THE EFFECTIVENESS OF TEACHING VOCABULARY

THROUGH TOTAL PHYSICAL RESPONSE METHOD

(An Experimental Study at the Seventh Grade Students of MTs Khazanah

Kebajikan Pondok Cabe Ilir )

The “Skripsi”

Presented to the Faculty of Tarbiya and Teacher’s Training

In a Partial Fulfillment of the Requirements for

the Degree of S.Pd in English Language Education

By

Misra Fadillah

NIM: 205014000401

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

THE EFFECTIVENESS OF TEACHING VOCABULARY

THROUGH TOTAL PHYSICAL RESPONSE METHOD

(An Experimental Study at the Seventh Grade Students of MTs Khazanah

Kebajikan Pondok Cabe Ilir )

The “Skripsi”

Presented to the Faculty of Tarbiya and Teacher’s Training

in Partial Fulfillment of the Requirements for

the Degree of S.Pd in English Language Education

by

Misra Fadillah

205014000401

Approved by the Advisor

Drs. Syauki, M.Pd

NIP. 19641212 199103 1 003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

i

ABSTRACT

Misra Fadillah, 2010, Teaching Vocabulary Through Total Physical Response

Method (An Experimental Study of Mts Khazanah Kebajikan Pondok

Cabe Ilir), Skripsi, Department of English Education, The faculty of

Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic

University Jakarta.

Advise: Drs. Syauki, M.Pd

Key Words: Vocabulary, and Total Physical Response

The purpose of this study is to describe the objective condition of the

effectiveness of using Total Physical Response Method in Teaching Vocabulary at

the seventh grade of Islamic Junior High School (MTs) Khazanah Kebajikan

Pondok Cabe Ilir. It includes the differences on the students’ vocabulary mastery

learnt by using Total Physical Response Method compared to the students’

vocabulary mastery learnt by using Grammar Translation Method, and the

students’ vocabulary achievement learnt by using Total Physical Response

Method.

The aim of the research is to gain the information about the effectiveness

of Total Physical Response method in teaching vocabulary, moreover it is

conducted to get the effective technique in teaching vocabulary at seventh grade

of students of junior high School (MTs) Khazanah Kebajikan. The sample of the

research was 30 students of seventh year. This research was using an experimental

method in the quantitative form by collecting data from documentation, and test.

The data collected in this research were analyzed by using t-test.

According to the result of statistical calculation, the obtained value of

(t-observation) is 4.01 and the value of “ ” (t table) from the df (29) on degree of

significance of 5% is 2.04. Comparing the with each values of the degree of

significance, the writer finds 4.01 > 2.04. So is higher than or > . Based

on the result, the null hypothesis ( ) which says there is no significance

influence of using Total Physical Response method in teaching vocabulary is

rejected. It means that the alternative hypothesis ( ) which says that there is

significance influence of using Total Physical Response method in teaching

vocabulary is accepted.

Based on the finding of this study it can be concluded that using Total

Physical Response in teaching vocabulary is quite success by using TPR method.

It is not only effective to lead students feel more interesting and enjoy doing

activity in the class, but also it can give the students the opportunities to be active

in learning English vocabulary.

ii

ABSTRAK

Misra Fadillah, 2010, Mengajar Kosakata Menggunakan Metode Total Physical

Response (An Experimental Study of Mts Khazanah Kebajikan Pondok

iii

Cabe Ilir), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah

dan Keguruan, Universitas Islami Negeri Syarif Hidayatullah Jakarta.

Pembimbing: Drs. Syauki, M.Pd

Kata Kunci: Metode Total Physical Response dan Kosa Kata

Tujuan dari penelitian ini adalah untuk menggabarkan suatu kondisi yaitu

keefektifan penggunaan metode Total Physical Response dalam mengajar

kosakata pada kelas 7 siswa MTs Khazanah Kebajikan Pondok Cabe Ilir, serta,

perbedaan penguasaan kosakata siswa yang diajarkan dengan menggunakan Total

Physical Response method dibanding dengan penguagsaan kosakata siswa yang

diajarkan dengan menggunakan Grammar Translation Method, dan prestasi

penguasaan kosakata siswa yang diajarkan dengan menggunakan metode Total

Physical Response.

Selain itu tujuan dari penelitian ini adalah untuk mendapatkan informasi

tentang keefektifan penggunaan metode Total Physical Response dalam mengajar

kosakata, Selebihnya hal ini dilakukan untuk mendapatkan ke effektifitasan

teknik dalam mengajar kosakata di kelas 7 MTs Khazanah Kebajikan Pondok

Cabe Ilir . siswa yang termasuk dalam penelitian ini berjumlah 30 orang.

Penelitian ini termasuk penelitian experimental dalam bentuk kuantitatif dengan

mengumpulkan data– data dari dokumetasi, observasi dan test.

Data–data yang di kumpulkan dalam penelitian ini dianalisa menggunakan

test-t. berdasarkan hasil statistik, telah di dapatkan nilai (t observasi) yaitu

sebesar 4,01 dan nilai dari (t table) dari df 29 pada taraf signifikan 5% yaitu

sebesar 2,04. Perbandingan dengan nilai pada taraf signifikan tersebut, penulis

menemukan 4,01 >2,04. Jadi, jelas bahwa nilai lebih tinggi dari pada atau

> . Selanjutnya dapat di tarik kesimpulan bahwa hipotesis nihil ( ), yaitu

tidak ada pengaruh yang signifikan dari penggunaan metode Total Physical

Response dalam mengajar kosakata ditolak. Sedangkan hypothesis alternative

( ), yaitu ada pengaruh yang signifikan dari penggunaan metode Total Physical

Response dalam mengajar kosakata diterima.

Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa penggunaan

metode Total Physical Response dalam mengajar kosakata adalah cukup berhasil,

dengan metode Total Physical Response tidak hanya efektif untuk siswa, tertarik

dalam belajar dan senang dalam melakukan kegiatan-kegiatan di kelas, tetapi

metode Total Physical Response juga dapat memberikan siswa kesempatan lebih

aktif belajar kosakata dalam bahasa inggris.

iv

ACKNOWLEDGEMENT

In the name of Allah. The Most Beneficent and the Most Merciful

All praises be to Allah, who always blesses the writer in writing this

“skripsi”. Peace and blessing be upon our prophet Muhammad, his families, his

companions, and his followers.

Furthermore, the write would like to express her greatest thanks and

gratitude to her advisors, Dra. Hidayati, M.Pd (Alm) and Drs. Syauki, M.Pd for

their valuable help, guidance, comments, corrections and suggestions and who has

v

been very patient to sacrifice her energy and time to assist the writer so that the

writer could finish this “skripsi”.

Moreover, the writer’s “skripsi” may not be separated from the

involvement and contributions of others, so that the writer says deepest gratitude

and appreciations to:

1. The dean of Faculty of Tarbiyah and Teachers’ Training UIN Syarif

Hidayatullah Jakarta, Prof. Dr. Dede Rosyada, MA.

2. The head of English Education Department, Drs. Syauki, M.Pd. and his

secretary, Neneng Sunengsih, M.Pd.

3. All the English lecturers who have given their best knowledge to students at

the English Department.

4. The headmaster of MTs Khazanah Kebajikan Pondok Cabe Ilir, Pamulang,

H. Suardin, S.Sos.I who has given an opportunity to carry out the research,

especially, to the English teacher and the counseling teacher who are so kind to

share their information, ideas, and experiences

5. Her beloved families, especially to her parents : Abbah Drs. H. Mabrur Abduh

and Mama Hj.Nurjannah who always encourage and pray the writer with all of

their heart, and her beloved sister and brother and all families who always give

their love, support, motivation and moral encouragement to finish her study.

6. The staff of all libraries: the main library of Syarif Hidayatullah State Islamic

University, the Faculty of Tarbiyah and Teachers’ Training Library, State

University of Jakarta (UNJ) Library, the Indonesia Catholic University of

Atmajaya Library and PKBB Atmajaya for their services in providing the

references of the “skripsi”,

7. All her beloved friends at English Education Department, BEC (Boarding

English Course), IMAJI/HIMBOJA, IKAMI, and her cousin without

mentioning one by one.

vi

And finally, the writer realizes that this “skripsi” is being not perfect yet.

Therefore, the writer would like to accept any constructive suggestion to make it

better.

Jakarta, February 2010

The Writer

TABLE OF CONTENTS

ABSTRACT ……………………………………………………………………. i

ABSTRAK ....…………………………………………………………………... ii

ACKNOWLEDGMENT……………………………………………………… iii

TABLE OF CONTENTS …………………………………………………….. v

LIST OF TABLES ..…………………………………………….……………. viii

LIST OF APPENDICES ..……………………………………………………. ix

vii

CHAPTER I : INTRODUCTION

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

B. Scope and Limitation of the Study.......................... 4

C. Formulations of the Problem ..…………………… 5

D. Objectives of the Study…………………….…….. 5

E. Significances of the Study ………………….……. 5

F. Hypothesis of the Research ……………………… 6

G. Operational Definition ...……………………….... 6

CHAPTER II : THEORITICAL FRAMEWORK

A. Approach, Method, and Techniques ...…………… 7

B. Vocabulary ……………………………..…...…... 11

1. Definition of vocabulary …………………... 11

2. Kinds of Vocabulary …………………….… 12

3. Problem in Teaching Vocabulary …….…… 15

C. Total Physical Response ………………………... 16

1. Definition of Total Physical Response ……..16

2. Design of Total Physical Response ………...17

3. Principles of Total Physical Response .……. 20

4. Procedure of Total Physical Response ……. 21

5. Advantages of Total Physical Response …... 21

6. Disadvantages of Total Physical Response... 22

7. Implementation Using Total Physical Response

Method …………………………….………. 22

8. Problem In Teaching Total Physical Response

Method ………………………………….…. 23

D. Grammar Translation Method …………………... 24

1. Definition of Grammar Translation Method. 24

2. Design of Grammar Translation Method …...25

3. Principles of Grammar Translation Method...26

4. Procedure of Grammar Translation Method ..26

viii

5. Advantages of Grammar Translation Method27

6. Disadvantages of Grammar Translation

Method ……………………………………...27

CHAPTER III : RESEARCH METHODOLOGY

A. Research Design …………………………...…… 28

B. Place and Time of the Study ……………...…….. 29

C. Population and Sample …………………...…….. 29

D. Research Instrument ………………………...….. 29

E. Techniques of Collecting Data ………..…...…… 31

1. Documentations ……………………….…..... 31

2. Test ………………………………….…...….. 31

F. Techniques of Data Analysis ………………..…. 32

CHAPTER IV : RESEARCH FINDING AND DISCUSSION

A. Description of Data Students’ Improvement Using

TPR Method in Their Vocabulary Mastery

in the Classroom …………………………….…… 35

B. Analysis Affect Using Total Physical Response

Method in Learning the Vocabulary of

Experiment Result …...…………………………… 43

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ……………………………………… 44

B. Suggestion ………………………………………. 44

REFERENCES ………………………………………………………………... 46

APPENDIXES ………………………………………………………………… 48

ix

LIST OF TABLES

Table 3.1 The Description of The Test Items ………...…………......…………….. 30

Table 4.1 The test scores of experiment class students ………...…………...…….. 36

Table 4.2 The Result Calculation of Students’ Score of Experiment Class ……..... 37

Table 4.3 The test scores of controlled class students …………………………….. 39

Table 4.4 The Result Calculation of Students’ Score of Controlled Class ……..… 40

x

LIST OF APPENDIXES

Appendix 1 The Lesson Plan ………………………………………………... 48

Appendix 2 The Students’ Test ……………………………………………… 96

Appendix 3 The Answer Key of Students’ Test …………………………..… 99

Appendix 4 The Students’ Score in Learning Vocabulary by Using Total

Physical Response Method ..………………………………..… 100

Appendix 5 Surat Pengajuan Judul Skripsi ..……………………….…….… 102

xi

Appendix 6 Surat Bimbingan Skripsi ..…………………………………..… 103

Appendix 7 Surat Permohonan Izin Penelitian ...…………………….…..… 104

Appendix 8 Surat Keterangan Penelitian dari Sekolah ..…………………… 105

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of study,the

formulation of the problems,the scope and limitation of the study, the objective of

the study, the significance of the study, the research hypothesis, and operational

definitions.

A. Background of the Study

English is as an international language used as a tool for communication in

daily life and in academics, functioned as a first, second, or foreign language. As

international language, people are demanded to master English, because most

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

establishing and maintaining the relationship with the people. Furthermore, the

people have to be ready to face global competition in understanding and

developing the scientific and technological knowledge in this modern era.

In Indonesia, English language has been taught as a compulsory subject

from Junior High School up to the university. The students learned four language

skills; listening, speaking, reading, and writing. To support the mastery of the four

language skills the learners obviously should have well understanding of English

sub-skills; they are vocabulary, pronunciation, and grammar as a core of having

structured English in communication and comprehension.

1

2

Ideally, the students of seventh grade already studied four language skills

and language components for three years from fourth class of elementary school.

Accordingly, the learners have enough ability about the four language skills

(listening, speaking, reading, and writing) and language components (vocabulary,

pronunciation, and grammar) and they mastered a list of vocabularies as the

curriculum recommended.

The fact, the learners of seventh grade of MTs Khazanah Kebajikan

Pondok CabeIlir do not master yet the four language skills and language

components. Besides, the students‟ pronunciation is still far from expectation

because the written form is different from its pronunciation. In addition to these

cases, the students seldom practice the pronunciation and the students‟ number of

the class is big enough.

Based on the statement above, it made the students difficult mastering

English well, especially vocabulary, so the student‟s vocabulary mastery is

unsatisfactory yet. Therefore, their limited vocabulary mastery made them

difficult to understand English clearly. This condition causes them difficult to

understand some words in a context and they do not have enough yet words to say

what they want to say. Most of the students of seventh grade of MTs Khazanah

Kebajikan Cabe Ilir eventually are not interested in English subject anymore, and

English likely becomes something too hard to learn.

