Response
The purpose of this study is to describe the objective condition of the
effectiveness of using Total Physical Response Method in Teaching Vocabulary at
the seventh grade of Islamic Junior High School (MTs) Khazanah Kebajikan
Pondok Cabe Ilir. It includes the differences on the students’ vocabulary mastery
learnt by using Total Physical Response Method compared to the students’
vocabulary mastery learnt by using Grammar Translation Method, and the
students’ vocabulary achievement learnt by using Total Physical Response
Method.
The aim of the research is to gain the information about the effectiveness
of Total Physical Response method in teaching vocabulary, moreover it is
conducted to get the effective technique in teaching vocabulary at seventh grade
of students of junior high School (MTs) Khazanah Kebajikan. The sample of the
research was 30 students of seventh year. This research was using an experimental
method in the quantitative form by collecting data from documentation, and test.
The data collected in this research were analyzed by using t-test.
According to the result of statistical calculation, the obtained value of
(t-observation) is 4.01 and the value of “ ” (t table) from the df (29) on degree of
significance of 5% is 2.04. Comparing the with each values of the degree of
significance, the writer finds 4.01 > 2.04. So is higher than or > . Based
on the result, the null hypothesis ( ) which says there is no significance
influence of using Total Physical Response method in teaching vocabulary is
rejected. It means that the alternative hypothesis ( ) which says that there is
significance influence of using Total Physical Response method in teaching
vocabulary is accepted.
Based on the finding of this study it can be concluded that using Total
Physical Response in teaching vocabulary is quite success by using TPR method.
It is not only effective to lead students feel more interesting and enjoy doing
activity in the class, but also it can give the students the opportunities to be active
in learning English vocabulary.
ii
ABSTRAK
Misra Fadillah, 2010, Mengajar Kosakata Menggunakan Metode Total Physical
Response (An Experimental Study of Mts Khazanah Kebajikan Pondok
iii
Cabe Ilir), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah
dan Keguruan, Universitas Islami Negeri Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Syauki, M.Pd
Kata Kunci: Metode Total Physical Response dan Kosa Kata
Tujuan dari penelitian ini adalah untuk menggabarkan suatu kondisi yaitu
keefektifan penggunaan metode Total Physical Response dalam mengajar
kosakata pada kelas 7 siswa MTs Khazanah Kebajikan Pondok Cabe Ilir, serta,
perbedaan penguasaan kosakata siswa yang diajarkan dengan menggunakan Total
Physical Response method dibanding dengan penguagsaan kosakata siswa yang
diajarkan dengan menggunakan Grammar Translation Method, dan prestasi
penguasaan kosakata siswa yang diajarkan dengan menggunakan metode Total
Physical Response.
Selain itu tujuan dari penelitian ini adalah untuk mendapatkan informasi
tentang keefektifan penggunaan metode Total Physical Response dalam mengajar
kosakata, Selebihnya hal ini dilakukan untuk mendapatkan ke effektifitasan
teknik dalam mengajar kosakata di kelas 7 MTs Khazanah Kebajikan Pondok
Cabe Ilir . siswa yang termasuk dalam penelitian ini berjumlah 30 orang.
Penelitian ini termasuk penelitian experimental dalam bentuk kuantitatif dengan
mengumpulkan data– data dari dokumetasi, observasi dan test.
Data–data yang di kumpulkan dalam penelitian ini dianalisa menggunakan
test-t. berdasarkan hasil statistik, telah di dapatkan nilai (t observasi) yaitu
sebesar 4,01 dan nilai dari (t table) dari df 29 pada taraf signifikan 5% yaitu
sebesar 2,04. Perbandingan dengan nilai pada taraf signifikan tersebut, penulis
menemukan 4,01 >2,04. Jadi, jelas bahwa nilai lebih tinggi dari pada atau
> . Selanjutnya dapat di tarik kesimpulan bahwa hipotesis nihil ( ), yaitu
tidak ada pengaruh yang signifikan dari penggunaan metode Total Physical
Response dalam mengajar kosakata ditolak. Sedangkan hypothesis alternative
( ), yaitu ada pengaruh yang signifikan dari penggunaan metode Total Physical
Response dalam mengajar kosakata diterima.
Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa penggunaan
metode Total Physical Response dalam mengajar kosakata adalah cukup berhasil,
dengan metode Total Physical Response tidak hanya efektif untuk siswa, tertarik
dalam belajar dan senang dalam melakukan kegiatan-kegiatan di kelas, tetapi
metode Total Physical Response juga dapat memberikan siswa kesempatan lebih
aktif belajar kosakata dalam bahasa inggris.
iv
ACKNOWLEDGEMENT
In the name of Allah. The Most Beneficent and the Most Merciful
All praises be to Allah, who always blesses the writer in writing this
“skripsi”. Peace and blessing be upon our prophet Muhammad, his families, his
companions, and his followers.
Furthermore, the write would like to express her greatest thanks and
gratitude to her advisors, Dra. Hidayati, M.Pd (Alm) and Drs. Syauki, M.Pd for
their valuable help, guidance, comments, corrections and suggestions and who has
v
been very patient to sacrifice her energy and time to assist the writer so that the
writer could finish this “skripsi”.
Moreover, the writer’s “skripsi” may not be separated from the
involvement and contributions of others, so that the writer says deepest gratitude
and appreciations to:
1. The dean of Faculty of Tarbiyah and Teachers’ Training UIN Syarif
Hidayatullah Jakarta, Prof. Dr. Dede Rosyada, MA.
2. The head of English Education Department, Drs. Syauki, M.Pd. and his
secretary, Neneng Sunengsih, M.Pd.
3. All the English lecturers who have given their best knowledge to students at
the English Department.
4. The headmaster of MTs Khazanah Kebajikan Pondok Cabe Ilir, Pamulang,
H. Suardin, S.Sos.I who has given an opportunity to carry out the research,
especially, to the English teacher and the counseling teacher who are so kind to
share their information, ideas, and experiences
5. Her beloved families, especially to her parents : Abbah Drs. H. Mabrur Abduh
and Mama Hj.Nurjannah who always encourage and pray the writer with all of
their heart, and her beloved sister and brother and all families who always give
their love, support, motivation and moral encouragement to finish her study.
6. The staff of all libraries: the main library of Syarif Hidayatullah State Islamic
University, the Faculty of Tarbiyah and Teachers’ Training Library, State
University of Jakarta (UNJ) Library, the Indonesia Catholic University of
Atmajaya Library and PKBB Atmajaya for their services in providing the
references of the “skripsi”,
7. All her beloved friends at English Education Department, BEC (Boarding
English Course), IMAJI/HIMBOJA, IKAMI, and her cousin without
mentioning one by one.
vi
And finally, the writer realizes that this “skripsi” is being not perfect yet.
Therefore, the writer would like to accept any constructive suggestion to make it
better.
Jakarta, February 2010
The Writer
TABLE OF CONTENTS
ABSTRACT ……………………………………………………………………. i
ABSTRAK ....…………………………………………………………………... ii
ACKNOWLEDGMENT……………………………………………………… iii
TABLE OF CONTENTS …………………………………………………….. v
LIST OF TABLES ..…………………………………………….……………. viii
LIST OF APPENDICES ..……………………………………………………. ix
vii
CHAPTER I : INTRODUCTION
A. Background of the Study......................................... 1
B. Scope and Limitation of the Study.......................... 4
C. Formulations of the Problem ..…………………… 5
D. Objectives of the Study…………………….…….. 5
E. Significances of the Study ………………….……. 5
F. Hypothesis of the Research ……………………… 6
G. Operational Definition ...……………………….... 6
CHAPTER II : THEORITICAL FRAMEWORK
A. Approach, Method, and Techniques ...…………… 7
B. Vocabulary ……………………………..…...…... 11
1. Definition of vocabulary …………………... 11
2. Kinds of Vocabulary …………………….… 12
3. Problem in Teaching Vocabulary …….…… 15
C. Total Physical Response ………………………... 16
1. Definition of Total Physical Response ……..16
2. Design of Total Physical Response ………...17
3. Principles of Total Physical Response .……. 20
4. Procedure of Total Physical Response ……. 21
5. Advantages of Total Physical Response …... 21
6. Disadvantages of Total Physical Response... 22
7. Implementation Using Total Physical Response
Method …………………………….………. 22
8. Problem In Teaching Total Physical Response
Method ………………………………….…. 23
D. Grammar Translation Method …………………... 24
1. Definition of Grammar Translation Method. 24
2. Design of Grammar Translation Method …...25
3. Principles of Grammar Translation Method...26
4. Procedure of Grammar Translation Method ..26
viii
5. Advantages of Grammar Translation Method27
6. Disadvantages of Grammar Translation
Method ……………………………………...27
CHAPTER III : RESEARCH METHODOLOGY
A. Research Design …………………………...…… 28
B. Place and Time of the Study ……………...…….. 29
C. Population and Sample …………………...…….. 29
D. Research Instrument ………………………...….. 29
E. Techniques of Collecting Data ………..…...…… 31
1. Documentations ……………………….…..... 31
2. Test ………………………………….…...….. 31
F. Techniques of Data Analysis ………………..…. 32
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
A. Description of Data Students’ Improvement Using
TPR Method in Their Vocabulary Mastery
in the Classroom …………………………….…… 35
B. Analysis Affect Using Total Physical Response
Method in Learning the Vocabulary of
Experiment Result …...…………………………… 43
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ……………………………………… 44
B. Suggestion ………………………………………. 44
REFERENCES ………………………………………………………………... 46
APPENDIXES ………………………………………………………………… 48
ix
LIST OF TABLES
Table 3.1 The Description of The Test Items ………...…………......…………….. 30
Table 4.1 The test scores of experiment class students ………...…………...…….. 36
Table 4.2 The Result Calculation of Students’ Score of Experiment Class ……..... 37
Table 4.3 The test scores of controlled class students …………………………….. 39
Table 4.4 The Result Calculation of Students’ Score of Controlled Class ……..… 40
x
LIST OF APPENDIXES
Appendix 1 The Lesson Plan ………………………………………………... 48
Appendix 2 The Students’ Test ……………………………………………… 96
Appendix 3 The Answer Key of Students’ Test …………………………..… 99
Appendix 4 The Students’ Score in Learning Vocabulary by Using Total
Physical Response Method ..………………………………..… 100
Appendix 5 Surat Pengajuan Judul Skripsi ..……………………….…….… 102
xi
Appendix 6 Surat Bimbingan Skripsi ..…………………………………..… 103
Appendix 7 Surat Permohonan Izin Penelitian ...…………………….…..… 104
Appendix 8 Surat Keterangan Penelitian dari Sekolah ..…………………… 105
1
CHAPTER I
INTRODUCTION
This chapter presents and discusses the background of study,the
formulation of the problems,the scope and limitation of the study, the objective of
the study, the significance of the study, the research hypothesis, and operational
definitions.
A. Background of the Study
English is as an international language used as a tool for communication in
daily life and in academics, functioned as a first, second, or foreign language. As
international language, people are demanded to master English, because most
people all over the world communicate each other in English. English is useful for
establishing and maintaining the relationship with the people. Furthermore, the
people have to be ready to face global competition in understanding and
developing the scientific and technological knowledge in this modern era.
In Indonesia, English language has been taught as a compulsory subject
from Junior High School up to the university. The students learned four language
skills; listening, speaking, reading, and writing. To support the mastery of the four
language skills the learners obviously should have well understanding of English
sub-skills; they are vocabulary, pronunciation, and grammar as a core of having
structured English in communication and comprehension.
1
2
Ideally, the students of seventh grade already studied four language skills
and language components for three years from fourth class of elementary school.
Accordingly, the learners have enough ability about the four language skills
(listening, speaking, reading, and writing) and language components (vocabulary,
pronunciation, and grammar) and they mastered a list of vocabularies as the
curriculum recommended.
The fact, the learners of seventh grade of MTs Khazanah Kebajikan
Pondok CabeIlir do not master yet the four language skills and language
components. Besides, the students‟ pronunciation is still far from expectation
because the written form is different from its pronunciation. In addition to these
cases, the students seldom practice the pronunciation and the students‟ number of
the class is big enough.
Based on the statement above, it made the students difficult mastering
English well, especially vocabulary, so the student‟s vocabulary mastery is
unsatisfactory yet. Therefore, their limited vocabulary mastery made them
difficult to understand English clearly. This condition causes them difficult to
understand some words in a context and they do not have enough yet words to say
what they want to say. Most of the students of seventh grade of MTs Khazanah
Kebajikan Cabe Ilir eventually are not interested in English subject anymore, and
English likely becomes something too hard to learn.
Based on Penny Ur “vocabulary can be defined, roughly, as the words we
teach in the foreign language. However, a new item of vocabulary may be more
than a single word: for example, Post Office a Mother-in-law, which are made up
of two or three words but express a single idea. There are also multi – word
idioms such as call it a day, where the meaning of the phrase cannot be deduced
from an analysis of the component words. A useful convention is to cover all such
cases by taking about vocabulary „items‟ rather than „words‟1.
In communication, students need vocabulary which can support them to
produce and use meaningful sentences because vocabulary is part of sentence.
Therefore, vocabulary is very important to be mastered. For this reason the
1 Penny Ur, A course in Language Teaching Practice and Theory, (Cambridge University
Press, 1996), p . 60
3
students have to develop their vocabulary and master it in order to be able to
communicate each other.
Vocabulary is not only symbol for ideas but also a part of how to improve
language skills in the target language. The more vocabulary which students
master the more ideas they could have, so they can communicate by using their
ideas more effectively.
