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THE USE OF AFFIXES AS WORD STRUCTURE STRATEGY ON
STUDENTS’ VOCABULARY MASTERY
(A Classroom Action Research at the Eleventh Grade Students of
SMA N 66 Jakarta in Academic Year 2019/2020)
A Skripsi
Presented to the Faculty of Educational Sciences in a Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata One) in English Education
By:
Putri Indah Oktavia
11160140000008
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2020
i
APPROVAL SHEET
ii
Endorsement Sheet
iii
STATEMENT OF THE AUTHENTICITY
iv
ABSTRACT
Putri Indah Oktavia, 11160140000008, The Use of Affixes as Word Structure
Strategy on Students’ Vocabulary Mastery (A Classroom Action Research at
the Eleventh Grade Students of SMA N 66 Jakarta in Academic Year
2019/2020). A Skripsi of Department of English Education, Faculty of
Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta, 2020.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
Keywords : Vocabulary Mastery, Affixes, Word Structure
Strategy
This research aims to improve students’ vocabulary mastery through
the use of Affixes as Word Structure Strategy. This research was conducted on the
eleventh-grade students at SMA N 66 Jakarta in Academic Year 2019/2020. The
subject of the research was students of XI MIA 1 class, consists of 35 students.
This research was implementing a Classroom Action Research based on Kemmis
and McTaggart models by using both of qualitative and quantitative methods.
This research was addressed in two cycles, where each cycle consisted of four
phases: planning, acting, observing, and reflecting. Quantitative data gathered
from the tests, while qualitative data gathered from observation and interview.
The result of tests indicated that there was was a good improvement regarding the
students' development on vocabulary mastery. In the pre-test, there were only 17
students or 48.6% who could exceed the Minimum Mastery Criterion (KKM), and
the average score was 66.1. In the post-test 1, that was conducted after cycle 1, the
students who passed the KKM increased. There were 22 students, or 62.9% of all
students who exceeded the KKM, and the average score was 72.9. Then, in the
post-test 2, that was conducted after cycle 2, 80% of students exceeded the KKM,
and the average was 77.7. Thus, it showed the improvement of students’
vocabulary mastery significantly, and it achieved the criteria of success.
Moreover, the results of observations and interviews indicated good students’
improvement from before implementing the strategy up to the end of CAR. The
students’ activeness in participating learning process, vocabulary understanding,
and motivation in learning English using this strategy had significantly improved.
v
ABSTRAK
Putri Indah Oktavia, 11160140000008, Penggunaan Afiks sebagai Strategi
Struktur Kata pada Penguasaan Kosakata Siswa (Penelitian Tindakan Kelas
pada Siswa Kelas Sebelas SMA N 66 Jakarta Tahun Ajaan 2019/2020).
Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2020.
Dosen Pembimbing I : Dr. Ratna Sari Dewi, M.Pd.
Dosen Pembimbing II : Zaharil Anasy, M.Hum.
Kata Kunci : Penguasaan Kosakata, Affixes, Strategi Struktur
Kata
Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata siswa melalui
penggunaan Affix sebagai Strategi Struktur Kata. Penelitian ini dilakukan pada
siswa kelas sebelas SMA N 66 Jakarta Tahun Ajaran 2019/2020. Subjek
penelitian adalah siswa kelas XI MIA 1 yang berjumlah 35 siswa. Penelitian ini
merupakan penelitian tindakan kelas berbasis model Kemmis dan McTaggart
dengan menggunakan metode kualitatif dan kuantitatif. Penelitian ini
dilaksanakan dalam dua siklus, dimana setiap siklus terdiri dari empat tahapan
yaitu perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data kuantitatif
diperoleh dari tes, sedangkan data kualitatif diperoleh dari observasi dan
wawancara. Hasil tes menunjukkan bahwa ada peningkatan yang baik terkait
perkembangan penguasaan kosakata siswa. Pada pre-test hanya terdapat 17 siswa
atau 48,6% yang dapat melebihi Kriteria Ketuntasan Minimal (KKM), dengan
nilai rata-rata 66,1. Pada post test 1 yang dilaksanakan setelah siklus 1, siswa yang
lulus KKM mengalami peningkatan. Ada 22 siswa atau 62,9% dari seluruh siswa
yang melebihi KKM, dan nilai rata-rata 72,9. Kemudian pada post test 2 yang
dilaksanakan setelah siklus 2, 80% siswa melebihi KKM, dan rata-rata 77,7.
Dengan demikian, hal tersebut menunjukkan peningkatan penguasaan kosakata
siswa secara signifikan, dan mencapai kriteria berhasil. Selain itu, hasil observasi
dan wawancara menunjukkan peningkatan siswa yang baik dari sebelum
penerapan strategi hingga akhir PTK. Keaktifan siswa dalam mengikuti proses
pembelajaran, pemahaman kosakata, dan motivasi belajar bahasa Inggris dengan
menggunakan strategi ini telah meningkat secara signifikan.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Most Beneficent and the Most Merciful.
All praises be to Allah, the Lord of the worlds, who has given the
researcher his blessing, guidance, and strength to finish this Skripsi well. Sholawat
and salam may Allah send them to our Prophet Muhammad (peace be upon him),
his family, his companions as well his followers.
In this valuable occasion, the researcher would like to express her
gratitude and appreciation to many people who have provided motivation,
guidance, and support. First, to the researcher’s beloved parents, her mother
Susilawati for her endless love and support, and her father Tri Atmono, who has
become the researcher’s booster to keep continuing her study, especially at the
academic level. Also, for her sister, Desti Harniati, and her brother, Andri Yanto,
who have always been supporting the researcher.
Second, to Dr. Ratna Sari Dewi, M.Pd. and Zaharil Anasy, M.Hum, as
the advisors who have helped the researcher patiently completing this Skripsi by
giving guidance, suggestion, correction, and support in completing this Skripsi.
Besides, the researcher would also deliver her special thanks to:
1. Dr. Sururin, M.Ag., the Dean of Faculty of Educational Sciences Syarif
Hidayatullah State Islamic University Jakarta.
2. Didin N Hidayat, MA. TESOL., Ph.D., as Head of Department of English
Education.
3. Zaharil Anasy, M.Hum., the Secretary of Department of English Education.
4. All lecturers in the Department of English Education who have given their
knowledge, experiences, and motivations to the researcher during the learning
process at Syarif Hidayatullah State Islamic University.
5. Kusnyoto, S.Pd., the Headmaster of SMA N 66 Jakarta.
6. Nunun Maslukah, S.Pd., the English teacher of eleventh-grade at SMA N 66
Jakarta.
7. The students of XI MIA 1 of SMA N 66 Jakarta for the cooperation and
participation during research.
vii
8. Her closest friends, Yatni Fatwa Mulyati, Krisma Nurmaya, and Khaerunnisa,
who always give support, suggestion, strength while conducting this research.
9. All beloved member A class of Department of English Education 2016 “Alpha
Squad” for their support and helps from the beginning of the learning process
to the end of the semester.
10. For everyone who has supported and contributed to the completion of this
Skripsi that cannot be mentioned one by one.
In the end, the researcher expected that this Skripsi could be useful for
both the researcher herself and the readers. The researcher realizes that this
research is far from perfect, and there are still many shortcomings in this Skripsi.
Therefore, suggestions, constructive thought, and critiques are welcomed to make
this research better.
Jakarta, October 2020
Putri Indah Oktavia
viii
TABLE OF CONTENTS
APPROVAL SHEET ............................................................................................. i
ENDORSEMENT SHEET ................................................................................... ii
STATEMENT OF THE AUTHENTICITY ....................................................... ii
ABSTRACT .......................................................................................................... iii
ABSTRAK ............................................................................................................. v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENTS ................................................................................... viii
LIST OF TABLES ................................................................................................ x
LIST OF FIGURES ............................................................................................. xi
LIST OF APPENDICES .................................................................................... xii
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of the Research ................................................................. 1
B. Identification of the Problem ................................................................ 4
C. The Focus of the Research .................................................................... 4
D. Formulation of the Research ................................................................. 4
E. Objectives of the Research .................................................................... 4
F. Significance of the Research ................................................................. 5
CHAPTER II THEORETICAL FRAMEWORK ............................................. 6
A. Vocabulary Mastery .............................................................................. 6
1. The Conceptual Definition of Vocabulary Mastery ................. 6
2. The Importance of Vocabulary Mastery .................................. 7
3. Types of Vocabulary ................................................................ 8
4. Teaching and Learning Vocabulary ......................................... 8
5. Problems in Teaching and Learning Vocabulary ..................... 9
B. Word Structure Strategy ...................................................................... 10
1. Definition of Word Structure Strategy ................................... 10
2. Definition of Affixes .............................................................. 11
3. The most Commonly Affixes Used ........................................ 12
ix
4. The benefit of Word Structure Strategy ................................. 13
C. Teaching Vocabulary through Affixes as Word Structure Strategy ... 14
D. Relevant Research ............................................................................... 16
E. Conceptual Framework ....................................................................... 17
F. Action Hypotheses .............................................................................. 18
CHAPTER III RESEARCH METHODOLOGY ............................................ 19
A. Place and Time of the Research .......................................................... 19
B. Method and Design of the Research ................................................... 19
C. The Subject and Object of the Research ............................................. 21
D. Data Sources........................................................................................ 21
E. The instrument of the Research........................................................... 22
F. The technique of Data Collection ....................................................... 22
G. The technique of Data Analysis .......................................................... 23
H. Trustworthiness ................................................................................... 24
I. The Criterion of Action Success ......................................................... 25
CHAPTER IV FINDINGS AND DISCUSSION .............................................. 26
A. Data Description.................................................................................. 26
1. Finding of the Preliminary Research ...................................... 26
2. Finding the First Cycle ........................................................... 33
3. Finding the Second Cycle ...................................................... 45
4. Finding after Implementing the Action .................................. 55
B. Discussion ........................................................................................... 67
CHAPTER V CONCLUSION AND SUGGESTION ...................................... 69
A. Conclusion .......................................................................................... 69
B. Suggestion ........................................................................................... 70
REFERENCES .................................................................................................... 71
APPENDICES ..................................................................................................... 76
x
LIST OF TABLES
Table 2.1 The 20 Most Common Prefixes in Academic Texts ............................. 12
Table 2.2 The 20 Most Common Suffixes in Academic Texts ............................. 13
Table 4.1 The Result of Students' Vocabulary Competency in Pre-Test .............. 31
Table 4.2 The Result of Students' Vocabulary Competency in Post-Test 1 ......... 60
Table 4.3 The Result of Students' Vocabulary Competency in Post-Test 2 ......... 63
Table 4.4 The Scores Comparison of Pre-test, Post-test 1, and Post-test 2 .......... 65
xi
LIST OF FIGURES
Figure 3.1 Kemmis and Mc. Taggarr Action Research Model ............................. 20
Figure 4.1 The Improvement of Students' Vocabulary Score in the 1st Cycle ...... 62
Figure 4.2 The Improvement of Students' Vocabulary Score in the 2nd Cycle ..... 65
Figure 4.3 The Percentage of Students who have Met and have not Met the KKM
Standard............................................................................................... 66
xii
LIST OF APPENDICES
Appendix 1a Observation Sheet in Preliminary Research .................................... 77
Appendix 1b Observation Sheet in Cycle 1 Phase 1 ............................................. 78
Appendix 1c Observation Sheet in Cycle 1 Phase 2 ............................................. 79
Appendix 1d Observation Sheet in Cycle 1 Phase 3 ............................................. 80
Appendix 1e Observation Sheet in Cycle 2 Phase 1 ............................................. 81
Appendix 1f Observation Sheet in Cycle 2 Phase 2 ............................................. 82
Appendix 1g Observation Sheet in Cycle 2 Phase 3 ............................................. 83
Appendix 1h Observation Sheet of Researcher Cycle 1 Phase 1 .......................... 84
Appendix 1i Observation Sheet of Researcher Cycle 1 Phase 2 ........................... 86
Appendix 1j Observation Sheet of Researcher Cycle 1 Phase 3 ........................... 88
Appendix 1k Observation Sheet of Researcher Cycle 2 Phase 1 .......................... 90
Appendix 1l Observation Sheet of Researcher Cycle 2 Phase 2 ........................... 92
Appendix 1m Observation Sheet of Researcher Cycle 2 Phase 3 ......................... 94
Appendix 2a Interview for English Teacher ......................................................... 96
Appendix 2b Interview for Students in the Preliminary Research ........................ 97
Appendix 2c Interview for Students in the End of Research ................................ 98
Appendix 2d The Result of Interview for English Teacher .................................. 99
Appendix 2e The Result of Interview for Students in the Preliminary Research 101
Appendix 2f The Result of Interview for Students in the end of Research ........ 105
Appendix 3a Instrument of Test and Answer Key in Pre-Test ........................... 105
Appendix 3b Students Score in Pre-Test ............................................................ 111
Appendix 4a The Instrument of Test and Answer Key in Post-Test 1 ............... 112
Appendix 4b Students Score in Post-Test 1 ........................................................ 118
Appendix 5a The Instrument of Test and Answer Key in Post-Test 2 ............... 119
Appendix 5b Students Score in Post-Test 2 ........................................................ 125
Appendix 6 1Blue Print of Test .......................................................................... 126
Appendix 7a Lesson Plan Used in Cycle 1 ......................................................... 129
Appendix 7b Lesson Plan Used in Cycle 2 ......................................................... 139
Appendix 81Photographs of Students’ Activity in the Class .............................. 149
Appendix 91Surat Pengesahan Proposal Skripsi .............................................. 1500
xiii
Appendix 101Surat Bimbingan Skripsi ............................................................ 1511
Appendix 11 Surat Permohonan Izin Penelitian ............................................... 1533
1
CHAPTER I
INTRODUCTION
A. Background of the Research
Vocabulary is the primary component in language skills and
communication. Roche & Harrington (2013) stated that vocabulary knowledge is
a requirement for most other language skills (Dakhi & Fitria, 2019). Without
vocabulary, English Language Learners (ELLs) cannot use English properly as
their language. Hunt & Feng (2016) added that it is crucial that they have to
understand the words and they can use them in various situations. Aziez (2011)
discovered a standardized senior high school examination, national exam texts
consist of 4000 lines, with 2000 essential words (Noprianto & Purnawarman,
2019). Nurweni and Read (1999) added that the Indonesian English curriculum
sets the target for a senior high school student to have 4000 words to help them
handle English textbooks easily in college after finishing high school (Noprianto
& Purnawarman, 2019). Thus, vocabulary is crucial to be mastered by English
Language Learners.
However, the importance of vocabulary mastery seems not really
noticed in schools, because it is found that vocabulary learning seems to be
overlooked in learning English in Indonesia (Cahyono & Widiati, 2009).
Therefore, there were many students lack of vocabulary mastery, it is proven by
the observation at the eleventh-grade in SMA N 66 Jakarta and the previous
research, the students were unable to deliver their idea in writing or speaking
English well because of their limited vocabulary mastery. This problem could
have something to do with how teachers and students use vocabulary learning
strategy in the school to improve the students’ vocabulary.
In mastering the vocabulary, many vocabulary learning strategies are
applied to improve students' vocabulary mastery. Many experts suggest various
techniques and ways of learning vocabulary. One of which is Schmitt (1997) who
divided vocabulary learning strategies into two types, discovery strategies and
consolidation strategies (Asgari’ & Mustapha, 2012). Discovery strategies contain
2
determination strategies and social strategies. On the other side, consolidation
strategies consist of memory strategies, cognitive strategies, and metacognitive
strategies (Asgari’ & Mustapha, 2012). Those strategies are useful for students'
vocabulary mastery.
As teachers, it is a must to guide their students in mastering
vocabulary. The most often applied technique for mastering vocabulary is
memorizing the vocabulary by the students look for the meaning of words in a
bilingual dictionary; this technique is a combination between determination
strategy and cognitive strategy (Noprianto & Purnawarman, 2019). This technique
is useful for students' ability to remember the meaning of the word they want to
know, but there are some disadvantages to this technique. Students only recognize
the meaning of the words they want to understand, and they will find difficulties if
they saw similar words in other contexts. They also will be slower in the
vocabulary learning process. The reading comprehension of the students will be
impaired if they do not know the meaning of the words, even if they able fluently
crack the words (Clemens et al., 2017).
On the other hand, some researchers found out that listening to the
English song is one of the effective ways to increase students’ vocabulary; this
technique is also called a metacognitive strategy (Asyiah, 2017). In the research of
vocabulary mastery by using the song (Kurnia & Setiawan, 2017), it is found out
that English songs could increase the ELLs in young learner’s vocabulary
mastery. Yet, using an English song is also has disadvantages; it cannot be applied
to all students' learning styles. Not all students could learn by listening to music,
and it cannot be implemented for non-auditory learning styles or students who
cannot learn by listening to something. In addition, some students may disagree
about some genre of song since they have different taste of music (Kuśnierek,
2016).
Some experts also use vocabulary teaching techniques by
understanding morphological knowledge which in this research is known as a
word structure strategy (Wysocki & Jenkins, 1987). This strategy is using affixes
as an alternative one for vocabulary learning strategy. Nation (2001) stated that
3
most researchers revealed that there are three popular ways to improve ELL's
vocabulary. One of which is to get a comprehension of prefixes, suffixes, and
other word-building tools by intentionally studying or teaching and face-to-face
meaning (Kurnia & Setiawan, 2017). Some researchers also found out that affixes
technique shows the fruitful learning process in mastering vocabulary mastery and
appropriate for both teacher and students’ interaction (Akbulut, 2016), (Bowers,
2006), (Brown, Kraft, & Forbush, 2016), and (Davidson, 2019). Jennpattarakul
(2015) added that affixes as a vocabulary learning strategy able to solve
vocabulary problems because it can contribute to expand and to break down
learner knowledge vocabulary.
In this present research, the researcher suggests that affixes as word
structure strategy could help to solve the students' problem in learning vocabulary;
it will be an effective way to master students' vocabulary. Mountain (2007)
declared that the morphemic analysis of prefixes, suffixes, and root as an efficient
way of vocabulary building (Jenpattarakul, 2015). Jennpattarakul (2015) also
added that using morphological analysis, which is in the context of affixes, will
help students remember new words in their vocabulary learning approach.
Based on the problem above, the researcher tries to use affixes as a
word structure strategy to solve students’ problems in mastering their vocabulary.
Learning affixes has some advantages to make students learn vocabulary easier to
gain new words in mastering their vocabulary. According to Chatzisavvas (2005)
in Jennpattarakul (2015), it can be presumed that by using affixes, students could
quickly learn new vocabulary since they only have to know the structure of a
word, which is they already have several prior knowledge of affixes, such as re-,
un-, -er, dis-, -able, others. Affixes also can be combined with such games or song
techniques to make such variation of students’ learning. Knowing the advantages
of this strategy provides, this present research tends to see the use of affixes as
word structure strategy on students’ vocabulary mastery process.
4
B. Identification of the Problem
From the background of the research above, the researcher identifies
several problems as below:
1. Vocabulary learning is neglected in learning English in Indonesia
2. Students lack of vocabulary mastery
3. Students were unable to deliver their idea in using English well
4. The difficulties in choosing a vocabulary learning strategy which is
appropriate overall the students
C. The Focus of the Research
This research is focusing on strategies used in improving students’
vocabulary mastery, which is the scope of senior high school. Moreover, the
vocabulary learning strategy is conducted by affixes as Word Structure Strategy.
D. Formulation of the Research
Regarding the focus above, the researcher formulates the research
question as follows; how does the Use of Affixes as Word Structure Strategy
improve vocabulary mastery at the eleventh-grade students of SMA N 66 Jakarta?
E. Objectives of the Research
The objective of the research is to find out how the Use of Affixes as
Word Structure Strategy improves the students’ vocabulary mastery at eleventh-
grade of SMA N 66 Jakarta in the academic year 2019/2020.
5
F. Significance of the Research
The significance of the research lies as follows; students could have a
new insight into their strategies in helping their vocabulary mastery. The
researcher expects that students will be more comfortable understanding the
meaning of vocabulary they learned. Also, it is expected they will enjoy the
strategy in their learning progress. Therefore, they could use English as the
language well, and a teacher could see this strategy as a helpful way in the
learning process. The teacher also could combine this strategy with other
procedures to make the learning process more varied and not monotonous.
Moreover, this research could help the researcher comprehend the way of affixes
as word structure strategy that could help improve students' vocabulary mastery.
The researcher also hopes that this research could help people who are interested
in doing research related to vocabulary learning strategies.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary Mastery
1. The Conceptual Definition of Vocabulary Mastery
Before discussing the vocabulary mastery, it is necessary to know
what vocabulary itself. Vocabulary is well known as the meaning of the word.
Hiebert & Kamil (2005) defined that vocabulary is the awareness of the
meanings of words. Hatch & Brown (2001) declared vocabulary is a collection
or set of words that might be used by specific speakers of a language for a
particular communication. Wardani (2015) also explains that vocabulary is
one of the English elements that is defined as the total number of words in a
language. Alqahtani (2015) added that a new item of vocabulary might be
more than just a single word, such as ‘police-officer' and 'mother-in-law' that
consist of two or three words but express a unique idea. Not much different
from Santosa & Andriyadi (2019) pointed out that vocabulary is one of the
facets of language that should be mastered so that one can speak, write, and
listen.
Based on some theories of vocabulary above, it can be concluded
that vocabulary is not only a list or set of words. Yet also more than just a
single word which is express a single idea and have to be acquired the
knowledge to enhance the understanding of a language.
However, having a significant number of pieces of vocabulary
knowledge is not enough to make learners use language well. Hence, success
in learning English requires the acquisition of vocabulary. Mastering
vocabulary is necessary for learners in learning English. Greene (2012) states
that mastery is the impression that we, other people, and ourselves, have
greater control of truth. Harmer (1991) explains that knowing a word that is
vocabulary itself means knowing its meaning, its use of terms, its composition
of words, and its grammar (Santosa & Andriyadi, 2019). It can be concluded
that mastery is defined as understanding something entirely, and having a
7
great skill to do something has no difficulties. Therefore, vocabulary mastery
is the ability to comprehend words, the amount of words learners knew, and
they know how to pronounce and use the words, both oral and written
languages.
From the definition above, we can conclude that vocabulary
mastery is having a high skill in vocabulary that does not just know the words
yet able to use it as language; speak, write, and listen.
2. The Importance of Vocabulary Mastery
As the researcher has mentioned above, vocabulary mastery
enables students to use language well, especially the English one. Santosa &
Andriyadi, (2019) point out that vocabulary proficiency aims to allow students
to have excellent language skills. Clarke (1980) added that vocabulary
learning enables learners to reach the threshold level, which helps them to
engage in real communication and gain a strong understanding of the second
language (Kocaman et al., 2018). Supported by research conducted by Liu and
Nation (1985) verified that students must comprehend 95% of foreign words
to understand the reading or the context they are dealing with (Yurtbaşi,
2015). It means that vocabulary mastery is necessary for English language
learners to comprehend the language. However, mastering the vocabulary is
not enough by only learning a particular number of English words in their
language with the meaning of such terms. Celik and Toptas (2001), in their
research, believe that lexical competence is the central position of
communicative competence, which is influenced by the mastery of vocabulary
(Mengistie, 2019).
