IMPROVING VOCABULARY MASTERY THROUGH GROUP A VERSUS GROUP B TO THE SEVENTH GRADE STUDENTS

OF SMP NEGERI 1 SELEMADEG BARAT IN ACADEMIC YEAR 2012/2013

BY :

I WAYAN PERY SURYA ADNYANA NPM : 09.8.03.51.31.1.5.3272

ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2013

ii

IMPROVING VOCABULARY MASTERY THROUGH GROUP A VERSUS GROUP B TO THE SEVENTH GRADE STUDENTS

OF SMP NEGERI 1 SELEMADEG BARAT IN ACADEMIC YEAR 2012/2013

THESIS

As a Partial fulfillment of the requirements for the Sarjana Pendidikan Degree in English Department

Faculty of Teacher Training and Education Mahasaraswati Denpasar University

BY

I WAYAN PERY SURYA ADNYANA NPM : 09.8.03.51.31.1.5.3272

ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2013

vi

TABLE OF CONTENTS

COVER ........................................................................................... ii

APPROVAL SHEET 1 .................................................................... iii

APPROVAL SHEET 2 .................................................................... iv

ACKNOWLEDGMENT ................................................................. v

TABLE OF CONTENTS ................................................................. vi

LIST OF TABLE ............................................................................ viii

LIST OF GRAPH ............................................................................ ix

ABSTRACT ................................................................................... x

CHAPTER I INTRODUCTION

1.1 Background of the Study .......................................................... 1

1.2 Statement of the Research Question .......................................... 4

1.3 Objective of the Study .............................................................. 4

1.4 Limitation of the Study ............................................................. 4

1.5 Significance of the Study .......................................................... 5

1.6 Assumption ............................................................................ 6

1.7 Hypothesis ............................................................................ 6

1.8 Definition of Key Terms ........................................................... 6

1.9 Theoretical Framework ............................................................ 7

CHAPTER II REVIEW OF RELATETD LITERATURE

2.1 Theory of Vocabulary ................................................................ 9

2.2 Classification of Vocabulary ...................................................... 10

2.3 The Importance of Vocabulary Mastery ..................................... 13

2.4 Definition of Group A Versus Group B ..................................... 14

2.5 Teaching Vocabulary through Group A Versus Group B ........... 15

2.6 Assessment of Vocabulary ......................................................... 16

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CHAPTER III RESEARCH METHOD

3.1 Subject of the Study ................................................................... 20

3.2 Research Design ........................................................................ 20

3.2.1 Initial Reflection ..................................................................... 21

3.2.2 Planning ................................................................................. 22

3.2.3 Action .................................................................................... 24

3.2.4 Observation ............................................................................ 25

3.2.5 Reflection ............................................................................... 26

3.3 Research Instrument .................................................................. 27

3.3.1 Test ........................................................................................ 27

3.3.2 Questionnaire ......................................................................... 28

3.4 Data Collection ......................................................................... 28

3.5 Data Analysis ............................................................................ 29

CHAPTER IV THE PRESENTATION OF FINDING

4.1 Data .......................................................................................... 31

4.2 Data Analysis ............................................................................ 34

4.3 Discussion of the Findings ......................................................... 41

CHAPTER V CONCLUSION AND SUGGESTIONS

5.1 Conclusion ................................................................................ 46

5.2 Suggestion ................................................................................. 48

REFFERENCES ............................................................................. 50

APPENDICS

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LIST OF TABLE

Table 1. Tabulation of Data Showing the Students’ Progressing

Scores in Vocabulary Mastery through

Group A Versus Group B ........................................................ 32

Table 2. Tabulation of Data Showing the Students’ Changing

Motivation and Attitudes in Vocabulary Mastery

through Group A Versus Group B ........................................... 33

Table 3. Tabulation of Data Showing Frequency Distribution of

Initial Reflection (IR) and Post Test in Vocabulary

Mastery through Group A Versus Group B .............................. 34

Table 4. Summary of the Research Showing the Mean of Each

Session and Grand Mean for Cycle I and Cycle II .................... 39

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LIST OF GRAPH

Graph 1. Mean Score Comparison of Pre-Test

and Post-Test in Cycle I .......................................................... 42

Graph 2. Mean Score Comparison of Pre-Test

and Post-Test in Cycle II ........................................................ 43

Graph 3. Grand Mean Score Comparison of Pre-Test (IR),

Post-Test Cycle I and Cycle II ................................................ 44

Graph 4. Percentage Rate of Questionnaire ........................................... 45

ABSTARCT

Pery Surya Adnyana, I Wayan. Improving Vocabulary Mastery through Group A Versus Group B to the Seventh Grade Students of SMP N 1 Selemadeg Barat in Academic Year 2012/2013. First Advisor: Dra. Ida Ayu Marthini, M.Hum. Second Advisor: Drs. Ketut Sunarta, M.Hum.

Key Words: Improving, Vocabulary Mastery, Group A Versus Group B.

The research was aimed at improving the students’ vocabulary mastery through Group A versus group B to the seventh grade students of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013. They were 27 students, consisted of 14 males and 13 females. The study intended to answer the research question: can vocabulary mastery of the seventh grade students of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013 be improved through Group A versus group B? The present study used a classroom action research design. There were two cycles in which every cycle consisted of two sessions which involved four steps namely planning, action, observation and reflection. There were three instruments used to collect the data in this study such as: pre-test, post-test and quistionare. The undertaking of the present study was based on the preliminary observation, research which showed that the students’ vocabulary mastery in the seventh grade students especially class B of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013 relatively low. In addition, the result of pre-test revealed that students’ vocabulary mastery was unsatisfying, the score only 4.2. The finding showed that there were continuous improvements on the students’ mean score after they were taught by Group A versus group B. In Cycle I, the mean score of session 1 was 5.7 and session 2 was 6.3 then the grand mean score in Cycle I was 6.0. It showed that students’ vocabulary mastery was considered fairly satisfactory. Moreover, the mean score of Cycle II in session 3 was 7.7 and session 4 was 8.3, the grand mean score in Cycle II was 8.0. It meant that the increasing score in every session showed that vocabulary mastery of the students’ was considered very well. The difference score between pre-test (IR) and cycle I was 1.8, while the differences score in cycle I and cycle II was 2.0. Therefore, the difference score from IR to Cycle II was 3.8. The result of the analysis of questionnaires score showed the comparative percentage chosen by students’ such as: 62% for item A, 28% for item B, 11% for item C and 0% for item D. These resulted comparative percentage figures clearly showed the students’ attitudes and motivation in learning vocabulary mastery through Group A versus group B. The result of the present study showed that the use of Group A versus group B could improve the vocabulary mastery of the seventh grade students of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013. It could be seen from the significance improvement of the grand mean score they got in IR was 4.2 then it improved in cycle I became 6.0 and the last improved in cycle II became 8.0. Based on the fact above it could be concluded that Group A versus group B were effective to improve the students’ vocabulary mastery especially in seventh grade students.

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Communication is the most necessary of all in human life interaction.

Language is considered to be a system of communication in expressing ideas,

emotional and desire. Moreover, language is also used for communication and we

need it for daily activity, because in every interaction we need a language.

Language is the most significant possession of human being in

communication to convey their ideas, information, feeling and so on. Language

has many various functions in interaction, such as sending message or information

from one person to another, or from speaker to listener.

In order to communicate with other people around the world, it is a must

to master the International language, especially English. English as an

international language is very important for many people in the world to

communicate with the other people that come from different national language

background. Because of its importance, English has been involved in the school

curriculum of this country, starting from elementary school until university.

Lately it is also taught to children in early age in kindergarten.

Based on school curriculum, the learning of English involves the mastery

of four skills, namely listening, speaking, reading, and writing. Moreover the

other aspects of language are concurrently taught to develop the four language

components above such as grammar, vocabulary, pronunciation, and spelling. The

basic component above cannot be successfully learned or mastered when the

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language skills are not well mastered or vice versa. So, learners will not be able to

communicate well in English particularly in oral and written.

In relation to this study, vocabulary is one linguistic feature which

influences the communicative competence. It has direct contribution on the

mastery of the four language skills. In short, it can be said that, the students who

have good vocabulary mastery will be able to master the language skills well.

Besides that, by mastering the vocabulary, the students’ mastery on language

components also will be improved.

The statement above reveals that vocabulary is very important in

mastering English but the students are very weak in it. This weakness was

frequently caused by the English teachers who not realize the importance of

vocabulary. The study of vocabulary is the most deserted area of all in language

acquisition studies that semantic relationships is more important that the synthetic

for receiving messages.

In addition, Deighton (2005:341) states that vocabulary is the most

important element of language power. He views that vocabulary will effect and

influence how good he/she in communication and how far he/she understand what

other say. He believes that a language is built by number of meaningful words.

Someone who is able to use four English skills (speaking, listening, reading and

writing) well, is considered to be able in mastering vocabulary.

In line with the above statement Nunan (2004:42) note down that English

teachers learn to ignore the significance of vocabulary in their teaching of

speaking or communication performance. In fact the use of suitable vocabulary

can avoid structural incorrectness. Based on this authenticity, recently,

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methodologist and linguistics have increasingly turned their attention to

vocabulary a learning stressing their importance in language teaching and

reassessing some of the ways it is taught and learnt. It means that vocabulary

plays a very essential task in language teaching. As the objectives of language

teaching is to develop students’ skill, the acquisition of meaning also influences

the performance of students on those skills.

Regarding the important of vocabulary, in fact most of Junior High

School students still had some problems in vocabulary. Based on the researcher’s

pre-observation in SMP Negeri 1 Selemadeg Barat, it was found that the seventh

grade students of B class, encountered serious problems in vocabulary. The

teachers just gave them explanations about the components they taught then asked

the students to open bilingual dictionary and found the meaning of the words.

After that, the teacher asked the students to do the tasks in the worksheet and the

activity finished. The teacher did not try to stimulate the students’ interest,

motivation and enjoyment in learning.

In order to overcome the problems above, there are several technique,

tools and media that can be used in teaching vocabulary. One of the ways to

improve vocabulary mastery is by using Group A versus group B. Group A versus

group B are media which used to teach vocabulary. By using Group A versus

group B the teacher can overcome student’s difficulties in mastering vocabulary

and the students are expected to be desire learn new words and build up their

vocabulary. The importances of teaching vocabulary through Group A versus

group B are; the students can found new words, especially in noun and adjective.

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Therefore, in accordance above fact, the researcher is highly motivated to

find the extent of improvement the vocabulary mastery through Group A versus

group B of seventh grade students of SMP Negeri 1 Selemadeg Barat in academic

year 2012/2013.

1.2 Statement of Research Question

Based on the background of the research, the research question can be

formulated as follows: “to what extent is the effectiveness of group A versus

group B in improving vocabulary mastery of the seventh grade students’ of SMP

Negeri 1 Selemadeg Barat in academic year 2012/2013?”

1.3 Objective of the Study

Based on the research question above, the objective of the study is to find

out the effectiveness of group A versus group B in improving vocabulary mastery

to the seventh grade students’ of SMP Negeri 1 Selemadeg Barat in academic year

2012/2013.