However, students sometimes get difficulties to use or apply the
vocabulary. Their difficulties in using vocabulary have been studied can be caused
by some reasons. One of the reasons could be in the method which is used by the
teacher in presenting the lesson in the classroom. Therefore, the appropriate
method in presenting the lesson in the classroom have to be considered.
When the writer observed Mts Khazanah Kebajikan Pondok Cabe Ilir, to
improve the students‟ vocabularies, the English teacher orders the students to
write some new words in a note and then memorize what they have already
studied. But the students felt depressed with a lot of vocabulary item assigned to
be memorized. This method would make students get bored and forget the new
vocabulary easily. They need something fun and easy to access the vocabulary
quickly when it is required for use. According to H. Douglas Brown “teaching can
be defined as showing or helping someone to learn how to do something, giving
instructions, guiding in the study of something, providing with knowledge,
causing to know or understand”2. For this case, using variety method, for the
example TPR method in teaching made the subject matter should be more
interesting and teaching learning process run effectively and efficient, therefore
the purpose of teaching can be achieved.
Moreover, to make English teaching effective and efficient is still difficult.
This difficulty depends on previous technique used by English teacher. The
technique of teaching vocabulary like substitution drill and memorizing words
seem to make the student bored, even it is killing the students interest.
2 H.Douglas Brown, “Principles of Language Learning and Teaching” (San Francis State
University, 2000) p.7
4
From the description mentioned above, it is important for teacher who
concerns about teaching English, especially vocabulary, to implement a certain
technique which can encourage the student motivation and interest in vocabulary
mastery through learning process.
Based on the cases described above, the writer intended using Total
Physical Response (TPR) method which was conducted of the students of seventh
grade at MTs Khazanah Kebajikan Pondok Cabe Ilir in learning vocabulary. With
TPR method, the students can learn vocabulary easier and they can gain their
motivation in learning English, because the students practice directly using the
vocabulary of the target language in real context. By doing so, the students can
develop the storage of the vocabulary in a short time. Besides, that TPR method
also helps the learners to broaden their linguistic input because they use body
movement to attract their attention in teaching learning process.
Based on the reasons stated above, the writer takes a title of this “skripsi”
“Teaching Vocabulary through Total Physical Response Method at First Grade of
Mts Khazanah Kebajikan Pondok Cabe Ilir”. The writer hopes that the method
can improve students‟ vocabularies and gives meaningfulness for learners of any
kinds of classroom events.
B. Scope and Limitation of the Study
This study was conducted at the first semester of academic year 2010/2011
at seventh grade students of MTs Khazanah Kebajikan Pondok Cabe Ilir. Besides,
the limitation of the problem and discussion cover: (1) affect using Total Physical
Respond Method toward the students‟ ability in learning the vocabulary, (2) the
student‟s improvement using TPR method in learning vocabulary.
5
C. Formulation of the Problem
Based on the background mentioned above, the writer conducts a study
concerning the using Total Physical Response Method in teaching vocabulary at
Seventh Grade students of MTs Khazanah Kebajikan Pondok Cabe Ilir. The main
problem of this research can be formulated into specific problems as stated below:
1. Does using Total Physical Respond Method affect the students‟ ability in
learning the vocabulary?
2. How well is the students‟ improvement using TPR method in their vocabulary
mastery in the classroom?
D. Objectives of the Study
In line with what has been stated in the formulation of the problem, this
study tries to find out the effectiveness of teaching vocabulary through TPR
method at MTs Khazanah Kebajikan.
E. Significances of the Study
The results of this study can provide useful information for three important
groups of people, namely; (1) the writer, herself, (2) the English teachers, and (3)
further researchers. They are described as follows:
1. The results of this study are expected to broad up the writer‟ knowledge
concerning the using Total Physical Response Method in teaching vocabulary
and to provide useful information about the kinds of methodology of teaching
vocabulary.
2. The results of this study are useful for the English teacher at junior high
school level to get clearly information about teaching vocabulary by using
Total physical Response Method and how they are used in teaching-learning
process. From this study, they can get available information that is useful to
improve their teaching-learning process.
6
3. Finally, for further researchers who are interested in teaching vocabulary at
junior high school level can get the basic information from this study to do
further research.
Furthermore, the results of this study can bring positive impact in teaching-
learning process at junior high school level.
F. Hypothesis of the Research
The hypothesis states:
“There is significance influence toward the student vocabulary mastery by
using TPR method for the students of the seventh grade at MTs Khazanah
Kebajikan Pondok Cabe Ilir”
G. Operational Definition
As for the sake of clarification and to avoid ambiguity, some terms in this
study need to be defined:
Vocabulary is a component of language that contains all of information about
meaning and using words in a language.
Total Physical Response Methodrefers to language teaching method built
around the coordination of speech and action; it attempts to teach language
through physical (motor) activity.
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer tries to give clear description of theoretical
framework about teaching vocabulary through total physical response method at
odd semester at first year students of MTs Khazanah Kebajikan Pondok Cabe Ilir,
they are the vocabulary and total physical response method.
A. Approach, Method and Technique
The terms of method are often mixed with approach and techniques, they
have differences among one with the other. About decades ago Edward Anthony
(1963) gave as a definition that has admirably withstood the test of time, his
concept: “Method” was the second of three hierarchical elements, namely
approach, method, and techniques1.
1. The Approach
According to Anthony, An approach is a set of assumption dealing of
the nature of the language, learning , teaching2. Besides, Jack C. Richards
said “Approach is a set of correlative assumptions dealing with the nature of
the language teaching and learning”.
1 H. Douglas Brown, Teaching by Principles-An Interactive Approach to Language
Pedagogy 2th Edition, (San Fransisco: Longman,2001), p. 48
2 H. Douglas Brown, Teaching by Principles-An Interactive Approach . . . p. 48
In Approaches there are closest guidelines are linked directly to two
factors. (1). The teacher's own understanding of an insights into the nature or
language, the child and of classroom practices themselves, (2). Theories
which are directly intended to highlight classroom practices in general
language teaching in particular. These comparatively remote principles and
theories which on the one hand highlight the language behavior in the
classroom, and on the other indirectly control the teacher's classroom
performance are known as approaches. The approaches further are
determined by the theories on language which may psychological theories or
linguistic theories3.
2. The Method
Method is a overall plan for the orderly presentation of language
material, no part of which contradicts, and all of which is based upon, the
selected approach4.
Method is a way of teaching a language which is based on systematic
principles and procedure. And justifying to use of them. Admittedly, we
sometimes have found it difficult to use the term method with more recent
innovations, such as content based instruction and cooperative learning.
Method is an overall plan for the orderly presentation of language material.
No part of which contradicts and all is based upon the selected approach5.
According to Anthonys‟s model “Method is the level at which theory is
put into practice and choices are made about the particular skills to be taught,
the content was taught, and the order in which the content will be presented”6.
3http://www.shvoong.com/social-sciences/education/2031512-approach-method
technique/ 4 Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language
Teaching: A Description and Analysis, (Cambridge: Cambridge University Press: 1986).p15
5Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language
Teaching: A Description and Analysis . . . p.27
6Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language
Teaching: A Description and Analysis . . . p.15
7
A study of methods is invaluable in teacher education at least five ways:
a. Method serves as a foil for reflection that can aid teacher in bringing to
conscious awareness the thinking that underlies their action.
b. By becoming clear on where they stand, teacher can choose to teach
differently from the way they were taught.
c. A knowledge of methods is part of the knowledge base of teaching
d. A professional discourse community may also challenge teacher‟s
conception of how teaching leads to learning
e. A knowledge of methods helps expand a teacher‟s repertoire of
technique7.
The last levels of conceptualization and organization within a method what
we will refer to as procedures8. This encompasses the actual moment to moment
techniques, practices, and behaviors that operate in teach a language according to
a particular method. It is the level at which describe how a method realizes its
approach and design in classroom behavior. At the level design it can be seen that
a method will advocate using of certain types of teaching activities as a
consequence of its theoretical assumptions about language learning.
At the level of procedures we are concerned with how these tasks and
activities are integrated into lesson and used as the bases for teaching learning.
There are three dimensions to a method at the level of procedures: (a) the use of
teaching activities (drills, dialogues, and information-gap activities), (b) the way
in which particular teaching activities are used for practicing language, (c) the
procedure and techniques used in giving feedback to learners concerning the form
or content of their utterance or sentences9.
Finnocchiaro and bumfit (1993) illustrate how the procedural phases of
instruction are handled in what they call a national functional approach:
a. Presentation of a brief dialogue or several mini dialogues
b. Oral practice of each utterance in the dialogue
c. Questions and answers based on the tropic and situation in the language
7Diane Larsen, Freeman, Techniques and Principles in Language Teaching, second
Edition (Hongkong: Oxford University Press, 1986), p.1
8Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.18
9Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.16
d. Questions and answers related to the student‟s personal experience but
centered on the theme of dialogue
e. Study of the basic communicative expressions used in the dialogue or
one of the structures that exemplify the function
f. Learner discovery of generalizations or rules underlying the functional
expression of structure.
g. Oral recognition, interpretative procedures
h. Oral production activities, proceeding from guided to freer10
A study of methods requires leading to the skilling of teacher but rather
can serve a variety of useful functions when used appropriately in teacher
education. It can help teacher articulate, and perhaps transform, their
understanding of the teaching learning process. Method can serve as models
of the integration of theory (the principles) and practice (the technique).
3. The Techniques
Techniques are the specific manifested in the classrooms that are
consistent with a method and therefore harmony with an approach as well11
.
Technique is implementation that which actually takes place in a
classroom. It is particular trick stratagem or contrivance used to accomplish
an immediate objective, technique must be consistent with method and
therefore in harmony with an approach. According to Anthonys‟s technique is
the level at which classroom procedures are described12
.
A technique called walling can be used with utterance exchanges that
expressed imply some kind of conflict. Just as grammar points seem to pair
naturally with other aspects of language, teaching technique should vary
according to the match being emphasized. For example, in structural social,
match such as modals and request, the degree of politeness depends on the
social relationship between the speakers.
10
Mary Finocchiaro, Ph.D, English as a Second Language: From Theory and Practice
New Edition, (New York: Regents Publishing Company, inc) p.110
11
H. Douglas Brown, Teaching by Principles-An Interactive Approach to Language
Pedagogy . . . p. 48
12
Diane Larsen, Freeman, Techniques and Principles in Language Teaching. . . p.17
On the other hand, if one is teaching quant for locative preposition or
modal of logical probability structure meaning matches the most useful
techniques are demonstration, illustration, and TPR13
.
The main point of the explanation above, the conclusion is an approach
is a set of theories and principles method is the way which it is applied these
theories and principles, and a technique is the tools and the tasks which it is
used to make your .method .succeed. .
So, in teaching learning process approach, method, and technique are
very important. Without them teaching process is not effective and the
students will feel bored. In teaching learning approach, method and technique
always used so that teaching learning process can be running well.
B. Vocabulary
1. The Definition of Vocabulary
Vocabulary as one of the language aspects, which the people should
learn when they are learning language. According to George D. Spache
“vocabulary is the number variety of words a person hears, recognizes,
understands, and uses in his speech and writing”14
. Good mastery of
vocabulary is important for anyone who learns the language used in listening,
speaking, writing, and reading. A learner of a foreign language will speak
fluently and accurately, write easily, or understand what the learner reads or
hears if they have enough vocabularies and have the capability of using it
accurately. All skills demand much on the vocabulary mastery. Kufaishi
pointed out that, “students‟ listening comprehension, writing, speaking, and
reading abilities are hampered by their limited vocabulary”15
.
13
Jeremy Harmer, Grammar Activities, (Person Education Limited 2001), p.154
14
George D. Spache, Reading in The Elementary School,(New York: Allvn & Bacon, inc.,
1964), p.326
15
Al-Kufaishi,Adil, A vocabulary building program is a necessary not a luxury, (English
Teaching Forum , Vol XXVI, No.2, April 1988, p.45
When a student has mastered the fundamental grammatical patterns of
language, the next task is to master its vocabulary-or at least that part of its
vocabulary that the student needs16
. They need to learn what words mean and
how they are used17
.
It is obvious that vocabulary is very important in learning a language,
especially English, because the English vocabulary is extremely large and
varies as well. Therefore, it is highly essential for English teacher to help their
student‟s master vocabulary.
The words that students know depend upon their experience. We hope
that our students know not only meaning of words, but also using
vocabularies in sentence.
According to Penny Ur “vocabulary is one of the linguistic aspects
that is important in teaching a language, besides structure and pronunciation.
As a stock of words used by a person, vocabulary can be defined, roughly, as
the words we teach in the foreign language”18
.
Form the definition given above, it can be concluded simply that
vocabulary is a total of words or stock of words used by a person, class, trade,
and profession in communication as a means of expression.
2. Kinds of Vocabulary
In teaching vocabulary, besides knowing the methods, the teacher should
know the material. There are many classifications made by the expert in
language area about the kinds of vocabulary. According to Mary Finocchiaro,
vocabulary is divided into two types:
16
Cellier- Macmillan International: A Division of the Macmillan Company, The Key to
English: Vocabulary: English Language Service, (London: Collier Macmillan Limited, 1971), p.1
17
Jeremy Harmer, The Practice of English Language Teaching, New Edition, (New York:
Longman,1991), p.34
18
Penny Ur, A Course in Language Teaching: Practice and Theory, (New York:
Cambridge University Press, 1996), p.60
a. Function word needs to be learned as quickly as feasible (in a logical order
and sequence, however).
b. Content words can be learned in small groups around “life” situations19
.
Furthermore Charles C. Fries classified the content word into:
1) Word for things represent sets of phenomena that seem to endure with
some stability (nouns).