Based on Penny Ur “vocabulary can be defined, roughly, as the words we

teach in the foreign language. However, a new item of vocabulary may be more

than a single word: for example, Post Office a Mother-in-law, which are made up

of two or three words but express a single idea. There are also multi – word

idioms such as call it a day, where the meaning of the phrase cannot be deduced

from an analysis of the component words. A useful convention is to cover all such

cases by taking about vocabulary „items‟ rather than „words‟1.

In communication, students need vocabulary which can support them to

produce and use meaningful sentences because vocabulary is part of sentence.

Therefore, vocabulary is very important to be mastered. For this reason the

1 Penny Ur, A course in Language Teaching Practice and Theory, (Cambridge University

Press, 1996), p . 60

3

students have to develop their vocabulary and master it in order to be able to

communicate each other.

Vocabulary is not only symbol for ideas but also a part of how to improve

language skills in the target language. The more vocabulary which students

master the more ideas they could have, so they can communicate by using their

ideas more effectively.

However, students sometimes get difficulties to use or apply the

vocabulary. Their difficulties in using vocabulary have been studied can be caused

by some reasons. One of the reasons could be in the method which is used by the

teacher in presenting the lesson in the classroom. Therefore, the appropriate

method in presenting the lesson in the classroom have to be considered.

When the writer observed Mts Khazanah Kebajikan Pondok Cabe Ilir, to

improve the students‟ vocabularies, the English teacher orders the students to

write some new words in a note and then memorize what they have already

studied. But the students felt depressed with a lot of vocabulary item assigned to

be memorized. This method would make students get bored and forget the new

vocabulary easily. They need something fun and easy to access the vocabulary

quickly when it is required for use. According to H. Douglas Brown “teaching can

be defined as showing or helping someone to learn how to do something, giving

instructions, guiding in the study of something, providing with knowledge,

causing to know or understand”2. For this case, using variety method, for the

example TPR method in teaching made the subject matter should be more

interesting and teaching learning process run effectively and efficient, therefore

the purpose of teaching can be achieved.

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

This difficulty depends on previous technique used by English teacher. The

technique of teaching vocabulary like substitution drill and memorizing words

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

2 H.Douglas Brown, “Principles of Language Learning and Teaching” (San Francis State

University, 2000) p.7

4

From the description mentioned above, it is important for teacher who

concerns about teaching English, especially vocabulary, to implement a certain

technique which can encourage the student motivation and interest in vocabulary

mastery through learning process.

Based on the cases described above, the writer intended using Total

Physical Response (TPR) method which was conducted of the students of seventh

grade at MTs Khazanah Kebajikan Pondok Cabe Ilir in learning vocabulary. With

TPR method, the students can learn vocabulary easier and they can gain their

motivation in learning English, because the students practice directly using the

vocabulary of the target language in real context. By doing so, the students can

develop the storage of the vocabulary in a short time. Besides, that TPR method

also helps the learners to broaden their linguistic input because they use body

movement to attract their attention in teaching learning process.

Based on the reasons stated above, the writer takes a title of this “skripsi”

“Teaching Vocabulary through Total Physical Response Method at First Grade of

Mts Khazanah Kebajikan Pondok Cabe Ilir”. The writer hopes that the method

can improve students‟ vocabularies and gives meaningfulness for learners of any

kinds of classroom events.

B. Scope and Limitation of the Study

This study was conducted at the first semester of academic year 2010/2011

at seventh grade students of MTs Khazanah Kebajikan Pondok Cabe Ilir. Besides,

the limitation of the problem and discussion cover: (1) affect using Total Physical

Respond Method toward the students‟ ability in learning the vocabulary, (2) the

student‟s improvement using TPR method in learning vocabulary.

5

C. Formulation of the Problem

Based on the background mentioned above, the writer conducts a study

concerning the using Total Physical Response Method in teaching vocabulary at

Seventh Grade students of MTs Khazanah Kebajikan Pondok Cabe Ilir. The main

problem of this research can be formulated into specific problems as stated below:

1. Does using Total Physical Respond Method affect the students‟ ability in

learning the vocabulary?

2. How well is the students‟ improvement using TPR method in their vocabulary

mastery in the classroom?

D. Objectives of the Study

In line with what has been stated in the formulation of the problem, this

study tries to find out the effectiveness of teaching vocabulary through TPR

method at MTs Khazanah Kebajikan.

E. Significances of the Study

The results of this study can provide useful information for three important

groups of people, namely; (1) the writer, herself, (2) the English teachers, and (3)

further researchers. They are described as follows:

1. The results of this study are expected to broad up the writer‟ knowledge

concerning the using Total Physical Response Method in teaching vocabulary

and to provide useful information about the kinds of methodology of teaching

vocabulary.

2. The results of this study are useful for the English teacher at junior high

school level to get clearly information about teaching vocabulary by using

Total physical Response Method and how they are used in teaching-learning

process. From this study, they can get available information that is useful to

improve their teaching-learning process.

6

3. Finally, for further researchers who are interested in teaching vocabulary at

junior high school level can get the basic information from this study to do

further research.

Furthermore, the results of this study can bring positive impact in teaching-

learning process at junior high school level.

F. Hypothesis of the Research

The hypothesis states:

“There is significance influence toward the student vocabulary mastery by

using TPR method for the students of the seventh grade at MTs Khazanah

Kebajikan Pondok Cabe Ilir”

G. Operational Definition

As for the sake of clarification and to avoid ambiguity, some terms in this

study need to be defined:

Vocabulary is a component of language that contains all of information about

meaning and using words in a language.

Total Physical Response Methodrefers to language teaching method built

around the coordination of speech and action; it attempts to teach language

through physical (motor) activity.

CHAPTER II

THEORITICAL FRAMEWORK

In this chapter, the writer tries to give clear description of theoretical

framework about teaching vocabulary through total physical response method at

odd semester at first year students of MTs Khazanah Kebajikan Pondok Cabe Ilir,

they are the vocabulary and total physical response method.

A. Approach, Method and Technique

The terms of method are often mixed with approach and techniques, they

have differences among one with the other. About decades ago Edward Anthony

(1963) gave as a definition that has admirably withstood the test of time, his

concept: “Method” was the second of three hierarchical elements, namely

approach, method, and techniques1.

1. The Approach

According to Anthony, An approach is a set of assumption dealing of

the nature of the language, learning , teaching2. Besides, Jack C. Richards

said “Approach is a set of correlative assumptions dealing with the nature of

the language teaching and learning”.

1 H. Douglas Brown, Teaching by Principles-An Interactive Approach to Language

Pedagogy 2th Edition, (San Fransisco: Longman,2001), p. 48

2 H. Douglas Brown, Teaching by Principles-An Interactive Approach . . . p. 48

In Approaches there are closest guidelines are linked directly to two

factors. (1). The teacher's own understanding of an insights into the nature or

language, the child and of classroom practices themselves, (2). Theories

which are directly intended to highlight classroom practices in general

language teaching in particular. These comparatively remote principles and

theories which on the one hand highlight the language behavior in the

classroom, and on the other indirectly control the teacher's classroom

performance are known as approaches. The approaches further are

determined by the theories on language which may psychological theories or

linguistic theories3.

2. The Method

Method is a overall plan for the orderly presentation of language

material, no part of which contradicts, and all of which is based upon, the

selected approach4.

Method is a way of teaching a language which is based on systematic

principles and procedure. And justifying to use of them. Admittedly, we

sometimes have found it difficult to use the term method with more recent

innovations, such as content based instruction and cooperative learning.

Method is an overall plan for the orderly presentation of language material.

No part of which contradicts and all is based upon the selected approach5.

According to Anthonys‟s model “Method is the level at which theory is

put into practice and choices are made about the particular skills to be taught,

the content was taught, and the order in which the content will be presented”6.

3http://www.shvoong.com/social-sciences/education/2031512-approach-method

technique/ 4 Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language

Teaching: A Description and Analysis, (Cambridge: Cambridge University Press: 1986).p15

5Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language

Teaching: A Description and Analysis . . . p.27

6Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language

Teaching: A Description and Analysis . . . p.15

7

A study of methods is invaluable in teacher education at least five ways:

a. Method serves as a foil for reflection that can aid teacher in bringing to

conscious awareness the thinking that underlies their action.

b. By becoming clear on where they stand, teacher can choose to teach

differently from the way they were taught.

c. A knowledge of methods is part of the knowledge base of teaching

d. A professional discourse community may also challenge teacher‟s

conception of how teaching leads to learning

e. A knowledge of methods helps expand a teacher‟s repertoire of

technique7.

The last levels of conceptualization and organization within a method what

we will refer to as procedures8. This encompasses the actual moment to moment

techniques, practices, and behaviors that operate in teach a language according to

a particular method. It is the level at which describe how a method realizes its

approach and design in classroom behavior. At the level design it can be seen that

a method will advocate using of certain types of teaching activities as a

consequence of its theoretical assumptions about language learning.

At the level of procedures we are concerned with how these tasks and

activities are integrated into lesson and used as the bases for teaching learning.

There are three dimensions to a method at the level of procedures: (a) the use of

teaching activities (drills, dialogues, and information-gap activities), (b) the way

in which particular teaching activities are used for practicing language, (c) the

procedure and techniques used in giving feedback to learners concerning the form

or content of their utterance or sentences9.

Finnocchiaro and bumfit (1993) illustrate how the procedural phases of

instruction are handled in what they call a national functional approach:

a. Presentation of a brief dialogue or several mini dialogues

b. Oral practice of each utterance in the dialogue

c. Questions and answers based on the tropic and situation in the language

7Diane Larsen, Freeman, Techniques and Principles in Language Teaching, second

Edition (Hongkong: Oxford University Press, 1986), p.1

8Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.18

9Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.16

d. Questions and answers related to the student‟s personal experience but

centered on the theme of dialogue

e. Study of the basic communicative expressions used in the dialogue or

one of the structures that exemplify the function

f. Learner discovery of generalizations or rules underlying the functional

expression of structure.

g. Oral recognition, interpretative procedures

h. Oral production activities, proceeding from guided to freer10

A study of methods requires leading to the skilling of teacher but rather

can serve a variety of useful functions when used appropriately in teacher

education. It can help teacher articulate, and perhaps transform, their

understanding of the teaching learning process. Method can serve as models

of the integration of theory (the principles) and practice (the technique).

3. The Techniques

Techniques are the specific manifested in the classrooms that are

consistent with a method and therefore harmony with an approach as well11

.

Technique is implementation that which actually takes place in a

classroom. It is particular trick stratagem or contrivance used to accomplish

an immediate objective, technique must be consistent with method and

therefore in harmony with an approach. According to Anthonys‟s technique is

the level at which classroom procedures are described12

.

A technique called walling can be used with utterance exchanges that

expressed imply some kind of conflict. Just as grammar points seem to pair

naturally with other aspects of language, teaching technique should vary

according to the match being emphasized. For example, in structural social,

match such as modals and request, the degree of politeness depends on the

social relationship between the speakers.

10

Mary Finocchiaro, Ph.D, English as a Second Language: From Theory and Practice

New Edition, (New York: Regents Publishing Company, inc) p.110

11

H. Douglas Brown, Teaching by Principles-An Interactive Approach to Language

Pedagogy . . . p. 48

12

Diane Larsen, Freeman, Techniques and Principles in Language Teaching. . . p.17

On the other hand, if one is teaching quant for locative preposition or

modal of logical probability structure meaning matches the most useful

techniques are demonstration, illustration, and TPR13

.

The main point of the explanation above, the conclusion is an approach

is a set of theories and principles method is the way which it is applied these

theories and principles, and a technique is the tools and the tasks which it is

used to make your .method .succeed. .

So, in teaching learning process approach, method, and technique are

very important. Without them teaching process is not effective and the

students will feel bored. In teaching learning approach, method and technique

always used so that teaching learning process can be running well.

B. Vocabulary

1. The Definition of Vocabulary

Vocabulary as one of the language aspects, which the people should

learn when they are learning language. According to George D. Spache

“vocabulary is the number variety of words a person hears, recognizes,

understands, and uses in his speech and writing”14

. Good mastery of

vocabulary is important for anyone who learns the language used in listening,

speaking, writing, and reading. A learner of a foreign language will speak

fluently and accurately, write easily, or understand what the learner reads or

hears if they have enough vocabularies and have the capability of using it

accurately. All skills demand much on the vocabulary mastery. Kufaishi

pointed out that, “students‟ listening comprehension, writing, speaking, and

reading abilities are hampered by their limited vocabulary”15

.

13

Jeremy Harmer, Grammar Activities, (Person Education Limited 2001), p.154

14

George D. Spache, Reading in The Elementary School,(New York: Allvn & Bacon, inc.,

1964), p.326

15

Al-Kufaishi,Adil, A vocabulary building program is a necessary not a luxury, (English

Teaching Forum , Vol XXVI, No.2, April 1988, p.45

When a student has mastered the fundamental grammatical patterns of

language, the next task is to master its vocabulary-or at least that part of its

vocabulary that the student needs16

. They need to learn what words mean and

how they are used17

.

It is obvious that vocabulary is very important in learning a language,

especially English, because the English vocabulary is extremely large and

varies as well. Therefore, it is highly essential for English teacher to help their

student‟s master vocabulary.

The words that students know depend upon their experience. We hope

that our students know not only meaning of words, but also using

vocabularies in sentence.

According to Penny Ur “vocabulary is one of the linguistic aspects

that is important in teaching a language, besides structure and pronunciation.

As a stock of words used by a person, vocabulary can be defined, roughly, as

the words we teach in the foreign language”18

.

Form the definition given above, it can be concluded simply that

vocabulary is a total of words or stock of words used by a person, class, trade,

and profession in communication as a means of expression.