8
3. Types of Vocabulary
Kamil and Hiebert (2005) in (Terasne, 2017) distinguish
vocabulary into two types, namely receptive vocabulary and productive
vocabulary.
a. Receptive Vocabulary
Receptive vocabulary refers to learners who recognize or
comprehend the meaning of a word. Yet, they are cannot to use the
vocabulary in other contexts, or they are cannot produce into speaking and
writing (Stuart Webb, 2009 in Alqahtani, 2015).
b. Productive Vocabulary
Productive vocabulary refers to learners who understand and
able to use the word well and in speaking and writing (Asyiah, 2017).
Productive vocabulary can therefore be addressed as an active process,
since learners can generate words to express their thoughts to others
(Stuart Webb, 2009 in Alqahtani, 2015).
4. Teaching and Learning Vocabulary
Studying English Education in college, the researcher very well
knows how essential vocabulary is in English language learning. English
teacher also recognizes that students have to learn vocabulary at the beginning
of the learning process to gain the students’ understanding of English. Since in
recent research, the researcher focused on senior high school students, so
teaching and learning vocabulary discussed is based on the standard of Senior
High School student abilities.
Moreover, some experts have provided the method or technique in
teaching vocabulary to make English teachers easier to deliver knowledge of
vocabulary to their students. Allen (1983) in Awaludin (2013) elaborated
some techniques of vocabulary teaching that can be prepared and chosen as
follows:
9
a. The demonstration; a teacher could use real objects and commands,
such as things in the classroom, something that students bring in their
bag, and others.
b. Visual aids; Teachers use the visual aids to activate students' ability
and interest to observe and to identify the objects. The teacher could
provide a picture to show what the thing means.
c. Verbal explanation; a teacher can explain the words in students' first
language, defining in simple English, and describing by another
vocabulary that students have already known to show the meaning. For
instance, the word ‘cupboard’ can be explained by describing what it
looks like and the use of it.
d. Wordlist; a teacher should select the word appropriately, and it means
the teacher should connect the vocabulary taught to the students' needs
or what they are learning.
5. Problems in Teaching and Learning Vocabulary
In every learning process, there must be obstacles faced by
learners. Common barriers faced are usually in the pronunciation and the
connotation. Moreover, learning vocabulary needs students' interest in
reading. So, if students do not have an interest in reading something, it will be
a problem in learning vocabulary. Other issues faced in teaching and learning
vocabulary, as stated by Thornbury (2002), are pronunciation and spelling;
length and complexity; grammar and meaning; and range, connotation, and
idiomaticity. Those are explained as below:
a. Pronunciation and spelling, research reveals that words that are hard to
pronounce are harder to learn. Particular spelling word patterns also can
cause the difficultness to differ where pronunciation is concerned. For
example, ‘meat’ and ‘meet,’ ‘bean’ and ‘been.’
b. Length and complexity, as we know, usually long words are more
challenging to remember that the short one. But as a rule of thumb, some
words in high frequency tend to be quick in English as the base word. It
10
would be the longer word when it added affixes. Such as in word family,
like 'necessary,' 'necessity,' and 'necessarily.'
c. Grammar and meaning will be a problem when it is associated with the
word, especially if it is compared with the first language of the learner.
Such as the word 'heavy rain,' in L1, the word is reversed to 'hujan lebat'
where if it translated in English only based on the word, it would be ‘rain
heavy.’
d. Range, connotation, and idiomaticity, the word that can be used in a wide
range of ways, are usually seen as more accessible than their synonyms
with a smaller scale.
B. Word Structure Strategy
1. Definition of Word Structure Strategy
When we discuss word structure strategy, it means to talk about
morpheme, which makes word-formation. Lieber (2009) states that morpheme
refers to the minimal meaningful units that are used to form a word. A
morpheme is the smallest significant unit of language that consists of a free
and bound word. Free morpheme means the base word that we have usually
seen, for example, 'dog' as a noun, 'beautiful' as an adjective, and other base
words. On the other hand, bound morpheme means that it is attached
exclusively to a free morpheme. For example, 're-' will has a meaning if it is
bounded with 'play,' which will make a word form that is 'replay' to play
again. Bound morpheme has two categories, namely affixes and roots. The
root may or may not have a meaning; therefore, sometimes root also called as
a base word. 're-' is one of the affixes in the English language, and play as the
root or the base word. Therefore, the bounding of affixes to base form means
the word structure. In short, what we call as word structure strategy is a
strategy or method that can be used to master vocabulary by analyzing the
structure of the word, which is consists of affixes and roots or base word.
Mountain (2007) agrees that the study of the morphemes of
prefixes, suffixes, and roots as a way to build vocabulary (Jennpattarakul,
11
2015). Not far different from what Paiman et al., (2015) say that morphology
awareness will also help learners develop their vocabulary learning strategies
and increase their vocabulary inventory. Thus, this term will be an alternative
strategy on students’ vocabulary mastery.
2. Definition of Affixes
In daily communication or reading, we usually meet some words
that are added to other forms. Such as 'unhappy', 'teacher', and 'available'.
Those words are formed with affixes morpheme and free morpheme. The
morpheme of 'un-,' '-er,' and '-able' are called affixes. Affixes refer to the
bound morpheme, which cannot stand alone as a word. Affixes consist of
prefixes, an affix that is added before a base word, and suffixes, an affix that is
added after base word. Lieber (2010) points out that in general, prefixes and
suffixes have special requirements for the kinds of bases that they can bind.
Not much different from Carstairs-mccarthy (2002), he stated that only root
morphemes could be free, so affixes must be attached.
Based on the statements above, it can be concluded that an affix is
a bound morpheme that has two types, namely suffix and prefix, that cannot
stand alone without connecting to a base word.
Affixes have two categories, namely inflectional affix, which has
no change in the meaning, such as ‘game-s’ and ‘teach-es,’ that only differ by
the singular or plural form. Another one is a derivational affix, which is
changing a definition of a word, such as 'game-r' and' teach-er.' Hence, when
learners know the knowledge of affix and the roots, it will make them easier to
see the definition of a word; as Jennpattarakul (2015) said, understanding the
meaning of the roots, the prefix, and the suffix also indicates the meaning of a
word.
12
3. The most Commonly Affixes Used
There are lots of affixes formed in English; hence, frequency is
needed in selecting affixes. The following are the list of prefixes and suffixes
that have high frequency adapted from Alice Thomas, which is ranked by
Thomas (n.d.)
Table 2.1
The 20 Most Common Prefixes in Academic Texts
Rank Prefix Meaning
1 un- not; opposite
2 re- again; back
3 in-, im-, ir-, il-, ‘not’ not; into
4 dis- not, away, apart, negative
5 en-, em- cause to
6 non- Not
7 in-, im-, in, into, not
8 over- too much
9 mis- Wrongly
10 sub- Under
11 pre- Before
12 inter- between, among
13 fore- Before
14 de-, opposite of, not
15 trans- across, move between
16 super- Above
17 semi- Half
18 anti- Against
19 mid- Middle
20 under- too little; not enough
13
Table 2.2
The 20 Most Common Suffixes in Academic Texts
Rank Suffix
Meaning 1 -s, -es more than one
2 -ed in the past
3 -ing in the present
4 -ate Become
5 -en become, to make
6 -ify, -fy make or become
7 -ize, -ise to make; to become
8 -ly how something is
9 -acy state or quality
10 -ance, -ence state or quality of
11 -dom place or state of being
12 -er, -or, -ist, -ian one who; what/that/which
13 -ism doctrine, belief
14 -ist one who
15 -ity, -ty quality of
16 -ment condition of
17 -ness state of being
18 -ion, -sion, -tion state of being; quality
19 -able, -ible able to be, worthy of
20 -less Without
4. The benefit of Word Structure Strategy
In the previous discussion, the researcher has stated some of the
advantages of using the word structure strategy. Here, the researcher will
discuss more specifically. Many researchers have indicated the benefits of
word structure strategy in their research. Paiman, et al. (2015) reported in their
research that morphemic analysis proved to be effective in promoting the
acquisition of vocabulary. Nation (2006) stated that there are three ways to
increase learners’ vocabulary, one of them is the recognition and construction
of new words by gaining control of roots, prefixes, and suffixes
(Jennpattarakul, 2015). He also added that knowledge of affixes and roots has
14
two meanings for learners of English. This knowledge can be used to help
them learn unfamiliar words by linking them to known words or familiar
prefixes and suffixes and can be used as a means of ensuring that an unknown
word has been successfully conceived in context. Nonetheless, this can only
happen if students understand morphemes in compound words. In a research
conducted by Carlisle (2007) showed that students are less able to recognize
morphological signs or what we call the word structure in "switch words" that
change pronunciation and spelling due to suffix patterns in similar forms
(Bowers & Kirby, 2010).
Based on several articles above, it can be concluded that the
benefits of word structure strategy on students' vocabulary are a) practical to
promote students' acquisition vocabulary, b) increase learners' vocabulary by
gaining control of roots. Prefixes and suffixes, c) help students learn
unfamiliar words by linking them to known words, and d) as a means of
ensuring an unknown word that has been successfully conceived in context.
C. Teaching Vocabulary through Affixes as Word Structure Strategy
Before using the strategy of word structure, teachers need to know how
they will apply the strategy to their students. Teachers should know how far their
students' knowledge about affixes and base words so that teachers could apply the
appropriate technique in the learning process. Bower & Kirby (2010) proposed
guidelines for using word structure as a strategy for vocabulary improvement as
follows:
1. Learners should try not to memorize the meanings of prefixes or roots
separately because attempting to learn definitions in this manner will often
lead them to recognize a word rather than logical sense at the beginning
level.
2. Components, such as content, only express a vague definition, so that this
extra step may be necessary and beneficial for learners to understand a
word or a sentence.
15
Here are some process approaches for integrating word parts in
Hanson & Padua (2011) vocabulary learning:
1. In focused subjects, students are provided with knowledge of prefixes,
suffixes, and base words.
Before learners add prefixes, suffixes, and base words to discover the
meaning of words, they first need to learn what these structures of the
word say. The teacher can start by explaining the meaning of prefixes,
suffixes, and base words and how each of them supports the meaning of
words.
2. Explicitly teach substantive word structures, as included in the reading
material.
Similar to the explicit teaching of individual words, teachers are
encouraged to teach word structures in the context of explicit vocabulary
lessons when meaningful word structures appear and to teach separate
mini-lessons.
a. Teaching prefixes
The first step determines which prefixes will be learned based
on the curriculum during the year. The next step is to prioritize which ones
should be taught first. Upon prioritization of the prefixes, the following are
steps used to teach them.
1) Present an individual prefix and provide four words that contain
the prefix.
2) Define the prefix.
3) Use the whole words in sentences.
4) Define the words.
5) Give students the chance to find other words that contain the
prefix.
6) Have students start a notebook which they will use to keep track of
vocabulary combinations words and prefixes.
16
b. Teaching suffixes
Similar to prefixes, the first step is to prioritize the suffixes that
students will frequently encounter. Moreover, the next step is used as
prefixes do.
3. Teach the students a technique to interpret the word structures.
The researcher recommends that students learn a sense of words instead of
memorizing a set of rules.
D. Relevant Research
Many kinds of research have been conducted related to the present
research which examined about word structure strategy on students' vocabulary
mastery, The Effects of Morphemic Vocabulary Instruction on Prefix Vocabulary
and Sentence Comprehension for Middle School Students with Learning
Disabilities is a research conducted by Brown et al., (2016) which was
investigated the effect on word knowledge and understanding of reading for
students with learning disabilities of morphemic vocabulary. The research was
conducted by two studies in which the second study is a replication of the first
study with further guidance to participants on how to use prefixed words meaning
in sentences. There are four participants assigned to this research. In Study 1, 60
root words and four prefixes were taught, and their precise definition of unlearned
prefixed words increased. Nevertheless, the transition to understanding reading
was limited at the sentence level. In Study 2, they replicated the Study 1
procedures and then added an instructional element to teach students how to apply
to sentences the meaning of the prefixed word. The result shown after initial
sentence context instruction, three of four participants increased their readability
scores. Performance improved for the last participant after repeated sentence
context instructions.
Another research that is conducted by Akbulut, (2017), in a research
Effects of Morphological Awareness on Second Language Vocabulary
Knowledge. This research was carried out to see if increased awareness of second-
language learners leads to more excellent knowledge of vocabulary or not. This
17
research enrolled fifty-two preparatory class students as the second language
environment. The participants have been allotted into two groups as an
experimental and control group. The findings were built upon vocabulary pre-and
post-test elements, including morpheme categories such as prefixes and suffixes.
The author revealed that the experimental group students were much higher than
the control group students who did not take any morphological vocabulary
handling. Moreover, this research has found that morphological knowledge and
vocabulary are strongly related to each other.
From the relevant researches, it is discovered that both of the
researches are focused on knowing the effect of vocabulary learning strategy
using the morphological analysis of the students' language learning. However,
recent research has some similarities with those related researches, except that this
research has a different variable from those studies. Moreover, this research is
emphasizing the students' improvement of vocabulary mastery using affixes as
word structure strategy.
E. Conceptual Framework
Vocabulary is a fundamental component of language learning. English
language learners are necessary to have a mastery of vocabulary to gain their
ability to use the language well. As a teacher, it is essential to guide the students
to have some strategies that are useful to make them easier to master the
vocabulary. It will not be easy for a teacher to encourage students' willingness to
gain their vocabulary knowledge, especially the students from different
backgrounds. Therefore, the appropriate strategy and technique play a vital role to
the learners to achieve their vocabulary mastery, which will be beneficial to
comprehend much simple English text and conversation or even the complex one
in daily life.
Moreover, many students have a lack of vocabulary knowledge
because they are not emphasized the vocabulary teaching in the first learning
progress. Thus, when they are reading some English texts, many of them are less
interested in continuing the reading because of the lack of vocabulary knowledge.
18
Another obstacle of the less interest of students in learning vocabulary is the
difficultness to pronounce and comprehend a word when it is transforming to a
sentence because the differences grammatical structure between their first
language and the language they want to learn. These will be a challenge for the
teacher also to grow the students' motivation in learning vocabulary.
By considering the problems above, applying the affixes as word
structure strategy is expected as a problem solution. Word structure strategy
facilitates students who need to master their vocabulary by recognizing the
morphological analysis of the words. When they can recognize it, the researcher
expects they could know the meaning of words without checking the definition
from a dictionary, and they could remember the word by understanding the
formation of a word that is affixes and the base word. Besides, students also can
recognize the meaning of a word when it is placed in other contexts, whether in a
text or daily communication.
F. Action Hypotheses
The action hypothesis proposed in this research has a formula as
follows: the implementation of using Affixes as Word Structure Strategy can
improve students' vocabulary mastery at the eleventh-grade students of SMA N 66
Jakarta in the academic year 2019/2020.
19
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This research took place at SMA N 66 Jakarta in Bango III Street,
Pondok Labu, CIlandak, South Jakarta the second semester of the eleventh-grade
academic year 2019/2020. The research is held for about two months from
February 2020 until March 2020.
B. Method and Design of the Research
This research was implemented Action Research Design, namely
Classroom Action Research (CAR). Narmaditya et al. (2017) defined that action
research is one of the problem-solving strategies that use specific actions and
processes for capacity building to identify and resolve the problems. Therefore,
action research design is set of actions for teachers which the purpose is to collect
information on how their specific educational environment operates, and improve
their teaching and their student learning (Mills, 2011 in Creswell, 2012). As in
O’Connor et al. (2006), action research focuses on the researchers’ teaching,
practical and relevant.
Classroom Action Research in this research used both of quantitative
and qualitative methods. Qualitative method used in this research are used to
collect data from participants in their natural situations (Daniel, 2016), while
quantitative method are used to add more exactness to data presented in tables or
images (Johnson & Onwuegbuzie, 2004 in (Wisnewska, 2011). Classroom Action
Research used in this research to discover what works best in the classroom to
improve the eleventh-grade students in mastering vocabulary through Word
Structure Strategy. Hence, this research design was to discover the outcome of the
improvement of the students' vocabulary mastery at the 11th grade of SMA N 66
Jakarta by applying Affixes as Word Structure Strategy.
Kemmis and Taggart (1988) stated four steps in conducting action
research; planning, action, observation, and reflection (Khasinah, 2013).
20
Therefore, the researcher tries to do the research using these four steps
in the classroom. Phases of this method can be seen in the following illustration
scheme.
Figure 3.1 Kemmis and Mc. Taggart Action Research Model (Kemmis &
McTaggart, 2014)
The researcher explained each phase as an explanation below to make them clear
about the planning in each cycle and each phase.
1. Planning
In the planning step, the researcher prepared the scenario of
learning by collaborated with the English teacher. This planning also included
the preparation of the research instruments; observation sheet, the interview
guidelines before and after the implementation, and tests. The preparation of
this plan was aimed to be integrated to the class accordance with the goals that
want to be achieved.
2. Acting and Observing
After making a plan, then it was followed by implementing the
action and conducting the observation. The researcher acted as a teacher in
giving the treatment and observing when activity is conducted. Information
and knowledge about affixes as Word Structure Strategy was delivered and
explained in this phase. The researcher observed the students' activity using
the field notes. While the English teacher who acted as an observer used
observation sheet.
21
3. Reflecting
Data was compared to the criteria of action success and the
research question in this process. The observation was the instrument to
discover the result of using affixes as word structure strategies in this class.
Post-test was used to help in this phase. The result of the instruments was
discussed attentively by the teacher and the observer. If the result of the first
cycle achieved the criteria, then the research will be stopped. Conversely, if
the result does not acieve the criteria, the second cycle of Classroom Action
Research will be conducted.
C. The Subject and Object of the Research
1. The Subject of the Research
The subject in this research is a class of the eleventh-grade students
of SMA N 66 Jakarta in the academic year 2019/2020 assigned as the
participants. The amounts of students were 35 students in a class.
2. The Object of the Research
The object of this research was Affixes as Word Structure Strategy
to improve high school students’ vocabulary mastery.
D. Data Sources
The data sources of the research were collected from observation sheet,
pre-interview and post-interview guidelines, pre-test, post-test 1, and the post-test
2. The observation and interview were collected as qualitative data. Mean while,
quantitative data were collected from pre-test, post-test 1, and post-test 2 of the
11th grade students at SMA N 66 Jakarta.
22
E. The instrument of the Research
This research was using three instruments in collecting data;
observation, interview, and tests. The observation was addressed before and
during the Classroom Action Research. The interview was done in two phases,
pre-interview and post-interview, there were six students who were interviewed
about this research in both phase Furthermore, for the tests, it was similar with the
interview, which were conducted before the implementation (pre-test) and after
the implementation (pos-test 1, and post-test 2).
F. The technique of Data Collection
1. Observation
As cited in Creswell (2012), observation is the process of
collecting open-ended, direct information by observing individuals, and
locations at a research site. The observation was used to keep track of
students’ English learning and how do they improve their vocabulary in
learning. In this technique, the researcher's role was as a nonparticipant
observer; in other words, the researcher played as a teacher to observe the
participants. The data was collected in written form (observation sheet). This
technique was conducted to take field notes before and during Classroom
Action Research is implemented.
2. Interview
The interview was used to collect information directly from the
participants and their teacher. In this research, the researcher tried to gain
information about English learning, especially in the vocabulary of their
learning process. Participants were asked in open-ended questions related to
the research. Open-ended questions were used to allow the participants to
create the options for responding to the question. Thus, there will be no
response possibilities. Moreover, the interview was conducted after they were
given the treatment to gain their perspective about affixes as word structure
23
strategy to master their vocabulary in learning English. The interview was
recorded in audio to collect the data, and later it was transcribed in a script.
3. Test
The test technique was collected quantitatively. The test model that
is usedwas an achievement test, a test that measures the individual's grade how
well they have done in comparison with a large group of test participants
(Creswell, 2012). This test was used to see the achievement of each participant
after the treatment that had been given. The pre-test and first post-test were
given the same question of 40 numbers, and for the second post-test, which is
in cycle 2, was a different question but in the same affixes selected.
G. The technique of Data Analysis
1. Describing the Data
After the data have been classified, they are described as follows:
a. The data gathered using the technique of observation and interview is
described as a narrative form.
b. Pre-test and post-test data are represented in the form of table and
measurement.
2. Findings
In acknowledging the formulation of the problem, all the data
collected will be used to compare students' vocabulary mastery before and
after the research. By comparing each data, we can see if there are any
changes in students' vocabulary mastery using affixes as word structure
strategy.
To gain the mean of students’ vocabulary mastery in pre-test and
post-test, researcher use formula as follows (Ananda & Fadhli, 2018)
Notes:
M : Mean
x : Individual Score
N : Number of Students
=
24
Moreover, to discover the students who pass and who do not pass
the minimum score (KKM), 75 is used the formula as follows (Ananda &
Fadhli, 2018)
Notes:
P : Class percentage
f : Frequency being sought for the percentage
N : Number of participants
The researcher evaluated if there are any changes in students'
vocabulary scores from pre-test to the average score of the students in cycle 1
and cycle 2 after having mean of the score of the students per action. The
formula used is as follow (Meltzer, 2002):
Notes:
P : percentage of students’ improvement
y : pre-test
y1 : post-test 1
Notes:
P : percentage of students’ improvement
y : post-test 1
y1 : post-test 2
By knowing the mean and the percentage that passes and does not
pass the minimum score is seen if affixes as word structure strategy could
improve students’ vocabulary mastery or not.
H. Trustworthiness
In getting the validity of the data, triangulation is used. In educational
research, triangulation is used to enhance the credibility and validity of the result.
=
=
=
25
Triangulation is how an otherwise viewpoint is used to validate, challenge, or
extend existing findings (Turner & Turner, 2009)
Denzin (1978) in Turner & Turner (2009) outlines four different forms
of triangulation; there are:
1. Data triangulation (Includes the use of miscellaneous data sources in a
study including time, space, and persons)
2. Investigator triangulation (includes the use of diverse researchers in
empirical research)
3. Theory triangulation (includes using more than one theoretical context in
the data analysis)
4. Methodological triangulation (includes collecting data using more than
one method)
In this present research, the researcher used two of the four
triangulation form. The researcher used data triangulation, which obtains data
from various sources such as National Examination and SBMPTN for the test.
Another triangulation used is methodological triangulation since this research
using different methods and different instruments to gather data. Various forms of
triangulation are used for validity tests based on different variables (Mishra &
Rasundram, 2017). Then, the validity will be increased as the data of the study
balanced one another.
I. The Criterion of Action Success
Classroom Action Research can be considered successful if it can
achieve the determined criteria and fail if it is unable to complete determined
criteria. In this research, the research will be considered successful if 75% of the
students could achieve a minimum of target score from the test in cycle one until
cycle two, or they can pass the minimum score. The minimum score (KKM) of
SMA N 66 Jakarta is 75 (seventy-five) for English subject. If the action criteria
are achieved, it means that the following action from action research will be
stopped.
