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IMPROVING THE STUDENTS’ VOCABULARY MASTERY
WITH THE JAKARTA POST NEWSPAPER ARTICLES
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
In Partial Fulfillment of the Requirements
For Degree of Strata-1 (S1)
By:
KHOIRUL UMAM
105014000306
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
IMPROVING THE STUDENTS’ VOCABULARY MASTERY
WITH THE JAKARTA POST NEWSPAPER ARTICLES
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
In Partial Fulfillment of the Requirements
For Degree of Strata 1 (S1)
By:
KHOIRUL UMAM
105014000306
Approved by:
Drs. H. Bahrul Hasibuan, M.Ed
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The Examination Committee of Faculty of Tarbiyah and Teachers Training
certifies that the „skripsi‟ entitle: “IMPROVING THE STUDENTS’
VOCABULARY MASTERY WITH THE JAKARTA POST NEWSPAPER
ARTICLES” written by Khoirul Umam, student‟s registration number:
105014000306 was examined on November 3 2010 and was declared to have
passed and therefore, fulfilled one of the requirements for the Degree of S.Pd
(Bachelor of Arts) in Department of English Education.
Jakarta, November 03 2010
The Examination Committee
Chairman : Drs. Syauki, M.Pd (…………………….. )
NIP. 19641212 199103 1002
Secretary : Neneng Sunengsih, S.Pd (…………………….. )
NIP. 19730625 199903 2 001
Examiner I : Drs. Zainal Arifin Toy, M.Sc (…………………….. )
NIP. 150 310 215
Examiner II : Dr. Fahriany, M.Pd (…………………….. )
NIP. 19700611 199101 2001
ACKNOWLEDGED BY
Dean of Faculty of Tarbiyah and Teachers Training
Prof. Dr. Dede Rosyada, M.A
NIP. 19571005 198703 1 003
i
ABSTRACT
Umam, Khoirul. 105014000306. Improving the Students’ Vocabulary Mastery
with The Jakarta Post Newspaper Articles.
Advisor : Drs. H. Bahrul Hasibuan, M. Ed
Key words : Vocabulary Mastery, The Jakarta Post Newspaper Articles,
Improving.
The aim of this study is to find the empirical evidence whether there is
significant influence between the use of The Jakarta Post newspaper articles
toward the students’ vocabulary mastery at the second grade of MTs. Al-
Khairiyah Jakarta. It includes the students’ mastery in verb, adjective, and noun.
This study is categorized as experimental study because it is intended to find the
empirical evidence whether there is significant influence between the use of The
Jakarta Post newspaper articles toward the students’ vocabulary mastery at
second grade of MTs. Al-Khairiyah Jakarta. The subject of this study is the
students at second grade of MTs. Al-Khairiyah Jakarta. The techniques used in
collecting the data are pre-test and post-test. Pre-test was administered before the
writer began the teaching learning process in both classes and post-test was
administered after three times of meetings. Pre-test and post-test are similar in
form. The findings of this study are that to is 4.31 and ttable is 2.01. It means that
alternative hypothesis (Ha) is accepted and null hypothesis is rejected because to >
ttable. Therefore, it can be inferred that teaching English vocabulary by using The
Jakarta Post newspaper articles has a significant influence and it is more effective
than teaching English vocabulary by using textbooks. Based on the findings
above, the writer suggests that as the English teacher, he/she should be creative in
teaching English vocabulary because the more learners master the vocabularies
the better their performances in all aspects of English language will be. So, The
Jakarta Post newspaper article is one of the alternative ways that can be used by
the teacher in teaching and improving students’ vocabulary mastery because it has
a various types of English writing including formal or informal language and it
will also be particularly helpful for those students who may go to live or work in
the target-language community.
ii
ABSTRAK
Umam, Khoirul. 105014000306. Improving the Students’ Vocabulary Mastery
with The Jakarta Post Newspaper Articles.
Dosen Pembimbing : Drs. H. Bahrul Hasibuan, M. Ed
Kata Kunci : Vocabulary Mastery, The Jakarta Post Newspaper
Articles, Improving.
Tujuan penelitian ini ialah untuk mencari bukti empiris apakah terdapat
pengaruh artikel koran The Jakarta Post terhadap penguasaan kosa-kata bahasa
Inggris siswa di kelas II MTs. Al-Khairiyah Jakarta. Ini mencakup penguasaan
siswa dalam verb, adjective dan noun. Penelitian ini dikategorikan sebagai
penelitian experiment karena penelitian ini bermaksud untuk mencari bukti
empiris apakah terdapat pengaruh artikel koran The Jakarta Post terhadap
penguasaan kosa-kata bahasa Inggris siswa di kelas II MTs. Al-Khairiyah Jakarta.
Subjek penelitian ini adalah siswa/i di kelas II MTs. Al-Khairiyah Jakarta. Teknik
pengumpulan data yang digunakan dalam penelitian ini ialah pre-test dan post-
test. Pre-test diberikan sebelum penulis memulai proses pembelajaran di kedua
kelas tersebut (kelas eksperimen dan kelas kontrol) dan post-test diberikan setelah
tiga kali pertemuan. Soal pre-test dan post-test dalam bentuk yang sama. Hasil
penelitian ini adalah bahwa to adalah 4.13 dan ttable dari tingkat signifikan 5 %
adalah 2.01. Dari hasil di atas menunjukkan bahwa Hipotesis Alternatif diterima
dan Hipotesis null ditolak karena to > ttable. Oleh karena itu dapat disimpulkan
bahwa pengajaran kosa-kata bahasa Inggris menggunakan artikel koran The
Jakarta Post terdapat pengaruh yang berarti dan ini lebih effektif dari pada
pengajaran kosa-kata bahasa Inggris menggunakan buku pelajaran. Berdasarkan
hasil di atas, penulis menyarankan bahwa sebagai guru bahasa Inggris, ia harus
kreatif dalam mengajarkan kosa-kata bahasa Inggris karena semakin banyak kosa-
kata bahasa Inggris yang siswa miliki maka akan semakin baik hasilnya dalam
semua aspek. Maka, artikel koran The Jakarta Post merupakan salah satu cara
alternative yang dapat digunakan oleh guru dalam mengajarkan dan
mengembangkan penguasaan kosa-kata siswa, karena artikel koran memiliki
berbagai macam bentuk tulisan bahasa Inggris mencakup bahasa formal dan non-
formal dan ini akan sangat membantu bagi para siswa yang akan tinggal atau
bekerja di dalam komunitas bahasa Inggris.
iii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent the Merciful.
All praise be to Allah, the Universal Lord, who has bestowed upon the
writer in completing this paper. Peace and blessing from Allah be upon to Allah’s
Messenger, Prophet Muhammad, his family, his companions, and all of his
followers.
The writer finished his paper entitled: “Improving The Students’
Vocabulary Mastery with The Jakarta Post Newspaper Articles” which is aimed
to complete a partial fulfillment for Degree of Strata-1 (S1) in the Faculty of
Tarbiyah and Teachers Training.
In this occasion, the writer would like to express his great and deep
gratitude to his mother: Hj. Ropiah, his father: H. Marip, and all of his sisters who
have given the writer support and advice during his study in English Education
Department.
The writer also expresses his great gratitude to Drs. H. Bahrul Hasibuan,
M. Ed, the advisor who had patiently guided him in writing this paper.
The writer also realizes that he would never finish this paper without the
help of some people. Therefore, he would like to give special thanks to:
1. All lecturers at English Education Department, for their knowledge,
motivation and patience during his study at FITK UIN Syarif
Hidayatullah Jakarta.
2. Drs. Syauki, M. Pd., the head of English Education Department.
3. Neneng Sunengsih, S.Pd., the Secretary of English Education
Department.
4. Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiya and
Teachers’ Training.
iv
5. Ahmad Hidayat, S.Pd, M.Si, the head of MTs. Al-Khairiyah Jakarta,
who gave the writer permission to conduct the research.
6. The students of VIII D and VIII A of MTs. Al-Khairiyah Jakarta who
cooperated during the research.
7. To his sister Muniroh, Nur Azizah, Nur Apika and Nur Hikmah.
8. All of his friends in English Education Department.
9. To any other persons who cannot be mentioned one by one for their
any contributions to the writer in finishing this paper.
May Allah, the Almighty bless them all, so be it.
Finally, the writer realizes that this paper is not perfect yet. Therefore, the
writer would like to welcome constructive suggestions and criticisms to make this
paper better.