1.4 Limitation of the Study

To narrow down the problem that is discussed in this research, the

researcher limits the present study on improving the students’ vocabulary through

Group A versus group B which is made by the seventh grade students of SMP

Negeri 1 Selemadeg Barat in academic year 2012/2013. The researcher improved

the vocabulary mastery of seventh grade students’ of SMP Negeri 1 Selemadeg

Barat especially in noun and adjective.

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1.5 Significance of the Study

This research is hoped to give the teacher another effective medias of

teaching vocabulary through Group A versus group B to the seventh grade

students of SMP Negeri 1 Selemadeg Barat. Using this media, students will study

vocabulary very challenging and interesting. Therefore, the findings of the present

research are to be beneficial for four main elements as follows:

1. To the Students

This research is expected to be useful for the students in order to improve

their vocabulary and increase their motivation in learning English.

2. To the Teachers

This research is expected to give a contribution especially a new media to

the teacher as the way to improve the students’ vocabulary mastery. The

outcome of this study is meant to give the English teacher a better

understanding of the important of Group A versus group B improving

students’ vocabulary.

3. To the Institution

It is expected that this research result may give contribution in term of

teaching vocabulary for seventh grade students and to increase the number

of catalogues in library.

4. To the other Researchers

The result of this study expects that it can be as a source as well as a guide

for other researchers when conducting a similar research. And the writer

hopes they will get a better result than this study.

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1.6 Assumptions

Because of the limitation of time, finance, and investigator’s ability, not

all variable can be controlled. In order to neutralize the compounding variables, it

is essential to state some assumption as follows:

1. The seventh grade students of SMP Negeri 1 Selemadeg Barat come

from different families and they have different knowledge level. The

students are also assumed to have same learning motivation and same

quality of language environment in learning English as foreign

language.

2. The English teacher of SMP Negeri 1 Selemadeg Barat is assumed to

have been qualified enough in English teaching. Therefore, they have

been able to understand how to provide same quality and quantity of

formal language environment.

1.7 Hypothesis

According the research problem as described above, the researcher draws

the hypothesis as the following: the vocabulary mastery of the seventh grade

students of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013 can be

improved by Group A versus group B.

1.8 Definition of the Key Terms

The terms in this thesis should be precisely and concisely defined, quite

possibly using relevant references. This allows a reader to know exactly what a

research is referring to and intending to investigate. In order to make this research

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is clear enough to be understood, the researcher needs to operationally define the

following terms.

1. Improving

Improving is adding the students’ skill in vocabulary, which is

conducted to make the students ability better.

2. Vocabulary

Vocabulary is a list of words used in a book, usually with definition or

translation (Hornby, 2000:303). Vocabulary is the bulk of human

language. In this study, vocabulary can define list of words which will

be transferred.

3. Group A Versus Group B

Group A versus group B is a classroom game in order to improve the

students ability of the students to think spontaneously appropriately in

vocabulary.

4. SMP Negeri 1 Selemadeg Barat

SMP Negeri 1 Selemadeg Barat is a junior high school, where the

present study is conducted. It is located in Selemadeg Barat district,

Tabanan regency.

1.9 Theoretical Framework

A scientific study should be undertaken on the basis of some relevant

theoretical framework and empirical findings. For the purpose of underlying the

present investigation some theoretical view points as well as empirical evidences

are reviewed in Chapter II. The present study is conducted on the ground of the

following theoretical basis: (1) theory of vocabulary, (2) classification of

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vocabulary, (3) the important of teaching vocabulary, (4) definition of Group A

Versus Group B, (5) teaching vocabulary through Group A versus group B, and

(6) assessment of vocabulary.

All the above headings are briefly discussed in Chapter II which deals

with “review of Related Literature”.

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CHAPTER II

REVIEW OF RELATED LITERATURE

There are some points of concepts that are considered to be the

theoretical review to support this study. Therefore, the descriptions of concepts

are presented as follows: (1) Theory of Vocabulary, (2) Classification of

Vocabulary, (3) The Important of Teaching Vocabulary, (4) Definition of Group

A versus Group B, (5) Teaching Vocabulary through Group A versus Group B

and (6) Assessment of Vocabulary.

2.1 Theory of Vocabulary

In the process of teaching and learning English as a foreign language,

teacher should be creative in finding the interesting ways to teach effectively and

efficiently in the classroom. A game is a powerful tool for presents to use in

teaching children about values, social skills and vocabulary. Strom (2010: 136)

states fantasy interaction enables both parties to share dominance, companionship

and fun. It is the interesting ways in teaching language because the students can

express their language as fun. Moreover, they can’t express their language in the

classrooms well and fun as without knowing and mastering enough word or

vocabulary in their mind, because vocabulary acts as the basic element that is very

important in making up the language.

The researcher uses some conceptions that are related to this study to

support that statement before. A game is an activity with rules, a goal, and an

element of fun. One of games is role-play. Hadfiled (2010:4) states by showing

role-play the students can express their vocabularies. Vocabulary is not only for

expressing the meaning and making it understandable, but also for understanding

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the meaning uttered by other people. Vocabulary as the knowledge of meaning of

word (Hibert and Kamil 2005:5). It was very important to consider about when

students want to make a context. When they choose wrong vocabulary, it means

that they miss the meaning of the text

Graves (2006:2) states vocabulary knowledge is vital to success in

reading, in literacy more generally, in school and in word outside the school.

Vocabulary consists of those words that students use in daily writing and

speaking.

2.2 Classification of Vocabulary

Vocabulary is a large basic component of language. Learning

classification of English means that we learn the part of speech in the first step of

grammar study. By learning the part of speech, we understand of the function of

the word, and know how to use the word into sentences for making a good and

meaningful communication. The fact is most of students are not able to

communicate grammatically correct because they don’t use and function of each

part of speech. Therefore, the first important step is we have learned part of

speech if we want to communicate well.

According to Harmer (2001:36) when considering sentence structure the

teacher needs to know the various things one of them is part of speech.

Noun : Noun is defined as a group of words that is the names of

person, place, thing, activity or quality or idea. Noun can be

used as a subject or object of a verb. These examples of

nouns: (Ricardo, office, shoes, etc).

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Verb : It is defined as a group of word which is used to three kind of

verb, they are auxiliary verb (shall, be, etc), main verb is the

verb that carries the meaning (sit, arrive, eat, etc), and

phrasal verb is the verb that is formed by adding adverb or

preposition to a verb to create a new meaning (traffic light, sit

down, go on, etc).

Adjective : It is defined as a word which describes or gives more

information about noun or pronoun. Adjective describe nouns

in term of such qualities and size, color, number and kind.

The adjective is commonly used in the first time. These

examples of adjective: (good, young, sad, happy, etc).

Pronoun : It is defined as a group of word that is used in place of a noun

or noun phrase. We use pronoun very often, so that we don’t

have keep on presenting it. The examples of pronoun: (they,

her, him, it, etc).

Adverb : It is usually defined as a word that gives more explanation

about verbs, an adjectives, and adverbs in the term of such

qualities as time, frequency and manner. These examples of

adverb: (slowly, quickly, hardly, etc).

Conjunction : It is defined as a word that connects words, phases, clauses or

sentences. The examples: (moreover, therefore, but, so, etc).

Preposition : It is often defined as a word that shows the way in which

other words are connected. The relationship includes

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direction, place, time, manner and amount. For examples: (in,

at, on, etc.) in the class, on the floor, at school.

Determiner : It is the word such as, a, an, the. An article word is usually

used before noun or noun phrase.

Generically vocabulary is the knowledge of meanings of words (Kamil

and Hiebert 2005:3). That definition is the fact that words come in two forms at

least: oral and print. In the rule of language uses oral vocabulary is defined as the

set of words from which we know the meaning when we speak or read orally.

Print vocabulary consists of those words for which the meaning is known when

we write or read silently. These are important distinctions because the set of

words that beginning readers know are mainly oral representations.

As they learn to read, print vocabulary comes to play an increasingly

large role in literacy than dose the oral vocabulary. In the other side vocabulary is

also defined as two forms such as, productive and receptive vocabulary.

Productive vocabulary is the set of words that an individual can use when writing

or speaking, those words are well known, familiar and used frequently.

Receptive/recognition vocabulary is that set of words for which an individual can

assign meanings when listening or reading, that words are often less well known

to students and less frequent in used. Individual may be able to assign some sort

of meaning to them, even though they may not know the full subtleties of the

differences.

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2.3 The Importance of Vocabulary Mastery

As an English teacher, we believe that in learning English as a second

language the learners should mastery the base component of English such as

sound system, the basic structural pattern and a limited number of vocabulary

items. Mastery vocabulary is must be in our life both in interacting and learning.

Without vocabulary we cannot express our idea, it is a tool in our mind to think

and solve the problem. More words you have in your mind give you more ways to

think and solve the problem. We realized that vocabulary is the most importance

think in our life for communication.

Pikulski and Templetion, (2004:5) states that one reason teachers are

concerned about teaching vocabulary is to facilitate the comprehension of a test

which students will be assigned to read. If students do not know the meaning of

many of the words which they will encounter in a text, their comprehension of

that selection is likely to be compromised. When the purpose of the vocabulary

instruction is to facilitate the comprehension of the selection, it is obvious that this

instruction must take place as an introduction before the reading of the selection.

Vocabulary is not a developmental skill or one that can ever be seen as

fully mastered. The expansion and elaboration of vocabularies is something that

extends across a lifetime (Hibert and Kamil 2005:2). Most of teaching program

has a major aims as a process for helping the students to gain more vocabulary of

useful word. As a teacher, we have to introduce the new words or vocabulary and

the students need to do some practice by relating a word to another words or

making in a sentence. Vocabulary is exactly important in mastering English,

because many vocabularies which are mastered, it means more ideas they can

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express or many ideas of people. So the students will realize that a word can show

many meanings and many words have one meaning. If students has know about

that, they will try to make a sentence in other form and try to look for a new word

which the meaning almost same or synonym.

From those statements above, we know as clear that vocabulary is really

needed especially for young learning English in learning a foreign language

because it helps them to know how to express and understand others idea as well.

Students with poor mastery of vocabulary cannot communicate in target language

well; consequently they will not be able to infer any ideas transmitted to them. In

learning English vocabulary as one of the aspects of foreign language component

is deemed to the big problem. If learners have sufficient stock of vocabulary, they

will not be able to graphs any expression to them.

2.4 Definition of Group A Versus Group B

Ayu Rini (2010:36) state that Group A versus group B is a classroom

game in order to improve the students ability to think spontaneously appropriately

in vocabulary. In preparation, divide the players into two groups each consists of

5 to 10 students. The researcher as a leader stand in front of the class. Ask which

group that plays the category of animals and play the category of fruits. For

example, group A is the category of animals, while group B gets the category of

fruits.

When the game starts, the researcher pick a card at random alphabet and

then show it to the each groups. For example, the card drawn is the letter P, then

the player 1 from group A must specify a name of animal beginning with the letter

P, for example puma. Meanwhile, players 1 from group B should mention a name

15

of a fruit that also beginning with the letter P, for example pineapple. If player 1

from group A could not answer, he/she should be out of the game and replaced by

his/her friend. Remember, the answer must started by saying I saw, for example, I

saw a puma, I saw a pineapple and others.

If each player 1 of group A and B could answer, the chance to play the

next letter followed by 2 players from each group and so on until a winner is

obtained. The interactive relationship between the test and teach elements is a key

factors in its success.