26
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Data Description
1. Finding of the Preliminary Research
The researcher addressed the preliminary research on 5th February
2020. This initial research was conducted in the first two weeks before
beginning the investigation. This preliminary research’s objective is to get the
information and to observe the English teaching and learning process in SMA
N 66 Jakarta, especially the eleventh grade. The researcher addressed
preliminary research by observing the students' English learning process in the
class and interviewing students of XI MIPA 1 and the English teacher about
the process of English learning, especially on vocabulary. Furthermore, the
researcher conducted a pre-test for the students to measure their vocabulary
knowledge.
a. The result of Pre-Observation
The researcher addressed an observation in the preliminary
research on 4th February 2020. The purpose of pre-observation is to know
the English learning process and situation in the class. From the
observation, the students have less interest in learning English; it can be
seen from their reaction to English subjects. Some of them preferred to do
their own business or chose to be silent and did not pay attention to the
material given at that time. They were distracted by their smartphones;
even the teacher had disallowed them to use smartphones while the teacher
was teaching. Two other students did not like being in the class, so they
often permit the teacher at a time.
However, some other students were seen interested to learn
English. It can be observed that they were active enough in class. They
often ask their friends to be silent and pay attention to what their teacher
27
said to them. They also did not be ashamed of asking something that they
did not understand the material given. When the assignment was given,
some of them did not do it on their own, and others did it on their own.
b. The Result of Pre-Interview
The researcher addressed the pre-interview on 5th February 2020
to both an English teacher and her students in XI MIPA 1. There were six
students that the researcher interviewed.
1) Interview with Teacher
The researcher interviewed the English teacher with
concern about the English teaching and learning process in XI MIA 1,
especially in vocabulary learning. The first few questions were
discussed about students' conditions during studying. The teacher
stated that all learners learn actively. Their score gained after learning
English from the first semester were various. Some were good above
the Minimum Mastery Criterion (KKM), some were fitting for KKM,
and some were under KKM.
The next questions were about students' ability to learn
vocabulary. The teacher appointed that students' ability was various.
Some could understand vocabulary quickly, and some who took a long
time. Furthermore, the teacher stated that there were still many
students who lack understanding in learning to use synonym and
antonym to enrich their words. Therefore, the students' ability to
understand vocabulary was uneven. The teacher also had not tried to
use other strategies to teach vocabulary to the students.
28
The following interview transcript shows the teacher’s
statement of students’ condition in learning vocabulary.
The last questions were about the teacher's opinion towards
the application Affixes as Word Structure Strategy in the classroom.
The teacher considered that it would be useful if the strategy is applied
to the students. The teacher added that it would help students to
increase their mastery of vocabulary. Also, students' understanding
will develop if they use this strategy, but by additionally using body
language so that they more easily understand.
R : Strategi atau metode apa yang Ibu gunakan dalam mengajarkan
kosakata untuk siswa? (What strategies or methods do you use
in teaching vocabulary to students?)
BN : Strategi yang saya gunakan memakai sinonim dan antonim. (The
strategy I use by applying synonyms and antonyms)
R : Apakah strategi atau metode tersebut efektif dalam
meningkatkan pemahaman vocabulary siswa? (Is the strategy
effective in improving students' vocabulary understanding?)
BN : Ya, efektif. Namun tetap saja ada beberapa siswa yang belum
bisa memahami vocabulary meskipun menggunakan sinonim
seperti yang saya ajarkan. Jadi kemampuannya masih belum
merata. (Yes, it is effective. Still, there are some students who do
not understand the vocabulary although use synonyms as I teach.
Therefore, the students' ability to understand vocabulary was
uneven.)
(Appendix 2d The Result of Interview for English Teacher/11-02-20)
29
R : Menurut kamu, pembelajaran Bahasa Inggris di kelas biasanya
seperti apa? (In your opinion, how usually is learning English in
class?)
K : Karena beliau jarang masuk, jadi saya merasa kurang puas.
Kemudian beliau menjelaskannya tidak interaktif dengan siswa,
jadi tidak memastikan apakah seluruh siswa mengerti dengan
apa yang beliau jelaskan. (Because the teacher rarely goes to
class, so I feel unsatisfied. Then the way she explained the
material was not interactive with students, so it was not sure
whether all students understood what she explained.
Appendix 2h The Result of Pre-Interview for Students/KAE/11-02-20
2) Interview with Students
The researcher interviewed the students with some
questions about the English teaching and learning process in the class,
especially in learning vocabulary. The first few questions were
discussed learning English in the classroom, as usual. Most
interviewees answered that in class, they did not get learning that could
be easily understood by students due to the teacher factor that rarely
entered the classroom. So, they did not get optimal knowledge. The
following transcript shows one of the students’ statements about the
learning condition in the class.
Furthermore, in the aspect of English skills, some of the
interviewees were not so difficult in mastering vocabulary. Still, some
also experienced difficulties, especially when reading English and
making texts in English. However, to overcome this difficulty, they
chose to use online translate features such as 'Google Translate' to find
vocabulary meanings that they did not understand.
30
R : Selama pembelajaran, apakah guru pernah memberikan
strategi tertentu untuk mengembangkan kemampuan kosakata
bahasa Inggris? (During the lesson, have the teacher ever
provided a particular strategy to develop English vocabulary
skills?)
A : Tidak pernah, tidak pernah diberi strategi. Tapi dari saya
sendiri biasanya dengan menonton film dan sosial media, saya
banyak mengikuti akun luar negeri seperti BBC. (Never, never
given a strategy. But from myself, I usually watching movies
and social media, and I follow a lot of foreign accounts like the
BBC.)
Appendix 2g The Result of Pre-Interview for Students/AZA/11-02-20
Moreover, most of them did not get a specific strategy from
their teacher to develop their vocabulary in English skills. There were
only a few of them who felt that they had obtained a particular strategy
from their current English teacher or at the previous grade. The
strategy provided includes, among other things, a lot of readings and
always provide a dictionary to understand the new vocabulary. The
rest of them try on their own without the guidance of others, such as
watching English films and following foreign social media accounts
like BBC. In terms of the tasks given by the teacher, they were more
often given the assignment of making power points and presenting
them. The following transcript shows one of the students’ statements
about the method used in increasing vocabulary.
31
c. The Result of Pre-Test
The aim of the pre-test that was conducted before the research
begun is to identify the students' knowledge in understanding vocabulary.
This pre-test was held on 12th February 2020. In the pre-test, students were
asked to answer 40 multiple choice questions about vocabularies contained
suffix and prefix patterns. The researcher calculated the score of the pre-
test after giving a pre-test to the students. The pre-test result obtained
below is.
Table 4.1
The Result of Students' Vocabulary Competency in Pre-Test
No. Students' Number Pre-Test Score
1 Student 1 47,5
2 Student 2 62,5
3 Student 3 65
4 Student 4 47,5
5 Student 5 85*
6 Student 6 62,5
7 Student 7 42,5
8 Student 8 82, 5*
9 Student 9 82,5*
10 Student 10 70
11 Student 11 30
12 Student 12 87,5*
13 Student 13 92,5*
14 Student 14 87,5*
15 Student 15 90*
16 Student 16 90*
17 Student 17 67,5
18 Student 18 82,5*
19 Student 19 20
20 Student 20 70
21 Student 21 67,5
22 Student 22 77,5*
23 Student 23 52,5
24 Student 24 77,5*
25 Student 25 85*
26 Student 26 60
27 Student 27 75*
28 Student 28 85*
32
29 Student 29 72,5
30 Student 30 87,5*
31 Student 31 30
32 Student 32 85*
33 Student 33 62,5
34 Student 34 27,5
35 Student 35 85*
Mean 66,1
*student who passed the KKM
To get the result of the pre-test, the researcher calculated the
mean score at first:
=
Furthermore, the researcher used the following formula to calculate
the percentage of students who passed the KKM score:
Based on the pre-test results, the data showed that the mean
score of the pre-test is 66.1. Moreover, there were seventeen students or
48.6% who got a score above the Minimum Mastery Criterion (Kriteria
Ketuntasan Minimal), and the other 18 students were below the criterion.
From the analyses, it can be seen that more than half of the eleventh grade
of SMA N 66 Jakarta still had a lack of vocabulary knowledge.
33
2. Finding the First Cycle
The process of teaching and learning in the first cycle was
conducted on 19th February until 4th March 2020. The cycle was divided into
three meetings. The description of the research result is elaborated as follows.
a. Planning
In the first cycle, the researcher collaborated with the advisor
lecturer and the English teacher to arrange lesson plans and instructional
materials. The researcher focused on vocabulary learning using affixes as a
word structure strategy to develop students' vocabulary mastery.
Somehow, the learning process was using a lesson plan based on the
existing syllabus. The material learned for the eleventh grade in the second
semester was Explanation Text. Therefore, the researcher applied affixes
as word structure as a strategy for comprehending and mastering students
of the explanation text.
Besides, to prepare the lesson plan, the researcher also made an
observation sheet. The observation sheet was used to observe the students'
learning process during the use of affixes as word structure strategy in the
classroom. Besides, the researcher also prepared a vocabulary test based
on some National Examination questions (80%) and a few TOEFL tests
(20%) related to the vocabulary using affixes as the first post-test. This test
is used to gain data on the students' development on vocabulary after
affixes as word structure strategy was implemented.
Eventually, the researcher determined the criteria of action
success based on the Minimum Mastery Criterion – Kriteria Ketuntasan
Minimal (KKM) set by the school towards English subject that has been
set as 75. In this research, there must be 75% of the students or above who
have a vocabulary score achieved the Minimum Mastery Criterion.
34
b. Acting and Observing
The action and observation of the first cycle were addressed on
19th February until 4th March 2020. In this phase, the researcher acted as
the teacher and observer to the students' reaction to the treatment given,
and the English teacher represented as an observer of the researcher's
teaching process. The researcher implemented the use of affixes as
vocabulary learning strategies based on the lesson plan that had been
formulated. The English teacher was observing the researcher during
teaching and learning activities using the given observation sheet. The
following is the explanation of what the agendas in every meeting were:
1) First meeting
(Wednesday, 19th February 2020 at 8.15 a.m – 9.45 a.m)
a) Action
The researcher addressed the teaching and learning
process based on the lesson plan about explanation text. The
researcher began the learning process by showing a video about the
life cycle of the butterfly, which has downloaded from YouTube.
After they watched the video, the researcher asked them some
questions about the video. The questions were "What phases are
there in the life cycle of a butterfly?", "In the video, is it explained
how an egg could develop into a butterfly?" "If the type of text is
in English, what is this text called?"
Furthermore, the researcher explained that what they
have watched was an explanation text in the form of video.
Hereafter, the researcher told them about types of explanation text,
which has two kinds, namely sequential explanation text and cause
and effect explanation text. After explaining the types, the
researcher asked them a question of what types of explanation text
of the life cycle of a butterfly. Then the students answered that
what they have watched was a sequential explanation.
35
Afterward, the researcher continued the general
structure and grammar used in the explanation text. In the
explanation text, present tense and passive voice is used. After
delivering the explanation and ensured that they had understood
the material about explanation text by allowing them to ask some
questions about the content, the researcher gave them an
assignment. The researcher divided the students into six groups;
then, the researcher asked them to make a poster that contained an
explanation text whose topic they had determined themselves from
the recommended YouTube video.
In the end, after they finished their work, the researcher
started to explain passive voice and told them that in each poster
they had created, there must be at least one or two sentences, which
are the passive voice. After explaining it, the researcher began the
introduction of prefixes and suffixes. Since the verb in passive
voice is using the past participle – most of them are contain
suffixes – the researcher delivered an explanation that the addition
of "-ed" in the past participle is called a suffix. Furthermore, the
researcher delivered a further explanation of affixation consisting
of roots, prefixes, and suffixes. Then, the researcher gave them
some words contained prefixes and suffixes and explained how
each of them supports the meaning of words. The researcher also
told them about the strategy to interpret an unknown word by
understanding the affixation. When 10 minutes before the lesson
ended, the researcher took some conclusions from the discussion
and asked the students to bring their posters for the next meeting.
36
b) Observation
1. Observation from the researcher's side to the students
Based on the observation in the first meeting, the
researcher found out the response of the students were curious
when they were watching the video, and all of their eyes were
directed at the video displayed. After the video ended up, the
researcher asked the question about the video, and they were
answered with enthusiasm, they scrambled to raise their hands
to answer the question asked by the researcher. Some
responded that the video was descriptive text, but many also
answered that it was an explanation text.
After delivering the explanation of the material, the
researcher divided them into groups, and the classroom
condition was a bit noisier during the division of the group
because some proposed to choose their group of friends, some
did not agree. To be fair, the researchers decided them to count
one to six, and they had to gather to their friends according to
the same number. The researcher continued to explain what
they should do to the task, most of them understood what was
ordered, but some did not understand. Most of them did not
know about the poster form, so the researcher re-explained that
the poster was following the shape of the topic discussed; for
example, if the issue is about the plastic pollution, they could
draw a plastic bottle and write the explanation text in it.
After the researcher explained passive voice and the
use of affixes, some students did not understand the material
because they were still asked some questions like “What is the
meaning of ‘packed’? Yet, after the researchers gave the
example of words, they seemed to have begun understood and
want to learn more about affixes. It was proven by their
reaction “Aah I see”, “please give us some more examples”.
37
However, some others were difficult to understand what
prefixes and suffixes were, it was proven by they were still
asked more question. Also, five students did not seem
interested in learning. It was seen from their attitude that was
busy by themselves and did not pay attention to the researcher
when explaining the material in class.
2. Observation from the English teacher's side
The researcher was able to prepare the material and
the media thoroughly and systematically. The researcher also
could handle the classroom condition and prepared students to
follow the learning process. The purpose and benefits of the
material were delivered indirectly. In other words, implicitly,
students understood the design and advantages of the learning.
Moreover, by assigning the students to write an explanation
text in a poster, it was encouraging students to develop their
writing and reading ability. It created active, interested, and
enjoyable in the learning process. The researcher did not forget
to ensure that all students understood the instructions and
direction of the researcher.
Furthermore, the researcher was good enough in
delivering the explanation of using affixes as word structure
strategy, seen from how students paid attention to the
description of the researcher. The explained strategy made
students seem to understand more about the vocabularies they
encounter. However, because this kind of strategy is new to
students, some students appeared to lack understanding and
paid less attention to affixation. Unfortunately, the researcher is
less able to manage such students.
38
2) Second meeting
(Wednesday, 26th February 2020 at 8.15 a.m – 9.45 a.m)
a) Action
In the second meeting, the researcher and the students
reviewed the last meeting discussion. The researcher continued a
further explanation of affixation. The researcher also gave four
examples of common words that have prefixes and suffixes. Such
as “re-touch”, “de-active”, “mis-read”, “over-heat”, “rapid-ly”,
“banana-s”, “name-less”, and “cook-ed”. The researcher invited
students to define the affixes based on the word context. Then,
some students were asked to use the words in a sentence. Right
after that, the researcher asked the students to define the words.
Later, the researcher asked some other students to
mention other words containing suffix or prefix to make sure they
understood what was explained. Moreover, they were taught the
meaning of each prefix and suffix to make them easier to
remember the meaning of vocabularies contain affixes. The
researcher gave some examples such as "uncover," which "un-"
here means something opposite, so if "cover" means something to
protect, then "uncover" is the opposite of cover. Right after that,
the researcher emphasized that most of the text they come across
must have prefixes and suffixes.
After they were given a further explanation about
affixes, the researcher asked them to put their posters on the
classroom wall and explained to them that that day would be an
activity called the gallery walk. Then, the researcher explained the
mechanism of the gallery walk. During the gallery walk, the
students were like taking part in an exhibition where the poster was
an exhibition of each group work. Each group must choose one of
its group members to maintain the exhibition booth that acts as a
guider or who explains the purpose of the poster displayed in
39
English. In contrast, other group members went around to other
poster booths to look for information that had been assigned by the
researcher. Then they are assigned to look for sentences in the form
of passive voice and vocabulary that have suffixes and prefixes in
other group posters.
Due to insufficient time to write the vocabulary on the
whiteboard that they found as planned in the lesson plan, the
researcher decided to ask them to submit their work in a textbook.
Vocabulary they have written must be included in definitions that
appeared in the prefixes or affixes without the use of a dictionary.
In the end, the researcher and the students made a conclusion and
reflection about the material on that day.
b) Observation
1. Observation from the researcher's side
As the researcher delivered a further explanation
about prefixes and suffixes, I observed the students' responses.
Some of them were paying attention to my explanation, and
still, did not pay attention. However, the students who did not
pay attention were overcome because the researcher asked
them a question about the material, then they asked to their
friends what they did not understand.
When they started working on their assignments,
some of them came forward to ask whether what they were
doing was what they were commanded to do or not. Most of
them have done it as instructed, but some wrote vocabulary
with prefixes and affixes that are not in the list that has been
given, but it is still acceptable. That means they have
understood that they can define the meaning of the new
vocabulary they encounter by looking at the word structure,
which is prefix, suffix, and roots.
40
This section was done as expected. The researcher
could see which one understood the material given. Some of
them were able to know how to interpret the definition of a
word using affixes when I asked the meaning of a word.
2. Observation from the English teacher's side
In the second meeting, the researcher had begun to
make the students more familiar with what the strategy on
using affixes was in mastering vocabulary. It was seen when
the researcher presented a table of 20 common prefixes and
suffixes, along with their meanings and examples. The
response of students who looked at the table looked active
enough by took a note in their textbook and began to
understand the purpose of the affixation better.
The researcher also can handle the learning process
well and systematically. The unique one in this learning
process is the researcher made a gallery walk in this class. With
this inter-group exhibition, students can explore their
knowledge of the passive voice and vocabulary they encounter
and can find out the definition of the vocabulary using the
strategy applied. In this way, it can also indirectly develop their
ability to read and speak in English. Overall, the learning
process was running well, and there was an increase in student
enthusiasm.
3) Third meeting
(Wednesday, 4th March 2020 at 8.15 a.m – 9.45 p.m)
a) Action
As usual, the researcher and the students reviewed the
last meeting material. In this meeting, the researcher tried to
concern about students' activity by an interaction between students
41
to students. The researcher divided their textbook that they had
submitted in the previous meeting and gave them feedback on their
task. The results of the assignments they did overall were quite
good and by the instructions provided. Even though the meaning of
the vocabulary they wrote, there were some errors. Right after that,
the researcher asked them to gather to their group and directed
them to count one to six in each group to make a new temporary
group. The purpose of creating a new group is to make the students
could share their vocabularies that they had gotten to their friends
from the other groups. After they got the new group, the researcher
asked each of them to share with their friend what vocabularies
contain affixes that they understood and asked their friends to
guess the meaning. So, other students could know other words that
contain affixes.
During the sharing and discussion session, the
researcher went around visiting each group to monitor the course
of their discussion. In each group, some are noisy, and some were
calm. After the sharing and discussion were over, the researcher
asked some students to mention what vocabulary they had gotten
from their friends. By doing so, they were more familiar with other
new vocabularies that contain prefixes and suffixes.
b) Observation
1. Observation from the researcher's side
The researcher observed the students' reactions to
the feedback of the result of the assignment. It appeared that
after they get the book back, they checked the results of their
work, whether it was right or wrong. But not all students did
the same thing; some seemed indifferent to the effects of his
work, he immediately put his book on the table and returned to
play his cellphone. Seeing a rather noisy classroom situation,
42
the researcher tried to refocus their attention, and the class
calmed down.
When the researcher explained that there would be a
division of new groups, the class was noisy again because some
students felt comfortable with the group they had and did not
want the group to be changed again. However, the researcher
tried to condition the class again and told them the purpose of
this new grouping, and students could understand and quiet
again.
During sharing and discussion, some students in a
group looked active and interacted with their friends using
English, while others still used Indonesian. However, there was
one student in a group who looked less active, and he just
listened to the explanation from his friend who was discussing.
On the other hand, some students did not follow the
instructions. Instead, they played their handphones when their
friends shared and discussed them. Overall, most of them were
already understand how to know the word meaning using
affixes as word structure strategy. Yet still, there were few
students cannot differ where prefix as plural or as because of
grammar or gerund.
2. Observation from the English teacher's side
As in the previous meeting, the researcher was able
to handle the condition of the class. The researcher has also
explained the purpose of the learning activity. Clearly and
systematically. The learning process at the third meeting was
also quite impressive. The researcher made students active in
interacting with friends about the material being studied with
new methods. With this sharing and discussion, students
mastered more vocabulary and can understand the meaning
43
directly. However, the researcher was less assertive towards the
students who still played their handphones while learning took
place.
Besides, after the teaching and learning process
finished in the first cycle, the first post-test was addressed to
find out the students' development of their vocabulary mastery.
This first post-test was conducted on 4th March 2020.
Based on the result of the first post-test, the mean
score of the class was 73. There were 22 of 35 students, or
62.9% who got a score above the Minimum Mastery Criterion.
Meanwhile, the other students were below that criterion. It
implied that the result of the first post-test has not fulfilled.
c. Reflecting
After all, phases were addressed, the researcher and the English
teacher discussed to take a conclusion on the result obtained in this first
cycle. Based on the result, it was found that there were 62.9% of students
had achieved the KKM score, which was 14.3% higher than the results of
the pre-test. It means there is an increase in vocabulary mastery in
students, even though it has not reached 75% of the total students. By
doing so, it still needs to be implemented again from the use of the Affixes
as Word Structure Strategy to improve the students' vocabulary mastery,
which will be done in the second cycle.
Based on observations, the researcher and the English teacher
found out that several factors were resulting in students still not achieving
scores above the KKM. After three meetings, there were still some
students who seemed ignorant and did not pay attention to the researcher
when explaining the material. Some were less active in learning activities.
Then, some of them did not understand the meaning of some prefixes or
44
suffixes. Even though they have been explained, such as "pre-," "il-"
"under-" and "-ence /-ance."
Moreover, they have not been able to distinguish the kinds of
parts of speech in a text, such as nouns, verbs, adjectives, etc. when added
a prefix or suffix affix. Furthermore, there were still some who cannot
distinguish the addition of the suffix "-ing" which is used as a sign of
continuous tense or as a gerund, that is why they are still mistaken in
interpreting a word. Therefore, there are still many who have not been able
to use this word structure strategy in their vocabulary mastery.
Judging from these problems, the researcher and the English
teacher decided that Classroom Action Research will be continued in the
second cycle. In this second cycle, the researcher designed a new lesson
plan to solve the problem faced in the first cycle.
d. Revision of the First Cycle
Based on the overview of the students' score accomplishment
in the first cycle, the implementation of The Use of Affixes as Word
Structure Strategy had not given satisfactory results on the development of
students' vocabulary mastery. The researcher and the English teacher have
therefore concluded several revisions before conducting the next cycle to
attain criteria of success in this research.
The first thing that must be revised was the learning method
used in explaining the material. As the results of observations in the first
cycle, there were still many students who were less interested in
participating in learning activities. So, when doing to test their abilities,
there were still many who had not yet reached the specified criteria.
Therefore, the researchers planned to modify the learning methods by
using more video media. Ma’rifah, (2013) said that using interactive video
would increase students ' motivation to learn English. Hence, researchers
45
will use some exciting videos as learning media to attract students’
attention and facilitate students' comprehension of the material.
The second revision was the students' lack of understanding of
the differences in each part of speech in a text, so this became one of their
obstacles to using affixes as the word structure strategy. Therefore, the
researcher will explain the part of speech along with an example. The
explanation was in the form of videos that will make it easier for students
to understand the material.