2. Kinds of Vocabulary

In teaching vocabulary, besides knowing the methods, the teacher should

know the material. There are many classifications made by the expert in

language area about the kinds of vocabulary. According to Mary Finocchiaro,

vocabulary is divided into two types:

16

Cellier- Macmillan International: A Division of the Macmillan Company, The Key to

English: Vocabulary: English Language Service, (London: Collier Macmillan Limited, 1971), p.1

17

Jeremy Harmer, The Practice of English Language Teaching, New Edition, (New York:

Longman,1991), p.34

18

Penny Ur, A Course in Language Teaching: Practice and Theory, (New York:

Cambridge University Press, 1996), p.60

a. Function word needs to be learned as quickly as feasible (in a logical order

and sequence, however).

b. Content words can be learned in small groups around “life” situations19

.

Furthermore Charles C. Fries classified the content word into:

1) Word for things represent sets of phenomena that seem to endure with

some stability (nouns).

2) Word for actions represents sets of phenomena that seem to change or

be in process (verbs).

3) Word for qualities: the content words and the precise meanings shift

with various “things” to which the “quality” word is attached as a

“modifier” (adjectives and adverbs)20

.

Meanwhile, According to Evelyn Hatch and Cheryl Brown,

vocabulary can be divided into two kinds, they are:

a. Productive vocabulary is of words which the students understand, can

pronounce correctly and use constructively in speaking and writing.

b. Receptive vocabulary is of words the student recognizes and understands

when they occur in a context, but which he cannot produce correctly21

.

Besides productive vocabulary and receptive vocabulary, Jo Ann

Aebersold and Marry Lee Field also classified vocabulary into: active

vocabulary and passive vocabulary22

.

19

Mary Finocchiaro, English as a Second Language from Theory to Practice, (New

Jersey: Englewood Cliffs, inc., 1989), p.21

20

Harles C. Fries, Teaching and Learning as A Foreign Language, (Ann Arbor, the

University of Michigan Press, 1995) p.47

21

Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic, and Language Education,

(New York: Cambridge University Press, 1997), p.139

22

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, (Cambridge:

Cambridge University Press, 1997), p.139

a. Active Vocabulary

Active vocabulary is all of the words a student‟s produces during any

lesson or event in latter lessons. This term is used in speaking or writing

appropriately it is called as productive vocabulary, although, in fact, it is more

difficult to put into practice. It means that to use the productive vocabulary,

the students must know and be able to use grammar of the target language;

they also must be familiar with collocation and understand the connotation

meaning of the words. This type is often used in speaking and writing skills.

b. Passive Vocabulary

Passive vocabulary is all of the words a student hears or reads. It refers

to language items that can be recognized and understood in the context of

reading or listening, and are also called as receptive vocabulary.

Corson that is quoted by I.S.P nation called those vocabularies as

motivated vocabulary and unmotivated vocabulary. Motivated (active)

vocabulary consists of all the words we need to use and feel no reluctance in

using in our everyday life. While, the unmotivated (passive) vocabulary can

be divided into two groups:

1) Words which are only partly understood and are not well known enough

to use actively

2) Words which are not needed in daily communication23

.

Caleb Gattegno also classified vocabulary into two kinds; they are

luxury vocabulary and semi-luxury vocabulary. Semi luxury is of the words

we would need to get along with natives in the business of day-to day life,

which include food, clothing, travel, family life, outings and the like. While

luxury vocabulary is the words we would need in the philosophical

discussions, political arguments and sources of information (economic,

23

I. S. P. Nation, Teaching and Learning Vocabulary, (New York: Newbury House

Publishers, 1990), p.94

military, diplomatic, etc), and also as the specialized language of professions,

and trades24

.

3. Problem in Teaching Vocabulary

Certainly that if someone wants to communicate with another person in

English, he has to have enough vocabulary, because it is basic element of any

language. One who knows enough vocabulary is more likely to converse with

anybody else better than one who has few vocabularies.

Some factors that make some words difficult for the students:

a. Pronunciation: research shows that words are difficult to pronounce are

more difficult to learn. For example: Gorgeous, Lecturer, etc.

b. Spelling is sound and spelling mismatches will be cause of errors in

pronunciation or in spelling, and can contribute to a word‟s difficulty. For

example: muscle, headache, etc.

c. Length and complexity: long words are more difficult to learn than short

ones. And the variable stresses of polysyllabic words are also difficult. For

example: necessary, necessity, necessarily.

d. Meaning: when two words overlap in meaning, learners are likely to

confuse them. Or it called word with multiple meaning such as since and

still, can also be difficulties for learners.

e. Range: connotation and idiomatic, words that can be used in wide range of

contexts will generally be perceived as easier than their synonyms with a

narrower range. For example: thin is more used than skinny, slim and

slander. The connotation of some words may cause problem too. For

example: propaganda has negative connotation in English, but it is

equivalent may simply mean publicity25

.

Some people maybe say that vocabulary is easier than grammar or any

lesson, but as a matter of fact the lack of vocabulary is the biggest problem

when people communicate in English.

24

Caleb Cattegno, Teaching Foreign Language in School, (New York: Educational

Solution, 1963), p.53.

25

Scott Thornby, How To Teach Vocabulary, (Cambridge: Cambridge University

Press,2000), p.27

C. Total Physical Response

1. The Definition of Total Physical Response

Total physical response is stated by James T. Asher. TPR takes into

account that people learn best when they actively involve and understand the

language they hear. According to Richards and Rogers, “TPR is language

teaching method build around the coordination of speech and action, it

attempts to teach language through physical (motor) activity”26

. From the

statements, it can be said that, the basic idea behind Total Physical Response

Method is that students hear something from the teacher and then physical

response to it. That is in Total Physical Response (TPR), a beginning or more

advanced students learn to comprehend things said by a teacher.

Total physical response is limited to the “trace theory” of memory in

psychology, which holds that the more often or the more intensively a

memory connection is traced, the stronger the memory association will

be and the more likely it will be recalled. In a developmental sense,

Asher sees successful adult second language learning as a parallel

process to child first language acquisition. He claims that speech directed

to young children consists primarily of commands, which children

respond to physically before they begin to produce verbal responses.

Asher feels adults should recapitulate the processes by which children

acquire their mother tongue27

.

Asher said that listening before speaking is one of the basic principles of

the TPR method. In other words, teaching should be emphasized meaning

rather than form. And learner stress should be minimized. In Total Physical

Response, students are demanded to be active, they listen and respond to the

spoken target language commands of their teacher28

. When the students can

all respond to commands correctly, one of them can then start giving

26

Dorothy Grant Henning, Communication In Action: Teaching the Language Art,

(Boston: Houghton Mifflin Company, 1986), .87

2727

Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language

Teaching: A Description and Analysis . . . p.87

28

Diane Larsen, Freeman, Techniques and Principles in Language Teaching, . . . p.110

instructions to the other classmates. In TPR students do not have to give

instructions themselves until they are ready29

.

The process is just the same as the first time they start knowing their first

language. The teacher will be able to teach their students how to express a

request. That is why Total Physical Response is suitable to teach vocabulary.

Total Physical Response is an effective method in teaching foreign

language for children and adults, especially for beginner students. “TPR has

become a common and an effective means of introducing children and adults

to a foreign language, and particularly to listening, especially in early stages

of instruction”30

.

2. Design of Total Physical Response

a. Language Objectives

The general objectives of TPR are to teach oral proficiency at a

beginning level. Comprehension is a means to an end, and the ultimate

aim is to teach basic speaking skills. A TPR course aims to produce

learners who are capable of an uninhibited communication that is

intelligible to a native speaker, specific instructional objectives are not

elaborated, for these will depend on the particular needs of the learner.

Whatever goals are set, however, must be attainable through the use of

action-based drills in the imperative form31

.

b. The Syllabus

The syllabus dawns from an analysis of the exercise types

employed in TPR classes. The analysis reveals the use of a sentence-

29

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (England:

Longman, 2001), p.90

30

Helena Anderson Curtain & Carol Ann Pesola, Language and Children making the

Match: Foreign Language Instruction in the Elementary School, (Massachusetts, 1988), p127

31

Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching . . . p.91

based syllabus, with grammatical and lexical criteria being primary in

selecting teaching items.

TPR requires initial attention to meaning than to the form of items.

Hence, grammar is taught inductively.

c. Teacher and Learner Roles

There are some roles for students and teacher in teaching learning

activities by using Total Physical Response method.

1). Learners Role

Learners in TPR method have the primary roles of listener and

performer. They listen attentively and respond physically to

commands given by the teacher. Learners are required to respond both

individually and collectively. Learners have little influence over the

content of learning, since content is determined by the teacher, who

most follows the imperative-based format for lesson. Learners are also

expected to recognize and respond to novel combinations of

previously taught items32

.

Besides, in teaching vocabulary, after several students have

demonstrated comprehensions of the new vocabulary by responding to

the teacher‟s commands, individual members of the class take the role

of the teacher. Each gives the same commands, which have been

demonstrated, and classmates perform the actions. Besides offering

practice in the use of the new vocabulary, the activity helps to keep

students‟ minds alert33

.

2). Teacher Roles

In the TPR method, the teacher plays a central and active role in

the sense that most of the activities are planned and coordinated by

32

Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching. . . p.93

33

Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford

University Press, 1983 ) p.35

him. He serves as a model of the sentence structures, which are

translated into imperative forms; in this way, he is the initiator of the

process of learning.

In addition to the previous roles, the teacher has the

responsibility to it direct the classroom activities, such as the various

kinds of drills, exercise, modifications of previously learned patterns,

and so forth. In sum, he is expected to finish all feasible opportunities

for the students to achieve successful learning.

Asher stressed, however that the teacher‟s role is not so much to

teach as to provide opportunities for learning. The teacher has the

responsibility of providing the best kind of exposure to language so

that the learner can internalize the basic rules of the target language34

.

d. Activities

This method has simplicity as its most appealing feature. Its strength

lies in the internationalization of the material covered. The teacher give

commands and the students carry them out.

There are four basic types TPR could be seen as follow:

1) The imperative drills are used to elicit physical actions and activity on

the part of the learners.

2) Presentation slides are used to provide a visual center for teacher

narration, which is followed by commands and questions to students.

3) Role play center on everyday situations.

4) Action sequence.35

In addition, typically TPR heavily utilized the imperative mood, even

into more advanced proficiency level. Commands are an easy way to get

learners to move about and to loosen up. No verbal response is necessary.

More complex syntax can be incorporated into the imperative. Humor is

easy to introduce. Interrogatives are also easy dealt with.

34

Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching. . . p.94

35

Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching. . . p.93

3. Principles of Total Physical Response Method

In regarding to Total Physical Response method, there are four principles

TPR method stated by James T. Asher cited by Robert W. Blair36

:

a. Languages are best learned when the learner receives lots of

comprehensible (understandable) or comprehension must be developed

first before learners are asked to speak.

b. Comprehension and memory is well acquired through physical

movement. This statement is supported by Oller, Richard and Amato,

“physically responding to commands seems to produce long term

memory..”37

. From the statements, it can be concluded that students will

remember the lesson they learn longer, if it is involving their body

movement.

c. Beginning language learners can benefit greatly from a “silent period” in

which they learn to understand and response to parts of the language

without attempting to speak it. This referred as delayed production; it

means that students will begin to speak when they are ready.

d. Meaning in the target language can be conveyed through actions.

Memory is activated through learner response.

TPR allows students to acquire vocabulary in a manner similar to how

children learn his or her first language. “By observing how a baby learns his

mother tongue one can show that speech is learned, he learns by listening,

understanding, and imitating”38

. It means, when the students learn their first

language, the first thing they do is listening to what the teacher says. By

listening to what the teacher says, they will absorb the structure and the

meaning of the language, then they will understand the language.

In a TPR lesson, teachers model actions which students then mimic as

they simultaneously hear vocabulary words and commands in the target

language. As a particular action is associated with each vocabulary word and

phrase, students rapidly and naturally acquire language while establishing

36

James T.Asher in Robert W. Blair, Innovative Approaches to Language Teaching,

(Massachussets: Newbury House Publisher,1992), P.20.

37

John W. Oller, Jr& Patricia A. Richard - Amato, Methods That Work A Smorgasbord of

Ideas for Language Teacher, (New York: Newbury House Publishers, inc, 1983), p.61

38

Jack C. Richards, Error Analysis: Perspective on Second language Acquisition,

(England: Longman Group Limited, 1984), p.10

long-lasting associations between the brain and the muscles. Students who

learn language through TPR method will not soon forget it.

4. Procedure of TPR

Some procedures in Total Physical Response method is:

a. Review this was a fast-moving warm-up which individual students were

moved with commands.

b. New commands these verbs were introduced.

c. Role reversal students readily volunteered to utter commands that

manipulated the behavior of the instructor and other students.

d. Reading and writing. The instructor wrote on the chalkboard each new

vocabulary item and a sentence to illustrate the item. Then the spoken

each item and acted out the sentence. The students listened as she reads

the material. Some copied the importation in their notebooks39

.

5. Advantages of Total Physical Response

There are some benefits in TPR method:

a. Students are not asked to produce in the second language until they

decide they are ready

b. TPR can fill an entire class period with comprehensible input in the

form of commands40

c. The students can enjoy to study because TPR method be able to reduce

students stress when learning foreign language.

d. Students remember the lesson longer. Memory is activated thorough

students response.

e. Students feel successful. Feeling of success and low anxiety facilitate

learning41

.

39

Jack C, Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, . . . p.95

40

Stephen D. Krashen, Principles and Practice in Second Language Acquisition,

(Oxford: Pergamon Press, 1982), p.141

41

Jack C. Richards & Theodore S. Roger, Approaches and Methods In Language

Teaching; A Description and Analysis. . . p.87

6. Disadvantages of Total Physical Response

Total physical response method has six serious limitations:

a. It is mainly in the imperative mode, generally excluding the rest of the

target language.

b. It is often focused on short phrases or single item vocabulary words.

c. It fosters only passive language skills.

d. It takes along time.

e. TPR method seems to be especially effective in the beginning levels of

language proficiency.

f. In reading and writing activities students are limited to spinning off

from the oral work in the classroom42

.