2.5 Teaching Vocabulary through Group A Versus Group B

Hiebert and Kamil (2005:112) states that to have an impact on children

learning, vocabulary teaching should be rich, intensive, and full of interesting

information. It needs to cover a great many words and cover them well. Active

vocabulary instruction should permeable in classroom.

To know the comprehension and learn new words, the learners need to:

• Acquiring a critical mass of words for used in both understanding

and producing language.

• Remember words over time, and are able to recall or used that

words.

• Develop strategies for dealing with gaps in words knowledge,

including dealing with unknown words or unfamiliar and try to use

of familiar words.

Harmer (2007:25) states that the teacher must be a good controller when they

teach the students. Being a good controller my work for vocabulary teaching.

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Based on the statements, the researcher decides to use Group A versus

group B in teaching vocabulary. Ayu Rini (2010:36) state that Group A versus

group B is a classroom game in order to improve the students’ ability to think

spontaneously appropriately in vocabulary.

In preparation, The researcher as a leader stand in front of the class.

Divide the players into two groups each consists of 5 to 10 students. The teacher

as a leader stand in front of the class. Ask which group that plays the category of

transportations and plays category of jobs, for example, group A is the category of

transportations, while group B gets the category of jobs.

When the game starts, the researcher pick a card at random alphabet, and

then show it to the each groups. For example, the card drawn is the letter T, then

the player 1 from group A must specify a name of transportation beginning with

the letter T, for example taxy. Meanwhile, players 1 from group B should

mention a name of a job that is also beginning with the letter P, for example

teacher. If player 1 from group A could not answer, he/she should be out of the

game and replaced by his/her friend. Remember, the answer must started by

saying I saw, for example, I saw a taxy, I saw a teacher and others.

If each player 1 of group A and B could answer, the chance to play the

next letter followed by 2 players from each group and so on until a winner is

obtained. Moreover using Group A versus group B is one of many ways to make

the lesson interesting and challenging.

2.6 Assessment of Vocabulary

Milton (2009:17) states that for a long time, there were no standardize

test in the field of vocabulary testing. He also states that there are two main issues

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to be considered in making any test one is reliability and validity. Reliability is the

ability of a test to measure something consistently and accurately. Validity

considers whether a test has the necessary and appropriate to be measured.

Whatever the test we use in measuring vocabulary, there is always a concern that

the test should work and properly. All of the studies presented in this volume are

concerned with establishing what the test tell us so that we can interpret the scores

appropriately.

To measure the students’ ability in mastering vocabulary, we should be

used a test or assessment. The assessment is very important to measure the

effectiveness of teaching learning process. It also helps the English teacher to

decide, to move on the next material or just simply repeat or teach again the

materials have been given to the students. Brown (2004:4) state that assessments

are ongoing process that encompasses a much wider domain.Whenever the

students responds to a question, offer a comment, or tried out a new word or

structure, the teacher subconsciously makes an assessment of the students’

performance. Test may be constructed mostly as strategy to reinforce learning and

to motivate the students or mostly as a means of assessing the students’

performance in the language. In relation to this study, the researcher will focus on

testing the students’ performance in spelling a meaning of word. The researcher

participates that the test will give objective feedback for both students and the

researcher.

Test, then, are subtests of assessment; they are certainly not only form of

assessment that a teacher can make. Test can be useful devices, but they are only

one among many procedures and tasks that teachers can ultimately use to assess

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the students (Brown 2004:4). He specifies some approaches to language

assessment: discrete point, integrated testing, performance-based assessment,

traditional assessment, communicative language testing. In real classroom

situation, however, teachers mostly construct objective test, namely multiple

choice test, as means to assess both their active and passive vocabulary mastery.

Good classroom English test should consist of objective and productive test. The

assessment on vocabulary mastery can be administered by carrying out series of

test. In the present study the assessment of vocabulary is focused only the

acquisition of spelling and meaning.

Knowledge of vocabulary is often tested because it is important for

communication. The test maker should be aware of what he/she doing when

testing vocabulary. Nation (2001:344) explains that there are numerous ways of

testing vocabulary ranging from multiple-choice items to open ended question.

Although multiple choice items are sometimes the most suitable instrument for

testing vocabulary, they should not be over used. Frequently, other item types are

far more interesting and useful. The material itself should always determine the

types of question, which are constructed. Certain material may lend themselves to

multiple choice items, others to ordinary completion items, other to completion of

the information in a table, and yet others to open ended question.

In this learning process, assessment is conducted in order to know

students’ achievement toward the material during teaching vocabulary process.

Furthermore, in this present study, assessment was administered in an ordinary

way by giving them multiple-choice tests. The researcher expects that the

students’ vocabulary mastery will be increased significantly after four sessions are

19

conducted. In addition, every teaching learning process will be completed with

assessment to figure out the success of each teaching and learning activity.

20

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

This study was conducted to the seventh grade students of SMP Negeri

1 Selemadeg Barat. There were 7 classes of the seventh grade students of SMP

Negeri 1 Selemadeg Barat with the total of the students are 250 students. The

students of Class VII B selected as the subjects of the study which consists of 27

students. The subject of the study which totaled of 27 students was considered

to be representative enough for the purpose of this study. The students of Class

VII B selected as the subjects of the study because based on the preliminary

observation, which showed that the students’ ability in vocabulary was very poor,

therefore immediate improvement is really needed.

3.2 Research Design

The design of the present study was Classroom Action Research (CAR).

In this methodology the researcher acted as a teacher which was defined as a cycle

process of action. In this classroom action study, the teaching and learning process

would be devided into two cycles where each cycle consists of two sessions. Each

sessions consisted of four interconected activities, namely: Planning (P), Action

(A), Observation (O) and Reflection (R). Futhermore, before both those cycles the

researcher would do the Initial Reflection (IR). Initial Reflection was used to

measure the pre-existing ability of the students’ vocabulary mastery.

This classroom action research was concerned with teaching vocabulary

by using two kinds of tests. Those are initial reflection or pre-test and reflection or

post-test. Initial reflection must be administered before doing the research, but

21

reflection must be done after the researcher did the teaching learning process. The

means score of the Initial Reflection (IR) must be compared with the

corresponding means score of Reflection (R).

The present classroom action research was intended to find out the

effectiveness of Group A versus group B in improving vocabulary mastery of

SMP Negeri 1 Selemadeg Barat. The result of the reflection or post-test in Cycle I

is used as valuable input to revise planning in Cycle II. Therefore, Cycle II was

started with revised planning (RP) that was hoped to be much more effective and

conductive than Cycle I. To make it clear, the design of present classroom action

research can be illustrated in the following:

Cycle I IR P1 A1 O1 R1

Cycle II RP P2 A2 O2 R2

Notes:

IR : Initial Reflection

P : Planning

A : Action

O : Observation

R : Reflection

RP : Revised Planning

3.2.1 Initial Reflection

Initial reflection (IR) of a classroom action research usually starts from

administering IR and interviewing the English teacher in there. Initial Reflection

refers to pre-test that has main purpose to measure the pre-existing vocabulary

achievement of students’ under study, Classroom Action Research is always

22

problem solving oriented. The result IR and interview were used as starting points

of undertaking action research. In this phase the researcher found out some

problems and tried to solving or gives solution for those problems.

3.2.2 Planning

Before the present classroom action research study could be affectively

carried out, the researcher had to prepare instructional planning for all the session.

As mentioned previously, the subjects of the present study were the seventh grade

students of SMP Negeri 1 Selemadeg Barat. The undertaking of the present study

was substantially based on the fact that the subjects under study still have low

vocabulary mastery in English. Thus, group A versus group B was used to

improve and gradually enhance the student vocabulary mastery. In order to

planned the objective of the present classroom action study. The researcher

planned the instructional activities by doing the followings:

1. Determining the subjects of the study, that was, at the outset the beginning

researcher carried out a preliminary study at SMP Negeri 1 Selemadeg

Barat. In this preliminary study, the researcher asked some questions to the

English teacher there about the difficulties faced by the students in

studying English vocabulary. This preliminary study was actually intended

to meet one of the procedures in making a scientific study.

2. Looking for and preparing a series of English vocabulary teaching

materials and finding some exercises which could be appropriately used in

teaching English vocabulary which could solve the problems faced by the

seventh grade students of SMP Negeri 1 Selemadeg Barat.

23

3. Preparing and administering initial reflections (IR). This activity was

intended to make sure the real pre-existing vocabulary mastery of the

subject under study.

4. Designing some lesson plan or setting teaching scenarios of the present

classroom action study. The researcher designed four lesson plan or

teaching scenarios. They were used for two cycles with four sessions.

Consequently, each lesson plan was used to teach English vocabulary to

the subject under study. The lesson plans or teaching scenarios were used

in every session of both cycles respectively. The topics were adapted from

the current teaching syllabus. The researcher tried his best to create the

classroom activities in such a way in order to help the students under study

could improve and enhance their vocabulary mastery by the time of 90

minutes in each session.

5. Constructing and administering reflection or post-test at the end of each

session on the basis of the diagram used in vocabulary through group A

versus group B which was taught at the time. Each reflection was planned

to last for about 20 minutes. This reflection or post-test was used to

measure the extent of the students’ progress in vocabulary mastery.

6. The next activities were constructing and administering questionnaires to

the subject under study. As mentioned in the previous discussion, the

present classroom action study dealt with the teaching of vocabulary was

divided in two cycles and each cycles consisted of four successive

sessions. The researcher was administered questionnaires to the subject

under study in the end of Cycle II. The administered questionnaire was

24

intended to measure quantitatively the changing learning behaviors of the

subjects in the improving their vocabulary which had been taught through

Group A versus group B.

3.2.3 Actions

This is the one important activities conducted by the researcher in the

part of classroom action study. In this part the researcher acted as a teacher and an

observer. Conducting the previous planned teaching scenarios was the main

activity in this class action study. In line with the objective of the study, action or

classroom activities refer to what the researcher really did in the classroom setting

during the process of teaching vocabulary. What the researcher did successively in

every classroom session was mainly based on the Group A versus group B. Thus,

the classroom activities were classified into three main parts, they are: Pre-

activities, Whilst-activities, and Post-activities, which are briefly elaborated on as

follow:

1. Pre-activities

In this activity, the researcher who also acted as a classroom teacher,

aimed to active and focus the subject’s prior knowledge related to the

topics of new vocabulary which were to be discussed. This part was

planned to last for about 15 minutes or each session.

2. Whilst-activities

the researcher applied group A versus group B as a media for teaching.

After a few minutes over talking the students gave a positive respond in

which they were interested in the topic that was going to be given. The

25

researcher asked some questions to the other students and next the students

gave a good respond by exciting to answer those questions.

3. Post-activities. In this chapter administered reflection. The students were

instructed to answer vocabulary test. Reflection was actually intended to

measure the students progressing ability in vocabulary. In doing the post-

test activities the students were strictly prohibited to cheat to other

student’s answer. The post-test in each cycle was planned to last for about

20 minutes. The answers of the tests were also discussed in the upcoming

session. In this way students were really hoped to learn more from their

weakness.

3.2.4 Observation

During the classroom activities, the researcher also tried to observe the

students behavior in participating teaching and learning process. The observation

was intended to find out whether or not the teaching and learning process being

undertaken could improve and promote their achievement in vocabulary mastery.

