TEACHING VOCABULARY USING CONTEXTUAL TEACHING AND …

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TEACHING VOCABULARY USING

CONTEXTUAL TEACHING AND LEARNING

(CTL)(an Experimental Study at the First Grade of MTs Negeri 13 Jakarta)

A “Skripsi”Presented to the Faculty of Tarbiyah and Teachers Training

in Partial Fulfillment of the Requirementsfor the Degree of Strata-1 (S.Pd) in English Language Education

by:

Dewi Puji Lestari

103014026990

ENGLISH DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

JAKARTA

2008

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ACKNOWLEDGEMENT

Praise be to Allah, the Almighty God for His blessing and guidance so that

the writer could finish this skripsi. Peace and blessing be upon Muhammad the

final prophet in the world.

The writer is absolutely conscious that she could not carry this work

without helping of others, both material and spiritual. It is a must for the writer to

say her acknowledgement sincerely to them whom have given her their help.

The writer would like to express her great honor and deepest gratitude to

her beloved parents (Abd Aziz Hsb and Siti Bayinah), her sisters (Nur Najmi

Laila and Khalida Handayani), her little brother (M.Farhan) and all families who

always support motivation and moral encouragement to finish her study.

The writer would like to express her thanks and great attitude to her

advisor Dra. Farida Hamid, M.Pd, for her time, guidance, kindness, contribution,

and full of patience in correcting and helping her in finishing this skripsi.

The writer also wishes to say her acknowledgement to the following

person.

1. Prof. Dr. Dede Rosyada, MA the Dean of the Faculty of Tarbiyah.

2. Drs. Nasrun Mahmud, M.Pd the Head of English Department.

3. Dra. Nida Husna, M.Pd the Secretary of English Department.

4. Drs. Munir Sonhadji, M.Ed as a writer’s Academic Advisor in English

Department.

5. All lectures of English Department for their encouragement to the writer.

6. All her beloved best friends (Indah Padma Rani, Sindia Larassati,

Ni’matus Sholihah, Linda Nurbadra, Nur Hikmah, Ina Rosdiana, Siti

Nureni, Uum Umul Faozah) for their supports when the writer writing this

skripsi.

7. All her friends in the English Department (especially class B year 2003),

that makes her life brighter.

8. All teacher and staff in MTsN 13 Jakarta for their kindness when the

writer doing her research.

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9. Everyone who has given their help in writing this skripsi that the writer

could not mention one by one.

By all modesty, the writer hopes this skripsi would be useful for the writer

and readers. Their suggestion and critics for the improvement of this skripsi is

highly appreciated.

Jakarta, March 2008

The Writer

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TABLE OF CONTENT

The Legalization of Advisor

The Legalization of Examination Committee

Acknowledgment ............................................................................................ i

Table of Contents ......................................................................................... iii

List of Table .................................................................................................. v

CHAPTER I INTRODUCTION

A. Background of Study ................................................................................. 1

B. Limitation & Formulation of the Problem .................................................. 4

C. The Method of the Study ........................................................................... 5

D. The Use the of Study ................................................................................. 5

CHAPTER II THEORITICAL FRAMEWORK

A. Vocabulary ................................................................................................ 6

1. Definition of Vocabulary ...................................................................... 7

2. Types of Vocabulary ............................................................................ 8

3. Use of Vocabulary .............................................................................. 10

4. Problems in Teaching Vocabulary ...................................................... 10

B. Contextual Teaching and Learning (CTL) ................................................11

1. Contextual Teaching and Learning ..................................................... 11

2. Definition of Contextual Teaching and Learning ................................ 13

3. Components of Contextual Teaching and Learning ............................ 14

4. Strategies in Contextual Teaching and Learning ..................................16

5. Principles in Contextual Teaching and Learning ................................. 19

C. Teaching Vocabulary Using Contextual Teaching and Learning .............. 20

D. The Advantage in Teaching Vocabulary Using Contextual Teaching and

Learning ................................................................................................. 22

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CHAPTER III RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology ............................................................................ 24

1. Method of Research ........................................................................... 24

2. Subject of Research ............................................................................ 24

3. Place and Time ................................................................................... 24

4. Population and Sample ....................................................................... 25

6. Technique of Data Collecting ............................................................. 25

B. Research Findings ................................................................................... 25

1. Data Analysis ..................................................................................... 25

2. Data Description ................................................................................ 26

3. Data Interpretation ............................................................................. 30

CHAPTER IV CONCLUSION & SUGGESTION

A. Conclusion .............................................................................................. 31

B. Suggestion ............................................................................................... 31

BIBLIOGRAPHY ...................................................................................... 33

APPENDIX

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LIST OF TABLE

Table 1: Pre-Test and Post-Test Score .......................................................... 27

Table 2: Frequency and Percentage of the Pre-Test Result ........................... 30

Table 3: Frequency and Percentage of the Post-Test Result .......................... 31

Table 4: Gronlund Standard of Six ............................................................... 32

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a mean of communication in human life. Through the

language we can express our emotions, feelings, and ideas. It can be in Indonesia,

English, Spanish, Finnish, Dutch, French, Japanese and other language.

English becomes the first foreign language in Indonesia. The teaching of

English is important because it is one of the international languages. Most people

all over the world communicate each other in English. English is useful for

establishing and maintaining the relationship with those people. Furthermore, it is

also very useful to master English since it plays an important role in

understanding and developing the scientific and technological knowledge.

In Indonesia, English language has been taught from elementary schools

up to the university. The students learned how to listen, to speak, to read, and to

write English. In fact, many students find it difficult to speak English fluently,

because they lack of vocabulary.

Words are the basic unit of language form. Without a sufficient vocabulary,

one cannot communicate effectively or express ideas. Having a limited vocabulary

is also a barrier that prevents students from learning a foreign language. If learners

do not know how to expand their vocabulary, they gradually lose interest in

learning.1

However for mastering English language, the first thing students must

master is vocabulary. Because, without mastering a large vocabulary it is very

difficult to express the idea in English, whether in listening, speaking, reading and

writing.

Students might even have a receptive knowledge of a wider range of

vocabulary, which means they can recognise the item and recognise its meaning.

1Yang Zhihong,“Learning Words”, www.exchanges.state.gov/forum/vol38/no3/p.18.htm,13 June 2007

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Nevertheless, their productive use of a wide range of vocabulary is normally

limited, and this is one of the areas that need greater attention.2

The acquisition of an adequate vocabulary is essential for successful

second language use because without an extensive vocabulary, we will be unable

to use the structures and functions we may have learned for comprehensible

communication.3

Mastering vocabulary is not easy, yet other aspects of the language should

be considered such as; sound, and structure. Vocabulary is one of the most

important elements in a language. We cannot speak the language well if we do not

master it. No matter how well we learn grammar, how successfully the sound of a

foreign language is mastered, without words to express a wider range of meanings,

communication in the foreign language just cannot happen in any meaningful

way.4

Large vocabulary helps us to express our ideas precisely in communication.

Vocabulary knowledge enables language use, language use enables the increase of

vocabulary knowledge, and knowledge of the world enables the increase of

vocabulary knowledge and language use and so on.5

To build an ability of students in mastering vocabulary, many teachers

have used different methods such as drills, game, picture, meaning card, song, and

so on. All of the method is same which is made the students to understand, to

learn, and to remember vocabulary easier.

However, to make English teaching effective and efficient is still difficult.

This difficulty depends on previous technique used by teacher of English language.

The technique of teaching vocabulary like substitution drill and memorizing

words seem to make the student bored, even it is killing the student interest.

2 Solange Mora, “Teaching Vocabulary to Advance Students: A Lexical Approach”,www3.telus.net/linguisticsissues/teachingvocabulary.html, 14 May 2007

3 David Nunan, Language Teaching Methodology, England: Prentice Hall International, 1980.pp. 117

4 Norbert Schmitt, Vocabulary: Description, Acquisition and Pedagogy (United Kingdom:Cambridge University Press, 1977), p. 140

5 Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge UniversityPress, 2000), p.6

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Regardless of the specific target language and the conditions of instructions,

vocabulary is an important factor in all language teaching.6

Based on the fact above it is important for someone who concerns about

teaching English, especially vocabulary, to find out a technique which can

improve the student motivation and interest in studying vocabulary. Just like

Robert Lado said in his book: “Language learning is related to human motivation,

moderated and partly controlled by the will. High motivation increases learning.”7

Teaching learning process of a language cannot be separated from the

curriculum or syllabus. It is influenced by a view of language. A view to the

language will affect the method and technique of teaching, as Mackey stated,

“Differences in language theory affect language teaching in two ways. They may

affect the analysis of the language on which a method is based, and they may

affect the classroom techniques of language teaching”8. This statement means that

a view of language and approach will affect both the method and technique of

language teaching.

Today’s teaching and learning requires teachers who can design

instructional and assessment strategies that address state and local content

standards and engage a highly diverse student population. Teachers must

understand and be able to provide a learning environment that builds and expands

on students’ previous experiences, that is responsive to wide range of learning

styles, and that uses a variety of assessment strategies that give students

opportunities to demonstrate what they know as well as how it is used in and

beyond school.