2) Word for actions represents sets of phenomena that seem to change or
be in process (verbs).
3) Word for qualities: the content words and the precise meanings shift
with various “things” to which the “quality” word is attached as a
“modifier” (adjectives and adverbs)20
.
Meanwhile, According to Evelyn Hatch and Cheryl Brown,
vocabulary can be divided into two kinds, they are:
a. Productive vocabulary is of words which the students understand, can
pronounce correctly and use constructively in speaking and writing.
b. Receptive vocabulary is of words the student recognizes and understands
when they occur in a context, but which he cannot produce correctly21
.
Besides productive vocabulary and receptive vocabulary, Jo Ann
Aebersold and Marry Lee Field also classified vocabulary into: active
vocabulary and passive vocabulary22
.
19
Mary Finocchiaro, English as a Second Language from Theory to Practice, (New
Jersey: Englewood Cliffs, inc., 1989), p.21
20
Harles C. Fries, Teaching and Learning as A Foreign Language, (Ann Arbor, the
University of Michigan Press, 1995) p.47
21
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic, and Language Education,
(New York: Cambridge University Press, 1997), p.139
22
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, (Cambridge:
Cambridge University Press, 1997), p.139
a. Active Vocabulary
Active vocabulary is all of the words a student‟s produces during any
lesson or event in latter lessons. This term is used in speaking or writing
appropriately it is called as productive vocabulary, although, in fact, it is more
difficult to put into practice. It means that to use the productive vocabulary,
the students must know and be able to use grammar of the target language;
they also must be familiar with collocation and understand the connotation
meaning of the words. This type is often used in speaking and writing skills.
b. Passive Vocabulary
Passive vocabulary is all of the words a student hears or reads. It refers
to language items that can be recognized and understood in the context of
reading or listening, and are also called as receptive vocabulary.
Corson that is quoted by I.S.P nation called those vocabularies as
motivated vocabulary and unmotivated vocabulary. Motivated (active)
vocabulary consists of all the words we need to use and feel no reluctance in
using in our everyday life. While, the unmotivated (passive) vocabulary can
be divided into two groups:
1) Words which are only partly understood and are not well known enough
to use actively
2) Words which are not needed in daily communication23
.
Caleb Gattegno also classified vocabulary into two kinds; they are
luxury vocabulary and semi-luxury vocabulary. Semi luxury is of the words
we would need to get along with natives in the business of day-to day life,
which include food, clothing, travel, family life, outings and the like. While
luxury vocabulary is the words we would need in the philosophical
discussions, political arguments and sources of information (economic,
23
I. S. P. Nation, Teaching and Learning Vocabulary, (New York: Newbury House
Publishers, 1990), p.94
military, diplomatic, etc), and also as the specialized language of professions,
and trades24
.
3. Problem in Teaching Vocabulary
Certainly that if someone wants to communicate with another person in
English, he has to have enough vocabulary, because it is basic element of any
language. One who knows enough vocabulary is more likely to converse with
anybody else better than one who has few vocabularies.
Some factors that make some words difficult for the students:
a. Pronunciation: research shows that words are difficult to pronounce are
more difficult to learn. For example: Gorgeous, Lecturer, etc.
b. Spelling is sound and spelling mismatches will be cause of errors in
pronunciation or in spelling, and can contribute to a word‟s difficulty. For
example: muscle, headache, etc.
c. Length and complexity: long words are more difficult to learn than short
ones. And the variable stresses of polysyllabic words are also difficult. For
example: necessary, necessity, necessarily.
d. Meaning: when two words overlap in meaning, learners are likely to
confuse them. Or it called word with multiple meaning such as since and
still, can also be difficulties for learners.
e. Range: connotation and idiomatic, words that can be used in wide range of
contexts will generally be perceived as easier than their synonyms with a
narrower range. For example: thin is more used than skinny, slim and
slander. The connotation of some words may cause problem too. For
example: propaganda has negative connotation in English, but it is
equivalent may simply mean publicity25
.
Some people maybe say that vocabulary is easier than grammar or any
lesson, but as a matter of fact the lack of vocabulary is the biggest problem
when people communicate in English.
24
Caleb Cattegno, Teaching Foreign Language in School, (New York: Educational
Solution, 1963), p.53.
25
Scott Thornby, How To Teach Vocabulary, (Cambridge: Cambridge University
Press,2000), p.27
C. Total Physical Response
1. The Definition of Total Physical Response
Total physical response is stated by James T. Asher. TPR takes into
account that people learn best when they actively involve and understand the
language they hear. According to Richards and Rogers, “TPR is language
teaching method build around the coordination of speech and action, it
attempts to teach language through physical (motor) activity”26
. From the
statements, it can be said that, the basic idea behind Total Physical Response
Method is that students hear something from the teacher and then physical
response to it. That is in Total Physical Response (TPR), a beginning or more
advanced students learn to comprehend things said by a teacher.
Total physical response is limited to the “trace theory” of memory in
psychology, which holds that the more often or the more intensively a
memory connection is traced, the stronger the memory association will
be and the more likely it will be recalled. In a developmental sense,
Asher sees successful adult second language learning as a parallel
process to child first language acquisition. He claims that speech directed
to young children consists primarily of commands, which children
respond to physically before they begin to produce verbal responses.
Asher feels adults should recapitulate the processes by which children
acquire their mother tongue27
.
Asher said that listening before speaking is one of the basic principles of
the TPR method. In other words, teaching should be emphasized meaning
rather than form. And learner stress should be minimized. In Total Physical
Response, students are demanded to be active, they listen and respond to the
spoken target language commands of their teacher28
. When the students can
all respond to commands correctly, one of them can then start giving
26
Dorothy Grant Henning, Communication In Action: Teaching the Language Art,
(Boston: Houghton Mifflin Company, 1986), .87
2727
Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language
Teaching: A Description and Analysis . . . p.87
28
Diane Larsen, Freeman, Techniques and Principles in Language Teaching, . . . p.110
instructions to the other classmates. In TPR students do not have to give
instructions themselves until they are ready29
.
The process is just the same as the first time they start knowing their first
language. The teacher will be able to teach their students how to express a
request. That is why Total Physical Response is suitable to teach vocabulary.
Total Physical Response is an effective method in teaching foreign
language for children and adults, especially for beginner students. “TPR has
become a common and an effective means of introducing children and adults
to a foreign language, and particularly to listening, especially in early stages
of instruction”30
.
2. Design of Total Physical Response
a. Language Objectives
The general objectives of TPR are to teach oral proficiency at a
beginning level. Comprehension is a means to an end, and the ultimate
aim is to teach basic speaking skills. A TPR course aims to produce
learners who are capable of an uninhibited communication that is
intelligible to a native speaker, specific instructional objectives are not
elaborated, for these will depend on the particular needs of the learner.
Whatever goals are set, however, must be attainable through the use of
action-based drills in the imperative form31
.
b. The Syllabus
The syllabus dawns from an analysis of the exercise types
employed in TPR classes. The analysis reveals the use of a sentence-
29
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (England:
Longman, 2001), p.90
30
Helena Anderson Curtain & Carol Ann Pesola, Language and Children making the
Match: Foreign Language Instruction in the Elementary School, (Massachusetts, 1988), p127
31
Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching . . . p.91
based syllabus, with grammatical and lexical criteria being primary in
selecting teaching items.
TPR requires initial attention to meaning than to the form of items.
Hence, grammar is taught inductively.
c. Teacher and Learner Roles
There are some roles for students and teacher in teaching learning
activities by using Total Physical Response method.
1). Learners Role
Learners in TPR method have the primary roles of listener and
performer. They listen attentively and respond physically to
commands given by the teacher. Learners are required to respond both
individually and collectively. Learners have little influence over the
content of learning, since content is determined by the teacher, who
most follows the imperative-based format for lesson. Learners are also
expected to recognize and respond to novel combinations of
previously taught items32
.
Besides, in teaching vocabulary, after several students have
demonstrated comprehensions of the new vocabulary by responding to
the teacher‟s commands, individual members of the class take the role
of the teacher. Each gives the same commands, which have been
demonstrated, and classmates perform the actions. Besides offering
practice in the use of the new vocabulary, the activity helps to keep
students‟ minds alert33
.
2). Teacher Roles
In the TPR method, the teacher plays a central and active role in
the sense that most of the activities are planned and coordinated by
32
Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching. . . p.93
33
Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford
University Press, 1983 ) p.35
him. He serves as a model of the sentence structures, which are
translated into imperative forms; in this way, he is the initiator of the
process of learning.
In addition to the previous roles, the teacher has the
responsibility to it direct the classroom activities, such as the various
kinds of drills, exercise, modifications of previously learned patterns,
and so forth. In sum, he is expected to finish all feasible opportunities
for the students to achieve successful learning.
Asher stressed, however that the teacher‟s role is not so much to
teach as to provide opportunities for learning. The teacher has the
responsibility of providing the best kind of exposure to language so
that the learner can internalize the basic rules of the target language34
.
d. Activities
This method has simplicity as its most appealing feature. Its strength
lies in the internationalization of the material covered. The teacher give
commands and the students carry them out.
There are four basic types TPR could be seen as follow:
1) The imperative drills are used to elicit physical actions and activity on
the part of the learners.
2) Presentation slides are used to provide a visual center for teacher
narration, which is followed by commands and questions to students.
3) Role play center on everyday situations.
4) Action sequence.35
In addition, typically TPR heavily utilized the imperative mood, even
into more advanced proficiency level. Commands are an easy way to get
learners to move about and to loosen up. No verbal response is necessary.
More complex syntax can be incorporated into the imperative. Humor is
easy to introduce. Interrogatives are also easy dealt with.
34
Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching. . . p.94
35
Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching. . . p.93
3. Principles of Total Physical Response Method
In regarding to Total Physical Response method, there are four principles
TPR method stated by James T. Asher cited by Robert W. Blair36
:
a. Languages are best learned when the learner receives lots of
comprehensible (understandable) or comprehension must be developed
first before learners are asked to speak.
b. Comprehension and memory is well acquired through physical
movement. This statement is supported by Oller, Richard and Amato,
“physically responding to commands seems to produce long term
memory..”37
. From the statements, it can be concluded that students will
remember the lesson they learn longer, if it is involving their body
movement.
c. Beginning language learners can benefit greatly from a “silent period” in
which they learn to understand and response to parts of the language
without attempting to speak it. This referred as delayed production; it
means that students will begin to speak when they are ready.
d. Meaning in the target language can be conveyed through actions.
Memory is activated through learner response.
TPR allows students to acquire vocabulary in a manner similar to how
children learn his or her first language. “By observing how a baby learns his
mother tongue one can show that speech is learned, he learns by listening,
understanding, and imitating”38
. It means, when the students learn their first
language, the first thing they do is listening to what the teacher says. By
listening to what the teacher says, they will absorb the structure and the
meaning of the language, then they will understand the language.
In a TPR lesson, teachers model actions which students then mimic as
they simultaneously hear vocabulary words and commands in the target
language. As a particular action is associated with each vocabulary word and
phrase, students rapidly and naturally acquire language while establishing
36
James T.Asher in Robert W. Blair, Innovative Approaches to Language Teaching,
(Massachussets: Newbury House Publisher,1992), P.20.
37
John W. Oller, Jr& Patricia A. Richard - Amato, Methods That Work A Smorgasbord of
Ideas for Language Teacher, (New York: Newbury House Publishers, inc, 1983), p.61
38
Jack C. Richards, Error Analysis: Perspective on Second language Acquisition,
(England: Longman Group Limited, 1984), p.10
long-lasting associations between the brain and the muscles. Students who
learn language through TPR method will not soon forget it.
4. Procedure of TPR
Some procedures in Total Physical Response method is:
a. Review this was a fast-moving warm-up which individual students were
moved with commands.
b. New commands these verbs were introduced.
c. Role reversal students readily volunteered to utter commands that
manipulated the behavior of the instructor and other students.
d. Reading and writing. The instructor wrote on the chalkboard each new
vocabulary item and a sentence to illustrate the item. Then the spoken
each item and acted out the sentence. The students listened as she reads
the material. Some copied the importation in their notebooks39
.
5. Advantages of Total Physical Response
There are some benefits in TPR method:
a. Students are not asked to produce in the second language until they
decide they are ready
b. TPR can fill an entire class period with comprehensible input in the
form of commands40
c. The students can enjoy to study because TPR method be able to reduce
students stress when learning foreign language.
d. Students remember the lesson longer. Memory is activated thorough
students response.
e. Students feel successful. Feeling of success and low anxiety facilitate
learning41
.
39
Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, . . . p.95
40
Stephen D. Krashen, Principles and Practice in Second Language Acquisition,
(Oxford: Pergamon Press, 1982), p.141
41
Jack C. Richards & Theodore S. Roger, Approaches and Methods In Language
Teaching; A Description and Analysis. . . p.87
6. Disadvantages of Total Physical Response
Total physical response method has six serious limitations:
a. It is mainly in the imperative mode, generally excluding the rest of the
target language.
b. It is often focused on short phrases or single item vocabulary words.
c. It fosters only passive language skills.
d. It takes along time.
e. TPR method seems to be especially effective in the beginning levels of
language proficiency.
f. In reading and writing activities students are limited to spinning off
from the oral work in the classroom42
.
Moreover, Asher stated that, “our research suggests that most
grammatical structure of the target language and hundreds of vocabulary
items can be learned through skillful use of imperative”.
7. The Implementation Using Total Physical Response Method
In TPR method, learners have primary role as listener and performer.
They listen attentively and response physically to commands given by the
teacher. learners are required to respond both individually and collectively.