Besides, it was also meant perceive whether there were any positive changing

behaviors, motivation and attitudes.

By using group A versus group B in teaching vocabulary to the subject

under study, it hopefully could make good sense to the students’ behaviors and

include their attitudes toward the positive changing of studying, higher motivation

in learning English vocabulary. The researcher made use questionnaire to measure

the students the changing degrees of their behaviors, attitudes and motivation after

accomplishing each session in Cycle I. the researcher constructed the

questionnaires in the form of multiple choices. In order to avoid confusion and

26

misunderstanding the questionnaires were written in Bahasa Indonesia. The items

of the questionnaires were scored in rating scale of 0-3 (A=3, B=2, C=1, D=0) and

the result of the questionnaires which were considered as the additional data

required for the present classroom action study were descriptively analyzed in the

form of comparative percentages. The comparative percentage figures showed the

subjects’ different degree of changing behavior toward vocabulary learning

activities and were used as informative feedback and a basis to make some

remedial revisions for the sessions in Cycle II. The questionnaires were

administered to the subjects as soon as sessions in Cycle I had been accomplished.

Some of the revision made for the sessions in Cycle II included the following:

1. The researcher prepared more challenging and interesting teaching

materials and exercises.

2. The researcher divided the students into new group so that the students had

an experience in practicing the vocabulary items.

3. The researcher gave more serious attention to the students who were less

active; they were more frequently encouraged to share their ideas during

teaching and learning process.

4. The researcher minimized his talking and involvement at the expense of

increasing the students’ practice in using English.

3.2.5 Reflection

In this action research, reflections which are actually post-test in

vocabulary are given to the subject being studied in the basis of teaching

vocabulary through group A versus group B. The present classroom action study

was divided into 2 cycles were each cycle consisted of 4 successive sessions. Each

27

reflection was administered by the end of each cycle. The subjects’ answer of the

reflections were corrected and scored dichotomously at home and their errors

were discussed in the following cycle. The result of the reflection or post-test in

Cycle I as feedback and based to plan and carry out the actions in Cycle II. In this

way the result of teaching vocabulary through Group A versus group B in Cycle II

were expected to be much better than the result of Cycle I.

3.3 Research Instruments

The selection and construction of appropriate, valid and reliable

research instrument are very essential step of a scientific investigation. This is

on account of the fact merely valid and reliable research instruments can be

used to collect the valid and reliable required data for the study being

undertaken. The study deals with research question: “to what extend is the

effectiveness of group A versus group B in improving vocabulary mastery of the

seventh grade students’ of SMP Negeri 1 Selemadeg Barat in academic year

2012/2013?” This research question logically suggests that there were two sets

of data or raw scores, which were required for the study. They are tests, and

questionnaires.

3.3.1 Test

According to Brown (2004: 3) a test is a method of measuring a

person’s ability; knowledge, or performance in a given domain. The goal

in giving the test is to measure the students’ achievement in vocabulary.

There were two types of test that the researcher was given to the students;

Diagnostic test/pre-test and post-test. Diagnostic test/pre-test was

conducted before the treatment and designed to find out the basic data of

28

the students (in what level the competence of the students are) in

vocabulary before being given the treatment. For instance, the test consists

of 20 items in the form of multiple choices. The Post-Test was used to

measure the students’ achievement and was given to the students after

treatment were conducted. This test was administered at the end of the

cycle. For instance, the test consists of 20 items in form of multiple

choices. It is hopes that by giving the test to the students, the researcher

can access the degree of success in teaching and learning process, can

identify areas of weaknesses and difficulties, and to know the students

achievement.

3.3.2 Questionnaires

Questionnaires were prepared to find out the students’ problem.

Why such problem occurred and to know whether the students were

enjoyable or not to perform and follow the activity. It was given after

conducting the treatment. It was intended to get information of the

students’ response toward the technique which is implemented by the

researcher. It was conducted at the end of the last second session.

3.4 Data Collection

The data collection in this study in the form of qualitative and

quantitative data, where the qualitative data is presented in means score. The

qualitative analysis and quantitative data is presented in mean score. The

qualitative data was gained through administering questionnaires and doing

observation during the teaching learning process. Furthermore, the quantitative

29

data was collected by means of the administering test. The mean score was

obtained from Initial Reflection (IR), Reflection 1 (R1) and Reflection 2 (R2).

3.5 Data Analysis

In this research, there were two kinds of data gained namely: quantitative

and qualitative data. The quantitative data was obtained from the result of pre-test

and post-test. The qualitative data was obtained from the result of the

questionnaire.

The quantitative data are analyzed descriptively by using the following

formula (Djiwandono 2008:212):

M = NΣX

Where:

M = Mean score/ the average score of students’ mastery in vocabulary

∑X = The total score of students

N = The total number of students

From the mean scores, Group A versus group B would be effective to

improve the students’ ability in vocabulary.

The qualitative data were analyzed descriptively by using the following

formula:

Where:

X = Score in percentage

R = Score of total item chosen

N = Total of all item chosen

30

Determining the qualification of the students’ achievement and evaluate the

students’ progress in English vocabulary by using questionnaire or survey.

The researcher measured the students’ ability, it showed in the following

table based on curriculum of education unit level (KTSP, 2006:23).

Table of score qualification

Score internal Mark Qualification

86 – 100 A Excellent

71 – 85 B Good

56 -70 C Sufficient

41 – 55 D Insufficient

> 40 E Failure

31

CHAPTER IV

THE PRESENTATION OF FINDINGS

The present study was an action based research aimed at improving the

vocabulary mastery through Group A Versus Group B by seventh grade students

of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013. This research

was conducted in two kinds of collection, such as: qualitative and quantitative

data. The quantitative data showed the students’ result on the pre-test and post-

test. The qualitative data were collected from the observation during the

treatments from questionnaire at the end of Cycle I. This questionnaire purposed

to know the students’ responds toward the treatment given by the researcher to

them; moreover, it purposed to continue the Cycle I into Cycle II.

4.1 Data

The data required in the present classroom action research need to be

analyzed in order to the students’ achievement after having taught by the

researcher. There were three kinds of instrument used to gather the data of the

present classroom action study, such as pre-test, post-test and questionnaire to

seventh grade students of SMP Negeri 1 Selemadeg Barat. The pre-test or IR in

vocabulary was administered to the subject under study to get their pre-existing

ability in vocabulary. Post-test or reflection was administered for four times, they

were: two times in Cycle I and two times in Cycle II. As a result, there were five

sets of raw scores obtained for the progressing scores, and reflection scores for all

session tabulated as follows:

32

Table 1

Tabulation of Data Showing the Subjects’ Progressing Scores in

Vocabulary mastery through Group A Versus Group B.

Subjects IR Cycle 1 Cycle II

S1 S2 S3 S4 1 - - - - - 2 5 6 7 7.5 8 3 4 5 6.5 8 9 4 5 5 6 7.5 8.5 5 5 6 6 7 8 6 3 5 6 7.5 8 7 4 6 6 8 9 8 5 6 6.5 7 8 9 5 7 7 8.5 7.5 10 4 5 6 8 9 11 4 6 6 7 8 12 3 6 6 7 8 13 4 6.5 6.5 8 8.5 14 5 5 7 7.5 8.5 15 5 6 6 8.5 9 16 5 6.5 7 8 8 17 3 5 6 8 9 18 4 5.5 6 7 8.5 19 4 5.5 6.5 8 8 20 5 6.5 7 8.5 9 21 4 5 6.5 8 8 22 5 7 6 8.5 8.5 23 3 6 6 7 8 24 3 5 6 7 8 25 4 5.5 6.5 8 8.5 26 3 5 6 8.5 9 27 5 6 7 7.5 8 28 5 6 6.5 7 8

TOTAL 114 155 171.5 208 225.5

Furthermore, the qualitative data in this research was intended to know

the students’ response toward the treatment given by the researcher to them. In

33

this research, qualitative data was gathered by the researcher through

questionnaire administration. The answers to the questionnaires were qualitatively

scored using the rating scale 0-3. The scores gathered from administering

questionnaire showed the subjects’ changing attitude and motivation in

vocabulary through group A versus group B. The obtained data showing the

subjects total scores for items of the questionnaires were tabulated as the

following table:

Table 2

Tabulation of Data Showing the Students Changing Motivation and

Attitudes in Vocabulary through Group A Versus Group B.

Items No.

Scores A (3) B (2) C (1) D (0)

1 - - - - 2 15 8 1 0

3 12 4 4 0

4 9 8 3 0

5 12 6 3 0

6 15 8 1 0

7 3 6 6 0

8 21 2 2 0

9 18 4 2 0

10 12 6 3 0

11 24 2 1 0

12 12 10 1 0

13 18 4 2 0

14 12 8 2 0

15 9 6 4 0

16 15 8 1 0

17 24 2 1 0

18 12 8 2 0

19 9 8 3 0

20 12 8 2 0

21 9 6 4 0

22 12 6 3 0

34

23 12 6 3 0

24 12 8 2 0

25 18 6 1 0

26 12 8 2 0

27 12 8 2 0

28 12 6 3 0

TOTAL 363 170 64 0

TOTAL A+B+C+D 597

4.2 Data Analysis

Based on the research instruments in which the researchers administered

pre-test and post-test in each session. Consequently, there were ten sets of raw

scores, which showed the students’ progress in vocabulary mastery through Group

A versus group B. These data should be analyzed and the results of the analysis

were to be discussed. Before the above data was analyzed what they were all

tabulated as the following:

Table 3

Tabulation of the Data Showing Frequency Distribution of Initial

Reflection (IR) and Post Test in Vocabulary through

Group A Versus Group B.

IR Cycle I Cycle II S0 S1 S2 S3 S4

X0 F0 X1 F1 X2 F2 X3 F3 X4 F4 3 6 5 9 6 14 7 8 7.5 1 4 9 5.5 3 6.5 7 7.5 5 8 13 5 12 6 10 7 6 8 9 8.5 6 6.5 3 8.5 5 9 7 7 2

Where:

S = Sessions

35

X = Range of the students’ score

F = Frequency distribution

All of data that obtained on the initial reflection and reflection Cycle I

and Cycle II were analyzed descriptively by using the following formula:

M =

Where:

M = Mean score/the average score of student’s mastery in vocabulary

X = The total score of students

N = The total number of the students

In this section there were three stages of computing and analyzing the

data obtained during the teaching learning process in the classroom. Those were

clarified as follows:

The first step was computing and analyzing the data that were obtained on

the initial reflection. On the initial reflection there were 27 subjects who followed

the test given by the researcher. There was no subject who was absent on this

meeting, so all of students’ joined the test. The total score from the whole subject

was 114. From the total score was obtained, and then the mean score could be

found outs as follows:

M =

M = 27

114

M = 4.2

36

Based on the computation above, the mean score that obtained by the

students on initial reflection was 4.2. If it was seen from the score qualification in

Chapter III, it could be categorized into “low enough” level of mastery. It meant

that students’ mastery in vocabulary on initial reflection was still low. Knowing

that result of the mean score on initial reflection was low, then the researcher

decided to conduct Cycle I to improve the students’ vocabulary mastery.

The next step was computing and analyzing the data of Cycle I. In this

cycle there were two sessions carried out by the researcher. Moreover, at the end

of each session, the researcher gave post-test to the students for checking the

result of the treatment that had just been done to them.

