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THE EFFECTIVENESS OF ACROSTICS GAME IN
IMPROVING STUDENTS VOCABULARY MASTERY
(A Classroom Action Research of the Tenth Years Students of SMK PGRI
2 Salatiga in the Academic Year of 2014/2015)
A Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I)
in the English Department of Education Faculty
State Institute for Islamic Studies (STAIN) Salatiga
TENTREM RAHAYU
11310022
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
SALATIGA
2014
Motto
Never put off till tomorrow what we
can do today and we will never know
till we have tried
DEDICATION
This work is sincerely dedicated for:
My God Allah Most Gracious….Most Merciful.
My beloved parents, my father (Kamdi) and my mother (Wanti)
who always pray, guide, motivate me to become better person.
My beloved sisters (Widaningsih and Sulandari) and my big
family who fill my life with love and affection.
My counselor, Mrs. Setia Rini M.Pd. Thank for you advice.
Every student should be so lucky to have counselor like you.
All of big family SMK PGRI 2 Salatiga, the head master, all of
my teachers and students of XB class.
My lovely best friends (Fakiyah, Ratna, Irma, Restu, Wiwit,
Triyanah, Hikmah).
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious, the most merciful, the lord of universe,
because of Him, the writer could finish this thesis as one of the requirement for Sarjana
Pendidikan in English Department of Educational faculty of State Islamic Studies Institute
(STAIN) Salatiga in 2014.
Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has
guided us from the darkness to the lightness.
However, this success would not be achieved without those supports, guidance, advice, help
and encouragement from individual and institution, and I somehow realize that an appropriate
moment for me to deepest gratitude for:
1. Mr. Dr. Rahmat Hariyadi, M. Pd as the rector of State Institutefor Islamic Studies
Salatiga.
2. Mrs. Rr. Dewi Wahyu Mustikasari, M. Pd as the head of English Department of
States Institute for Islamic Studies (STAIN) of Salatiga and the consultant of this
thesis. Thanks for all of your suggestion, recommendation and support for this
thesis from the beginning until the end.
3. Setia Rini, M. Pd as consultant who has educated, supported, directed and given the
writer advice, suggestion and recomendation for this graduating paper from
beginning until the end. Thanks for your patience and care.
4. All lecturers in English Department Faculty of STAIN Salatiga. Thanks for all
guidance, knowledge, support, and etc.
5. My beloved mother and father. Thanks for everythings (support and praying) no
one better than you.
6. All lectures of English Department who have taught and given knowledge for the
writer.
7. All of the staffs who have helped the writer in processing of graduating paper
administration.
8. Everybody who has helped me in finishing this thesis. Thanks for all supports,
advice, suggestion and other helps that you all gives. The writer hopes that this
thesis will useful for everyone.
Salatiga, November 2014
The writer
Tentrem Rahayu
113 10 0022
ABSTRACT
THE EFFECTIVENESS OF ACROSTICS GAME IN IMPROVING STUDENTS VOCABULARY
MASTERY(A Classroom Action Research of the Tenth Years Students of SMK PGRI 2
Salatiga in the Academic Year of 2014/2015)
The purpose of language teaching in Senior High school is to achieve functional
level. In the functional level, they can develop the competence in communicating
orally and written to resolve daily problems. The real problems faced by the
students in the school in learning and teaching English are vocabulary mastery.
Game is one of the solutions to overcome the problems. Application of the
acrostics game in teaching learning English hopefully can help the students to
improve their vocabulary mastery. This research will answer these main questions
(1)To identify the implementation of students‟ vocabulary mastery using acrostic
game for the tenth years students of SMK PGRI 2 Salatiga in the academic year of
2014/2015. (2)To be able to know the class condition before the teaching and
learning using acrostic game in the students‟ vocabulary mastery of the tenth years
students of SMK PGRI 2 Salatiga in the academic year of 2014/2015. (3)To find
out the result of the study after using acrostic game in the students‟ vocabulary
mastery of the tenth years students of SMK PGRI 2 Salatiga in the academic year
of 2014/2015. 25 students of the tenth years students of SMK PGRI 2
SALATIGA 2015 were instructed through Acrostics game to improve their
vocabulary mastery. The methodology of this research used Classroom Action
Research (CAR). It is conducted in three cycles. Each cycle consists of planning,
action, observation and reflection. From the result, the researcher found several
findings on it. The results shows that the mean score of post test in cycle I I is 66,4
the mean score of post-test in cycle II is 8,44 and the mean score of post-test in
cycle III is 81,72. The findings show that the improvement of the students‟
vocabulary mastery is significant after applying acrostics game.
Keywords:Keywords: Effectiveness, acrostics game, vocabulary mastery.
TABLES OF CONTENTS
TITLE i
DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION............................................................... iv
MOTTO v
DEDICATION vi
ACKNOWLEDGMENT vii
ABSTRACT ix
TABLE OF CONTENTS x
LIST OF TABLES, CHART AND FIGURE ...................................... xii
CHAPTER I: INTRODUCTION
A. Background of Study 1
B. Problem Statements 5
C. Objectives of the Study 5
D. Benefits of Study ………. 6
E. Limitation of the Study 7
F. Definition of the Key Terms 7
G. Review of Previous Research 10
H. Research Organization 11
CHAPTER II: THEORITICAL FRAMEWORK
A. General Concept of Vocabulary 13
1. Definition of Vocabulary 13
2. The Importance of Vocabulary Matery 14
3. Kinds of Vocabulary 15
4. Principle of Teaching Vovabulary 16
5. Teaching Vocabulary 17
B. General Concept of Acrostics Game 18
1. Definition of Acrostics Game 18
2. How To Play Acrostics Game 18
3. Variation in Play Acrostics Game 20
C. General Concept of Descriptive Text 21
1. Definition of Descriptive Text 21
2. The Generic Structure of Descriptive Text 21
3. Language Features of Descriptive Text 22
4. The Example of Descriptive Text 23
CHAPTER III: METHODOLOGY OF RESEARCH
A. The Setting of The Research 26
B. The Subject of Research 26
C. Type of the Research 29
D. Research Procedures 30
E. Technique of Collecting Data ........................................................ 34
F. Technique of Analyzing Data ........................................................ 36
CHAPTER IV: DATA ANALYSIS
A. Field Note 38
B. Score of Students Achievement 55
C. Discussion 56
CHAPTER V: CLOSURE
A. Conclusion ..................................................................................... 58
B. Suggestion ..................................................................................... 59
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIXES
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is all of the systems by which human beings combine sounds into
meaningful units. Such us words, and these into larger patterns to convey ideas and feeling (
Winston, 1966: 438). Language is a tool for communication between human beings with each
other. Human being is social creature, so they need others in order to communicate with
language. Language is very needed for human to express and receive some information,
message, feeling and so on. There are many kinds of language used by people and it is based
the people live such as Indonesia, English, China, Japan, French, etc.
Currently, English is very important. English is definitely important as a window to
the world and English is the key to access knowledge. In Indonesia in the past English was
only taught in secondary school. In current years, however, the teaching of English is
expanding into primary or elementary school settings (Fauziati, 2005: 169).
English is considered as a difficult subject for the Indonesian students, because
English is completely different from Indonesian language viewed from the system of
structure, pronunciation, and vocabulary. Especially for senior high school students in SMK
PGRI 2 Salatiga, they think that English is a very difficult lesson.
English consists of four basic skills that students must master. There are speaking,
writing, reading and listening. To master speaking, writing, reading and listening students
must master many vocabularies. The teacher should be able to create an interesting method
and technique in order to obtain a good result and avoid the student. Besides, the students can
be more interest to develop their vocabulary.
Vocabulary is the central of language teaching and learning. It plays an important role
in the four language skill. It gives contribution to the learners to perform or practice their skill
better. It means that by mastering the vocabulary, the learners will be able to produce so
many sentences easily either in spoken or written one. It is impossible for the learners to
perform their English well if their vocabulary is good. Therefore, vocabulary mastery must be
on the first priority in English language learning and teaching. Without mastering the
vocabulary, the learners will be difficult to master the other language skill. Only with a
sufficient vocabulary, learners can effectively express their ideas both in oral and written
forms. Thus, they should have good ideas on how to expand their vocabulary so that they can
improve their interest in learning the language.
According to the researcher‟s observation, the students‟ vocabulary mastery of
SMK PGRI 2 Salatiga is still low because they difficult to get KKM in 60. Although there are
still some students who are able to get KKM, which is the highest score is 85 and the lowest
is 50. Based on the observation in the classroom and interview with the teacher on
Wednesday, September 8th
2014 at 08.00 am at the SMK PGRI 2 Salatiga, the students have
motivation in learning English but most of them have difficulty in vocabulary mastery.
One of possible causes of this problem is that the teacher still uses the conventional
method in teaching the materials. The teacher just explains the materials and then gives
exercises in written form. The only teaching media are text book and blackboard. This
method makes the students sometimes feel bored and sleepy, especially when it is taught in
the last session. Considering that, the writer wants to give a solution especially in improving
students‟ vocabulary mastery. The solution is by teaching vocabulary using acrostic game.
Because acrostic game offers a challenge will motivate the students to try to fulfill the grid. It
gives much opportunity for the students to practice and repeat the sentence pattern and
vocabulary. Beside, acrostic is a kind of games that will make teaching-learning process more
attractive than before. The students will fun, relaxed and enjoyable, and they will memorize
the vocabulary in different way, that is by rewriting them.
Based on English syllabus for tenth years students of SMK PGRI 2 Salatiga the
researches choose a descriptive text in teaching vocabulary. Because acrostic is puzzles in
which clues are given to words whose first letters spell out a mystery word or phrase. The
clues are sometimes given in rhyme (Augarde, 1994: 3). The role of this game is guessing
clues. The clues are describe something such us person, thing, place etc. So the students
answer the question based on the clues. And students have to fill in words which start with
the resulting letters.
By the thesis, the researcher would like to know the students‟ vocabulary mastery in
SMK PGRI 2 Salatiga by using acrostics game. According to Endang Fauziati game is one of
activities which can help to create dynamic, motivating classes. The reason is that real
learning takes places when the students, in a relaxed atmosphere, participate in activities that
require them to use what they have been drilled on. Games are not only suitable for children
but also for adult.(Fauziati, 2005 : 130 ).The aim of teaching English at advanced is to
motivate them to be ready and self-confident in learning English at university level of
education. Having a limited vocabulary is also barrier that precludes learners from learning a
foreign language.(Fauziati, 2002: 155).
From the explanation above, the researcher assumes that teaching English by using
game is an attractive technique and encourage the students enriching their vocabulary and
enjoy in studying English. And the researcher would like to know the effectiveness of
acrostics game in improving students‟ vocabulary mastery. Students in this research are
students of SMK PGRI 2 Salatiga. The writer uses game because game is enjoyable to teach.
By using game in teaching learning process the students will be able to master vocabulary
and making students are interested in learning English.
Based on the explanation mentioned previously the researcher to conduct a research
about “THE EFFECTIVENESS OF ACROSTICS GAME IN IMPROVING STUDENTS
VOCABULARY MASTERY (A Classroom Action Research of the Tenth Years Students of
SMK PGRI 2 Salatiga in the Academic Year of 2014/2015)
B. Problem Statements
Based on the phenomenon above, this research is aimed at giving answers on the
following problems:
1. How is the implementation of students‟ vocabulary mastery using acrostic
game for the tenth years students of SMK PGRI 2 Salatiga in the academic
year of 2014/2015?
2. How about the class condition before the teaching and learning using acrostic
game in the students‟ vocabulary mastery of the tenth years students of SMK
PGRI 2 Salatiga in the academic year of 2014/2015?
3. How is the result of the study after using acrostic game in the students‟
vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the
academic year of 2014/2015?
C. Objectives of the Study
The general purpose of the study is to be able to know the effect of acrostics game
that is implemented in the classroom. The specific objectives of this study are:
1. To identify the implementation of students‟ vocabulary mastery using acrostic
game for the tenth years students of SMK PGRI 2 Salatiga in the academic
year of 2014/2015.
2. To be able to know the students ability before the teaching and learning using
acrostic game in the students‟ vocabulary mastery of the tenth years students
of SMK PGRI 2 Salatiga in the academic year of 2014/2015.
3. To find out the result of the study after using acrostic game in the students‟
vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in
the academic year of 2014/2015.
D. Benefit of the Study
The benefits of the research are as follows:
1. Practically
a. For the students‟
Teaching vocabulary by using acrostic game can motivate the students‟ in
order to be more interested in learning vocabulary.
b. For the English teacher
This research also gives teacher knowledge about a method that can be used by
him or her to improve students‟ vocabulary.
c. For the researcher
The findings of the research can be used as a starting point in improving the
writer‟s teaching ability.
d. For other researcher
The writer hopes that the result of the research can be used as reference for
those who want to conduct a research in teaching English.