Jakarta, November 3rd
2010
The Writer
v
LIST OF TABLES
Table 3.1 The Criteria of Students’ Pre Test and Post Test Scores…………. 29
Table 3.2 The Result of the Calculation of the Test both Experiment
Class and Controlled Class……………………………………….. 30
Table 3.3 The Students’ Scores of Experiment Class (II D)…………………35
Table 3.4 The Students’ Scores of Controlled Class (II A)…………………. 36
Table 5 The English Teacher Qualifications of MTs. Al-Khairiyah
Jakarta Selatan……………………………………………………..41
vi
LIST OF APPENDICES
Appendix 1 The School Profile…………………………………………….. 42
Appendix 2 “t” Score Table……………………..…………………………. 44
Appendix 3 Rencana Pelaksanaan Pembelajaran (RPP)…………………… 46
Appendix 4 Pre-Test and Post-Test…........................................................... 50
Appendix 5 Answers Key……………….…………………………………. 53
vii
TABLE OF CONTENTS
Page
ABSTRACT…………………………………………………………………… i
ABSTRAK…………………………………………………………………….. ii
ACKNOWLEDGMENT………………………………………………........... iii
LIST OF TABLES ……………………………………………………............ v
LIST OF APPENDICES……………………………………………………… vi
TABLE OF CONTENTS …………………………………………………….. vii
CHAPTER I INTRODUCTION
A. The Background of the Study………………………. 1
B. The Limitation of the Problem…………………….... 4
C. The Formulation of the Problem..…………………... 4
D. The Objective of the Study …………………............ 5
E. The Significance of the Study………………………. 5
F. The Organization of the Writing……………............ 5
CHAPTER II THEORITICAL FRAMEWORK
A. VOCABULARY…………………………………..... 7
1. The Understandings of Vocabulary……………… 7
2. Types of Vocabulary……………………………... 9
3. The Use of Vocabulary…………………………...10
B. ENGLISH NEWSPAPER ARTICLES……………... 14
1. The Understandings of English Newspaper
Article……………………………………………. 14
2. The Advantages of Using English Newspaper
Articles in Vocabulary Improvement……………. 15
3. How to Choose the Suitable Articles……………. 18
C. AUTHENTIC TEXT………………………………... 21
The Understandings of Authentic Text……………... 21
D. HYPOTHESES........................................................... 23
viii
CHAPTER III THE RESEARCH METHODOLOGY
A. THE METHODOLOGY OF THE RESEARCH…... 24
1. The Place and Time of the Research ……………. 24
2. The Objective of the Research ………….............. 24
3. The Method of the Research…………………….. 24
4. The Population and Sample of the Research …….25
5. The Technique of Data Collecting ………............ 25
6. The Instrument of the Research ………………… 25
7. The Technique of Data Analysis ………………... 26
8. The Procedure of the Research …………..............27
9. The Analysis of the Data ………………………...28
10.The Testing of the Hypotheses …………..............34
B. THE FINDINGS OF THE RESEARCH …….……. 34
1. The Description of the Data ………………….….35
2. The Interpretation of the Data ……..…………….38
CHAPTER IV CONCLUSIONS AND SUGGESTIONS
Conclusions and Suggestions…………………………….39
BIBLIOGRAPHY………………………………………………………………40
APPENDICES
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a means of communication in human life. Through the
language we can express our emotions, feelings, and ideas. It can be Indonesian,
Spanish, Javanese, and other languages.
English is one of the foreign languages in Indonesia. The teaching of
English is important because it is one of the international languages. Most people
all over the world communicate each other in English. English is useful for
establishing and maintaining the relationship with other people. Furthermore, it is
also very useful to master English since it plays an important role in
understanding and developing the scientific and technological knowledge.
In English learning, a learner has to master the four basic language skills:
listening, speaking, reading, and writing. In addition, there are language
components to be taught such as grammar, pronouncation, and vocabulary to
support the development of the four language skills. One of English components
taught to the learners is vocabulary because it has primary role for all language
skills as Long and Richards state that, “Vocabulary like grammar, is essential
component of all uses of language.”1 Based on this statement, the writer infers that
vocabulary is not only a means but also something to be acquired. The more
learners master the vocabularies the better their performances in all aspects of
English language will be. But it does not mean that the other components are
ignored such as phonology and syntax. All of these aspects are learned together,
they are attached one to another.
Vocabulary also has an important role for the four language skills. All
skills demand much on the vocabulary mastery. Kufaishi points out that,
1 Micheal H. Long and Jack Richards, Methodology in TESOL: A Book of Reading, (New
York: New Bury House Publishers, 1987), p. 305
2
“Students‟ listening comprehension, writing, speaking, and reading abilities are
hampered by their limited vocabulary.”2 Imagine what the students can get in
reading or listening classes if the materials are full of unknown words. They will
find difficulties to comprehend the text they read and the materials they listen.
Students will fail in speaking classes also because of the lack of
vocabulary. They will fail to express their thoughts and ideas. They become
reluctant to communicate either in or outside class with other friends. As Kufaishi
states that “A large number of vocabulary items is necessary to success in social,
professional, and intellectual life, that vocabulary is a vehicle for thought, self-
expression, interpretation, and communication.”3 It means that vocabulary
teaching should not be delayed.
The teaching of vocabulary has an important role for the students,
especially at the second grade of junior high school. According to the curriculum
that progresses now that called a “Kurikilum Tingkat Satuan Penddidikan (KTSP)
or issued in 2006 Curriculum of KTSP. In English Curriculum of KTSP, each
skills has Standar Kompetensi (SK) and Kompetensi Dasar(KD). Based on
curriculum of 2006 especially in second grade of junior high school, that has 1 SK
and 2 KD‟s. SK of writing of English subject involves:
SK. 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar (To deliver a meaning in written functional text and simple
short essay in form of recount and narrative to interact with the environment
around).
KD. 12.1. Mengungkapkan makna dalam bentuk teks fungsional pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk beriteraksi dengan lingkungan sekitar (To deliver a meaning in
form of a simple short of functional text using a variety of written language
accurately, smoothly and fluently to interact with the environment around ).
KD. 12.2. Mengungkapkan makna dan langkah retorika essay pendek sederhana
dengan menggunkan ragam bahasa tulis secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
(To deliver a meaning and rhetoric step of a simple short of functional text using
2 Adil Kufaishi, “A vocabulary Building Program is A Necessary not A Luxury, English
Teaching Forum, Vol. XXVI, No. 2, April 1998
3 Adil Kufaishi, “A vocabulary Building Program…, Vol. XXVI, No. 2, April 1998
3
a variety of written language accurately, smoothly and fluently to interact with
the environment around in form of recount and narrative).
According to the explanations of English curriculum above,
writing skill in second grade of junior high school has 1 SK and 2 KD‟s that need
to be achieved. It means that the students need to master a large number of
vocabularies to deliver their opinions or interact with the environment around
them.
Teachers believe that students‟ vocabulary continues to grow as long as
they continue to use the language through listening, speaking, reading, and
writing. The limited time of the learning in the clasroom makes the students do
not have enought time to study vocabulary in their classroom. Vocabulary is
taught in combination with reading comprehension whereas the time for reading
class is also limited. Honeyfield states that, “The Classroom time is limited and
much time has to be devoted to topics other than vocabulary.”4 So it is important
for the language teacher to be creative and innovative in his/her job.
The teacher must find the way to attract students‟ attention in learning
English vocabulary. A teacher sometimes finds difficulties in selecting and
choosing the appropiate materials to improve students‟ vocabularies. Based on
this situation, the writer assumes that one of the alternative ways which can be
used by the teacher is English newspaper articles.
English newspaper article is one of the media in teaching vocabulary to the
students. It does not only help the reader to know the recent news but also help the
students to improve their vocabularies. Probably, they do not enjoy when they
learn vocabularies , which are provided in the English textbooks. Sometimes, the
English textbooks are not interesting, not relevent and make students feel bored
when they get the materials especially economic reports, educations and cultures.
They want vocabularies to be more interesting and more realistic. So they will
improve their vocabularies, and one of the ways to solve this problem is teaching
vocabularies by using newspaper articles. It will make the students interested in
4 Micheal H. Long and Jack Richards, Methodology in TESOL, p. 318
4
learning when they are provided with newspaper articles such as economic
reports, business news, and other recent news occur in the world.
Based on the fact above, it is necessary for everyone whom concerns in
teaching English to find the suitable technique which can improve students‟
motivation for improving their vocabularies. To solve this problem, the writer in
this regards offer an alternatif solution in teaching vocabulary which aims to
improve the students‟ vocabulary mastery with English newspaper articles.
B. The Limitation of the Problem
In the teaching learning process, the writer needs to be creative in order to
avoid a boredom. One of the ways to create the teaching learning process is by
using the teaching aids. There are many kinds of the teaching aids that can be used
in teaching vocabulary such as picture, flash card, chart, and other teaching aids.
As mentioned on the background of the study above, the Jakarta Post
newspaper article is one of the alternative solutions that can be used by the
teachers in teaching English vocabulary, and to make this research deeper and
easier, the problem is limited on the influence of the Jakarta Post newspaper
articles in teaching vocabulary. In addition, this research focus on the students in
second grade of MTs. Al-Khairiyah Jakarta Selatan at the second semester of
2009/2010 academic year.
C. The Formulation of the Problem
To put it into focus, the problem in this paper is formulated in a research
question: “Is there a significant influence in the mastery of the students‟ English
vocabulary by using the Jakarta Post newspaper articles at second grade of MTs.
Al-Khairiyah Jakarta Selatan ?”.
5
D. The Objective of the Study
This study is done to find the empirical evidence whether or not there is an
influence between the using of the Jakarta Post newspaper articles toward the
students‟ vocabulary mastery.
E. The Significance of the Study
It is hoped that the result of this study can give input for the writer, the
English teachers and the students. For the writer, it is hoped that this study can
give new informations to the writer how to improve the students‟ vocabulary
mastery with the Jakarta Post newspaper articles. For the English teachers, it is
hoped that this study will give good contributions in teaching vocabulary. It is
also hoped for the students that they can improve their mastery of vocabulary.
F. The Organization of the Writing
Organization of this writing is divided into five chapters:
The first Chapter is Introduction. It contains The Background of the
Study, The Limitation of the Problem, The Formulation of the Problem, The
Objective of the Study, The Significance of the Study and The Organization of the
Writing.
The Second Chapter is Theoretical Framework. It discusses on The
Understandings of Vocabulary, Types of Vocabulary, The Use of Vocabulary,
The Understandings of English Newspaper Articles, The Advantages of Using
English Newspaper Articles in Vocabulary Improvement, How to choose the
suitable articles, The Understandings of Authentic Text, Hypotheses
The Third Chapter is The Implementation of the Research. The First part
is The Methodology of the Research. It consists of The Place and Time of the
Research, The Objective of the Research, The Method of the Research, The
Population and Sample of the Research, The Technique of Data Collecting, The
6
Instrument of the Research, The Technique of Data Analysis, The Procedure of
the Research, The Analysis of the Data, The Testing of The Hypotheses. The
second part is The Research Findings. It Consists of The Description of the Data
and The interpretation of the Data.