Moreover, Asher stated that, “our research suggests that most

grammatical structure of the target language and hundreds of vocabulary

items can be learned through skillful use of imperative”.

7. The Implementation Using Total Physical Response Method

In TPR method, learners have primary role as listener and performer.

They listen attentively and response physically to commands given by the

teacher. learners are required to respond both individually and collectively.

The teacher gives instruction to the learners and practice it by using TPR

method. “the instructor is the director of stage play in which the students or

learners are the actor”. It means that the teacher who decides the lesson,

choose some learner to be models and presents the new materials, and also

selects supporting materials for classroom use.

The activities of TPR instruction in the classroom are the teacher ask the

students to be volunteer and at the front of the class, with students who be

volunteer seated on either side of the teacher. And than, the teacher say

“Stand up” and the teacher along with her/his students then stand up. Next the

teacher said “sit down” and the teacher with the students sit down.

42

H. Douglas Brown, Principles of Language Learning and Teaching: Second Edition,

(New Jersey: Prentice Hall, Inc,,1987), p.164

After several demonstrations of stand and sit down, next model walk,

stop, turn, jump and etc. When the audience has observed teacher and the

students on either side of the teacher act in response to commands, the

observers are also internalizing the meaning of the spoken language.

After modeling a sequence such as stand up, walk, stop, etc..for a number

of times, the student become ready to act alone without the teacher. At this

point, the teacher invites an individual student who was performing with the

teacher to try it alone. The teacher utter a direction such as stand up, walk,

stop, etc and the individual student acts alone in response to each command.

Once students are responding rapidly and with confidence to sequence of

commands. Next the teacher give new words with expansions of the

commands such as “Walk to the chair”. “Walk to the door”. “Walk to the

blackboard” etc.

As students become more and more comfortable and confident that they

understand everything the teacher are saying in the target language, then

recombine constituents to create imperative directions, ones the students have

never heard before but understand perfectly. For the example, the students

have experienced:

Walk to the chair. Walk to the door. Walk to the blackboard. Now, they

will understand if you recombine elements to create a imperative sentence

such as: touch the blackboard. After students are responding rapidly and

confidently to any direction from lessons, they are ready to begin TPR

exercise in reading and writing43

8. Problem in Teaching Total Physical Response method

If we want the students to be instead in the lesson given, there should be

communication among teachers and students. Students should not be afraid to

give argument to their teacher.

43

Stephen Mark Silvers, Listen and Perform the TPR Student Workbook , (California: Sky

Oaks Productions. Inc, 1985), p.5

One problem, which TPR method has related its special reliance on

action (Physical Response). For social reason, many adults and children, feel

Embarrassed marching around a room to do the teacher‟s comments. For that,

the teacher is demanded to be creative. In the other hand, while the required

action could be modified to lesson. So there is not much else a teacher can do

to remedy this situation. Adult become more accepting in time, especially

after they see their teacher doing the same things that they have to do.

D. Grammar Translation Method

1. The Definition of Grammar Translation Method

Grammar translation method is a way of studying a language that

approaches the language first through detailed analysis of its grammar rules,

followed by application of this knowledge to the task of translating sentences

and texts into and out of the target language44

.

The grammar translation method or classical method emerged when

people of the western world wanted to learn “foreign” languages such as

Latin and Greek. Its focus was on grammatical rules, the memorization of

vocabulary and of various declensions and conjunctions, translation of text

and doing writing exercises45

.

The grammar translation method is also called the “traditional method”.

This does not mean that it is oldest method. It has been, and still extensively

used. The term „traditional‟ probably relates to the fact that this method is a

nearly perfect reflection of the way Latin and Greek has been taught for

centuries46

.

44

Jack, C. Richards and Theodore S.Rodgers, Approaches and Methods in Language

Teaching:A Description and Analysis. . . , p.5

45

H. Douglas Brown, Teaching by Principles an Interactive Approach to Languge

Pedagogy…p.3

46

Roger Bowers, Applied Linguistic and English Language Teaching, (London:

Macmillan Publishers, 1991), p. 147

2. Design of Grammar Translation Method

a. Language Objective

The objective f the Grammar Translation Method is learning a foreign

language is a to be able to read literature written in the target language. To

do this, students need to learn about the grammar rules and vocabulary of

the target language. In additional, it is believed that studying a foreign

language provides students with good mental exercise, which helps

developed their minds47

.

b. The Syllabus

The syllabus used in the Grammar Translation Method is based on

some aspect of the culture of the foreign language community. Grammar is

taught deductively; that is they are given the grammar rules and examples,

they are told to memorize them, and then are asked to apply the rules to

other examples. An explicit grammar rule is given. Students practice

vocabulary by translation and memorization48

.

c. The Learner’s Role

The learner‟s role in Grammar Translation Method is the students are

taught to translate from one language to another. They often translate

readings in the target language about some aspect of the culture of the

foreign language community. Students study grammar deductively; that is,

they are given the grammar rules and examples, are told to memorize

them, and then are asked to apply the rules to the other examples. They

also learn grammatical paradigm such as verb conjugations. They

memorize native language equivalents for foreign language vocabulary.

d. The Teacher’s Role

The teacher‟s role is very traditional. The teacher is the authority in the

classroom; the students do as he says so they can learn what he/she knows.

47

Diane Larsen, Freeman, Techniques and Principles in Language Teaching. . . p.11

48

Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.11

The teacher decides whether an answer is correct or not. If the answer

incorrect, the teacher selects a different student to supply the correct

answer or the teacher herself give the correct answer49

.

3. Principles of Grammar Translation Method

Brown gives some principle of the Grammar Translation Method, they

are: a) classes are taught in the mother tongue, with little active use of the

target language, b) much vocabulary is taught in the form of the lists of

isolated words, c) long elaborate explanations of the intricacies off grammar

are given, d) grammar provides the rule for putting words together, and

instruction often focuses on the form and inflection of words, e) reading of

difficult classical texts is begun early, f) little attentions is paid to the content

of texts, which are treated as exercise in grammatical analysis50

.

4. Procedure of Grammar Translation Method

According to Mora that classes used of the Grammar Translation

Method are taught in the student‟s mother tongue, with little active use of the

target language. Vocabulary is taught in the form of isolated word lists.

Elaborate explanations of grammar are always provided. Grammar instruction

provides the rule of putting words together; instruction often focuses on the

form and inflection of words. Reading of difficult texts is begun early in the

course of study. Little attention is paid to the content of texts, which are

treated as exercises in grammatical analysis. Often the only drills are

exercises in translating disconnected sentences from the target language into

the mother tongue, and versa. Little or no attention is given to

pronunciation51

.

49

Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.10

50

Diane Larsen, Freeman, Techniques and Principles in Language Teaching . . . p.4

51

Jill Kerper Mora, Second Language-Teaching Methods, Principles & Procedures,(San Diego State University: 1998)http://coe.sdsu.edu/people/jmora/ALMMethods.htm

5. Advantages of Grammar Translation Method

a. The phraseology of the target language is quickly explain. Translation

is the easiest way of explaining meaning or words and phrases from

one language into another.

b. Teacher‟s labor is saved. Since the textbook are taught through the

medium of the mother tongue, the teacher may ask comprehension

question on the text taught in the mother tongue. Learner will not have

much difficulty in responding to questions on the text taught in the

mother tongue.

c. Students are not forced to use target language while the activity.

d. The students false is limited because the activities are conducted by the

teacher.

6. Disadvantages of Grammar Translation Method

a. It is unnatural method. The natural order of learning a language is

listening, speaking, reading, and writing

b. Speech is not possible. Translation method lays emphasis on reading

and writing

c. Exact translation is not possible. Translations is indeed, a difficult

task and exact translation from one language to another is not always

possible

d. It does not give pattern practice. A person can learn a language only

when she/he internalized its patterns to the extent that they form

her/his habit

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in this

study. It consists of research design, place and time of the study, population and

sample, research instrument, techniques of collecting data, and techniques of data

analysis.

A. Research Design

The design of this study is an experimental research at which there are the

experimental class and controlled class. An experimental study involves a study of

the affect of the systematic manipulation of one variable on another variable. The

manipulated variable is called the experimental treatment or independent variable.

It is called experimental study because it begins with an experimental

hypothesis, a prediction that the treatment will have a certain effect. The

hypothesis expresses expectations as to result from the changes introduced- that

the treatment and no treatment groups will differ because the treatment’s effects1.

Based on DonalAry’s statement, the writer uses two classes as the objects

in which the first class as the experimental group as the one receiving a specific

treatment and the second one as the control group receives no treatment. In the

1Donald Ary, et.al., Introduction to Research in Education 6

th Edition, (USA: Wadsworth,

2002), p. 279-280

28

1

experimental class she used TPR method in teaching vocabulary, whereas the

controlled class she used Grammar Translation Method (GTM) in teaching

vocabulary. For this aspect, the writer decided the nature of treatment that is 7.C

class became an experimental class which was treated by the writer. Besides, 7.D

class became a controlled class. In this class, the English teacher handled teaching

vocabulary by using GTM.

B. Place and Time of the Study

The research was held at MTs KhazanahKebajikanPondokCabeIlir which

is located on Jl. Talas I RT 001/010 PondokCabeIlirPamulangtelp/Fax (021) 747

07253, from 20th

of September 2010 to 23rd

of October 2010.

C. Population and Sample

The population of this study is seventh grade students of MTs Khazanah

Kebajikan Pondok Cabe Ilir, The whole students are 129 students who consist of

four classes, namely class 7.A, 7.B, 7.C and 7.D every class has 30 to 33 students.

The writer took out two classes from the population as sample of this research

which consists of 60 students, which are divided into 2 classes, namely class 7.C

and class 7.D. for the experiment class appointed 7.C as the sample that get the

treatment, while the other class 7.D get the controlled class in this study.

D. Research Instrument

The research instruments which used for this study includes

documentation and test.

Documentations are used to gain the data about teaching preparation made

by the English teacher. In this study, the writer gained it by borrowing teaching

preparation, such as, the teacher’s lesson plan, it is consist of eight lesson plan

which was conducted in teaching learning process in eight meetings. The forms of

the teacher’s lesson plan can be seen in the appendixes2.

2 It can be seen “Appendix”, p.48

Test is used to know how well the students have already mastered

vocabulary. The researcher used pre-test and post-test instrument. Pre-test is the

test given to students before the treatment. The usage of pre-test is to measure

students’ abilities before they learn vocabulary through TPR method. The post

test is given to students after the students had the treatment or the teaching

process using TPR method. Post-test is the test given to students for checking the

progress after teaching vocabulary through TPR method. The test is consist of 30

(thirty) questions and it is divided into three test form, they are multiple choices,

matching test and translating test. They are divided into three categories: easy

(30%), middle (40%), and difficult (30%). Multiple choices consist of 20 items

from number 1 to 20. It is score per item is 3; it means if the students can choose

the right answer, they will get 60 scores. While matching test consist of 5 items

from number 21 to 25. It is score per item is 3; it means if the students can

answer correctly, they will get 15 score. And translating test consists of 5 items

from number 26 to 30. It is scores per item 5. It means if the students can answer

correctly, they will get 25 scores. And the total scores are 100 if students can

answer all of questions correctly.

From the description of each test form above, it can be seen that the high

score of this test is 100 scores. To make the writer easy in making the test from

the students in experiment and controlled class, the writer made description of

the test item as follows:

Table 3.1

The Description of the Test Items

No Vocabulary Question

Number Total

1 Using a verb to give a

positive command

Easy (30%) 3, 5, 8, 18

13 Middle (40%) 1, 2, 9, 10, 14

Difficult (30%) 13, 16, 19, 20

2 Using don’t +verb to

give a negative

Easy (30%) 12 4

Middle (40%) 4, 7

command Difficult (30%) 6

3

Matching

Easy (30%) 22, 24

5 Middle (40%) 25

Difficult (30%) 21, 23

4

Translating

Easy (30%) 15, 27

8 Middle (40%) 17, 26, 28, 29

Difficult (30%) 30, 11

30

From the table of specification for the test item, the writer divided them

into easy 30%, middle 40% and difficult 30% after deciding the concepts of

multiple choices (using verb to give positive command and using don’t + verb to

give a negative command) , matching and translating.

F. Technique of Collecting the Data

Techniques of collecting data in this study were three kinds, namely:

documentation and test

1. Documentation

Documentation was used to obtain the written data of the teaching

preparation made by the English teacher. It was carried out by copying the

English teacher’s documentations about teaching preparation or English teacher’s

lesson plan. The data needed were recorded from all documents and analyzed

them carefully.

2. Test

The test was used to find out the effectiveness of using TPR method in

teaching of vocabulary. This test was applied in the experimental and controlled

class to find out of the score of the students’ achievement in vocabulary mastery,

it was conducted in the end of the meeting, and it is as a comparative between

experimental and controlled class. The form of the test can be seen in the

appendix.

G. Techniques of Data Analysis

The techniques of data analysis consist of data from observation, data from

document and data from test were analyzed in some ways as presented below:

1. Data From Documentation

The data from documentation covered of the teaching preparation which

applied to the teaching and learning activities in the classroom by the English

teacher.