2. Theoretically
The innovation of this research will enrich the theory of teaching English and the
result of the research can be used by English teacher to improve the students‟
vocabulary mastery.
E. Limitation of the Study
In order to make a focus in this research, especially in the explanation, the writer
limits the study as follows:
1. The students‟ improvement in vocabulary mastery.
2. The improvement of students‟ vocabulary mastery by using acrostics game in
teaching descriptive text.
3. This research is carried out to the tenth years students in SMK PGRI 2 Salatiga.
F. Definition of Key Term
To avoid misunderstanding, the researcher gives explanation or definition of some
key terms used in this study:
1. Effectiveness
According to Homby, the effectiveness is having an effect; able to
bring about the result intended. (Homby, 1974: 277).
2. Improve
Improve is to make better (Holt, Rinehart, Winston, 1966: 391). It
explains the raising of the students vocabulary mastery. The students‟
vocabulary mastery will be better.
2. Student
Student is person who attends an education institution or who receives
other instruction or person who is devoted to books and learning (Holt,
Rinehart, Winston,1966: 806)
3. Game
A game is one of activities which can help to create dynamic,
motivating classes. The reason is that real learning takes places when the
students, in a relaxed atmosphere, participate in activities that require
them to use what they have been drilled on. Games are not only suitable
for children but also for adult.( Fauziati. 2005 : 130 ).
Game is form of play, especially a contest, played according to roles
(Winston, 1966; 319).
Jill also says that a game is an activity with rules, a goal and an
element of fun. (Hadfield, 2001: 4).
4. Acrostics
Acrostic is puzzles in which clues are given to words whose first letters
spell out a mystery word or phrase. The clues are sometimes given in
rhyme (Augarde, 1994: 3).
Acrostic is word puzzle, word arrangement, in which the first or the
first and last, letters of the lines make a word or words (Hornby, 1963: 10)
Acrostic is an arrangement of words in which initial or other letters,
when taken in order, form words or phrase. Or an arrangement of letters
that form the same words when read horizontally or vertically
(Winston,1966: 9)
Acrostic a series of written lines of verses in which the first, last, or
other particular letters form a word, phrase, the alphabet, etc (Urdang,
1968: 17)
5. Vocabulary
Vocabulary is more than list of target language words.(Nunan, 1998:
101).
Vocabulary is the experience of most language teachers that the
singgle, biggest component of any language course (McCharty, 1990: ix)
Vocabulary is a central part of language. The more words students
know well and can use, the more meaning they can communicate in a
wide variety of circumstances (Coxhead,2006: 1).
Vocabulary is central to language and of critical importance to typical
language learner. Without a sufficient vocabulary, one cannot
communicate effectively or express his ideas in both oral and written
form. Having a limited vocabulary is also barrier that precludes learners
from learning a foreign language (Fauziati, 2002 155:)
Vocabulary is a word considered only as a combination of certain
sounds or letters, without regard a meaning (Urdang, 1968:1473).
Vocabulary is alphabetical list of words, often with translation or
definition; lexicon; glossary (Winston, 1966; 911).
Jim scrivener also says vocabulary is a powerful carried of meaning.
Beginners often manage to communicate in English by using the
accumulative effect of individual words. (Scrivener, 73 : 1994 ).
6. Vocabulary game
Vocabulary game is one in which the learners „attention is focused
mainly on words. ( Lee,1979: 37).
G. Review of Previous Research
In this research, the researcher takes three previous researches. The first is research by
Zunita Widyasari entitled „‟ The Use Of Crossword Puzzle To Improve Vocabulary Mastery
(A Classroom Action Research In The First Year Students Of MA Al Bidayah Candi
Bandungan In The Academic Year 2009/2010)‟‟ the object of her study are to find out
whether crossword puzzle can improve the students‟ vocabulary mastery. The result of her
research teaching vocabulary using crossword puzzle can improve students‟ vocabulary
mastery and students‟ interest.
The second research by Nur Hidayah entitled „‟ The Use Of Realia To Improve
Vocabulary Mastery (A classroom Action Research In The Third Year Students Of MI Nurul
Azhar Terban Pabelan In The Academic Year 2010/2011)‟‟ . The objects of her study are to
find out whether realia can improve the students‟ interest and to find out whether realia can
improve the vocabulary mastery. The result of her research teaching vocabulary using realia
can improve students‟ interest and vocabulary mastery.
The third was conducted by Desti Ela Soraya with her research paper “ “Improving
Students‟ Vocabulary Mastery By Climbing Up A Ladder Game ( A Classroom Action
Research of the First Year Students‟ in SMP Islam Sudirman Ambarawa in the Academic
Year 2011/2013)”. She summarized that using of climbing up a ladder game can influence
the improvement of the students in vocabulary mastery of the first year students of SMP
Islam Sudirman Ambarawa in the Academic year 2011/2012. The reasons why the writer
reviews it because it gives clear example, so the writer can explain with more details.
H. Research Organization
The researcher wants to arrange the graduating paper in order to the reader can catch
the content easily. It is divided into five chapters.
Chapter I is Introduction. It is consist of background of study, problem statements,
objectives of the study, benefit of the study, limitation of the study, definition of key terms,
and review of previous research, methods of research.
Chapter II is Theoretical Framework which discuss about general concept of
vocabulary, general concept of acrostic game and general concept of descriptive text.
Chapter III explains about Methods of Research that consist of setting of the research,
subject of the research, type of the research, research procedure, and technique of collecting
data and technique of data analysis.
Chapter IV is Data Analysis. Consist field note, score of students achievement of
cycle I, cycle II, cycle III, discussion.
Chapter V is Closure. The writer states summary of the study includes Conclusion and
Suggestion.
Bibliography
Appendix
CHAPTER II
THEORETICAL FRAMEWORK
A. General Concept of Vocabulary
1. Definition of vocabulary
Vocabulary is a powerful carried of meaning. Beginners often manage to
communicate in English by using the accumulative effect of individual words ( Scrivener,
1994 : 73 ). Acording to (Charty, 1990: ix) Vocabulary is the experience of most language
teachers that the single, biggest component of any language course. Vocabulary is a
central part of language. The more words students know well and can use, the more
meaning they can communicate in a wide variety of circumstances (Coxhead,2006: 1).
Vocabulary is central to language and of critical important typical language learner.
Without a sufficient vocabulary, one cannot communicate effectively or express his ideas
in both oral and written form. Having a limited vocabulary is also barrier that precludes
learners from learning a foreign language (Fauziati, 2005 : 155 ). Having limited
vocabulary is also a barrier that precludes students from learning a foreign language and
when they do not know how to enrich their vocabulary, for example they often gradually
lose interest in learning (Fauziati 2005: 155).
Every person must have vocabulary for communicating with others, it is a very
significant element of language, and with vocabulary he/she can express their idea. Even
though vocabulary does not always affect in the fluency of language, there are some
language aspects that must be known and mastered by learners, such as grammar, diction,
pronunciation, and so on, vocabulary still becomes requirement for mastering a language.
From some opinions given above, it seems that vocabulary is a total number of words
used by a person, class, profession in communication.
2. The Importance of Vocabulary Mastery
Vocabulary is important in case, it could help the students to enjoy their classes. One
who mastery enough vocabulary will find fewer difficulties than those who have fewer
vocabularies.
Moreover, vocabulary has an important in teaching learning process. According to
Scrivener (1994: 74) in classroom there are the roles of vocabulary:
1. Vocabulary is very important and needs to be dealt with systematically
in its own right; it is not simply an add-on to grammar or skills lesson.
2. Our job does not as soon as learner has first met some new vocabulary;
we need to help them practice, learn, store, recall, and use the items.
3. Training in the use of English.
4. We need to distinguish between vocabulary for productive use and for
receptive recognition and adapt our classroom work appropriately.
5. We need to deal not only with single word lexical items, but also with
longer, multi-word items (Scrivener, 1994: 75).
3. Kinds of Vocabulary
Scrivener ( 1994 : 74 ) says that there are two kind of vocabulary, there are receptive
vocabulary and productive vocabulary.
a. Productive vocabulary is the sets of words that are used in spoken
communication. Good pronunciation might be encouraged getting the
sounds and stress right.
b. Receptive vocabulary is the use of words that we recognize and
understand, but tend not to use ourselves.
Productive and receptive vocabularies are words that the students understand when
they use in everyday situation. They can‟t product it correctly in reading or listening. In
contrast, productive and receptive vocabularies are the set of word that they understand,
can pronounce correctly and use constructively in speaking and writing.
Sometimes, vocabulary is easier aspect of a foreign language to learn but it hardly
required formal attention in the classroom. The students are quickly to accept but they are
quickly forgotten.
4. Principle of Teaching Vocabulary
According to (Nation, 2000: 625) there are three principle of teaching vocabulary, this
principles are as follow:
a. Content and sequencing
Content and sequencing is what vocabulary is focused on and how it is
divided into stages.
b. Format and presentation
Format and presentation is how the vocabulary is taught and learned.
This is the most visible aspect of course design and involves the general
approach to vocabulary teaching, the selection of the teaching and
learning techniques, and their arrangement into a lesson plan.
c. Monitoring and assessment
Monitoring and assessment is how learning is measured. The function
of monitoring and assessments are test learners to see what vocabulary
they need to focus on, use monitoring and assessment to keep learners
motivated, Encourage and help learners to reflect on their learning.
5. Teaching Vocabulary
Teaching is the act or profession of a person who teaches. Sometime that is taught
(Urdang, 1968: 1348). Teaching is work of one who teaches; profession of a teacher
(Winston, 1966; 832). Vocabulary is a word considered only as a combination of certain
sounds or letters, without regard a meaning (Urdang, 1968:1473). Teaching vocabulary is
the studying second language because vocabulary is the basic material to master the four
language skills that is speaking, reading, writing and listening. Without understanding the
new words, the students will get the difficulties to studying English language. The other
reason is vocabulary that central of language and of critical importance to typical language
learner. Without a sufficient vocabulary, someone cannot communicate effectively or
express his ideas in both of oral and written form. Having a limited vocabulary is also a
barrier that precludes learners from learning a foreign language. The status of vocabulary
within the curriculum and a attitude of foreign language teachers toward vocabulary
instruction have varied considerably over the year some teachers usually using Grammar
Translation Method or Direct Method to teaching vocabulary (Fauziati, 2002; 157-158).
Having limited vocabulary is also a barrier that precludes students from learning a
foreign language and when they do not know how to enrich their vocabulary, for example
they often gradually lose interest in learning (Fauziati 2005: 155). The status of
vocabulary within the curriculum has varied considerably over the years. It suffered
significant neglect during the 1950s and 1960s when audio lingual‟s had a dominant
influence on methodology, but make something of a comeback during the 1970s under the
influence of communicative language teaching (Nunan, 1991:116)
B. General Concept of Acrostics Game
1. Definition of acrostics game
Acrostics are puzzles in which clues are given to words whose first letters spell out a
mystery word or phrase. The clues are sometimes given in rhyme (Augarde, 1994: 3).
Acrostic is word puzzle, word arrangement, in which the first or the first and last, letters of
the lines make a word or words (Hornby, 1963: 10)
According to (Winston,1966: 9) Acrostic is an arrangement of words in which initial
or other letters, when taken in order, form words or phrase. Or an arrangement of letters
that form the same words when read horizontally or vertically. Acrostic is a series of
written lines of verses in which the first, last, or other particular letters form a word,
phrase, the alphabet, etc (Urdang, 1968: 17).
2. How to play acrostics game
Procedures of acrostics game can be modified by a teacher itself. An acrostic is
puzzles in which clues are given to words whose first letters spell out a mystery word or
phrase. The clues are sometimes given in rhyme (Augarde, 1994: 3)
a. Preparation steps
1. Teacher gives explanation to the students what is an acrostic game.
2. Gives an example of an acrostic related to the same subject matter so
they get the idea of the strategy.
3. Gives a word picked out to make the acrostic form.
b. Application Steps:
1. Students will work individually in order to pick words that best suit
them.