The Fourth Chapter consists of conclusions and suggestions
7
CHAPTER II
THEORETICAL FRAMEWORK
A. VOCABULARY
1. The Understandings of Vocabulary
One thing that distinguishs between man and animal is a verbal
language or speaking. Humans communicate with others through verbal
language, either to give or to receive the informations but the animals do
not. If the humans want to communicate with others, they must have enough
words.
Words are instrument for saying what a person want to say in our
thought, feeling, ideas, desires, dislikes, hopes, and fears. As the instrument,
the number of words we have can help us fulfill our needs.
There are many definitions of vocabulary which are defined by
experts. However, it is impossible to discuss all of them, so the writer only
chooses several of them.
According to Penny Ur, “Vocabulary is one of the most important
aspects in language teaching, beside grammar and pronunciation. As a stock
of words used by a person, it can be defined, roughly as the words we teach
in the foreign language”.5 Means that vocabulary can not be separated from
the teaching of English.
Meanwhile, Finnochiaro states that “Vocabulary is a set of words
known to person or either entity, or that are part of specific language. The
vocabulary of person is defined either as as the set of all the words that are
understood by the person or the set of all words likely to be used by that
5 Penny Ur; A Course in Language Teaching: Practice and Theory (New York: Cambridge
University Press, 1996), p. 60
8
person when constructing new sentences. The richness of person‟s is
populary through though to be reflection or intellegence or level education.6
Furthermore, In Oxford Advanced Learner’s Dictionary, vocabulary
defines as follow:
a. All words that a person knows or uses.
b. All words in a particular language.
c. The word that people use when they are talking about a
particular subject.
d. A list of words with their meanings, especially in a book for
learning a foreign language.7
In addition, Grambs David defines that vocabulary as a list of words
usually defined and alphabetical as in dictionary or specialized glossary;
complete word stock of language: Some corpus of word used in a sub
language or by a group, class or individual; scope of diction; command of
words or range of expressions.8
From the explanations above, the writer infers that vocabulary is a list
or set of words that are used by person, class, profession, etc, in the
communication in every aspect such as in trade, education, and business to
maintain all informations and make up language.
It can be said that vocabulary is the important aspect of improving
communication skills. A learner of a foreign language will speak fluently if
he/she masters it. Vocabulary also helps a learner write easily, and
understand what he reads or hears if he/she has enough vocabulary and has a
capability of using it correctly. Without good mastering in vocabularies,
communication will end up in unpleasant situation and learner feels
reluctant to continue the communication.
6 Marry Finnochiaro, English as a second Language: from theory to practice, fourth edition,
(New York: Prentice Hall Regents, 1989), p. 40
7 A. S. Hornby, Oxford Advanced Learner’s Dictionary, (Oxford: Oxford University Press,
2000), p. 1506 8 Grambs David, Words about Words, (New York: Mc. Graw Hill Book Company, 1984), p.
133
9
2. The Types of Vocabulary
According to S. H. Burton and Humpries, there are two types of
vocabulary used by the people for communication, namely: general and
special vocabulary. General vocabulary is all of the words that are used in
general; there is no limit of field or users, general in meaning and use.
Special vocabulary is all of the words that are used in a certain field or job,
profession or special science, for example: politicians, journalists, and
lawyers. All these have specialized vocabulary arising from particular
circumstances of their lives and work.9 It means that, there are two types of
vocabulary, general and special vocabulary. General vocabulary is all of the
words that are used in general; there is no limit of field or users, meaning
and use. Special vocabulary is all of the words that are used in a certain field
or job, profession, for example: politicians, journalists, and lawyers.
While, Jo Ann Aeborsold classifies vocabulary into active and passive
vocabulary:
a. Active Vocabulary; is also called as productive vocabulary.
Students must know how to pronounce the vocabulary well, they
must know and be able how to use grammar of the target
language, and they also must be familiar with collocation and
understand the connotation meaning of the word. This type is
often used in speaking and writing skills.
b. Passive vocabulary; refers to language items that can be
recognized and understood in the context of reading and
listening, and it also called as receptive vocabulary.10
From the statement above, the writer assumes that voacabulary is
classified into active and passive. Active vocabulary; is also called as
productive vocabulary. Students must know how to pronounce the
vocabulary well. Passive vocabulary; is called as receptive vocabulary.
9 S. H. Burton and J. A. Humpries, Mastering English Language (London: The Macmillan
press, 1992), p. 100 10
Jo Ann Aeborsold and Marry Lee Field, From Reader to Reading Teacher (New York:
Cambridge University Press, 1997), p. 139
10
A native speaker of any languge has a much larger passive vocabulary
than active vocabulary. As a result, he or she can read difficult material
without stopping to use a dictionary all the time. In contrast a person who
studies a foreign language, even at the level at the advanced level, quite
often has a passive vocabulary. Therefore the biggest singel problem for the
advanced student when reading text is poor of passive vocabulary.11
From the explanations above, it is clear that every aspect in every
book is different in classifying the types of vocabulary, because every
person has different ways in expressing and telling their opinions and ideas.
Some of the experts emphasizes vocabulary into the items which the
learners can use appropiately in speaking and writing, and to the language
items that can be recognized and understood in the context of reading and
listening, little or empty words, content words and cluster of words. Some
other experts classify vocabulary into general and special.
So, no matter how many experts classify vocabulary into different
point of views. However, words are a part of people‟s way of living, or
words are the instrument of communication in language which are used by
people.
3. The Use of Vocabulary
Before the writer discusses the use of vocabulary, first thing that the
writer would like to know is the meaning of “use”.
The word “use” has a meaning as the function or the advantage. From
the explanation above, it is clear that the vocabulary use is the function or
the use of the words which are used in language. It means that, when we use
the words, we will know the function or the use of our words or our
vocabularies because it can help us in understanding the language we learn.
11 John T. Crow, Vocabulary for Advanced Reading Comprehension the Key Word Approach(
New York: Prentice Hall Regents, 1986), p. 9
11
Mastering vocabulary is an ability to get or to receive a lot of words.
By having and mastering vocabulary, they will know the meaning of
vocabulary in the content. It also helps students avoid making the mistakes
in identifying a vocabulary with the dictionary and as guidance in making
the equivalence of the target language.
Here are some of vocabulary uses:
a. Distributing the words according to grammatical matters
If students examine vocabulary use, there are so many useful things,
especially its distribution to grammar matters. Such the words, although
some of them may have also full word meaning content, primarily or largely
operate as means of expressing relation of grammatical structure. This
includes the so-called auxiliaries, prepositions, conjunctions, interrogative
particles, and miscellaneous group consisting of the words for degree for
generalizing, the articles, etc.12
All of these words are called as function
words or the words have special function and meaning.
Auxiliaries, helping, or supporting words include words that can help
in making various form and inflection of the verb and absolutely serve
certain meaning or function, such as, using can, could, may, might to
express the ability and a polite request or permission. Should and ought to,
to express the advisability, moral obligation, duty and expectancy and shall
to express a request for agreement or an offer to do something for someone.
Preposition-adverbs, the function words used with substantives that
used a noun or pronoun include the nine already indicated as being most
frequently used, “at, by, for, from, in, into, of, on, to, and with” but also
some twenty others that express grammatical relationships in situation such
as; behind, in front of, over, under, above, below, beside, between, beyond,
and around to indicate the place, through, into, out of, toward, away from,
up, down and across to indicate the direction, before, after, during, since,
12 Millie John and Paulene M. Yates, Basic Language,(New York: Harper and Row
Publishing, inc., 1982), p. iii
12
and until to indicate the time, for, because, and since to indicate the cause,
in order that, so that, to indicate the purpose, although to indicate the
comparison, unless and whether to indicate the condition and therefore to
indicate the conclusion.
The function words are the interrogative particles who, whose, which,
what, where, why and how). The articles (the, a, an). Degree words (more,
most). The generalizing particle (ever). Special uses (there, it, and one).13
From the explanations above, it is clear that the vocabulary is really
useful and important to improve students‟ grammar because by knowing the
function words and various types of words, students will find and get the
suitable meaning of the native language.
b. Developing Reading Skill
The reading section of each book contains materials on techniques of
reading and studying, as test taking test and reasoning. Major emphasis is
placed on the vocabulary development. Use of the dictionary, use as context
as a clue the meaning, and the analysis of words through the study of
prefixes, suffixes, roots, and combining forms are treated thoroughly at each
level. Vocabulary enrichment is based on words found in the texts and the
activities. These exercises appear frequently throughout the texts. The
second, the art program, illustrates and discusses interesting words related to
a specific thematic idea in each book of the series.14
It means that by having a lot of vocabulary stocks will help the
students not only in grasping the meaning or understanding the language
they learn, but also in getting the exact meaning on what they read.
13 Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood Cliffs:
Prentice Hall, Inc., 1989) p. 231
14 Millie John and Paulene M. Yates, Basic Language, (New York: Harper and Row
Publishing, Inc., 1982), p. iii
13
c. Improving Speaking Ability
Learning a foreign language does not only learn grammatical
components, the way how to listen a foreign language, read and write an
English article but also the way how to produce the separated words from
the vocabulary we have, in other words we should practice our vocabularies
we have through speech. Because as a foreign speaker, by producing the
words or vocabularies through speech will improve our ability in speaking.
Other ways that can improve our ability in speaking is by arrange the words
or vocabularies into good sentences, in order to make the readers understand
when they read it or the listeners understand it when it is spoken.