The last revision was the students' understanding of the
definition of each prefix and suffix that they were learning. Still, many of
them did not understand the meaning prefixes such as "over-," "en-,"
"inter," "fore-," and others, also the suffixes such as "-en," "-ify," "-
ance/ence," "-ism," '-ist,' and others. So, in the next cycle, the researcher
will explain the form of an exciting video so that they better understand
the definition of each prefix and suffix. Moreover, the researcher will
provide a table of 20 most common prefixes and affixes in academic tests
along with a part of speech in each prefix and suffix.
3. Finding the Second Cycle
The second cycle conducted teaching and learning on 11th March
until 1st April 2020. The cycle was also divided into three meetings. The
description of the research result is elaborated as follows.
a. Planning
In the second cycle, the researcher also collaborated with the
English teacher to arrange the lesson plans and instructional materials. The
researcher focused on the revision of the teaching and learning process in
the first cycle, which is revising the teaching methods to develop students'
vocabulary mastery—however, the lesson plan in the second cycle, also
based on the existing syllabus. The material learned was Meaning Through
Music. Also, the researcher delivered an explanation of the part of speech
46
to make it easier for students to apply the use of affixes as word structure
strategy.
Moreover, the researcher made an observation sheet that was
used to observe the students' learning process during the implementation
of the class. The observation sheet is also divided into two perspectives,
from the researcher's side and the English teacher's side. The researcher
also prepared a vocabulary test that will be used as the second post-test.
The test was adjusted based on the results of the first post-test, which still
referred to the National Examination questions (80%) and TOEFL test
(20%). This test is used to obtain data of the students' development on
vocabulary mastery after affixes as word structure strategy was performed.
b. Acting and Observing
The action and observation of the second cycle were conducted
on 11th March until 1st April 2020. In this phase, the researcher acted as the
teacher and observer of the students' activity during the treatment given.
Besides, the English teacher is represented as an observer of the
researcher's teaching process. The following is the explanation of what the
agendas in every meeting were:
1) Fourth meeting
(Wednesday, 11th March 2020 at 8.15 am – 9.45 a.m)
a) Action
The researcher applied the class based on the lesson
plan about Meanings through Music. The course was begun by
showing a photograph of a famous singer. The students were asked
to guess the name of the renowned singer. After some of them
were guessing the figure, the teacher informed that on that day,
they would learn about meanings through music. Then, the
researcher presented a video clip and its lyric with the title "A
Whole New World" by Zayn Malik. While they watched the video
47
clip, students were asked to pay attention to the lyrics that were on
the reflection of the projector. The researcher also asked the
students to understand the meaning of the song's lyrics at a glance.
The researcher invited students who wanted to become volunteers
to explain the meaning of the song.
Furthermore, the researchers began to explain the
material about Part of Speech, which later the content would help
students understand the meaning of new vocabulary based on word
classes. Part of Speech will also make it easier for students to use
affixes as word structure strategies. The researcher showed a video
about the explanation of the Part of Speech material. After the
video is shown, the researcher invited students to ask a part of the
content that they did not yet understand.
After all students understand the material about Part of
Speech, the researcher divided students into five groups and
divided the lyric of "A Whole New World" into five parts for each
group. The researcher asked each group to classify the vocabularies
in the lyric into 8 Parts of Speech in a table form. During the
discussion, the researcher went around monitoring the discussion.
After all groups had finished discussing and doing the assignment,
the researcher asked the students to submit their work. After that,
the students and the researchers did a reflection on the benefits of
the learning activity. Finally, the researcher closed the learning
process by praying according to their respective religions and
beliefs.
b) Observation
1. Observation from the researcher's side to the students
Based on the observation in the fourth meeting, the
researcher saw the students' interest in following lessons when
the researcher conducted a brainstorm, which was to display a
48
photo of a famous singer. All students know who the character
was and scrambled to answer the researcher's questions. The
researcher also asked the students to mention the song sung by
the character. They struggled to respond to it, and almost all
students knew what songs were popularized by the character.
When the researcher informed that on that day, they
were going to study Meanings through Music, students looked
noisy because they were happy with the topic they seemed
liked music. After the researcher conditioned the students to be
peaceful again and played the video clip, the researcher
discovered that the students’ eyes were focused on the video
they watched. Also, many of them joined in singing the song
while looking at the lyrics because the song sounded familiar to
them.
After the video finished, the researcher asked the
students whoever wanted to be a volunteer to explain the
meaning of the song. However, no one raised their hands to
become a volunteer. Finally, the researcher called three
students' names chosen at random to be asked to explain the
meaning of the song. Then the three students answered
according to their respective interpretations.
When the researcher showed the video explanation
of the Part of Speech, some students were getting bored. It was
proven by their reaction by not paying attention and many of
them just busy with their own business. But some others are stil
active to follow this lesson. Then during the discussion, the
researcher found out that most of all students were active in the
discussion. Some groups were dividing the task for each
member. After their work had been collected and corrected, the
results had, on average, already begun to understand part of
49
speech. Yet still some groups were found wrong in placing
vocabulary.
2. Observation from the English teacher's side
In the fourth meeting, the researcher made the class
more active than usual. It seemed that at the apperception stage,
that was before the lesson began, the researcher displayed a
photograph of someone very familiar to teenagers that were the
same age as students. This method made students more enthusiastic
about learning. Moreover, the researcher had her way to make
learners more active, which was to encourage students who
appeared to be more silent than their peers to be engaged in class
by giving simple questions about what they have learned. Besides,
the researcher also provided explanations of the material clearly
and systematically.
2) Fifth Meeting
(Wednesday, 18th March 2020 at 8.15 am – 9.45 a.m)
a) Action
In the second meeting, the researcher began the meeting
by playing a game. The game was matching word into its part of
speech. The researcher asked the students to gather in their group
as the previous meeting. Right after that, the researcher explained
the technique of playing the game. The activity was each
representative group had to put a word that the researcher
mentioned on the whiteboard that has been prepared. The word
must be placed according to the classification of 8 parts of speech
as the word "rewrite" must be put on the verb table. The wrong
group will miss, and the opportunity will be given to another
group: the group that placed the many words correctly, they who
won.
50
Right after playing the game, the researcher explained
how to understand the meaning of vocabulary in song lyrics using
affix affixes as word structure strategies. The researcher presented
a unique video about prefix and suffix explanations and examples.
After explaining, the researcher invited students to ask questions
that were not yet understood. One student asked, "Do all the words
with a suffix "-ing" has to mean "doing right now"?" The
researcher explained that not all verb added with the suffix "-ing"
means "doing in the present," there were some words like that
become gerund (verb turns into a noun). So, to distinguish it, we
have to take a look at the context of its sentence.
After students understood more about affixation, the
researcher played the song "Blank Space," which was popularized
by Taylor Swift, and displayed the song's lyrics on the projector.
The researcher asked the students to search vocabulary that had
prefix or suffix to the song's lyrics. Also, the students were asked
to write the definition of the vocabulary they obtained by using
word structure strategies, then discussing with their peers about the
meaning of the song's lyrics as a whole. After finishing the
discussion, the students submitted their works to be checked.
b) Observation
1. Observation from the researcher's side to the students
As the researcher explained that the day's beginning
activity was playing a game, the students' reaction was excited.
They were very active about playing the game. However,
during the game, there were still students in one of the groups
who seemed not interested in participating in the game. It was
seen from they were not really active. Therefore, the researcher
decided to call his name to come forward and placed the word
that the researcher mentioned. After he came forward, he
51
become active in the game and involved with his friends. After
the game was finished, the students asked to continue playing,
but the researcher must stop it due to limited time and must
keep explaining the learning material.
When explaining the affixation material, they
seemed to understand more than some previous meetings.
Students who were usually not interested in learning, this time,
they noticed the explanation well because the researcher also
presented a video explanation of the prefixes and suffixes. In
the video, there were also exercises, so students were more
active in participating in learning. After the explanation is over,
the researcher invited students to ask questions that they did not
yet understand. At first, no one raised their hands to ask, but
when the researcher wanted to deliver the next discussion, there
was one student who asked.
After they genuinely understood the use of affixes
as word structure strategy material, the researcher played a
song using the class's audio speaker. It was also intended to
make them more relaxed in learning. Some of them joined in
the singing. Some chose to keep quiet listening. When
discussing in pairs to find vocabularies that have prefixes and
suffixes, they were seen to be active and working together.
2. Observation from the English teacher's side
In the fifth meeting, the researcher was also
successful in getting the students' attention to the learning
process because students were usually happy to be invited to
play games. The game was also related to the subject matter, so
in addition to students actively playing, they could also sharpen
their knowledge about parts of speech. So, the existence of
games in learning activities makes students not feel bored to
52
learn. Researchers could also apply the use of Affixes as Word
Structure Strategy on the topic of meanings through music
thoroughly and systematically. Therefore, students could better
understand the meaning of the song by using this strategy.
3) Sixth Meeting
(Wednesday, 1st April 2020 at 8.15 am – 9.45 a.m)
a) Action
In the third meeting, the researcher also began the
meeting by playing a game. The name of the game was Hum a
Song. The researcher asked each group to choose the group in
selecting one of the six-song titles that had been prepared. Then the
representative hummed the song, then a group of friends guessed
the song's title or continued the song's lyrics. If the group could not
answer, then the opportunity will be given to other groups.
After they were doing the game, the researcher gave a
table of 20 common prefixes and affixes with additional parts of
speech information in each prefix and suffix again. When students
paid attention and understood the contents of the table, the
researcher explained that the table was to facilitate students in
using affixes as word structure strategies in mastering vocabulary.
After teaching, the researcher invited students to ask the material
that they had not understood.
Each group was asked to look for vocabularies that had
prefixes and affixes, yet only affixes were in the table that needs to
be searched. In addition to finding vocabularies, they were also
asked to understand the meaning of the vocabularies they got.
After being explained, each group began to discuss and worked the
results of the discussion in the form of soft files on Ms. Word. The
researcher monitored them while they were discussing it. After
53
completion, the teacher asked students to send the results of the
discussion via e-mail.
b) Observation
1. Observation from the researcher's side to the students
The observation on the sixth meeting the same as in
the previous session. They like to start learning by playing
games. When playing, the scene was hectic because when the
selected group cannot answer the question, then the other
groups scrambled to respond to it. But the researcher still
conditioned the class so that it did not interfere with other
classes that are learning. Besides, the students also seemed
happy with the songs provided because most of them had
recognized the song.
When the researcher explained the tables contained
twenty common prefixes and affixes, they still did not
understand even though they had studied the material part of
speech. Therefore, the researcher invited them to ask questions
they did not understand. One of them asked, "does each prefix
or suffix word have one type of speech?" The researcher
explained that not all affixes only have one class of words but
can be modified variously. Therefore, to understand their
meaning, it is also necessary to understand the context of the
sentence.
After the researcher made sure all students
understood the material, the students were doing the discussion
as the researcher told. As the researchers observed, they looked
active as usual, but still, there was one student who did not join
the group, he stayed playing his cellphone himself. Therefore,
during their discussion, the researcher did not just stay quiet in
front of the class. The researcher was yet monitoring the
54
discussion so that all students can actively participate in group
discussions.
2. Observation from the English teacher's side
The observation in the sixth meeting was also
running well. The researcher could control the class to be
conducive. By playing games at the beginning of learning is
also a good thing because it could foster student enthusiasm
and focus students on learning activities. Also, the method used
by the researcher to teach was creative and fun, so students did
not feel bored to learn. However, when the researcher
explained the material, there were still some did not paid
attention. Nevertheless, the existence of group activities that
involve the work process of each student could make them
better-understood affixes material as a word structure strategy
on meaning through music.
c. Reflecting
After implementing the second cycle and seeing the results, the
researcher and the English teacher felt quite satisfied with the development
of students' vocabulary mastery. They were seen in student activity in
learning activities in class. They were better at doing group work with
each other, and the results from what they had done were satisfying. They
were also active when working on assignments in pairs to find
vocabularies contained prefixes and suffixes. By seeing this development
of students' reactions to the treatment given, this showed that there was an
increase in students' understanding of the vocabulary by using word
structure strategy.
The students' comprehension in the meaning of prefix and
suffix was improved, so do they able to distinguish each part of speech. It
can be seen from the games and group work activities in classifying
55
vocabularies in the appropriate part of speech. In addition, in the final
post-test, the results showed an increase in their vocabulary mastery using
this strategy. Proven by there were 80% of students passed the score of the
second post-test. According to Scruggs and Mastropieri”s (1998) in
Davidson & O’Connor, (2019) if the result of students’ test is 90% - 100%
of the total amount of students, it indicates the treatment is successful,
between 70%-90% is success, and below 70% is not success. In this
research, as considered with advisors and English teachers, the
investigation will be successful if 75% of the targeted students could
achieve the minimum score of targets from the test. It can be deduced that
the results of the test indicated success in learning activities using affixes
as word structure strategy.
Therefore, the Classroom Action Research was stopped in the
second cycle because more than 75% of students met the graduation
criteria. In contrast, 23% of students who have not reached the criteria will
be given further treatment by the English teacher by using this strategy.
4. Finding after Implementing the Action
a. The Result of Post Interview
The researcher addressed an open-ended interview after
Classroom Action research. The post-interview was held on 8th April 2020,
starting from 8.00 a.m. until 10.00 a.m. The researcher interviewed the
same targeted learners as in the pre-interview. The questions asked were
about their perspective on the English learning process after implementing
Affixes as Word Structure Strategy on their vocabulary mastery. There
were ten questions with five criteria of questions asked in this interview.
The first criterion was about their condition in learning
vocabulary after using the strategy. Did the students still have difficulties
in understanding the meaning of the new vocabulary or not. From the six
selected students interviewed, five of them answered that they had no
more problems learning vocabulary. However, some students said that it
56
also depends on the conditions and delivery of teachers who teach. If the
teacher explains well, they will understand better. In contrast, the one who
answered is still difficult to learn the vocabulary because she did not learn
it repeatedly to understand better.
The second criterion was about their opinion on the activities
by applying the strategy. Most of them answered that the activities were
exciting, creative, and helpful for them. They felt they were not bored in
learning and were easy to understand. Because for someone reluctant to
ask the teacher, with these activities, they could ask friends who were
more understood. But some students need additional time to understand
vocabulary better using these strategies. With the activities carried out
while learning to use the strategy, they also felt happy in learning.
Furthermore, 5 out of 6 students were also motivated to use the word
structure strategy in understanding the new vocabulary they encountered.
While one of them felt more comfortable using their way, namely by
memorizing new vocabulary repeatedly. The following transcript shows
one of the students’ statements about the learning condition in the class.
The following interview transcript shows one of the students’ opinions
about the learning activity using affixes as word structure strategy.
57
R : Bagaimana menurut kamu tentang kegiatan yang dilakukan
selama belajar menggunakan Affixes sebagai strategi untuk
meningkatkan penguasaan kamu terhadap kosakata? (What do
you think about the activities we did when learning using Affixes
as a strategy to increase your mastery of vocabulary?)
D : Itu membantu saya kak, karena terkadang butuh penjelasan dari
teman juga. Jadi dengan adanya kegiatan membuat poster dan
melakukan pameran di gallery walk itu membuat saya tidak
sungkan untuk bertanya. (It helps me, because sometimes I need
an explanation from a friend too. So, with the activity of making
posters and holding exhibitions on the gallery walk, I didn't
hesitate to ask questions.)
R : Apakah kamu merasa senang terhadap aktivitas yang dilakukan
selama belajar Bahasa Inggris menggunakan strategi tersebut?
(Do you feel happy about the activities you did while learning
English using these strategies?)
D : Senang kak. Karena sebelum belajar dengan kakak, kita
belajarnya pasif karena hanya membuat power point. Sedangkan
belajar dengan kakak kami lebih aktif. (Yes, I felt happy. Because
before studying with you, we learned to be passive because we
only made power points for the assignment. Meanwhile, studying
with you was more active.
(Appendix 2o The Result of Post-Interview for Students/BSHS/08-04-20)
On the other side, their perspectives on the researcher's way of
teaching and delivering the material were variated. Some interviewees
responded that the researcher was still stiff and less assertive towards
students who did not pay attention to the lesson. In comparison, some
others said that the researcher was good enough to deliver the material and
easy-going so that they could comprehend the material quickly. Moreover,
they were responded that this strategy is sufficient to be applied in learning
58
English vocabulary. Yet some students argued that it also depends on the
teacher in delivering the material and the students' method in learning
vocabulary. If the teacher can provide the material well, the students will
be motivated, and if the students enjoy learning vocabulary using this
strategy, it will be effective.
The third criterion was their problem during the learning
process with the strategy. Most of the learners felt hard to distinguish the
part of speech so they could not determine which meaning was suitable for
the vocabulary they met. Besides, there were also difficulties because they
did not know the root word/base word, so even though using this strategy,
it is still challenging to determine the definition of the word. Yet some
students already understood and had no difficulty when using this strategy.
The fourth criterion was their level of mastery of vocabulary
after implementing the word structure strategy. All of the interviewees
responded that their vocabulary mastery was increasing. They felt they had
more vocabulary that they master after using this strategy. Furthermore,
they can also understand the new vocabulary definitions that they
encountered using the strategy without having to open a dictionary. The
following interview transcript shows one of the students’ statements about
their improvement of vocabulary mastery.
59
The last criterion was their suggestion to the future application
of Affixes as Word Structure Strategy on their vocabulary mastery. Most
of them were suggested that this strategy must be applied repeatedly. So,
they were easier to remember prefixes and suffixes. Also, some suggested
adding activities and media used in learning so that they will not get bored
quickly when studying. Based on the description of the interview above, it
can be concluded that the result of the post-interview has a positive
perspective on the strategy applied. Although there are some problems for
them in using this strategy for learning, this strategy is effective in
improving students' vocabulary mastery, especially with the advice they
gave.
R : Apakah kamu merasa lebih mudah mengingat kosa kata baru dan
kosa kata yang telah kamu memiliki, ketika belajar menggunakan
strategi ini? (Do you find it easier to remember new vocabulary
words and vocabulary that you already have, when you study using
this strategy?)
A : Ya kak. Saya lebih mudah kalau mengingat kosakata baru karena
saya dapat memahami maknanya dari struktur kata seperti yang
kakak ajarkan. (Yes. It is easier for me to remember new
vocabulary words because I can understand their meaning from the
word structure as you taught.)
R : Menurut kamu, setelah belajar menggunakan strategi ini, apakah
ada peningkatan pada penguasaan vocabulary yang kamu miliki?
(In your opinion, after learning to use this strategy, is there any
improvement to your vocabulary mastery?
A : Ya. Saya merasa lebih mudah memahami teks ketika saya membaca
novel maupun berita berbahasa Inggris di media sosial. (Yes, I
felt much easier to understand the text when I read novels and
news in English on social media.)
(Appendix 2m The Result of Post-Interview for Students/AZA/08-04-20)
60
b. The Result of Post-Test
The aim of the post-test that was conducted after Cycle 1 and
Cycle 2 is to measure the students' vocabulary mastery development
during and after implementing affixes as word structure strategy. The first
post-test was held on 4th March 2020, and the second post-test was held on
8th April 2020. Students were also asked to answer 40 multiple choice
questions about vocabularies contained suffix and prefix patterns in the
post-test. The researcher calculated the score of the post-test after giving
the test to the students. The post-test result obtained below is.
1) The Result of Students' Vocabulary Improvement in Post-Test
1 (Cycle 1)
Table 4.2
The Result of Students' Vocabulary Competency in Post-Test 1
No. Students' Number Post-Test 1 Score
1 Student 1 17.5
2 Student 2 72.5
3 Student 3 70
4 Student 4 70
5 Student 5 70
6 Student 6 85*
7 Student 7 30
8 Student 8 87.5*
9 Student 9 95*
10 Student 10 75*
11 Student 11 32.5
12 Student 12 95*
13 Student 13 92.5*
14 Student 14 92.6*
15 Student 15 75*
16 Student 16 92.5*
17 Student 17 75*
18 Student 18 75*
19 Student 19 75*
20 Student 20 30
21 Student 21 65
22 Student 22 92.5*
61
*student who passed the KKM.
To get the result of post-test 1, the researcher calculated the
mean score at first:
Furthermore, the researcher used the following formula to
calculate the percentage of students who passed the KKM score:
23 Student 23 77.5*
24 Student 24 87.5*
25 Student 25 92.5*
26 Student 26 50
27 Student 27 90*
28 Student 28 95*
29 Student 29 65*
30 Student 30 92.5*
31 Student 31 72.5
32 Student 32 90*
33 Student 33 67.5
34 Student 34 15
35 Student 35 92.5*
Mean 73
62
62
64
66
68
70
72
74
Preliminary
Research
Cycle 1
The Mean Score
Based on the first post-test outcome, the data showed that the
mean score of the first post-test was 72.9. Moreover, there were 22
students, or 62.9%, who got a score above KKM, and the remaining 13
students were below the criterion. Thereupon, it can be shown that there
has been an improvement in the average students' performance from the
preliminary research to the first cycle. The average score from preliminary
research was 66.1, while in the first cycle was 72.9. It means that there
was 10.2% of mean score improvement. The improvement score obtained
from the following formula:
Figure 4.1 The Improvement of Students' Vocabulary Score in the 1st Cycle
63
2) The Result of Students' Vocabulary Improvement in Post-Test
2 (Cycle 2)
Table 4.3
The Result of Students' Vocabulary Competency in Post-Test 2
s
*student who passed the KKM.
No. Students' Number Post-Test 1 Score
1 Student 1 60 2 Student 2 62.5 3 Student 3 75* 4 Student 4 77.5* 5 Student 5 75* 6 Student 6 85* 7 Student 7 75* 8 Student 8 87.5* 9 Student 9 85* 10 Student 10 80* 11 Student 11 77.5* 12 Student 12 72.5 13 Student 13 87.5* 14 Student 14 75* 15 Student 15 80* 16 Student 16 75* 17 Student 17 80* 18 Student 18 67.5 19 Student 19 80* 20 Student 20 75* 21 Student 21 75* 22 Student 22 67.5 23 Student 23 80* 24 Student 24 87.5* 25 Student 25 85* 26 Student 26 72.5 27 Student 27 90* 28 Student 28 95* 29 Student 29 75* 30 Student 30 62.5 31 Student 31 75* 32 Student 32 75* 33 Student 33 80* 34 Student 34 75* 35 Student 35 92.5* Mean 77.4
64
To get the result of post-test 2, the researcher calculated the
mean score at first:
Furthermore, the researcher used the following formula to
calculate the percentage of students who passed the KKM score:
Based on the second post-test result, the data showed that the
mean score of the second post-test is 77.7. Besides, there were 28 students,
or 80%, who got a score above KKM, and the remaining 7 were below the
criterion. Analyses indicated there has also been an increase in the average
students' rate from the first cycle up to the second cycle. The mean score
from the first cycle was 72.9, while in the second cycle was 77.7. It means
that there was 5.6% change in the mean improvement. The improvement
score obtained from the following formula:
65
70
72
74
76
78
Cycle 1 Cycle 2
The Mean Score
Figure 4.2 The Improvement of Students' Vocabulary Score in the 2nd Cycle
The comparison of all the tests result can be seen in the table as
follows:
Table 4.4
The Scores Comparison of Pre-test, Post-test 1, and Post-test 2
No. Test
Students’
Vocabulary Score Average Percentage
Lowest Highest
1. Pre-Test 20 92.5 66.1 48.6%
2. Post-Test 1 30 95 72.9 62.9%
3. Post- Test 2 60 95 77.7 80%
66
The comparison is also presented in the following diagram. Below is the
figure of learners' percentage who passed the KKM:
Figure 4.3 The Percentage of Students who have Met and have not Met the KKM
Standard
Students who have
met the KKM
standard
49%
Students who have
not met the KKM
standard
51%
PRE-TEST
Students who have
met the KKM standard
63%
Students who have
not met the KKM
standard37%
POST-TEST 1
Students who have
met the KKM standard
80%
Students who have
not met the KKM
standard20%
POST-TEST 2
67
Based on the figures above, it can be shown that there has been a
significant improvement in the percentage of students’ test results passing the
KKM. In the pre-test, only 48.6% of students, or 17 students who passed the
KKM, while the rest of the students who were 18 students' scores were under
KKM. Also, there was a tremendous difference in the first post-test due to the pre-
test. There were 22 students out of 35 or 62.9% of students who could pass the
KKM. Finally, in the post-test 2, the students who could exceed the KKM also
increased than in the first post-test. There were 28 students, or 80% of students
who passed the KKM score. It can be concluded that the second post-test was
succeeded because it exceeded the criterion of success in CAR, which is 75% of
the total students in the class, and using affixes as word structure strategy could
improve the students’ vocabulary mastery.