2. Show them the example on the board.
3. Give them the word they will make the acrostic form.
4. Explain that the words they choose must be related to the term.
5. Ask students what they came up with.
(http://www.berkeleycountyschools.org/cms/lib02/WV01000962/Cen
tricity/Domain/34/Writing.pdf/ Wednesday,16-09-2014, 01.35 a.m
Example: These six clues lead to six words, whose initial letters spell a
famous city (Augarde, 1994: 3):
1. It‟s beside the road
2. This involves the load
3. This is pleasant for you
4. And a song for two
5. A Europian river
6. Makes them all a-quiver
Solution:
Lay-by
Onerous
Nice
Duet
Oder
Nerves
3. Variation in play acrostics game
There are many possible variations on this game or you can add and change the rule
of this game, for example, in a book of the oxford A to Z of word game, written how to
play “ acrostic 2 :
a. The first player choose a word of at least four letters-usually six or more-
which each player writes in a column down the left-hand side of their
paper.
b. Then write the same word in reverse down the right-hand side of the
paper.
c. Players have to fill in words which start and end with the resulting
letters.
d. The winner is either the player who fills in all the spaces first or the
player who uses the longest word or words within a set time (usually five
minutes) (Augarde: 1994, 4)
Example: Andi suggests English as the word. He fills in the words like
this, later adding the scores for each letter used:
E a c H = 4
N a m e S = 5
G o b I = 0
L a t e r a L = 7
I n K i n G = 6
S o l u t i o N = 8
HappenestancE = 12
C. General Concept of Descriptive Text
1. Definiton of Descriptive Text
A descriptive text is to describe particular person, place or thing. (Sudarwati
and Grace, 2006: 135)
2. The Generic Structure of Descriptive
According to Sudarwati and Grace (2006: 172) there are several important
elements to make up a description, they are:
Identificatin Mention the special particular.
Description Mention the part, quality, and characteristics of the subject
being described.
3. Language Features of Descriptive Text
Sudarwati and Grace (2006: 172) stated that the language features of
descriptive text are:
a. The use of adjective and compound adjectives.
Example : - A five hundred seated football stadium
- A beautiful ancient roman opera house
b. The use of linking verbs / relating verbs.
Example : - The temple is so magnificent
- The temple consists of terraces
c. The use of Simple Present Tense.
Example: - The museum blouses hundreds of Greek Statues
- The hotel provides 450 rooms and a large swimming pool
d. The use of degree comparison
Example : - The weather in Jakarta is hot better than Bandung
- Bogor has the same weather as Ungaran
4. The Example of Descriptive Text
According to Sudarwati and Grace (2006:167) the example of descriptive text is:
The Borobudur Temple
Borobudur is a
Hindhu-Budhis temple
built in the 9th
century
under the Syailendra
Identification
Identify subject
to be described
Simple Present tense
dynasty of Java. It is
located near Magelang,
on the island of Java,
Indonesia.
Desription
describe the quality
Abandoned in the
11th
century and
partially excavated by
archeologists in the
early 20th
century,
Borobudur temple is
well-known all over
the world.
Influenced by
the Gupta architecture
of India, the temple is
constructed on a hill
46m (150 ft) high and
consists of eight steps
like stone terraces, one
on top of the other. The
first five terraces are
square and surrounded
by walls adorned with
Buddhist sculpture in
bas-relief; the upper
Relating verbs
Parts
Compound adjectives
Participle Phrases
phrases
three are circular, each
with a circle of bell-
shapedstupas (Budhist
shrines).
Entire edifice is
crowned by a large
stupa at the center of
the top circle. The way
to the summit extends
through some 4.8 km
of passages and
stairways.
Parts The design of
Borobudur, a temple-
mountain symbolizing
the structure of the
universe, is similar to
the temples built at
Angkor, Cambodia.
The Borobudur
Temple rededicated as
Adjective
Comparative
degree
Characteristics
CHAP
TER
III
RESE
ARCH
METH
OD
A. The Setting of the Research
The research is located at SMK PGRI 2 SALATIGA in JL. Nakula Sadewa No.1,
Kembang Arum, Salatiga. The research was applied for the students of tenth years in this
school. The students have motivation in learning English but most of them have
difficulty in vocabulary mastery and they are shy or even afraid of creating mistakes
which led them, they use Bahasa to explain their idea in English lesson.
The classroom action research was done from October 2014 to November 2014.
The description of the building of SMK PGRI 2 Salatiga is as follows: Facilities and
infrastructure in SMK PGRI 2 Salatiga, consist of classroom, language laboratory,
computer laboratory, library, head master room, administrative room, consulting room,
vice principle room, mosque, toilet for teacher, toilet for students, learning media,
canteen, and others.
B. Type of The Research
Type of this research is classroom action research. The researcher and the observer
observed and made a note everything that occurred in learning process. According to
Arikunto (2007: 2) classroom action research is formed from three words they are:
an Indonesian national
monument in 1980 is a
valuable treasure for
Indonesian people.
a. Research: an action to get details from an object using certain way or methodology
to get useful data or information in increasing the quality of something that attract
the researcher interest and important for him/her.
b. Action: activity that intentionally done in certain aim, that has a form of cycle
sequence activity to students.
c. Class: a group of students in the same time and have the same lesson from their
teacher.
He added that this action was expected to increase the students‟ learning result, so it
should concern with the teacher‟s effort in learning process (Arikunto, 2007: 2)
C. Subject of the research
The subject of research is students XB Accountancy of SMK PGRI 2 Salatiga in
the academic year of 2014/2015. It consists of 25 students with 1 boy and 24 girls. The
writer choose XB because based on the information from the English teacher, the
students in this class have high motivation in learning English. But the students in this
class have little vocabulary so they difficult to explore and express their ideas orally or
written form. Although this class is very noisy but this condition can be increase
students‟ attention to be active in learning English and enrich their vocabulary.
TABLE 3. 1
The List XF Class Group of SMK PGRI 2 Salatiga in the Academic Year
of 2014/ 2015
Class : XB
Skill Program : Accountancy
Teacher Class : Roni Setyo Nugroho S.Si
No. Nis Name Sex
1. 6508 Adelia nurmala dewi Female
2. 6509 Amadea luna brilliani Female
3. 6510 Dana tirta nirwana Female
4. 6511 Desi astute Female
5. 6512 Diah faiqotunnisa Female
6. 6513 Dian lestiyaningsih Female
7. 6514 Ditiya Female
8. 6515 Edy kurniawan Male
9. 6516 Faridatul maghfiroh Female
10. 6517 Febriyanti yuni saputri Female
11. 6518 Hani widiawati Female
12. 6519 Helga ayu rosiana Female
13. 6520 Lennia setyaningrum Female
14. 6521 Linda pramessela Female
15. 6522 Marissa akmalia Female
16. 6523 Nur rohmah Female
17. 6524 Retno andarini eka putri Female
18. 6525 Riska fitriyani Female
19. 6526 Rofita aprilliani Female
20 6527 Sekar linggan saputri Female
21. 6528 Sella putri purnama sari Female
22. 6529 Setya widyaningsih Female
23. 6530 Siti rohmah Female
24. 6531 Sriyanti Female
25. 6532 Wina pangestuningsih Female
Source: SMK PGRI 2 Salatiga 2014
D. Research Procedures
This study uses classroom action research; the first concept of classroom action
research is introduced by Kurt Lewin. Kurt Lewin said that in one cycles is consist of
four components, they are planning, acting, observing, and reflecting (Arikunto,
2010:131). The researcher uses the action research model of Arikunto, the spiral-shaped
from one cycle to the next cycle (Arikunto 2006: 16) as follows:
Figure 3.2
The steps in every cycle are the same and the researcher will do the research in
three cycles those are cycle I, cycle II and cycle III and there are 1 meeting in each
cycle. From the chart of the research model can be seen that there are four stages of
action research prevalent, as the following:
a. Planning
In this research the researcher is a teacher, and my friend Restu is observer.
Stage of research is designed in three phases, that is: cycle I, cycle II, cycle III,
which each cycle consist of planning, implementation, observation and reflection.
To obtain preliminary data, the researcher doing the pre-cycle, the proceedure to
the planning cycle as follows:
Figure 3.3
Research plan
Reflection Practice
Observation
Cycle I
Planning
Reflection
Practice Cycle II
Planning
Observation
Planning
Reflection
Practice Cycle III
Observation
Cycle I
Cycle II
Preliminary Study
Interviewing the English teacher,
giving questionnaire and pretest to
the students, in the tenth year of
SMK PGRI 2 Salatiga
Planning
1. Designing lesson
plan.
2. Preparing list of
students‟ named and
scoring.
3. Preparing sheet for
class observation
4. Preparing a test (
including pre-test
and post-test)
Acting
Conducting the
Lesson plan
Reflecting
1. Analyzing the
collected data
2. There must be more
efforts to improve
students‟ vocabulary
mastery through
acrostics game
3. Continue to the next cycle
Observing
Observing the
teaching learning
condition
Planning
1. Designing lesson
plan based on the
result of reflecting
phase in the first
cycle
2. Preparing the role of
acrostics game
3. Preparing the
materials and media.
Acting
Conducting the
lesson plan
Reflecting
1. Analyzing the
collected data
2. Every action in cycle
2 stills any
problems.
3. Continue to the next
cycle
Observing
Observing the
teaching
learning
condition
Planning
1. Designing lesson
plan based on the
result of reflecting
phase in the second
cycle
2. Preparing the role of
acrostics game
Acting
Conducting the
lesson plan
Cycle III
b. Action
The second stages of action research is the implementation of the application,
the teacher must remember and try to obey what has been formulated in the draft.
In the action stage refers to the lesson plan.
The implementation of the action involved one meeting in each cycle. The
time table of the can be seen of the following table:
Table:
The Schedule of The Classroom Action Research
Meeting Date Theme/Sub
Theme
Preliminary study September 8th
2014 Observation
and interview
Cycle I 1 October 6th
2014 Descriptive text
Cycle II 1 October 20th
2014 Descriptive text
Reflecting
1. Analyzing the
collected data
2. Every action in cycle
2 the problem has
been resolve and is
considered
sufficient.
3. The action will be
stopped
Observing
Observing the
teaching
learning
condition
Cycle III 1 October 27rd
2014 Descriptive text
c. Observation
An observation is scientific method, that can be systematically used to
observe and note the phenomena investigated ( Hadi, 1995: 136). Observation is
one of the instruments which are used in collecting the data. As a scientific
method, observation can be systematically used to observe and note all of the
phenomena investigated like students‟ feeling, thinking, and something they do in
the process of teaching learning.
d. Reflection
The research finding is analyzed. It is to remember what happened in
observation. Reflection seeks to make sense of process, problems, and real issues
in action. Reflection has an evaluative aspect, to judge whether the method can be
problem solving to improve student‟s vocabulary mastery.
E. Technique of Collecting Data
The researcher will present the act of collecting data as follows:
1. Test
Arikunto (2010: 226) stated that test is used to measure the students‟ basic
ability and achievement. To get the data the writer does the test that consists of
pre test and post test.
1. Researcher using pre-test to know the student‟s ability before the
writer gives the material for research.
2. Researcher using post-test to know the student‟s improvement after
using acrostics game.
The function of pre test is to know how far the vocabulary mastery of the
students is before they use acrostic game. While, the function of post test is to
know the increasing of vocabulary mastery after they have use acrostic game.
Pre and post test are to knowing the differences of the students‟ ability before
and after the teaching use the method.
2. Observation
In addition the researcher also conducted observation with classroom
action research, the researcher joined in the classroom. In this case, the
researcher is a teacher. Observe is look at an occurrence, movement and
process. Observing is not an easy task since people are influenced a lot by
interests and tendencies they have. In observation the most effective method is
by fulfilling an observation blank form as a tool. The arranged form consists
of items about occurrences or behaviors that drawn will be happened
(Arikunto, 2010: 272).
In this stage the researcher used field note which is used to observe and
to know the situation and activities during teaching-learning process. By used
field note the writer would like to know the class situation and participation of
students.
3. Documentation
Arikunto (2010: 274) stated that documentation methods is an activity
to look for variable like notes, transcribes, books, newspapers, magazines, etc.
This method is not too difficult since if there is an error the source data is still
not change.
In this stage, the researcher make a note and takes photographs as
proof of teaching learning activity.
F. Technique of Analyzing Data
After collecting the data, the next step of study is analyzing the data. There are
two approaches to analyze the data, they are:
a. Qualitative Approach
Qualitative approaches collect and summarize data using primarily
narrative or verbal methods: observations, interviews, and document analysis
Lodico (2006: 5).
b. Quantitative Approach
Quantitative approaches summarize data using numbers. Hypotheses and
methods of data collection are created before the research begins (Lodico,
2006: 6).
This technique is used to know the students‟ score of vocabulary mastery in
each cycle. The researcher using mean to analyze the data of the research. The
formulas according to Hadi (1981: 246) are:
1. Mean
Where,
: Mean of students‟ score
: The sum of students‟ score
: The total number of students
2. SD (Standard Deviation)
√
(
)
Where,
: Deviasion Standart for one sample t-test
: Different between pre-test post-test
: Number of observation in sample
3. T-test
To be able to know whether there is a significant improvement or not
between pre-test and post-test, researcher using t-test after calculate the SD.