Vocabulary is also very important for the acquisition process. The
popular belief, that one uses form and grammar to opposite; that someone
acquires morphology and syntax because he understands the meaning of the
utterances. Acquisition depends crucially on the input being
comprehensible. Comprehensibility is dependent directly on the ability to
recognize the meaning of key elements in the utterance. Thus, acquisition
will not take place without comprehension of vocabulary.15 It means that,
vocabulary has an important role in interacting with other people or
understanding the meaning of utterances.
Teachers have never doubt the value of learning vocabulary they
know how to communication stops when learners lack the necessary
words.16
It means that by having a lot of words or stock of vocabularies is
really useful for the students or speakers while they are speaking because it
will help their fluency in brainstorming their ideas, feelings and opinions.
15 Stephen D. Kreshen and Tracy D. Tarrel, The Natural approach Language acquisition in
The Classroom, (Britain: Prentice Hall International, 1998), p.155
16 Virginia Frenc Allen, Teaching Vocabulary, (New York: Oxford University Press, 1983), p.
5
14
Therefore, the students should be able to choose the suitable words when
they are going to speak.
d. Improving Writing Skill
The vocabulary that students choose to express their thought is an
important element of the writing process because only through the words
they choose and the ways they arrange it, the reader will understand and
know their writing means. Your word on a page conveys more than the
meanings dictionaries report; they also convey your attitudes toward your
subject and toward your reader.17
From the statement above, the writer infers that the vocabulary has
many useful things in improving students‟ language skills, such as helping
us in mastering kinds or levels of meanings or explaining and describing the
classes of the words, distributing in use according to grammatical matters,
developing our reading skill, improving our speaking ability, and improving
writing skill. The more learners master the vocabularies the better their
performances in all aspects of English language will be, because the
number of words learners use is a reasonable measure of their intelligence.
B. ENGLISH NEWSPAPER ARTICLES
1. The Understandings of English Newspaper Article
The interaction cannot be saparated with the human life. They need to
communicate each others to survive in the world. They need each others
because they need to have something that they do not own it or to know
something that they do not know it. Sometimes we are corious what is
happening in the world. To fill our curiousity, we need media. One of the
media is newspaper besides magazine, book, radio, and television.
17 Charles W. Bridges and Ronald F. Lunsford, Writing: Discovering from and Meaning, (
Belmont: Wardsworth, Inc., 1984), p. 31
15
Newspapers are one of the printed media beside magazines.
According to Oxford Advanced Leraner’s Dictionary, “newspaper is a
printed publication appearing daily or weekly and containing, and articles
on various subjects.”18
Meanwhile, according to Encyclopedia Americana, “a newspaper is
unbound publication issued at regular intervals that seek to inform, explain
and interprate, influence and entertain. It also serves readers and its own
financial viability by publishing advertising.”19
From the explanations above, the writer infers that English newspaper
article is a piece of writing or a simple text usually consists of a particular
issue or topic inside it, for example: economic reports, educations, business
news, cultures or other recent news occur in the world which are published
daily or weekly.
2. The Advantages of Using English Newspaper Articles in
Vocabulary Improvement
Teaching and learning process is very important for the students.
Therefore, the teacher needs to select and decide the appropiate materials for
his or her students. Because the appropiate materials have a significant role
in facilitating the students to understand the materials and it also can
improve the students‟ vocabulary mastery. The material is more meaningful
if it is related to the students‟ need, experience, interest, morality principle
and challenge in their future.
According to Paul Sanderson, there are a number of very strong
arguments in favour of using newspaper in the language classroom:
18 A. S. Hornby, Oxford Advanced Learner’s Dictionary, (Oxford: Oxford University Press,
2000), p. 782
19 Opium Navajo, Encyclopedia Americana, (New York: Grolier Incorporated, 1995), Vol. 20
16
a. Varieties of English
Newspapers contain a wide variety of text types and language styles
not easily found in conventional language-learning materials (e.g. general
course books), and students need to become familiar with such language
forms. Newspapers provide a natural source of many of the varieties of
written English that become increasingly important to students and valuable
for language study as they progress.20
It means that, English newspaper has
an important role in improving the students‟ vocabulary because it contains
of varieties of written English.
b. Reader Interest
The enormous variety of subject-matter in newspapers, means that any
one newspaper wills invariability contain something of value or concern to
every reader. This makes them interesting and motivating for students to
work with. Newspaper report real-life events and this arouses our natural
curiosity about the world around us and our fellow human beings.21
It can
be conclude that English newspaper is an interesting reading because it
consists of variety of subject-matter that can increase the readers‟ curiosity.
c. Authentic Materials
Newspapers are an invaluable source of authentic materials, and their
use in the target language classroom is very much in keeping with current
thinking and practice in teaching pedagogy. Indeed, for many students, the
ability to read and understand English-language newspapers for work
purposes represents a very real and tangible goal to aim for. Using
newspaper materials in the classroom will also be particularly helpful for
those students who may go to live or work in the target-language
20 Paul Sanderson, Using Newspapers in the Classroom, (New York: Cambridge University
Press, 1999), p. 2
21 Paul Sanderson, Using Newspapers in the Classroom, p. 3
17
community.22
It can be said that using English newspaper materials in the
classroom will also be particularly helpful for those students who may go to
live or work in the target-language community because students have
accustomed to speak or think as English people.
d. Teaching Materials
English-language newspapers are readily available in most countries
throughout world, and there is a constant, on-going supply which is
replenished with new content on a daily basis. As such, they provide
language teachers with a limitless supply of teaching materials which can be
used to develop their students‟ language skills.23
It means that, beside
textbooks, teachers can use English newspaper as teaching materials to
develop their students‟ language skills.
Good teaching material can be used to teach many aspects of
language. Again, newspaper have this qualifiation. As stated by Joe
Pemagbi:
“newspaper can be used to teach many aspects of language and
communication skills. Editorials and gossip columns can be used to
teach formal and informal varieties of English; editorial and feature
articles can provide passsage for summary and comprehension;
letters to editor can demonstrate good features of letter writing. A
newspaper may contain material for teaching various types of
writing: description, analysis and synthesis, comparason and
contrast and process description;and they provide models of good
written form: paragraphing, topic sentence, introductions,
conclutions, etc.24
From the statements above, the writer infers that newspaper can be
used as a medium to improve students‟ vocabulary mastery because it has a
22 Paul Sanderson, Using Newspapers in the Classroom, p. 3
23
Paul Sanderson, Using Newspapers in the Classroom, p. 4
24Joe Pemagbi, “Using Newspapers and Radio in English Language Teaching: The Sierra
Leona Experience”, Forum Vol. 33, no 3 (July, 1995), p. 53
18
various types of English writing including formal or informal language and
it will also be particularly helpful for those students who may go to live or
work in the target-language community.
3. How to choose the suitable articles
In choosing the suitable newspaper articles that would be used by
students, it is helpful to ask yourself a number of important questions:
a. Will my students find the materials interesting?
As language teachers, we are clearly concerned with the development
of our students‟ language skills. However, we should not overlook the fact
that students invariably respond far more positively and favourably towards
materials they find interesting. Our students‟ motivation is crucial to the
success of the lesson, and it can be a fruitless and frustrating task to try to
make them work with materials they simply do not like.25
It means that,
before teaching in the classroom, teachers needs to find the interesting
materials to avoid students‟ bored because students‟ motivation in crucial to
the success of the lesson.
b. Are the materials appropiate for my students in terms of their existing
knowledge?
The ability to integrate new information with one‟s existing
knowledge (e.g. cultural knowledge of the world, subject-specific
knowledge) is part of the process of the successful learning. If there is too
great a mismatch between the conceptual difficulty of the materials you
choose, and your students‟ ability to understand the materials, they will soon
become discouraged. It can help considerably if you choose materials which
25 Paul Sanderson, Using Newspapers in the Classroom, (New York: Cambridge University
Press, 1999), p. 8
19
contain at least some information your students already understand.26
It
means that, teachers need to choose the suitable materials with the students‟
existing knowledge, because it can help students to understand the materials
easily.
c. Are the materials appropiate for my students in terms of language
level?
If an activity calls for a detail and in-depth understanding of the
language in the materials you choose, students can soon lose motivation and
interest if the language is simply too difficult for them to understand. We
can say briefly here that there are several options for teachers to consider:
give your students adequate help and preparation to work with more
challenging materials; choose materials where the language level is suited to
the level of your students; choose tasks which are achievable by your
students at their level.27
Students have a different of language level.
Therefore, teachers need to agree with the materials that would be taught to
students.28
It means that, teachers need to choose the suitable materials with
the students‟ existing knowledge, because it can help students to understand
the materials easily.
d. Should I use only materials from today’s newspaper?
Although it would seem preferable to use the news of the day in
newspaper-based lessons, this is not always practical from the teacher‟s
point of view – teachers have busy schedules, news can date quickly, and
lessons take time to prepare. Without wishing to avoid topical items, it is
worth mentioning that most activities in this book work extremely well with
„eternal‟ news items, or what is called in newspaper jargon „soft‟ news.
26 Paul Sanderson, Using Newspapers in the Classroom, p. 8
27
Paul Sanderson, Using Newspapers in the Classroom, p. 8
28 Paul Sanderson, Using Newspapers in the Classroom, p. 8
20
These are news stories which are usually not headline news, and are
extremely difficult to put a date on.29
It can be said that teachers need to use
materials from today‟s newspaper, but teachers should not forget the steps
to choose the materials which have discussed above.
e. Can I use newspaper materials that are not from English-language
newspaper?