B. Discussion
There were lots of researches have been conducted related to the
present research which examined about word structure strategy on students'
vocabulary mastery. Several researchers suggest that teaching using an explicit
and systematic intervention approach of this strategy, including root word
training, may lead to positive vocabulary and comprehension outcomes for
students (Brown et al., 2016). Mountain (2007) agrees that the study of
morpheme, suffixes, and roots as a way to build vocabulary (Jennpattarakul,
2015). Teaching vocabulary items in terms of prefixes, suffixes or roots helps
learners to maintain long-term memory of their vocabulary knowledge (Akbulut,
2017). Hence, this strategy is essential for learners to improve their vocabulary
mastery.
In this research, the researcher implemented the use of Affixes as
Word Structure Strategy on the eleventh-grade of SMA N 66 Jakarta. The result
showed that there was a lot of progress in the vocabulary learning process,
especially in the improvement of students' vocabulary mastery. It is proven by the
results of some data used in this study; observations, interviews, and students' test
scores. This research is also consistent with Davidson & O’Connor (2019),
68
Mccutchen & Logan (2011), Ramirez et al. (2010), Buddingh (2009), and Ku &
Anderson (2003) researches which revealed that learners who use the affixes as
word structure strategy could increase their score on vocabulary achievement.
The observation data results showed that there was progress in students'
vocabulary mastery levels and their activeness in the process of learning English
in class. It is because the implementation of Affixes as Word Structure Strategy
involves students in being active in class and activities that make them feel free to
communicate and write in English. Also, their level of understanding of the new
vocabulary showed positive results. Based on this observation, this showed that
there were quite a several positive changes that happened. From the conducted
interview, the participants conveyed that they were motivated to learn new
vocabulary by using the strategy. They also stated that they could learn
vocabulary quickly, and their vocabulary mastery increased. Brown et al. (2016),
stated that in the overall participants in their research showed that their vocabulary
got an improvement, their reading understanding increased.
Based on the result of students' vocabulary tests, it was discovered that
there was a good improvement regarding the students' development on vocabulary
mastery. The students' average score in the pre-test was 66.1, the average score in
the first post-test was 72.9, and the second post-test was 77.7. Furthermore, 80%
of students had successfully passed the KKM and achieved the criteria of success,
which means that the students 'results of the test also showed the progress of
students' scores in vocabulary accomplishment. This is in line with research
conducted by Khoshkhoonejad et al. (2016), whose results revealed that the
morphological analysis strategy affects the students’ vocabulary learning process,
and their vocabulary mastery increases.
Therefore, the implementation of using Affixes as Word Structure Strategy
can improve students' vocabulary mastery at the eleventh-grade students of SMA
N 66 Jakarta in the academic year 2019/2020.
69
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting the Classroom Action Research, to improve the
students’ vocabulary mastery through Affixes as Word Structure Strategy at the
eleventh-grade of SMA N 66 Jakarta in the academic year 2019/2020, the
researcher finds out that there are several techniques that can improve the
students’ vocabulary mastery using this strategy. Explaining the categories of
vocabulary that is introducing part of speech to the students is the first conducted
technique. So, by understanding the part of speech, students could use the affixes
as word structure strategy. Afterwards, providing the students with knowledge of
prefixes, suffixes and base words; and giving the students chance to find other
words and use it in sentences by creating interesting class activities that is by
doing the Gallery Walk and playing educational game. It can make the students
enjoy in following the learning process, and it can make them understand in
learning vocabulary using the affixes as Word Structure Strategy. Video is also
used as the media when teaching affixes as Word Structure Strategy in order to
attract the students’ attention to the material given, so it can facilitate the students’
comprehension of learning vocabulary. Thus, there have been a lot of progress in
the vocabulary learning using this strategy, especially in improving students'
vocabulary mastery. It is proven by the results of some data used in this study;
observations, interviews, and students' test scores.
The result of observation and interview showed good students’
improvement from before implementing the strategy up to the end of CAR. The
students’ activeness in participating learning process, vocabulary understanding,
and motivation in learning English using this strategy had significantly improved.
The teacher’s response also stated that the strategy would be an effective way of
improving students’ vocabulary mastery.
The last, the students’ scores from pre-test to the final post-test showed
a good improvement. In the pre-test, there were only 17 out of 35 students or
70
48.6% who could exceed the Minimum Mastery Criterion (KKM), and the
average score was 66.1. Furthermore, in the first post-test that was conducted after
cycle 1, the students who passed the KKM were increased. There were 22
students, or 62.9% of all students who exceeded the KKM, and the average score
was 72.9. Then, in the second post-test that was addressed after cycle 2, 80% of
students exceeded the KKM. It means that there were more than 75% of students
who could pass the KKM, and it achieved the criteria of success.
B. Suggestion
Based on the research findings, the researcher would like to give some
suggestions for the English teacher, students, and other researchers that might be
beneficial for the further teaching and learning process as follows:
1. In teaching English, especially in vocabulary, the teacher is expected to be
more creative and communicative in a learning activity. So, it will make
students interested and not get bored during the learning process.
2. The students are expected to be able to master vocabulary using the
strategy that has been given to support their ability in English, namely
reading, writing, listening, and speaking skills.
3. For further research, this strategy is expected to be used for other
researchers who want to address similar research.
71
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Mishra, R. D., & Rasundram, J. (2017). Triangulation an Essential Tool to
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Noprianto, E., & Purnawarman, P. (2019). EFL students’ vocabulary learning
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Paiman, N., Thai, Y. A. P. N., & Yuit, C. M. E. I. (2015). Effectiveness of
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76
APPENDICES
77
Appendix 1a Observation Sheet in Preliminary Research
Observation Sheet for Students’ Activity
Date: 4th February 2020 Time: 8.00 a.m. – 9.45 a.m.
Topic: Personal Letter Address: XI MIA 1
Cycle/Phase: Preliminary Research
Phase Summary
The students have less interest in learning English; it can be seen from their reaction to
English subjects. Some students have less excitement for the lesson. Some of them
preferred to do their own business or chose to be silent and did not pay attention to the
material given at that time. They were distracted by their smartphones; even the
teacher had disallowed them to use smartphones while the teacher was teaching. Two
other students did not like being in the class, so they often permit the teacher at a time.
However, some other students were seen interested to learn English. It can be observed
that they were active enough in class. They often ask their friends to be silent and pay
attention to what their teacher said to them. They also did not be ashamed of asking
something that they did not understand the material given. When the assignment was
given, some of them did not do it on their own, and others did it on their own.
Observer
Putri Indah Oktavia
78
Appendix 1b Observation Sheet in Cycle 1 Phase 1
Observation Sheet for Students’ Activity
Date : 19th February 2020 Time : 8.00 a.m. – 9.45 a.m.
Topic : Cause and Effect Address : XI MIA 1
Cycle/Phase : C1/P1
Phase Summary
The students were curious when they were watching the video. After the video ended
up, the researcher asked the question about the video, and they were answered with
enthusiasm. They scrambled to raise their hands to answer the question asked by the
researcher.
Then, the researcher divided them into groups, and the classroom condition was a bit
noisier during the division of the group. To be fair, the researchers decided them to
count one to six, and they had to gather to their friends according to the same number.
The researcher continued to explain what they should do to the task, most of them
understood what was ordered, but some did not understand. After the researcher
explained passive voice and the use of affixes, they didn't understand the affixation.
Yet, after the researchers gave the example of words, they seemed to have begun
enthusiastic and curious to learn more about affixes. However, some others were
difficult to understand what prefixes and suffixes were, and five students did not seem
interested in learning.
Observer
Putri Indah Oktavia
79
Appendix 1c Observation Sheet in Cycle 1 Phase 2
Observation Sheet for Students’ Activity
Date : 26th February 2020 Time : 8.00 a.m. – 9.45 a.m.
Topic : Cause and Effect Address : XI MIA 1
Cycle/Phase : C1/P2
Phase Summary
Today I delivered a further explanation about prefixes and suffixes. Some of the
students were paying attention to my explanation, and still, some others were had not
understoond and others did not pay attention. However, the students who seemed did
not understood were overcome, because they looked to remain paid attention and
asked their friends what they did not understand.
When they started working on their assignments, some of them came forward to ask
whether what they were doing was what they were commanded to do or not. Most of
them have done it as instructed, but some wrote vocabulary with prefixes and affixes
that are not in the list that has been given, but it is still acceptable. That means, they
have understood that they can define the meaning of the new vocabulary they
encounter by looking at the word structure, which is prefix, suffix, and roots.
This section was done as expected. The researcher could see which one understood the
material given. For some of them were able to know how to interpret the definition of
a word using affixes when I asked the meaning of a word. So, they could understand
other vocabulary that they will be faced with.
Observer
Putri Indah Oktavia
80
Appendix 1d Observation Sheet in Cycle 1 Phase 3
Observation Sheet for Students’ Activity
Date : 4th March 2020 Time : 8.00 a.m. – 9.45 a.m.
Topic : Cause and Effect Address : XI MIA 1
Cycle/Phase : C1/P3
Phase Summary
Today I gave the feedback of their assignment. It appeared that after they get the book
back, they checked the results of their work, whether it was right or wrong. But not all
students did the same thing; some seemed indifferent to the effects of his work, he
immediately put his book on the table and returned to play his cellphone. Seeing a
rather noisy classroom situation, the researcher tried to refocus their attention, and the
class calmed down.
When the researcher explained that there would be a division of new groups, the class
was noisy again because some students felt comfortable with the group they had and
did not want the group to be changed again. However, the researcher tried to condition
the class again and told them the purpose of this new grouping, and students could
understand and quiet again.
During sharing and discussion, some students in a group looked active and interacted
with their friends using English, while others still used Indonesian. However, there
was one student in a group who looked less active, and he just listened to the
explanation from his friend who was discussing. On the other hand, some students did
not follow the instructions. Instead, they played their handphones when their friends
shared and discussed them. Overall, most of them were already understand how to
know the word meaning using affixes as word structure strategy. Yet still, there were
few students cannot differ where prefix as plural or as because of grammar or gerund.
Observer
Putri Indah Oktavia
81
Appendix 1e Observation Sheet in Cycle 2 Phase 1
Observation Sheet for Students’ Activity
Date : 11th March 2020 Time : 8.00 a.m. – 9.45 a.m.
Topic : Explanation Text Address : XI MIA 1
Cycle/Phase : C2/P1
Phase Summary
I saw the students' interest in following lessons when the researcher conducted a
brainstorm, which was to display a photo of a famous singer. All students know who
the character was and scrambled to answer the researcher's questions. When the
researcher informed that on that day, they were going to study Meanings through
Music, students looked noisy because they were happy with the material they seemed
liked music. After the researcher conditioned the students to be peaceful again and
played the video clip, the researcher discovered that the students were enthusiastic
about watching the video, even many of them joined in singing the song while looking
at the lyrics because the song sounded familiar to them.
After the video finished, the researcher asked the students whoever wanted to be a
volunteer to explain the meaning of the song. However, no one raised their hands to
become a volunteer. Finally, the researcher called three students' names chosen at
random to be asked to explain the meaning of the song. Then the three students
answered according to their respective interpretations.
When the researcher showed the video explanation of the Part of Speech, some
students were getting bored. But some others are still enthusiastic to follow this
lesson. Then during the discussion, the researcher found out that most of all students
were active in the discussion. Some groups were dividing the task for each member.
After their work had been collected and corrected, the results had, on average, already
begun to understand part of speech. Then, the division of vocabulary to each part of
speech. Yet still some groups were found wrong in placing vocabulary.
Observer
Putri Indah Oktavia
82
Appendix 1f Observation Sheet in Cycle 2 Phase 2
Observation Sheet for Students’ Activity
Date : 18th March 2020 Time : 8.00 a.m. – 9.45 a.m.
Topic : Explanation Text Address : XI MIA 1
Cycle/Phase : C2/P2
Phase Summary
Today the researcher began the class by playing a game. Then, the students' reaction
was excited. They were very enthusiastic about playing. However, during the game,
there were still students in one of the groups who seemed not interested in
participating in the game. Therefore, the researcher decided to call his name to come
forward and placed the word that the researcher mentioned. After he came forward, he
seemed interested in the game and actively involved with his friends. After the game
was finished, the students asked to continue playing, but the researcher must stop it
due to limited time and must keep explaining the learning material.
When explaining the affixation material, they seemed to understand more than some
previous meetings. Students who were usually not interested in learning, this time,
they noticed the explanation well, because the researcher also presented a video
explanation of the prefixes and suffixes. In the video, there were also exercises, so
students were more active in participating in learning. After the explanation is over,
the researcher invited students to ask questions that they did not yet understand. At
first, no one raised their hands to ask, but when the researcher wanted to deliver the
next discussion, there was one student who asked.
After they genuinely understood the use of affixes as word structure strategy material,
the researcher played a song using the class's audio speaker. It was also intended to
make them more relaxed in learning. Some of them joined in the singing. Some chose
to keep quiet listening. When discussing in pairs to find vocabularies that have
prefixes and suffixes, they were seen to be active and working together.
Observer
Putri Indah Oktavia
83
Appendix 1g Observation Sheet in Cycle 2 Phase 3
Observation Sheet for Students’ Activity
Date : 1st April 2020 Time : 8.00 a.m. – 9.45 a.m.
Topic : Explanation Text Address : XI MIA 1
Cycle/Phase : C2/P3
Phase Summary
Today I also began the meeting by playing a game as a brainstorming. The students
like to start learning by playing games. When playing, the scene was hectic because
when the selected group cannot answer the question, then the other groups scrambled
to respond to it. But the researcher still conditioned the class so that it did not interfere
with other classes that are learning. Besides, the students also seemed happy with the
songs provided because most of them had recognized the song.
When the researcher explained the tables contained twenty common prefixes and
affixes, they did not understand even though they had studied the material part of
speech. Therefore, the researcher invited them to ask questions they did not
understand. One of them asked, "does each prefix or suffix word have one type of
speech?" The researcher explained that not all affixes only have one class of words but
can be modified variously. Therefore, to understand their meaning, it is also necessary
to understand the context of the sentence.
After the researcher made sure all students understood the material, the students were
doing the discussion as the researcher told. As the researchers observed, they looked
active as usual, but still, there was one student who did not join the group, he stayed
playing his cellphone himself. Therefore, during their discussion, the researcher did
not just stay quiet in front of the class. The researcher was yet monitoring the
discussion so that all students can actively participate in group discussions.
Observer
Putri Indah Oktavia
84
Appendix 1h Observation Sheet of Researcher Cycle 1 Phase 1
Observation Sheet of Researcher as the Teacher in Cycle 1 Phase 1
School : SMA N 66 Jakarta
Class : XI MIA 1
Cycle/Phase : C1/P1
Day/Date : Wed, 19th February 2020
Berilah tanda check list () pada kolom sesuai pengamatan anda. Mohon diisi
dengan sebenar-benarnya.
1 = excellent 2 = satisfactory 3 = good 4 = not satisfactory
No.
Aspek yang diamati
Nilai
The researcher (as the teacher)
1
2
3
4
1 Mempersiapkan materi dan media yang sesuai
dengan pembelajaran.
2 Mengkondisikan situasi pembelajaran dan
mempersiapkan siswa untuk mengikuti peopes
pembelajaran.
3 Menyampaikan pembelajaran secara jelas dan
sistematis/berurutan.
4 Menjelaskan tujuan dan manfaat dari materi yang
dipelajari.
5 Melibatkan siswa dalam aktivitas pembelajaran dan
mendorong siswa untuk mengembangkan
kemampuan menulis.
5 Menjelaskan terkait pembelajaran strategi struktur
kata affixes untuk meningkatkan penguasaan siswa
terhadap Vocabulary
6 Pengaplikasian penggunaan affixes sebagai strategi
struktur kata dalam meningkatkan penguasaan
Vocabulary siswa.
7 Memberikan kesempatan kepada siswa untuk
mengajukan pertanyaan.
8 Memberikan feedback dan masukan kepada siswa.
85
9 Memastikan seluruh siswa mengerti tentang
instruksi dan arahan dari guru.
10 Menciptakan pembelajaran yang aktif, menarik, dan
menyenangkan.
Hal-hal yang perlu diperhatikan
(T=hings to Consider):
1. Lebih tegas dalam menangani siswa
yang tidak memerhatikan penjelasan materi.
2. berikan kesempatan lebih banyak
untuk siswa yang ingin bertanya.
3. Lebih santai dalam menyampaikan
materi karena masih terlihat kaku.
Observer
Nunun Maslukah
NIP. 197403122000122002
86
Appendix 1i Observation Sheet of Researcher Cycle 1 Phase 2
Observation Sheet of Researcher as the Teacher
School : SMA N 66 Jakarta
Class : XI MIA 1
Cycle/Phase : C1/P2
Day/Date : Wed, 26th February 2020
Berilah tanda check list () pada kolom sesuai pengamatan anda. Mohon diisi
dengan sebenar-benarnya.
1 = excellent 2 = satisfactory 3 = good 4 = not satisfactory
No.
Aspek yang diamati
Nilai
The researcher (as the teacher)
1
2
3
4
1 Mempersiapkan materi dan media yang sesuai
dengan pembelajaran.
2 Mengkondisikan situasi pembelajaran dan
mempersiapkan siswa untuk mengikuti peopes
pembelajaran.
3 Menyampaikan pembelajaran secara jelas dan
sistematis/berurutan.
4 Menjelaskan tujuan dan manfaat dari materi yang
dipelajari.
5 Melibatkan siswa dalam aktivitas pembelajaran dan
mendorong siswa untuk mengembangkan
kemampuan menulis.
5 Menjelaskan terkait pembelajaran strategi struktur
kata affixes untuk meningkatkan penguasaan siswa
terhadap Vocabulary
6 Pengaplikasian penggunaan affixes sebagai strategi
struktur kata dalam meningkatkan penguasaan
Vocabulary siswa.
7 Memberikan kesempatan kepada siswa untuk
mengajukan pertanyaan.
8 Memberikan feedback dan masukan kepada siswa.
9 Memastikan seluruh siswa mengerti tentang
87
instruksi dan arahan dari guru.
10 Menciptakan pembelajaran yang aktif, menarik, dan
menyenangkan.
Hal-hal yang perlu diperhatikan
(Things to Consider):
1. Di pertemuan kedua ini sudah cukup
bagus, banyak perkembangan baik dari
peneliti maupun murid.
Observer
Nunun Maslukah
NIP. 197403122000122002
88
Appendix 1j Observation Sheet of Researcher Cycle 1 Phase 3
Observation Sheet of Researcher as the Teacher
School : SMA N 66 Jakarta
Class : XI MIA 1
Cycle/Phase : C1/P3
Day/Date : Wed, 4th March 2020
Berilah tanda check list () pada kolom sesuai pengamatan anda. Mohon diisi
dengan sebenar-benarnya.
1 = excellent 2 = satisfactory 3 = good 4 = not satisfactory
No.
Aspek yang diamati
Nilai
The researcher (as the teacher)
1
2
3
4
1 Mempersiapkan materi dan media yang sesuai
dengan pembelajaran.
2 Mengkondisikan situasi pembelajaran dan
mempersiapkan siswa untuk mengikuti peopes
pembelajaran.
3 Menyampaikan pembelajaran secara jelas dan
sistematis/berurutan.
4 Menjelaskan tujuan dan manfaat dari materi yang
dipelajari.
5 Melibatkan siswa dalam aktivitas pembelajaran dan
mendorong siswa untuk mengembangkan
kemampuan menulis.
5 Menjelaskan terkait pembelajaran strategi struktur
kata affixes untuk meningkatkan penguasaan siswa
terhadap Vocabulary
6 Pengaplikasian penggunaan affixes sebagai strategi
struktur kata dalam meningkatkan penguasaan
Vocabulary siswa.
7 Memberikan kesempatan kepada siswa untuk
mengajukan pertanyaan.
8 Memberikan feedback dan masukan kepada siswa.
9 Memastikan seluruh siswa mengerti tentang
89
instruksi dan arahan dari guru.
10 Menciptakan pembelajaran yang aktif, menarik, dan
menyenangkan.
Hal-hal yang perlu diperhatikan
(Things to Consider):
1. Harus lebih peka terhadap siswa
yang tidak memerhatikan penjelasan materi.
Observer
Nunun Maslukah
NIP. 197403122000122002
90
Appendix 1k Observation Sheet of Researcher Cycle 2 Phase 1
Observation Sheet of Researcher as the Teacher
School : SMA N 66 Jakarta
Class : XI MIA 1
Cycle/Phase : C2/P1
Day/Date : Wed, 4th March 2020
Berilah tanda check list () pada kolom sesuai pengamatan anda. Mohon diisi
dengan sebenar-benarnya.
1 = excellent 2 = satisfactory 3 = good 4 = not satisfactory
No.
Aspek yang diamati
Nilai
The researcher (as the teacher)
1
2
3
4
1 Mempersiapkan materi dan media yang sesuai
dengan pembelajaran.
2 Mengkondisikan situasi pembelajaran dan
mempersiapkan siswa untuk mengikuti peopes
pembelajaran.
3 Menyampaikan pembelajaran secara jelas dan
sistematis/berurutan.
4 Menjelaskan tujuan dan manfaat dari materi yang
dipelajari.
5 Melibatkan siswa dalam aktivitas pembelajaran dan
mendorong siswa untuk mengembangkan
kemampuan menulis.
5 Menjelaskan terkait pembelajaran strategi struktur
kata affixes untuk meningkatkan penguasaan siswa
terhadap Vocabulary
6 Pengaplikasian penggunaan affixes sebagai strategi
struktur kata dalam meningkatkan penguasaan
Vocabulary siswa.
7 Memberikan kesempatan kepada siswa untuk
mengajukan pertanyaan.
8 Memberikan feedback dan masukan kepada siswa.
9 Memastikan seluruh siswa mengerti tentang
91
instruksi dan arahan dari guru.