To make vocabulary easier to learn, and made the students gain their

motivation in learning English, the writer tries to apply Contextual Teaching and

Learning approach. Because the Contextual Teaching and Learning does more

than guides students to join academic subjects with the context of their own

6 Edward Davis Allen and Rebecca M. Valette., Classroom Techniques: Foreign Languageand English as a Second Language. USA: Harcourt Brace Jovanovich, Inc. 1977 p.

7 Robert Lado, Language Teaching., (New Delhi:McGraw Hill Publishing Co.Ltd, 1976), p.428 William Francis Mackey, Language Teaching Analysis, London: Longman, Green and Co

Ltd, 1966, p.x

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circumstances and encourages them to consider that human beings alone have the

capacity and the responsibility, to influence and shape an array of context ranging

from the family, classroom, club, workplace, community, and neighborhood to the

ecosystem and also meaningfully for them.

Meaningful tasks however seem to offer the best answer to vocabulary

learning, as they rely on students’ experiences and reality to facilitate learning.

More meaningful tasks also require learners to analyse and process language more

deeply, which should help them retain information in long-term memory.

Building upon this understanding, contextual learning theory focuses on

the multiple aspects of any learning environment, whether a classroom, a

laboratory, or a wheat field. It encourages educators to choose or design learning

environment that incorporates as many different forms of experience as possible.

On the other word, through Contextual Teaching and Learning the

students can consolidate, develop, and apply the knowledge and language skills in

various levels both in and outside schools. In addition, students learn to solve

problems they encounter by using the language actively, like forming a discussion

or doing simulation. That is the reason, why the writer chooses the title of the

skripsi that is Teaching Vocabulary by Using Contextual Teaching and Learning.

B. Limitation and Formulation of the Problem

- The limitation of the problem which will be discussed in this skripsi is:

In this research the writer limits the discussion to using Contextual Teaching

and Learning as an approach in teaching vocabulary. The writer wants to

know the difference between pre-test and post-test scores in teaching

vocabulary using Contextual Teaching and Learning. If post-test scores are

better than pre-test score, she wants to presents an alternative method in

teaching English. It can became guidance to English teacher in classroom

teaching.

- The formulation of the problem studied in this skripsi.

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Is there a significant difference between pre-test and post-test in teaching

vocabulary using contextual teaching and learning at the first year students

of MTsN 13 Jakarta?

C. The Method of the Study

The writer used Library Research and Field Research. Library research is

to get some information concerning with the topic from the book, issues, textbook,

etc.

In field research, observing the process of teaching learning English

overview the real problem, especially teaching vocabulary, and does the

experiment using Contextual Teaching and Learning Approach. On her

experiment, the writer took one class to be taught. The class is taught by using

Contextual Teaching and Learning.

D. The Use of the Study

The writer hopes this writing will be useful for every teacher to help them

improve the ways of teaching English and for other people and everyone who

reads this writing can know the effectiveness of Contextual Teaching and

Learning to improve students’ vocabulary. The writer also wants to get an answer

if Contextual Teaching and Learning really works in increasing students’

achievement in vocabulary and can be alternative way in teaching English as a

foreign language.

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CHAPTER II

THEORITICAL FRAMEWORK

A. Vocabulary

When someone talks about vocabulary, the first comes to one’s mind;

vocabulary is about words, where they come from, how they change, how they

relate to each other and how we use them to view the world. 9 Acquiring

vocabulary is a very important tool to master a language. It is impossible to learn

a language without vocabulary, as Zimmerman said: Vocabulary is central to

language and of critical importance to the typical language learner.10

Good mastery of vocabulary is important for anyone who learns the

language: it is used in Listening, Speaking, Reading and Writing, besides

Grammar. A learner of foreign language will speak fluently and accurately, write

easily, or understand what s/he reads or hears if s/he had enough vocabulary and

has a capability of using it accurately. As Nasrun Mahmud stated in his book

English For Muslim University Students,

A good vocabulary goes hand in hand with your ability to think logicallyand to learn easily and quickly. A good vocabulary and your ability to usewords correctly and effectively can be your passport to worlds ofinteresting and exciting information. You can travel in the past, in thepresent, and in the future through the words you need or hear. You can

9 Laurie Bauer, Vocabulary. London: Routledge, 1998,. p.viii10 Cheryl Boyd Zimmerman in Second Language Vocabulary Acquisition by James Coady and

Thomas Huckin, Cambridge University Press, 1997,. p. 5

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learn to use words to help transport others to the world you havediscovered11

Words can help you achieve the poise and popularity that come with self-confident. A good vocabulary makes school work easier and morerewarding. When you are ready to go to work, your skills in expressingyour opinions and ideas will help you get a job. Your associates andsuperiors will admire your ability. Words are important sociality, too.Everyone enjoys the company of an interesting and articulate person. Asyou grow and mature, your vocabulary should grow mature, too.

1. Definition of Vocabulary.

In some literature, the writer found the meaning of vocabulary. There are

some definitions of vocabulary. A.S. Hornby in: Oxford Advanced Learner’s

Dictionary of Current English states that is:

a) Total number of words which (with rules for combining them) make up a

language.

b) (Range of) words known to, or used by, a person, in trade, professions,

etc.12

According to Merriem-Webster’s Collegiate Dictionary vocabulary is:

a) A list or collection of words and phrases usually alphabetically arranged

and explained or defined : LEXICON

b) 1. A sum or stock of words employed by a language, group, individual, or

work in a field of knowledge.

2. A list or collection of terms or codes available for use (as in an indexing

system).

c) A supply of expensive techniques or devices (as of an art form).13

According to Penny Ur, vocabulary is one of the important aspects in

teaching a language, besides grammar and pronunciation. As a stock of words

11 Nasrun Mahmud, English For Muslim University Students,( Jakarta: PT Swibakti Darma,2005), p.25

12 A.S. Hornby, Oxford Advanced Learner’s Dictionary (Oxford University Press, 1987),p.959

13 Merriem-Webster’s Collegiate Dictionary, Eleventh Edition, (USA:William Webster’s Inc,2003), p.1400.

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used by a person, vocabulary can be defined, roughly, as the word we teach in

foreign language.14

Based on the definition above, the writer can conclude that vocabulary is a

total number of words, which can be defined and identified. It cannot be

separated from people in all social level.

2. Types of Vocabulary

Dealing with the characteristics of the words, vocabulary divided into two

kinds.

a) Active Vocabulary

Active vocabulary refers to items which learner can use

appropriately in speaking or writing and it is also called as productive

vocabulary, although, in fact, it is more difficult to put into practice.15

It means that to use the productive vocabulary, students must know how

to pronounce it well; they must be familiar with collocation and

understand the connotation meaning of the word. This type is often used

in speaking and writing skills.

b) Passive Vocabulary.

Passive vocabulary refers to language items that can be recognized

and understood in the context of reading or listening, and it is also called

as receptive vocabulary.16

However, there will be words which is understand, but do not use,

perhaps because they occur in contexts or types of discourse which are

not familiar. For example: His salary is incommensurate with his

ability.17

14 Penny Ur, A Course in Language Teaching: Practice and Theory, (New York: CambridgeUniversity Press, 1996), p.60

15 Gail Ellis and Barbara Sinclair, Learning to Learn English (New York: CambridgeUniversity Press, 1989), p.63

16 Ellis and Barbara Sinclair, p.6317 Ruth Gairns and Stuart Redman, Working with Words A guide to teaching and learning

vocabulary (Cambridge: Cambridge University Press, 1986), p. 65

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Fries says vocabulary items is classify into four groups:

1. First there are the “function words” those words which although some of

them may have also full-word meaning content, primarily or largely operate

as means of expressing relations of grammatical structure. These include so-

called auxiliaries, prepositions, conjunctions, interrogative, particles and a

miscellaneous group consisting of the words for degree, for generalizing,

the articles, etc.

2. The second kind of vocabulary items consists of the “substitute” words:

The personal pronouns: I, me, we, us, you, he, him, she, her, it, they, them,

my, our, your, his, its, their, mine, ours, yours, theirs, the indefinites, any

(one/ body/ thing/ where); and the negative, none, nobody/thing/where;

quantity or number each, both, all, some, any, few, many, several, much, one,

ones, two, etc.

Other substitutes include: do (yes I do), think, say, tell, seem, appear, hope,

believe, fear, guess, and the word so.

3. The third kind of vocabulary item consists of those that are distributed in

use according to such grammatical matters as the presence or absence of a

negative: some (I have some), any (I don’t have any), too, either, already,

yet, etc.

4. The fourth group is of “content” words. In English, these content words fall

into three classes: class I, the words for things: such as chair, book, hat,

stone, water, paper, knife, food, blood, etc. Class II, the words for action

such as: sit, read, cover, lift, drink, write, etc. Class III, the words for

qualities such as: true, false, long, cold, etc.18

The fourth group of the content words becomes the largest and the meanings

can be looked up in the dictionary.