From the Table 1, the sum of total scores that was got by students in first

session was 155. Meanwhile in session two the sum of total scores was 171.5.

From the total score that was got by the students in each session of Cycle I,

the mean score could be found out as follows:

Session 1: M= = 27

155= 5.7

Session 2: M = = 27

171.5= 6.3

Based on the computation from the all of sessions above, it was known

that mean score students in Session 1 was 5.7 and in Session 2 was 6.3. If those

two mean scores were summed up, the result was 12. From the total scores of

11.3, the average/the grand mean score of Cycle I could be obtained as follows:

M = = 2

12 = 6.0

37

Therefore, the grand mean score of the Cycle I was 6.0. From the level of

mastery, this score was classified into “enough” category. Although there was an

improvement of students means score from initial reflection to Cycle I, it was not

still satisfying yet for the researcher because the maximum score had not been

achieved yet. The maximum passing score should be 75%, so that the researcher

could stop the action/treatment.

Finally, the last step was computing and analyzing the data obtained in

Cycle II. This cycle was the continuation of Cycle I. The activity in this cycle was

done as same as the cycle I, there were also two sessions carried out by the

researcher at the end of each session. There were post-test that were administered

to the students for knowing the result of the treatment given at every session.

From the whole subject under study, all of them joined the treatments and test that

were given on each session. There was no student who was absent starting from

three sessions to four sessions in Cycle II, it means that there were 27 students

who joined the treatments and post-test administered in each session in this cycle.

Therefore, the result of the post-tests in Cycle II was clearly seen in Table

1. From the Table 1, the sum of total scores that was got by students in third

session was 208, and then the last in session four, the table showed that the sum of

total score was 225.5.

For finding out the mean score of each session in Cycle II, the calculation

could be draw as follows:

Session 3: M = = 27208

= 7.7

38

Session 4: M = = 27

225.5= 8.3

From the computation above, it was obviously known that the mean got

by the students in Session 3 was 7.7 and in the Session 4 was 8.3. If all of the

mean scores that were obtained by students in Cycle II were summed up, the

result would be 16. From the total score of Cycle II can be found out as follows:

M = = = 8.0

Therefore, the grand mean score of the whole session in Cycle II that was

obtained by the students was 8.0. It means that the grand mean of Cycle II was

comparatively much higher that the grand mean of IR scored and the grand mean

of Cycle I.

The grand mean obtained by the subject under study for both Cycle I and

Cycle II was the grand mean figure of XI = 6,0 and XII = 8,0 respectively. The

grand mean of Cycle II was also significantly much higher than the grand mean of

Cycle I the difference of the grand mean figure of Cycle I and II were 2.0.

If it is seen from the score qualification table in Chapter III, the grand

mean of Cycle II was classified as “good” category. Seeing from this score that

was classified into “good” category, the researcher felt so much satisfied as the

mean score obtained by the students in Cycle II was that the minimum mean score

targeted by the researcher.

Because the minimum score targeted by the researcher had been achieved

by the student in Cycle II, the researcher taught that it was not necessary anymore

to continue the research by conducted the next cycle (Cycle III). Therefore, the

39

researcher decided to stop the research up to Cycle II as there had been very

significant improvement of the mean score got by the students in Cycle II

compared to the mean score obtained by the students in Initial Reflection and in

Cycle I.

Based on the all of the discussion of the computation of the scores and

also the analysis of the data above, then the researcher put all of the data analysis

above into a summary of data analysis. The purpose was to make it looks simpler

and to make the researcher and the readers were easier to read and understand the

student’s achievement in the Initial Reflection, Cycle I and Cycle II.

The summary of the data analysis from the Initial Reflection, Cycle I and

Cycle II as mentioned on the following table:

Table 4

Summary of the Research Showing the Mean of Each Session and

GrandMean for Cycle I and Cycle II

Cycle Session Total Raw

Score Mean Score Total Mean

Score Grand Mean

Score IR S0 114 4.2 4.2 4.2

Cycle I

S1 155 5.7 12 6.0 S2 171.5 6.3

Cycle II

S3 208 7.7 16 8.0 S4 225.5 8.3

The further supporting data were gathered by means of administering

questionnaire at the end of Cycle I to the subject under study. The data collected

from administration of questionnaire had to be calculated and then analyzed. The

calculation of the comparative percentages for the scores of the items of the

questionnaire showing the subjects’ total answers for item of A, B, C, and D. The

40

options specified that A was excellent response, B was basic response, C was

neutral response and D was negative response. The scores of the options in the

questionnaire were shown as follows:

• Total percentages of item A = 597363 X 100% = 62%

• Total percentages of item B = 597170 X 100% = 28%

• Total percentages of item C = 59764 X 100% = 11%

• Total percentages of item D = 597

0 X 100% = 0%

The analysis of the questionnaire score showed the comparative

percentages of 62%, 28%, 11%, and 0% for the total responds of questionnaires

items options A, B, C and D. These findings definitely supported the major

findings of the present classroom action study. Clearly, the comparative

percentages of the items of the questionnaire indicated the subjects’ positive

changing attitudes and motivation in mastering vocabulary through Group A

versus group B. These findings also convincingly proved the effectiveness of

Group A versus group B in teaching vocabulary of seventh grade students of SMP

Negeri 1 Selemadeg Barat in academic year 2012/2013.

As shown clearly in the table 3 that the findings of this classroom action

research were first, the mean of pre-test or IR score was obtained by the seventh

grade students was 4.2. This showed obviously the low ability of the subjects

under study in mastering vocabulary. Second, the means of the Reflection or post-

test in Cycle I (S1 and S2) that were obtained by the subjects under study showed

the mean figures of 5.7 and 6.3. The mean figure obtained by the subjects for each

41

session was comparatively higher than the mean figure or the IR score. Third, the

means of reflection or post-test scores for Cycle II (S3 and S4) that were obtained

by the students under study pointed out the mean figures of 7.7 and 8.3. This

mean figure showed of each session in Cycle II was still comparatively much

higher than the mean figure of the IR score and Cycle I.

The grand mean figure obviously showed the pre existing ability of the

subject under study for both Cycle I and Cycle II showed the grand mean figure of

XI = 6.0 and XII = 8.0 are realistically much higher than their corresponding pre-

test mean score.The difference of grand mean figure of Cycle I and Cycle II was

2.0. These research finding suggested that through of Group A versus group B as

a media in teaching vocabulary of seventh grade students of SMP Negeri 1

Selemadeg Barat in academic year 2012/2013 could progressively and

significantly improve the students achievement in learning vocabulary.

4.3 Discussions of the Findings

The data analysis leads to the establishment of the finding of the present

class action study which investigated the effectiveness of Group A versus group B

in improving the vocabulary mastery of seventh grade students of SMP Negeri 1

Selemadeg Barat in academic year 2012/2013. The data was tabulated in Table 5

which revealed the progress of the subject under study through the mean scores of

Pre-test and Post-test of each session in Cycle I and Cycle II.

The mean of IR or pre-test score (X0) that was obtained by the students

in vocabulary pointed out the mean figure of 4.2. This mean clearly showed that

the pre existing students’ vocabulary was still low. The result of the data analysis

from all of the Reflections or post-tests in Cycle I showed the increasing means

42

figures of X1 = 5.7 and X2 = 6.3. The mean figures that were obtained by the

students of two sessions in Cycle I, was clearly higher than mean figure of IR

score. It clearly showed that Group A versus group B had improved students’

achievement in vocabulary mastery. The comparative mean scores of the Pre-test

and Pos-test in Cycle I was shown on the following graph:

Graph 1: Mean Score Comparison of Pre-Test

and Post-Test in Cycle I

The result of the data analysis from all of the Reflections or post-tests in

Cycle II showed the increasing mean figures of X3 = 7.7 and X4 = 8.3. The mean

figures that were obtained by the students of two sessions in Cycle II, was clearly

higher than mean scores of Pre-test and Post-test of Cycle I. It clearly showed that

Group A versus group B had improved students’ achievement in vocabulary

mastery and successfully encouraged their confidence to learn vocabulary. The

comparative mean scores of the Pre-test and Post-test in Cycle I was shown on the

following graph:

01234567

X0 X1 X2

6.3 5.7

4.2

Cycle I Pre-Test

Mea

n Sc

ore

43

Graph 2: Mean Score Comparison of Pre-Test

and Post-Test in Cycle I

Afterward, the grand mean scores of the students’ achievement in Cycle I

and Cycle II was shown on Table 4. The first series showed the result of grand

mean score in Cycle I which reached 6.0. This score indicated an increase from

Pre-test score to the grand mean score of Cycle I that was 1.4. The second series

showed the result of grand mean score in Cycle II which reached 8.0. This score

made another difference from Pre-test score was 4.2 and from the grand mean

score of Cycle I that was 2.0. The finding of the resent classroom action research

had proved that the mastery of students in studying vocabulary was improved

significantly throughout the sessions after they have been taught through Group A

versus group B. The mean score of Pre-test and Grand mean score in Cycle I and

Cycle II can be graphically presented as the following:

0123456789

X0 X3 X4

Mea

n Sc

ore

Pre-Test Cycle II

8.3 7.7

4.2

44

Graph 3: Grand Mean Score Comparison of IR, Cycle I and Cycle II

In addition, the proportional figures the total response of the

questionnaire for item A, B, C, and D. The data were collected through

questionnaire and the result had been analyzed on Table 6, the table was evaluated

to reveal the percentage rates. This finding clearly showed that 62% students

absolutely liked or agreed the Group A versus group B in learning English

vocabulary, 28% students liked or agreed it, 11% showed that students little bit

agreed and 0% students did not agree it. Clearly, the obtained comparative

percentages of items questionnaire indicated that the students’ positive changing

their attitudes and motivation in vocabulary mastery through Group A versus

group B. The findings of present classroom action research were in line with the

existing research findings, which have discovered vocabulary through Group A

versus group B was significantly effective and gave significant improvement to

the student’s mastery in vocabulary. To make it clear, the percentage rate of the

questionnaire was presented on the following graph:

0123

456

789

IR CYCLE I CYCLE II

8.0

4.2

Gra

nd M

ean

45

Graph 4: Percentage Rate of Questionnaire

In relation to the findings above, the researcher could make a conclusion

that the Group A versus group B could improve the achievement of the students in

vocabulary mastery. Furthermore, since the target score had been succeeded by

the students, the researcher decided to finish this study until Cycle II and the

hypothesis could be improved in which the students’ vocabulary mastery can be

improved through Group A versus group B.

0%

10%

20%

30%

40%

50%

60%

70%

A B C D

62%

28%

11%

0%

Perc

enta

ge R

ate

46

CHAPTER V

CONCLUSION AND SUGGESTION

As already stated at preceding chapter, the researcher conducted to the

seventh grade students of SMP Negeri 1 Selemadeg Barat which dealt with

teaching vocabulary through Group A versus group B. Finally it could be

conclude in this chapter. Some practical suggestions in reference to the

significance of the established research findings were also recommended in the

chapter. The findings of this study throughout could really provide benefits for the

English teachers and the seventh grade students of SMP Negeri 1 Selemadeg

Barat.