10 Menciptakan pembelajaran yang aktif, menarik, dan
menyenangkan.
Hal-hal yang perlu diperhatikan
(Things to Consider):
1. Sudah lebih baik, aktivitas yang
dilakukan juga kreatif dan membuat siswa
lebih aktif.
Observer
Nunun Maslukah
NIP. 197403122000122002
92
Appendix 1l Observation Sheet of Researcher Cycle 2 Phase 2
Observation Sheet of Researcher as the Teacher
School : SMA N 66 Jakarta
Class : XI MIA 1
Cycle/Phase : C2/P2
Day/Date : Wed, 4th March 2020
Berilah tanda check list () pada kolom sesuai pengamatan anda. Mohon diisi
dengan sebenar-benarnya.
1 = excellent 2 = satisfactory 3 = good 4 = not satisfactory
No.
Aspek yang diamati
Nilai
The researcher (as the teacher)
1
2
3
4
1 Mempersiapkan materi dan media yang sesuai
dengan pembelajaran.
2 Mengkondisikan situasi pembelajaran dan
mempersiapkan siswa untuk mengikuti peopes
pembelajaran.
3 Menyampaikan pembelajaran secara jelas dan
sistematis/berurutan.
4 Menjelaskan tujuan dan manfaat dari materi yang
dipelajari.
5 Melibatkan siswa dalam aktivitas pembelajaran dan
mendorong siswa untuk mengembangkan
kemampuan menulis.
5 Menjelaskan terkait pembelajaran strategi struktur
kata affixes untuk meningkatkan penguasaan siswa
terhadap Vocabulary
6 Pengaplikasian penggunaan affixes sebagai strategi
struktur kata dalam meningkatkan penguasaan
Vocabulary siswa.
7 Memberikan kesempatan kepada siswa untuk
mengajukan pertanyaan.
8 Memberikan feedback dan masukan kepada siswa.
9 Memastikan seluruh siswa mengerti tentang
93
instruksi dan arahan dari guru.
10 Menciptakan pembelajaran yang aktif, menarik, dan
menyenangkan.
Hal-hal yang perlu diperhatikan
(Things to Consider):
1. Lebih bagus dari sebelumnya.
Namun jangan sampai siswa keasikan
bermain games yang membuat pelajaran jadi
tidak tersampaikan.
Observer
Nunun Maslukah
NIP. 197403122000122002
94
Appendix 1m Observation Sheet of Researcher Cycle 2 Phase 3
Observation Sheet of Researcher as the Teacher
School : SMA N 66 Jakarta
Class : XI MIA 1
Cycle/Phase : C2/P3
Day/Date : Wed, 4th March 2020
Berilah tanda check list () pada kolom sesuai pengamatan anda. Mohon diisi
dengan sebenar-benarnya.
1 = excellent 2 = satisfactory 3 = good 4 = not satisfactory
No.
Aspek yang diamati
Nilai
The researcher (as the teacher)
1
2
3
4
1 Mempersiapkan materi dan media yang sesuai
dengan pembelajaran.
2 Mengkondisikan situasi pembelajaran dan
mempersiapkan siswa untuk mengikuti peopes
pembelajaran.
3 Menyampaikan pembelajaran secara jelas dan
sistematis/berurutan.
4 Menjelaskan tujuan dan manfaat dari materi yang
dipelajari.
5 Melibatkan siswa dalam aktivitas pembelajaran dan
mendorong siswa untuk mengembangkan
kemampuan menulis.
5 Menjelaskan terkait pembelajaran strategi struktur
kata affixes untuk meningkatkan penguasaan siswa
terhadap Vocabulary
6 Pengaplikasian penggunaan affixes sebagai strategi
struktur kata dalam meningkatkan penguasaan
Vocabulary siswa.
7 Memberikan kesempatan kepada siswa untuk
mengajukan pertanyaan.
8 Memberikan feedback dan masukan kepada siswa.
9 Memastikan seluruh siswa mengerti tentang
95
instruksi dan arahan dari guru.
10 Menciptakan pembelajaran yang aktif, menarik, dan
menyenangkan.
Hal-hal yang perlu diperhatikan
(Things to Consider):
1. Jauh lebih baik dari pertemuan-
pertemuan sebelumnya. Peneliti juga sudah
bisa mengkondisikan kelas dengan baik.
Juga menciptakan pembelajaran yang
inovatif di setiap pertemuannnya
Observer
Nunun Maslukah
NIP. 197403122000122002
96
Appendix 2a Interview for English Teacher
Interview Guidelines for Eleventh-Grade English Teacher of SMA N 66
Jakarta
1. Selama ini, bagaimana antusiasme dan keaktifan siswa pada pembelajaran
Bahasa Inggris?
2. Berapakah standar nilai KKM yang ditentukan dalam mata pelajaran Bahasa
Inggris dan bagaimana hasil perolehan nilai siswa pada semester 1?
3. Menurut Ibu, bagaimana kemampuan siswa dalam mempelajari kosakata atau
vocabulary Bahasa Inggris?
4. Apa sajakah kesulitan yang Ibu temui saat mengajarkan vocabulary kepada
siswa?
5. Strategi atau metode apa yang Ibu gunakan dalam mengajarkan kosakata atau
vocabulary untuk siswa?
6. Apakah strategi atau metode tersebut efektif dalam meningkatkan
pemahaman vocabulary siswa?
7. Apakah Ibu sudah pernah mencoba cara lain untuk mengajarkan vocabulary
kepada siswa?
8. Apakah Ibu pernah mengenalkan penggunaan imbuhan (prefixes & suffixes)
untuk mengetahui makna dari suatu kata dalam vocabulary?
9. Menurut Ibu, apakah akan efektif apabila strategi pembelajaran vocabulary
menggunakan Affixes as Word Structure Strategy?
10. Akankah pemahaman vocabulary siswa berkembang jika menggunakan
strategi pembelajaran itu?
97
Appendix 2b Interview for Students in the Preliminary Research
Interview Guidelines for Eleventh-Grade Students of SMA N 66 Jakarta
before Classroom Action Research (CAR)
1. Menurut kamu, pembelajaran Bahasa Inggris di kelas biasanya seperti apa?
2. Paling sulit belajar bagian apa dalam bahasa Inggris?
3. Kalau belajar vocabulary ada kesulitan tidak? Jika ya, kesulitannya seperti
apa?
4. Kalau membaca suatu cerita atau teks atau membuat teks, ada kesulitan dalam
menggunakan kosa kata tidak?
5. Selama pembelajaran, apakah guru pernah memberikan strategi tertentu untuk
mengembangkan vocabulary bahasa Inggris?
6. Tugas apa yang biasanya diberikan guru kepada siswa?
98
Appendix 2c Interview for Students in the End of Research
Interview Guidelines for Eleventh-Grade Students of SMA N 66 Jakarta
after Classroom Action Research (CAR)
1. Apakah kamu masih memiliki kesulitan dalam memahami arti vocabulary
baru ketika membaca atau mendengarkan teks?
2. Bagaimana menurut kamu tentang kegiatan yang dilakukan selama belajar
menggunakan Affixes sebagai strategi untuk meningkatkan penguasaan kamu
terhadap vocabulary?
3. Apakah kamu merasa senang terhadap aktivitas yang dilakukan selama belajar
Bahasa Inggris menggunakan strategi tersebut?
4. Bagaimana cara kakak menyampaikan materi saat pembelajaran Bahasa
Inggris berlangsung?
5. Apakah kamu termotivasi untuk menggunakan strategi tersebut ketika
menemukan kosa-kata yang belum pernah kamu ketahui maknanya?
6. Apa bagian tersulit dalam memahami vocabulary menggunakan strategi ini?
7. Apakah kamu merasa lebih mudah mengingat kosa kata baru dan kosa kata
yang telah kamu memiliki, ketika belajar menggunakan strategi ini?
8. Menurut kamu, setelah belajar menggunakan strategi ini, apakah ada
peningkatan pada penguasaan vocabulary yang kamu miliki?
9. Menurut kamu, apa saran tambahan dalam penggunaan strategi ini untuk
meningkatkan penguasaan vocabulary yang kamu miliki?
10. Apakah kamu merasa kalau Affixes as Word Structure Strategy ini cocok
diterapkan dalam belajar kosa kata Bahasa Inggris?
99
Appendix 2d The Result of Interview for English Teacher
The Result of Interview for Eleventh Grade English Teacher of SMA N 66
Jakarta
Interviewer : Putri Indah Oktavia
Interviewee : Nunun Maslukah, S.Pd.
Day, Date : Wednesday, 11th February 2020
Time : 10.00 – 10.20 a.m.
Place : Vice Headmaster Room
(R = Researcher, BN = Bun Nunun)
R : Selama ini, bagaimana antusiasme dan keaktifan siswa pada pembelajaran
Bahasa Inggris?
BN : Mereka aktif semua anaknya.
R : Berapakah standar nilai KKM yang ditentukan dalam mata pelajaran
Bahasa Inggris dan bagaimana hasil perolehan nilai siswa pada semester
1?
BN : Nilai KKM nya disini untuk Bahasa Inggris 75. Terus kalau nilai siswa
kelas XI MIA 1 itu bermacam macam, ada yang bagus di atas KKM, ada
yang pas, dan beberapa ada yang di bawah KKM.
R : Menurut Ibu, bagaimana kemampuan siswa dalam mempelajari kosakata
atau vocabulary Bahasa Inggris?
BN : Ada yang bisa cepat dalam memahami kosa-kata nya, tapi ada juga yang
kurang. Jadi tidak merata.
R : Apa sajakah kesulitan yang Ibu temui saat mengajarkan vocabulary kepada
siswa?
BN : Kalau mengajar kan bukan hanya per kata, jadi saya mengajarnya bisa
dengan mengenalkan sinonimnya.
R : Strategi atau metode apa yang Ibu gunakan dalam mengajarkan kosakata
atau vocabulary untuk siswa?
100
BN : Strategi yang saya gunakan memakai sinonim dan antonim.
R : Apakah strategi atau metode tersebut efektif dalam meningkatkan
pemahaman vocabulary siswa?
BN : Ya, efektif. Namun tetap saja ada beberapa siswa yang belum bisa
memahami vocabulary meskipun menggunakan sinonim seperti yang saya
ajarkan. Jadi kemampuannya masih belum merata.
R : Apakah Ibu sudah pernah mencoba cara lain untuk mengajarkan
vocabulary kepada siswa?
BN : Belum pernah. Tetapi dengan menggunakan sinonim itu bisa merambah ke
strategi lainnya.
R : Apakah Ibu pernah mengenalkan penggunaan imbuhan (prefixes &
suffixes) untuk mengetahui makna dari suatu kata dalam vocabulary?
BN : Belum pernah. Tetapi mereka bisa belajar dengan sendirinya dari strategi
yang telah ibu berikan.
R : Menurut Ibu, apakah akan efektif apabila strategi pembelajaran vocabulary
menggunakan Affixes as Word Structure Strategy?
BN : Ya, menurut saya sangat efektif. Itu akan membantu siswa menambah
penguasaan mereka terhadap kosa-kata.
R : Akankah pemahaman vocabulary siswa berkembang jika menggunakan
strategi pembelajaran itu?
BN : Ya, saya rasa pemahaman siswa akan berkembang kalau menggunakan
strategi ini. Namun jika ditambah dengan bahasa tubuh agar mereka lebih
mudah memahaminya.
101
Appendix 2e The Result of Interview for Students in the Preliminary Research
The Result of Interview after Classroom Action Research (CAR) for
XI MIPA 1 Students of SMA N 66 Jakarta
Interviewer : Putri Indah Oktavia
Interviewee : Benedicto Sena Hasudungan Silalahi
Day, Date : Wednesday, 8th April 2020
Time : 11.10 – 11.20 a.m.
Place : In front of class XI MIPA 1
(R = Researcher, D = Dito)
R : Apakah kamu masih memiliki kesulitan dalam memahami vocabulary baru
ketika membaca atau mendengarkan teks?
D : Saya sudah cukup bisa kak, jadi tidak begitu merasa kesulitan.
R :Bagaimana menurut kamu tentang kegiatan yang dilakukan selama belajar
menggunakan Affixes sebagai strategi untuk meningkatkan penguasaan
kamu terhadap vocabulary?
D : Itu membantu saya kak, karena terkadang butuh penjelasan dari teman
juga. Jadi dengan adanya kegiatan membuat poster dan melakukan
pameran di gallery walk itu membuat saya tidak sungkan untuk bertanya.
R : Apakah kamu merasa senang terhadap aktivitas yang dilakukan selama
belajar Bahasa Inggris menggunakan strategi tersebut?
D : Senang kak. Karena sebelum belajar dengan kakak, kita belajarnya pasif
karena hanya membuat power point. Sedangkan belajar dengan kakak
kami lebih aktif.
R : Bagaimana cara kakak menyampaikan materi saat pembelajaran Bahasa
Inggris berlangsung?
D : Dalam menyampaikan materi menurut saya sudah bagus kak, tidak ada
yang kurang.
102
R : Apakah kamu termotivasi untuk menggunakan strategi tersebut ketika
menemukan kosa-kata yang belum pernah kamu ketahui maknanya?
D : Kemungkinan iya kak, tapi saya akan memakai strategi itu jika belajar
bareng dengan teman-teman.
R : Apa bagian tersulit dalam memahami vocabulary menggunakan strategi
ini?
D : Saya tidak begitu merasa kesulitan menggunakan strategi ini.
R : Apakah kamu merasa lebih mudah mengingat kosa kata baru dan kosa kata
yang telah kamu memiliki ketika belajar menggunakan strategi ini?
D : Ya, karena pada saat gallery walk, setiap teman yang menjelaskan
terkadang ada kosa kata baru dan saya langsung paham maksud dari kosa
kata itu.
R : Menurut kamu, setelah belajar menggunakan strategi ini, apakah ada
peningkatan pada penguasaan vocabulary yang kamu miliki?
D : Ada kak, kosa kata yang saya miliki jadi lebih banyak dan lebih mudah
paham ketika menemukan kata baru.
R : Menurut kamu, apa saran tambahan dalam penggunaan strategi ini untuk
meningkatkan penguasaan vocabulary yang kamu miliki?
D : Mungkin lebih diperinci apa yang harus dijelaskan ketika kami bekerja
kelompok, atau tema dari suatu bacaan, agar vocabulary nya lebih banyak.
R : Apakah kamu merasa kalau Affixes as Word Structure Strategy ini cocok
diterapkan dalam belajar kosa kata Bahasa Inggris?
D : Cocok kak, soalnya membantu kita untuk lebih mudah menghafal kosa-
kata baru.
103
The Result of Interview after Classroom Action Research (CAR) for
XI MIPA 1 Students of SMA N 66 Jakarta
Interviewer : Putri Indah Oktavia
Interviewee : Tangguh Akbar Hadityo Sambodo
Day, Date : Wednesday, 8th April 2020
Time : 11.20 – 11.30 a.m.
Place : In front of class XI MIPA 1
(R = Researcher, T = Tangguh)
R : Apakah kamu masih memiliki kesulitan dalam memahami vocabulary baru
ketika membaca atau mendengarkan teks?
T : Sebenarnya, tergantung guru yang mengajar kak. Kalau gurunya enak
mengajarnya, saya lebih mengerti.
R : Bagaimana menurut kamu tentang kegiatan yang dilakukan selama belajar
menggunakan Affixes sebagai strategi untuk meningkatkan penguasaan
kamu terhadap vocabulary?
T : Bagus, untuk meningkatkan kemampuan dan kreativitas siswa.
R : Apakah kamu merasa senang terhadap aktivitas yang dilakukan selama
belajar Bahasa Inggris menggunakan strategi tersebut?
T : Ya, saya senang. Saya merasa lebih paham teorinya pada saat belajar
menggunakan strategi ini.
R : Bagaimana cara kakak menyampaikan materi saat pembelajaran Bahasa
Inggris berlangsung?
T : Baik, jelas, dan kakak tidak membosankan.
R : Apakah kamu termotivasi untuk menggunakan strategi tersebut ketika
menemukan kosa-kata yang belum pernah kamu ketahui maknanya?
T : Ya. Saya merasa lebih mudah untuk menjawab soal ketika diadakan tes.
Jadi saya sudah paham pola vocabulary yang menggunakan prefix dan
suffix itu.
104
R : Apa bagian tersulit dalam memahami vocabulary menggunakan strategi
ini?
T : Mungkin pada pembentukan kata nya yang sesuai dengan prefix dan suffix,
jadi saya merasa harus lebih dibiasakan lagi agar lebih mudah
memahaminya.
R : Apakah kamu merasa lebih mudah mengingat kosa kata baru dan kosa kata
yang telah kamu memiliki, ketika belajar menggunakan strategi ini?
T : Ya kak, saya lebih mudah mengingat kosa kata baru.
R : Menurut kamu, setelah belajar menggunakan strategi ini, apakah ada
peningkatan pada penguasaan vocabulary yang kamu miliki?
T : Iya kak, pelan-pelan saya mulai mengerti bagaimana cara pembentukan
suatu kata. Jadi saya merasa kosa kata yang saya kuasai meningkat.
R : Menurut kamu, apa saran tambahan dalam penggunaan strategi ini untuk
meningkatkan penguasaan vocabulary yang kamu miliki?
T : Menurut saya lebih ditambahkan dalam media dan kegiatan saat belajar di
kelas. Seperti menggunakan video seperti materi song, gambar, atau
bermain game.
R : Apakah kamu merasa kalau Affixes as Word Structure Strategy ini cocok
diterapkan dalam belajar kosa kata Bahasa Inggris?
T : Pendapat saya sih cocok kak. Tapi setiap orang kan punya pendapat
masing-masing. Misal, ada orang yang mudah menguasai vocabulary
memakai strategi tersebut, ada juga yang memang harus memakai teori
maupun hafalan. Itu juga tergantung pembawaan guru yang menjelaskan,
jadi jika penjelasannya bisa diterima siswa, itu akan cocok diterapkan.
105
Appendix 3a Instrument of Test and Answer Key in Pre-Test
PRE-TEST
Name :
Class :
A. Choose the correct meaning of
the underlined word.
1. The patient was having
intermittent pains in his side.
a. Greatly varied pains
b. Pains occur at intervals
between two times
c. With strong pains
d. With soft pains
e. With hard pains
2. The emperor’s armies subjugated
the surrounding lands.
a. let them free
b. bring them independent
c. separated them from others
d. released them
e. bring them under control
3. Hart was reconciled with James
after they were fighting for so
long.
a. To bring back a close
relationship between
b. To move away from each
other
c. To make their relationship
unpleasant
d. To disturb their relationship
e. To make each of them upset
4. Her refusal to go out with him
infuriated him.
a. Frightened him
b. Angered him
c. Saddened him
d. Pleased him
e. Angerless him
5. Just after midnight on April 15,
1912, one of the most dramatic
and famous of all maritime
disasters occurred.
a. The beginning of night
b. The end of night
c. The middle of night
d. The last of night
e. Over night
6. Because of the misuse pesticides,
our environment is now in
danger.
a. Use too much
b. Mistaken use
c. Not using
d. Always use
e. Never used
7. Our new president is much more
popular than is predecessor.
a. One who came before
b. One who came after
c. One who came with
d. One who came out
e. One who did not come
8. The undertaker waited three
months after the funeral for his
bill to be paid.
106
a. One who does not take the
risk
b. One who does not care
c. One who will not pay
d. One who never take the risk
e. One who takes the risk
9. The number of illiterate young
people in her country continues
to rise.
a. Unable to read and write
b. Without children
c. Sports participants
d. Wealthy
e. poor
10. Distracted driving endanger life
so it is not an acceptable action.
a. Make the driver safe
b. Make the driver benign
c. Make the driver not safe
d. Make the driver harmless
e. Make the driver secure
11. She has the freedom to do as she
likes.
a. State of being isolate
b. State of being alone
c. State of being anxious
d. State of being likes
e. State of being free
12. Some believe that the treatment
for alcoholism is complete
abstinence from alcohol.
a. The practice of avoiding
alcohol
b. The practice of consuming
alcohol
c. The practice of using alcohol
d. The practice of being
hedonism of alcohol
e. The practice of drinking
alcohol
13. He felt he achieved a certain
intimacy with her.
a. Relate to her
b. Being friend to her
c. Ignorance of her
d. State of being intimate to her
e. Against her
14. We are again in mourning over
the Air Force plane crash in
Wamena.
a. One who mourns
b. Mourning already happened
c. Mourning will happen
tomorrow
d. Mourning is happening now
e. Mourning is canceled
15. Capable employee
a. Not skilled of working
b. Lack of quality
c. Not expert
d. Having the required skills
e. Not suitable to the position
16. Aero planes are playing a very
important role to associate one
place to another.
a. To divide
b. To separate
c. To connect
d. To split
e. To cut off
107
17. The kitten’s pathetic cries
awaken us.
a. Forcing us slumber
b. Take a rest
c. Make us realize
d. Make us sleep
e. To rouse from sleep
18. An octopus has two big eyes, so
it has very good vision.
a. It has no eye
b. It has one eye
c. It has more than one eye
d. It does not have eye anymore
e. It never had eye
19. Having a good friend is
pleasantness.
a. the state of being happy
b. the state of being sad
c. the state of being angry
d. the state of being anxious
e. the state of being mad
20. Through ecology we try to
restore the balance in the
ecological system, and thus save
the world from devastation.
a. bring to destroy
b. bring to good condition
c. bring to settle
d. bring to fix
e. bring to be formed
B. Choose the best answer to fill
the blank!