The teacher gives instruction to the learners and practice it by using TPR
method. “the instructor is the director of stage play in which the students or
learners are the actor”. It means that the teacher who decides the lesson,
choose some learner to be models and presents the new materials, and also
selects supporting materials for classroom use.
The activities of TPR instruction in the classroom are the teacher ask the
students to be volunteer and at the front of the class, with students who be
volunteer seated on either side of the teacher. And than, the teacher say
“Stand up” and the teacher along with her/his students then stand up. Next the
teacher said “sit down” and the teacher with the students sit down.
42
H. Douglas Brown, Principles of Language Learning and Teaching: Second Edition,
(New Jersey: Prentice Hall, Inc,,1987), p.164
After several demonstrations of stand and sit down, next model walk,
stop, turn, jump and etc. When the audience has observed teacher and the
students on either side of the teacher act in response to commands, the
observers are also internalizing the meaning of the spoken language.
After modeling a sequence such as stand up, walk, stop, etc..for a number
of times, the student become ready to act alone without the teacher. At this
point, the teacher invites an individual student who was performing with the
teacher to try it alone. The teacher utter a direction such as stand up, walk,
stop, etc and the individual student acts alone in response to each command.
Once students are responding rapidly and with confidence to sequence of
commands. Next the teacher give new words with expansions of the
commands such as “Walk to the chair”. “Walk to the door”. “Walk to the
blackboard” etc.
As students become more and more comfortable and confident that they
understand everything the teacher are saying in the target language, then
recombine constituents to create imperative directions, ones the students have
never heard before but understand perfectly. For the example, the students
have experienced:
Walk to the chair. Walk to the door. Walk to the blackboard. Now, they
will understand if you recombine elements to create a imperative sentence
such as: touch the blackboard. After students are responding rapidly and
confidently to any direction from lessons, they are ready to begin TPR
exercise in reading and writing43
8. Problem in Teaching Total Physical Response method
If we want the students to be instead in the lesson given, there should be
communication among teachers and students. Students should not be afraid to
give argument to their teacher.
43
Stephen Mark Silvers, Listen and Perform the TPR Student Workbook , (California: Sky
Oaks Productions. Inc, 1985), p.5
One problem, which TPR method has related its special reliance on
action (Physical Response). For social reason, many adults and children, feel
Embarrassed marching around a room to do the teacher‟s comments. For that,
the teacher is demanded to be creative. In the other hand, while the required
action could be modified to lesson. So there is not much else a teacher can do
to remedy this situation. Adult become more accepting in time, especially
after they see their teacher doing the same things that they have to do.
D. Grammar Translation Method
1. The Definition of Grammar Translation Method
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 language44
.
The grammar translation method or classical method emerged when
people of the western world wanted to learn “foreign” languages such as
Latin and Greek. Its focus was on grammatical rules, the memorization of
vocabulary and of various declensions and conjunctions, translation of text
and doing writing exercises45
.
The grammar translation method is also called the “traditional method”.
This does not mean that it is oldest method. It has been, and still extensively
used. The term „traditional‟ probably relates to the fact that this method is a
nearly perfect reflection of the way Latin and Greek has been taught for
centuries46
.
44
Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language
Teaching:A Description and Analysis. . . , p.5
45
H. Douglas Brown, Teaching by Principles an Interactive Approach to Languge
Pedagogy…p.3
46
Roger Bowers, Applied Linguistic and English Language Teaching, (London:
Macmillan Publishers, 1991), p. 147
2. Design of Grammar Translation Method
a. Language Objective
The objective f the Grammar Translation Method is learning a foreign
language is a to be able to read literature written in the target language. To
do this, students need to learn about the grammar rules and vocabulary of
the target language. In additional, it is believed that studying a foreign
language provides students with good mental exercise, which helps
developed their minds47
.
b. The Syllabus
The syllabus used in the Grammar Translation Method is based on
some aspect of the culture of the foreign language community. Grammar is
taught deductively; that is they are given the grammar rules and examples,
they are told to memorize them, and then are asked to apply the rules to
other examples. An explicit grammar rule is given. Students practice
vocabulary by translation and memorization48
.
c. The Learner’s Role
The learner‟s role in Grammar Translation Method is the students are
taught to translate from one language to another. They often translate
readings in the target language about some aspect of the culture of the
foreign language community. Students study grammar deductively; that is,
they are given the grammar rules and examples, are told to memorize
them, and then are asked to apply the rules to the other examples. They
also learn grammatical paradigm such as verb conjugations. They
memorize native language equivalents for foreign language vocabulary.
d. The Teacher’s Role
The teacher‟s role is very traditional. The teacher is the authority in the
classroom; the students do as he says so they can learn what he/she knows.
47
Diane Larsen, Freeman, Techniques and Principles in Language Teaching. . . p.11
48
Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.11
The teacher decides whether an answer is correct or not. If the answer
incorrect, the teacher selects a different student to supply the correct
answer or the teacher herself give the correct answer49
.
3. Principles of Grammar Translation Method
Brown gives some principle of the Grammar Translation Method, they
are: a) classes are taught in the mother tongue, with little active use of the
target language, b) much vocabulary is taught in the form of the lists of
isolated words, c) long elaborate explanations of the intricacies off grammar
are given, d) grammar provides the rule for putting words together, and
instruction often focuses on the form and inflection of words, e) reading of
difficult classical texts is begun early, f) little attentions is paid to the content
of texts, which are treated as exercise in grammatical analysis50
.
4. Procedure of Grammar Translation Method
According to Mora that classes used of the Grammar Translation
Method are taught in the student‟s mother tongue, with little active use of the
target language. Vocabulary is taught in the form of isolated word lists.
Elaborate explanations of grammar are always provided. Grammar instruction
provides the rule of putting words together; instruction often focuses on the
form and inflection of words. Reading of difficult texts is begun early in the
course of study. Little attention is paid to the content of texts, which are
treated as exercises in grammatical analysis. Often the only drills are
exercises in translating disconnected sentences from the target language into
the mother tongue, and versa. Little or no attention is given to
pronunciation51
.
49
Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.10
50
Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.4
51
Jill Kerper Mora, Second Language-Teaching Methods, Principles & Procedures,(San Diego State University: 1998)http://coe.sdsu.edu/people/jmora/ALMMethods.htm
5. Advantages of Grammar Translation Method
a. The phraseology of the target language is quickly explain. Translation
is the easiest way of explaining meaning or words and phrases from
one language into another.
b. Teacher‟s labor is saved. Since the textbook are taught through the
medium of the mother tongue, the teacher may ask comprehension
question on the text taught in the mother tongue. Learner will not have
much difficulty in responding to questions on the text taught in the
mother tongue.
c. Students are not forced to use target language while the activity.
d. The students false is limited because the activities are conducted by the
teacher.
6. Disadvantages of Grammar Translation Method
a. It is unnatural method. The natural order of learning a language is
listening, speaking, reading, and writing
b. Speech is not possible. Translation method lays emphasis on reading
and writing
c. Exact translation is not possible. Translations is indeed, a difficult
task and exact translation from one language to another is not always
possible
d. It does not give pattern practice. A person can learn a language only
when she/he internalized its patterns to the extent that they form
her/his habit
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the research method used in this
study. It consists of research design, place and time of the study, population and
sample, research instrument, techniques of collecting data, and techniques of data
analysis.
A. Research Design
The design of this study is an experimental research at which there are the
experimental class and controlled class. An experimental study involves a study of
the affect of the systematic manipulation of one variable on another variable. The
manipulated variable is called the experimental treatment or independent variable.
It is called experimental study because it begins with an experimental
hypothesis, a prediction that the treatment will have a certain effect. The
hypothesis expresses expectations as to result from the changes introduced- that
the treatment and no treatment groups will differ because the treatment’s effects1.
Based on DonalAry’s statement, the writer uses two classes as the objects
in which the first class as the experimental group as the one receiving a specific
treatment and the second one as the control group receives no treatment. In the
1Donald Ary, et.al., Introduction to Research in Education 6
th Edition, (USA: Wadsworth,
2002), p. 279-280
28
1
experimental class she used TPR method in teaching vocabulary, whereas the
controlled class she used Grammar Translation Method (GTM) in teaching
vocabulary. For this aspect, the writer decided the nature of treatment that is 7.C
class became an experimental class which was treated by the writer. Besides, 7.D
class became a controlled class. In this class, the English teacher handled teaching
vocabulary by using GTM.
B. Place and Time of the Study
The research was held at MTs KhazanahKebajikanPondokCabeIlir which
is located on Jl. Talas I RT 001/010 PondokCabeIlirPamulangtelp/Fax (021) 747
07253, from 20th
of September 2010 to 23rd
of October 2010.
C. Population and Sample
The population of this study is seventh grade students of MTs Khazanah
Kebajikan Pondok Cabe Ilir, The whole students are 129 students who consist of
four classes, namely class 7.A, 7.B, 7.C and 7.D every class has 30 to 33 students.
The writer took out two classes from the population as sample of this research
which consists of 60 students, which are divided into 2 classes, namely class 7.C
and class 7.D. for the experiment class appointed 7.C as the sample that get the
treatment, while the other class 7.D get the controlled class in this study.
D. Research Instrument
The research instruments which used for this study includes
documentation and test.
Documentations are used to gain the data about teaching preparation made
by the English teacher. In this study, the writer gained it by borrowing teaching
preparation, such as, the teacher’s lesson plan, it is consist of eight lesson plan
which was conducted in teaching learning process in eight meetings. The forms of
the teacher’s lesson plan can be seen in the appendixes2.
2 It can be seen “Appendix”, p.48
Test is used to know how well the students have already mastered
vocabulary. The researcher used pre-test and post-test instrument. Pre-test is the
test given to students before the treatment. The usage of pre-test is to measure
students’ abilities before they learn vocabulary through TPR method. The post
test is given to students after the students had the treatment or the teaching
process using TPR method. Post-test is the test given to students for checking the
progress after teaching vocabulary through TPR method. The test is consist of 30
(thirty) questions and it is divided into three test form, they are multiple choices,
matching test and translating test. They are divided into three categories: easy
(30%), middle (40%), and difficult (30%). Multiple choices consist of 20 items
from number 1 to 20. It is score per item is 3; it means if the students can choose
the right answer, they will get 60 scores. While matching test consist of 5 items
from number 21 to 25. It is score per item is 3; it means if the students can
answer correctly, they will get 15 score. And translating test consists of 5 items
from number 26 to 30. It is scores per item 5. It means if the students can answer
correctly, they will get 25 scores. And the total scores are 100 if students can
answer all of questions correctly.
From the description of each test form above, it can be seen that the high
score of this test is 100 scores. To make the writer easy in making the test from
the students in experiment and controlled class, the writer made description of
the test item as follows:
Table 3.1
The Description of the Test Items
No Vocabulary Question
Number Total
1 Using a verb to give a
positive command
Easy (30%) 3, 5, 8, 18
13 Middle (40%) 1, 2, 9, 10, 14
Difficult (30%) 13, 16, 19, 20
2 Using don’t +verb to
give a negative
Easy (30%) 12 4
Middle (40%) 4, 7
command Difficult (30%) 6
3
Matching
Easy (30%) 22, 24
5 Middle (40%) 25
Difficult (30%) 21, 23
4
Translating
Easy (30%) 15, 27
8 Middle (40%) 17, 26, 28, 29
Difficult (30%) 30, 11
30
From the table of specification for the test item, the writer divided them
into easy 30%, middle 40% and difficult 30% after deciding the concepts of
multiple choices (using verb to give positive command and using don’t + verb to
give a negative command) , matching and translating.
F. Technique of Collecting the Data
Techniques of collecting data in this study were three kinds, namely:
documentation and test
1. Documentation
Documentation was used to obtain the written data of the teaching
preparation made by the English teacher. It was carried out by copying the
English teacher’s documentations about teaching preparation or English teacher’s
lesson plan. The data needed were recorded from all documents and analyzed
them carefully.
2. Test
The test was used to find out the effectiveness of using TPR method in
teaching of vocabulary. This test was applied in the experimental and controlled
class to find out of the score of the students’ achievement in vocabulary mastery,
it was conducted in the end of the meeting, and it is as a comparative between
experimental and controlled class. The form of the test can be seen in the
appendix.
G. Techniques of Data Analysis
The techniques of data analysis consist of data from observation, data from
document and data from test were analyzed in some ways as presented below:
1. Data From Documentation
The data from documentation covered of the teaching preparation which
applied to the teaching and learning activities in the classroom by the English
teacher.