The formula is:
ot
1N
SD
N
D
D
Where,
: T-test for the differences of pre-test and post-test
: Deviation Standart for one sample t-test
: Different between pre-test and post-test
N : Number of observation in sample
CHAPTER IV
IMPLEMENTATION OF THE STUDY
A. Field Note
In this chapter, the researcher would like to analyze the data gathered from the
action research activities. The data was obtained from the teaching learning process
and evaluation. The aim of the analysis is to measure the improvement of 25 students‟
vocabulary in learning process by applying acrostics game. In this research the
researcher has arranged three cycles; those are cycle I, cycle II and cycle III.
1. Cycle I
a. The first activity in this research is planning. The activities prepared:
1) Preparing the material entitled “ My Cousin”, making lesson plan, and
designing the steps in doing the action.
2) Preparing list of students‟ named and scoring.
3) Preparing teaching aids
4) class observation (to know the situations of teaching learning process when
the method or technique or mode is applied)
5) Preparing a test (including pre-test and post-test)
b. The Implementation of The Action
The first activity was conducted on Monday, October 6th
2014. The researcher
entered B class of the tenth years of SMK PGRI 2 Salatiga. The researcher introduced
herself and she explains what her purpose being in SMK PGRI 2 Salatiga.
Teacher : Assalamu‟alaikum Wr. Wb
Students : Wa‟alaikum salam Wr. Wb
Teacher : Morning class, how are you today?
Students : Morning Miss, fine thank you. And how are you?
Teacher : I am very well too thank you
Teacher : Before we continue our lesson today, I will introduce myself first. My
name is Rahayu. I am the alumni of this school who was graduated in
2010.
The first pre-test given by the teacher was doing multiple choices and
completed the text entitled My Best Friend. Teacher shared the worksheets to the
students. She also went around through the class to check the students‟ work and
to help students‟ difficulties. Most of them have difficulties in the meaning of the
word. After the time for the test finished the teacher collected the students‟ work.
Then, the activity continued with explanation of the material by the teacher.
When the teacher explained it, the students listened and paid attention to her. But
still there were some students who didn‟t get it.
After that, the teacher implemented her teaching technique by gave them a
task about acrostics game. When this activity occurred, some of students felt
confuse with the method so the teacher gave a more clear instructor about it. The
procedure just guesses the clues. Students have to fill in words which start with
the resulting letters. The teacher asked the students to work by individually and
gave them limited time to finish it. When they finished it they should collect their
work.
After this activity ended, the students back to their own seat and given post-
test as homework.
c. Observation
In the first cycle few students looked happy to follow teaching learning
process. This is because the teacher is new person for them. So, it built new
atmosphere in their classroom.
There were some students had difficulties in the meaning of the word.
Nevertheless, there were some other students had a many vocabularies.
Furthemore, the researcher will analyze the students‟ improvement in learning
vocabulary by searching the mean of pre-test and post-test and extend of the use
of “acrostics game” by t-test calculation.
d. Reflection
By analyzing the result of cycle I, the researcher has notion that English
teacher must have seriousness with the students‟ vocabulary mastery. The teacher
also has to be more creative to give materials. On the next cycle the acrostics
game will be more interesting.
2. Cycle II
Based on the result of cycle I, it is necessary for the researcher to continue the
next cycle.
a. Planning
The first activity in this research is planning. The activities are;
1) The researcher preparing the material entitled “ Borobudur Temple”,
making lesson plan, and designing the steps in doing the action
2) Preparing students list and scoring
3) Preparing teaching aids
4) Preparing sheets for classroom observation (to know the situations of
teaching learning process when the method or technique or mode is
applied)
5) Giving occasion to the students to ask any difficulties or problems
6) Preparing test ( including pre-test and post-test)
b. The Implementation of action
On Monday, October 20th
2014 researcher entered the class at 07.00 am.
Teacher usually starts the meeting by greeting and asking student‟s condition.
Teacher : Assalamu‟alaikum Wr. Wb
Students : Wa‟alaikum salam Wr. Wb
Teacher : How are you today?
Students : Fine Miss, how about you Miss?
Teacher :I am very well too, thank you. I will check your attendance first.
Who is absent today?
Students : No one miss...
Teacher : Okay, now prepare your English book guys...
Students : Yaa......Miss, nanti ada permainan lagi ya?
(Yes, miss.... did you prepare some games for us miss?)
Teacher : Rahasia dong. Satu pertanyaan sebelum pelajaran dimulai.
(That a secret guys. Now, I will ask you first. What did you do last
night?).
Students : Iya... belajar miss...
Yes, Study Miss....
The teacher also gave the printed material to the students as a reminder. So it
will be a help to the students in doing their task.
When doing the pre-test teacher allowed the students to use dictionary or
asked her about the difficulties they got. Teacher observed every student by
walking through the class. Teacher also gave limited time to finish the students‟
task so they should finish it soon and collected it.
In this meeting the researcher explained more about learning vocabulary with
“Acrostics” game, the steps were as they did before. When the teacher applied the
same technique, the students seemed more familiar since it just the same with the
previous one. Teacher just reminded them again about the rule.
In the end meeting, the researcher gave post-test as homework and closed the
meeting.
Teacher : “Ok class, because the time was over, please submit your test and we
closed our meeting.”
Students : Ok, Miss
Teacher : Ok, thanks for your attention today. See you next time guys...
Students : See you next time...
c. Observation
In this cycle a half of students in the class are attention to follow the learning
process. The researcher watched the students‟ activity during the teaching
learrning process. A half of the students more understood about the material.
Even though still there are some any mistakes so the researcher goes to the next
cycle.
d. Reflection
After analyzing the result of cycle II, the teacher concludes that using acrostics
game in English lesson can improve students‟ vocabulary mastery, because in this
class students must guess the clues even though they sometimes find some
difficulties. From analyze above we can see that there is an increased understanding
of the material and quality of vocabulary students when compared with the cycle 1.
In the next cycle, the teacher would use the same method.
3.Cycle 3
1. Planning
The activities in the planning are:
a. Preparing materials entitled “Aloe Vera and Jogjakarta”, making lesson plan,
and designing the steps in doing the action
b. Preparing list of students „name and scoring
c. Preparing teaching-aids
d. Preparing sheets for classroom observation (to know the situations of teaching
learning process when the method or technique or mode is applied)
e. Preparing a test ( including pre-test and post-test)
2. The implementation of action
Monday, October 27rd
2014, the researcher entered the class at 07.00 a.m. The
class was active enough, because they got English lesson on first hour. So, the
students felt fresh and have enough concentrate. Like the last meeting, the teacher
opens the class with greeting and asking the condition.
Teacher : Assalamu‟alaikum wr.wb
Students : Wa‟alaikumsalam wr.wb
Teacher : Good morning every body
Students : Good morning miss
Teacher : How are you today?
Students : I‟m fine, thank you. How are you?
Teacher : I‟m very well too, thank you. Let‟s say basmallah together.
Students : Bismillahirrahmanirrahim..
Teacher : Before we continue our lesson today I will check your attendance
first...
(Then the researcher check their attendance)
Teacher : Okay guys... now we will continue our lesson. Please prepare your
book....
Students : Ya miss
(Okay miss)
Teacher : Listen for me, now we still discuss about descriptive entitled Aloe
Vera and Jogjakarta.
Then teacher gave their task. It was continued by doing pre-test. Teacher and
her partner observed the students activity. Teacher also gave guidance to the
students.
After finishing their task, teacher used her technique again to convey the
materials. The students seemed more understand about the technique. So it was
done smoothly. On the end meeting, the students had done the post-test. It is used
to measure the students improvement after using acrostics game.
Teacher : Ok, from our material today have you difficulties?
Students : No miss....
Teacher : Ok, if you don‟t have any question lets we close our lesson today with
saying hamdallah together.
Students : Alhamdullillah......
Teacher : Thank you very much for your attention today. Wassalamualaikum wr
wb
Students : Wassalamualaikum wr wb
3. Observation
In cycle III, teacher use same method with cycle I and cycle II. Most of
the students are understood about the material. They have full enthusiastic and the
students can finish the assignment well. After the teacher explain the material
then given them paper about acrostics, like in cycle I and II. The teaching and
learning process in this cycle is very active (teacher and students) and the class
condition was not vacuum like the cycle before. After analyzing the result of third
cycle, concluded that acrostics game can improve 25 students‟ vocabulary.
4. Reflection
By observing the teaching and learning process in the cycle I, cycle II and
cycle III, it can be concluded that the acrostics game can improve 18 students‟
vocabulary in cycle I, 21 students‟ vocabulary in cycle II, and 25 students‟
vocabulary in cycle III. Besides, the acrostics game can motivate the students to
be more creative in the learning process, although there are some problems to
know the English words. In this meeting the game is carried out well.
Then teacher decided that is the last meeting, because the acrostics game
has improved the students‟ vocabulary mastery. In addition it could be seen in the
score of pre-test and post-test in each cycle.
B. Score of Students Achievement
1. Score of cycle I :
a. The result of Pre-Test and Post-Test in Cycle I
The mean of Pre-Test and Post-Test
Table 4.1
Score of pre-test and post-test in cycle I
Number of
students
Score of Pre
Test (X)
Score of post
Test (Y)
Score of
Post-Pre
(D)
D2
1 46 60 16 256
2 66 53 -13 169
3 66 60 -6 36
4 53 66 -13 169
5 60 73 13 169
6 73 86 13 169
7 60 73 13 169
8 60 66 6 36
9 53 53 0 0
10 46 53 7 49
11 73 66 -7 49
12 73 73 0 0
13 55 50 -5 25
14 66 73 7 49
15 73 80 7 49
16 53 60 7 49
17 53 66 13 169
18 46 66 20 400
19 60 73 13 169
20 66 66 0 0
21 73 66 -6 36
22 53 73 20 400
23 45 60 15 225
24 53 73 20 400
25 60 73 13 169
Total 1485 1661 253 3411
Explanation:
M = Mean
X = The sum of student‟s value
N = The number of subject
Mean of Pre-Test I = 148,5
25
= 59,4 rounded (59)
Mean of Post-Test I = 1661
25
= 66,4 rounded (66)
Mean of Pre-test = 59,4
Mean of Post-test = 66,4
Mean of pre-test ≤ than post-test
There is an improvement of vocabulary mastery between pre-test and post-
test
b. SD (Standard Deviation) of Pre-test and Post-test
√
(
)
√
(
)
√
√
= 5,94
c. Calculating ot
ot
1N
SD
N
D
D
ot
125
94,5
25
253
ot
24
94,5
12,10
ot
89,4
94,5
12,10
ot 21,1
12,10
ot 36.8
T-calculation is 8,36
T-table < t-calculation = 2,75 < 8,36
Based on the result above, it shows that the mean of pre-test and post-test
enhances. It seems from comparison of the mean score of pre-test and post-test in
cycle I. The mean of pre-test is 59,4 while the mean of post-test is 66, 4. Based on this
result, it means that applying the Acrostics game is successful in improving the
students‟ vocabulary mastery.
The T-calculation also shows that there is significant influence of Acrostics
game in improving the students‟ vocabulary mastery. The result is that T-calculation
is 8,36 while T-table is 2, 75. It means that there is considerable influence in cycle I
because T-calculation is bigger than T-table.
2. Score of Cycle II
a. The result of Pre-Test and Post-Test in Cycle II
The mean of Pre-Test and Post-Test
Table 4.3
Score of pre-test and post-test in cycle II
Number of
students
Score of Pre
Test (X)
Score of Post
Test (Y)
Score of
Post-Pre
(D)
(D2)
1 53 73 20 400
2 53 53 0 0
3 60 80 20 400
4 46 60 14 196
5 66 80 14 196
6 53 53 0 0
7 73 66 -7 49
8 66 80 14 196
9 80 100 20 400
10 66 80 14 196
11 60 73 13 169
12 60 86 26 676
13 73 100 27 729
14 53 73 20 400
15 60 66 6 36
16 73 86 13 169
17 53 73 20 400
18 66 73 7 49
19 80 100 20 400
20 60 100 40 1600
21 53 66 13 169
22 66 80 14 196
23 53 60 7 49
24 73 86 13 169
25 60 80 20 400
Total 1559 1917 382 7813
M x
N
Explanation:
M = Mean
X = The sum of student‟s value
N = The number of subject
Mean of Pre-Test II = 1559
25
= 62,36 rounded (62)
Mean of Post-Test II = 1917
25
= 76,68 rounded (77)
Mean of Pre-test = 62,36
Mean of Post-test = 76,68
Mean of pre-test ≤ than post-test
There is an improvement of vocabulary mastery between pre-test and post-
test
b. SD (Standard Deviation) of Pre-test and Post-test
SDD √ D2
N (
D
N)
2
√7813
25 (
382
25)
2
√312 52 233 47
√79 05
= 8,89
c. Calculating ot
ot
1N
SD
N
D
D
ot
125
89,8
25
382
ot
24
89,8
28,15
ot
89,4
89,8
28,15
ot 81,1
28,15
ot = 8,44
T-calculation is 8,44
T-table < t-calculation = 2,75 < 8,44
Based on the result above, it shows that the mean of pre-test and post-test
enhances. It seems from comparison of the mean score of pre-test and post-test in
cycle II. The mean of pre-test is 62,36 while the mean of post-test is 76,68. Based on
this result, it means that applying the Acrostics game is successful in improving the
students‟ vocabulary mastery.