2. Data From Test

This data test was gain to find out the effectiveness of using TPR method

in instructional activities of vocabulary, the researcher used a quantitative

data which are related to the numerals and they are analyzed by statistics. She

used t-test formula to calculate the data. The analysis has concerned between

experiment class and controlled class. To know the students’ score

differences in learning vocabulary by using TPR method with learning

vocabulary without TPR method. She has to seek the differences of mean

variable firs before using the t-test formula, the formula as follows:

M1 = M1 + i (∑𝑓𝑥 1)

(𝑁) and M2 = M1 + i

(∑𝑓𝑦 1)

(𝑁)

M1 : Means variable of experiment class

M2 : Means variable of controlled class

M1 : Is appraisal mean

i : Is interval class

∑𝑓𝑥1 : Is the number of times result between own middle drop

with the each of interval frequency from experimental class

∑𝑓𝑦1 : Is the number of times result between own middle drop

with the each of interval frequency from controlled class

N : Is the number of students

a. Determining standard deviation score of variables x (experiment class)

SD1 = ∑𝑓𝑥12

𝑁

𝑖−

(∑𝑓𝑥1)2

(𝑁)

SD1 : Standard deviation of variable x

∑𝑓𝑥12 : The number of times result between own middle

drop with the each of interval frequency from

experimental class

N : The number of students

b. Determining of standard error mean of variable x (experiment class)

SEM1 = 𝑆𝐷1

𝑁−1

SEM1 : The standard error mean of variable x

SD1 : Standard deviation for variable x

N : The number of students

c. Determining standard deviation score of variables Y (controlled class)

SD2 = ∑𝑓𝑦12

𝑁

𝑖−

(∑𝑓𝑦1)2

(𝑁)

SD2 : Standard deviation of variable y

∑𝑦12 : The number of times result between own middle

drop with the each of interval frequency from

controlled class

N : The number of students

d. Determining of standard error mean of variable Y (controlled class)

SEM2 = 𝑆𝐷2

𝑁−1

SEM2 : the standard error mean of variable y

SD2 : Standard deviation for variable y

N : The number of students

e. Determining of standard error from mean of variable x and mean of

variable y

𝑆𝐸𝑀1−𝑀2 = 𝑆𝐸𝑀𝐼2

+ 𝑆𝐸𝑀2

2

f. Determining t-observation (𝑡0)

𝑡0 = 𝑀1−𝑀2

𝑆𝐸𝑀1−𝑀2

g. Determining t-table (𝑡𝑡) in significant level 5% and 1% with degree of

freedom.

df = N – 1

df = Degree of freedom

N = Number of students

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents and discusses the findings of the research based on

the data obtained during the research. In line with the research problems, it

consists the research findings as follows: (1) Data students’ improvement using

TPR method in their vocabulary mastery in the classroom.(2) affect using Total

Physical Respond Method of the students’ ability in learning the vocabulary.

A. The Description of Data Students’ Improvement Using TPR Method in

Their Vocabulary Mastery in the Classroom

In analyzing the data about the students’ achievement in learning

vocabulary using TPR method which gained from experiment class or using GTM

in the classroom is gained from controlled class, first the writer presents the result

pre-test and post-test both of the class and its differences. Then the writer used the

formula statistic calculation of t-test with significance 5% and 1% to decide

significance of the difference result in teaching the vocabulary using TPR method

in the instructional activities in the classroom and using GTM in the classroom at

seventh grade students of MTs Khazanah Kebajikan.

The following table, the writer presented the result calculation of test and

its differences to know the effectiveness of using TPR method in the instructional

activities of vocabulary in the classroom.

Table 4.1

The Test Scores of Experiment Class Students

No Experimental Class Gained

Score Pre – Test Post – Test

1 27 41 14

2 42 74 32

3 34 52 18

4 14 49 35

35

From the table 4.1 previously, the highest of the students’ gain score in

experimental class was 46 obtained by a student. Meanwhile, the lowest of the

student’s gain score was 7 obtained by a student.

5 30 42 12

6 75 94 19

7 53 79 26

8 23 40 17

9 59 80 21

10 57 85 28

11 50 78 28

12 48 83 35

13 25 40 15

14 71 86 15

15 17 32 15

16 78 90 12

17 51 78 27

18 57 86 29

19 33 58 25

20 57 78 21

21 56 84 28

22 70 86 16

23 33 79 46

24 50 88 38

25 53 64 11

26 24 50 26

27 42 74 32

28 35 72 37

29 49 56 7

30 27 57 30

The next step are determining mean of variables x of the experiment class,

determining standard deviation scores of variables x, and determining of standard

error mean of variables x. Table 4.2 shows the data about frequency of test result

after learning the vocabulary by using TPR method in instructional activities in

the classroom

Table 4.2

The Result Calculation of Students’ Score of Experiment Class

Score Frequency (f) X 𝑥1 𝑓𝑥1 (𝑓𝑥1)2

7 – 12 4

𝑀127.5

3 12 144

13 – 18 7 2 14 196

19 – 24 3 1 3 9

25 – 30 9 0 0 0

31 – 36 4 -1 -4 16

37 – 42 2 -2 -4 16

43 - 48 1 -3 -3 9

Total 30 18 390

Base on the data presented in the table 4.2, above, it can be determined mean

of variable x. standard deviation score of variable x. and standard error mean of

variable x of the experiment class. the formulation as follow:

a. Determining mean of variables x (experiment class)

M1 = M1 + i (∑𝑓𝑥1)

(𝑁)

= 27.5 + 6 ( 18

30)

= 27.5+ 3.60

= 31.10

b. Determining standard deviation score of variable x (experiment class)

SD1 = ∑𝑓𝑥 ′2

𝑁

𝑖

− (∑𝑓𝑥1)2

(𝑁)

= 6 390

30−

(18)2

(30)

= 6 13 − (0.6)2

= 6 13− 0.36

= 6 12.64

= 6 x 3.56

= 21.36

c. Determining of standard error mean of variable x (experiment class)

SEM1 = 𝑆𝐷1

𝑁1−1

= 21.36

30−1

= 21.36

5.386

= 3.97

From the calculation above, the mean variable of the experiment class was

31.10, the standard deviation of the experimental class was 21.36, and standard

error means of variable experiment class was 3.97

Then the table 4.3 showed below is the students’ score of controlled class

which are obtained from the teaching vocabulary using GTM in the classroom,

and for more detail information will be presented in the table below:

Table 4.3

The Test Scores of Controlled Class Students

No Control Class Gained

Score Pre – Test Post – Test

1. 52 60 12

2. 42 53 11

3. 53 66 13

4. 70 79 9

5. 58 70 12

6. 14 50 36

7. 21 27 6

8. 63 74 11

9. 23 56 33

10. 15 32 17

11. 28 53 25

12. 17 33 16

13. 60 67 7

14. 17 32 15

15. 68 84 16

16. 16 32 16

17. 28 39 11

18. 30 48 18

19. 60 67 7

20. 31 43 12

21. 47 30 17

22. 22 53 31

23. 27 73 46

24. 23 50 27

25. 39 59 20

26. 57 73 16

27. 37 48 11

From the table 4.3 previously, the highest of the students’ gain score in

experimental class was 46 obtained by a student. Meanwhile, the lowest of the

student’s gain score was 6 obtained by a student

The next step are determining mean of variables y of the controlled class,

determining standard deviation scores of variables y, and determining of standard

error mean of variables y. Table 4.4 shows the data about frequency of test result

after learning vocabulary using GTM in the classroom.

Table 4.4

The Result Calculation of Students’ Score of Controlled Class

Score Frequency (f) y 𝒚𝟏 𝒇𝒚𝟏 (𝒇𝒚𝟏)𝟐

6 - 11 9

𝑀1: 14.5

1 9 81

12 - 17 11 0 0 0

18 – 23 3 -1 -3 9

24 – 29 3 -2 -6 36

30 – 35 2 -3 -6 36

36 – 41 1 -4 -4 16

42 – 47 1 -5 -5 25

Total 30 -15 203

Base on the data presented in the table 4.4 above, it can be determined mean

of variable y. standard deviation score of variable y, and standard error mean of

variable y of the controlled class. The formulation as follow:

d. Determining mean of variable Y (control class)

M2 = M1 + i (∑𝑓𝑦1)

(𝑁)

28. 39 61 22

29. 55 66 11

30. 49 73 24

= 14.5+ 6(−15)

30

= 14.5+ (- 3)

= 11.50

e. Determining standard deviation score of variables Y (control class)

SD2 = ∑𝑓𝑦12

𝑁

𝑖

− (∑𝑓𝑦1)2

(𝑁)

= 6 203

30−

(−15)2

(30)

= 6 6.77− (−0.5)2

= 6 6.77− 0.25

=6 6.52

= 6 x 2.55

= 15.30

f. Determining of standard error mean of variable Y (control class)

SEM2 = 𝑆𝐷2

𝑁−1

= 15.30

30−1

= 15.30

29

= 15.30

5.386

= 2.84

g. Determining of standard error from mean of variable x (experiment class)

and mean of variable y (control class)

𝑆𝐸𝑀1−𝑀2 = 𝑆𝐸𝑀𝐼2

+ 𝑆𝐸𝑀2

2

= (3.97)2 + (2.84)2

= 15.76 + 8.07

= 23.83

= 4.88

h. Determining t− observation(𝑡0)

i. = 19.60

4.88

= 4.01

j. Statistic Hypothesis

The hypothesis criterion sates that: if 𝑡0>𝑡𝑡 There is significant

difference between variable X and variable Y. It means the null hypothesis

(𝐻0) is rejected and the alternative hypothesis (𝐻𝑎) is accepted. If

𝑡0<𝑡𝑡there is no significant difference between variable X and variable Y.

it means the null hypothesis (𝐻0) is accepted and the alternative hypothesis

(𝐻𝑎) is rejected.

k. Determining t-table (𝑡𝑡) in significant level 5% and 1% with degree of

freedom.

df = N – 1

= 30 – 1

= 29 (see the table of “t” values at the degree of

significance of 5% and 1%)

Because the value of 29 is not mentioned in the table, the writer used the

closest value to 29 is 30 as degree of freedom (df). Based on the table, df at

significance level of

5% and 1% are:

t. table (𝑡𝑡) at the significance level of 5% = 2.04

t. table (𝑡𝑡) at the significance level of 1% = 2.75

Based on the formula above, the result of the statistic calculation indicated

that value of 𝑡𝑜 is 4.01and the value of df (degree of freedom) was 29 on degree of

significance of 5% is 2.04. Comparing the 𝑡𝑡 with each values of the degree of

significance, the result is 2.04 <4.01> 2.75.

Since 𝑡𝑜 score in the table is higher than 𝑡𝑡 score obtained from the result

of calculating, so the alternative hypothesis (𝐻𝑎) is accepted and null hypothesis

(𝐻0) is rejected.

B. The Analysis affects using Total Physical Respond Method in Learning

the Vocabulary of Experiment Result

From the explanation about the analysis of the result on the tables above, it

can be interpreted that teaching vocabulary through TPR method is affective and

quite success than teaching vocabulary without using TPR method. It can be seen

from the students’ improvement in learning vocabulary using TPR method and

using GTM.

Based on the increasing of the students’ test result after learning the

vocabulary using TPR method in instructional activities, it was proved that the use

of TPR method in instructional activities in teaching learning process is important

for student’s achievement. Besides, the students’ motivation increased. Moreover,

it can be said that the students’ affect their vocabulary mastery in learning

vocabulary through TPR method; it can also be seen from the activities they

followed in the class actively. It was compatible either with the students’ response

when the teaching learning process is going on, they did the teacher’s commands

perfectly.

44

CHAPTER V

CONCLUSION AND SEGGESTIONS

This is the last chapter used to conclude this study. It presents the

conclusions and some suggestions.

A. Conclusion

Based on the researcher conducted at MTs Khazanah Kebajikan Pondok

Cabe Ilir, it can be concluded that the teaching vocabulary through TPR method

has shown positive significant difference in vocabulary teaching and learning

process. It can be seen based on the students’ post-test scores in learning

vocabulary by using TPR method are higher rather than the students’ post-test

scores by using GTM method and it also can be seen as students’ responds of the

writer’s commands, they look enjoyable learn vocabulary using vocabulary,

because they can practice directly.

Finally, it can be concluded that using TPR method in teaching vocabulary

is quit success; it is really helpful in increasing the students’ ability and

achievement in English vocabulary mastery.

B. Suggestions

Based on the conclusion stated previously, it could be given some suggestions

as follows:

45

1. English teacher is expected to use the TPR method as an alternative

technique teaching in teaching vocabulary

2. With using TPR method, the teacher is expected to be able to reduce stress

of the students and make the student enjoyable in teaching vocabulary.

3. To Make sure that TPR method is successfully applied, the time provided

should be enough.

4. The English teacher should give a command in the target language and

perform it with the students several times

5. The English teacher should give the students the opportunities to be active

in learning vocabulary, so the teacher should be more like a students’

partner in teaching learning process.