21. Half of enjoyment of a vacation
is the _____ of it.
a. Insert
b. Direct
c. Object
d. Anticipate
e. subject
22. Some pollutions are ______
because they are everywhere.
a. Avoidable
b. Unavoidable
c. Avoided
d. Avoidance
e. Avoiding
23. The sentence requires a(n)
______
a. Fullcolon
b. Uncolon
c. Noncolon
d. Undercolon
e. Semicolon
24. The prefix fore in foresee means
____
a. At the same time
b. Before
c. In favor of
d. Beside
e. After
25. Dedi _____ in joining his friend
because he hates fishing.
a. Agreed
b. Agreeing
c. Disagree
d. Agreeability
e. Agreeably
26. My mom wanted milk without
fat. She wanted __fat milk.
a. Non-
b. Pre-
c. Re-
108
d. Un-
e. Over-
27. I decided to __activate my
Iphone account so that no one
could use it.
a. Semi-
b. Mis-
c. Sub-
d. De-
e. Fore-
28. I spend my weekends at my
beach house, far from the noise
and ______ of the big city.
a. Overcrowded
b. Outcrowded
c. Becrowded
d. Crowdfund
e. Crowdless
29. The men had to _____ their
canoe through the woods to the
river’s edge.
a. Airport
b. Transport
c. Support
d. Import
e. Disport
30. Since his wound was _____, only
a small bandage was required.
a. Official
b. Superficial
c. Edificial
d. sacrificial
e. Artificial
31. I know you have ____ beaches in
the U.S.
a. Experience
b. Experienced
c. Experiencing
d. Experiences
e. Experiency
32. When you make something
stable, you _____ it.
a. Stability
b. Stabilize
c. Stabilization
d. Stabilizer
e. Stabilized
33. They are already working to
_____ the errors after the films
are cannot be played.
a. rectification
b. rectify
c. direct
d. incorrect
e. correction
34. _______ defined as heroic
behavior.
a. Heroism
b. Heroical
c. Heroicize
d. Heroically
e. Heroicizing
35. Martin’s mother is a _____ She
teaches students at the Gajah
Mada University
a. Lectured
b. Lectures
c. Lecturer
d. Lectureship
e. Lecture
109
36. _____ is a person with no money.
a. Pennies
b. Penniless
c. Penning
d. Pennilessly
e. Penni
37. He is a famous _____ in the city.
a. Therapist
b. Therapy
c. Therapeutic
d. Therapies
e. Therapeutics
38. The condition of being sane is
____
a. Insane
b. Sanest
c. Sanely
d. Sanity
e. Saner
39. Newspapers have an_____ part
to promote some products.
a. Adverted
b. Advertency
c. Adverting
d. Advertiser
e. Advertisement
40. They lived ____ after they got
married.
a. Harmonious
b. Harmoniously
c. Harmony
d. Harmonic
e. Harmonies
The test is adapted and adopted from National
Examination and Seleksi Bersama Masuk
Perguruan Tinggi Negeri (SBMPTN)
110
PRE-TEST ANSWER KEY
A. Choosing the Correct
Meaning
1. B
2. E
3. A
4. B
5. C
6. B
7. A
8. E
9. A
10. C
11. E
12. A
13. D
14. D
15. D
16. C
17. C
18. C
19. A
20. A
B. Choosing the Best Answer to
Fill the Blank
21. D
22. B
23. E
24. B
25. C
26. A
27. D
28. A
29. B
30. B
31. B
32. B
33. B
34. A
35. C
36. B
37. A
38. D
39. E
40. B
111
Appendix 3b Students Score in Pre-Test
The Result of Students' Vocabulary Competency in Pre-Test
No. Students' Number Pre-Test Score
1 Student 1 47,5
2 Student 2 62,5
3 Student 3 65
4 Student 4 47,5
5 Student 5 85*
6 Student 6 62,5
7 Student 7 42,5
8 Student 8 82, 5*
9 Student 9 82,5*
10 Student 10 70
11 Student 11 30
12 Student 12 87,5*
13 Student 13 92,5*
14 Student 14 87,5*
15 Student 15 90*
16 Student 16 90*
17 Student 17 67,5
18 Student 18 82,5*
19 Student 19 20
20 Student 20 70
21 Student 21 67,5
22 Student 22 77,5*
23 Student 23 52,5
24 Student 24 77,5*
25 Student 25 85*
26 Student 26 60
27 Student 27 75*
28 Student 28 85*
29 Student 29 72,5
30 Student 30 87,5*
31 Student 31 30
32 Student 32 85*
33 Student 33 62,5
34 Student 34 27,5
35 Student 35 85*
Mean 66,1
*student who passed the KKM
112
Appendix 4a The Instrument of Test and Answer Key in Post-Test 1
POST-TEST 1
Name :
Class :
A. Choose the best answer of the
definition on the underlined
word
1. The patient was having
intermittent pains in his side.
a. Greatly varied pains
b. Pains occur at intervals
between two times
c. With strong pains
d. With soft pains
e. With hard pains
2. Trillo-Figueroa said Jimenez,
who robbed the banks disguised
in a false beard and wig.
a. Changed the appearance
b. Revealed the appearance
c. Discovered the appearance
d. Showed the appearance
e. Exposed the appearance
3. The emperor’s armies subjugated
the surrounding lands.
a. let them free
b. bring them independent
c. separated them from others
d. released them
e. bring them under control
4. Her refusal to go out with him
infuriated him.
a. Frightened him
b. Angered him
c. Saddened him
d. Pleased him
e. Angerless him
5. Miscarriage of justice.
a. Competent
b. Failure
c. Success
d. Truth
e. Rightness
6. Our new president is much more
popular than is predecessor.
a. One who came before
b. One who came after
c. One who came with
d. One who came out
e. One who did not cam
7. She became an overwrought
child when she knew that she
was the winner.
a. Giving little for pleasure
b. Extremely excited
c. Feeling plain
d. Stay calm
e. Has no pleasure
8. Men consider women drivers
incompetent, inattentive, and
113
even dangerous behind the
wheel.
a. Watchful
b. Careful
c. Not paying attention
d. Open-eyed
e. Mindful
9. If your teacher asks you to
rewrite something, you…
a. Write it for the first time
b. Erase it
c. Write it again
d. Write more
e. Not to write
10. When something doesn’t make
sense, you say it is nonsense. So
the prefix non- most likely
means…
a. Lots of
b. Full of
c. Not
d. One who
e. Repeat something
11. I did not recognize you at first
with your new haircut.
a. To identify as unknown
before
b. To identify as known before
c. To identify as misconceived
before
d. To identify as a new people
e. To identify as a stranger
12. Some believe that the treatment
for alcoholism is complete
abstinence from alcohol.
a. The practice of avoiding
alcohol
b. The practice of consuming
alcohol
c. The practice of using alcohol
d. The practice of being
hedonism of alcohol
e. The practice of drinking
alcohol
13. They need to practice their
passion from restriction.
a. The condition of being free
b. The condition of being
c. The condition of being
limited
d. The condition of being
exceeded
e. The condition of being
infinite
14. Any given conversation can
drastically alter the tone of
presentation.
a. Have a rapid effect
b. Have a weak effect
c. Have a doubtful effect
d. Have a soft effect
e. Have a low effect
15. The hurricane caused
incalculable damage in New
England.
a. Very little
b. Very soft
c. Very great
d. Very high
e. Very secure
16. Although they had never met
before the party, Roger and
114
Gina felt a strong affinity to
each other at first glance.
a. Allergy to each other
b. Disliking to each other
c. Attraction to each other
d. hateful to each other
e. noninterest to each other
17. Russian researchers believe
that the efficacy of the garlic
preparation is sue to garlic’s
high content of sulfur
compounds.
a. The quality of being
inefficient
b. Not producing the proper
c. Lacking the power to
produce
d. Producing no useful
e. The power to produce a
desired result
18. His arm is motionless
because of the car accident.
a. Can move
b. Unable to move
c. Ready to move
d. Always moving
e. Never move
19. They intensify their efforts to
increase sales.
a. Lessen their efforts
b. Make their efforts
stronger
c. Limit their efforts
d. Make their efforts weaker
e. Reduce their efforts
20. To accelerate the economic
growth, social progress and
cultural development is one
purpose of ASEAN.
a. To make speed up
b. To make slow down
c. To make it high
d. To make below average
e. To make it hard
B. Choose the best answer to fill
the blank!
21. Since his wound was _____, only
a small bandage was required.
a. Official
b. Superficial
c. Edificial
d. sacrificial
e. Artificial
22. Many people now have a card
which ____ them to withdraw
money from a cash dispenser.
a. Disables
b. Liables
c. Enables
d. Stables
e. Unables
23. She has ________ behavior. So
her behavior is immoral.
a. Ethical
b. Unethical
c. Preethical
d. Bioethical
e. Metaethical
24. I just have a sandwich at 12
o’clock in the noon. The
underlined word is called as ____
a. Midnight
b. Overnight
c. Payday
d. Midday
115
e. Weekday
25. _____ is the definition of beneath
the earth.
a. Underground
b. Stoneground
c. Aboveground
d. Battleground
e. Showground
26. There seems to be a natural
_____ between cats and dogs.
a. Telepathy
b. Allopathy
c. Cytopathy
d. Theopathy
e. Antipathy
27. Geranium thrive if you _____
them from indoors to your garden
in the hot weather.
a. Multiplant
b. Transplant
c. Houseplant
d. Underplant
e. Interplant
28. We must be ready to _____ our
enemies in battle.
a. Defeat
b. Feat
c. Featly
d. Feature
e. Featlier
29. Being next to the last in an
elimination tournament is called
as____.
a. Equifinal
b. Quarterfinal
c. Semifinal
d. Affinal
e. Nonfinal
30. The prefix fore in foresee means
____
a. At the same time
b. Before
c. In favor of
d. Beside
e. After
31. Yesterday, when I ____ home, a
boy asked me to give it to you.
a. Walk
b. Walked
c. Walking
d. Walks
e. Walkout
32. Everybody is ______ very
cheerful, when a very thin young
man come into the room.
a. Getting
b. Got
c. Gotten
d. Gets
e. Getty
33. ______ is a state of being weary
and restless through lack of
interest.
a. Freedom
b. Kingdom
c. Stardom
d. Boredom
e. Wifedom
116
34. The city is going to ____ the
road.
a. Widely
b. Widest
c. Widen
d. Statewide
e. Wideband
35. _____ is an act which one is
purified, sanctified, initiated or
named.
a. Baptize
b. Baptist
c. Baptizer
d. Baptized
e. Baptism
36. The _____ is happy because rain
is coming.
a. Farmed
b. Farmhand
c. Farming
d. Farmer
e. Farmstead
37. A little ______ before an
important test is normal.
a. Nerve
b. Nerveless
c. Nervous
d. Nervously
e. Nervousness
38. The _______ among the senators
was that the bill would not be
passed.
a. Agreeable
b. Agreeably
c. Agreement
d. Agreeing
e. Agreed
39. I have an appointment this
afternoon with my ___________.
a. Chiropodist
b. Chiropodial
c. Chiropodies
d. Chiropodiment
e. Chiropodiness
40. Provincial police offer Adipong
Tapee said of the 42 _____
injured.
a. Travels
b. Travelers
c. Traveling
d. Traveled
e. Travelog
The test is adapted and adopted
from National Examination and
Seleksi Bersama Masuk
Perguruan Tinggi Negeri
(SBMPTN)
117
POST-TEST 1 ANSWER KEY
A. Choosing the Correct Meaning
1. B
2. A
3. E
4. B
5. B
6. A
7. B
8. C
9. C
10. C
11. B
12. A
13. C
14. A
15. C
16. C
17. E
18. B
19. B
20. C
B. Choosing the Best Answer to
Fill the Blank
21. B
22. C
23. B
24. D
25. A
26. B
27. B
28. D
29. C
30. B
31. B
32. A
33. D
34. C
35. B
36. D
37. E
38. C
39. A
40. B
118
Appendix 4b Students Score in Post-Test 1
The Result of Students' Vocabulary Competency in Post-Test 1
*student who passed the KKM.
No. Students' Number Post-Test 1 Score
1 Student 1 17.5
2 Student 2 72.5
3 Student 3 70
4 Student 4 70
5 Student 5 70
6 Student 6 85*
7 Student 7 30
8 Student 8 87.5*
9 Student 9 95*
10 Student 10 75*
11 Student 11 32.5
12 Student 12 95*
13 Student 13 92.5*
14 Student 14 92.6*
15 Student 15 75*
16 Student 16 92.5*
17 Student 17 75*
18 Student 18 75*
19 Student 19 75*
20 Student 20 30
21 Student 21 65
22 Student 22 92.5*
23 Student 23 77.5*
24 Student 24 87.5*
25 Student 25 92.5*
26 Student 26 50
27 Student 27 90*
28 Student 28 95*
29 Student 29 65*
30 Student 30 92.5*
31 Student 31 72.5
32 Student 32 90*
33 Student 33 67.5
34 Student 34 15
35 Student 35 92.5*
Mean 73
119
Appendix 5a The Instrument of Test and Answer Key in Post-Test 2
POST-TEST 2
Name :
Class :
A. Choose the best answer of the
definition on the underlined
word
1. If you get up early in the
morning, you will see
unusual sight.
a. Strange
b. Popular
c. Regular
d. Common
e. Traditional
2. If you are dissatisfied with
your pictures, please call us
at 665-5676.
a. Pleased
b. Not happy
c. Glad
d. Gratify
e. Cheer up
3. The dysfunctional regulation
of PCM1 by irregulated miR-
128 impairs brain
development which causes
autism.
a. To rebuild
b. Harmful
c. To hurt
d. To injure
e. To make worse
4. An aloof and supercilious
manner.
a. Less than the norm
b. Exactly as expected
c. Speaking in a measured
d. Haughty, with an air of
superiority
e. Afraid of something
5. A sudden influx of people
into the exurbs.
a. A coming out
b. Not coming
c. Before coming
d. Coming in the past
e. After coming
6. People used to believe that a
comet presaged a major
event, such as the death of a
king.
a. To send a message
b. To pressure
c. To age gracefully
d. To refuse
e. To warn in advance
7. You should not be so
nonchalant about something
that is so important to your
parents.
a. Challenging
120
b. Done with the intent of
harming another
c. Not showing anxiety or
interest
d. Reversing a previous
opinion
e. Not challenging
8. This curious fact significantly
underestimates the
importance of air freight.
a. Estimate as being over
than the fact
b. Not able to estimate
c. Have no estimation
d. Estimate as being less
than the fact
e. No one could estimate
9. The car rental company
considered the scratches on
the driver’s door to be caused
by a minor mishap.
a. Fortunate accident
b. Unfortunate accident
c. Miracle event
d. Success
e. Achievement
10. An antilock braking system.
a. Designed to continue
wheels locking
b. Designed to relock the
wheels
c. Designed to stop wheels
locking
d. Designed to put wheels
under
e. Designed to put wheels
above
11. She was known to be a
woman of great wisdom.
a. able to wise
b. without wise
c. wise in the past
d. a state of being wise
e. wise in the present
12. Common believes unify the
two very different people.
a. An action to make into a
unit
b. An action to break up
c. An action to separate
d. An action into unlink
e. An action into spread out
13. The narrator shared a house
with an old man.
a. More than one who
narrates
b. Narrating in the past
c. Able to narrate
d. Without narrates
e. One who narrates
14. Here are some tips ton how to
be a successful English
learner.
a. No tip
b. One tip
c. More than one tip
d. Do not have tip
e. Empty tip
15. The director of the Goethe-
Institute Sao Paulo may offer
you an accommodation in her
house.
a. A place to go
b. A place to stay
121
c. A place to move
d. A place to walk
e. A place to run
16. The carelessness of driver
caused the accident.
a. The state of being does
not care
b. The state of being care
c. The state of being aware
d. The state of being
responsible
e. The state of being
watchful
17. The Red Cross made an
equitable distribution of the
meals to the starving
children.
a. Nonobjective
b. One sided
c. Not equal
d. Fair
e. Shady
18. Wikileaks chief Julian
Assange says his website,
which once featured a
nameless anonymous
electronic drop box for secret
document, has been
effectively mothballed by a
US financial blockade.
a. Meaningful
b. Full of name
c. No name
d. Able to identify
e. Able to recognize
19. In 1511, Magellan and Serrao
participated in the conquest
of Malacca.
a. Participate in the present
b. Participate in the future
c. Participate in the next few
days
d. Participate later
e. Participate in the past
20. This notification does not
cause any financial liability
to PT BRIGHT.
a. Benefit of financial
b. minus of financial
c. profit of financial
d. surplus of financial
e. development of financial
B. Choose the best answer to
fill the blank!
21. A new cream that claims to
_____ sun-damaged skin.
a. Devitalize
b. Vitalize
c. Revitalize
d. Nonvitalize
e. Subvitalize
22. Most of the teachers ____ the
students to speak English
freely.
a. Discourage
b. Encourage
c. Accourage
d. Supercourage
e. Semicourage
122
23. Under someone else’s
authority or control is the
meaning of _______.
a. Disordinate
b. Coordinate
c. Inordinate
d. Subordinate
e. Incoordinate
24. I heard you will be _____ to
the production division.
a. Inferred
b. Deferred
c. Referred
d. Conferred
e. Transferred
25. The Euro has _____ but the
dollar is up.
a. Depreciated
b. Appreciated
c. Misappreciated
d. Inpreciated
e. subpreciated
26. Be careful not to _____ the
food, it will be burnt.
a. Overheat
b. Preheat
c. Reheat
d. Afterheat
e. Ultraheat
27. The ________ airport in
Jakarta will be opened, so
people could go abroad
easily.
a. Supranational
b. Transnational
c. Subnational
d. Nonnational
e. International
28. He _____ his death will be on
September.
a. Unknown
b. Misknow
c. Foreknow
d. Acknow
e. Reknow
29. The students sat in a ____.
So, they formed like a half
moon.
a. Encircle
b. Semicircle
c. Recircle
d. Circumcircle
e. Supercircle
30. The students are having a
____ test before the final
examination.
a. Misterm
b. Preterm
c. Interterm
d. Midterm
e. Subterm
31. The mount climber are ____
the beauty of Mount Lawu.
a. Admirable
b. Admired
c. Admires
d. Admire
e. Admiring
32. Insulin which helps the body
_____ sugar is made in the
pancreas.
a. Metabolism
b. Metabolic
123
c. Metabolome
d. Metabolize
e. Metabolomics
33. I didn’t like the show since
the host seemed to _____ the
most time.
a. Dominate
b. Dominant
c. Dominantly
d. Domination
e. Domineer
34. The little girl is taking care of
the puppy with ______,
affection, and kindness.
a. Patient
b. Patience
c. Patiently
d. Patients
e. Patientless
35. Charles Dickens was an
English writer and social
_______.
a. Criticize
b. Critical
c. Criticism
d. Critic
e. Critically
36. The merger of the two
companies was funded by a -
_____.
a. Capitalist
b. Capitalize
c. Capital
d. Capitalism
e. Capitally
37. In the event of an emergency,
please go to your seat and
_____ your seatbelt.
a. Fast
b. Fasten
c. Fasting
d. Faster
e. Fastly
38. The ______ of this village
has increased these last few
years.
a. Develop
b. Developed
c. Developing
d. Developer
e. Development
39. We are looking to hire an
assistant with a high level of
digital ____.
a. Literate
b. Literal
c. Literacy
d. Liter
e. Literary
40. We had to go very slowly and
______.
a. Cautiousness
b. Cautious
c. Caution
d. Cautiously
e. Incautious
The test is adapted and adopted
from National Examination and
Seleksi Bersama Masuk
Perguruan Tinggi Negeri
(SBMPTN)
124
POST-TEST 2 ANSWER KEY
A. Choosing the Correct Meaning
1. A
2. B
3. E
4. D
5. A
6. E
7. C
8. D
9. B
10. C
11. D
12. A
13. E
14. C
15. B
16. A
17. D
18. C
19. E
20. B
B. Choose the best answer to fill
the blank!
21. C
22. B
23. D
24. E
25. A
26. A
27. E
28. C
29. B
30. D
31. E
32. D
33. A
34. B
35. C
36. A
37. B
38. E
39. C
40. D
125
Appendix 5b Students Score in Post-Test 2
The Result of Students' Vocabulary Competency in Post-Test 2
*student who passed the KKM.
No. Students' Number Post-Test 1 Score
1 Student 1 60
2 Student 2 62.5
3 Student 3 75*
4 Student 4 77.5*
5 Student 5 75*
6 Student 6 85*
7 Student 7 75*
8 Student 8 87.5*
9 Student 9 85*
10 Student 10 80*
11 Student 11 77.5*
12 Student 12 72.5
13 Student 13 87.5*
14 Student 14 75*
15 Student 15 80*
16 Student 16 75*
17 Student 17 80*
18 Student 18 67.5
19 Student 19 80*
20 Student 20 75*
21 Student 21 75*
22 Student 22 67.5
23 Student 23 80*
24 Student 24 87.5*
25 Student 25 85*
26 Student 26 72.5
27 Student 27 90*
28 Student 28 95*
29 Student 29 75*
30 Student 30 62.5
31 Student 31 75*
32 Student 32 75*
33 Student 33 80*
34 Student 34 75*
35 Student 35 92.5*
Mean 77.4
126
Appendix 6 1Blue Print of Test
BLUEPRINT OF TEST
No. Prefix &
Suffix Meaning Words
Question Number
Pre-
test
Post-
test 1
Post-
test 2
1 Un- not; opposite Unavoidable, unethical,
unusual
22 23 1
2 Re- again; back Reconciled, rewrite,
revitalize
3 9 21
3 In-, im-, il- Not Illiterate, inattentive,
impairs
9 8 3
4 Dis- not, away Disagree, disguised,
dissatisfied
25 2 2
5 En-, em- cause to Endanger, enables,
encourage
10 22 22
6 Non- Not Non-fat, nonsense,
nonchalant
26 10 7
7 in- in, into Infuriated, infuriated,
influx
4 4 5
8 Over- too much Overcrowded,
overwrought, overheat
28 7 26
9 Mis- Wrongly Misuse, miscarriage,
mishap
6 5 9
10 Sub- Under Subjugated, subjugated,
subordinate
2 3 23
11 pre- Before Predecessor, predecessor,
presaged
7 6 6
12 inter- between, among Intermittent, intermittent,
international
1 1 27
13 fore- Before Foresee, foresee,
foreknow
24 30 28
14 de-, opposite of, not Deactivate, defeat,
depreciated
27 28 25
15 trans- Across Transport, transplant,
transferred
29 27 24
16 super- Above Superficial, superficial,
supercilious
30 21 4
17 semi- Half Semicolon, semifinal,
semicircle
23 29 29
127
18 anti- against Anticipate, antipathy,
antilock
21 26 10
19 mid- middle Midnight, midday,
midterm
5 24 30
20 under- too little; not
enough
Undertaker, underground,
underestimates
8 25 8
21 -s, -es more than one Eyes, travelers, tips 18 40 14
22 -ed in the past Experienced, walked,
participated
31 31 19
23 -ing in the present Mourning, getting,
admiring
14 32 31
24 -ate Become Associate, accelerate,
dominate
16 20 33
25 -en become, to make Awaken, widen, fasten 17 34 37
26 -ify, -fy make or become Rectify, intensify, unify 33 19 12
27 -ize, -ise to make; to
become
Stabilize, recognize,
metabolize
32 11 32
28 -ly how something is Harmoniously,
drastically, cautiously
40 14 40
29 -acy state or quality Intimacy, efficacy,
literacy
13 17 39
30 -ance, -
ence
state or quality of Abstinence, abstinence,
patience
12 12 34
31 -dom place or state of
being
Freedom, boredom,
wisdom
11 33
11
32 -er, -or, -
ist, -ian
one who;
what/that/which
Lecturer, farmer, narrator 35 36 13
33 -ism doctrine, belief Heroism, baptism,
criticism
34 35 35
34 -ist one who Therapist, chiropodist,
capitalist
37 39 36
35 -ity, -ty quality of Sanity, affinity, liability 38 16 20
36 -ment condition of Advertisement,
agreement, development
39 38 38
128
37 -ness state of being Pleasantness,
nervousness, carelessness
19 37 16
38 -ion, -sion,
-tion
state of being;
quality
Devastation, restriction,
accommodation
20 13 15
39 -able, -ible able to be,
worthy of
Capable, incalculable,
equitable
15 15 17
40 -less Without Penniless, motionless,
nameless
36 18 18
129
Appendix 7a Lesson Plan Used in Cycle 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMA N 66 JAKARTA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/Genap
Materi Pokok : Explanation Text
Alokasi Waktu : 3 Minggu x 2 Jam Pelajaran @45 Menit
A. Kompetensi Inti
1. KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang
dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun,
peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab,
responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan
perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan
lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan
internasional”.
2. KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
3. KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metode sesuai kaidah keilmuan.
130
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.8 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
explanation lisan dan tulis
dengan memberi dan meminta
informasi terkait gejala alam atau
sosial yang tercakup dalam mata
pelajaran lain di kelas XI, sesuai
dengan konteks penggunaannya
1. Mengidentifikasi persamaan dan
perbedaan fungsi sosial, struktur teks dan
unsur kebahasaan explanation text
2. Mengidentifikasi bagian-bagian struktur
explanation text
3. Memahami struktur explanation text
dalam memberi dan meminta informasi
terkait gejala alam atau sosial yang
tercakup dalam mata pelajaran lain di
kelas XI
4. Mencirikan unsur kebahasaan dari
explanation text dalam memberi dan
meminta informasi terkait gejala alam
atau sosial yang tercakup dalam mata
pelajaran lain di kelas XI
5. Mempelajari imbuhan yang terdapat
dalam kosa-kata explanation text
4.8 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks explanation lisan
dan tulis, terkait gejala alam atau
sosial yang tercakup dalam mata
pelajaran lain di kelas XI
6. Membuat teks tentang fenomena alam
pendek dan sederhana
7. Membuat teks-teks tentang fenomena
sosial pendek dan sederhana
8. Menampilkan dan mempresentasikan
teksnya kepada teman-temannya
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Mengidentifikasi persamaan dan perbedaan fungsi sosial, struktur teks dan
unsur kebahasaan explanation text
2. Mengidentifikasi bagian-bagian struktur explanation text
3. Memahami struktur teks explanation dalam memberi dan meminta informasi
terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di
kelas XI
4. Mencirikan unsur kebahasaan dari explanation text dalam memberi dan
meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata
pelajaran lain di kelas XI
5. Mempelajari imbuhan yang terdapat dalam kosa-kata explanation text
6. Membuat teks-teks tentang fenomena alam pendek dan sederhana
7. Membuat teks-teks tentang fenomena sosial pendek dan sederhana
131
8. Menampilkan dan mempresentasikan teksnya kepada teman-tem an yang
datang membaca
D. Materi Pembelajaran
1. Fungsi Sosial
Menjelaskan, memberi gambaran alasan terjadinya suatu fenomena
2. Struktur Teks
a. Title
b. Introduction (opening statement)
c. Order of paragraphs (explanation sequences)
d. Conclusion
3. Unsur Kebahasaan
a. Menggunakan chronological connection ( first, then, following, finally)
b. Hubungan sebab-akibat (if –then, so, as a consequence, since, due to,
because of, thanks to
c. Kalimat pasif, dalam tenses yang present
d. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
4. Topik
Benda-benda non manusia, seperti air, penguapan, hujan dengan
paparan yang menumbuhkan perilaku yang termuat dalam KI
5. Metode Pembelajaran
a. Model Pembelajaran : Content Based Learning (PBL)
b. Metode : Diskusi, bermain peran, strategi struktur kata
E. Langkah-Langkah Pembelajaran
Kegiatan Deskripsi Kegiatan
(Pertemuan Pertama: 2 x 45 menit) Media Durasi
Pendahuluan
1. Membuka pelajaran dengan mengucapkan salam
dan berdo’a bersama sebelum pelajaran dimulai.
2. Menayangkan sebuah video tentang siklus hidup
kupu-kupu (Apersepsi)
- Projector
- Laptop
15’
3. Guru meminta beberapa siswa untuk menjelaskan
maksud dari video tersebut.
- Projector
- Laptop
- Gadget /
Smartphon
65’
132
Kegiatan Inti 4. Guru menginformasikan kepada siswa bahwa akan
belajar tentang explanation text.
5. Siswa diminta untuk membuka buku Bahasa
Inggris KemendikbudRI 2017. (mengobservasi)
6. Guru menjelaskan materi explanation text.
7. Guru menjelaskan struktur teks dan tata bahasa
(grammar) yang digunakan dalam explanation text,
yaitu present tense dan passive voice.
8. Guru mempersilakan siswa untuk menanya hal
yang belum dipahami. (menanya)
9. Guru membagi siswa menjadi 6 kelompok.
10. Guru meminta siswa untuk membuat poster yang
berisi explanation text yang topiknya mereka tentukan
sendiri dari video youtube yang direkomendasikan
guru. (mencoba dan mengasosiasi)
11. Siswa berdiskusi dan membagi tugas dalam
membuat poster. (mengkomunikasikan)
12. Guru memonitor selama siswa berdiskusi.
13. Guru menjelaskan materi affixes yang
berhubungan dengan passive voice.
14. Guru memberikan penjelasan dan perbedaan
mengenai prefiks, sufiks dan kata dasar menggunakan
PowerPoint.
15. Guru memberikan contoh beberapa prefiks dan
sufiks yang umum digunakan beserta artinya dan
menjelaskan bahwa setiap prefik dan sufik itu dapat
memengaruhi makna suatu kata.
16. Guru menginformasikan bahwa dengan adanya
e
- Paper
133
materi affixes tersebut dapat dijadikan sebagai strategi
untuk memahami kosa-kata bahasa Inggris.
Penutup
(emphasizing
objectives)
17. Siswa dan guru melakukan refleksi manfaat dari
kegiatan pembelajaran.
18. Guru meminta siswa untuk membawa kembali
poster yang sudah dibuat di pertemuan selanjutnya.
19. Menutup pelajaran dengan berdo’a sesuai dengan
agama dan kepercayaan masing-masing.
10’
Kegiatan Deskripsi Kegiatan
(Pertemuan Kedua: 2 x 45 menit) Media Durasi
Pendahuluan
1. Membuka pelajaran dengan mengucapkan salam
dan berdo’a bersama sebelum pelajaran dimulai.
2. Mengisi presensi siswa
3. Mengulas (review) materi yang telah disampaikan
sebelumnya (Apersepsi).
-English
Book /
10’
Kegiatan Inti
4. Guru menjelaskan materi lanjutan affixes dan
memberi contoh empat kosakata yang memiliki
imbuhan prefiks dan empat kosakata yang memiliki
imbuhan sufiks yang umum digunakan. (re-touch, de-
active, mis-read, over-heat, rapid-ly, banana-s, name-
less, cook-ed).
5. Guru memancing siswa untuk mengartikan
imbuhan tersebut sesuai dengan konteks kata.
6. Beberapa siswa diminta untuk menggunakan
kosakata tersebut pada sebuah kalimat.
7. Guru meminta siswa untuk mengungkapkan
- Projector
- Laptop
- Gadget /
Smartphon
e
- Paper
70’
134
definisi dari kosakata tersebut.
8. Guru mempersilakan siswa untuk menanya hal
yang belum dipahami (menanya)
9. Guru menjelaskan kegiatan siswa selanjutnya yaitu
gallery walk.
10. Memulai gallery walk menggunakan poster yang
sudah digambar siswa yang berisi explanation text.
11. Selama kegiatan gallery walk, siswa yang sedang
berjaga booth menjelaskan informasi yang ada pada
poster masing-masing. (mengkomunikasikan)
12. Siswa lain diminta untuk mengidentifikasikan
kalimat yang mengandung passive voice dan kosa-kata
(vocabulary) yang mempunyai imbuhan sufiks dan
prefiks yang ada pada poster. (mengobservasi)
13. Siswa dieminta untuk menuliskan passive voice
dan vocabulary yang mereka dapat beserta definisi dari
kosa-kata tersebut. (mencoba & mengasosiasi)
14. Guru memonitor proses kerja siswa.
Penutup
(emphasizing
objectives)
15. Siswa menuliskan di papan tulis hasil yang
didapatnya.
16. Siswa dan guru bersama-sama membuat
kesimpulan tentang materi pembelajaran hari itu.
17. Siswa dan guru melakukan refleksi manfaat dari
kegiatan pembelajaran.
18. Menutup pelajaran dengan berdo’a sesuai dengan
agama dan kepercayaan masing-masing.
10’
135
Kegiatan Deskripsi Kegiatan
(Pertemuan Ketiga: 2 x 45 menit) Media Durasi
Pendahuluan
1. Membuka pelajaran dengan mengucapkan salam
dan berdo’a bersama sebelum pelajaran dimulai.
2. Mengulas (review) materi yang telah disampaikan
sebelumnya (Apersepsi).
-English
Book /
10’
Kegiatan Inti
3. Guru meminta siswa untuk kembali bergabung
dengan kelompoknya seperti pada pertemuan
sebelumnya.
4. Guru membuat kelompok baru yang bersifat
sementara untuk melakukan kegiatan Jigsaw dan
meminta siswa untuk berkumpul dengan kelompok
baru.
5. Setiap siswa diminta untuk berbagi pengetahuan
kepada kelompok baru mengenai vocabulary yang
mereka dapat pada pertemuan sebelumnya.
(mengkomunikasikan)
6. Guru menginstruksikan setiap kelompok untuk
menebak definisi kosa-kata yang disebutkan oleh salah
satu temannya. (mencoba & mengasosiasi)
7. Guru meminta siswa untuk mencatat kosakata
yang mereka dapatkan pada diskusi tersebut.
8. Guru memonitor proses kerja siswa.
9. Guru mempersilakan siswa untuk menanya hal
yang belum dipahami (menanya)
10.
-English
Book /
70’
Penutup
(emphasizing
objectives)
11. Siswa dan guru melakukan refleksi manfaat dari
kegiatan pembelajaran.
10’
136
12. Guru memberitahu bahwa akan diadakan Ulangan
Harian tentang explanation text untuk pertemuan
selanjutnya.
13. Menutup pelajaran dengan berdo’a sesuai dengan
agama dan kepercayaan masing-masing.
Jakarta, 4 Februari 2020
Mengetahui
Guru Pamong Mata Pelajaran Peneliti
Bahasa Inggris
Nunun Maslukah Putri Indah Oktavia
NIP. 197403122000122002 NIM. 11160140000008
137
1. Screenshot of the video “Life Cycle of Butterfly”
Taken from https://youtu.be/DdM71jKNuk-M
2. Example of Explanation Text
Taken from Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan, 2017.
138
3. Poster Guideline
139
Appendix 7b Lesson Plan Used in Cycle 2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMA N 66 JAKARTA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/Genap
Materi Pokok : Meanings Through Music
Alokasi Waktu : 3 Minggu x 2 Jam Pelajaran @45 Menit
A. Kompetensi Inti
1. KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang
dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun,
peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab,
responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan
perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan
lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan
internasional”.
2. KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
3. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metode sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.9 Menafsirkan fungsi sosial dan
unsur kebahasaan lirik lagu
terkait kehidupan remaja
SMA/MA/SMK/MAK
1. Mengidentifikasi fungsi sosial dan unsur
kebahasaan lirik lagu terkait kehidupan
remaja
2. Memahami makna lirik lagu terkait
kehidupan remaja
3. Mencirikan lirik lagu terkait kehidupan
remaja yang memiliki imbuhan prefiks
140
dan sufiks
4.9 Menangkap makna secara
kontekstual terkait fungsi sosial
dan unsur kebahasaan lirik lagu
terkait kehidupan remaja
SMA/MA/SMK/MAK
4. Menulis teks lirik lagu dengan
mendengarkan lagu terkait kehidupan
remaja
5. Menyebutkan bagian-bagian yang terkait
dengan pesan-pesan tertentu
6. Menyebutkan arti lirik lagu yang berisi
imbuhan prefiks dan sufiks menggunakan
strategi struktur kalimat
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan
dapat:
1. Mengidentifikasi fungsi sosial dan unsur kebahasaan lirik lagu terkait
kehidupan remaja
2. Memahami makna lirik lagu terkait kehidupan remaja
3. Mencirikan lirik lagu terkait kehidupan remaja yang memiliki imbuhan
prefiks dan sufiks
4. Menulis teks lirik lagu dengan mendengarkan lagu terkait kehidupan remaja
5. Menyebutkan bagian-bagian yang terkait dengan pesan-pesan tertentu
6. Menyebutkan arti lirik lagu yang berisi imbuhan prefiks dan sufiks
menggunakan strategy struktur kalimat
D. Materi Pembelajaran
1. Fungsi Sosial
Mengembangkan nilai-nilai kehidupan dan karakter yang positif
2. Unsur kebahasaan
a. Kosa kata dan tata bahasa dalam lirik lagu
b. Kosa kata berupa imbuhan prefiks dan sufiks dalam lirik lagu
c. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
3. Topik
Hal-hal yang dapat memberikan keteladanan dan menumbuhkan perilaku yang
termuat di KI
4. Metode Pembelajaran
a. Model Pembelajaran : Content Based Learning (CBL)
b. Metode : Tanya jawab, diskusi, strategi struktur kata
141
E. Langkah-Langkah Pembelajaran
Kegiatan Deskripsi Kegiatan
(Pertemuan Pertama: 2 x 45 menit) Media
D
urasi
Pendahuluan
1. Membuka pelajaran dengan mengucapkan salam dan
berdo’a bersama sebelum pelajaran dimulai.
2. Membagi hasil nilai Ulangan Harian sekaligus
mengisi presensi siswa.
3. Menampilkan sebuah foto Zayn Malik (seorang
penyanyi internasional), dan meminta siswa untuk
menebak siapa tokoh tersebut (Apersepsi)
Sumber: twitter.com/zaynmalik
- Projector
- Laptop
1
5’
Kegiatan Inti
4. Guru meminta beberapa siswa untuk menyebutkan
lagu lagu yang mereka ketahui yang dinyanyikan oleh
penyanyi tersebut.
5. Guru menginformasikan kepada siswa bahwa akan
belajar tentang Meaning Through Music.
6. Guru menampilkan sebuah klip video beserta liriknya
yang berjudul “A whole New Wolrd” yang
dinyanyikan oleh Zayn Malik.
- Projector
- Laptop
- Paper
6
5’
142
7. Siswa diminta untuk memerhatikan lirik yang ada
pada klip video tersebut. (mengobservasi)
8. Guru meminta siswa untuk memahami makna lirik
lagu tersebut secara sekilas.
9. Guru mulai menjelaskan materi part of speech untuk
membantu siswa memahami makna kosa kata baru
berdasarkan kelas kata. Ini juga akan memudahkan
siswa untuk menggunakan affiks sebagai strategi
struktur kata.
10. Guru menayangkan sebuah video mengenai
penjelasan materi part of speech.
11. Guru mempersilakan siswa untuk menanya bagian
dari materi yang belum mereka pahami. (menanya)
12. Guru membagi siswa menjadi 5 kelompok dan
membagi lirik lagu “A Whole New World” menjadi 5
bagian untuk setiap kelompok.
13. Guru meminta setiap kelompok untuk
mengklasifikasikan vocabulary yang ada pada lirik
lagu tersebut ke dalam 8 part of speech dalam bentuk
tabel. (mencoba dan mengasosiasi)
14. Siswa berdiskusi dan membagi tugas dalam membuat
tabel part of speech. (mengkomunikasikan)
15. Guru memonitor selama siswa berdiskusi.
Penutup
(emphasizing
objectives)
16. Guru meminta siswa untuk mengumpulkan hasil
kerja kelompoknya.
17. Siswa dan guru melakukan refleksi manfaat dari
kegiatan pembelajaran.
18. Menutup pelajaran dengan berdo’a sesuai dengan
10’
143
agama dan kepercayaan masing-masing.
Kegiatan Deskripsi Kegiatan
(Pertemuan Kedua: 2 x 45 menit) Media Durasi
Pendahuluan
1. Membuka pelajaran dengan mengucapkan salam dan
berdo’a bersama sebelum pelajaran dimulai.
2. Mengisi presensi siswa
3. Membagi hasil kerja kelompok pada pertemuan
sebelumnya
4. Guru membuka pelajaran dengan melakukan
permainan.
5. Guru menjelaskan teknis bermain game, yaitu
menyiapkan tabel part of speech di papan tulis, guru
menyebutkan beberapa kosa kata dan setiap perwakilan
kelompok yang ditunjuk maju ke depan untuk
menempatkan kosa kata tersebut di tabel sesuai
bagiannya secara bergantian. (Apersepsi)
-papan tulis
spidol
20’
Kegiatan Inti
6. Guru menjelaskan cara memahami arti kosakata pada
lirik lagu menggunakan imbuhan afiksasi sebagai
strategi struktur kata.
7. Guru menampilkan video unik mengenai penjelasan
prefiks dan sufiks beserta contohnya. (mengobservasi)
8. Guru mempersilakan siswa untuk menanya hal yang
belum dipahami. (menanya)
9. Guru memutar lagu “Blank Space” yang dipopulerkan
oleh Taylor Swift dan menampilkan lirik lagu tersebut
pada proyektor.
- Projector
- Laptop
- Speaker
- Gadget /
Smartphon
e
60’
144
10. Siswa diminta untuk mencari kosa kata yang
mempunyai imbuhan prefiks atau sufiks pada lirik
lagu tersebut (mencoba dan mengasosiasi)
11. Siswa diminta untuk menuliskan definisi dari kosa
kata yang mereka dapat dengan menggunakan strategi
struktur kata, kemudian mendiskusikan dengan teman
sebangkunya mengenai makna lirik lagu secara
keseluruhan. (mengkomunikasikan)
12. Guru memonitor proses kerja siswa.
Penutup
(emphasizing
objectives)
13. Siswa diminta untuk mengumpulkan hasil kerja siswa.
14. Siswa dan guru melakukan refleksi manfaat dari
kegiatan pembelajaran.
15. Menutup pelajaran dengan berdo’a sesuai dengan
agama dan kepercayaan masing-masing.
10’
Kegiatan Deskripsi Kegiatan
(Pertemuan Ketiga: 2 x 45 menit) Media Durasi
Pendahuluan
1. Membuka pelajaran dengan mengucapkan salam dan
berdo’a bersama sebelum pelajaran dimulai.
2. Guru membagi buku hasil kerja siswa pada
pertemuan sebelumnya.
3. Guru membuka pelajaran dengan melakukan
permainan.
4. Guru menjelaskan teknis bermain game, yaitu
meminta setiap perwakilan kelompok untuk memilih
satu diantara 6 judul lagu yang sudah disiapkan,
kemudian perwakilan tersebut untuk
menyenandungkan (humming) reff dari lagu tersebut,
- 10’
145
kemudian teman sekelompoknya menebak judul lagu
atau melanjutkan lirik lagu tersebut. Jika
kelompoknya tidak dapat menjawab, maka
kesempatan akan diberikan kepada kelompok lain.
Kegiatan Inti
5. Siswa melakukan kegiatan permainan dan guru
memandu berjalannya permainan.
6. Guru memberikan tabel berupa 20 prefiks dan sufiks
umum yang sering ditemui beserta arti dan
contohnya.
7. Siswa memahami tabel yang ada pada hamalan
tersebut. (mengobservasi)
8. Guru menjelaskan isi tabel tersebut dan digunakan
siswa untuk memudahkan mereka sebagai strategi
memahami kosakata.
9. Guru mempersilakan siswa untuk menanya hal yang
belum dipahami. (menanya)
10. Guru meminta setiap kelompok untuk mencari lirik
lagu yang sudah dipilih oleh perwakilan tadi.
11. Setiap kelompok diminta untuk mencari vocabulary
yang memiliki imbuhan prefiks dan sufiks, namun
hanya yang terdapat pada tabel yang telah diberikan.
(mencoba dan mengasosiasi)
12. Setiap kelompok berdiskusi dan diminta untuk
mengerjakan hasil diskusinya ke dalam bentuk soft
file Ms. Word beserta makna dari lirik lagu yang telah
mereka pilih. (mengkomunikasikan)
13. Guru memonitor proses kerja siswa.
14. Guru meminta siswa untuk mengirimkan hasil
-Laptop
-Gadget
60’
146
kerjanya melalui surel.
Penutup
(emphasizing
objectives)
15. Siswa dan guru melakukan refleksi manfaat dari
kegiatan pembelajaran.
16. Menutup pelajaran dengan berdo’a sesuai dengan
agama dan kepercayaan masing-masing.
10’
Jakarta, 4 Maret 2020
Mengetahui
Guru Pamong Mata Pelajaran Peneliti
Bahasa Inggris
Nunun Maslukah Putri Indah Oktavia
NIP. 197403122000122002 NIM. 11160140000008
147
1. A Whole New World – Zayn Malik
I can show you the world Shining, shimmering, splendid Tell me, princess, now when did You last let your heart decide? I can open your eyes Take you wonder by wonder Over, sideways and under On a magic carpet ride
A whole new world A new fantastic point of view No one to tell us, "No" Or where to go Or say we're only dreaming A whole new world A dazzling place I never knew But when I'm way up here It's crystal clear That now I'm in a whole new world with you (Now I'm in a whole new world with you)
Unbelievable sights Indescribable feeling Soaring, tumbling, freewheeling Through an endless diamond sky
A whole new world (don't you dare close your eyes) A hundred thousand things to see (hold your breath, it gets better) I'm like a shooting star, I've come so far I can't go back to where I used to be A whole new world With new horizons to pursue I'll chase them anywhere There's time to spare Let me share this whole new world with you
A whole new world (a whole new world) A new fantastic point of view No one to tell us, "No" Or where to go Or say we're only dreaming A whole new world (every turn, a surprise) With new horizons to pursue (every moment, red-letter) I'll chase them anywhere, there's time to spare And then we're home (there's time to spare) Let me share this whole new world with you
A whole new world (a whole new world) That's where we'll be (that's where we'll be) A thrilling chase (a wondrous place) For you and me.
Sumber: LyricFind
148
2. Blank Space – Taylor Swift
Nice to meet you, where you been? I could show you incredible things Magic, madness, heaven, sin Saw you there and I thought Oh my God, look at that face You look like my next mistake Love's a game, wanna play? Ayy New money, suit and tie I can read you like a magazine Ain't it funny, rumors fly And I know you heard about me So hey, let's be friends I'm dyin' to see how this one ends Grab your passport and my hand I can make the bad guys good for a weekend
So it's gonna be forever Or it's gonna go down in flames You can tell me when it's over, mm If the high was worth the pain Got a long list of ex lovers They'll tell you I'm insane 'Cause you know I love the players And you love the game 'Cause we're young and we're reckless We'll take this way too far It'll leave you breathless, mm Or with a nasty scar Got a long list of ex lovers They'll tell you I'm insane But I've got a blank space, baby And I'll write your name Cherry lips, crystal skies I could show you incredible things
Stolen kisses, pretty lies You're the king, baby, I'm your queen Find out what you want Be that girl for a month Wait, the worst is yet to come, oh no Screaming, crying, perfect storms I can make all the tables turn Rose garden filled with thorns Keep you second guessin' like "Oh my God, who is she?" I get drunk on jealousy But you'll come back each time you leave 'Cause darling, I'm a nightmare dressed like a daydream So it's gonna be forever Or it's gonna go down in flames You can tell me when it's over, mm If the high was worth the pain Got a long list of ex lovers They'll tell you I'm insane 'Cause you know I love the players And you love the game 'Cause we're young and we're reckless (oh) We'll take this way too far It'll leave you breathless, mm Or with a nasty scar Got a long list of ex lovers They'll tell you I'm insane (insane) But I've got a blank space, baby And I'll write your name
Sumber: LyricFind
149
Appendix 81Photographs of Students’ Activity in the Class
150
Appendix 91Surat Pengesahan Proposal Skripsi
151
Appendix 101Surat Bimbingan Skripsi
152
153
Appendix 111Surat Permohonan Izin Penelitian