The T-calculation also shows that there is significant influence of Acrostics
game in improving the students‟ vocabulary mastery. The result is that T-calculation
is 8,50 while T-table is 2, 75. It means that there is considerable influence in cycle I
because T-calculation is bigger than T-table.
2. Score of Cycle III
a. The result of Pre-Test and Post-Test in Cycle III
The mean of Pre-Test and Post-Test
M x
N
Table 4.2
Score of pre-test and post-test in cycle III
Number of
students
Score of Pre
Test (X)
Score of Post
Test (Y)
Score of
Post-Pre
(D)
D2
1 66 100 44 1936
2 60 80 20 400
3 73 100 27 729
4 53 80 27 729
5 60 80 20 400
6 73 80 7 49
7 53 73 20 400
8 40 66 26 676
9 60 80 20 400
10 80 100 20 400
11 73 73 0 0
12 60 53 -7 49
13 46 66 20 400
14 53 100 47 2209
15 80 100 20 400
16 66 100 34 1156
17 46 73 27 729
18 80 100 20 400
19 66 73 7 49
20 73 80 7 49
21 73 80 7 49
22 73 80 7 49
23 66 80 14 196
24 66 80 14 196
25 60 100 40 1600
TOTAL 1599 2043 523 13650
M x
N
Explanation:
M = Mean
X = The sum of student‟s value
N = The number of subject
Mean of Pre-Test III = 1599
25
= 63,96 rounded (64)
Mean of Post-Test III = 2043
25
= 81,72 rounded (82)
Mean of Pre-test = 63,96
Mean of Post-test = 81,72
Mean of pre-test ≤ than post-test
There is an improvement of vocabulary mastery between pre-test and
post-test
b. SD (Standard Deviation) of Pre-test and Post-test
SDD √ D2
N (
D
N)
2
√13650
25 (
523
25)
2
√546 437 64
√108 36
= 10,40
c. Calculating ot
ot
1N
SD
N
D
D
ot
125
40,10
25
523
ot
24
40,10
92,20
ot
89,4
40,10
92,20
ot 12,2
92,20
ot = 9,8
T-calculation is 8,56
T-table < T-calculation = 2, 75 < 9,8
In this cycle, it shows that the students‟ vocabulary mastery has increase
significantly. The table present that the mean of pre-test and post-test is 63,96 and
81,72. It means that Acrostics game is able to improve students‟ vocabulary mastery.
The result of the t- calculation is bigger than t- table that is 9,8 from t- table
2,75. It means that there is significant different between pre test and post test.
In addition, after analyzing the result of cycle 1, 2 and 3 the researcher
concluded that by using Acrostics game, it could improve students‟ vocabulary
mastery. It can be seen in the result of pre test and post test is higher than the
standardized score (kriteria ketuntasan minimal) in score 60. .
C. Discussion
From the result of analyzes in cycle I, II and III, the researcher analyzed the
students improvement from each cycle. The improvement as follow:
a. The mean of students score
Table 4. 4
The Mean of Students‟ Score
No Analyze Cycle I Cycle II Cycle III
1 Mean
Pre-test
Post-test
59,4
66,4
62,36
76,68
63,96
81,72
2 T-table N= 25 2, 75 2, 75 2, 75
3 T-calculation 8, 36 8,44 9, 8
From the table above, we know that the mean of post-test 66,4 is higher than
mean of pre-test 59,4 in cycle 1. The mean of post-test 76,68 is higher than mean of
post-test 76,68 in cycle II. In cycle III, mean of post-test 81,72 is higher than mean of
pre-test 63,96.
The table above display that the improvement of the students‟ vocabulary
mastery is significant from the cycle I to the cycle III. The difference among whole
results is obviously great. This means that the Acrostics game can improve the
students‟ vocabulary mastery.
The tabel above also shows that t-calculation in cycle I, cycle II to cycle III
are greater than t-table, it means that there are significant differences between mean of
pretest and posttest.
Based on the comparison among T-calculation of cycle I,II and cycle III the
implementation of Acrostics game on vocabulary mastery is successful to improve the
students‟ vocabulary mastery. It can be seen in the table. The table shows that T-
calculation of cycle I is 8,36, cycle II is 8,44 and cycle III is 9,8.
In addition, the mean of pretest and post test of each cycle increases
significantly. The table above displays that the mean of cycle I improves; the mean of
pre test is 59,4 and the mean of post test is 66,4. The mean of cycle II improves; the
mean of pre-test is 62,36 and the mean of post-test is 76,68. In cycle III the mean of
pre test and post test increases. The mean of pre test and post test in cycle III is 63,96
and 81,72.
b. The students‟ improvement since using acrostics game
Table 4.5
THE COMPARISON OF STUDENTS‟ IMPROVEMENT
(SCORE OF PRE-TEST I AND POST-TEST ON CYCLE III)
SINCE USING ACROSTICS GAME
No Students‟ improvement Total of
students
Percentage
1 Increase 23 92%
2 Decrease 1 4%
3 Constant 1 4%
Based on this analysis, researcher concludes that the use of acrostics
game can improve 20 students‟ vocabulary mastery in the tenth years students
of SMK PGRI 2 Salatiga in the academic year of 2014/2015. It can be seen
from the table that 23 or 92% students‟ vocabulary mastery increases, 1 or 4%
students‟ vocabulary mastery decrease and 1 or 4% students‟ vocabulary
mastery constant during cycle I and cycle III.
CHAPTER V
CLOSURE
A. Conclusion
Based on the data analysis in the previous chapter, the researcher draws the
conclusion of this research as follow:
1. The implementation of Acrostics game in vocabulary mastery of the tenth years
students of SMK PGRI 2 Salatiga is good. The students are able to increase their
vocabulary mastery. It can be seen from the situation before and after the teacher
applied the acrostics game. Firstly, the class not yet concentrated but the class was
conducive and students looked more confident until the end of the lesson.
2. The class condition of the tenth years students of SMK PGRI 2 Salatiga during the
teaching and learning using acrostics game is that they seemed confused at first.
They get defficulties in the meaning of the words. So they confused to guess the
clues. But, in the next meeting they seemed enjoy the activity. They understood
more about the activity and the material.
3. The result of the study after using acrostics game in the students‟ vocabulary
mastery of the tenth years students of SMK PGRI 2 Salatiga in the Academic Year
of 2014/2015 is that this game can improve students vocabulary mastery. It can be
seen with comparing the result of students improvement on pre-test I and post-test
III. The improvement of students‟ vocabulary mastery also can be seen at the
result of the score of pre-test and post-test in each cycle. That is the mean score of
pre-test in cycle I is 59,4, the mean of pre-test in cycle II is 62,36, the mean of
pre-test in cycle III is 63,96. The mean score of post-test in cycle I is 66,4, the
mean score of post-test in cycle II is 76,68, and the mean score of post-test in
cycle III is 81,72. And the percentage increases in each cycle is 28% in cycle I,
57,28% in cycle II and 71,04 in cycle III. The findings show that the improvement
of the students‟ vocabulary mastery is significant after applying acrostics game. It
concluded that acrostics game is the effective method which can improve the
students‟ vocabulary mastery.
B. Suggestion
At the end of this chapter, the researcher would like to propose some
suggestions that hopefully would be useful as follow:
a. For the students
Students should always be active in the process of teaching and learning
and not afraid or lazy in English lesson. Students should study English
continually in the classroom and every where they can study. They must study
hard if they want successful in mastering English.
b. For the Teacher
The teacher has great influence for students to be successful in learning
English. The teacher should improve their ability in teaching. They can use
many kinds of methods and medium to support their teaching-learning
process. They must motivate students to learn English seriously.
c. For the researcher
The researcher would understand more about the “acrostics game”.
Then, she must expand her knowledge in teaching vocabulary as reference.
d. For other researcher
It has been known from the finding of the research by using acrostics
game it can improve students‟ vocabulary mastery. The writer hopes that the
result of the study makes the English teacher use an appropriate teaching
method on improving students‟ vocabulary mastery. Based on the explanation
above the writer would like to suggest other researcher, that the result of the
study can be used as additional reference for further research with different
sample and occasion.
BIBLIOGRAPHY
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:
Rineka Cipta
Augarde, Tony. 1994. The Oxford A to Z of Word Games, New York, A J Augarde.
Coxhead, Averil. 2006. Essentials Of Teaching Academic Vocabulary, New Zeland,
Thomson Heinle.
Fauziati, Endang. 2005. Teaching of English As A Foreign Language (TEFL),
Surakarta,Muhammadiyah University Press.
Hadfield, Jill. 2001. Elementary Grammar Games, England, Jill Hadfield.
Hadi, Sutrisno. 1981. Metodologi Research. Jogjakarta: Yayasan Penerbitan
Fakultas Psikologi UGM
Harmer, Jeremy. 2001 .The Practice Of English Language Teaching, England,
Pearson Educational Limited.
Holt, Rinehart and Winston. 1966. The Holt Intermediat Dictionary Of American
English,United State Of America, Holt, Rinehart and Winston.
Hornby, A.S, E.V Gatenby and H.Wakefield. 1963 .The Advanced Learner‟s
Dictionary Of Current English, London, Oxford University Press.
Lee, W R, 1979. Language Teaching Games And Contest, New York, W.R Lee.
Lodico, Marguerite G. et al. 2006. Methods in Educational Research. US: Jossey-
Bass
McCharty, Michael. 1990. Vocabulary, New York, Oxford University Press.
Morgan, Jhon and Mario Rinvolucri, 1986. Vocabulary, New York, Oxford
University Press.
Nunan, David. 1999. Second Language Teaching And Learning, Heinle and Heinle
Publisher.
Purwati, M. 2007. Multi-Purpose English for Vocatinal School Students, Klaten,
Macanan Jaya Cemerlang.
Sudarwati, Th. M., & Grace, E. (2007). Look Ahead An English Course for Senior
High School Students Year IX. Jakarta: Penerbit Erlangga.
Urdang, Laurence. 1968. The Random House Dictionary of the English Language ,
Random House, Inc.
(http://www.iusb.edu/~ametteta/ResearchaboutTeaching and.htm/Wednesday, 20-08-
2014, 09:28 pm.)
(http://www.berkeleycountyschools.org/cms/lib02/WV01000962/Centricity/Domain/34/
Writing.pdf/ Wednesday,16-09-2014, 01.35 a.m)
CURRICULUM VITAE
Full Name : Tentrem Rahayu
Nick Name : Rahayu
Place/ Date of birth : Kab.Semarang/Mei 23th
, 1991
Adress : Klumpit RT 01/ RW 02 Bancak
Kab.Semarang
Faculty : English Department
Education History :
1. SDN 02 Boto Graduated in 2004
2. SMPN 01 Bringin Graduated in 2007
3. SMK PGRI 2 Salatiga Graduated in 2010
Salatiga, November 2014
Tentrem Rahayu
11310022
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMK PGRI 2 Salatiga
Mata Pelajaran : Bahasa Inggris/Wajib
Kelas/Semester : X/1
Materi Pokok : 3.7. Teks deskriptif lisan dan tulis, sederhana, tentang orang,
tempat wisata, dan bangunan bersejarah terkenal
Alokasi Waktu : 3x45 menit
A. Kompetensi Inti:
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural 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.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar
2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif
sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan
konteks penggunaannya.
4.8.Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.9.Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan
bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan
bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai dengan konteks.
C. Indikator
1.1.1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana
tentang orang,benda dan tempat.
2.3.1. Menunjukkan perilaku peduli, percayadiri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks deskriptif sederhana tentang orang,benda dan
tempat.
3.7.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsure kebahasaan pada Teks
deskriptif sederhana tentang orang,benda dan tempat.
4.8.1. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
orang,benda dan tempat.
4.10.1. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang,benda dan
tempat.
D. Tujuan Pembelajaran
1.1.1. Siswa dapat menunjukkan kesungguhan belajar bahasa Inggris terkait teks
deskriptif sederhana tentang orang,benda dan tempat.
2.3.1. Siswa dapat menunjukkan perilaku peduli, percaya diri, dantanggung jawab dalam
melaksanakan komunikasi terkait teks deskriptif sederhana tentang
orang,benda,dan tempat.