2. Data From Test
This data test was gain to find out the effectiveness of using TPR method
in instructional activities of vocabulary, the researcher used a quantitative
data which are related to the numerals and they are analyzed by statistics. She
used t-test formula to calculate the data. The analysis has concerned between
experiment class and controlled class. To know the students’ score
differences in learning vocabulary by using TPR method with learning
vocabulary without TPR method. She has to seek the differences of mean
variable firs before using the t-test formula, the formula as follows:
M1 = M1 + i (∑𝑓𝑥 1)
(𝑁) and M2 = M1 + i
(∑𝑓𝑦 1)
(𝑁)
M1 : Means variable of experiment class
M2 : Means variable of controlled class
M1 : Is appraisal mean
i : Is interval class
∑𝑓𝑥1 : Is the number of times result between own middle drop
with the each of interval frequency from experimental class
∑𝑓𝑦1 : Is the number of times result between own middle drop
with the each of interval frequency from controlled class
N : Is the number of students
a. Determining standard deviation score of variables x (experiment class)
SD1 = ∑𝑓𝑥12
𝑁
𝑖−
(∑𝑓𝑥1)2
(𝑁)
SD1 : Standard deviation of variable x
∑𝑓𝑥12 : The number of times result between own middle
drop with the each of interval frequency from
experimental class
N : The number of students
b. Determining of standard error mean of variable x (experiment class)
SEM1 = 𝑆𝐷1
𝑁−1
SEM1 : The standard error mean of variable x
SD1 : Standard deviation for variable x
N : The number of students
c. Determining standard deviation score of variables Y (controlled class)
SD2 = ∑𝑓𝑦12
𝑁
𝑖−
(∑𝑓𝑦1)2
(𝑁)
SD2 : Standard deviation of variable y
∑𝑦12 : The number of times result between own middle
drop with the each of interval frequency from
controlled class
N : The number of students
d. Determining of standard error mean of variable Y (controlled class)
SEM2 = 𝑆𝐷2
𝑁−1
SEM2 : the standard error mean of variable y
SD2 : Standard deviation for variable y
N : The number of students
e. Determining of standard error from mean of variable x and mean of
variable y
𝑆𝐸𝑀1−𝑀2 = 𝑆𝐸𝑀𝐼2
+ 𝑆𝐸𝑀2
2
f. Determining t-observation (𝑡0)
𝑡0 = 𝑀1−𝑀2
𝑆𝐸𝑀1−𝑀2
g. Determining t-table (𝑡𝑡) in significant level 5% and 1% with degree of
freedom.
df = N – 1
df = Degree of freedom
N = Number of students
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents and discusses the findings of the research based on
the data obtained during the research. In line with the research problems, it
consists the research findings as follows: (1) Data students’ improvement using
TPR method in their vocabulary mastery in the classroom.(2) affect using Total
Physical Respond Method of the students’ ability in learning the vocabulary.
A. The Description of Data Students’ Improvement Using TPR Method in
Their Vocabulary Mastery in the Classroom
In analyzing the data about the students’ achievement in learning
vocabulary using TPR method which gained from experiment class or using GTM
in the classroom is gained from controlled class, first the writer presents the result
pre-test and post-test both of the class and its differences. Then the writer used the
formula statistic calculation of t-test with significance 5% and 1% to decide
significance of the difference result in teaching the vocabulary using TPR method
in the instructional activities in the classroom and using GTM in the classroom at
seventh grade students of MTs Khazanah Kebajikan.
The following table, the writer presented the result calculation of test and
its differences to know the effectiveness of using TPR method in the instructional
activities of vocabulary in the classroom.
Table 4.1
The Test Scores of Experiment Class Students
No Experimental Class Gained
Score Pre – Test Post – Test
1 27 41 14
2 42 74 32
3 34 52 18
4 14 49 35
35
From the table 4.1 previously, the highest of the students’ gain score in
experimental class was 46 obtained by a student. Meanwhile, the lowest of the
student’s gain score was 7 obtained by a student.
5 30 42 12
6 75 94 19
7 53 79 26
8 23 40 17
9 59 80 21
10 57 85 28
11 50 78 28
12 48 83 35
13 25 40 15
14 71 86 15
15 17 32 15
16 78 90 12
17 51 78 27
18 57 86 29
19 33 58 25
20 57 78 21
21 56 84 28
22 70 86 16
23 33 79 46
24 50 88 38
25 53 64 11
26 24 50 26
27 42 74 32
28 35 72 37
29 49 56 7
30 27 57 30
The next step are determining mean of variables x of the experiment class,
determining standard deviation scores of variables x, and determining of standard
error mean of variables x. Table 4.2 shows the data about frequency of test result
after learning the vocabulary by using TPR method in instructional activities in
the classroom
Table 4.2
The Result Calculation of Students’ Score of Experiment Class
Score Frequency (f) X 𝑥1 𝑓𝑥1 (𝑓𝑥1)2
7 – 12 4
𝑀127.5
3 12 144
13 – 18 7 2 14 196
19 – 24 3 1 3 9
25 – 30 9 0 0 0
31 – 36 4 -1 -4 16
37 – 42 2 -2 -4 16
43 - 48 1 -3 -3 9
Total 30 18 390
Base on the data presented in the table 4.2, above, it can be determined mean
of variable x. standard deviation score of variable x. and standard error mean of
variable x of the experiment class. the formulation as follow:
a. Determining mean of variables x (experiment class)
M1 = M1 + i (∑𝑓𝑥1)
(𝑁)
= 27.5 + 6 ( 18
30)
= 27.5+ 3.60
= 31.10
b. Determining standard deviation score of variable x (experiment class)
SD1 = ∑𝑓𝑥 ′2
𝑁
𝑖
− (∑𝑓𝑥1)2
(𝑁)
= 6 390
30−
(18)2
(30)
= 6 13 − (0.6)2
= 6 13− 0.36
= 6 12.64
= 6 x 3.56
= 21.36
c. Determining of standard error mean of variable x (experiment class)
SEM1 = 𝑆𝐷1
𝑁1−1
= 21.36
30−1
= 21.36
5.386
= 3.97
From the calculation above, the mean variable of the experiment class was
31.10, the standard deviation of the experimental class was 21.36, and standard
error means of variable experiment class was 3.97
Then the table 4.3 showed below is the students’ score of controlled class
which are obtained from the teaching vocabulary using GTM in the classroom,
and for more detail information will be presented in the table below:
Table 4.3
The Test Scores of Controlled Class Students
No Control Class Gained
Score Pre – Test Post – Test
1. 52 60 12
2. 42 53 11
3. 53 66 13
4. 70 79 9
5. 58 70 12
6. 14 50 36
7. 21 27 6
8. 63 74 11
9. 23 56 33
10. 15 32 17
11. 28 53 25
12. 17 33 16
13. 60 67 7
14. 17 32 15
15. 68 84 16
16. 16 32 16
17. 28 39 11
18. 30 48 18
19. 60 67 7
20. 31 43 12
21. 47 30 17
22. 22 53 31
23. 27 73 46
24. 23 50 27
25. 39 59 20
26. 57 73 16
27. 37 48 11
From the table 4.3 previously, the highest of the students’ gain score in
experimental class was 46 obtained by a student. Meanwhile, the lowest of the
student’s gain score was 6 obtained by a student
The next step are determining mean of variables y of the controlled class,
determining standard deviation scores of variables y, and determining of standard
error mean of variables y. Table 4.4 shows the data about frequency of test result
after learning vocabulary using GTM in the classroom.
Table 4.4
The Result Calculation of Students’ Score of Controlled Class
Score Frequency (f) y 𝒚𝟏 𝒇𝒚𝟏 (𝒇𝒚𝟏)𝟐
6 - 11 9
𝑀1: 14.5
1 9 81
12 - 17 11 0 0 0
18 – 23 3 -1 -3 9
24 – 29 3 -2 -6 36
30 – 35 2 -3 -6 36
36 – 41 1 -4 -4 16
42 – 47 1 -5 -5 25
Total 30 -15 203
Base on the data presented in the table 4.4 above, it can be determined mean
of variable y. standard deviation score of variable y, and standard error mean of
variable y of the controlled class. The formulation as follow:
d. Determining mean of variable Y (control class)
M2 = M1 + i (∑𝑓𝑦1)
(𝑁)
28. 39 61 22
29. 55 66 11
30. 49 73 24
= 14.5+ 6(−15)
30
= 14.5+ (- 3)
= 11.50
e. Determining standard deviation score of variables Y (control class)
SD2 = ∑𝑓𝑦12
𝑁
𝑖
− (∑𝑓𝑦1)2
(𝑁)
= 6 203
30−
(−15)2
(30)
= 6 6.77− (−0.5)2
= 6 6.77− 0.25
=6 6.52
= 6 x 2.55
= 15.30
f. Determining of standard error mean of variable Y (control class)
SEM2 = 𝑆𝐷2
𝑁−1
= 15.30
30−1
= 15.30
29
= 15.30
5.386
= 2.84
g. Determining of standard error from mean of variable x (experiment class)
and mean of variable y (control class)
𝑆𝐸𝑀1−𝑀2 = 𝑆𝐸𝑀𝐼2
+ 𝑆𝐸𝑀2
2
= (3.97)2 + (2.84)2
= 15.76 + 8.07
= 23.83
= 4.88
h. Determining t− observation(𝑡0)
i. = 19.60
4.88
= 4.01
j. Statistic Hypothesis
The hypothesis criterion sates that: if 𝑡0>𝑡𝑡 There is significant
difference between variable X and variable Y. It means the null hypothesis
(𝐻0) is rejected and the alternative hypothesis (𝐻𝑎) is accepted. If
𝑡0<𝑡𝑡there is no significant difference between variable X and variable Y.
it means the null hypothesis (𝐻0) is accepted and the alternative hypothesis
(𝐻𝑎) is rejected.
k. Determining t-table (𝑡𝑡) in significant level 5% and 1% with degree of
freedom.
df = N – 1
= 30 – 1
= 29 (see the table of “t” values at the degree of
significance of 5% and 1%)
Because the value of 29 is not mentioned in the table, the writer used the
closest value to 29 is 30 as degree of freedom (df). Based on the table, df at
significance level of
5% and 1% are:
t. table (𝑡𝑡) at the significance level of 5% = 2.04
t. table (𝑡𝑡) at the significance level of 1% = 2.75
Based on the formula above, the result of the statistic calculation indicated
that value of 𝑡𝑜 is 4.01and the value of df (degree of freedom) was 29 on degree of
significance of 5% is 2.04. Comparing the 𝑡𝑡 with each values of the degree of
significance, the result is 2.04 <4.01> 2.75.
Since 𝑡𝑜 score in the table is higher than 𝑡𝑡 score obtained from the result
of calculating, so the alternative hypothesis (𝐻𝑎) is accepted and null hypothesis
(𝐻0) is rejected.
B. The Analysis affects using Total Physical Respond Method in Learning
the Vocabulary of Experiment Result
From the explanation about the analysis of the result on the tables above, it
can be interpreted that teaching vocabulary through TPR method is affective and
quite success than teaching vocabulary without using TPR method. It can be seen
from the students’ improvement in learning vocabulary using TPR method and
using GTM.
Based on the increasing of the students’ test result after learning the
vocabulary using TPR method in instructional activities, it was proved that the use
of TPR method in instructional activities in teaching learning process is important
for student’s achievement. Besides, the students’ motivation increased. Moreover,
it can be said that the students’ affect their vocabulary mastery in learning
vocabulary through TPR method; it can also be seen from the activities they
followed in the class actively. It was compatible either with the students’ response
when the teaching learning process is going on, they did the teacher’s commands
perfectly.
44
CHAPTER V
CONCLUSION AND SEGGESTIONS
This is the last chapter used to conclude this study. It presents the
conclusions and some suggestions.
A. Conclusion
Based on the researcher conducted at MTs Khazanah Kebajikan Pondok
Cabe Ilir, it can be concluded that the teaching vocabulary through TPR method
has shown positive significant difference in vocabulary teaching and learning
process. It can be seen based on the students’ post-test scores in learning
vocabulary by using TPR method are higher rather than the students’ post-test
scores by using GTM method and it also can be seen as students’ responds of the
writer’s commands, they look enjoyable learn vocabulary using vocabulary,
because they can practice directly.
Finally, it can be concluded that using TPR method in teaching vocabulary
is quit success; it is really helpful in increasing the students’ ability and
achievement in English vocabulary mastery.
B. Suggestions
Based on the conclusion stated previously, it could be given some suggestions
as follows:
45
1. English teacher is expected to use the TPR method as an alternative
technique teaching in teaching vocabulary
2. With using TPR method, the teacher is expected to be able to reduce stress
of the students and make the student enjoyable in teaching vocabulary.
3. To Make sure that TPR method is successfully applied, the time provided
should be enough.
4. The English teacher should give a command in the target language and
perform it with the students several times
5. The English teacher should give the students the opportunities to be active
in learning vocabulary, so the teacher should be more like a students’
partner in teaching learning process.