18 Charles C. Fries, Teaching and Learning English as a Foreign Language (Ann Harbor: TheUniversity of Michigan Press), 1970, pp. 38-53

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3. Use of Vocabulary

a) General

The General vocabulary is the words used in general; there is no limit of

fields or users, general in meaning and use.

b) Special

The special vocabulary s used in certain field, job, profession, or special

science. For example: politicians, journalists, and lawyers. All these have

specialized vocabulary arising from particular circumstances of their lives

and work.19

4. Problems in Teaching Vocabulary

We often believe that we need a large number of the words to master

English language well. This belief is not wrong because we must know that

without a large vocabulary, it is impossible to use the language precisely and

vividly.20

We sometimes; have difficulties in vocabulary, in understanding the

meaning of words, in differentiating the word forms, and in applying the words in

sentences. When we find out a word, we do not know its form grammatically,

such as; noun, verb, adjective, or adverb. When we look up the meaning of words

we always find several meanings given.

In the present day, it is very important to teach English as a foreign

language, because English has become an international language. And to

communicate through a foreign language, grammatical competence and mastering

vocabulary, and it is impossible to communicate without mastering vocabulary.

The factors that make some words difficult for mastering are:

19 S. H. Burton and J. A. Humphries, Mastering English Language (London: The MacmillanPress, 1992), p. 100

20 Burton and Humphries, p. 65.

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a. Pronunciation

Research shows that words are difficult to pronounce are more difficult to

learn. Many learners find that words with clusters of consonants, such as

strength or crisps or breakfast, are problematic.

b. Spelling

Sound and spelling mismatches will be the cause of errors in

pronunciation or in spelling, and can be contribute to a words difficulty. For

example: muscle, headache.

c. Length and complexity

Long words are more difficult to learn than short ones. And the variable

stresses or polysyllabic words are difficult too. For example: necessary,

necessity, necessarily.

d. Meaning

Word with multiple meaning, such as since and still, can also be

difficulties for learners.

e. Range-connotation and Idiomatic

Words that always used in wider range will be easier than with narrower

range. For example: Thin is more used than skinny, slim and slender.21

Such the explanation above at first maybe easier than grammar or any

other lessons. But in reality, some people have difficulties in speaking English

because they are lack of vocabulary. Practice is a better way to enrich vocabulary.

B. Contextual Teaching and Learning.

1. Contextual Teaching and Learning

Philosophy of CTL is rooted from John Dewey progressivism, the students

will best learning if what they have learn related with what they have already

know and teaching learning process will be productive if the students are active in

the process of teaching.

21 Scott Thornbury. How To Teach Vocabulary. (Harlow: Pearson Education Limited, 2002), p.27-28

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The majority of students in our schools are unable to make connections

between what they are learning and how that knowledge will be used. This is

because the way they process information and their motivation for learning are not

touched by the traditional methods of classroom teaching. The students have a

difficult time understanding academic concepts (such as math concepts) as they

are commonly taught (that is, using an abstract, lecture method), but they

desperately need to understand the concepts as they relate to the workplace and to

the larger society in which they will live and work. Traditionally, students have

been expected to make these connections on their own, outside the classroom.

According to contextual learning theory, learning occurs only when

students (learners) process new information or knowledge in such a way that it

makes sense to them in their own frames of reference (their own inner worlds of

memory, experience, and response). This approach to learning and teaching

assumes that the mind naturally seeks meaning in context—that is, in relation to

the person’s current environment—and that it does so by searching for

relationships that make sense and appear useful.

Building upon this understanding, contextual learning theory focuses on

the multiple aspects of any learning environment, whether a classroom, a

laboratory, a computer lab, a worksite, or a wheat field. It encourages educators to

choose and/or design learning environments that incorporate as many different

forms of experience as possible—social, cultural, physical, and psychological—in

working toward the desired learning outcomes. 22

Contextual based learning is not a hot buzzword in many education, circles

today, but it is not a new concept. John Saunders said that CTL was a subject of

great interest to educations philosopher, John Dewey, around turn of the century.

He added that contextual learning supports that when new knowledge presented in

the context of a persons past time experience, the learning is most effective.23

22Jack Richards, “The Context of Language Teaching”, http://www.texascollaborative.org,13 June 2007

23 John Saunders. Contextually Based Learning. Fad or Proven Practice in a forum brief:http://www.contextualTeachingInformation.html. 13 June 2007

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Contextual teaching and learning, an instructional system, is based on the

premise that meaning emerges from the relationship between content and its

context. Context gives meaning to content. The broader the context within which

students are able to make connections, the more meaning content will hold for

them.24

Contextual teaching and learning is a system of instruction based on the

philosophy that students learn when they see meaning in academic material, and

they see meaning in schoolwork when they can connect new information with

prior knowledge and their own experience.25

Basically, CTL is a respond to Behaviorism Approach which emphasizes

on the concepts of stimulus respond with mechanical drills. To be able to use the

language naturally as in real life and in various situation, critical thinking and

meaningful learning are needed. When the students can relate the lessons they

have got in school to their daily lives, they will be aware of the benefit learning.

Besides, they will realize the importance of going to school.

2. Definition of Contextual Teaching and Learning

The writer found some definition about Contextual Teaching and Learning.

Based on Johnson in “Contextual Teaching and Learning: What It Is and Why It

Is Here to Stay”, he stated that “The CTL system is an educational process that

aims to help students see meaning in the academic material they are studying by

connecting academic subjects with the context of their daily lives, that is, with the

context of their personal, social, and cultural circumstances..”26

Based on Nurhadi in Pembelajaran Kontekstual (CTL) dan penerapannya

dalam KBK, there is a definition about CTL from The Washington State

Consortium for Contextual Teaching and Learning; “Contextual teaching is

teaching that enables students to reinforce, expand and apply their academic

24 Johnson, E.B. Contextual Teaching and Learning: What It Is and Why It Is Here To Stay.(,United States of America: Corwin Press, Inc. 2002), p.3

25 Johnson. p. vii26 Johnson. p. 19

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knowledge and skills in a variety of in school and out-of-school settings in order

to solve simulated or real-world problems.27

Based on The Department of National Education, CTL is the concept of

learning that aim to help teacher to make connection between the teaching

materials with the context of students’ real world and encourages students to make

connection between their knowledge with its applications in their daily lives.28

Based on the definitions above, CTL is a learning concept that help teacher

relate subject matter content to real world situations and motivates students to

make connections between knowledge and its applications to their daily life, and

then students can gained a knowledge and skills more and more by construct and

solve a problem by their self in their community as a citizen.

3. Components of Contextual Teaching and Learning

1. Constructivism

Constructivism is the philosophy of CTL approach mentioning that

knowledge is constructed gradually and the result will be expanded through

limited context and is eventually developed.29 It is out of the question that a

teacher can transfer all knowledge to the students. Therefore, students should

construct what they have in mind by finding out complicated information to

other situation of their own. During classroom activities, students can refer to

their experiences in lives. One thing the teacher should keep in mind that s/he

can take students to learning atmosphere which relates the lesson in class to

what is available in their real lives.

2. Inquiry.

On the basis of teaching, inquiry is the core of CTL process. While

designing the tasks of activities in class, teachers should refer to an inquiry

27 The Washington State Consortium for Contextual Teaching and Learning in PembelajaranKontekstual (CTL) dan Penerapannya dalam KBK by Nurhadi, 2004. (Malang:PenerbitUniversitas Negerei Malang), p. 12

28 Departemen Pendidikan Nasional, 2003, Kurikulum Berbasis Kompetensi. Jakarta:Balitbang Depdikbud.

29 http://www.milville.cache.k12.ut.us/milville/techers/carles/philosophyconstruc.htm

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activity both in reading and in speaking. Knowledge and skill that achieved by

the students expected not from remembering the facts, but from self inquiry. The

cycles of inquiry are observation, questioning, hypothesis date gathering and

conclusion.

3. Questioning

Questioning is not a new strategy. In teaching and learning process,

teachers have already applied this strategy. Whet is new is that questioning is

not only monopolized by the teacher but also is asked by the students. It is

natural to say that curiosity means questioning. If someone in curious about

something, s/he will ask questions concerning the thing s/he is observing. Good

questions can raise students’ interest, motivate them and lead to attract their

attention to the phenomena observed.

4. Learning Community

Learning community suggests that the result of teaching and learning is

resulted from doing tasks with other students in group. In other words sharing is

needed among friends, groups and among those who have known to those who

haven’t. And this concept suggested that the result of learning be achieved from

cooperative with another people.

5. Modeling

Another main component that is applicable is modeling. Teaching and

learning English has quite many chances of applying modeling, begun with

phonology to passages or texts. In assigning students to write a paragraph in

form of narrative, the teacher does not only define what narrative is but s/he also

gives examples. By so doing, the students know and can identify the narrative

then at the end, they can apply it in their piece of writing.