3.7.1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsure kebahasaan
pada teks deskriptif sederhana tentang orang benda dan tempat.
4.8.1. Siswa dapat merespon makna dalam teks deskriptif, lisan dan tulis, sederhana,
tentang orang,benda dan tempat.
4.10.1. Siswa dapat menyusun teks deskriptif lisan dan tulis sederhana tentang
orang,benda dan tempat.
E. Materi
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan
bersejarah terkenal
1. Definiton of Descriptive Text
A descriptive text is to describe particular person, place or thing.
Generic structure:
Identificatin Mention the special particular.
Description Mention the part, quality, and characteristics of the subject
being described.
Language feature:
Use adjectives and compound adjectives e.g. brown-skinned, attractive and
beautiful.
Use linking verbs appear, is, etc.
Use attributes has and have.
Use question words who, which, how, where, etc.
Use pronoun I, you, we, they, he, she, it.
Use possessive pronoun my, your, our, her, his, etc.
Use simple present tense.
Use degree of comparison
2. Simple present tense is
a. Verbal sentence
Formula:
(+) S + Verb(-s/-es) + Object
(-) S + Do/Does + Not + Verb +Object
(?) Do/Does + S + Verb + Object +?
F. Metode Pembelajaran/Teknik:
Acrostics game
G. Sumber/Bahan/Alat
a. Alat dan media
Alat : Laptop, LCD, white board
Media : Power point, modul, text book,
b. Sumber ajar
Buku paket : Buku pengangan guru dan buku siswa SMK kelas X
Modul siswa kelas X
Referensi : The Oxford A-Z of Word games
H. Langkah-langkah Kegiatan Pembelajaran
KegiatanPemb
elajaran
Deskripsi Waktu
Pendahuluan Kegiatan Awal
1. Mengucapkan salam dengan ramah kepada siswa
ketika memasuki ruang kelas (nilai yang ditanamkan:
santun, peduli)
2. Mengecek kehadiran siswa (nilai yang ditanamkan:
disiplin, rajin)
3. Mengaitkan materi/kompetensi yang akan dipelajari
dengan karakter
4. Dengan merujuk pada silabus, RPP, dan bahan ajar,
menyampaikan butir karakter yang hendak
dikembangkan selain yang terkait dengan SK/KD
5. Tanya jawab tentang material yang menjadi latar
belakang pembahasan materi.
6. Menjelaskan pentingnya materi yang akan dipelari
berikut kompetensi yang harus dikuasi siswa
5 menit
Inti
pertemuan 1
A. Mengamati:
1. Guru menjelaskan tentang generic structure and
language features of descriptive text.
2. Guru memberikan contoh deskriptive teks yang
berjudul “My Cousin”
3. Siswa belajar menemukan gagasan pokok, informasi
35 menit
rinci dan informasi tertentu dari teks.
Mempertanyakan:
1. Guru membimbing siswa mempertanyakan fungsi teks
deskriptif, generic structure. Dan language feature
nya.
Mengeksplorasi:
Dalam kegiatan eksplorasi, guru:
1. Melibatkan peserta didik mencari informasi yang luas
dan dalam tentang topik/tema materi yang akan
dipelajari.
2. Menunjukan gambar untuk mengembangkan
kreatifitas siswa dalam membuat kalimat yang sesuai
dengan materi yang dibahas.
3. Memfasilitasi terjadinya interaksi antarpeserta didik
serta antara peserta didik dengan guru, lingkungan,
dan sumber belajar lainnya;
4. Melibatkan peserta didik secara aktif dalam setiap
kegiatan pembelajaran.
B. Mengasosiasi:
1. Guru menerangkan materi tentang descriptive text
2. Siswa mengerjakan soal latihan.
C. Mengomunikasikan:
1. Guru memberikan kesempatan siswa untuk berdiskusi
dengan teman sebangkunya.
2. Guru menyampaikan hasil pekerjaannya.
3. Guru dan siswa secara bersama menentukan hasil
kompetisi
pertemuan 2
A. Mengamati:
1. Guru menanyakan materi yang telah diberikan
35
dipertemuan sebelumya.
2. Guru memberikan dan membacakan contoh
descriptive text “ The Borobudur Temple”
3. Guru meminta siswa untuk menirukan membaca
descriptive text
Mempertanyakan:
1. Guru memberikan pertanyaan kepada siswa secara
lisan
Mengeksplorasi:
1. Guru menjelaskan tentang metode yang akan
diterapkan
2. Guru memberikan materi dengan metode acrostics
game
3. Menggunakan beragam pendekatan pembelajaran,
media pembelajaran, dan sumber belajar lain
B. Mengasosiasi:
1. Guru menjelaskan fungsi teks deskriptif.
2. Guru memberikan materi dengan metode acrostics
game
C. Mengomunikasikan:
1. Guru meminta siswa untuk mengerjakan soal
descriptive text secara individu.
2. Guru memberikan kesempatan siswa untuk
berdiskusi dengan teman sebangkunya.
3. Guru menyampaikan hasil pekerjaannya.
4. Guru dan siswa secara bersama menentukan hasil
kompetisi
Pertemuan 3
A. Mengamati:
1. Memberi Salam dan Tanya jawab hal-hal yang
berkaitan dengan kondisi siswa.
2. Guru Menyampaikan materi dan tujuan
minutes
pembelajaran (kompetensi dasar) yang diinginkan.
Mempertanyakan:
1. Dengan bimbingan dan arahan guru, siswa
mempertanyakan antara lain perbedaan antar
berbagai teks descriptive yang ada dalam bahasa
inggris, perbedaan teks dalam bahasa inggris
dengan yang ada dalam bahasa indonesia.
Mengeksplorasi:
Dalam kegiatan eksplorasi, guru:
1. Melibatkan peserta didik mencari informasi yang
luas dan dalam tentang topik/tema materi yang
akan dipelajari.
2. Menunjukan gambar untuk mengembangkan
kreatifitas siswa dalam membuat kalimat yang
sesuai dengan materi yang dibahas.
3. Melibatkan peserta didik secara aktif dalam setiap
kegiatan pembelajaran.
B. Mengasosiasi:
1. Guru Meminta siswa untuk menerjemahkan secara
bersama-sama teks yang berjudul “ Aloe Vera and
Jogjakarta.”
2. Guru Memberi kesempatan kepada siswa untuk
menjawab pertanyaan secara tertulis.
3. Guru Menyuruh siswa untuk menulis jawaban
pertanyaan didepan kelas dengan tata bahasa yang
benar.
C. Mengomunikasikan:
1. Membahas jawaban dari pertanyaan bacaan secara
bersama-sam
35
minute
penutup
Dalam kegiatan penutup, guru:
1. bersama-sama dengan peserta didik dan/atau
sendiri membuat rangkuman/simpulan pelajaran;
2. melakukan penilaian dan/atau refleksi terhadap
kegiatan yang sudah dilaksanakan secara
konsisten dan terprogram;
3. memberikan umpan balik terhadap proses dan
hasil pembelajaran;
5
minutes
I. Penilaian
A. Teknik Penilaian
a. Teknik Penilaian
1) Non tes
2) Tes tulis
b. Bentuk Instrumen
1) Pilihan ganda
2) menjodohkan
B. Contoh Instrumen
Pilihan gandaE.
Choose A, B, C, D or E for the correct answer.
Jam Gadang
Jam Gadang, which means big clock, is a clock tower and a major landmark of
Bukittinggi, West Sumatera. Located in the center of the city, in Sabai Nan Aluih
park area, this clock tower is one of the tourist attractions in Sumatera. This clock
also serves as an icon and center marker or zero point of Bukittinggi.
The structure of this clock tower was built during the Dutch colonial era, as a gift
from the Queen to the city secretary or Controleur, Rook Maker. It was designed by
Yazin and Sutan Gigi Ameh. It is said to have cost 3,000 guilder.
The roof structure of the clock tower has been modified three times. Originally, a
rooster figure was placed on the apex, facing east but it was changed into a pagoda
shaped roof during the Japanese occupation. Today, its roof reflects architecture of a
traditional Minangkabau house.
The clock tower has four large clocks, one on each side. Each clock face has a
diameter of 80 centimeters. The background of each clock is white, while the
numbers are in black type. The unique feature of this tower is that the clocks use
“IIII” for number 4 instead of “IV”. It was said that the four vertical lines represent
meters and stands 26 meters tall. From the top of the tower, the visitors can enjoy the
view around Bukittinggi.
There are a number of trees planted around the clock tower area which make the
area shady and comfortable. Besides, the local government has provided concrete
benches for visitors to relax. The area is a kind of a meeting place for community
activities, on weekdays or holidays. Near the clock tower are Bung Hatta Palace,
Plaza Bukittinggi and Atas Market, which is a trading center in Bukittinggi.
Adapted from:
http://travel.kompas.com/read/2009/03/19/07532046/jam.gadang.gengsi.kota.bukittin
ggi (September 29 / 2014 )
1. The clock tower was built as _________.
A. a sign of the Dutch colonial era
B. a gift from the Queen to Rook Maker
C. a marker of the center of Bukittinggi city
D. a local tourist resort for Bukittinggi residents
E. a reminder of architects Yazin and Sutan Gigi Ameh
2. What does paragraph five tell us about?
A. The history of the clock tower.
B. The titles of Jam Gadang.
C. The changes of the roof structure.
D. The unique feature of the tower.
E. What is around the clock tower.
3. What is the unique feature of the tower?
A. The roof shape.
B. The large clock tower‟s base.
C. The rooster figure facing east.
D. The use of “IIII” for number 4 instead of “IV”.
E. The concrete benches placed around the clock tower.
4. The following statements are correct based on the text, EXCEPT ________.
A. the four clocks have diameter of 80 centimeters
B. the clock tower is situated in Sabai Nan Aluih park area
C. the tower is twenty six meters tall with the base of 13 ´ 4 meters
D. the clock tower is said to have cost up to 2,000 guilder
E. visitors can find Bung Hatta Palace and Atas Market near the tower
5. “Originally, a rooster figure was placed on the apex, facing east . . . .” (Paragraph
3)
What is the synonym of the underlined word?
A. Top.
B. Edge.
C. Front.
D. Center.
E. Ground.
Jawaban: 1. B 2. E 3. D 4. D 5. A
Complete this text with the suitable answer in the boxes!
My Best Friend
I have a lot of friends in my school, but Dinda has been my best friend since junior
high school. We don‟t study in the same class, but we meet at school every day during recess
and after school. I first (9) ............... her at junior high school orientation and we‟ve been
friends ever since.
Dinda is good-looking. She‟s not too tall, with(10) ............... skin and (11)
................... hair that she often puts in a ponytail. At school, of course she wears uniform.
Other than that, she likes to wear jeans, casual t-shirts and sneakers. Her favorites t-shirts are
those in bright (12) ............. like pink, light green and orange. She is always cheerful. She is
also very (13) ............. and likes to make friends with anyone. Like many other girls, she is
also (14) .............. She likes to share about her thoughts and feelings to her friends. I think
that‟s why many friends enjoy her company. However, she can be a bit childish sometimes.
For example, when she doesn‟t get what she wants, she acts like a child and stamps her feet.
Dinda loves (15) .............. especially mango characters. She always has a sketchbook
with her everywhere she goes. She would spend some time to draw mango characters from
her imagination. Her sketches are amazingly great.
a. Drawing b. Talkative c. Met
d. Fair e. Colours f. Wavy black g. Friendly
Key Answer
1. Met
2. fair
3. wavy black
4. colors
5. friendly
6. talkative
7. drawing
C.Pedoman pensekoran
Rubrik Penilaian Pilihan Ganda
No Uraian Skor
1.
2.
Jawaban benar.
Jawaban salah.
1
0
Skor maksimal = 10
Nilai siswa = Skor perolehan X 2 = . . . .
3
= 15 X 2 = 10
3
Salatiga, 25 september 2014
Mengetahui,
Kepala SMK PGRI 2 Salatiga Peneliti
( Heriyanta S.Pd ) (Tentrem Rahayu)
The teacher explained the material and gave worksheets to the student
The students is doing pre-test and post-test
The students are applying Acrostics Game
CYCLE I
PRE-TEST
Name :
Class :
Number :
A. Read the text carefully to answer the question bellow !
My Lovely Dogs
Hello , my name is Farah. I have a pet. They are dogs because I like dog very much. I
keep two dogs in my house. I love them because they are so clever. I can train them to do my
things. My dogs can sit down when I ask them to sit down. They can also catch a ball with
their mouth.
My dog‟s names are Dolly and Dilly. Dolly is dachshund. He is short with long body
and four strong legs. Dilly is beautiful dog. She has long hair and thick fur.