1
BIBLIOGRAFHY
Adil, Al-Kufaishi, A vocabulary building program is a necessary not a luxury,
(English Teaching Forum, Vol XXVI, No.2, April 1988)
Aebersold, Jo Ann and Mary Lee Field, From Reader to Reading Teacher,
(Cambridge: Cambridge University Press, 1997)
Allen French Virginia, Techniques in Teaching Vocabulary, (New York: Oxford
University Press, 1983)
Ary , Donald, Introduction to Research in Education, (USA: Harcourt Brace
Publisher, 1996)
Bowers, Roger, Applied Linguistic and English Language Teaching, (London:
Macmillan Publishers, 1991)
Brown, H. Douglas, Teaching by Principles-An Interactive Approach to
Language Pedagogy 2th Edition, (San Fransisco: Longman,2001)
Brown, H. Douglas, The Principles of Language Learning and Teaching: Second
Edition, (New Jersey: Prentice Hall, Inc,,1987)
Cattegno, Caleb, Teaching Foreign Language in School, (New York: Educational
Solution, 1963)
Cellier- Macmillan International: A Division of the Macmillan Company, The Key
to English: Vocabulary: English Language Service, (London: Collier
Macmillan Limited, 1971)
Curtain , Helena Anderson, & Carol Ann Pesola, Language and Children making
the Match: Foreign Language Instruction in the Elementary School,
(Massachusetts, 1988)
Finocchiaro, Mary, English as a Second Language from Theory to Practice, (New
Jersey: Englewood Cliffs, inc., 1989)
Fries, Harles C., Teaching and Learning as A Foreign Language, (Ann Arbor, the
University of Michigan Press, 1995)
Hatch Evelyn and Cheryl Brown, Vocabulary, Semantic, and Language
Education, (New York: Cambridge University Press, 1997)
2
Harmer, Jeremy , The Practice of English Language Teaching New Edition, (New
York: Longman, 1991)
Henning – Dorothy, Grant, Communication In Action: Teaching the Language
Art, (Boston: Houghton Mifflin Company, 1986)
I. S. P. Nation, Teachingand Learning Vocabulary, (New York: Newbury House
Publishers, 1990)
James T. Asher in Robert W. Blair, Innovative Approaches to Language
Teaching, (Massachussets: Newbury House Publisher,1992)
Krashen, Stephen D, Principles and Practice in Second Language Acquisition,
(Oxfoed: Pergamon Press, 1982)
Larsen- Freeman, Diane, Techniques and Principles in Language Teaching,
(Hongkong: Oxford University Press, 1986)
Mora, Jill Kerper,Second Language-Teaching Methods, Principles &
Procedures,(San Diego State University: 1998)
http://coe.sdsu.edu/people/jmora/ALMMethods.htm
Oller, Jr , John W. & Patricia A. Richard - Amato, Methods That Work A
Smorgasbord of Ideas for Language Teacher, (New York: Newbury
House Publishers, inc, 1983)
Richards, Jack, C., and Theodore S. Rodgers, Approaches and Methods in
Language Teaching:A Description and Analysis, (Cambridge: Cambridge
University Press: 1986)
Richards, Jack C., Error Analysis: Perspective on Second language Acquisition,
(England: Longman Group Limited, 1984)
Silvers, Stephen Mark, Listen and Perform the TPR Student Workbook,
(California: Sky Oaks Productions. Inc, 1985)
Spache,George D., Reading in The Elementary School,(New York: Allvn &
Bacon, inc., 1964)
Thornby, Scott, How To Teach Vocabulary, (Cambridge: Cambridge University
Press,2000)
Ur, Penny,A Course in Language Teaching: Practice and Theory, (New York:
Cambridge University Press, 1996)
48
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Linguistic Aspect : Speaking & Vocabulary
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : I
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu bertanya dan menjawab serta memberi perhatian terhadap
lawan bicara
Siswa mampu memperagakan beberapa kalimat sesuai dengan artinya
Siswa mampu melafalkan dan mengartikan kosakata yang telah diberikan
oleh guru
Siswa mampu membuat kalimat sederhana sesuai dengan kosakata yang
telah diberikan oleh guru.
49
V. MATERI POKOK/ URAIAN MATERI POKOK
Listen the teacher and do it!
1. Greet the teacher
2. sit down
3. stand up
4. go to the window
5. Touch the wall
6. Back to your seat
7. Take one paper inside your bag
8. write your name
9. write your parents’ name on the paper
10. give the paper to me
11. point to the door
12. Point to the desk,
13. walk to the chair,
14. point to your friend,
15. point to the lamp, s
16. switch on the lamp
17. switch off the lamp
VI. METODE DAN STRATEGI PEMBELAJARAN
TPR
Individual work and Group work
VII. LANGKA – LANGKA KEGIATAN
a. Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Sit down
Stand up
Go
Touch
Take
Write
Give
Point
Walk
Switch on
Switch off
Window
Wall
Paper
Bag
Door
Chair
Friend
Lamp
Parents’
Seat
Verb Noun
Vocabularies
50
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
b. Kegiatan inti
Guru menanyakan kepada siswa beberapa vocabulary tentang “verb
and noun” yang telah diketahui oleh siswa
Guru meminta beberapa siswa untuk menjadi volunteer
Guru meminta siswa yang menjadi volunteer untuk mengikuti dan
merespon kalimat perintah yang telah diberikan oleh guru
Siswa yang sudah mampu mengucapkan command yang telah di
berikan oleh guru diberi kesempatan untuk memperaktekkan kepada
teman-temannya.
c. Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memeriksa catatan siswa
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru memberi salam
VIII. SUMBER PEMBELAJARAN
Kisnotono, dkk. The Bridge English Competence for SMP Grade VII.
Cet.2. Jakarta: Yudhistira. 2004
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
Pamulang, 2010
51
(____________________)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
I. IDENTITAS
Satuan Pendidikan : MTs Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII (Tujuh)/Satu
Tema : Family life
Aspek / Skill : Speaking & Vocabulary
Alokasi Waktu : 2 X 40 menit
Tahun Pelajaran : 2010 / 2011
Pertemuan : II
II. STANDAR KOMPETENSI
Mengungkapakan makna dalam percakapan transaksional dalam interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkunagan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (bersosialisasi) pendek sederhana dengan
mengungkapkan ragam bahasa lisan secara akurat.
IV. INDIKATOR
52
Siswa mampu:
1. bertanya dan menjawab serta memberi perhatian terhadap lawan bicara.
2. memeperagakan beberapa kalimat sesuai dengan artinya.
3. Melafalkan kosakata yang telah di berikan oleh guru
4. Membuat kalimat sederhana sesuai dengan verb yang telah diberikan
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Pertanya dan menjawab serta memberi perhatian terhadap lawan
bicara.
2. memeperagakan beberapa kalimat sesuai dengan artinya.
3. Melafalkan kosakata yang telah di berikan oleh guru
4. Membuat kalimat sederhana sesuai dengan verb yang telah diberikan
guru.
VI. MATERI POKOK DAN URAIAN MATERI POKOK
Vocabulary verbs:
Sweep, Listen, Open, Do, Close, Wash, Watch, Have,
Read, and Brush.
Study Sentences:
Sweep the floor!
Listen to the radio
Open the door
Do the homework
Close the door
Wash the clothes
Watch television
Have breakfast
Read newspaper
53
Brush the teeth
VII. SUMBER BELAJAR
a. Buku teks (Kisnotono,dkk. The Bridge English Competence for SMP
grade VII. Cet.2. Jakarta: Yudhistira 2004)
b. Text book, Marker, White board
VIII. METODE PEMBELAJARAN / TEKNIK
Pendekatan : TPR
Metode : Individual work and Group Work
IX. 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 dibahas
b. Kegiatan Inti
Guru menanyakan kepada murid tentang “Verb” yang telah
diketahui oleh siswa.
Guru meminta salah satu murid melakukan “act of verb” dengan
memperagakan beberapa kalimat sederhana.
Guru meminta siswa yang lainnya untuk menjawab verb yang
telah diperagakan oleh salah satu temannya.
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa selama KBM
Guru memberikan catatan akhir.
Guru memberikan salam.
X. SUMBER PEMBELAJARAN
54
Kisnotono, dkk. The Bridge English Competence for SMP Grade VII.
Cet.2. Jakarta: Yudhistira. 2004
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Linguistic Aspect : Speaking
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : III
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
55
IV. INDIKATOR
Siswa mampu memperaktekan percakapan terhadap lawan bicara
Siswa mampu memperagakan beberapa kalimat yang guru ucapkan
Siswa mampu bertanya dan menjawab serta memberi perhatian terhadap
lawan bicara
V. MATERI POKOK/ URAIAN MATERI POKOK
Practice this conversation!
At the class
Teacher : Good morning, students. How are you?
Students : Good morning, teacher. We are fine, thank you. And you?
Teacher : I’m very well, thanks.
Teacher : Look at the backboard is dirty. Andi, clean the blackboard
please!
Andi : Ok, sir.
Teacher : Thank you Andi
Andi :You’re welcome.
Teacher :Now, open your book on the page 20 and do the exercise!
Students : Ok, sir.
VI. METODE DAN STRATEGI PEMBELAJARAN
TPR
Individual work and Group work
VII. LANGKA – LANGKA KEGIATAN
a. Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
56
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
b. Kegiatan inti
Guru memberikan review tentang materi yang telah deberikan
Guru meminta siswa untuk mempraktekan apa yang telah di ajarkan
Guru meminta siswa untuk memperagakan apa yang telah guru
instruksikan
Mencari kosakata sulit bersama siswa.
c. Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memeriksa catatan siswa
Menanyakan kesulitan siswa selama KBM
Guru memberikan pekerjaan rumah kepada siswa berkait dengan
materi yang telah diajarkan
Guru memberikan motivasi akhir
Guru memberi salam
VIII. SUMBER PEMBELAJARAN
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
Text book, marker, whiteboard, hand out.
Pamulang, 2010
57
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Linguistic Aspect : Speaking
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : IV
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
58
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu mempraktekkan percakapan terhadap lawan bicara
Siswa mampu memperagakan beberapa kalimat sesuai dengan artinya
Siswa mampu melafalkan dan mengartikan kosakata yang telah diberikan
oleh guru
Siswa mampu membuat kalimat sederhana sesuai dengan kosakata yang
telah diberikan oleh guru
V. MATERI POKOK/ URAIAN MATERI POKOK
Vocabularies:
VI. METODE DAN STRATEGI PEMBELAJARAN
TPR method
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Greek
Close
Clean
Move
Turn on
Raise
Give
Switch off
Take off
Jump
Verb
The teacher!
The door !
The blackboard!
The chair!
The lamp!
Your hand!
Your book!
The television!
Your shoes!
On the floor!
Noun
59
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
Kegiatan inti
Guru menjelaskan kepada siswa tentang penggunaan verb dan noun
dalam kalimat perintah
Guru meminta siswa memperaktekkan kalimat-kalimat yang telah
diajarkan
Guru meminta siswa untuk memperagakan apa yang telah di
instruksikan
Memberikan siswa tugas “matching word” menjadi kalimat perintah
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru member salam
VIII. SUMBER PEMBELAJARAN
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
IX. PENILAIAN
Teknik : Tes lisan dan tulisan
Bentuk : Pertanyaan lisan dan tulisan
Instrument : Terlampir
X. PEDOMAN PENILAIAN
1. Tiap nomor diberi nilai 10
2. Jumlah nilai maksimal 10 x 10 = 100
60
Nilai Maksimal = 100
Pamulang, 2010
(____________________)
LAMPIRAN INSTRUMEN
KBM
1. Penilaian
Pre- Activities
The teacher write some verbs and nouns on the blackboard
Whilst
………………………………………………………………………………
I. Match the words in the column A with those in column B!
Greek
Close
Clean
Move
Turn on
Raise
Verb
The teacher!
The door !
The blackboard!
The chair!
The lamp!
Your hand!
Noun
A B
61
……………………………………………………………………………..…
Post Activities
Collect the answer sheets from the student
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Tema : At School
Linguistic Aspect : Speaking
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : V
II. STANDAR KOMPETENSI
62
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu merespon perintah yang diberikan oleh guru atau teman dan
memberikan perhatian terhadap lawan bicara
Siswa dapat membuat kalimat sederhana dengan menggunakan kosakata
yang tepat sesuai pengamatan mereka didalam kelas
Siswa dapat merespon monolog pendek yang di ujarkan dan di peragakan
melalui peragaan yang dilakukan oleh guru
Siswa dapat memahami kosakata yang diberikan oleh
V. MATERI POKOK/ URAIAN MATERI POKOK
Negative command
Using do not (don’t) give negative commands
Vocabulary
Don’t (do not)
Open the door!
Sit down!
Close the door!
Enter In the class!
Park here!
Turn right!
Turn left!
VI. METODE DAN STRATEGI PEMBELAJARAN
63
TPR Method
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Kegiatan inti
Guru menjelaskan kepada siswa tentang kosakata dan fungsi verb
dalam sebuah kalimat sehingga memberikan negative command
Guru memberikan pertanyaan kepada siswa dan siswa menjawabnya
dengan guessing
Guru meminta siswa untuk menuliskan beberapa kalimat negative
command berdasarkan kosakata yang disediakan
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru memberi salam
VIII. SUMBER PEMBELAJARAN
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
Pamulang, 2010
64
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Tema : At school
Linguistic Aspect :Writing
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : VI
65
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan
narrative.
IV. INDIKATOR
Siswa mampu memberikan respon yang tepat dan benar mengenai kalimat
perintah yang diberikan guru
Siswa mampu membedakan antara kalimat perintah dalam kalimat
sederhana dengan benar dan tepat
Siswa mampu memperaktekkan kalimat perintah dalam kehidupan sehari-
hari
Siswa mampu membuat kalimat perintah sesuai dengan apa yang telah
dijelaskan oleh guru
V. MATERI POKOK/ URAIAN MATERI POKOK
Write the command
1. You want your friend to close the door
2. You want your sister to turn off the television
3. Your teacher asks you to open the book on page 34
4. Your teacher wants you to clean the blackboard
5. Your teacher asks you to sit
6. Your friend wants to give the book
7. Your father wants you to read the book
8. Your mother wants you to brush your teeth before sleeping
66
9. Your mother wants you stop play game
10. Your teacher wants you do exercise
VI. METODE DAN STRATEGI PEMBELAJARAN
TPR
Two ways communication
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
Kegiatan inti
Guru memberikan beberapa kalimat kalimat perintah dan meminta
siswa untuk mengamati serta mendiskusikan maksud atau arti dari
kalimat kepada teman sekelompok
Guru memberikan penjelasan tentang kalimat perintah serta
perbedaannya dengan kalimat sederhana
Mencari kosakata yang sulit bersama dengan siswa.