As stated earlier, an important aim of this book is to instil in students a
positive and comfortable attitude towards working with English-language
newspapers, and towards reading generally in English inside (outside) the
classroom. It is clear, therefore, that presenting texts to students in their own
language will deny them this opportunity. In spite of this, the possibility of
using materials taken from newspaper from your own country is not
completely ruled out. The key point in to bear in mind when making this
decision is to be perfectly clear about your lesson objectives and the skil(s)
you wish to give your students practice in.30
From the explanations above, the writer infers that all of the factors
clearly interrelate, and the selection of suitable newspaper materials will be
very much a compromise decision. Means that it is very important for the
teacher to choose the suitable materials for his/her students, because it
makes students intersted in and encourages them to learn it more and
students‟ motivation is a crucial for their success in learning.
29 Paul Sanderson, Using Newspapers in the Classroom, p. 9
30
Paul Sanderson, Using Newspapers in the Classroom, (New York: Cambridge University
Press, 1999), p. 7
21
C. AUTHENTIC TEXT
The Understandings of Authentic Text
The form of Authentic according to Oxford Advanced Learner’s
Dictionary means known to be real and genuine and not copy, true and
accurate made to be exactly the same as the original. Beside that, there are
many discussions of the use of authentic texts or materials in English as a
foreign language (ESL) classroom.
Ferit Kilickaya expalins that the common definition of authentic text
is „esposure‟ to real language and its use in its own community. He wrote:
“many teachers have discussed that English presented in the
classroom should be authentic, not produced for instructional
purposes. Generally what this mmeans is material which involve
langiage naturrally occuring as communication in native speaker
context of use, or rather those selected contexts where standars
English is the norm: ral newspaper report, for example, real
magazine articles, real advertisments, cooking recipes,
horoscopes.”31
Futhermore, He cites in Rogers about the definition of authentic text,
it is as “appropiate” and “quality” in the term of goals, objectives, learners‟
needs and interest and “natural” in the terms of real life and ,meaningful
communication. While Harmer cites in Matsuta, defines that “authentic text
as materials which are designed for native speakers of the language.” In
addition Jordan mentions that “authentic texts as text that are not written for
teaching purposes.”32
It means that, authentic text is different from the
textbook because it materials are designed only for native speakers or in
other word, authentic text is written for them and it does not written for
teaching purpose.
31 Ferit Kilickaya, Authentic Materials and Cultural content in EFL classroom, retrieved on
5th
April 2007 from http: //www.metu.edu.tr/-kilickaya/, .p.1
32 Ferit Kilickaya, Authentic Materials and Cultural..., p. 2
22
The description of authentic texts could be defined as “materials that
what students will need and what to be able to read when traveling, studying
abroad, or using the language as it is used out side the classroom. The aim
of authentic text is not on literary form or stylistic but it should be to
understand the meaning and to emphasis on what is being said.”33
It can be
said that, authentic text is a useful thing for students when they are going on
traveling, studying abroad or using the language as it is used out side the
classroom.
From the discussions above, the term of authentic texts or materials
are closely to real-life and meaning for communication. This also in line
with the principles of CLT, “when where the language techniques are
designed to engage learners in the pragmatic, authentic, functional use of
language for meaningful purposes.”34
It can be concluded that, authentic
texts or materials are closely similar with the principles of CLT which
designed to engage learners in the pragmatic, authentic, functional use of
language for meaningful purposes.
Berardo writes in more detail that “the sourcec of authentic materials
that can be used in the classroom are infinite, but the most common are
newspapers, magazines, TV programs, movies, songs and literatures.”35
The
writer assumes that, the sources of authentic materials are infinite, but the
most common are newspapers, magazines, TV programs, movies, songs and
literatures.
It is in line with what Jeremy Harmer states about the definition of
authentic text “which is designed for native speakers, it is a real text not
designed for language students but for the speakers of the language in
question. Thus English-language newspaper are composed of what we
33 Sacha Anthony Berardo, The Use of Authentic Materials in the Teaching Reading, ( The
Reading Matrix: vol. 6, No. 2, September 2006), p. 62
34
H. Douglas Brown, Principles of Language Learning and Teaching, 4 th
ed. ( New York:
Longman, 2000), p. 266
35 Sacha Anthony Berardo, The Use of Authentic Materials..., p. 62
23
would call authentic English and so are radio programs of English speakers.
A British advertisment is an example of authentic English. So is a chapter
from a novel written for an English-speaking audience.”36
From the definitions of the understanding of authentic texts above, the
writer infers that the authentic text is the text that is designed for native
speakers and not for language teaching purposes, it is a useful thing for
students when they are going on traveling, studying abroad or using the
language as it is used out side the classroom and the sources of authentic
materials are infinite.
D. HYPOTHESES
In this research, the problem that will be found and solved is how
significant the influence of the Jakarta Post newspaper articles toward the
students‟ vocabulary mastery at second grade of MTs. Al-Khairiyah Jakarta
Selatan. To find the answer of the problem, the writer formulates his
hypotheses as follow:
A. The Experimental Hypotheses
There is a significant influence of the Jakarta Post newspaper
articles toward the students‟ vocabulary mastery at second grade
of MTs. Al-Khairiyah Jakarta Selatan.
B. The Null Hypotheses
There is no any significant influence of the Jakarta Post
newspaper articles toward the students‟ vocabulary mastery at
second grade of MTs. Al-Khairiyah Jakarta Selatan.
36 Jeremy Harmer, The Practice of The Language Teaching, New Edition, (London and New
York: Longman, 1991), p. 185
24
CHAPTER III
THE RESEARCH METHODOLOGY
A. The Methodology of the Research
1. The Place and Time of the Research
a. The Place of the Research
The research was done in the second grade of Madrasah Tsanawiyah
Al-Khairiyah Jakarta Selatan.
b. The Time of the Research
The writer conducted this research for two weeks. It was started from
4th
to 18th
May 2010. He made it in four meetings in each class ‒
experiment class and controlled class. It was begun by a pre-test and
finished by a post-test.
2. The Objective of the Research
The objective of the research is to find the empirical evidence
whether or not there is significant influence between the use of The
Jakarta Post newspaper articles toward the students‟ vocabulary mastery.
3. The Method of the Research
This research is done by using experimental method. The writer
does the field research by teaching two classes using two different
materials. The class which is taught by using The Jakarta Post newspaper
articles as experiment class, and the other class which is taught by using
English textbooks as control class. In addition, the library study is also
carried out by reading a number of materials from books and others
sources like journals and internet as references to support this research
paper.
25
4. The Population and Sample of the Research
The population of this research was 120 students, which were
distributed into four classes in second grade of MTs. Al-Khairiyah Jakarta
Selatan. The sample of this research is 58 (fifty eight) students which
constitute two classes (II A and II D) and were decided by using purposive
cluster sampling techniques.
5. The Technique of Data Collecting
In collecting the data, the writer uses some techniques, there are:
a. Observation : is a technique for collecting data about students‟
activity in teaching and learning process.
b. Test : is a technique for collecting data about students‟
scores.
This test is divided into two parts, pre-test and post-test. The pre-
test was given before the treatments to both of classes and the post-test
was given after finishing the treatments.
Then, the writer compared and calculated the scores of pre-test and
post-test to identify the significant influence of using The Jakarta Post
newspaper articles in the students‟ vocabulary mastery.
For the item of test, the writer used multiple choices. The test
consisted of twenty five items. The score per item is 4. It means that if the
students choose the answer of 1 item correctly, they will get 4 scores. We
can see that the possible highest score of this test is 100 scores.
6. The Instrument of the Research
The Instruments which used by the writer are:
a. Observation
The observation was done to identify teaching and learning
activities, especially for English subject which directed by the real
teacher, and to reveal students‟ problems in learning English materials.
26
b. Pre Test and Post Test
The next steps were pre test and post test. The pre test was
administered before teaching and learning process to both of classes –
experiment class and controlled class ‒ to know that the students have
relatively the same competence in English vocabulary in both
experiment class and controlled class, and the post-test was
administered after finishing the teaching and learning process.
Next, the writer made categories from scores with rank value
below:
≤ 50 : Weak
51-60 : Enough
61-70 : Good
71-80 : Very good
81-90 : Excellent
7. The Technique of Data Analysis
To analyze the data the writer used t-test. The writer compared the
scores between the experiment class and the control class. This technique
is useful to know whether there is a significant different between two
variables.
The formula of t-test which was used in this research is:
M1 – M2
SE M1 – M2
M 1 : Mean of the Difference of Experiment class
M 2 : Mean of the Difference of Control class
SE M 1 : Standard Error of experiment class
SE M2 : Standard Error of Control class
to =
27
The procedures of calculation were as follows:
a. Determining Mean of Variable X, the formula is:
M1 = ∑ X
N1
b. Determining Mean of Variable Y, the formula is:
M2 = ∑ X
N2
c. Determining Standard of Deviation Score of Variable X, the
formula is:
SD1 = X2
N1
d. Determining Standard of Deviation Score of Variable Y, the
formula is:
SD2 = Y2
N2
e. Determining Standard Error of Mean of Variable X, the formula is:
SEM1 = SD1
N1−1
f. Determining Standard Error of Mean of Variable Y, the formula is:
SEM2 = SD2
N2−1
g. Determining Standard Error of Difference Mean of Variable X and
Variable Y, with formula:
SEMI-M2 = 𝑆𝐸𝑀12 + 𝑆𝐸𝑀2
2
h. Determining to with formula:
to = M1−M2
SE M 1−M 2
i. Determining t-table in significance level 5% and 1% with Degree
of freedom (df):
df = (N1+N2) ‒ 2
Variable X: teaching vocabulary with The Jakarta Post newspaper articles
Variable Y: teaching vocabulary with textbooks
28
8. The Procedure of the Research
Before doing the experiment, the writer observed the location and
population were carried out. The research was done in two different
classes, namely experiment class and controlled class. The writer
employed The Jakarta Post newspaper articles in an experiment class and
textbooks in controlled class.