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6. Reflection

Reflection plays an important role in contextual teaching and learning. In

reflection, the teacher thinks of what s/he has seen and heard. S/he pays more

attentions to her/his teaching and is open to ideas or suggestions from other

people. The teacher needs to consider several aspects such as learning

constraints, students’ motivation, interesting and challenging tasks, and ways to

help students learn. Reflection directs a teacher to act on purpose: what and

when s/he does something. Teachers can also motivate the students to reflect

about their lesson.

7. Authentic Assessment

Assessment is the on going process of gathering and analyzing evidence of

what a student can do. The term “Authentic Assessment” is used to describe the

multiple forms of assessment that reflect students learning achievement,

motivation, and attitudes on instructionally-relevant classroom activities.30

Authentic assessment challenges students to apply new academic

information and skills to a real situation for a significant purpose. It is the tool

of a mindful school…clear about what it expects of a student and about how he

(or she) can exhibit these qualities”. The antithesis of standardized testing,

authentic assessment gives young people the chance to exhibit the full range of

their abilities while showing what they have learned.31

4. Strategies in Contextual Teaching and Learning (CTL)

As explained above that CTL helps us relate subject matter content to real

world situations and motivates students to make connections between

knowledge and its application to their personal, social, and cultural

30 O Malley and Pierce. Authentic Assessment for English Language Learners: PracticalApproaches for Teachers. United States of America: Addison-Wesley Publishing Company, 2003.

31 Johnson, E.B. Contextual Teaching and Learning: What It Is and Why It Is Here To Stay.(,United States of America: Corwin Press, Inc. 2002), p. 165

23

circumstances in their lives. Therefore, the strategies in using CTL techniques

are (Carr, M., et al., 1999: 2)32

a) Problem-based

Contextual teaching learning (CTL) can begin with a simulation or real-

problem. Students use critical thinking and systematic approach to inquiry to

address the problem or issue. Students may also draw upon multiple content

areas to solve these problems. Worthwhile problems that are relevant to

students’ families, school experiences, workplaces, and communities hold

greater personal meaning for students.

b) Using multiple contexts.

Theories of situated cognition suggest that knowledge cannot be separated

from the physical and social context in which it develops.

How and where a person acquires and creates knowledge is therefore very

important. CTL experiences are enriched when students learn skills in

multiple contexts (i.e. school, community, workplace, family).

c) Drawing upon student diversity.

On the whole, our student population is becoming more diverse, and with

increased diversity comes differences in values, social mores, and

perspective. These differences can be the impetus for learning and can add

complexity to the CTL experience. Team collaboration and group learning

activities respect students’ diverse histories, broaden perspectives, and build

inter-personal skills.

d) Supported self-regulated learning.

Ultimately, students must become lifelong learners. Lifelong learners are

able to seek out, analyze, and use information with little to no supervision.

To do so, students must become more aware how they process information,

employ problem-solving strategies, and use background knowledge. CTL

experiences should allow for trial and error, provide and structure for

reflection; and provide adequate support to assist to move from dependent to

independent learning.

32 CTL. Htm. Presented by Carr, M,. et al., 1999

24

e) Using interdependent learning groups.

Students will be influenced by and will contribute to the knowledge and

beliefs of others. Learning groups, or learning communities are established

in workplaces and schools in an effort to share knowledge, focus on goals,

and allow all to teach and learn from each other. When learning

communities are established in school, educator act as coaches, facilitators,

and mentors.

f) Employing authentic assessment.

Contextual teaching and learning is intended to build knowledge and skills

in meaningful ways by engaging students in real life, or “authentic” contexts.

Assessment of learning should align with the methods and purposes of

instruction. Authentic assessment shows (among other things) that learning

has occurred; are blended into the teaching learning process; and provide

students with opportunities and direction for improvement. Authentic

assessment is used to monitor student progress and inform teaching practices.

Meanwhile, the Center of Occupational Research and Development

(CORD) states that there are five strategies for the teachers for applying the

contextual learning, they are called REACT.

1. Relating

Learning related with the real world experience context.

2. Experiencing

Learning focused on the exploration, discovery, and invention.

3. Applying

Learning should be presented into the context of useful.

4. Cooperating.

Learning through interpersonal communication context, togetherness, etc.

5. Transferring.

Learning by using the knowledge in the context or in the new situation.

Many of these strategies should be used by teacher using contextual

teaching learning approach. Activities such as team teaching, cooperative

learning, integrated learning, work-based learning, service learning, problem

25

based learning, and others support CTL approach and they are must be practiced

in classroom properly.

5. Principles in Contextual Teaching and Learning (CTL)

Related with the students individually needed, to apply the Contextual

Teaching and Learning (CTL) a teacher must have these following principles:

1. Planning a suitable learning for the students developmentally

appropriate.

Relationship between curriculum content and methodology that used to

teach must be based on social condition, emotional and students’ intellectual

development. For example, what have learnt and done by Junior High

School students must be different with the Senior High School have learnt

and done.

2. Making independent learning groups.

Students can learn from each others in a little group, and learn in a bigger

team (class). This ability is a cooperation that needed by an adult in a work

place and in another context. However, the students are hoped to act actively.

3. Preparing an environment that supports self-regulated learning.

Environment that supports self-regulated learning has three general

characteristics, they are: awareness in thinking, the use of strategy, and

continuing motivation. A teacher must create an environment where the

students can reflect how they learn, finish the assignment, face a problem,

and corporate with other teacher. It is clear that regulated learning not only

related with simply minded about the students thinking, but also helped

them to use their thinking to guide their plans, select their performance; so

they can solve a problem in a good way.

4. Considering the diversity of students.

In the class, a teacher used to teach variety students, for instance background

ethnic, social-economy status, mother language that they use in their home,

and another weakness they have. However, a teacher is expecting to help the

students to achieve their learning purpose.

26

5. Pay attention to the students multiple intelligences.

In using Contextual Teaching and Learning (CTL) approach, the way of

students’ participation in a class must be pay attention on the need and the

eight orientations learning (special-verbal, linguistic-verbal, interpersonal,

musical-rhythm , naturalistic, physic-kinesthetic, intrapersonal and logic-

mathematic). However, in serving the students in a class, a teacher must be

integrated any learning strategies in Contextual Teaching and Learning

(CTL) approach, so the learning will be more effective for the students with

their each intelligence.

6. Using questioning techniques to explore the students learning, problem

solving development, and high-thinking order.

In order to achieve the purpose of Contextual Teaching and Learning, kind

and the question level must be spoken. The question must be selected

carefully in order to produce the high-thinking order, responses, and the

action that need by the students and all of audiences in contextual learning.

7. Applying the authentic assessment.

Authentic assessment evaluates the applying of knowledge and the students’

complex thinking, it is better than the students just memorizing the actual

information. Contextual teaching and learning nature condition needs the

interdisciplinary assessment that can measure knowledge and skills deeply

and in a variety way than one disciplinary measured.

C. Teaching Vocabulary by using Contextual Teaching and

Learning (CTL)

Contextual teaching and learning is a system of instruction based on the

philosophy that students learn when they see meaning in academic material, and

they see meaning in schoolwork when they can connect new information with

prior knowledge and their own experience.

Therefore, when teaching vocabulary by using CTL, the writer tries to give

the vocabulary material has a connection with their real life. So, the students can

connect new information that they already have with their own experience.

27

The writer will give the procedures of teaching vocabulary by using

Contextual Teaching and Learning.

1. The teacher greets the students with Good Morning, Students! And asked

“How are you today?”.

2. The teacher checks the students’ attendance list.

3. The teacher gives motivation to the students by giving the students

understanding the important of English language in their life, and

motivates them to study hard and seriously.

4. Teacher asks the students to tell what news is popular at that time and the

teacher related it with the topic that the students will learn which

Profession is.

5. The teacher gives games that related to the topic and the student should do

the games with their partner.

6. Teacher introduces the material they are going to be learned.

7. The teacher shows the media (flash card) related to the topic.

8. The teacher asks the students to tell what kind of profession that they

already know with their own experience.

9. Teacher gives dialogue that related to the topic which Profession is and

asks the students to act it out in the front of the class in pair.

10. Teacher asks what kind of information that the students get about kind of

profession in that dialogue, about location, uniform, time and so on.

11. Teacher explains about Activities in the Future and asks the students to tell

what kind of profession that they want in the future and then make an

example with uses kind of Profession.

12. Teacher asks the students to make a group of four. Each students count

from one to ten. Number one belongs to group one; number two belongs to

group two and so on.

13. Teacher gives a hand out that consist of kind of profession and their

explanation. The students work in their group to match kind of profession

with their explanation.

28

14. Teacher asks the students to find another kind of profession and its

explanation. And then another group have to find out what kind of

profession that each group made by asking some question.

15. Teacher plays a film scene to the students. The teacher asks the students to

make four groups. Lines one become a group one, line two become a

group two and so on.

16. The teacher asks the student to work in their group to discuss the film

scene that the teacher played to the students.

17. Teacher asks the students to find out the information about kind of

profession in the film scene with their group.

18. Each group makes a report about the information that they get from the

film scene.