1

BIBLIOGRAFHY

Adil, Al-Kufaishi, A vocabulary building program is a necessary not a luxury,

(English Teaching Forum, Vol XXVI, No.2, April 1988)

Aebersold, Jo Ann and Mary Lee Field, From Reader to Reading Teacher,

(Cambridge: Cambridge University Press, 1997)

Allen French Virginia, Techniques in Teaching Vocabulary, (New York: Oxford

University Press, 1983)

Ary , Donald, Introduction to Research in Education, (USA: Harcourt Brace

Publisher, 1996)

Bowers, Roger, Applied Linguistic and English Language Teaching, (London:

Macmillan Publishers, 1991)

Brown, H. Douglas, Teaching by Principles-An Interactive Approach to

Language Pedagogy 2th Edition, (San Fransisco: Longman,2001)

Brown, H. Douglas, The Principles of Language Learning and Teaching: Second

Edition, (New Jersey: Prentice Hall, Inc,,1987)

Cattegno, Caleb, Teaching Foreign Language in School, (New York: Educational

Solution, 1963)

Cellier- Macmillan International: A Division of the Macmillan Company, The Key

to English: Vocabulary: English Language Service, (London: Collier

Macmillan Limited, 1971)

Curtain , Helena Anderson, & Carol Ann Pesola, Language and Children making

the Match: Foreign Language Instruction in the Elementary School,

(Massachusetts, 1988)

Finocchiaro, Mary, English as a Second Language from Theory to Practice, (New

Jersey: Englewood Cliffs, inc., 1989)

Fries, Harles C., Teaching and Learning as A Foreign Language, (Ann Arbor, the

University of Michigan Press, 1995)

Hatch Evelyn and Cheryl Brown, Vocabulary, Semantic, and Language

Education, (New York: Cambridge University Press, 1997)

2

Harmer, Jeremy , The Practice of English Language Teaching New Edition, (New

York: Longman, 1991)

Henning – Dorothy, Grant, Communication In Action: Teaching the Language

Art, (Boston: Houghton Mifflin Company, 1986)

I. S. P. Nation, Teachingand Learning Vocabulary, (New York: Newbury House

Publishers, 1990)

James T. Asher in Robert W. Blair, Innovative Approaches to Language

Teaching, (Massachussets: Newbury House Publisher,1992)

Krashen, Stephen D, Principles and Practice in Second Language Acquisition,

(Oxfoed: Pergamon Press, 1982)

Larsen- Freeman, Diane, Techniques and Principles in Language Teaching,

(Hongkong: Oxford University Press, 1986)

Mora, Jill Kerper,Second Language-Teaching Methods, Principles &

Procedures,(San Diego State University: 1998)

http://coe.sdsu.edu/people/jmora/ALMMethods.htm

Oller, Jr , John W. & Patricia A. Richard - Amato, Methods That Work A

Smorgasbord of Ideas for Language Teacher, (New York: Newbury

House Publishers, inc, 1983)

Richards, Jack, C., and Theodore S. Rodgers, Approaches and Methods in

Language Teaching:A Description and Analysis, (Cambridge: Cambridge

University Press: 1986)

Richards, Jack C., Error Analysis: Perspective on Second language Acquisition,

(England: Longman Group Limited, 1984)

Silvers, Stephen Mark, Listen and Perform the TPR Student Workbook,

(California: Sky Oaks Productions. Inc, 1985)

Spache,George D., Reading in The Elementary School,(New York: Allvn &

Bacon, inc., 1964)

Thornby, Scott, How To Teach Vocabulary, (Cambridge: Cambridge University

Press,2000)

Ur, Penny,A Course in Language Teaching: Practice and Theory, (New York:

Cambridge University Press, 1996)

48

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Linguistic Aspect : Speaking & Vocabulary

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : I

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu bertanya dan menjawab serta memberi perhatian terhadap

lawan bicara

Siswa mampu memperagakan beberapa kalimat sesuai dengan artinya

Siswa mampu melafalkan dan mengartikan kosakata yang telah diberikan

oleh guru

Siswa mampu membuat kalimat sederhana sesuai dengan kosakata yang

telah diberikan oleh guru.

49

V. MATERI POKOK/ URAIAN MATERI POKOK

Listen the teacher and do it!

1. Greet the teacher

2. sit down

3. stand up

4. go to the window

5. Touch the wall

6. Back to your seat

7. Take one paper inside your bag

8. write your name

9. write your parents’ name on the paper

10. give the paper to me

11. point to the door

12. Point to the desk,

13. walk to the chair,

14. point to your friend,

15. point to the lamp, s

16. switch on the lamp

17. switch off the lamp

VI. METODE DAN STRATEGI PEMBELAJARAN

TPR

Individual work and Group work

VII. LANGKA – LANGKA KEGIATAN

a. Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Sit down

Stand up

Go

Touch

Take

Write

Give

Point

Walk

Switch on

Switch off

Window

Wall

Paper

Bag

Door

Chair

Friend

Lamp

Parents’

Seat

Verb Noun

Vocabularies

50

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

b. Kegiatan inti

Guru menanyakan kepada siswa beberapa vocabulary tentang “verb

and noun” yang telah diketahui oleh siswa

Guru meminta beberapa siswa untuk menjadi volunteer

Guru meminta siswa yang menjadi volunteer untuk mengikuti dan

merespon kalimat perintah yang telah diberikan oleh guru

Siswa yang sudah mampu mengucapkan command yang telah di

berikan oleh guru diberi kesempatan untuk memperaktekkan kepada

teman-temannya.

c. Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memeriksa catatan siswa

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru memberi salam

VIII. SUMBER PEMBELAJARAN

Kisnotono, dkk. The Bridge English Competence for SMP Grade VII.

Cet.2. Jakarta: Yudhistira. 2004

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

Pamulang, 2010

51

(____________________)

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

I. IDENTITAS

Satuan Pendidikan : MTs Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII (Tujuh)/Satu

Tema : Family life

Aspek / Skill : Speaking & Vocabulary

Alokasi Waktu : 2 X 40 menit

Tahun Pelajaran : 2010 / 2011

Pertemuan : II

II. STANDAR KOMPETENSI

Mengungkapakan makna dalam percakapan transaksional dalam interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkunagan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (bersosialisasi) pendek sederhana dengan

mengungkapkan ragam bahasa lisan secara akurat.

IV. INDIKATOR

52

Siswa mampu:

1. bertanya dan menjawab serta memberi perhatian terhadap lawan bicara.

2. memeperagakan beberapa kalimat sesuai dengan artinya.

3. Melafalkan kosakata yang telah di berikan oleh guru

4. Membuat kalimat sederhana sesuai dengan verb yang telah diberikan

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Pertanya dan menjawab serta memberi perhatian terhadap lawan

bicara.

2. memeperagakan beberapa kalimat sesuai dengan artinya.

3. Melafalkan kosakata yang telah di berikan oleh guru

4. Membuat kalimat sederhana sesuai dengan verb yang telah diberikan

guru.

VI. MATERI POKOK DAN URAIAN MATERI POKOK

Vocabulary verbs:

Sweep, Listen, Open, Do, Close, Wash, Watch, Have,

Read, and Brush.

Study Sentences:

Sweep the floor!

Listen to the radio

Open the door

Do the homework

Close the door

Wash the clothes

Watch television

Have breakfast

Read newspaper

53

Brush the teeth

VII. SUMBER BELAJAR

a. Buku teks (Kisnotono,dkk. The Bridge English Competence for SMP

grade VII. Cet.2. Jakarta: Yudhistira 2004)

b. Text book, Marker, White board

VIII. METODE PEMBELAJARAN / TEKNIK

Pendekatan : TPR

Metode : Individual work and Group Work

IX. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Memberi motivasi kepada siswa

Penjelasan tentang topic yang akan dibahas

b. Kegiatan Inti

Guru menanyakan kepada murid tentang “Verb” yang telah

diketahui oleh siswa.

Guru meminta salah satu murid melakukan “act of verb” dengan

memperagakan beberapa kalimat sederhana.

Guru meminta siswa yang lainnya untuk menjawab verb yang

telah diperagakan oleh salah satu temannya.

c. Kegiatan Penutup

Menyimpulkan materi pembelajaran

Menanyakan kesulitan siswa selama KBM

Guru memberikan catatan akhir.

Guru memberikan salam.

X. SUMBER PEMBELAJARAN

54

Kisnotono, dkk. The Bridge English Competence for SMP Grade VII.

Cet.2. Jakarta: Yudhistira. 2004

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Linguistic Aspect : Speaking

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : III

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

55

IV. INDIKATOR

Siswa mampu memperaktekan percakapan terhadap lawan bicara

Siswa mampu memperagakan beberapa kalimat yang guru ucapkan

Siswa mampu bertanya dan menjawab serta memberi perhatian terhadap

lawan bicara

V. MATERI POKOK/ URAIAN MATERI POKOK

Practice this conversation!

At the class

Teacher : Good morning, students. How are you?

Students : Good morning, teacher. We are fine, thank you. And you?

Teacher : I’m very well, thanks.

Teacher : Look at the backboard is dirty. Andi, clean the blackboard

please!

Andi : Ok, sir.

Teacher : Thank you Andi

Andi :You’re welcome.

Teacher :Now, open your book on the page 20 and do the exercise!

Students : Ok, sir.

VI. METODE DAN STRATEGI PEMBELAJARAN

TPR

Individual work and Group work

VII. LANGKA – LANGKA KEGIATAN

a. Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

56

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

b. Kegiatan inti

Guru memberikan review tentang materi yang telah deberikan

Guru meminta siswa untuk mempraktekan apa yang telah di ajarkan

Guru meminta siswa untuk memperagakan apa yang telah guru

instruksikan

Mencari kosakata sulit bersama siswa.

c. Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memeriksa catatan siswa

Menanyakan kesulitan siswa selama KBM

Guru memberikan pekerjaan rumah kepada siswa berkait dengan

materi yang telah diajarkan

Guru memberikan motivasi akhir

Guru memberi salam

VIII. SUMBER PEMBELAJARAN

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

Text book, marker, whiteboard, hand out.

Pamulang, 2010

57

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Linguistic Aspect : Speaking

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : IV

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

58

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu mempraktekkan percakapan terhadap lawan bicara

Siswa mampu memperagakan beberapa kalimat sesuai dengan artinya

Siswa mampu melafalkan dan mengartikan kosakata yang telah diberikan

oleh guru

Siswa mampu membuat kalimat sederhana sesuai dengan kosakata yang

telah diberikan oleh guru

V. MATERI POKOK/ URAIAN MATERI POKOK

Vocabularies:

VI. METODE DAN STRATEGI PEMBELAJARAN

TPR method

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Greek

Close

Clean

Move

Turn on

Raise

Give

Switch off

Take off

Jump

Verb

The teacher!

The door !

The blackboard!

The chair!

The lamp!

Your hand!

Your book!

The television!

Your shoes!

On the floor!

Noun

59

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

Kegiatan inti

Guru menjelaskan kepada siswa tentang penggunaan verb dan noun

dalam kalimat perintah

Guru meminta siswa memperaktekkan kalimat-kalimat yang telah

diajarkan

Guru meminta siswa untuk memperagakan apa yang telah di

instruksikan

Memberikan siswa tugas “matching word” menjadi kalimat perintah

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru member salam

VIII. SUMBER PEMBELAJARAN

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

IX. PENILAIAN

Teknik : Tes lisan dan tulisan

Bentuk : Pertanyaan lisan dan tulisan

Instrument : Terlampir

X. PEDOMAN PENILAIAN

1. Tiap nomor diberi nilai 10

2. Jumlah nilai maksimal 10 x 10 = 100

60

Nilai Maksimal = 100

Pamulang, 2010

(____________________)

LAMPIRAN INSTRUMEN

KBM

1. Penilaian

Pre- Activities

The teacher write some verbs and nouns on the blackboard

Whilst

………………………………………………………………………………

I. Match the words in the column A with those in column B!

Greek

Close

Clean

Move

Turn on

Raise

Verb

The teacher!

The door !

The blackboard!

The chair!

The lamp!

Your hand!

Noun

A B

61

……………………………………………………………………………..…

Post Activities

Collect the answer sheets from the student

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Tema : At School

Linguistic Aspect : Speaking

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : V

II. STANDAR KOMPETENSI

62

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu merespon perintah yang diberikan oleh guru atau teman dan

memberikan perhatian terhadap lawan bicara

Siswa dapat membuat kalimat sederhana dengan menggunakan kosakata

yang tepat sesuai pengamatan mereka didalam kelas

Siswa dapat merespon monolog pendek yang di ujarkan dan di peragakan

melalui peragaan yang dilakukan oleh guru

Siswa dapat memahami kosakata yang diberikan oleh

V. MATERI POKOK/ URAIAN MATERI POKOK

Negative command

Using do not (don’t) give negative commands

Vocabulary

Don’t (do not)

Open the door!

Sit down!

Close the door!

Enter In the class!

Park here!

Turn right!

Turn left!

VI. METODE DAN STRATEGI PEMBELAJARAN

63

TPR Method

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Kegiatan inti

Guru menjelaskan kepada siswa tentang kosakata dan fungsi verb

dalam sebuah kalimat sehingga memberikan negative command

Guru memberikan pertanyaan kepada siswa dan siswa menjawabnya

dengan guessing

Guru meminta siswa untuk menuliskan beberapa kalimat negative

command berdasarkan kosakata yang disediakan

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru memberi salam

VIII. SUMBER PEMBELAJARAN

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

Pamulang, 2010

64

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Tema : At school

Linguistic Aspect :Writing

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : VI

65

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek

sederhana berbentuk recount dan narrative untuk berinteraksi dengan

lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima

untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan

narrative.

IV. INDIKATOR

Siswa mampu memberikan respon yang tepat dan benar mengenai kalimat

perintah yang diberikan guru

Siswa mampu membedakan antara kalimat perintah dalam kalimat

sederhana dengan benar dan tepat

Siswa mampu memperaktekkan kalimat perintah dalam kehidupan sehari-

hari

Siswa mampu membuat kalimat perintah sesuai dengan apa yang telah

dijelaskan oleh guru

V. MATERI POKOK/ URAIAN MATERI POKOK

Write the command

1. You want your friend to close the door

2. You want your sister to turn off the television

3. Your teacher asks you to open the book on page 34

4. Your teacher wants you to clean the blackboard

5. Your teacher asks you to sit

6. Your friend wants to give the book

7. Your father wants you to read the book

8. Your mother wants you to brush your teeth before sleeping

66

9. Your mother wants you stop play game

10. Your teacher wants you do exercise

VI. METODE DAN STRATEGI PEMBELAJARAN

TPR

Two ways communication

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

Kegiatan inti

Guru memberikan beberapa kalimat kalimat perintah dan meminta

siswa untuk mengamati serta mendiskusikan maksud atau arti dari

kalimat kepada teman sekelompok

Guru memberikan penjelasan tentang kalimat perintah serta

perbedaannya dengan kalimat sederhana

Mencari kosakata yang sulit bersama dengan siswa.

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru member salam

VIII. SUMBER PEMBELAJARAN

67

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

Emalia Iragiliati, dkk. Interactive English junior High School Grade VII

Jakarta: Yudhistira, 2009

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Tema : Put Your Book on Your Desk

Linguistic Aspect : Speaking

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : VII

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

68

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu membuat kalimat sederhana sesuai dengan kosakata (verb)

yang telah diberikan oleh guru

Siswa dapat merespon monolog pendek yang diujarkan dan diperagakan

melalui peragaan yang dilakukan guru

Siswa mampu memperaktekkan kalimat perintah dikehidupan sehari-hari

Siswa mampu memberikan respon yang tepat dan benar mengenai

instruksi guru diberikan guru

Mencari kosakata yang sulit dan mengartikan bersama-sama

V. MATERI POKOK/ URAIAN MATERI POKOK

In the classroom

The students are in the classroom. They are studying English Mr. Edward is

their teacher.