5.1 Conclusion

The classroom action research dealt with the teaching vocabulary through

Group A versus group B of the seventh grade students of SMP Negeri 1

Selemadeg Barat in academic year 2012/2013. The seventh class (VIIB) was

selected as the subject of this study based on the preliminary research. According

to the research it was found that the seventh grade students of SMP Negeri 1

Selemadeg Barat academic year 2012/2013 faced big problem in vocabulary,

therefore, they were really difficult to express their ideas or opinion because of

their weakness in mastering vocabulary. The application of Group A versus group

B could improve the students’ motivation in learning vocabulary. Their learning

motivation effectively led them to a better achievement. They also could learn the

words independently choosing the words and defining the meaning of the words.

When the media was applied a relaxed classroom atmosphere was created.

47

In order to get those objective fulfilled, the researcher then conducted a

classroom action research by directly teaching the students. In this research, the

researcher designed two cycles which consisted of two sessions in each cycle.

Before doing the research, the research administered the Initial Reflection or pre-

test first to know the pre existence of their ability invocabulary before the

treatment was carried out. Then, to know the result of the treatments, he

administered four post tests in the end of every treatment. The result of post tests

and also questionnaire in the end of Cycle I were clearly discussed in Chapter IV.

Based on the clear discussion in Chapter IV, the researcher concluded that

Group A versus group B could improve the students’ vocabulary mastery of

seventh grade students of SMP Negeri 1 Selemadeg Barat in academic year

2012/2013. In this case Group A versus group B was very effective as a good way

in teaching vocabulary. It could be seen from the Initial reflection to Cycle I, and

from Cycle I to Cycle II. Before the treatments were given in Initial Reflection,

the students’ ability in vocabulary was low, where it was proved by result of their

mean score in Pre-test which was only 4.2. Then in Cycle I, after treatments were

given two sessions with Post-test at the end of each session, the mean score got by

students were 6.0. Based on the category that explained in Chapter III, it was

grouped as “enough” category.

It means that their mean score improved 1.8 point in Cycle I. as the

research target had not been achieved yet, and then the researcher conducted

Cycle II. Same as Cycle I, in Cycle II there were also two sessions and the

researcher also gave the students Post-test in the end of each sessions. In this

cycle there was a great improvement on the students’ vocabulary mastery. It was

48

shown by significant increase of the mean score they got in this cycle compared to

the mean score they got in Cycle I. their mean score in Cycle II was 8.0 (good). It

was 2.0 point higher to their mean score in Cycle I. In summary, their mean score

improved 3.8 point from IR to Cycle II. This significant improvement was high

because of the Group A versus group B used by the researcher during the

treatments in Cycle II.

Based on what have been stated above, the attitude and the learning

motivation of the subjects under study changed and heightened positively. The

researcher who acted as a classroom teacher observed that the students were

active in participating and involving themselves in the teaching learning process.

It can be said that Group A versus group B was effectiveness in improving the

students’ vocabulary mastery. Furthermore, the hypothesis which was stated in the

previous chapter was proved by the significant improvement on the students mean

score in Cycle I compared to mean score of Cycle II.

5.2 Suggestion

Based on the result of the study that has been stated on the conclusions

above, the researcher gives some suggestions as follows:

a. For the teachers

The suggestion is intended to the English teacher, especially for the

English teacher who teaches in SMP Negeri 1 Selemadeg Barat, to use

Gorup A versus group B as the one alternative in teaching English

vocabulary since it can build up the students interesting and motivated

them in learning vocabulary. The English teacher should be more active

and creative in experimenting different kind of teaching media because the

49

use of varied media can greatly in creating the motivation and the

interesting of the students to learn English.

b. For the students

The students should develop their vocabulary mastery because vocabulary

is an important and basic component in learning English. Due the

advancement of knowledge nowadays, the students have to be ready in

communicating by English language. People cannot communicate each

other and express their idea without having enough vocabularies.

c. For the institution

In order to improve the students’ vocabulary mastery, carry out English

competition in the school to give more knowledge about English for the

students. Moreover, the competition also very important to increased the

number of teaching media in order to teachvocabulary.

d. For the other researchers

Because of the limitation of time the researcher had was very much limited

during this research, then researcher suggested to other researcher to

conduct the same research using this media to improved the students

knowledge about English vocabulary but with the longer time allotment

and do to higher level of students or do in other school.

50

REFERENCES

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom

Practices. White Plains, NY: Pearson Education.

Burns, Anne. 2010. Doing Action Research in English Language Teaching. New York: Taylor & Francis. UK.

Butler, Susan. 2001. Assessment Vocabulary and Performance Assessment. North

Carolina: NC University. Carter and Nunan. 2004. Language Teaching Methodology, A Text Book

Teacher’s London: Prentice – Hall. Canon and Linse. 2005. Education English Language Learners. United States:

The National Council of La Raza. Brown University. Colman, Ruth. 2005. The Briefest English Grammar Ever. Australia: University

of New South Wales Press. Ltd. Deighton. 2005. Vocabulary development: A morphological analysis.

Morphograph Society for research children. Djiwandono, Prof. Dr. M.S. 2008. Tes Bahasa:Panduan Guru Bahasa. Jakarta: PT Indeks. Graves, Michael F. 2006. The Vocabulary Book: Learning and Instruction.

Teacher College, Colombia University. Hadfield, Jill. 2010. Elementary Vocabulary Games: A Collection of Vocabulary Games and Activities for Elementary Students of English. Longman. Harmer, Jeremy. 2001. How to Teach English. Addision Wesley Longman Limited. Harmer, Jeremy. 2007. The Practice of English Language Teaching. Pearson

Education Limited. Longman. Hiebert, Elfrieda H and Kamil, Michael L. 2005. Teaching and Learning Vocabulary: Bringing Research to Practice. Lawrence Erlbaum Associates Publishers: London. Hornby. 2000. Vocabulay Studies in First and Second Language Acquisition. The

Interface Between Theory and Application. KTSP. 2006. Pemerintah Kabupaten Badung. Dinas Pendidikan Pemuda dan

Olahraga Kabupaten Badung.

51

Leaver, Betty. 2005. Achieving Success in Second Language Acquisition. United

States: Cambridge University Press. Milton, James. 2009. Measuring Second Language Vocabulary Acquisition,

Britain: Short Run Press Ltd. Nation, I.S.P. 2001.Learning Vocabulary in Another Language. United States:

Cambridge University Press. Nunan, David. 2004. Task-Based Language Teaching. Cambridge: Cambridge

University. Pikulski and Templetion. 2004. Teaching and Developing Vocabulary. Key to

long-Term. Reading Success. Haughton Milfian Company: U.S.A. Rini, Ayu. 2010. Be Smart and Fun with English Game. Jakarta: Kesaint Blanc. Strom, Robert D and Strom, Paris S. 2010. Parenting Young Children: Exploring Internet, Television, Play and Reading. Information Age Publishing, inc. Thornbury, Scott. 2002. How To Teach Vocabulary. England: Person Education

Limited. .

LIST OF APPENDICES

Appendix 1 : List of the Students’ Name

Appendix 2 : Initial Reflection (Pre-Test)

Appendix 3 : Lesson Plan (All Cycle)

Appendix 4 : Reflection (Post-Test) All Cycle

Appendix 5 : Key Answer of Pre-Test and Post-Test

Appendix 6 : Questionnaire

Surat Permohonan Ijin Penelitian Universitas Mahasaraswati Denpasar

Surat Keterangan Penelitian dari SMP Negeri 1 Selemadeg Barat

Surat Keterangan Keaslian Tulisan

Autobiography

Appendix 1

LIST OF THE STUDENTS’ NAME

No.

Name (Subjects)

1 Ni Ketut Ada Asih 2 I Made Aditya Saputra 3 Agus Eko Purnomo 4 I Gede Agus Pujawan 5 I Made Agus Wirya Bakti 6 Gst. Ayu Made Aristina Ariyanti 7 I Putu Gede Arta Widyana 8 Ni Kadek Ayu Dea Sariani Dewi 9 Luh Ayu Trisnayanti 10 Made Bhujangga Wismantari 11 I Made Candra Pradana 12 I Gede Darma Wiranata 13 I Gede Dede Fendy Anggriawan 14 I Putu Egi Setiawan 15 I Gede Eka Putra Perdana 16 I Nyoman Indrawan 17 Ni Putu Indrayani 18 Nanda Novitasari 19 I Made Oko Dwi Antara 20 Ni Luh Putu Krisna Sari 21 Ni Luh Putu Puspa Dewi 22 Luh Gede Ria Anggreni 23 Ni Made Risa Dwi Lestari 24 Ni Putu Ristian Armayani 25 Ni Made Rosalia Dewi 26 I Wayan Wahyu Putra Anggara 27 I Putu Wahyu Suryawan 28 Ni Made Widya Lestari

PRE-TEST

Subject : English

Class/Semester : VII/2

Time Allotment : 20 Minutes

Choose the correct answer by crossing A, B, C, or D on the answer sheet!

1. Dewi : what do you call of animal that eat plants?

Rina : We call them …….

A. fauna C. herbivore

B. omnivore D. flora

2. Snakes are likes eels. They eat fish or other small animals. They are ……..

A. tame animals C. friendly animal

B. wild animal D. funny animal

3. The tourists, domestics or foreigner usually visits the place where they can

enjoy many kinds of animals. The place is a……..

A. jungle C. garden

B. forest D. zoo

4. Birds are kinds of animal. They can protect the body with their feathers

and they can ……..on the sky because have two wings.

A. fly C. walk

B. sit D. sing

5. Kangaroo is an animal that has ………in front of the belly to keep the

baby.

A. pouch C. beak

B. ear D. trunk

6. Collie, sheepdog, and terrier are all kinds of………

A. cats C. pigs

B. dogs D. birds

Appendix 2

7. Heru : What do you call something related to animals and plans live?

Vera : We call them ……..

A. carnivore and herbivore C. flora and fauna

B. herbivore and omnivore D. plants and flora

8. When the lion in the circus, he is not dangerous, he is …….

A. wild C. existance

B. tame D. sparse

9. If we go to the beach, we can see …………scenery.

A. wave C. wonderful

B. sand D. sunset

10. When the full moon time comes, people can enjoy the Ramayana Dance.

The opposite of underlined word is ……..

A. bored C. happy

B. exciting D. sad

11. Someone who shows interesting places to the tourists is ……….

A. guide C. driver

B. foreigners D. visitor

12. The tourists come to enjoy the beautiful view and many monkeys in

Uluwatu Temple. The underlined word means ……

A. panorama C. wave

B. visitor D. sea

13. Bali is an amazing island and it is famous in the world. As a person who

……in Bali, we should be proud of it.

A. drink C. sit

B. lives D. put

14. The Taman Ayun Temple was ……….in 1634 by I Gusti Agung Anom.

A. make C. maintain

B. built D. keep

15. There are many tourists like to enjoy the Kecak Dance, because it is really

an …….dance.

A. bored C. happy

B. attractive D. sad

16. Many people say that, Bali is an island of …………….

A. hundred temples C. thousand temple

B. thousand buildings D. thousand tourism objects

17. Mr. Rudy is a teacher. He ……………..his students in front of the class.

A. teaches C. greet

B. teach D. check

18. The students are having a biology lesson. They are doing some

……………

A. experiments C. works

B. exercises D. teach

19. Poppy is my classmate. So she ……….me to come to her birthday party

tonight.