19. Teacher asks the students from each group to present the result of their

report in front of the class.

20. Discussed with the teacher or another students about what they have

learned today.

21. Evaluation of CTL got from students progress, students participation in

group work and the presentation by students during the teaching and

learning process.

D. The Advantage in Teaching Vocabulary Using Contextual

Teaching and Learning (CTL)

1. The students can remember the vocabulary easily, because they don’t have

to memorize the words, but they know it by related the words with their

knowledge and their experience, and then connected it with their real

world.

2. The students do not feel bored when they have to learn vocabulary.

3. The student can expand and apply the knowledge and their academic skill

of the norm, in school or in the society.

29

4. The student trained to relate what they got in the class with the real world

in the circle of their life.

5. The student can solve the problem by themselves in any situation.

6. The student can be active in the teaching and learning process.

7. The student not only become a passive observer but become more active

and more responsible to their learning.

8. The learning process becomes enjoyable, because by using CTL it can

create good atmosphere in the classroom.

9. Learning will be more meaningful because the students used their

experience when learning the material.

10. Help the teacher to relate the material to the real situation and motivate the

student apply their knowledge in their life.

11. Students learn from their friends through work in group or in a pair,

discussion, and correcting among others.

12. The result of learning is measured by many ways: working process,

students’ creativity, performance, post-test, etc.33

33 Nurhadi dan Burhan Yasin. Pembelajaran Kontekstual (Contextual Teaching andLearning/CTL) Dan Penerapannya Dalam KBK. (Malang: Penerbit Universitas Negeri Malang,2004). p. 6

30

CHAPTER III

RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology

1. Method of Research

The writer using field research and supported by library study.

a. Field research

The writer took the data relevant to the solution of the problem faced in

this research paper by doing observation and testing to the student.

b. Library study

The writer read some books related to this paper.

2. Subject of Research

The subject of research was the first year students of MTs Negeri 13

Jakarta in Pesanggrahan. The writer got the data from class VII.1 and took 45

students as a sample of the research.

3. Place and Time

The research of this study was held at MTs Negeri 13 Jakarta, which is

located on Jl. H. Dilun Pesanggrahan. From January 21 to February 4 2008 the

research was held, for four meetings. The research consisted of presenting lesson

and giving test. After data was collected, the writer began to analyze them.

31

4. Population and Sample

The writer did the research to the first year students of MTsN 13 Jakarta

that involved in the process of teaching learning vocabulary using contextual

teaching and learning approach. The population of the first year students is 272

pupils from six classes, and the writer took 45 students from one class (VII.1) as a

sample of the research. It is 16 % from the total population, based on the academic

year 2007/2008. The writer chose this class (VII.1) because she taught in that

class and to make her easier in collecting the data.

To obtain the data in this research the writer presented a lesson using

Contextual Teaching and Learning (CTL), and gave explanation of direction of

doing test.

5. Technique of Data Collecting

The technique of data collection is done by test. The test was done for

getting the data objectives of students’ achievement in teaching English

vocabulary using Contextual Teaching and Learning (CTL). The test was given

after teaching and learning process finished. The instruments consist of 35 items

test consisting of three types:

a. Multiple Choice, there are fifteen items and each item is scored 2, so the total

score of this type is 30.

b. Matching, there are ten items and each item is scored 3, so the total score of

this type is 30.

c. Completion, there are ten items and each items is scored 4, so the total score

of this type is 40.

B. Research Findings

1. Data Analysis

Data analysis is the last step in the procedure of experiment, in this case,

processing the data. Data processing is the step to know the result of the

effectiveness by using CTL in teaching vocabulary.

32

The technique of data analysis used in this research is descriptive analysis

(percentage), which is described on the table of percentage, the writer uses the

formula:

FP = x 100 %

N

P = Percentage

F = Frequency

N = Number of sample

2. Data Description

To know the result of the test, the writer makes the table of students’ pre-

test and post-test score as follows:

Table 3.1

Population Pre-Test Post-Test

Student 1 48 64

Student 2 77 82

Student 3 71 78

Student 4 68 74

Student 5 68 75

Student 6 64 75

Student 7 79 78

Student 8 74 75

Student 9 64 73

Student 10 70 75

Student 11 64 77

Student 12 64 68

Student 13 64 77

Student 14 88 92

Student 15 75 78

33

Student 16 68 75

Student 17 73 78

Student 18 54 77

Student 19 64 70

Student 20 54 65

Student 21 54 73

Student 22 71 79

Student 23 71 73

Student 24 74 75

Student 25 73 75

Student 26 79 80

Student 27 70 74

Student 28 77 88

Student 29 68 77

Student 30 80 81

Student 31 56 71

Student 32 78 73

Student 33 68 75

Student 34 51 74

Student 35 58 64

Student 36 59 75

Student 37 70 77

Student 38 71 80

Student 39 68 70

Student 40 71 80

Student 41 81 92

Student 42 58 71

Student 43 68 74

Student 44 50 77

Student 45 70 74

34

Pre-Test Result

Number of class ( C )

C = 1 + (3,3) Log n

= 1 + (3,3) Log 45

= 1 + (3,3) (1.6532)

= 6.45360

= 6 classes

Ratio (R) is the highest mark (H) minus the lowest mark (L).

R = H – L + 1

= 88 – 48 + 1

= 41

Interval ( I ) = R = 41 = 6,8 = 7

C 6

Table 3.2

Frequency and Percentage of the Pre-Test Result

Interval Frequency Percentage Mid Point (Xi) F. Xi

83 – 89

76 – 82

69 – 75

62 – 68

55 – 61

48 – 54

1

7

14

13

4

6

2.22 %

15.56 %

31.11 %

28.89 %

8.89 %

13.33 %

86

79

72

65

58

51

86

553

1008

845

232

306

Total 45 100 % 3030

Mean = Σ F. Xi = 3030 = 67, 33 = 68

N 45

35

Post-Test Result


C = 1 + (3,3) Log n

= 1 + (3,3) Log 45

= 1 + (3,3) (1.6532)

= 6.45360

= 6 classes


R = H – L + 1

= 92 – 64 + 1

= 29

Interval ( I ) = R = 29 = 4,8 = 5

C 6

Table 3.3

Frequency and Percentage of the Post-Test Result


89 – 93

84 – 88

79 – 83

74 – 78

69 – 73

64 – 68

2

1

6

24

8

4

4.44 %

2.22 %

13.34 %

53.33 %

17.78 %

8.89 %

91

86

81

76

71

66

182

86

486

1824

568

264

Total 45 100 % 3410

Mean = Σ F. Xi = 3410 = 75, 78 = 76

N 45

36

Based on the pre-test and the post-test average mark there is a different

result between the pre-test and the post-test score. The pre-test has average mark

68 and the post-test has average mark 76. The average mark is increasing.

According to Norman E. Gronlund, 76 are classified into more than enough. From

the explanation above shows that teaching vocabulary by using CTL is effective.

3. Data Interpretation

Norman E. Gronlund in his book Measurement and Evaluation in

Teaching made the standard of mark that is called standard of six is the following:

Table 3.4

Mark Classification

90 Very good

80 Good

70 More than enough

60 Enough

50 Bad

40 Very bad

From the explanation about the analysis of the result on the table 4, it can

be seen that teaching vocabulary by using CTL is adequate success. It can be seen

from the post-test result has average mark 76, increasing from the pre-test average

mark, which is 68. According to Gronlund, 76 are classified into more than

enough. It can conclude that CTL is effective to use in teaching vocabulary for the

first year students at MTs Negeri 13 Jakarta.

37

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data described previously, the writer makes conclusion that

the teaching vocabulary using contextual teaching and learning is effective. It can

be seen from the average score of the test. The average score is 76. From the

result of analysis, it is generally accepted that CTL approach should be applied in

the teaching and learning process.

B. Suggestion

Based on the experiment that was given to the students at the first grade of

MTsN 13 Jakarta, it is clear that Contextual Teaching and Learning Approach are

very useful; for improving the students’ vocabulary. The difficulties in

memorizing the words and the anxious in learning English can be solved by

giving several activities, which can make them enjoy in learning English and can

also reduce their tension.

Therefore the writer would like to give some suggestions for every English

teacher:

6. The English teacher should increase the student motivation in learning English

by using CTL or other attractive teaching approach, teaching materials and

teaching aids as much as possible in the classroom.

38

7. The English teacher should always improve their skills and knowledge in

giving lesson as attractive as can be.

8. Keep trying to find out the best method for teaching English.

9. Make the students fun and happy to reduce stress.

10. The English teachers should give some variations in teaching vocabulary.

Teacher can do role-play, making group, using picture or kind of game that

attractive for the students.

39

BIBLIOGRAPHY

Aebersold, Jo Ann and Marry Lee Field, From Reader to Reading Teacher (NewYork: Cambridge University Press, 1997

Bauer, Laurie, Vocabulary. London: Routledge, 1998,.