This research was started with the same type pre-test and then
followed by the teaching – learning activities for four meetings which are
conducted in each class. Afterward the same type post-test was
administered to both experiment class and control class. For more detailed
activities in teaching learning process, look at the appendices (RPP), p. 45.
Then the writer, made a calculation of the result from both of tests.
The further explanation will be discussed in the research findings.
9. The Analysis of The Data
In the Analysis of the Data, the writer analyzes and explains about
the students‟ answer in whole instruments.
a. Pre Test
In this test, there were 12 students from experiment class (Using
The Jakarta Post Newspaper Articles) who got the score under 50 and
there were 12 students from controlled class (Using the textbooks) who
got the score under 50 and these scores are characterized as a weak score.
Besides that, there were 16 students from experiment class (Using
The Jakarta Post Newspaper Articles) who got the score above 50, and
there were 16 students from controlled class (Using the textbooks) who
got the score above 50, and these scores are characterized as enough score
(see table 3 and table 4, p. 35 and 36).
29
b. Post Test
In this test, there was only 1 student from experiment class (Using
The Jakarta Post Newspaper Articles) who got the score under 70 and
there were 8 students from controlled class (Using the textbooks) who got
the score under 70 and these scores are characterized as good score.
Besides that, there were 10 students from experiment class (Using
The Jakarta Post Newspaper Articles) who got the score above 80, but
there were only 4 students from controlled class (Using the textbooks)
who got the score above 80 and these scores are characterized as a
excellent score ( see table 2 and table 3, p. 35 and 36).
Table 3.1
The Criteria of Students’ Pre Test and Post Test Scores are as Follow:
No. Scores Characteristic
1. ≤ 50 Weak
2. 51-60 Enough
3. 61-70 Good
4. 71-80 Very good
5. 81-90 Excellent
The writer also used statistic calculation of t-test to make the data
clearly. The t-test formula with degree of significance 5 % looks like as
follows.
30
Table 3.2
The Result of the Calculation of the Test Both Experiment Class and
Controlled Class
Students‟
Identification
Number
X Y X y x2 y
2
1 28 20 1.58 -2 2.49 4
2 24 24 -2.42 2 5.85 4
3 28 24 1.58 2 2.49 4
4 24 24 -2.42 2 5.85 4
5 28 20 1.58 -2 2.49 4
6 24 20 -2.42 -2 5.85 4
7 32 24 5.58 -2 31.13 4
8 24 20 -2.42 -2 5.85 4
9 28 20 1.58 -2 2.49 4
10 36 20 9.58 -2 91.77 4
11 32 24 5.58 2 31.13 4
12 32 24 5.58 2 31.13 4
13 24 16 -2.42 -6 5.85 36
14 32 24 5.58 2 31.13 3
15 24 28 -2.42 6 5.85 36
16 24 20 -2.42 -2 5.85 4
17 28 20 1.58 -2 2.49 4
18 24 16 -2.42 -6 5.85 36
19 24 28 -2.42 6 5.85 36
20 28 24 1.58 2 2.49 4
21 24 12 -2.42 -10 5.85 100
22 20 28 -6.42 6 41.21 36
23 24 24 -2.42 2 5.85 4
24 20 24 -6.42 2 41.21 4
31
25 32 24 5.58 2 31.13 4
26 20 24 -6.42 2 41.21 4
27 32 20 5.58 -2 31.13 4
28 20 20 -6.42 -2 41.21 4
𝐱=740
MX= 740
28
= 26.42
𝐘 =616
MY = 616
28
= 22
- - 522.6 368
Note:
X = the students‟ gained scores of the experiment class
Y = the students‟ gained scores of the experiment class
x = X‒ MX
y = Y ‒ MY
a. Determining Mean 1 (M1) with formula:
M1 = X
N1
= 740
28
= 26.42
b. Determining Mean 2 (M2) with formula:
M2 = X
N2
= 616
28
= 22
c. Determining Standard of Deviation Score of Variable X (SD1),
with formula:
SD1 = X2
N1
= 522.6
28
= 18.66
= 4.31
32
d. Determining Standard of Deviation Score of Variable Y, with
formula:
SD2 = Y2
N2
= 368
28
= 13.14
= 3.62
e. Determining Standard Error of Mean of Variable X, with formula:
SEM1 = SD1
N1−1
= 4.31
28−1
= 4.31
5.19
= 0.83
f. Determining Standard Error of Mean of Variable Y, with formula:
SEM2 = SD2
N2−1
= 3.62
28−1
= 3.62
5.19
= 0.69
g. Determining Standard Error of difference of Mean of Variable X
and Variable Y, with formula:
SEMI-M2 = 𝑆𝐸𝑀12 + 𝑆𝐸𝑀2
2
= 0.832 + 0.692
= 0.69 + 0.47
= 1.15
= 1.07
33
h. Determining to with formula:
to = M1−M2
SE M 1−M 2
= 26.42−22
1.07
= 4.42
1.07
= 4.13
i. Determining t-table in significance level 5% with Degree of
Freedom (df):
df = (N1+N2) – 2
= (28 + 28) – 2
= 54
Because the value of 54 is not mentioned in the table, the
writer used the closer value to 54 is 60 as degree of freedom. The
writer gained t-table;
Degree of significance 5% = 2.01 (see appendix)
ttable = 2.01
j. The comparison between to and t-table
From the calculation above, it is clear that the score of the
experiment class is higher than the score of controlled class. The
writer also got the result of the comparison between to and t-table;
4.13 > 2.01 = to > ttable
From the result of statistic calculation, it was found that the
value of the to was 4.13 and the degree of freedom (df) was 54. In
this research, the writer used the degree of significance 5%. It can
be seen that the df and degree of significance 5%=2.01.
By comparing the value of to = 4.13 and t-table on the
degree of significance 5% = 2.01, the writer summarized that to was
higher than t-table.
34
10. The Testing of The Hypotheses
To prove the hypothesis, the data that was obtained from the
experiment and the controlled class was calculated by using t-test formula
with the assumption as follows:
a. If to > ttable : The alternative hypothesis (Ha) is accepted and the
null Hypothesis is rejected. It means that there is
significant difference between the result after
teaching vocabulary with The Jakarta Post
newspaper articles and with textbooks at the
second grade of MTs. Al-Khairiyah Jakarta
Selatan.
b. If to < ttable : The alternative hypothesis (Ha) is rejected and the
null Hypothesis is accepted. It means that there is
no significant difference between the result after
teaching vocabulary with The Jakarta Post
newspaper articles and with textbooks at the
second grade of MTs. Al-Khairiyah Jakarta
Selatan.
35
B. The Findings of the Research
1. The Description of the Data
From the two tables below (2 and 3), there seem to be score
improvement in both, experiment class and controlled class. The
explanations are as follow.
The table of experiment class (table 2) showed that the students‟
scores of post-test was higher than pre-test. It can be seen in the columns of
students‟ gained scores. In this column, the writer got the data after
finishing the treatments by using The Jakarta Post newspaper articles.
The table of controlled class (table 3) also showed that the students‟
scores of post-test was higher than pre-test. It can be seen in the columns of
students‟ gained scores. The writer got the data after finishing the treatments
by using textbooks.
For more complete data see tables below:
Table 3.3
The Students’ Scores of Experiment Class (II D)
Students‟
Identification
Number (N1)
Pre-Test Post-Test Gained Scores
1 60 88 28
2 48 72 24
3 56 84 28
4 48 72 24
5 56 84 28
6 56 80 24
7 56 88 32
8 48 72 24
9 44 72 28
36
10 52 88 36
11 44 76 32
12 52 84 32
13 44 68 24
14 56 88 32
15 60 84 24
16 48 72 24
17 60 88 28
18 48 72 24
19 56 80 24
20 48 76 28
21 48 72 24
22 56 76 20
23 56 80 24
24 64 84 20
25 44 76 32
26 60 80 20
27 48 80 32
28 52 72 20
N= 28
1468
Average:
1466
28 = 52.42
2208
Average:
2208
28 = 78.85
740
Average:
740
28 = 26.42
From the data of experiment class above, it can be seen that the lowest
score of pre-test is 44 and the highest score is 64. Then the lowest score of
post-test is 68, and the highest score is 88. It means that post-test score is
higher than pre-test.
37
Table 3.4
The Students’ Scores of Controlled Class (II A)
Students‟
Identification
Number (N2)
Pre-Test Post-Test Gained Scores
1 44 64 20
2 48 72 24
3 60 84 24
4 56 80 24
5 52 72 20
6 48 68 20
7 52 76 24
8 64 84 20
9 48 68 20
10 52 72 20
11 60 84 24
12 40 64 24
13 52 68 16
14 48 72 24
15 40 68 28
16 44 64 20
17 52 72 20
18 56 72 16
19 40 68 28
20 52 76 24
21 60 72 12
22 52 80 28
23 48 72 24
24 60 84 24
25 44 68 24
38
26 48 72 24
27 52 72 20
28 60 80 20
N = 28
1432
Average:
1432
28 = 51.14
2048
Average:
2048
28 = 73.14
616
Average:
606
28 = 22
From the data of controlled class above, it can be seen that the lowest
score of pre-test is 40 and the highest score is 64. Then the lowest score of
post-test is 64, and the highest score is 84. It means that post-test score is
higher than pre-test.