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru member salam
VIII. SUMBER PEMBELAJARAN
67
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
Emalia Iragiliati, dkk. Interactive English junior High School Grade VII
Jakarta: Yudhistira, 2009
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Tema : Put Your Book on Your Desk
Linguistic Aspect : Speaking
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : VII
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
68
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu membuat kalimat sederhana sesuai dengan kosakata (verb)
yang telah diberikan oleh guru
Siswa dapat merespon monolog pendek yang diujarkan dan diperagakan
melalui peragaan yang dilakukan guru
Siswa mampu memperaktekkan kalimat perintah dikehidupan sehari-hari
Siswa mampu memberikan respon yang tepat dan benar mengenai
instruksi guru diberikan guru
Mencari kosakata yang sulit dan mengartikan bersama-sama
V. MATERI POKOK/ URAIAN MATERI POKOK
In the classroom
The students are in the classroom. They are studying English Mr. Edward is
their teacher.
Mr. Edward : Well, Adi clean the blackboard!
Adi : Yes, sir.
Mr. Edward : Anto, please open the window. It is hot in here!
Anto : Yes, sir.
Mr. Edward : Well, students. Take out your English book and open
page 101
Students : Yes, sir.
VI. METODE DAN STRATEGI PEMBELAJARAN
TPR
To give command, we use imperative sentence. An imperative sentence usually started by a verb. Example:
- Stand up - Open your book - Close the door
69
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
Kegiatan inti
Guru instruksikan beberapa kalimat perintah
Guru meminta siswa untuk merespon pernyataan yang telah
diberikan oleh guru
Guru memberikan penjelasan tentang verb serta penggunanya dalam
kalimat perintah
Guru menayakan kepada siswa tentang kosakata yang berhubungan
dengan “verb” yang telah di ketahui oleh siswa
Guru meminta siswa menganalisa kosakata sulit yang terdapat
dalam kalimat dan mengartikannya bersama-sama
Siswa secara berkelompok mengerjakan tugas yang diberikan oleh
guru yaitu membuat kalimat perintah sesuai dengan kosakata yang
diberikan oleh guru
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru memberi salam
VIII. SUMBER PEMBELAJARAN
Madyani, S. pd. Basic English for Beginner. Jakarta PT Indemedia
Cipta Nusanntara. 2004.
70
Emalia Iragiliati, dkk. Interactive English junior High School Grade VII
Jakarta: Yudhistira, 2009
Hand out, text book, marker, whiteboard
IX. PENILAIAN
Teknik : Tes lisan dan tulisan
Bentuk : Pertanyaan lisan dan tulisan
Instrument : Terlampir
X. PEDOMAN PENILAIAN
1. Tiap nomor diberi nilai 20
2. Jumlah nilai maksimal 20 x 5 = 100
Nilai Maksimal = 100
Pamulang, 2010
(____________________)
LAMPIRAN INSTRUMEN
KBM
1. Penilaian
Pre- Activities
The teacher write some verbs and nouns on the blackboard
Whilst
…………………………………………………………………………..……
I. Make a imperative sentence from this words!
1. Walk : ________________________________ !
2. Give : ________________________________ !
3. Buy : ________________________________ !
4. Change : ________________________________ !
5. Mention : ________________________________ !
71
……………………………………………………………………………..…
Post Activities
Collect the answer sheets from the student
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Tema : Let’s Go to School
Linguistic Aspect :Writing
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : VIII
II. STANDAR KOMPETENSI
72
Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan
narrative.
IV. INDIKATOR
Siswa mampu mengidentifikasi secara tepat dan benar mengenai
ungkapan- ungkapan command or prohibition yang di lihat disekitar
Siswa mampu mengidentifikasi antara ungkapan- ungkapan command or
prohibition dalam kalimat sederhana dengan benar dan tepat
Siswa mampu memahami ungkapan- ungkapan command or prohibition
dilingkungan sekitar
Siswa mampu membuat ungkapan- ungkapan command or prohibition
sesuai dengan apa yang telah dijelaskan oleh guru
V. MATERI POKOK/ URAIAN MATERI POKOK
Pair Work: Write the command and prohibition based on the following
Prohibition is the negative form of command. It is formed by adding
“don’t” or “do not” to the imperative (DON’T + the basic form of
VERB).
Example:
- Don’t open the book
- Don’t eat in the classroom
- Don’t cheat
73
signs.
VI. METODE DAN STRATEGI PEMBELAJARAN
TPR Method
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
Kegiatan inti
Guru memberikan penjelasan tentang penggunaan dan fungsi
ungkapan –ungkapan command or prohibition
Guru memperlihatkan contoh command and prohibition berupa
gambar kepada siswa dan meminta siswa untuk mengamati serta
mendiskusikan maksud atau arti dari gambar tersebut kepada teman
sekelompok
Mencari kosakata yang sulit bersama dengan siswa.
74
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru member salam
VIII. SUMBER PEMBELAJARAN
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
Emalia Iragiliati, dkk. Interactive English junior High School Grade VII
Jakarta: Yudhistira, 2009
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : I
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
75
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu mengetahui arti kosakata dengan tepat
Siswa mampu memahami kosakata yang dipelajari
Siswa mampu menggunakan kosakata yag dipelajari
V. MATERI POKOK/ URAIAN MATERI POKOK
Cari arti kosakata dibawah ini!
Vocabulary Arti Vocabulary Arti
Sit down Duduk Window Jendela
Stand up Berdiri Wall Dinding
Go Pergi Paper Kertas
Touch Menyentuh Bag Tas
Take Mengambil Door Pintu
Write Menulis Chair Kursi
Give Memberi Friend Teman
Point Tunjuk Lamp Lampu
Walk Berjalan Parent Orangtua
Switch on Hidupkan Seat Tempat duduk
Switch off Matikan
VI. METODE DAN STRATEGI PEMBELAJARAN
GTM method
VII. LANGKA – LANGKA KEGIATAN
a. Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
b. Kegiatan inti
Guru memberikan kosakata yang akan dipelajari, kemudian meminta
siswa untuk mencatatnya
Guru guru meminta siswa untuk membaca kosakata yang diberikan
76
Guru meminta siswa untuk mencari arti kosakata dalam kamus dan
menerjemahkannya
Guru meminta siswa ntuk menghafal kosakata yang telah diberikan.
c. Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memeriksa catatan siswa
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru memberi salam
VIII. SUMBER PEMBELAJARAN
Kisnotono, dkk. The Bridge English Competence for SMP Grade VII.
Cet.2. Jakarta: Yudhistira. 2004
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
I. IDENTITAS
Satuan Pendidikan : MTs Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII (Tujuh)/Satu
Tema : Family life
Aspek / Skill : Vocabulary
Alokasi Waktu : 2 X 40 menit
Tahun Pelajaran : 2010 / 2011
Pertemuan : II
II. STANDAR KOMPETENSI
77
Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan
narrative.
IV. INDIKATOR
Siswa mampu:
Mengetahui arti kosakata dengan tepat
Memahami kosakata yang dipelajari
Menggunakan kosakata yang dipelajari.
Membuat kalimat sederhana sesuai dengan kosakata yang telah diberikan
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
Mengetahui arti kosakata dengan tepat
Memahami kosakata yang dipelajari
Menggunakan kosakata yang dipelajari.
Membuat kalimat sederhana sesuai dengan kosakata yang telah
diberikan
VI. MATERI POKOK DAN URAIAN MATERI POKOK
Vocabulary verbs:
Sweep = menyapu, Listen=mendengar, Open=membuka, Do=melakukan,
Close=menutup, Wash=mencuci, Watch=nonton, Have=mempunyai,
Read=membaca, and Brush=menyikat.
I She
You He Do
Does
78
They It
We
Study Sentences:
1. Wina …… the floor
2. Rio …… the music
3. The students …… the book
4. My little brother …… the homework
5. The student …… the door
6. My mother …… the clothes
7. Riri …… the television
8. I …… breakfast this morning
9. Kiki’s father …… a newspaper
10. Koko …… the teeth
VII. SUMBER BELAJAR
a. Buku teks (Kisnotono,dkk. The Bridge English Competence for SMP
grade VII. Cet.2. Jakarta: Yudhistira 2004)
b. Text book, Marker, White board
VIII. METODE PEMBELAJARAN / TEKNIK
Pendekatan : GTM method
Metode : Individual work
IX. 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 dibahas
b. Kegiatan Inti
Guru memberikan kosakata yang akan dipelajari, kemudian
meminta siswa untuk menulisnya.
Guru meminta siswa untuk membaca kosakata yang diberikan.
Guru meminta siswa untuk mencari arti kosakata dalam kamus dan
menerjemahkannya.
Brush
Have
Close
Open
Read
Watch
Do
Sweep
Wash
Listen
79
Guru meminta siswa untuk menghafalkan kosakata yang telah
dipelajari
Guru memberikan soal kepada murid tentang materi yang telah
dipelajari, kemudian meminta siswa menerjemahkannya.
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa selama KBM
Guru memberikan catatan akhir.
Guru memberikan salam.
X. SUMBER PEMBELAJARAN
Kisnotono, dkk. The Bridge English Competence for SMP Grade VII.
Cet.2. Jakarta: Yudhistira. 2004
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : III
II. STANDAR KOMPETENSI
80
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu:
Mengetahui arti kosakata dalam kalimat dengan tepat
Memahami kosakata yang dipelajari
Menggunakan kosakata yang dipelajari.
Membuat kalimat sederhana sesuai dengan kosakata yang telah diberikan
V. MATERI POKOK/ URAIAN MATERI POKOK
Practice this conversation!
At the class
Teacher : Good morning, students. How are you?
Students : Good morning, teacher. We are fine, thank you. And you?
Teacher : I’m very well, thanks.
Teacher : Look at the backboard is dirty. Andi, clean the blackboard
please!
Andi : Ok, sir.
Teacher : Thank you Andi
Andi :You’re welcome.
Teacher :Now, open your book on the page 20 and do the exercise!
Students : Ok, sir.
81
Questions:
I. Answer these questions below based on the text above!
1. Who are talking on the dialogue?
2. Who is the first speaking on the text?
3. Where does the dialogue take place?
4. What does the teacher ask to Andi?
5. What does the teacher ask to the students?
VI. METODE DAN STRATEGI PEMBELAJARAN
GTM , Individual Work
VII. LANGKA – LANGKA KEGIATAN
a. Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
b. Kegiatan inti
Guru memberikan percakapan kepada siswa, dan meminta siswa
mencatatnya
Guru meminta siswa untuk membaca percakapan yang diberikan
Guru meminta siswa untuk mengartikan percakapan tersebut
Guru memberi soal kepada siswa terkait materi yang telah dipelajari
c. Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memeriksa catatan siswa
Menanyakan kesulitan siswa selama KBM
Guru memberikan pekerjaan rumah kepada siswa berkait dengan
materi yang telah diajarkan
Guru memberikan motivasi akhir
Guru memberi salam
82
VIII. SUMBER PEMBELAJARAN
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
Text book, marker, whiteboard, hand out.
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : IV
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
83
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu mengetahui arti kosakata dengan tepat
Siswa mampu memahami kosakata yang dipelajari
Siswa mampu menggunakan kosakata yag dipelajari
V. MATERI POKOK/ URAIAN MATERI POKOK
Vocabularies:
VI. METODE DAN STRATEGI PEMBELAJARAN
GTM, Individual work
Greek = menyapa
Close = menutup
Clean = membersihkan
Move = memindahkan
Turn on = menghidupkan
Raise = mengangkat
Give = memberi
Switch off = mematikan
Take off = melepaskan
Jump = melompat
The teacher = guru
The door = pintu
The blackboard = papan tulis
The chair = kursi
The lamp = lampu
Your hand = tanganmu
Your book = bukumu
The television= televisi
Your shoes = sepatumu
On the floor= lantai
Noun Verb
84
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
Kegiatan inti
Guru menjelaskan kepada siswa tentang penggunaan kata verb dan
noun dalam kalimat
Guru meminta siswa menerjemahkan kosakata yang diberikan
Guru meminta siswa menghafal kosakata yang telah diajarkan
Memberikan siswa tugas “matching word” menjadi kalimat
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru member salam
VIII. SUMBER PEMBELAJARAN
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
IX. PENILAIAN
Teknik : Tes lisan dan tulisan
Bentuk : Pertanyaan lisan dan tulisan
Instrument : Terlampir
X. PEDOMAN PENILAIAN
85
1. Tiap nomor diberi nilai 10
2. Jumlah nilai maksimal 10 x 10 = 100
Nilai Maksimal = 100
Pamulang, 2010
(____________________)
LAMPIRAN INSTRUMEN
KBM
1. Penilaian
Pre- Activities
The teacher write some verbs and nouns on the blackboard
Whilst
………………………………………………………………………………
II. Match the words in the column A with those in column B!
B A
The teacher!
The door !
The blackboard!
The chair!
The lamp!
Greek
Close
Clean
Move
Turn on
Noun Verb
86
……………………………………………………………………………..…
Post Activities
Collect the answer sheets from the student
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Tema : At School
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : V
II. STANDAR KOMPETENSI
87
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu mengetahui arti kosakata dengan tepat
Siswa mampu memahami kosakata yang dipelajari
Siswa mampu menggunakan kosakata yag dipelajari dalam bentuk kalimat
negatif
V. MATERI POKOK/ URAIAN MATERI POKOK
VI. METODE DAN STRATEGI PEMBELAJARAN
GTM
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Kegiatan inti
Guru memberikan kosakata kepada siswa, kemudian meminta siswa
mencatatnya
Subject To be Vocabulary
I
Do not (don’t)
Open the door!
You Sit down!
They Close the door!
We Enter In the class!
She Does not (doesn’t)
Park here!
He Turn right!
It Turn left!
88
Guru meminta siswa mencari arti kosakata dalam kamus, kemudian
menghafalkannya
Guru menjelaskan kepada siswa tentang penggunaan do not (don’t)
dan does not (don’t) dalam suatu kalimat
Guru meminta siswa membuat kalimat negative terkait materi yang di
ajarkan
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru member salam
VIII. SUMBER PEMBELAJARAN
Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,
2007
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Tema : At school
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : VI
II. STANDAR KOMPETENSI
89
Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima
untuk berinteraksi dengan lingkungan sekitar.