Burton, S. H and J. A. Humphries, Mastering English Language (London: TheMacmillan Press, 1992)

Davis, Edward Allen and Rebecca M. Valette., Classroom Techniques: ForeignLanguage and English as a Second Language. USA: Harcourt BraceJovanovich, Inc. 1977

Departemen Pendidikan Nasional, 2003, Kurikulum Berbasis Kompetensi.Jakarta: Balitbang Depdikbud.

Ellis, Gail and Barbara Sinclair, Learning to Learn English. New York:Cambridge University Press. 1989

Fries, Charles C., Teaching and Learning English as a Foreign Language (AnnHarbor: The University of Michigan Press), 1970.

Gairns, Ruth and Stuart Redman, Working with Words A guide to teaching andlearning vocabulary. Cambridge: Cambridge University Press.1986

Gronlund, Norman E., Measurement and Evaluation in Teaching, 5thed (NewYork: McMillan Publishing Inc), 1985.

Hornby, A.S., Oxford Advanced Learner’s Dictionary (Oxford University Press,

1987)

http://www.milville.cache.k12.ut.us/milville/techers/carles/philosophyconstruc.ht

m

Johnson, E.B. Contextual Teaching and Learning: What It Is and Why It Is HereTo Stay. (United States of America: Corwin Press, Inc. 2002)

Lado, Robert, Language Teaching, (New Delhi:McGraw Hill Publishing Co.Ltd,

1976)

Mackey, William Francis, Language Teaching Analysis, London: Longman,Green and Co Ltd. 1966.

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Mahmud, Nasrun, English For Muslim University Students,. Jakarta: PT SwibaktiDarma, 2005

Merriem-Webster’s Collegiate Dictionary, Eleventh Edition,. USA:WilliamWebster’s Inc. 2003.Mora, Solange, “Teaching Vocabulary to Advance Students: A LexicalApproach”, www3.telus.net/linguisticsissues/teachingvocabulary.html

Nunan, David. Language Teaching Methodology, England: Prentice HallInternational, 1992.

Nurhadi dan Burhan Yasin. Pembelajaran Kontekstual (Contextual Teaching andLearning/CTL) dan Penerapannya dalam KBK, Malang: Penerbit

Universitas Negeri Malang. 2004.

O Malley., and Pierce, L.V. 1996. Authentic Assessment for English LanguageLearners: Practical Approaches for Teachers. United States of America:Addison-Wesley Publishing Company.

Richards, Jack. “The Context of Language Teaching”,

http://www.texascollaborative.org

Saunders, John. Contextually Based Learning. Fad or Proven Practice in a forumbrief: www.Naid/ca/fulltext/htm,1999.http://www.contextualTeachingInformation.html

Schmitt, Norbert. Vocabulary in Language Teaching. New York: CambridgeUniversity Press, 2000.

Schmitt, Norbert. Vocabulary: Description, Acquisition and Pedagogy. UnitedKingdom: Cambridge University Press, 1977.

The Washington State Consortium for Contextual Teaching and Learning inPembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK by

Nurhadi,. Malang:Penerbit Universitas Negeri Malang. 2004.

Thornbury, Scott, How To Teach Vocabulary. Harlow: Pearson EducationLimited,. 2002.

Ur, Penny, A Course in Language Teaching: Practice and Theory, (New York:Cambridge University Press, 1996.

Zhihong, Yang.

“LearningWords”,www.exchanges.state.gov/forum/vol38/no3/p.18.htm

41

Zimmerman, Cheryl Boyd in Second Language Vocabulary Acquisition by JamesCoady and Thomas Huckin, Cambridge University Press, 1997.

42

Appendix 1

SKENARIO PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VII / 2

Materi : Profession

Pertemuan : 1

STANDAR KOMPETENSI (SK)

• Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai

dengan lancar dan akurat dalam wacana interaksional dan/atau monolog,

terutama dalam wacana berbentuk naratif, deskriptif, recount dan anekdot.

KOMPETENSI DASAR (KD)

1. Mendengarkan

Memahami wacana transaksional dan interpersonal ringan (misalnya

mengenalkan diri, membeli buku, instruksi guru, memberi reaksi spontan),

serta monolog lisan pendek yang berbentuk naratif, deskriptif dan recount.

2. Berbicara

Mengungkapkan berbagai makna (interpersonal/ideasional dalam wacana

interaksional) dalam teks yang berbentuk naratif, deskriptif dan recount.

3. Membaca

Memahami nuansa makna dan langkah-langkah pengembangan retorika di

dalam teks tertulis terutama berbentuk naratif, deskriptif dan recount.

4. Menulis

Mengungkapkan nuansa makna dan langkah-langkah pengembangan

retorika yang benar di dalam teks tertulis berbentuk naratif, deskriptif dan

recount.

INDIKATOR

1. Siswa mampu menyebutkan jenis profesi, pengertian profesi dan macam-

macam profesi.

2. Siswa mampu mendengarkan dengan seksama dialog yang dibacakan oleh

guru.

43

3. Siswa mampu mengisi bagian yang kosong dari dialog yang diberikan oleh

guru dengan jawaban yang benar.

4. Siswa mampu membaca dialog dengan nyaring dan intonasi yang benar.

5. Siswa mampu menjawab pertanyaan-pertanyaan yang berkaitan dengan

dialog.

6. Siswa mampu membaca kosakata tentang profesi atau yang berhubungan

dengan profesi dengan benar.


1. Pendahuluan

Guru mengucapkan salam dan menyapa siswa dengan mengucapkan

Good Morning, students!

Guru mengabsen siswa dengan menanyakan siapa yang tidak masuk.

Guru memberikan motivasi kepada siswa dengan menanyakan berita-

berita yang sedang hangat diberitakan kemudian memberikan komentar

terhadap berita tersebut. Lalu menghubungkan berita tersebut dengan

materi yang akan diberikan yaitu Profesi.

2. Kegiatan Pokok

Siswa mengerjakan hand out yang diberikan guru berupa games untuk

memberikan latar belakang materi yang akan dipelajari dengan teman

sebangkunya/sebelahnya.

Q E R T Y J K F G B M O L D R T

A S D F G H S S E C R E T A R Y

R T Y U S H O P K E E P E R S T

H B M B E L L B O Y T D P T R D

L P L O P S D G F S R G U I D O

O L K L G D I F S U T H T S G C

P K C A R P E N T E R M R T J T

T S I L A N R U O J S L A A L O

U K H F D L P U G A R D E N E RFind these words!- shop keeper - soldier - gardener - secretary- bellboy - journalist - postman- artist - doctor - carpenter

44

Siswa bersama guru membahas tentang hand out tersebut dan siswa

memberikan pengetahuannya tentang materi apa yang akan diajarkan

oleh guru berdasarkan hand out tersebut.

Guru menunjukkan flash card yang bergambar beberapa jenis profesi

kepada siswa (athlete, musician, driver, bartender)

Siswa merespon perintah guru untuk mengungkapkan pengetahuan

umumnya mengenai Jenis profesi yang ditunjukkan oleh guru di flash

card.

Siswa merespon perintah guru untuk menyebutkan pengetahuan tentang

profesi di depan siswa lain, seperti lokasi pekerjaannya, waktu bekerja,

seragam yang digunakan, dll.

Guru memberikan hand out dialog yang harus dilengkapi kepada siswa.

Listen to your teacher carefully and fill in the blank!

Waiter : Hi, welcome to Let’s Dine In. May I take your order?

Woman : Uh … yes. I’d like the chicken fried steak.

Waiter : Okay. Would you like fries, bread, or rice with your meal ?

Woman : Umm. I’ll take the rice.

Waiter : Would you care for anything to drink?

Woman : Yeah. I’ll take a medium cola.

Waiter : I’m sorry. We only have large or small.

Woman : Well, in that case, uh, I’ll have a small Cola.

Waiter : Okay. A small Cola. And what king of dressing would you like

with your salad. It comes with the fried steak.

Woman : What dressings do you have?

Waiter : We have French, Italian, blue cheese and ranch.

Woman : Oh! Ranch, please.

Waiter : Would you like anything else?

Woman : Well, I’d like to see your pie menu. That’s the main reason why

I like to dine here.

45

Waiter : Oh, I’m so sorry, but we aren’t serving pies today.

Woman : Huh?

Waiter :Well, you see, Dave, our baker, slipped on a banana peel back in

our kitchen two days ago, and injured his back. He’ll be out for at

least two weeks. In the meantime, we’re serving ice cream

sundaes instead. Sorry.

Woman : Wow. I’m sorry to hear that. I hope he gets better soon.

Siswa melengkapi teks yang tidak lengkap sesuai dengan teks yang

dibacakan guru.

Siswa menuliskan jawaban dari teks yang tidak lengkap di white board.

Siswa mempraktekkan dialog dengan nyaring dan intonasi yang benar di

depan guru dan siswa lain secara berpasangan (kurang lebih 4 pasang).

Siswa menjawab pertanyaan yang berkaitan dengan dialog dengan

cermat.