2. The Interpretation of the Data
Based on the analysis of the result above, it can be observed that the
scores of students who have been taught vocabulary by using The Jakarta
Post newspaper articles are higher than those who have been taught by
using textbooks. It means that improving the students‟ vocabulary mastery
by using The Jakarta Post newspaper articles is more effective than by
using textbooks since the alternative hypothesis (Ha) was accepted and the
null hypothesis (Ho) was rejected.
The writer summarized that improving the students‟ vocabulary
mastery by using The Jakarta Post newspaper articles has positive influence
for the second grade of MTs. Al-Khairiyah Jakarta Selatan.
39
CHAPTER IV
CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions based on the research at
the second grade of “MTs. Al-Khairiyah Jakarta Selatan”.
A. Conclusions
As the writer wrote in the first chapter, that he intended to find the
empirical evidence whether or not there is an influence between the using of
the Jakarta Post newspaper articles toward the students‟ vocabulary mastery.
Therefore, he done this research and after conducting the research, the writer
got the calculation, which is shown in the fourth chapter to is 4.31 and ttable of
degree of significance 5 % is 2.01. It means that alternative hypothesis (Ha) is
accepted and null hypothesis is rejected because to > ttable. Therefore, it can
be inferred that teaching English vocabulary by using The Jakarta Post
newspaper articles has a significant influence and it is more effective than
teaching English vocabulary by using textbooks.
B. Suggestions
From the research findings, the writer gives some suggestions. As the
English teacher, he/she should be creative in teaching vocabulary because the
more learners master the vocabularies the better their performances in all
aspects of English language will be. So, newspaper article is one of the
alternative ways that can be used by the teacher in teaching and in improving
students‟ vocabulary mastery because it has a various types of English writing
including formal or informal language and it will also be particularly helpful
for those students who may go to live or work in the target-language
community.
40
BIBLIOGRAPHY
Aeborsold, Jo Ann and Field, Marry Lee. From Reader to Reading Teacher, New
York: Cambridge University Press, 1997.
Azar, Betty Schrampfer. Understanding and Using English Grammar, Englewood
Clifss: Prentice Hall, Inc., 1989.
Berardo, Sacha Anthony. The Use of Authentic Materials in the Teaching
Reading, ( The Reading Matrix: vol. 6, No. 2, September 2006).
Bridges, Charles. W. and Lunsford, Ronald. F. Writing: Discovering from and
Meaning, Belmont: Wardsworth, Inc., 1984.
Brown, H. Douglas. Principles of Language Learning and Teaching, 4 th
ed. New
York: Longman, 2000.
Burton, S. H. and Humpries, J. A. Mastering English Language, London: The
Macmillan press, 1992.
Crow, John. T. Vocabulary for Advanced Reading Comprehension the Key Word
Approach, New York: Prentice Hall Regents, 1986.
David, Grambs. Words about Words, New York: Cambridge University Press,
1984.
Finnochiaro, Marry. English as a second Language: from theory to practice,
fourth edition, New York: Prentice Hall Regents, 1989.
Frenc Allen, Virginia. Teaching Vocabulary, New York: Oxford University Press,
1983.
Harmer, Jeremy. The Practice of The Language Teaching, New Edition, London
and New York: Longman, 1991.
Hornby, A. S. Oxford Advanced Learner’s Dictionary, Oxford: Oxford University
Press, 2000.
John, Millie and M. Yates, Paulene. Basic Language, New York: Harper and Row
Publishing, inc., 1982.
Kilickaya, Ferit. Authentic Materials and Cultural Content in EFL classroom,
retrieved on 5th
April 2007 from http: //www.metu.edu.tr/-kilickaya/.
Kreshen, Stephen D. and Tarrel, Tracy D. The Natural approach Language
acquisition in The Classroom, Britain: Prentice Hall International, 1998.
41
Kufaishi, Adil. “A vocabulary Building Program is A Necessary not A Luxury,
English Teaching Forum, Vol. XXVI, No. 2, April 1998.
Long, Micheal. H. and Richards, Jack. Methodology in TESOL: A Book of
Reading, New York: New Bury House Publishers, 1987.
Navajo, Opium. Encyclopedia Americana, New York: Grolier Incorporated, 1995.
Pemagbi, Joe. “Using Newspapers and Radio in English Language Teaching: The
Sierra Leona Experience”, Forum Vol. 33, no 3 (July, 1995).
Sanderson, Paul. Using Newspapers in the Classroom, New York: Cambridge
University Press, 1999.
Sudjiono, Anas. Pengantar Statistik Pendidikan, Jakarta: Rajagrafindo Persada,
2007.
Ur, Penny. A Course in Language Teaching: Practice and Theory, New York:
Cambridge University Press, 1996.
Webster‟s, Meriam. Ninth New Collegiate Dictionary, Webster Dictionary New
York: Meriam Webster, inc., 1984.
42
THE SCHOOL PROFILE
A. The Profile of MTs. Al-Khairiyah Jakarta Selatan
School : MTs. Al-Khairiyah
Address : Jl. Mampang Prapatan IV No. 74
Phone : (021) 7941228
Year of Establishment : 1968
Status : Private
Website :www.alkhairiyah.sch.id
B. The Teachers’ Profile
1. The Number of English Teacher
There are two English teachers who teach in MTs. Al-Khairiyah Jakarta Selatan,
and the table below will inform about their educational background.
Table 5
The English Teacher Qualifications of MTs. Al-Khairiyah Jakarta Selatan
No. Name Degree of
Education Almamater
1 Iwan Syafi’I, S. Pd S1 UIA Jakarta
2 Dra. Eny Maryani S1 IAIN Jakarta
( Source: Administration of MTs. Al-Khairiyah Jakarta Selatan)
Based on the data above, it can be seen that there are two teachers in this
school who teach an English subject and the writer does his research in the second
class of junior high school which taught by the teacher who graduated from UIA
Jakarta.
Appendix 1
43
2. The Teacher’ textbooks
The textbooks which are used by the teacher are: Real Time 2, Nina Bates,
Jakarta: PT. Phibeta Aneka Gama, 2005 and Galileo; Gali Ilmu Lebih Optimis, Drs.
Haryadi, Klaten: CV. Grafika Dua Tujuh, 2010.
3. The Curriculum
The curriculum used by the teacher is school based curriculum or “Kurikulum
Tingkat Satuan Pendidikan” (KTSP) which indicators are developed to make his own
syllabus.
4. The Teacher’s Teaching Method
In learning activity, the teacher used a three-phase technique which has three
steps: First is presentation. Second is practice and the last is product. For further
information see the appendix 2.
44
“t” Score Table
df atau db
Harga Kritik “t” pada Taraf
Signifikansi
5%
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
35
40
12.71
4.30
3.18
2.78
2.57
2.45
2.36
2.31
2.26
2.23
2.20
2.18
2.16
2.14
2.13
2.12
2.11
2.10
2.09
2.09
2.08
2.07
2.07
2.06
2.06
2.06
2.05
2.05
2.04
2.04
2.03
2.02
Appendix 2
45
45
50
60
70
80
90
100
125
150
200
300
400
500
1000
2.02
2.01
2.00
2.00
1,99
1,99
1,98
1,98
1,98
1,97
1,97
1,97
1,96
1,96
*I Adapted from Anas Sudjiono, Pengantar Statistik Pendidikan (Jakarta: PT Raja
Grafindo Persada), p. 404
46
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MTs. Al-Khairiyah Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/ semester : II D/ II (Experiment Class)
Standar Kompetensi : 12. Mengungkapkan makna dalm teks tulis fungsional dan essay
pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitarnya.
Kompetensi Dasar : 12.2. Mengungkapkan makna dan langkah retorika essay pendek
sederhana dengan menggunkan ragam bahasa tulis secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
berbentuk recont dan narrative.
Indikator : Menulis teks pendek dan sederhana dalam bentuk recount dengan
langkah retorika yang benar.
Waktu : 4 x 40 menit
Tema : I. Cause often not Serious when Babies cry a lot dan
II. Floods Inundate Cacao Plantation
Aspek/ skill : Menulis
A. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat menulis text pendek dan sederhana dalam
bentuk recount dengan langkah retorika yang benar.
B. Materi Pembelajaran : a. Text recount
b. Vocabulary yang berhubungan dengan text recount
C. Metode Pembelajaran : PPP, dictionary skill dan kelompok
D. Langkah-langkah Kegiatan Pembelajaran
No. Kegiatan Alokasi
Waktu
1.
2.
Kegiatan Awal:
- Guru mengucapkan salam, good morning!
- Tegur sapa dan memanggil nama siswa melalui daftar hadir.
- Memotivasi siswa.
Kegiatan Inti:
- Guru memberikan kosa kata baru berikut terjemahannya
( + 7 menit)
( + 65 menit)
Appendix 3
47
3.
- Siswa menulis kosa kata yang telah diberikan.
- Guru membaca kosa kata dengan suara yang lantang.
- Siswa mengulang apa yang diucapkan oleh guru dengan
suara yang lantang.
- Siswa membuat beberapa kalimat menggunakan kosa kata
yang telah diberikan.
- Guru membagi siswa beberapa kelompok.
- Guru memberikan teks yang akan dibahas kepada kelompok
tersebut.
- Siswa menterjemahkan beberapa alenia/paragrap.
Kegiatan Akhir:
- Guru menanyakan kesulitan siswa selama PBM.
- Guru menanyakan makna beberapa kosa kata yang telah
diberikan.
- Guru menugaskan siswa untuk membuat beberapa kalimat
dari kosa kata tersebut.