Mr. Edward : Well, Adi clean the blackboard!

Adi : Yes, sir.

Mr. Edward : Anto, please open the window. It is hot in here!

Anto : Yes, sir.

Mr. Edward : Well, students. Take out your English book and open

page 101

Students : Yes, sir.

VI. METODE DAN STRATEGI PEMBELAJARAN

TPR

To give command, we use imperative sentence. An imperative sentence usually started by a verb. Example:

- Stand up - Open your book - Close the door

69

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

Kegiatan inti

Guru instruksikan beberapa kalimat perintah

Guru meminta siswa untuk merespon pernyataan yang telah

diberikan oleh guru

Guru memberikan penjelasan tentang verb serta penggunanya dalam

kalimat perintah

Guru menayakan kepada siswa tentang kosakata yang berhubungan

dengan “verb” yang telah di ketahui oleh siswa

Guru meminta siswa menganalisa kosakata sulit yang terdapat

dalam kalimat dan mengartikannya bersama-sama

Siswa secara berkelompok mengerjakan tugas yang diberikan oleh

guru yaitu membuat kalimat perintah sesuai dengan kosakata yang

diberikan oleh guru

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru memberi salam

VIII. SUMBER PEMBELAJARAN

Madyani, S. pd. Basic English for Beginner. Jakarta PT Indemedia

Cipta Nusanntara. 2004.

70

Emalia Iragiliati, dkk. Interactive English junior High School Grade VII

Jakarta: Yudhistira, 2009

Hand out, text book, marker, whiteboard

IX. PENILAIAN

Teknik : Tes lisan dan tulisan

Bentuk : Pertanyaan lisan dan tulisan

Instrument : Terlampir

X. PEDOMAN PENILAIAN

1. Tiap nomor diberi nilai 20

2. Jumlah nilai maksimal 20 x 5 = 100

Nilai Maksimal = 100

Pamulang, 2010

(____________________)

LAMPIRAN INSTRUMEN

KBM

1. Penilaian

Pre- Activities

The teacher write some verbs and nouns on the blackboard

Whilst

…………………………………………………………………………..……

I. Make a imperative sentence from this words!

1. Walk : ________________________________ !

2. Give : ________________________________ !

3. Buy : ________________________________ !

4. Change : ________________________________ !

5. Mention : ________________________________ !

71

……………………………………………………………………………..…

Post Activities

Collect the answer sheets from the student

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Tema : Let’s Go to School

Linguistic Aspect :Writing

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : VIII

II. STANDAR KOMPETENSI

72

Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek

sederhana berbentuk recount dan narrative untuk berinteraksi dengan

lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima

untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan

narrative.

IV. INDIKATOR

Siswa mampu mengidentifikasi secara tepat dan benar mengenai

ungkapan- ungkapan command or prohibition yang di lihat disekitar

Siswa mampu mengidentifikasi antara ungkapan- ungkapan command or

prohibition dalam kalimat sederhana dengan benar dan tepat

Siswa mampu memahami ungkapan- ungkapan command or prohibition

dilingkungan sekitar

Siswa mampu membuat ungkapan- ungkapan command or prohibition

sesuai dengan apa yang telah dijelaskan oleh guru

V. MATERI POKOK/ URAIAN MATERI POKOK

Pair Work: Write the command and prohibition based on the following

Prohibition is the negative form of command. It is formed by adding

“don’t” or “do not” to the imperative (DON’T + the basic form of

VERB).

Example:

- Don’t open the book

- Don’t eat in the classroom

- Don’t cheat

73

signs.

VI. METODE DAN STRATEGI PEMBELAJARAN

TPR Method

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

Kegiatan inti

Guru memberikan penjelasan tentang penggunaan dan fungsi

ungkapan –ungkapan command or prohibition

Guru memperlihatkan contoh command and prohibition berupa

gambar kepada siswa dan meminta siswa untuk mengamati serta

mendiskusikan maksud atau arti dari gambar tersebut kepada teman

sekelompok

Mencari kosakata yang sulit bersama dengan siswa.

74

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru member salam

VIII. SUMBER PEMBELAJARAN

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

Emalia Iragiliati, dkk. Interactive English junior High School Grade VII

Jakarta: Yudhistira, 2009

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : I

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

75

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu mengetahui arti kosakata dengan tepat

Siswa mampu memahami kosakata yang dipelajari

Siswa mampu menggunakan kosakata yag dipelajari

V. MATERI POKOK/ URAIAN MATERI POKOK

Cari arti kosakata dibawah ini!

Vocabulary Arti Vocabulary Arti

Sit down Duduk Window Jendela

Stand up Berdiri Wall Dinding

Go Pergi Paper Kertas

Touch Menyentuh Bag Tas

Take Mengambil Door Pintu

Write Menulis Chair Kursi

Give Memberi Friend Teman

Point Tunjuk Lamp Lampu

Walk Berjalan Parent Orangtua

Switch on Hidupkan Seat Tempat duduk

Switch off Matikan

VI. METODE DAN STRATEGI PEMBELAJARAN

GTM method

VII. LANGKA – LANGKA KEGIATAN

a. Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

b. Kegiatan inti

Guru memberikan kosakata yang akan dipelajari, kemudian meminta

siswa untuk mencatatnya

Guru guru meminta siswa untuk membaca kosakata yang diberikan

76

Guru meminta siswa untuk mencari arti kosakata dalam kamus dan

menerjemahkannya

Guru meminta siswa ntuk menghafal kosakata yang telah diberikan.

c. Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memeriksa catatan siswa

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru memberi salam

VIII. SUMBER PEMBELAJARAN

Kisnotono, dkk. The Bridge English Competence for SMP Grade VII.

Cet.2. Jakarta: Yudhistira. 2004

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

I. IDENTITAS

Satuan Pendidikan : MTs Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII (Tujuh)/Satu

Tema : Family life

Aspek / Skill : Vocabulary

Alokasi Waktu : 2 X 40 menit

Tahun Pelajaran : 2010 / 2011

Pertemuan : II

II. STANDAR KOMPETENSI

77

Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek

sederhana berbentuk recount dan narrative untuk berinteraksi dengan

lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan

narrative.

IV. INDIKATOR

Siswa mampu:

Mengetahui arti kosakata dengan tepat

Memahami kosakata yang dipelajari

Menggunakan kosakata yang dipelajari.

Membuat kalimat sederhana sesuai dengan kosakata yang telah diberikan

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

Mengetahui arti kosakata dengan tepat

Memahami kosakata yang dipelajari

Menggunakan kosakata yang dipelajari.

Membuat kalimat sederhana sesuai dengan kosakata yang telah

diberikan

VI. MATERI POKOK DAN URAIAN MATERI POKOK

Vocabulary verbs:

Sweep = menyapu, Listen=mendengar, Open=membuka, Do=melakukan,

Close=menutup, Wash=mencuci, Watch=nonton, Have=mempunyai,

Read=membaca, and Brush=menyikat.

I She

You He Do

Does

78

They It

We

Study Sentences:

1. Wina …… the floor

2. Rio …… the music

3. The students …… the book

4. My little brother …… the homework

5. The student …… the door

6. My mother …… the clothes

7. Riri …… the television

8. I …… breakfast this morning

9. Kiki’s father …… a newspaper

10. Koko …… the teeth

VII. SUMBER BELAJAR

a. Buku teks (Kisnotono,dkk. The Bridge English Competence for SMP

grade VII. Cet.2. Jakarta: Yudhistira 2004)

b. Text book, Marker, White board

VIII. METODE PEMBELAJARAN / TEKNIK

Pendekatan : GTM method

Metode : Individual work

IX. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Memberi motivasi kepada siswa

Penjelasan tentang topic yang akan dibahas

b. Kegiatan Inti

Guru memberikan kosakata yang akan dipelajari, kemudian

meminta siswa untuk menulisnya.

Guru meminta siswa untuk membaca kosakata yang diberikan.

Guru meminta siswa untuk mencari arti kosakata dalam kamus dan

menerjemahkannya.

Brush

Have

Close

Open

Read

Watch

Do

Sweep

Wash

Listen

79

Guru meminta siswa untuk menghafalkan kosakata yang telah

dipelajari

Guru memberikan soal kepada murid tentang materi yang telah

dipelajari, kemudian meminta siswa menerjemahkannya.

c. Kegiatan Penutup

Menyimpulkan materi pembelajaran

Menanyakan kesulitan siswa selama KBM

Guru memberikan catatan akhir.

Guru memberikan salam.

X. SUMBER PEMBELAJARAN

Kisnotono, dkk. The Bridge English Competence for SMP Grade VII.

Cet.2. Jakarta: Yudhistira. 2004

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : III

II. STANDAR KOMPETENSI

80

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu:

Mengetahui arti kosakata dalam kalimat dengan tepat

Memahami kosakata yang dipelajari

Menggunakan kosakata yang dipelajari.

Membuat kalimat sederhana sesuai dengan kosakata yang telah diberikan

V. MATERI POKOK/ URAIAN MATERI POKOK

Practice this conversation!

At the class

Teacher : Good morning, students. How are you?

Students : Good morning, teacher. We are fine, thank you. And you?

Teacher : I’m very well, thanks.

Teacher : Look at the backboard is dirty. Andi, clean the blackboard

please!

Andi : Ok, sir.

Teacher : Thank you Andi

Andi :You’re welcome.

Teacher :Now, open your book on the page 20 and do the exercise!

Students : Ok, sir.

81

Questions:

I. Answer these questions below based on the text above!

1. Who are talking on the dialogue?

2. Who is the first speaking on the text?

3. Where does the dialogue take place?

4. What does the teacher ask to Andi?

5. What does the teacher ask to the students?

VI. METODE DAN STRATEGI PEMBELAJARAN

GTM , Individual Work

VII. LANGKA – LANGKA KEGIATAN

a. Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

b. Kegiatan inti

Guru memberikan percakapan kepada siswa, dan meminta siswa

mencatatnya

Guru meminta siswa untuk membaca percakapan yang diberikan

Guru meminta siswa untuk mengartikan percakapan tersebut

Guru memberi soal kepada siswa terkait materi yang telah dipelajari

c. Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memeriksa catatan siswa

Menanyakan kesulitan siswa selama KBM

Guru memberikan pekerjaan rumah kepada siswa berkait dengan

materi yang telah diajarkan

Guru memberikan motivasi akhir

Guru memberi salam

82

VIII. SUMBER PEMBELAJARAN

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

Text book, marker, whiteboard, hand out.

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : IV

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

83

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu mengetahui arti kosakata dengan tepat

Siswa mampu memahami kosakata yang dipelajari

Siswa mampu menggunakan kosakata yag dipelajari

V. MATERI POKOK/ URAIAN MATERI POKOK

Vocabularies:

VI. METODE DAN STRATEGI PEMBELAJARAN

GTM, Individual work

Greek = menyapa

Close = menutup

Clean = membersihkan

Move = memindahkan

Turn on = menghidupkan

Raise = mengangkat

Give = memberi

Switch off = mematikan

Take off = melepaskan

Jump = melompat

The teacher = guru

The door = pintu

The blackboard = papan tulis

The chair = kursi

The lamp = lampu

Your hand = tanganmu

Your book = bukumu

The television= televisi

Your shoes = sepatumu

On the floor= lantai

Noun Verb

84

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

Kegiatan inti

Guru menjelaskan kepada siswa tentang penggunaan kata verb dan

noun dalam kalimat

Guru meminta siswa menerjemahkan kosakata yang diberikan

Guru meminta siswa menghafal kosakata yang telah diajarkan

Memberikan siswa tugas “matching word” menjadi kalimat

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru member salam

VIII. SUMBER PEMBELAJARAN

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

IX. PENILAIAN

Teknik : Tes lisan dan tulisan

Bentuk : Pertanyaan lisan dan tulisan

Instrument : Terlampir

X. PEDOMAN PENILAIAN

85

1. Tiap nomor diberi nilai 10

2. Jumlah nilai maksimal 10 x 10 = 100

Nilai Maksimal = 100

Pamulang, 2010

(____________________)

LAMPIRAN INSTRUMEN

KBM

1. Penilaian

Pre- Activities

The teacher write some verbs and nouns on the blackboard

Whilst

………………………………………………………………………………

II. Match the words in the column A with those in column B!

B A

The teacher!

The door !

The blackboard!

The chair!

The lamp!

Greek

Close

Clean

Move

Turn on

Noun Verb

86

……………………………………………………………………………..…

Post Activities

Collect the answer sheets from the student

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Tema : At School

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : V

II. STANDAR KOMPETENSI

87

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu mengetahui arti kosakata dengan tepat

Siswa mampu memahami kosakata yang dipelajari

Siswa mampu menggunakan kosakata yag dipelajari dalam bentuk kalimat

negatif

V. MATERI POKOK/ URAIAN MATERI POKOK

VI. METODE DAN STRATEGI PEMBELAJARAN

GTM

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Kegiatan inti

Guru memberikan kosakata kepada siswa, kemudian meminta siswa

mencatatnya

Subject To be Vocabulary

I

Do not (don’t)

Open the door!

You Sit down!

They Close the door!

We Enter In the class!

She Does not (doesn’t)

Park here!

He Turn right!

It Turn left!