IV. INDIKATOR
Siswa mampu mengetahui arti kosakata dalam kalimat dengan tepat
Siswa mampu memahami kosakata dalam kalimat yang dipelajari
Siswa mampu menggunakan kosakata yag dipelajari dalam bentuk kalimat
V. MATERI POKOK/ URAIAN MATERI POKOK
I. Terjemahkan kalimat–kalimat dibawah ini kedalam bahasa Indonesia!
1. Mitha closes the door, because it’s very hot today
2. My sister turns off the television
3. The teacher asks to the students to open the book on page 34
4. The teacher wants me to clean the blackboard
5. The teacher asks Doni to sit on the chair
6. My friend wants to give me the book
7. My father wants me to read the book
8. My mother wants me to brush my teeth before sleeping
9. My mother wants me stop play game
10. The teacher wants to the students do exercise
VI. METODE DAN STRATEGI PEMBELAJARAN
GTM
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
Kegiatan inti
90
Guru meminta siswa mengulangi beberapa kosakata beserta artinya
yang pernah di hafalkan
Guru memberikan penjelasan tentang cara membuat kalimat
Guru memberikan beberapa contoh kalimat dan meminta siswa untuk
mengamati serta mendiskusikan maksud atau arti dari kalimat kepada
teman sekelompok
Guru memberi soal kepada siswa terkait materi yang telah dipelajari
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru member salam
VIII. SUMBER PEMBELAJARAN
Emalia Iragiliati, dkk. Interactive English junior High School Grade VII
Jakarta: Yudhistira, 2009
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Tema : Put Your Book on Your Desk
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : VII
91
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (besosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat.
IV. INDIKATOR
Siswa mampu:
Mengetahui arti kosakata dalam kalimat dengan tepat
Memahami kosakata yang dipelajari
Menggunakan kosakata yang dipelajari.
Membuat kalimat sederhana sesuai dengan kosakata yang telah diberikan
V. MATERI POKOK/ URAIAN MATERI POKOK
In the classroom
The students are in the classroom. They are studying English Mr. Edward is
their teacher.
Mr. Edward : Well, Adi clean the blackboard!
Adi : Yes, sir.
Mr. Edward : Anto, please open the window. It is hot in here!
Anto : Yes, sir.
Mr. Edward : Well, students. Take out your English book and open
page 101
Students : Yes, sir.
Questions:
I. Answer these questions below based on the text above!
1. Who are talking on the dialogue?
2. Who is the first speaking on the text?
92
3. Where does the dialogue take place?
4. What does Mr. Edward ask to Adi?
5. What does Mr. Edward ask to Anto?
VI. METODE DAN STRATEGI PEMBELAJARAN
GTM
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Kegiatan inti
Guru memberikan percakapan kepada siswa, dan meminta siswa
mencatatnya
Guru meminta siswa untuk membaca percakapan yang diberikan
Guru meminta siswa untuk mengartikan percakapan tersebut
Guru memberi soal kepada siswa terkait materi yang telah dipelajar
Guru memberikan tugas dirumah kepada siswa untuk menghafal
kosakata terkait dengan materi yang telah di ajarkan
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru memberi salam
VIII. SUMBER PEMBELAJARAN
Madyani, S. pd. Basic English for Beginner. Jakarta PT Indemedia
Cipta Nusanntara. 2004.
Emalia Iragiliati, dkk. Interactive English junior High School Grade VII
Jakarta: Yudhistira, 2009
93
Hand out, text book, marker, whiteboard
IX. PENILAIAN
Teknik : Tes lisan dan tulisan
Bentuk : Pertanyaan lisan dan tulisan
Instrument : Terlampir
X. PEDOMAN PENILAIAN
1. Tiap nomor diberi nilai 20
2. Jumlah nilai maksimal 20 x 5 = 100
Nilai Maksimal = 100
Pamulang, 2010
(____________________)
RENCANA PELAKSANAAN PEMBELAJARA
(RPP)
I. IDENTITAS
Satuan pendidikan : Mts Khazanah Kebajikan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ 1
Tema : Let’s Go to School
Alokasi Waktu : 2x 40 menit
Tahun Pelajaran : 2008/2009
Pertemuan : VIII
94
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan
narrative.
IV. INDIKATOR
Siswa mampu mengidentifikasi secara tepat dan benar mengenai
ungkapan- ungkapan command or prohibition yang di lihat disekitar
Siswa mampu mengidentifikasi antara ungkapan- ungkapan command or
prohibition dalam kalimat sederhana dengan benar dan tepat
Siswa mampu memahami ungkapan- ungkapan command or prohibition
dilingkungan sekitar
Siswa mampu membuat ungkapan- ungkapan command or prohibition
sesuai dengan apa yang telah dijelaskan oleh guru
V. MATERI POKOK/ URAIAN MATERI POKOK
Pair Work: Write and translate the command and prohibition based on the
following signs!
Prohibition is the negative form of command. It is formed by adding
“don’t” or “do not” to the imperative (DON’T + the basic form of
VERB).
Example:
- Don’t open the book
- Don’t eat in the classroom
- Don’t cheat
95
VI. METODE DAN STRATEGI PEMBELAJARAN
GTM
VII. LANGKA – LANGKA KEGIATAN
Kegiatan pendahuluan
Greeting
Tanya jawab berbagai hal terkait kondisi siswa
Absensi
Memberi motivasi siswa
Penjelasan tentang topic yang akan dibahas
Kegiatan inti
Guru memberikan penjelasan tentang penggunaan dan fungsi
ungkapan –ungkapan prohibition
96
Guru memperlihatkan contoh prohibition berupa gambar kepada siswa
dan meminta siswa untuk mengamati serta mendiskusikan maksud
atau arti dari gambar tersebut kepada teman sekelompok
guru meminta siswa menulis unkapan-ungkapan prohibition beserta
artinya ke buku tulis.
Guru meminta siswa menghafal ungkapan-ungkapan prohibition
Kegiatan penutup
Menyimpulkan materi pembelajaran
Guru memberikan pertanyaan sesuai materi yang diajarkan
Menanyakan kesulitan siswa selama KBM
Guru memberikan motivasi akhir
Guru member salam
VIII. SUMBER PEMBELAJARAN
Rita Kurniawan,dkk. Let’s go with English Cet.1 Jakarta:Yudhistira, 2007
Emalia Iragiliati, dkk. Interactive English junior High School Grade VII
Jakarta: Yudhistira, 2009
Pamulang, 2010
(____________________)
97
98
99
ANSWER KEY
I. Multiple Choices
1. B 11. C
2. C 12. C
3. C 13. B
4. D 14. A
5. C 15. A
6. C 16. B
100
7. B 17. C
8. B 18. B
9. A 19. B
10. D 20. A
II. Matching
21. E
22. D
23. A
24. C
25. B
III. Translating
26. Nyalakan lampunya!
27. Kesini!
28. Keluar!
29. Silakan masuk!
30. Ambilkan kapur itu!
THE STUDENTS’ SCORE EXPERIMENTAL CLASS
MTS KHASANAH KEBAJIKAN PONDOK CABE ILIR
PERIOD 2010 -2011
No. NAMA JK SCORE
KET Pre – test Post –test
1 Abdul Majid L 27 41
2. Dede irawan L 42 74
3. Ade Firmansyah L 34 52
4. Adinda Putri P 14 49
5. Ahmad Daman Huri L 30 42
6. Ahmad Rifai L 75 94
7. Aji Warah Utama L 53 79
101
8. Alansyah L 23 40
9. Muahmad Dandi L 59 80
10. Anisa Fitriani P 57 85
11. Ardiansyah L 50 78
12. Azizah P 48 83
13. Bagus Rahman Prasetyo L 25 40
14. Dodi Andiki Rahman L 71 86
15. Desi Puspita Sari P 17 32
16. Tabah Yulistyo L 78 90
17. Fajria Fadillah P 51 78
18. Fitri Noviyanti Fauzi P 57 86
19. Indah Sari P 33 58
20. Kamila P 57 78
21 Lanti Restina P 54 84
22. Linda Karunia Lestari P 70 86
23. Amalia P 33 79
24. Muhammad Khairul L 50 88
25. Muhammad Septianan L 53 64
26. Sarah Nabila P 24 50
27. Santi Nur Indah Sari P 42 74
28. Siti Maryam P 35 72
29. Syahrul Efendi L 49 56
30. Abdurrahman Ilyas Albadawi L 27 57
THE STUDENTS’ SCORE CONTROL CLASS
MTS KHASANAH KEBAJIKAN PONDOK CABE ILIR
PERIOD 2010 -2011
No. NAMA JK SCORE
KET Pre – test Post –test
1 Derbi Ananda L 52 60
2. M. Satria Jepri L 42 53
3. Maya anggi uteri P 53 66
4. Melin Gustriani P 70 79
5. Merrisa Alsa P 58 70
6. Muh. Addin Anugrah L 14 50
102
7. Muhammad Ilham L 21 27
8. Muhammad Mahesa L 63 74
9. Nanang Supriadi L 23 56
10. Neneng Afifah P 45 62
11. Neneng Musdalipa P 28 53
12. Nopri Selin P 17 33
13. Nurmasati P 60 67
14. Pungki Maulana L 47 62
15. Putra Bayu L. L 68 84
16. Putra Rizky Yudha P L 16 32
17. Rafi Ramadhan L 28 39
18. Ramadanu Saputra L 30 48
19. Ratna Wulan Sari P 60 67
20. Rifkan Hadi L 31 43
21 Risma Cahaya Larasati P 47 30
22. Rizki Fajar Ramadhani L 22 53
23. Roli Mikrian L 27 73
24. Sahlan L 23 50
25. Shafa Delianti P 39 59
26. Siti Nurjanah P 57 73
27. Suci Widyastuti P 57 68
28. Tatan Miharja L 39 61
29. Tiara Sartika P 55 66
30. Vadel Muhammad L 49 73
PRE-TEST AND POST-TEST
ISLAMIC JUNIOR HIGH SCHOOL KHAZANAH KEBAJIKAN
PONDOK CABE ILIR
NAME :
CLASS :
A. Choose the best answer by crossing a, b, c, d!
1. Today is very hot
The teacher said : “would you please . . . . .
. the window”.
a. Stand c. close
b. Open d. sit
2. The teacher enters the class.
The chairman said: “. . . . . . . . . . and great
to our teacher”.
a. Walk c. stand up
b. Jump d. run
3. Your teacher want you to clean the
blackboard
Your teacher said: “………. The
blackboard”
a. Sweep
b. Open
c. Clean
d. Close
4. .
A.: . . . . . . . . . . . . . . . . . . . .
B: All right.
a. Park here c. turn right
b. Don’t stop d. do not turn
right
5.
Nita : . . . . . . . . . . . .
Lila : All right, here it is.
a. Give me the pen!
b. Give me the book!
c. Give me pencil!
d. Give me the money!
6. Today we are English test.
Teacher said: “ . . . . . . . . . . . . “
a. Don’t make noise
b. Don’t speak in the class
c. Don’t cheating
d. Don’t bother your friend
7. The class is very crowded. The
teacher said : “ don’t make . . .”
a. Speak c. bother your friend
b. Noise d. voice
8. You want your sister to turn off the
Television.
You says: ……… the television!
a. Turn on
b. Turn off
c. Changes
d. Don’t bother
9. The room is very dark
The mother said: “. . . . . . . the light!”
a. Turn on c. open
b. Sit d. turn off
10. Joko comes to my house
I said: “come in and . . . . . . . . on the
chair!”
a. Write c. stand
b. Turn d. sit
11. Walk to the door and touch it!
Translate into Indonesia!
a. Pergi c. pegang
b. Berjalan d. berdiri
12. .
a. Don’t turn right
b. Park here
c. Don’t park here
d. Turn right
13. Arrange into a good sentence!
Blackboard - write – your – on – the – name
1 2 3 4 5 6
a. 362451 c. 231456
b. 236451 d. 456321
14. The floor is dirty.
My mother said: “. . . .. . . . . the floor!”
a. Sweep c. throw
b. Burn d. play on
15. “Tom, Write the answer on the blackboard,
please! “The teacher said.
a. Papan tulis c. papan nama
b. Dinding d. lantai
16. The spoon fell to the floor
Mother said: “would you please . . . .. . the
spoon!”
a. Point c. touch
b. Pick up d. give
17. “Kunci pintu itu”!
Translate into English
a. Open the door!
b. Close the door!
c. Lock the door!
d. Walk the door!
18. Your teacher asks you to study on the page
34.
The teacher said: “ . . . . . . . . the book on
page 34!”
a. Close c. take
b. Open d. write
19. .
a. Stand up the teacher
b. Greet the teacher
c. Say “hi” to your friend
d. Say “hello” to your friend.
20.
In the picture, Teacher says: ………. The door!
a. Close
b. Open
c. Walk
d. Give
B. Match the Words in the left side With the Meaning on the right side !
21. Greet ( . . . . )
22. Move ( . . . . )
23. Throw ( . . . . )
24. Give ( . . . . )
25. Do ( . . . . )
a. Melempar
b. Melakukan
c. Memberi
d. Memindahkan
e. Mengucapkan salam
26. Switch on the lamp!
_________________________!
27. Come here!
_________________________!
28. Go out!
_________________________!
29. Come in!
_________________________!
30. Take the Chalk!
_________________________!
C. Translate into Indonesia!
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