( + 8 menit)
E. Media, alat, dan sumber bahan pelajaran
1. Koran “The Jakarta Post”
2. Kamus
F. Penilaian
1. Teknik : tes tulis
2. Bentuk : tes uraian
3. Instrument :
I. Cross A, B, C or D for the best answer!
II. Match the words on the left to their definitions or synonyms on the right!
Mengetahui, Jakarta, 4 Mei 2010
Kepala Sekolah Guru Mata Pelajaran
Ahmad Hidayat, S.Pd, M.Si Khoirul Umam
NIP. 150 385 522
48
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MTs. Al-Khairiyah Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/ semester : II A/ II (Controlled Class)
Standar Kompetensi : 12. Mengungkapkan makna dalm teks tulis fungsional dan essay
pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitarnya.
Kompetensi Dasar : 12.2. Mengungkapkan makna dan langkah retorika essay pendek
sederhana dengan menggunkan ragam bahasa tulis secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
berbentuk recont dan narrative.
Indikator : Menulis teks pendek dan sederhana dalam bentuk recount dengan
langkah retorika yang benar.
Waktu : 4 x 40 menit
Tema : I. Influenza dan
II. Natural Disaster
Aspek/ skill : Menulis
A. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat menulis text pendek dan sederhana dalam
bentuk recount dengan langkah retorika yang benar.
B. Materi Pembelajaran : a. Text recount
b. Vocabulary yang berhubungan dengan text recount
C. Metode Pembelajaran : PPP, dictionary skill dan kelompok
D. Langkah-langkah Kegiatan Pembelajaran
No. Kegiatan Alokasi
Waktu
1.
2.
Kegiatan Awal:
- Guru mengucapkan salam, good morning!
- Tegur sapa dan memanggil nama siswa melalui daftar hadir.
- Memotivasi siswa.
Kegiatan Inti:
- Guru memberikan kosa kata baru berikut terjemahannya
( + 7 menit)
( + 65 menit)
49
3.
- Siswa menulis kosa kata yang telah diberikan.
- Guru membaca kosa kata dengan suara yang lantang.
- Siswa mengulang apa yang diucapkan oleh guru dengan
suara yang lantang.
- Siswa membuat beberapa kalimat menggunakan kosa kata
yang telah diberikan.
- Guru membagi siswa beberapa kelompok.
- Guru memberikan teks yang akan dibahas kepada kelompok
tersebut.
- Siswa menterjemahkan beberapa alenia/paragrap.
Kegiatan Akhir:
- Guru menanyakan kesulitan siswa selama PBM.
- Guru menanyakan makna beberapa kosa kata yang telah
diberikan.
- Guru menugaskan siswa untuk membuat beberapa kalimat
dari kosa kata tersebut.
( + 8 menit)
E. Media, alat, dan sumber bahan pelajaran
1. Koran “The Jakarta Post”
2. Kamus
F. Penilaian
1. Teknik : tes tulis
2. Bentuk : tes uraian
3. Instrument :
I. Cross A, B, C or D for the best answer!
II. Match the words on the left to their definitions or synonyms on the right!
Mengetahui, Jakarta, 11 Mei 2010
Kepala Sekolah Guru Mata Pelajaran
Ahmad Hidayat, S.Pd, M.Si Khoirul Umam
NIP. 150 385 522
50
MTs. AL-KHAIRIYAH JAKARTA 2009-2010
Name :
Class : II (….)
Have you ever suffered from influenza or the flu? The flu is a contagious illness
that is caused by viruses and it sometimes leads to death. The flu usually starts suddenly
and may include these symptoms: fever (usually high), headache, cough, sore throat, runny
or stuffy nose, muscle aches, and diarrhea and vomiting can also occur.
There are things that can you do to prevent the flu. First, cover your mouth and
nose with a tissue every time you sneeze, and throw the tissue away after you use it.
Secondly, wash your hands with soap often, especially after you cough or sneeze. Thirdly,
try not to touch your nose, eye, or mouth. Germs are usually spread through this way.
Fourthly, stay away from people if possible. When you get the flu, stay at home. Do not go
to school because other people can get sick too.
What should you do if have the flu? Eat chicken soup! Chicken soup has been
clinically proven to relieve some of the symptoms associated with the flu. For the sore
throat, drink hot fluids or try cool stuff, like popsicles or ice cream. Finally, get some rest.
Wait a day after your temperature is normal before going back to school.
In English speaking countries, people often get a flu shot before the flu season
starts. The flu shot helps them to be immune to the viruses that cause the flu.
I Adopted from Real Time 2, PT. Phibeta Aneka Gama; Jakarta, p. 54
I. Match the words on the left to their definitions or synonyms on the right!(Point 4)
1. What is the synonym of contagious….
a. Dangerous c. Infectious
b. Hard d. Difficult
2. What is the synonym of illness….
a. Liver c. Cancer
b. Flu d. Disease
3. The word symptom means….
a. A sign of the existence of something bad
b. A sign of the existence of something good
c. A sign of the existence of something nice
d. A sign of the existence of something difficult
4. The word vomit means….
a. Drink from the stomach brought back out through the mouth
b. Drink from the stomach brought back out through the nose
c. Food from the stomach brought back out through the mouth
d. Food from the stomach brought back out through the nose
5. What is the synonym of germ….
a. Microbe c. Microphone
b. Microscope d. Microchip
Appendix 4
51
There are many kinds of natural disaster. They include earthquakes, floods,
volcanic eruptions, drought, typhoon, tsunami, hurricanes, forest fires, landslides, and
many others. We can prevent some natural disasters from happening, such as floods and
forest fires, but some cannot be avoided.
Today we are going to talk about some of the worst natural disasters that have
happened in Indonesia. The biggest disasters were the 1997 forest fires on Southern part of
Sumatra island (Lampung, Bengkulu and Palembang and Kalimantan island, the drought
that happened in 1998 in almost all parts of Indonesia, an earthquake in Bengkulu in June
2000, Jakarta and East Java floods in 2002, flood and landslides in Central Java and West
Sumatra in 2002 and an earthquake in Papua in November 2002.
The most recent natural disasters that happened in Indonesia were the Nabire
earthquake in Papua (February 2004) and the Bukit Lawang, Bahorok, and North
Sumatra Floods March (2004).
When a natural disaster happens, it may cause many casualties. People are killed or
injured, buildings are destroyed, and lots of people lose their homes and other property.
Many organizations, domestic or international, such as the Red Cross, help the victims.
These organizations give donations such as clothes, medication, food, temporary shelter,
and many others.
I Adopted from Real Time 2, PT. Phibeta Aneka Gama; Jakarta, p. 96
II. Match the words on the left to their definitions or synonyms on the right!(Point 4)
6. Drought (….) a. Persons who are killed in accident
7. Hurricane (….) b. A safe place
8. Landslide (….) c. Wealthy
9. Casualties (….) d. Dry Season
10. Property (….) e. A strong wind
11. Shelter (….) f. A mass of earth or rock sliding down the side of mountain
New York: A thorough examination will usually identify an underlying cause when
a baby cries excessively for no apparent reason, and the problem is likely to be serious in
only about 1 in 20 cases, a Canadian study suggests. “Infants communicate and express
discomfort by crying,” Dr. Stephen B. Freedman and colleagues from the university of
Toronto, Ontario, write in the medical journal pediatrics. “This can be due to a variety of
reasons ranging from hunger or a desire for attention to severe life-threatening illness,”
they note. However, “The frequency of severe underlying disease is unclear.”
I Adopted from The Jakarta Post, Wednesday, march 18, 2009, p. 27
III. Cross a, b, c or d for the best answer! (Point 4)
12. The word thorough means….
a. Complete c. Detail
b. Done completely and detail d. Done partly and sloppy
52
IV. Match the words on the left to their definitions or synonyms on the right!(Point 4)
13. Excessively (….) a. Clear
14. Apparent (….) b. Babies
15. Infants (….) c. Extremely
16. Express (….) d. A strong wish
17. Discomfort (….) e. Friends
18. Colleagues (….) f. Convey
19. Desire (….) g. Anxiety
Palu: Thousands of hectares of cacao plantation were flooded over the weekend
after the La’a River burst its banks in Petasia district, Morowali regency, Central Sulawesi,
an official says.
Morowali Disaster Mitigation and Control Task Force secretary Darmansyah told
The Jakarta Post on Monday that besides the cacao plantations, floodwaters also inundated
526 hectares of rice paddies, 161 hectares of fish farms and 163 hectares of farmland.
“The flooding has engulfed 13 villages in the district. Some 4,682 people from
1,313 families were evacuated,” he said.
He added the local administration was still counting total losses caused by the
flooding, estimated at billions of rupiahs.
He said the floods had also forced the closure of the three schools in the district.
“Hundreds of elementary school students could not study because their schools were
inundated by the flooding.”
I Adopted from The Jakarta Post, Tuesday, march 24, 2009, p.18
V. Cross a, b, c or d for the best answer! (Point 4)
20. The word inundate has the same meaning with….
a. Overwhelm c. Oversleep
b. Overeat d. Overweight
21. What is the synonym of cacao….
a. Rice c. Chocolate
b. Tomato d. Carrot
VI. Match the words on the left to their definitions or synonyms on the right!(Point 4)
22. Plantation (….) a. To break or open something violently
23. Burst (….) b. Calculated
24. Engulfed (….) c. Farm
25. Estimated (….) d. Surrounded
53
Answers Key
No. Question’s Numbers Answers
1. 1 C
2. 2 D
3. 3 A
4. 4 C
5. 5 A
6. 6 D
7. 7 E
8. 8 F
9. 9 A
10. 10 C
11. 11 B
12. 12 B
13. 13 C
14. 14 A
15. 15 B
16. 16 F
17. 17 G
18. 18 E
19. 19 D
20. 20 A
21. 21 C
22. 22 C
23. 23 A
24. 24 D
25. 25 B
Appendix 5