Pertanyaan:

1. How many persons are in the dialog?

2. Who are they?

3. Where does the dialog take place?

4. Which offers accepted by the woman?

5. Which offers refused by the woman?

Siswa merespon perintah guru untuk menyebutkan jenis profesi apa yang

ada di dalam dialog tersebut dan kosakata apa saja yang biasa dipakai di

dalam profesi di dialog tersebut.

Siswa merespon perintah guru untuk menyebutkan hal-hal yang

berhubungan dengan restaurant dan menuliskannya di white board.

Siswa merespon perintah guru untuk mengikuti guru mengucapkan

kosakata yang ada di whiteboard bersama-sama.

3. Penutup

46

Guru memberikan kesempatan kepada siswa untuk mengungkapkan

hambatan yang dialami selama proses pembelajaran.

Guru memberikan kegiatan tindak lanjut berupa pekerjaan rumah.

SUMBER PEMBELAJARAN

1. Textbook (Kistiono, The Bridge English Competence for SMP 1.,

Surabaya: Ghalia Indonesia, 2004)

2. Syllabus.

3. Handout.

4. Flashcard.




Materi : Profession

Pertemuan : 2






1. Mendengarkan




2. Berbicara

47



3. Membaca



4. Menulis



recount.

INDIKATOR

1. Siswa mampu memahami struktur grammar tentang Activities in the

Future.

2. Siswa mampu membuat kalimat Activities in the Future dengan

menggunakan jenis-jenis profesi.

3. Siswa mampu membaca dialog dengan nyaring dan intonasi yang benar.

4. Siswa mampu menjawab pertanyaan yang berkaitan dengan dialog.

5. Siswa mampu mengucapkan kosakata yang berhubungan dengan profesi

dengan benar.


1. Pendahuluan


Good

Morning, students!

Guru menanyakan kepada siswa tentang pelajaran yang lalu.

2. Kegiatan Pokok

Guru menjelaskan tentang Activities in the Future dan memberikan

contoh-contoh yang berkaitan dengan Activities in the Future.

48

Materi:

- The pattern is : S + to be (am, is, are) + going to + V1

- The pattern shows that the activity happens in the future time.

- The time signals are: tomorrow, tonight, next time, next week, the days

after tomorrow, etc.

Siswa merespon perintah guru untuk memberikan contoh kalimat

Activities in the Future.

Siswa merespon perintah guru untuk menulis satu contoh yang telah

mereka buat di white board secara bergiliran (± 10 orang).

Guru mengoreksi jawaban siswa kemudian membahasnya bersama-sama

siswa.

Guru membagikan hand out dialog kepada siswa.

Study these dialog!

Receptionist : What can I do for you, Sir?

Guest : Is there any room reservation?

Receptionist : Let me see, Sir. OK. We still have two double-bed rooms.

Guest : Fine. We need one double bedroom and one single

bedroom.

Receptionist : Is it a family, Sir?

Guest : Yes, of course.

Receptionist : My suggestion is one double bedroom and an extra bed.

Guest : It is good idea. I get it.

Receptionist : Do you need any other thing?

Guest : No, thanks.

Receptionist : When will you check in?

Guest : A few minutes later.

Receptionist : OK. The room will be ready soon. By the way, could I

have your name please?

Guest : Sastro Mertho

Receptionist : I beg your pardon? Could you spell your name?

Guest : S-A-S-T-R-O M-E-R-T-H-O

49

Receptionist : I got it. Thank you very much, Sir.

Guest : You’re welcome.

Siswa merespon perintah guru untuk mempelajari dialog tersebut

kemudian mempraktekkan dialog tersebut dengan teman sebangkunya di

bangku masing-masing.

Siswa mempraktekkan dialog dengan nyaring dan intonasi yang benar di

depan kelas secara berpasangan.

Siswa menjawab pertanyaan yang berkaitan dengan dialog dengan

cermat.

Pertanyaan:

1. How many persons are there in the dialog?

2. Where does the dialog take place?

3. What kind of profession that can be found in that place?

Siswa merespon perintah guru untuk membuat kalimat Activities in The

Future dengan menggunakan kosakata profesi yang ada di hotel.

3. Penutup




SUMBER PEMBELAJARAN



2. Syllabus.

3. Handout.




50

Materi : Profession

Pertemuan : 3






1. Mendengarkan




2. Berbicara



3. Membaca



4. Menulis



recount.

INDIKATOR

1. Siswa mampu mengidentifikasi kosakata tentang jenis-jenis profesi.

2. Siswa mampu memahami struktur grammar tentang Expressing Past

Events.

3. Siswa mampu membuat kalimat Expressing Past Events dengan

menggunakan jenis-jenis profesi.

4. Siswa mampu bekerja sama dengan anggota kelompoknya di dalam

mengerjakan hand out dari guru.

5. Siswa mampu mengidentifikasi jenis-jenis profesi dari penjelasan

kelompok lain.

51

6. Siswa mampu berbicara dengan lancar dan benar ketika memberi

pertanyaan tentang profesi kepada kelompok lain.


1. Pendahuluan


Good

Morning, students!


2. Kegiatan Pokok

Guru menjelaskan tentang Expressing Past Events dan memberikan

contoh-contoh yang berkaitan dengan Expressing Past Events.

Materi:

- The pattern is : S + V2 + O / Adverb of time or place

- The time signals are: yesterday, last night, last month, a year ago, two

days

ago, etc.

Siswa merespon perintah guru untuk memberikan contoh kalimat

Expressing Past Events.

Siswa merespon perintah guru untuk menulis satu contoh yang telah

mereka buat di white board secara bergiliran (± 10 orang).

Guru mengoreksi jawaban siswa kemudian membahasnya bersama-sama

siswa.

Guru membagi siswa menjadi 10 kelompok, masing-masing kelompok

berjumlah 4 orang.

Siswa menghitung dari 1 hingga 10, siswa yang menyebutkan angla 1

menjadi kelompok 1, yang menyebutkan angka 2 menjadi kelompok 2

begitu seterusnya, hingga ada 10 kelompok.

Guru membagikan handout games yang berhubungan dengan profesi

kepada masing-masing kelompok.

Siswa merespon perintah guru untuk mencocokan jenis pekerjaan dan

penjelasan dari pekerjaan itu secara berkelompok.

52

Guru memberikan reward kepada kelompok yang paling cepat

menyelesaikan games tersebut.

Siswa merespon perintah guru untuk mencari jenis profesi yang lain

berikut penjelasan dari profesi tersebut dengan teman satu kelompoknya

(min 5 profesi).

Guru memanggil satu kelompok ke depan kelas, kemudian salah satu

anggota kelompok membacakan penjelasan dari profesi yang mereka

buat. Kemudian 9 kelompok yang lain menebak apa profesi tersebut.

Kelompok yang berhasil menebak dengan benar, mendapat nilai 10.

kelompok yang paling besar nilainya mendapat reward dari guru.

3. Penutup




SUMBER PEMBELAJARAN



2. Syllabus.

3. Handout.

53




Materi : Profession

Pertemuan : 4






1. Mendengarkan




2. Berbicara



3. Membaca



4. Menulis



recount.

54

INDIKATOR

1. Siswa mampu mengidentifikasi jenis-jenis profesi yang ada di cuplikan

film.

2. Siswa mampu berkerjasama mendiskusikan cuplikan film secara

berkelompok.

3. Siswa mampu berbicara dengan lancar dan akurat di dalam kelompoknya

ataupun di depan kelas.

4. Siswa mampu menuliskan hasil laporannya dengan benar dan jelas.


1. Pendahuluan


Good

Morning, students!


2. Kegiatan Pokok

Siswa dibagi menjadi 4 kelompok. Baris pertama menjadi kelompok 1,

baris kedua menjadi kelompok 2, dst.

Siswa melihat cuplikan-cuplikan film yang diberikan oleh guru bersama-

sama.

Materi:

Cuplikan pertama ber-setting di sekolah. Profesi yang ada di sekolah

yaitu students, teacher, headmaster, lecture.

Cuplikan kedua ber-setting di kapal pesiar. Profesi yang ada di kapal

pesiar yaitu ship captain, guest, waiter, chef.

Cuplikan ketiga ber-setting di hotel. Profesi yang ada di hotel yaitu

bell boy, receptionist, chef, waiter, waitress, guest. Kemudian ada

profesi lain di cuplikan ini yaitu journalist, manager, detective,

policeman.

Siswa mendiskusikan cuplikan film tersebut dengan teman satu

kelompoknya.

55

Siswa mengamati cuplikan film tersebut dan membuat catatan tentang

tempat-tempat yang ada di film tersebut dan profesi apa saja yang ada di

dalam cuplikan film itu.

Siswa mendiskusikan jawabannya dengan teman satu kelompok mereka.

Hasil jawaban masing-masing kelompok dibahas bersama-sama.

Siswa menyerahkan laporannya kepada guru secara berkelompok.

3. Penutup.

● Guru memberikan kesempatan kepada siswa untuk mengungkapkan


SUMBER PEMBELAJARAN

1. DVD. (Detective Conan:Challenge Letter to Shinichi, Detective Conan

Special 2).