88

Guru meminta siswa mencari arti kosakata dalam kamus, kemudian

menghafalkannya

Guru menjelaskan kepada siswa tentang penggunaan do not (don’t)

dan does not (don’t) dalam suatu kalimat

Guru meminta siswa membuat kalimat negative terkait materi yang di

ajarkan

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru member salam

VIII. SUMBER PEMBELAJARAN

Rita Kurniawan, dkk. Let’s go with English Cet.1 Jakarta: Yudhistira,

2007

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Tema : At school

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : VI

II. STANDAR KOMPETENSI

89

Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek

sederhana berbentuk recount dan narrative untuk berinteraksi dengan

lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima

untuk berinteraksi dengan lingkungan sekitar.

IV. INDIKATOR

Siswa mampu mengetahui arti kosakata dalam kalimat dengan tepat

Siswa mampu memahami kosakata dalam kalimat yang dipelajari

Siswa mampu menggunakan kosakata yag dipelajari dalam bentuk kalimat

V. MATERI POKOK/ URAIAN MATERI POKOK

I. Terjemahkan kalimat–kalimat dibawah ini kedalam bahasa Indonesia!

1. Mitha closes the door, because it’s very hot today

2. My sister turns off the television

3. The teacher asks to the students to open the book on page 34

4. The teacher wants me to clean the blackboard

5. The teacher asks Doni to sit on the chair

6. My friend wants to give me the book

7. My father wants me to read the book

8. My mother wants me to brush my teeth before sleeping

9. My mother wants me stop play game

10. The teacher wants to the students do exercise

VI. METODE DAN STRATEGI PEMBELAJARAN

GTM

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

Kegiatan inti

90

Guru meminta siswa mengulangi beberapa kosakata beserta artinya

yang pernah di hafalkan

Guru memberikan penjelasan tentang cara membuat kalimat

Guru memberikan beberapa contoh kalimat dan meminta siswa untuk

mengamati serta mendiskusikan maksud atau arti dari kalimat kepada

teman sekelompok

Guru memberi soal kepada siswa terkait materi yang telah dipelajari

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru member salam

VIII. SUMBER PEMBELAJARAN

Emalia Iragiliati, dkk. Interactive English junior High School Grade VII

Jakarta: Yudhistira, 2009

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Tema : Put Your Book on Your Desk

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : VII

91

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get

things done) dan interpersonal (besosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat.

IV. INDIKATOR

Siswa mampu:

Mengetahui arti kosakata dalam kalimat dengan tepat

Memahami kosakata yang dipelajari

Menggunakan kosakata yang dipelajari.

Membuat kalimat sederhana sesuai dengan kosakata yang telah diberikan

V. MATERI POKOK/ URAIAN MATERI POKOK

In the classroom

The students are in the classroom. They are studying English Mr. Edward is

their teacher.

Mr. Edward : Well, Adi clean the blackboard!

Adi : Yes, sir.

Mr. Edward : Anto, please open the window. It is hot in here!

Anto : Yes, sir.

Mr. Edward : Well, students. Take out your English book and open

page 101

Students : Yes, sir.

Questions:

I. Answer these questions below based on the text above!

1. Who are talking on the dialogue?

2. Who is the first speaking on the text?

92

3. Where does the dialogue take place?

4. What does Mr. Edward ask to Adi?

5. What does Mr. Edward ask to Anto?

VI. METODE DAN STRATEGI PEMBELAJARAN

GTM

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Kegiatan inti

Guru memberikan percakapan kepada siswa, dan meminta siswa

mencatatnya

Guru meminta siswa untuk membaca percakapan yang diberikan

Guru meminta siswa untuk mengartikan percakapan tersebut

Guru memberi soal kepada siswa terkait materi yang telah dipelajar

Guru memberikan tugas dirumah kepada siswa untuk menghafal

kosakata terkait dengan materi yang telah di ajarkan

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru memberi salam

VIII. SUMBER PEMBELAJARAN

Madyani, S. pd. Basic English for Beginner. Jakarta PT Indemedia

Cipta Nusanntara. 2004.

Emalia Iragiliati, dkk. Interactive English junior High School Grade VII

Jakarta: Yudhistira, 2009

93

Hand out, text book, marker, whiteboard

IX. PENILAIAN

Teknik : Tes lisan dan tulisan

Bentuk : Pertanyaan lisan dan tulisan

Instrument : Terlampir

X. PEDOMAN PENILAIAN

1. Tiap nomor diberi nilai 20

2. Jumlah nilai maksimal 20 x 5 = 100

Nilai Maksimal = 100

Pamulang, 2010

(____________________)

RENCANA PELAKSANAAN PEMBELAJARA

(RPP)

I. IDENTITAS

Satuan pendidikan : Mts Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VII/ 1

Tema : Let’s Go to School

Alokasi Waktu : 2x 40 menit

Tahun Pelajaran : 2008/2009

Pertemuan : VIII

94

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam teks tertulis fungsional dan esei pendek

sederhana berbentuk recount dan narrative untuk berinteraksi dengan

lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima

untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan

narrative.

IV. INDIKATOR

Siswa mampu mengidentifikasi secara tepat dan benar mengenai

ungkapan- ungkapan command or prohibition yang di lihat disekitar

Siswa mampu mengidentifikasi antara ungkapan- ungkapan command or

prohibition dalam kalimat sederhana dengan benar dan tepat

Siswa mampu memahami ungkapan- ungkapan command or prohibition

dilingkungan sekitar

Siswa mampu membuat ungkapan- ungkapan command or prohibition

sesuai dengan apa yang telah dijelaskan oleh guru

V. MATERI POKOK/ URAIAN MATERI POKOK

Pair Work: Write and translate the command and prohibition based on the

following signs!

Prohibition is the negative form of command. It is formed by adding

“don’t” or “do not” to the imperative (DON’T + the basic form of

VERB).

Example:

- Don’t open the book

- Don’t eat in the classroom

- Don’t cheat

95

VI. METODE DAN STRATEGI PEMBELAJARAN

GTM

VII. LANGKA – LANGKA KEGIATAN

Kegiatan pendahuluan

Greeting

Tanya jawab berbagai hal terkait kondisi siswa

Absensi

Memberi motivasi siswa

Penjelasan tentang topic yang akan dibahas

Kegiatan inti

Guru memberikan penjelasan tentang penggunaan dan fungsi

ungkapan –ungkapan prohibition

96

Guru memperlihatkan contoh prohibition berupa gambar kepada siswa

dan meminta siswa untuk mengamati serta mendiskusikan maksud

atau arti dari gambar tersebut kepada teman sekelompok

guru meminta siswa menulis unkapan-ungkapan prohibition beserta

artinya ke buku tulis.

Guru meminta siswa menghafal ungkapan-ungkapan prohibition

Kegiatan penutup

Menyimpulkan materi pembelajaran

Guru memberikan pertanyaan sesuai materi yang diajarkan

Menanyakan kesulitan siswa selama KBM

Guru memberikan motivasi akhir

Guru member salam

VIII. SUMBER PEMBELAJARAN

Rita Kurniawan,dkk. Let’s go with English Cet.1 Jakarta:Yudhistira, 2007

Emalia Iragiliati, dkk. Interactive English junior High School Grade VII

Jakarta: Yudhistira, 2009

Pamulang, 2010

(____________________)

97

98

99

ANSWER KEY

I. Multiple Choices

1. B 11. C

2. C 12. C

3. C 13. B

4. D 14. A

5. C 15. A

6. C 16. B

100

7. B 17. C

8. B 18. B

9. A 19. B

10. D 20. A

II. Matching

21. E

22. D

23. A

24. C

25. B

III. Translating

26. Nyalakan lampunya!

27. Kesini!

28. Keluar!

29. Silakan masuk!

30. Ambilkan kapur itu!

THE STUDENTS’ SCORE EXPERIMENTAL CLASS

MTS KHASANAH KEBAJIKAN PONDOK CABE ILIR

PERIOD 2010 -2011

No. NAMA JK SCORE

KET Pre – test Post –test

1 Abdul Majid L 27 41

2. Dede irawan L 42 74

3. Ade Firmansyah L 34 52

4. Adinda Putri P 14 49

5. Ahmad Daman Huri L 30 42

6. Ahmad Rifai L 75 94

7. Aji Warah Utama L 53 79

101

8. Alansyah L 23 40

9. Muahmad Dandi L 59 80

10. Anisa Fitriani P 57 85

11. Ardiansyah L 50 78

12. Azizah P 48 83

13. Bagus Rahman Prasetyo L 25 40

14. Dodi Andiki Rahman L 71 86

15. Desi Puspita Sari P 17 32

16. Tabah Yulistyo L 78 90

17. Fajria Fadillah P 51 78

18. Fitri Noviyanti Fauzi P 57 86

19. Indah Sari P 33 58

20. Kamila P 57 78

21 Lanti Restina P 54 84

22. Linda Karunia Lestari P 70 86

23. Amalia P 33 79

24. Muhammad Khairul L 50 88

25. Muhammad Septianan L 53 64

26. Sarah Nabila P 24 50

27. Santi Nur Indah Sari P 42 74

28. Siti Maryam P 35 72

29. Syahrul Efendi L 49 56

30. Abdurrahman Ilyas Albadawi L 27 57

THE STUDENTS’ SCORE CONTROL CLASS

MTS KHASANAH KEBAJIKAN PONDOK CABE ILIR

PERIOD 2010 -2011

No. NAMA JK SCORE

KET Pre – test Post –test

1 Derbi Ananda L 52 60

2. M. Satria Jepri L 42 53

3. Maya anggi uteri P 53 66

4. Melin Gustriani P 70 79

5. Merrisa Alsa P 58 70

6. Muh. Addin Anugrah L 14 50

102

7. Muhammad Ilham L 21 27

8. Muhammad Mahesa L 63 74

9. Nanang Supriadi L 23 56

10. Neneng Afifah P 45 62

11. Neneng Musdalipa P 28 53

12. Nopri Selin P 17 33

13. Nurmasati P 60 67

14. Pungki Maulana L 47 62

15. Putra Bayu L. L 68 84

16. Putra Rizky Yudha P L 16 32

17. Rafi Ramadhan L 28 39

18. Ramadanu Saputra L 30 48

19. Ratna Wulan Sari P 60 67

20. Rifkan Hadi L 31 43

21 Risma Cahaya Larasati P 47 30

22. Rizki Fajar Ramadhani L 22 53

23. Roli Mikrian L 27 73

24. Sahlan L 23 50

25. Shafa Delianti P 39 59

26. Siti Nurjanah P 57 73

27. Suci Widyastuti P 57 68

28. Tatan Miharja L 39 61

29. Tiara Sartika P 55 66

30. Vadel Muhammad L 49 73

PRE-TEST AND POST-TEST

ISLAMIC JUNIOR HIGH SCHOOL KHAZANAH KEBAJIKAN

PONDOK CABE ILIR

NAME :

CLASS :

A. Choose the best answer by crossing a, b, c, d!

1. Today is very hot

The teacher said : “would you please . . . . .

. the window”.

a. Stand c. close

b. Open d. sit

2. The teacher enters the class.

The chairman said: “. . . . . . . . . . and great

to our teacher”.

a. Walk c. stand up

b. Jump d. run

3. Your teacher want you to clean the

blackboard

Your teacher said: “………. The

blackboard”

a. Sweep

b. Open

c. Clean

d. Close

4. .

A.: . . . . . . . . . . . . . . . . . . . .

B: All right.

a. Park here c. turn right

b. Don’t stop d. do not turn

right

5.

Nita : . . . . . . . . . . . .

Lila : All right, here it is.

a. Give me the pen!

b. Give me the book!

c. Give me pencil!

d. Give me the money!

6. Today we are English test.

Teacher said: “ . . . . . . . . . . . . “

a. Don’t make noise

b. Don’t speak in the class

c. Don’t cheating

d. Don’t bother your friend

7. The class is very crowded. The

teacher said : “ don’t make . . .”

a. Speak c. bother your friend

b. Noise d. voice

8. You want your sister to turn off the

Television.

You says: ……… the television!

a. Turn on

b. Turn off

c. Changes

d. Don’t bother

9. The room is very dark

The mother said: “. . . . . . . the light!”

a. Turn on c. open

b. Sit d. turn off

10. Joko comes to my house

I said: “come in and . . . . . . . . on the

chair!”

a. Write c. stand

b. Turn d. sit

11. Walk to the door and touch it!

Translate into Indonesia!

a. Pergi c. pegang

b. Berjalan d. berdiri

12. .

a. Don’t turn right

b. Park here

c. Don’t park here

d. Turn right

13. Arrange into a good sentence!

Blackboard - write – your – on – the – name

1 2 3 4 5 6

a. 362451 c. 231456

b. 236451 d. 456321

14. The floor is dirty.

My mother said: “. . . .. . . . . the floor!”

a. Sweep c. throw

b. Burn d. play on

15. “Tom, Write the answer on the blackboard,

please! “The teacher said.

a. Papan tulis c. papan nama

b. Dinding d. lantai

16. The spoon fell to the floor

Mother said: “would you please . . . .. . the

spoon!”

a. Point c. touch

b. Pick up d. give

17. “Kunci pintu itu”!

Translate into English

a. Open the door!

b. Close the door!

c. Lock the door!

d. Walk the door!

18. Your teacher asks you to study on the page

34.

The teacher said: “ . . . . . . . . the book on

page 34!”

a. Close c. take

b. Open d. write

19. .

a. Stand up the teacher

b. Greet the teacher

c. Say “hi” to your friend

d. Say “hello” to your friend.

20.

In the picture, Teacher says: ………. The door!

a. Close

b. Open

c. Walk

d. Give

B. Match the Words in the left side With the Meaning on the right side !

21. Greet ( . . . . )

22. Move ( . . . . )

23. Throw ( . . . . )

24. Give ( . . . . )

25. Do ( . . . . )

a. Melempar

b. Melakukan

c. Memberi

d. Memindahkan

e. Mengucapkan salam

26. Switch on the lamp!

_________________________!

27. Come here!

_________________________!

28. Go out!

_________________________!

29. Come in!

_________________________!

30. Take the Chalk!

_________________________!

C. Translate into Indonesia!