I always take care of my dogs. I feed them three times a day. I bathe them twice a week
and brush them. Once in two months, I take my dogs to the veterian to have them checked.
1. What are the names of Farah Dogs?
A. Dolly D. Dolly and Dilly
B. Dilly E. Catty
C. Dully
2. What are the characteristic of Dolly?
A. Handsome D. Naughty
B. Dachshund E. Cute
C. Beautiful
3. What are the characteristic of Dilly?
A. Beautiful dog D. dachshund
B. Handsome dog E. Angry dog
C. Naughty dog
4. What does she do to her dogs?
A. Always keep her dogs D. Take care of her dogs
B. Give milk her dogs E. Always cuddle her dogs
C. Go to the zoo
5. Where does she take them once in two month?
A. Supermarket D. Veterian
B. Zoo E. Home
C. River
B. Complete this text with the suitable answer in the boxes!
Oscar Leonard Carl Pistorius is a South African (1) ________. He is
known as the “Blade Runner”. He was born on November 22, 1986 with
congenital absence of the fibula in both legs. When he was 11 months
old, his legs were amputated halfway at the (2) ________.
a. emigrant f. Paralympics
b. made of g. world record
c. competed h. younger sister
d. sprintef i. artificial
e. athletes j. knees
Pistorius has Italian ancestry from his mother‟s grandfather, an Italian (3)
________ to Kenya. He has an elder brother, Carl, and a (4) ________, Aimée. Pistorius
credits his late mother, who died at the age of 42 when Pistorius was just 15 years old, as a
major influence in his life. As a blade runner, Pistorius holds the (5) ________ in the 100-,
200-, and 400-meter sprints for
(6) ________ who are disabled in one or both legs. He runs with the aid of Cheetah Flex-Feet
which are (7) ________wood and high-strength carbon fibers. With the help of the cheetahs
(8) ________ lower legs, he became a world-class sprinter in the (9) ________, the Olympics
for physically disabled
athletes. He is also the first amputee sprinter in the Summer Olympic Games, where he (10)
________ with able-bodied athletes.
KEY ANSWER
A. 1. D
2. B
3. A
4. D
5. D
B. 1. d 2. j 3. a 4. h 5. g 6. e 7. b 8. i 9. f 10. c
POST-TEST
Name :
Class :
Number :
A.Read the text first, to answer the question bellow!
Jellyfish
Jellyfish are not really fish. They are invertebrate animals. This means that unlike fish or
people, they have no backbones. In fact, they have no bones at all. Jellyfish have stomachs
and mouths, but no heads. They have nervous systems for sensing the world around them, but
no brains. They are made almost entirely of water, which is why you can look through them.
Some jellyfish can glow in darkness by making their own light. The light is made by a
chemical reaction inside the jellyfish. Scientists believe jellyfish glow for several reasons. For
example, they may glow to scare away predators or to attract animals they like to eat. Most
jellyfish live in salt water, apart from a few types that live in fresh water. Jellyfish are found
in oceans and seas all over the world. They live in warm, tropical seas and in icy waters near
the North and South poles.
1. Which one creates Jellyfish‟s light?
A. White blood.
B. Nervous system.
C. Chemical reaction.
D. Salt water.
E. Nervous
2. Which one is TRUE about the jellyfish based on the text?
A. They belong to invertebrate animals.
B. They have heads like other animals.
C. Their brain helps them find the food.
D. They cannot live in freshwater.
E. They cannot live in water
3. What is the text about?
A. Jellyfish.
B. Kinds of all fish.
C. All invertebrate animal.
D. Some kinds of sea animals.
E. Animals
4. “Some jellyfish can glow in darkness by making their own light.” (paragraph 3)
The word “glow” in the sentence means …
A. move
B. produce
C. appear
D. shine
E. Make
5. What is the type of this text?
A. Descriptive
B. Narrative
C. Recount
D. Procedure
E. Advertisement
B. Complete this text with the suitable answer in the boxes!
A Close Friend by Jim White
Jackques has been my close friend for two years. I first (1).................. him on a school
exchange trip to Calais, France. I (2)................. him the way to the library and we started
talking. We‟ve been friends ever since.
Jackques is quite good-looking. He‟s (3)........................ and slim, with (4) .................
skin and (5)............... hair. Like many French people, he has a great sense of style, so he
always look well-dressed even in (6)................... clothes.
Jacques is very (7)..................... He is always friendly and loves to have fun. He‟s got
a fantastic sense of humour and he always makes me (8)....................... However, he can be a
bit imature at times. For example, when he doesn‟t get what he wants, he act childishly and
stamps his feet.
Jackques is very keen on (9)................. sports. He likes sailing and he spends a lot of
time on his boat. He enjoys scuba diving, too, and loves exploring life under (10)...............
All in all, I‟m glad to have Jacques as my friend. It is a pleasure to be with him and I
really enjoy his company. I‟m sure I‟m well always be close friends.
A. Water F. Laugh
B. Sea G. Tall
C. Met H. Olive
D. Asked I. Curly Dark
E. Outgoing J. Casual
KEY ANSWER
A.
1. C
2. A
3. A
4. D
5. A
B.
1. Met
2. Asked
3. Tall
4. Olive
5. Curly dark
6. Casual
7. Outgoing
8. Laugh
9. Water
10. Sea
Name : ………………….
Class : …………………..
Acrostics Game
Procedure : First read the clues to answer the grid
You have to fill in word start with the resulting letter
1. Sudden serious and dangerous situation needing quick action
2. The 11th
month pf the year
3. Person who is paid to give expert advice
4. On the day before today
5. Person who buys something in a shop, etc or uses a service
6. Person who is trained and qualified to advice people about low
7. The tenth month of the year
8. Having very little money
9. Part of the day between the afternoon and bedtime
10. Person who has been trained in medicine
11. Tool with a flat metal base that can be heated to smooth clothes
12. Round fruit with shiny red or green skin and white flesh
E
N
C
Y
C
L
O
P
E
D
I
A
KEY ANSWER
1. Emergency
2. November
3. Consultant
4. Yesterday
5. Customer
6. Lawyer
7. October
8. Poor
9. Evening
10. Doctor
11. Iron
12. Apple
CYCLE II
PRE-TEST
Name :
Class :
Number :
A. read the text first, to answer the question bellow!
Jam Gadang
Jam Gadang, which means big clock, is a clock tower and a major landmark of
Bukittinggi, West Sumatera. Located in the center of the city, in Sabai Nan Aluih park
area, this clock tower is one of the tourist attractions in Sumatera. This clock also
serves as an icon and center marker or zero point of Bukittinggi.
The structure of this clock tower was built during the Dutch colonial era, as a gift
from the Queen to the city secretary or Controleur, Rook Maker. It was designed by
Yazin and Sutan Gigi Ameh. It is said to have cost 3,000 guilder.
The roof structure of the clock tower has been modified three times. Originally, a
rooster figure was placed on the apex, facing east but it was changed into a pagoda
shaped roof during the Japanese occupation. Today, its roof reflects architecture of a
traditional Minangkabau house.
The clock tower has four large clocks, one on each side. Each clock face has a
diameter of
80 centimeters. The background of each clock is white, while the numbers are in
black type. The unique feature of this tower is that the clocks use “IIII” for number 4
instead of “IV”. It was said that the four vertical lines represent the four workers who
died during its construction. The clock tower‟s base is
itors can
enjoy the view around Bukittinggi.
There are a number of trees planted around the clock tower area which make the
area shady and comfortable. Besides, the local government has provided concrete
benches for visitors to relax. The area is a kind of a meeting place for community
activities, on weekdays or holidays. Near the clock tower are Bung Hatta Palace,
Plaza Bukittinggi and Atas Market, which is a trading center in Bukittinggi.
1. The clock tower was built as _________.
A .a sign of the Dutch colonial era
B. a gift from the Queen to Rook Maker
C. a marker of the center of Bukittinggi city
D. a local tourist resort for Bukittinggi residents
E. a reminder of architects Yazin and Sutan Gigi Ameh
2. What does paragraph five tell us about?
A. The history of the clock tower.
B. The titles of Jam Gadang.
C. The changes of the roof structure.
D. The unique feature of the tower.
E. What is around the clock tower.
3. What is the unique feature of the tower?
A. The roof shape.
B. The large clock tower‟s base.
C. The rooster figure facing east.
D. The use of “IIII” for number 4 instead of “IV”.
E. The concrete benches placed around the clock tower.
4. The following statements are correct based on the text, EXCEPT________.
A. the four clocks have diameter of 80 centimeters
B. the clock tower is situated in Sabai Nan Aluih park area
C. the tower is twenty six meters tall with the base of 13 ´ 4 meters
D. the clock tower is said to have cost up to 2,000 guilder
E. visitors can find Bung Hatta Palace and Atas Market near thetower
5. “Originally, a rooster figure was placed on the apex, facing east . . . .”
What is the synonym of the underlined word?
A. Top.
B. Edge.
C. Front.
D. Center.
E. Ground.
B.Complete this text with the suitable answer in the boxes!
Bedugul Botanical Garden
What comes in your mind when you are thinking about Bali? Beach? So you
definitely have to visit Bedugul Botanical Garden. Bedugul Botanical Garden or Kebun Raya
Eka Karya is a huge tropical (1)........... located in Bedugul, (2).................... area in Bali. It is
situated in the cool atmosphere with rain forest and hill surrounds it. This botanical garden
was first (3)................. in 1959 and owns 154,5 ha land located Tabanan regency, northwest
part of (4).................. It is close to the beautiful lakes, Beratan Lake and Ulun Danu Temple.
It is completed by more than 1187 plant types and various flowers.
Bedugul Botanical Garden has an (5).............. garden with the collection of 320
orchid types from Bali, Java, Nusa Tenggara Timur, Sulawesi and also Papua. We can also
see the (6)............. garden with the collection of various rose from rust colored until green
chromatic. Bedugul Botanical Garden is (7)..................... by 524 birches which are still in its
original forest. The collections are from America, South America, China, Japan, Australia,
Africa and Netherlands. The cactus collections consist of 104 types. The cactuses
are (8)............... from Africa, America, Germany, Switzerland, and also from some places in
Indonesia.
Beside of the plant collections, Bedugul Botanical Garden offers the (9)...............
landscape for outbound activities. The cool and peaceful atmosphere also gives you the
chance to relax and enjoy the beautiful (10)................ Bedugul Botanical Garden is the
perfect place for you and your family.
a. Opened f. Spacious
b. Bali g. Orchid
c. Plateau h. Completed
d. Garden i. Imported
e. Scenery j. Rose
KEY ANSWER
A.
1. B 2. E 3. D 4. D 5. A
B.
1. Garden
2. Plateau
3. Opened
4. Bali
5. Orchid
6. Rose
7. Completed
8. imported
9. Spacious
10. Scenery
POST-TEST
Name :
Class :
Number :
A. Read the text first, to answer the question bellow!
Gua Tabuhan is a lively unique cave
In the cave nyi (mrs) Kamiyem and ki (mr) padmo sit on a stone. nyi kamityem will
sing a song and ki padmo will beat the drum. Joining them are people called wiyogo which
are drummers and other gamelan musicians.
What makes this unique is that they mix gamelan with the sound of nature. The visitors
dance, forgetting all problems.
Many tourists go to this cave. Maybe you are interested in going there too. But you
don‟t know where it is. gua tabuhan is located near pacitan in east java. It is situated in a lime
hill called tapan, in tabuhan, wareng village. the route is easy. along the road there is
beautiful tropical scerenry to enjoy-ricefields, coconut palms and birds.
east of the cave peddlers sell souvenirs. the drink and food peddlers are on the north.
people sell agates on the cave terraces. somehow, it is like a fair.
it is said that the cave is the only place where nature produces sounds like the music of
gamelan. nyi kamiyem, the well down pesinden (traditional Javanese singer) from the village
of gabuhan, who often sings in the cave, does not doubt it.
gua tabuhan did not use to welcome visitor. According to kartowiryo (90), village elder, gua
tabuhan used to be a hiding place for robbers. it was believed to be a sacred place. no one
dared go inside. However, wedana (chief of a district) kertodiprojo, went to the cave to find
out what was wrong. he found out that the cave was inhabited by the annoying evil spirits.
The people chased the spirits away.
The cave is dark, so people need light, and a local guide will lead the way sometimes
visitors bump their heads against the sharp rocks on the ceiling.
inside the cave there is a plain. big stone which is belived to be the prayer mat of pangeran
diponogoro, one of the Indonesia heroes who fought against the dutch. it is said that pangeran
diponegoro used to seclude himself in the cave. some people now use the place for
meditation.
there is a stream in the cave, in the east corner, which can only be seen outside.
however, it can be heard from inside.besides the cave, watukarang, a beach nearby, is good to
visit. by the way, want different souvenirs ? you can find them in donorodjo village where
agate craftsman work. So, have a nice journey.