2. Syllabus.

Appendix 2

I. Choose the correct answer a, b, c, or d !

1. This man is skillful at cooking. He works in a restaurant or hotel.

a. chef b. waiter c. barber d. carpenter

2. This man is responsible for the safety of pedestrians. He also directs the traffic.

a. doctor b. mechanic c. postman d. policeman

3. A: Can Agus repair the car?

B: Of course, he can. He is a ________________ .

a. mechanic b. policeman c. soldier d. driver

4. His duty is to protect and to defend our country from enemies.

a. nurse b. doctor c. soldier d. carpenter

5. What do you call someone who acts in a film?

a. athlete b. driver c. singer d. actor

56

6. What kind of profession uses camera?

a. doctor b. journalist c. mechanic d. singer

7. A: Can Neni sing a songs?

B: No, she can’t. She is not a ___________________. She is a violinist.

a. artist b. nurse c. singer d. teacher

8. What kind of job that used a whistle?

a. dressmaker b. driver c. journalist d. referee

9. Where does the farmer work?

a. In the field b. In the garden c. In the park d. In the forest

10. A hoe is need by a _____________ to do his job.

a. baker b. farmer c. carpenter d. painter

11. My father is a surgeon. He works in a _______________

a. bank b. hospital c. post office d. museum

12. I am a teacher. I want to go to _______________ to work.

a. school b. bank c. bakery d. hospital

13. Mr. Yanuar and Mr. Harahap are doctors. They work in the same _______.

a. museum b. hospital c. restaurant d. supermarket

14. My uncle is a post man. He works in the __________

a. bank b. grocery c. school d. post office

15. Father is a driver. He drives a ___________ everyday.

a. car b. train c. bicycle d. helicopter

II. Match the profession with their skills.

Professions Skills

shop keeper ( )a. looking for information and writing for

newspaper and magazines

bell boy ( ) b. delivering letters and parcels

artist ( ) c. protecting the country

soldier ( ) d. working with tools

journalist ( ) e. carrying the guest’s luggage in a hotel

57

doctor ( ) f. typing mails of a company

gardener ( ) g. examining the patients

postman ( ) h. treating plants and flower

carpenter ( ) i. drawing pictures on canvas

secretary ( ) j. serving the customers in a shop

III. Write down a suitable word for each blank!

1. He is a good ________________. He works very hard in our school garden.

2. A ________________ usually helps doctors in a hospital.

3. The food of this restaurant is delicious because the __________ is very good.

4. I must see the ____________ for my toothache.

5. A good __________________ always delivers letters early in the morning.

Write down a suitable word for each blank to complete the sentences!

Mr. Handoko is a ________________. He has a shop in a small town

outside Kendari, Sulawesi. The shop sells almost everything from sugar to

______________. School children often stop there to buy candies or

___________ on their way to and from school. Mr. Handoko does not own a car,

so he goes by _____________ to the city to buy things for his shop. He usually

has lunch at a small _______________ there. He is a very diligent man.

ANSWER KEY

I.1. a2. d3. a4. c5. d6. b7. c

58

8. d9. a

10. b11. b12. a13. b14. d15. a

II.1. j. serving customer in a shop2. e. carrying the guest’s luggage in a hotel3. i. drawing pictures on canvas4. c. protecting the country5. a. looking for information and writing for newspaper and magazines6. g. examining the patients7. h. treating plants and flower8. b. delivering letters and parcels9. d. working with tools10. f. typing mails of a company

III.1. gardener2. nurse3. chef4. dentist5. postman

1. shopkeeper2. snacks3. ice cream4. motorcycle5. restaurant

Appendix 3

Pre-Test & Post-Test ResultNo Name Pre-Test Post-Test

1 Achmad Alfiandi 48 64

59

2 Adam Mulki 77 82

3 Ade Setiawan 71 78

4 Anang Nugroho 68 74

5 Anisa Fitria 68 75

6 Arif Muhlas 64 75

7 Ayu Tri A. 79 78

8 Ayu Wulan Agustianingsih 74 75

9 Candra Sanni 64 73

10 Dea Lestari 70 75

11 Diah Ayuningtyas 64 77

12 Fariz Abdul P. 64 68

13 Fety Indah Mailah 64 77

14 Firda Afrilina 88 92

15 Gita Rahmah Meilani 75 78

16 Imam Sabila 68 75

17 Iqbal Zaenal Mutaqin 73 78

18 Lina Liyani 54 77

19 Lutfi F. 64 70

20 M. Abdan Maulana 54 65

21 M. Alfa Hasyim 54 73

22 M. Azhar Rizal 71 79

23 M. Nur Rohman 71 73

24 M. Syarul R 74 75

25 Muhammad Akbar 73 75

26 Muhammad Junaidi 79 80

27 Nazuli 70 74

28 Novita Sari 77 88

29 Nur Fazilah 68 77

30 Rafi Fahjrin Azhari 80 81

31 Rasyin Shidiq Arizal 56 71

32 Reni A. 78 73

60

33 Rio Triana 68 75

34 Robiatul Ada Wiyah 51 74

35 Rosy Sekar Ayu 58 64

36 Runi R. 59 75

37 Siti Khoirunnisa 70 77

38 Siti Masyitoh 71 80

39 Siti Sarah 68 70

40 Sopiah Hasibuan 71 80

41 Suci Ramadianti 81 92

42 Surabiddin 58 71

43 Synthia Dwi N. 68 74

44 Tomas Arbi 50 77

45 Ulfa Verina 70 74

61

Daftar Nilai Pre-Test & Post-TestNo Nama Pre-Test Post-Test

1 Achmad Alfiandi 48 64

2 Adam Mulki 77 82

3 Ade Setiawan 71 78

4 Anang Nugroho 68 74

5 Anisa Fitria 68 75

6 Arif Muhlas 64 75

7 Ayu Tri A. 79 78

8 Ayu Wulan Agustianingsih 74 75

9 Candra Sanni 64 73

10 Dea Lestari 70 75

11 Diah Ayuningtyas 64 77

12 Fariz Abdul P. 64 68

13 Fety Indah Mailah 64 77

14 Firda Afrilina 88 92

15 Gita Rahmah Meilani 75 78

16 Imam Sabila 68 75

17 Iqbal Zaenal Mutaqin 73 78

18 Lina Liyani 54 77

19 Lutfi F. 64 70

20 M. Abdan Maulana 54 65

21 M. Alfa Hasyim 54 73

22 M. Azhar Rizal 71 79

23 M. Nur Rohman 71 73

24 M. Syarul R 74 75

25 Muhammad Akbar 73 75

26 Muhammad Junaidi 79 80

27 Nazuli 70 74

28 Novita Sari 77 88

29 Nur Fazilah 68 77

62

30 Rafi Fahjrin Azhari 80 81

31 Rasyin Shidiq Arizal 56 71

32 Reni A. 78 73

33 Rio Triana 68 75

34 Robiatul Ada Wiyah 51 74

35 Rosy Sekar Ayu 58 64

36 Runi R. 59 75

37 Siti Khoirunnisa 70 77

38 Siti Masyitoh 71 80

39 Siti Sarah 68 70

40 Sopiah Hasibuan 71 80

41 Suci Ramadianti 81 92

42 Surabiddin 58 71

43 Synthia Dwi N. 68 74

44 Tomas Arbi 50 77

45 Ulfa Verina 70 74

Pre-Test Result


C = 1 + (3,3) Log n

= 1 + (3,3) Log 45

= 1 + (3,3) (1.6532)

= 6.45360

= 6 classes


R = H – L + 1

= 88 – 48 + 1

= 41

Interval ( I ) = R = 41 = 6,8 = 7

C 6

63

Frequency and Percentage of the Test Result


83 – 89

76 – 82

69 – 75

62 – 68

55 – 61

48 – 54

1

7

14

13

4

6

2.22 %

15.56 %

31.11 %

28.89 %

8.89 %

13.33 %

86

79

72

65

58

51

86

553

1008

845

232

306

Total 45 100 % 3030

Mean = Σ F. Xi = 3030 = 67, 33 = 68

N 45

Post-Test Result


C = 1 + (3,3) Log n

= 1 + (3,3) Log 45

= 1 + (3,3) (1.6532)

= 6.45360

= 6 classes


R = H – L + 1

= 92 – 64 + 1

= 29

Interval ( I ) = R = 29 = 4,8 = 5

C 6

64

Frequency and Percentage of the Test Result


89 – 93

84 – 88

79 – 83

74 – 78

69 – 73

64 – 68

2

1

6

24

8

4

4.44 %

2.22 %

13.34 %

53.33 %

17.78 %

8.89 %

91

86

81

76

71

66

182

86

486

1824

568

264

Total 45 100 % 3410

Mean = Σ F. Xi = 3410 = 75, 78 = 76

N 45

The Standard of Mark according to Norman E. Gronlund

Mark Classification

90 Very good

80 Good

70 More than enough

60 Enough

50 Bad

40 Very bad

65

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