A. Given C. invited

B. Attended D. went

20. My mother is a good woman. She works as a teacher. She always goes to

school to …..the students.

A. Makes C. sits

B. Gives D. teaches

Lesson Plan 1 of cycle I

Educational level : SMP Negeri 1 Selemadeg Barat

Subject : English

Class/Semester : VII/II

Time : 2 x 35 Minutes

Theme : Vocabulary

Academic year : 2012/2013

I. Standard Competency

Comprehending various forms of vocabulary by using an appropriate

variety of language in daily context.

II. Basic Competency

Understanding various vocabulary used in variety of daily context.

III. Indicators

a. Mentioning the kinds of jobs.

b. Finding new vocabulary of jobs.

c. Answering the question about jobs.

IV. Learning Objective

a. The students are able to mention and remember the kinds of jobs

through Group A Versus Group B.

b. Students are able to find out the meaning of new vocabularies in

Indonesia.

c. Students are able to answer the questions about jobs by the teacher.

V. Learning Material

- Vocabulary about jobs.

Appendix 3

VI. Teaching Method/Technique

Technique: Three phase Technique

VII. Teaching Material

English book of seventh grade students of junior high school, white board,

board marker, eraser.

VIII. Teaching learning activities

Session 1

No Teacher activities Time

I Pre-Activities

1. Teacher greets the students

2. Cheking the students attendant

10

Minutes

II Whilst-Activities

1. Introducing about jobs.

2. Asking the students some question about jobs.

3. Asking the students to find out the meaning of

receptionist, photographer, postman, etc.

4. Asking the students to mention the kinds of jobs by

using Group A versus group B.

45

Minutes

III Post-Activities

1. The teacher gives time to learn and memorize the

kinds of jobs that has been discussed.

2. Asking the students to recall the kinds of jobs.

20

Minutes

3. Telling the students that they will get the post test

4. Distributing the post-test

5. Asking the students to submit the test if they finished

6. The teacher asks if there is any question.

7. Closing the class with leaving taking

IX. Learning Sources

English book of seventh grade students of junior high school.

X. Evaluation

a. Form of istrument : objective test

b. Kinds of evaluation : if the correct answer the score is 1 and the

incorect answer the score 0.

c. Instrument : post-test

Choose the correct answer by crossing (x) A, B, C, or D on the answer

sheet!

d. Guidelines

1. The number of correct answer, score 1

2. Total score maximum 1 x 10 = 10

3. Maximum score = 20

The number of correct answer

= x 10

Maximum score

Rubric of Evaluation

Explanation Score

Each of correct answer 1

Each of incorrect answer 0

Selemadeg Barat, June 2013

Researcher

I Wy Pery Surya Adnyana NPM: 09.8.03.51.31.1.5.3272

Lesson Plan 2 of cycle I

Educational level : SMP Negeri 1 Selemadeg Barat

Subject : English

Class/Semester : VII/II

Time : 2 x 35 Minutes

Theme : Vocabulary

Academic year : 2012/2013

I. Standard Competency

Comprehending various forms of vocabulary by using an appropriate

variety of language in daily context.

II. Basic Competency

Understanding various vocabulary used in variety of daily context.

III. Indicators

a. Mentioning the kinds of animals.

b. Finding new vocabularies of animals.

c. Answering the question about animals.

IV. Learning Objective

a. The students are able to mention and remember the kinds of

animals through Group A versus Group.

b. Students are able to find out the meaning of new vocabularies in

Indonesia.

c. Students are able to answer the questions about animals by the

teacher.

V. Learning Material

- Vocabulary about the animals.

VI. Teaching Method/Technique

Technique: Three phase Technique

VII. Teaching Material

English book of seventh grade students of junior high school, white board,

board marker, eraser.

VIII. Teaching learning activities

Session 2

No Teacher activities Time

I Pre-Activities

1. Teacher greets the students

2. Cheking the students attendant

10

Minutes

II Whilst-Activities

1. Introducing about animals.

2. Asking the students some question about the animals.

3. Asking the student to find out the meaning of

crocodile, shark, monkkey, etc.

4. Asking the students to mention the kinds of animals

by using Group A versus group B.

45

Minutes

III Post-Activities

1. The teacher gives time to learn and memorize the

kinds of animals that has been discussed.

2. Asking the students to recall the kinds of animals.

3. Telling the students that they will get the post test

4. Distributing the post-test

5. Asking the students to submit the test if they finished

6. The teacher asks if there is any question.

7. Closing the class with leaving taking

20

Minutes

IX. Learning Sources

English book of seventh grade students of junior high school.

X. Evaluation

a. Form of istrument : objective test

b. Kinds of evaluation : if the correct answer the score is 1 and the

incorrect answer the score is 0.

c. Instrument : post-test

Choose the correct answer by crossing (x) A, B, C, or D on the answer

sheet!

d. Guidelines

1. The number of correct answer, score 1

2. Total score maximum 1 x 10 = 10

3. Maximum score = 20

The number of correct answer

= x 10

Maximum score

Rubric of Evaluation

Explanation Score

Each of correct answer 1

Each of incorrect answer 0

Selemadeg Barat, June 2013

Researcher

I Wy Pery Surya Adnyana NPM: 09.8.03.51.31.1.5.3272

Lesson Plan 3 of cycle II

Educational level : SMP Negeri 1 Selemadeg Barat

Subject : English

Class/Semester : VII/II

Time : 2 x 35 Minutes

Theme : Vocabulary

Academic year : 2012/2013

I. Standard Competency

Comprehending various forms of vocabulary by using an appropriate

variety of language in daily context.

II. Basic Competency

Understanding various vocabulary used in variety of daily context.

III. Indicators

a. Mentioning about the transportation.

b. Finding out the meaning of new vocabularies.

c. Answering the question about the transportation.

IV. Learning Objective

a. The students are able to mention and remember kinds of

transportationthrough Group A versus Group B.

b. Students are able to find out the meaning of new vocabularies in

Indonesia.

c. Students are able to answer the questions about transportation by

the teacher.

V. Learning Material

- Vocabularies about the transportations.

VI. Teaching Method/Technique

Technique: Three phase Technique

VII. Teaching Material

English book of seventh grade students of junior high school, white board,

board marker, eraser.

VIII. Teaching learning activities

Session 3

No Teacher activities Time

I Pre-Activities

1. Teacher greets the students

2. Cheking the students attendant

10

Minutes

II Whilst-Activities

1. Introducing about the transportations.

2. Asking the students some question about the

transportations.

3. Asking the student to find out the meaning of

motorcycle, plane, train, etc.

4. Asking the students to mention the kinds of

transportations by using Group A versus group B.

45

Minutes

III Post-Activities

1. The teacher gives time to learn and memorize the

kinds of transportations that has been discussed.

2. Asking the students to recall the kinds of

transportations.

3. Telling the students that they will get the post test

4. Distributing the post-test

5. Asking the students to submit the test if they finished

6. The teacher asks if there is any question.

7. Closing the class with leaving taking

20

Minutes

IX. Learning Sources

English book of seventh grade students of junior high school.

X. Evaluation

a. Form of instrument : objective test

b. Kinds of evaluation : if the correct answer the score is 1 and the

incorrect answer the score is 0.

c. Instrument : post-test

Choose the correct answer by crossing (x) A, B, C, or D on the answer

sheet!

d. Guidelines

1. The number of correct answer, score 1

2. Total score maximum 1 x 10 = 10

3. Maximum score = 20

The number of correct answer

= x 10

Maximum score

Rubric of Evaluation

Explanation Score

Each of correct answer 1

Each of incorrect answer 0

Selemadeg Barat, June 2013

Researcher

I Wy Pery Surya Adnyana

NPM: 09.8.03.51.31.1.5.3272

Lesson Plan 4 of cycle II

Educational level : SMP Negeri 1 Selemadeg Barat

Subject : English

Class/Semester : VII/II

Time : 2 x 35 Minutes

Theme : Vocabulary

Academic year : 2012/2013

I. Standard Competency

Comprehending various forms of vocabulary by using an appropriate

variety of language in daily context.

II. Basic Competency

Understanding various vocabulary used in variety of daily context.

III. Indicators

a. Mentioning the kinds of hobbies

b. Finding new vocabularies about hobbies

c. Answering the question about hobbies

IV. Learning Objective

a. The students are able to mention and remember the kinds of

hobbies places through Group A versus Group B.

b. Students are able to find out the meaning of new vocabularies in

Indonesia.

c. Students are able to answer the questions about hobbies by the

teacher.

V. Learning Material

- Vocabularies about hobbies.

VI. Teaching Method/Technique

Technique: Three phase Technique

VII. Teaching Material

An English Book for Junior High School (seventh grade), white board,

board marker, eraser.

VIII. Teaching learning activities

Session 4

No Teacher activities Time

I Pre-Activities

1. Teacher greets the students

2. Cheking the students attendant

10

Minutes

II Whilst-Activities

1. Introducing about hobbies.

2. Asking the students some question about the hobbies.

3. Asking the student to find out the meaning of dancing,

philately, traveling, etc.

4. Asking the students to mention the kinds of hobbies

by using Group A versus group B.

45

Minutes

III Post-Activities

1. The teacher gives time to learn and memorize the

kinds of hobbies that has been discussed.

2. Asking the students to recall the kinds of hobbies.

3. Telling the students that they will get the post test

4. Distributing the post-test

5. Asking the students to submit the test if they finished

6. The teacher asks if there is any question.

7. Closing the class with leaving taking

20

Minutes

IX. Learning Sources

English book of seventh grade students of junior high school.

X. Evaluation

a. Form of istrument : objective test

b. Kinds of evaluation : if the correct answer the score is 1 and the

incorrect answer is 0.

c. Instrument : post-test

Choose the correct answer by crossing (x) A, B, C, or D on the answer

sheet!

d. Guidelines

1. The number of correct answer, score 1

2. Total score maximum 1 x 10 = 10

3. Maximum score = 20

The number of correct answer

= x 10

Maximum score

Rubric of Evaluation

Explanation Score

Each of correct answer 1

Each of incorrect answer 0

Selemadeg Barat, June 2013

Researcher

I Wy Pery Surya Adnyana

NPM: 09.8.03.51.31.1.5.3272

POST-TEST 1

SESSION 1 OF CYCLE I

Subject : English

Class/semester : VII/2

Time Allotment : 20 minutes

Choose the correct answer by crossing A, B, C, or D on the answer sheet!

1. A person who takes a picture is …….

A. a receptionist C. a photographer

B. a pilot D. an electrician

2. A person who sets electric systems is ……..

A. a tailor C. an electrican

B. a carpenter D. a singer

3. A singer needs……….. to sing.

A. a microphone C. a stage

B. a guitar D. a stick

4. ……….is someone who is search for information and write for newspapers and

magazine.

A. a soldier C. a postman

B. a journalist D. a secretary

5. A person who works in a workshop and he repairs cars. His occupation is........

A. nurse C. carpenter

B. soldier D. mechanic

6. This woman accompanies guest who want to visit beautiful places. Who is she?

A. dancer C. guide

B. teacher D. police

7. This man’s job is protecting our country from enemies. What does he do?

Appendix 4

A. driver C. soldier

B. teacher D. postman

8. Mr. Edwin works as a doctor. He work in......?

A. hospital C. office

B. travel agency D. school

9. A tailor is a person who……

A. buys a clothes C. washes clothes

B. sells a clothes D. makes clothes

10. He is a farmer. He works at….

A. a market C. a rice field

B. a library D. a hospital

11. A person who answers the phone and receives guests in a hotel or in an office is

…..