1. Where is goa tabuhan located?
A. Near pacitan in east java
B. Near watukarang beach
C. In donoradjo village
D. In the village of gabuhan
E. Near pacitan in west java
2. What did kertodiprojo find out inside the cave?
A. Agates craftsman work
B. Annoying evil spirits
C. Many robbers
D. The drink and food peddlers
E. Nyi kamiyem and ki padmo
3. What do people need to enter the cave ?
A. Light and local peddlers
B. Local musicians and agate craftsman
C. Chief of district and local guide
D. Local guide and lights
E. Lights and village elder
4. Which statement is true according to the text?
A. To reach wareng village the visitor get troubles
B. The inside of the cave is like a fair because visitor and peddlers bring light if they
come in
C. Wedana kertodiprojo found out that the cave was inhabited by the annoying evil
spirits
D. There is only one tourist resort around wareng village
E. Pangeran diponegoro secluded himself outside the cave
5. What is the meaning of bump (paragraph 4 line 2)
A. A very hard stone
B. A hollow place in the side of hill
C. Keep apart from others
D. Place on which Muslim kneel when praying
E. Strike something with a hard blow
B. Complete this text with the suitable answer in the boxes!
TANJUNG PUTING NATIONAL PARK
One of the internationally famous ecotourism (1)............... in Indonesia is Tanjung
Puting National Park in the southwest of Central Kalimantan peninsula. Tanjung Puting
National Park offers (2).............. experience to its visitors. This is called a park, but unlike
any park that you have seen in your city, this is a(3)...............! It is a real jungle, which is
home to the most (4)............ animals in the world: orang utans and proboscis monkeys! The
male proboscis monkeys are interesting because they have (5)........... snout. So, imagine
yourself to be in the jungle and meet these special animals in their original habitat. What will
you do when you meet them?
To see orang utans we should go to Camp Leakey. Camp Leaky is located in the
(6).............. of Tanjung Puting National Park. This is a (7)................ place for ex-captive
orang utans and also a preservation site. This camp was established by Birute Galdikas, an
important scientist who has studied orang utans since 1971.
To reach the place, we should take a boat down Sekonyer river. The boat is popularly
called (8)................ which is a boathouse that can accommodate four people. The (9)..............
by the boat to Camp Leaky takes three days and two nights.
The traveling in the boat offers another (10)....................... experience. You sleep, cook, and
eat in that klotok, night and day during your journey into the jungle. In daylight, on your way
to Camp Leaky, you can see trees filled with proboscis monkeys. At night, you can enjoy the
clear sky and the amazingly bright stars as the only lights for the night.
KEY ANSWER
A.
1. A
2. B
3. D
A. Incredible F. Enormous
B. Jungle G. Rehabilitation
C. Destination H. Perahu klotok
D. Impressive I. Unforgettable
E. Heart J. Trip
4. C
5. A
B.
1. Destinations
2. Impressive
3. Jungle
4. Incredible
5. Enormous
6. Heart
7. Rehabilitation
8. perahu klotok
9. trip
10. unforgettable
Name : ……………
Class : ……………
Acrostics Game
Procedure : First, read the clues to answer the grid.
You have to fill in words which start with the resulting letters!
1. Large ball of burning gas seen as a point of light in the sky at night
2. Room or building where people work, usually sitting at desk
3. The day of the week after Sunday and before Tuesday
4. Very large animal with thick grey skin, two tusks and a trunk
5. The fifth day of the week, next after Wednesday
6. Place where people are treated for illness or injuries
7. Muslim religion, based on the teaching of the prophet Muhammad
8. Person whose job is to take care of ill or injure people, usually in a hospital
9. The antonym of boy
S
O
M
E
T
H
I
N
G
KEY ANSWER
1. Star
2. Office
3. Monday
4. Elephant
5. Thursday
6. Hospital
7. Islam
8. Nurse
9. Girl
CYCLE III
PRE-TEST
Name :
Class :
Number
A. Read the text first, to answer the question bellow!
Natural Bridge National Park
Natural Bridge National Park is a luscious tropical rainforest. It is located 110
kilometers south of Brisbane and is reached by following the Pacific Highway to
Nerang and then by traveling through the numinbah Valley. This scenic roadway lies
in the shadow of the Lamington National Park.
The phenomenon of the rock formed into a natural „arch‟ and the cave through
which a waterfall cascades is a short one-kilometer walk bellow a dense rainforest
canopy fom the picnic area. Swimming is permitted in the rock pools. Night-time
visitors to the cave will discover the unique feature of the glow worms.
Picnic areas offer toilets, barbecues, shelter sheds, water and fireplaces;
however overnight camping is not permitted.
1. The text is mostly told using ......
A. Simple past tense
B. Past perfect tense
C. Simple future tense
D. Present perfect tense
E. Simple present tense
2. What is the purpose of the text ......
A. To describe a particular place
B. To retell events for the purpose of informing or entertaining
C. To amuse, entertain and to deal with actual or vicarious experience in
different ways.
D. To describe how something is accomplished through a sequence of
action or steps
E. To inform readers, listeners of viewers about an events of the day
which are considered
3. What kind of text is it?
A. Hortatory exposition
B. Analytical exposotion
C. Description
D. Anecdote
E. Recount
4. What is the structure of the tect above?
A. Identification, description
B. Orientation, event 1, event 2, twist
C. Orientation, major complication, resolution, complication, resolution,
complication, major resolution.
D. Newsworthy event, backround event, sources
E. Abstract, orientation, crisis, insident, coda
5. All of these statements are correct, except .....
A. Natural Bridge National Park is a luscious tropical rainforest
B. Natural Bridge National Park lies in south Brisbane
C. Swimming is allowed in the rock pools
D. Night-time visitors to the cave will discover the unique feature of the
glow worms.
E. Overnight camping is not prohibited
B.Complete this text with suitable answer in the boxes!
Sanitation at Home
A home is a place where people cook, eat sleep and look after their children. It
protects 1. ............. from harsh weather – cold, rain, wind, the burning rays of the sun-as well
as from insects, animals and other dangers, so a home is a very important place for people to
live.
Sanitation at home is important. People can do a lot about improving some of their
living conditions in which they live. They should 2............... food properly or store it
carefully to keep it away from 3................. , and they should not leave food lying around
because it may attract insects and rats. To Avoid these pests, proper care of garbage is also
very important. Careful 4.............. is extremely important to sanitation and food health.
People should keep all parts of the house neat and clean by 5................ and mopping them,
such as bedroom, bathroom and kitchen. They should tidy up the bedroom, scrub bathroom
and kitchen often, and use disinfectants freely. Sanitary condition of a house protects people
from germs but health problems not caused by germs are a growing challenge in the field of
sanitation today.
Doraemon
Doraemon is one of the characters in a Japanese manga series created by Fujiko Fujio.
Doraemon is a 6................ cat. He has 7................ body and 8................. hands and feet.
Although he can hear perfectly well, Doraemon has no ears.
Doraemon possesses a large pocket that can produce many gadgets from the future.
The pocket is called yojigen-pocket, or fourth- dimensional pocket. Doraemon‟s favorite food
is 9................. , a Japanese treat filled with red bean paste.
This robotic cat has the tendency to panic during emergencies. In an emergency
situation, he will frantically pull out every unnecessary gadget from his10................ .
Nevertheless, Doraemon is a good cat. He always helps Nobita.
.
A. Sweeping
B. Bacteria
C. Refrigerate
D. People
E. Housekeeping
.
A. Dorayaki
B. White
C. Pocket
D. Robotic
E. Small
Key answer
A. 1. E 2.A 3.C 4.A 5.E
B. 1. People
2. Refrigerate
3. Bacteria
4. Housekeeping
5. Sweeping
6. Robotic
7. Small
8. White
9. Dorayaki
10. Pocket
POST-TEST
Name :
Class :
Number :
A. Read the text first, to answer the question bellow!
Social Network
Most of you must know the founder of the Facebook social networking site. Yes,
he is Mark Zuckerberg. What about Twitter?, another social networking site? Do
you know who the founder of Twitter is? He is Jack Dorsey, an innovator and
computer programmer.
Born on November 19, 1976, Jack Dorsey is best known as the creator, co-
founder and chairman of Twitter. Jack is originally from St. Louis, Missouri and
lives in San Francisco, California. Jack became interested in computers and
communications at an early age. Jack dropped out of college before receiving his
degree.
Jack is also the founder and CEO of Square, a mobile-payments company.
Following his success, Jack became a billionaire and was once named as one of the
top 35 innovators in the world.
Adapted from: http://www.biography.com/people/jack-dorsey-578280?page=2
1. What is the purpose of the text?
A. To compare two social networking sites.
B. To persuade people to do something.
C. To inform people the social networking sites.
D. To describe someone.
E. To relate someone‟s success.
2. Where does Jack Dorsey come from?
A. New Jersey. B. Mississippi.
C. Missouri. D. California.
E. South Carolina.
3. The following are what Jack Dorsey does, EXCEPT ________.
A. the co-founder of Facebook B. a computer programmer
C. the chairman of Twitter D. the CEO of Square
E. an innovator
4. What is Square?
A. A social networking site.
B. A mobile-payments company.
C. A mobile foundation.
D. A website program.
E. A computer program.
5. Which statement is TRUE based on the text?
A. Jack Dorsey holds a degree at Science and Technology.
B. Jack Dorsey was born in St. Louis on November 19, 1967.
C. Jack Dorsey and Mark Zuckerberg work together at Square.
D. Jack Dorsey and Mark Zuckerberg are listed as the world‟s top 35
innovators.
E. Jack Dorsey and Mark Zuckerberg are founders of social networking sites.
B. Complete this text with the suitable answer in the boxes!
BOGOR BOTANIC GARDEN
My favorite place is the Bogor botanic garden or Kebun Raya Bogor. Have……….(1)ever
been there?
Well, Kebun Raya Bogor, as we know, is one of the………….(2) botanic garden in the
world. Kebun raya Bogor has a total area of about 78………………….(3) Quite large, isn‟t
it? We will feel the fresh air which can hardly be found in such city as Jakarta, and the
nuance of walking in a tropical rain forest.
We can see 400 palm species, 5000 trees, and an orchid house which has
a……………………….(4) of 3000 varieties. And not only that, Bogor garden
also…………………….(5) many ponds and a large aquatic plants collection, like the giant
water lilies.
Different sounds of birds and…………….(6) and the smells of the trees will surround us as
we walk along the roads that connect every side of the garden. As a matter of fact, Kebun
Raya Bogor has become a new……………….(7) for different kind of birds, bats, and insects.
Kebun RayaBogor also has a natural river- the Cilliwung river- that in fact,
the…………….(8) often lacks water, especially in the dry season.
Although it is delightful to stroll around and expiore every side of the garden, it will surely
make us……………(9) to do so. But,………………(10) worry. There is Cafe Botanicus, and
from this place sometimes, especially when the sky is clear, we can panorama from the cafe
the history of Mount Salak far away in distance.
A.Best
B. You
C. Contains
D. Collection
E. Hectares
F. Habitat
G. Insects
H. Don‟t
I. River
J. Tired
KUNCI JAWABAN
A. 1. D 2. C 3. A 4. B 5. E
B. 1. You
2. Best
3. Hectares
4. Collection
5. Contains
6. Insects
7. Habitat
8. River
9. Tired
10.Don‟t
Name : ……………
H
O
S
P
I
T
A
L
Class : ……………
Acrostics Game
Procedure : First, read the clues to answer the grid.
You have to fill in word which start with the resulting letters !
1. Building made from people to live in, usually for one family.
2. Away from a place, at a distance in space or time.
3. Expression of the face, showing assume, happiness etc.
4. Official organization whose job to keep public order, prevent and solve crime.
5. Water that has frozen and become solid.
6. Printed piece of card or paper that gives you the right to travel on bus, enter a cynema etc.
7. List of things to be discussed at a meeting.
8. Room or building for a collection of books, records, etc.
Key Answer
1. House
2. Off
3. Smile
4. Police
5. Ice
6. Ticket
7. Agenda
8. Library
No. Statement Score
Yes No
1 Teacher prepared the material well √
2 Teacher conduct the classroom well √
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tion
3 Teacher use the time effectively √
4 Teacher convey the acrostics game clearly √
5 Teacher give evaluation after the lesson plan √
6 Teacher ask the student‟s difficulties √
7 Students feel enthusiastic to follow the lesson √
8 Students give attention to teacher‟s explanation √
9 Students active during learning process √
10 Students apply acrostics game well √
11 Students understand the teacher‟s explanation √
12 Students do the evaluation well √