A. a farmer C. a receptionist

B. a carpenter D. a pilot

12. Where does a waitress work?

A. school C. restaurant

B. hospital D. office

13. ……..is a woman who works in hospital. She helps a doctor.

A. a shopkeeper C. a teacher

B. a seller D. a nurse

14. ……is a person who works in the garden. He keeps the garden clean and

beautiful.

A. a carpenter C. a gardener

B. a teacher D. a driver

15. Where does the doctor work?

A. in the garden C. hospital

B. at school D. office

16. What does a hairdresser do?

A. makes clothes C. sells clothes

B. cuts and arrange hair D. washes clothes

17. This man always makes chairs and tables. What is his job?

A. barber C. carpenter

B. shopkeeper D. police

18. This man delivers letter by using his motor cycle. What is his occupation?

A. postman C. doctor

B. teacher D. nurse

19. …….is a girl who works in a shop, she serves the customer.

A. an artist C. a teacher

B. a nurse D. a shopkeeper

20. ……is a man who directs the traffic.

A. a driver C. a barber

B. a police D. a nurse

POST-TEST 2

SESSION 2 OF CYCLE I

Subject : English

Class/semester : VII/2

Time Allotment : 20 minutes

Choose the correct answer by crossing A, B, C, or D on the answer sheet!

1. This animal lives in the lakes and river. What kind of animal is it?

A. crocodile C. shark

B. octopus D. bear

2. This animal likes banana. What kind of animal is it?

A. bat C. monkey

B. cat D. pig

3. Doni has a dog at home. It is small, fluffy and cute. The underlined word

means ......

A. thin C. hard

B. soft D. thick

4. Elephant is the………...animal.

A. short C. strong

B. long D. big

5. The cat usally.............. with dog.

A. forgets C. fights

B. stays D. runs

6. This animal has long neck. What kind of animal is it?

A. deer C. zebra

B. kangaroo D. giraffe

7. This animal puts her babies in her pouch. What kind of animal is it?

A. monkey C. cow

B. kangaroo D. camel

8. This animal produces milk for us. What kind of animal is it?

A. cow C. sheep

B. dog D. horse

9. This animal can climb trees. What kind of animal is it?

A. dog C. goat

B. cat D. snake

10. This animal likes jump. What kind of animal is it?

A. pig C. frog

B. snake D. sheep

11. This animal is a big cat. It lives in jungle. What kind of animal is it?

A. tiger C. bear

B. horse D. dog

12. This animal is the king of jungle. What kind of animal is it?

A. wolf C. snake

B. tiger D. lion

13. A cowboy likes to ride on it. What kind of animal is it?

A. elephant C. horse

B. camel D. giraffe

14. This animal lives in the houses. It eats cheese in the kitchen. What kind of animal

is it?

A. frog C. dog

B. mouse D. cat

15. It doesn’t like dog very much. What kind of animal is it?

A. bird C. cat

B. snake D. mouse

16. This animal can sing and fly. It lives on the tree. What kind of animal is it?

A. bird C. camel

B. bat D. cow

17. This animal likes honey very much. What kind of animal is it?

A. bear C. bird

B. bee D. dragonfly

18. This animal lives in two places: water and land. What kind of animal is it?

A. mouse C. frog

B. bird D. fish

19. This bird can not fly but it can swim. What kind of animal is it?

A. squirrels C. penguin

B. butterfly D. bat

20. This animal only lives in Australia. What kind of animal is it?

A. kangaroo C. camel

B. monkey D. cat

POST-TEST 3

SESSION 1 OF CYCLE II

Subject : English

Class/semester : VII/2

Time Allotment : 20 minutes

Choose the correct answer by crossing A, B, C, or D on the answer sheet!

1. There are buses in the….. A. airport C. bus station

B. harbor D. beach

2. We can do cycling by using….

A. bicycle C. plane

B. car D. train

3. We can take the plane in the…..

A. harbor C. bus station

B. market D. airport

4. My father goes to the office by…… it has four wheels.

A. bicycle C. train

B. horse D. car

5. Ship is a kind of……..transportation.

A. air C. land

B. water/sea D. street

6. My Father goes to the harbor, he will take the…..

A. ferry C. helicopter

B. plane D. bus

7. Our country distributes oil and petrol by using….

A. bus C. tanker

B. motorcycle D. bicycle

8. …….can carries many things such as, sand, stones, passengers etc.

A. a truck C. a plane

B. a car D. a train

9. Plane is kind of……. transportation.

A. land C. water

B. air D. street

10. It is a vehicle driven by electricity that runs on rail along the streets of a town and

carries passengers. What is it?

A. train C. car

B. ship D. plane

11. I buy a new sport……for my son.

A. ship C. car

B. plane D. train

12. It is a vehicle with two or four wheels that is pulled by a horse and used for

carrying load. What is it?

A. cart C. car

B. helicopter D. bus

13. Ruben is a student. He rides his……to go to school

A. bicycle C. car

B. bus D. ship

14. Yamaha is type of………..My father likes to ride it.

A. bicycle C. motorbike

B. boat D. plane

15. Long time ago, when there was no car. People traveling by using….

A. plane C. horse cart

B. helicopter D. cruise

16. You can go around this lake by using this…….because the lake is not large.

A. boat C. car

B. horse cart D. bus

17. Many students in this town go to school by…. now.

A. train C. school bus

B. ship D. plane

18. The tourists travel in the ocean to see many different islands. They

use……..because it more comfortable.

A. sea cruise C. car

B. boat D. plane

19. People like to use…….to travel on land.

A. boat C. ship

B. train D. plane

20. Bali is an island. You can find cars, planes, and ship but you can not

see……..here.

A. bus C. train

B. car D. plane

KEY ANSWERS

A. KEY ANSWER OF PRE-TEST

1. C 11. A 2. B 12. A 3. D 13. B 4. A 14. B 5. A 15. B 6. B 16. C 7. C 17. A 8. B 18. A 9. C 19. C 10. A 20. D

B. KEY ANSWER OF POST TEST 1 SESSION 1 OF CYCLE I

1. C 11. A 2. C 12. C 3. A 13. D 4. B 14. C 5. D 15. C 6. C 16. B 7. C 17. C 8. A 18. A 9. D 19. D 10. C 20. B

C. KEY ANSWER OF POS TEST 2 SESSION 2 OF CYCLE I

1. A 11. A 2. C 12. D 3. B 13. C 4. D 14. B 5. C 15. C 6. D 16. A 7. B 17. B 8. A 18. C

Appendix 5

9. D 19. C 10. C 20. A

D. KEY ANSWEROF POST TEST 3 SESSION 1 OF CYCLE II

1. C 11.C 2. A 12. A 3. D 13. A 4. C 14. C 5. B 15. C 6. A 16. A 7. C 17. C 8. A 18. A 9. B 19. B 10. A 20. C

E. KEY ANSWER POST TEST 4 SESSION 2 OF CICLE II

1. C 11. A 2. A 12. B 3. A 13. B 4. A 14. C 5. C 15. C 6. A 16. B 7. A 17. D 8. A 18. B 9. A 19. A 10. C 20. C

QUESTIONNAIRE

Petunjuk Jawaban :

1. Jawablah Pertanyaan dibawah ini dengan memberika tanda silang (X)

pada salah satu pilihan yang tersedia berdasarkan pendapat dan keadan

sendiri.

2. Semua pilihan jawaban yang disediakan adalah benar, oleh karena itu

jawablah denan jujur sesuai dengan hati nurani kamu dan jangan

meniru jawaban teman anda.

3. Terimakasih atas bantuan kalian dalam menjawab setiap pertayaan

yang ada dalam kuisioner ini.

Pertanyaan

1. Bagaimanakah perasaanmu bila mendapat pelajaran Bahasa Inggris ?

A. sangat suka

B. suka

C. biasa saja

D. tidak suka

2. Apakah anda suka belajar kosa kata Bahasa Inggris?

A. sangat suka

B. suka

C. biasa saja

D. tidak suka

Appendix 6

3. Apakah penjelasan guru tentang kegiatan pembelajaran kosa kata dapat

dipahani dengan jelas dengan mengerjakan tugas mendengarkan dan

menulis sebagai teknik pembelajaran?

A. sangat jelas

B. jelas

C. biasa saja

D. tidak jelas

4. Bagaimana kesanmu terhadap Group A versus Group B teknik?

A. sangat menarik

B. menarik

C. biasa saja

D. tidak menarik

5. Apakah kamu menyenangi pembelajaran kosa kata Bahasa Inggris dengan

menggunakan Group A versus Group B teknik?

A. sangat menyukai

B. menyukai

C. biasa-biasa saja

D. kurang menyukai

6. Apakah situasi pembelajaran melalui Group A versus group B teknik dapat

meningkatkan daya ingatmu terhadap kosa kata Bahasa Inggris?

A. sangat membantu

B. membantu

C. biasa saja

D. kurang membantu

7. Apakah cara pembelajaran kosakata dengan mengunakan Group A versus

Group B teknik ini bermanfaat bagi anda?

A. sangat bermanfaat

B. bermanfaat

C. kurang bermanfaat

D. tidak bermanfaat

8. Bagaimana menurut anda cara guru mengunakan Group A versus Group B

teknik dalam mengajar kosakata dalam bahasa inggris?

A. sangat jelas

B. jelas

C. biasa saja

D. tidak jelas

9. Apakah dengan cara pembelajaran kosakata melalui Group A versus

Group B teknik, kamu merasa ada kemajuan dan belajarmu meningkat?

A. sangat meningkat

B. meningkat

C. cukup meningkat

D. tidak meningkat

10. Apakah dengan cara pembelajaran kosakata melalui Group A versus

Group B teknik.membuatmu merasa bersemangat dalam belajar?

A. sangat bersemangat

B. bersemangat

C. biasa saja

D. tidak bersemangat

AUTOBIOGRAPHY

I Wayan Pery Surya Adnyana, was born in Tabanan

on January 16 1991. I live at Jl. Ratna, Gg. Dewi Kunti No.

6. Tonja. I’m Balinese; I grew up in Hindus family and

small family consisted of my father, mother, me and

younger brother. My father is I Wayan Suarya as a business

man and my mother is Ni Wayan Sedani as a housewife.

I’m oldest children in my family. My parent hopes their

entire children graduate at least until senior high school. I started my first study in

elementary school at SD No 2 Antap, I spent 6 years for finishing my first grade

until six grades in 1997 until 2003. Moreover, I spent 3 years for finishing my

seventh grade until ninth grade in junior high school at SMP Negeri 1 Selemadeg

in 2003 until 2006. Then I started my senior high school at SMA Negeri 1

Selemadeg in 2006 until 2009 that also spent 3 years to finish my tenth grade until

twelfth grade. After finishing my study in senior high school, I continue my study

and started it at Mahasaraswati University Denpasar in 2009 until 2013. I took

English Education Study Program, Faculty of Teacher Training and Education.

During study there, I got lots of knowledge and experiences in English. I want

make my parent proud of me. I want to be English teacher.