THE EFFECTIVENESS OF USING FLASH CARD IN TEACHING …repository.uinjkt.ac.id/dspace/bitstream/123456789/27825/1/NENENG SUHAIMI-FITK.pdf · sebagai kelas kontrol dan 7 D sebagai kelas

THE EFFECTIVENESS OF USING FLASH CARD

IN TEACHING VOCABULARY

( A Quasi Experimental Study in the Seventh Grade of MTs N 13 Jakarta)

By:

Neneng Suhaimi

109014000019

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

THE EFFECTIVENESS OF USING FLASH CARI)

IN TEACHING VOCABULARY( A Quasi Experimental study in the seventh Grade of MTs N t 3 Jakarta)

A "Skripsi"

Presented to the faculty of Tarbiyah and reachers' Training in a partial

Fulfillment of the Requirements of the Degree of Strata I (Bachelor of Art) in

English Language Education

By:

Neneng Suhaimi

109014000019

Approved by

Advisor I Advisor II

SUAdr fartowisastro. Ol

NrP. 1s022779

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2014

VErtin. rlr\rroI-

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers'

Training certified that the skripsi (Scientific Paper) entitled THB

EFFECTIVENESS OF USING FLASH CARD IN TEACHING

VOCABULARY (A Quasi- Experimental Study in the Seventh Grade of MTs

N l3 Jakarta ), written by Neneng Suhaimi (109014000019). It was examined by

the committee on December 24tt', 2014. The skripsi has been accepted and

declared to fulfill one of the requirements for the degree of "S.pd" (Bachelor ofAfts) in English Language Education at the English Education Department.

Jakarta, December 24th, 201 4

BXAMINATION COMMITTEB

CHAIRMAN

SECRETARY

EXAMINER I

EXAMINER II

Drs. Svauki. M.Pd

NIP. 19641212199103 1 002

Zaharil Anasv. M.Hum

NrP. 19761 007 200710 1

Drs. A.M.Zaenuri, M.Pd

NrP. 19530304 197903 I 001

Ismalianing Eviyuliwati. M.Hum

NrP. 19740723 200003 2 001

Acknowledged by

,.un or rry^or rarbiyah a"ylyaining

lll

NIP. 19591020 198603 2 00t

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD

Tgl. Terbit : 1 Maret 2010

No. Revisi: 01

Hal 1tlSURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama :Neneng Suhaimi

TernnatlTol T ahir Tqnoerano .4. r)ecpmhar I QQO. 2 a),dq) ar)E- + uc>€ttzu€l I 77u

NIM

Jurusan / Prodi

Judul Skripsi Flash Card in Teaching

Dosen Pembimbing : 1. Sunardi Kartowisastro, Dipl. Ed.

2.Ertrn, MA. TE,SOL

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat Wisuda

Jakarta,8 Januari 2015

: 109014000019

: Pendidikan Bahasa Inggris

: The Effectiveness of Using

Vocabulary

iv

ACKNOWLEDGEMENT

In the name of Allah The Beneficent and The Merciful. All praises be to

Allah, the Lord of the Universe, who gives the writer guidance and strength in

completing this “skripsi”. Then peace and blessing be upon the Prophet

Muhammad shalallahu ‘alaihiwassalam, the man who had brought us from the

darkness into enlightment, to his family, his relatives, and his followers.

First, the writer would like to give her gratitude and thanks to Drs. Sunardi

Kartowisastro., Dip.Ed. and Ertin, MA. TESOL, as her advisors, for their time,

guidance, kindness, contributions and patience in correcting and helping her

during completing this “skripsi”. Then, the writer would like to give thanks and

appreciation to:

1. All lecturers, especially those of the English Education Department,

who have taught and given knowledge to the writer, whose names

cannot be mentioned one by one.

2. Drs. Syauki, M.Pd., the Head of English Education Department and

Zaharil Anasy, M.Hum., as the secretary of English Education

Department.

3. Nurlena Rifa‟I, Ph.D., the Dean of Faculty of Tarbiyah and Teachers

Training, Syarif Hidayatullah State Islamic University, Jakarta.

4. Hj. Retno Dewi Utami, M.Pd., as the headmistress, Junaidi, S.Pd., as

the English teacher, and the administration staffs of MTs Negeri 13

Jakarta, who have given the writer an opportunity to do the research in

the school. Special thanks are for seven grade students in academic

year 2013-2014 for their cooperation as the respondents of this

research.

5. My beloved parents, Nahrudin and Mahwiyah, for their irreplaceable

encouragement, unbreakable patience with have eased the writer to

finish her study. Throughout her life, they have been and still are ever

ready to assist her in her various endeavors.

v

6. All her friends in PBI 2009, special thanks to all her best friends who

have supported her, shared their ideas with her, and built many magic

moments together: Nurbaity Rahayu, Hery Fitrianto, Isti Farhata,

Salsabila, Siti Ulfa R. and others that are too numerous to name.

May Allah SubhanallahuwaTa’ala bless them. Finally, the writer realizes

that this „skripsi‟ is still far for being perfect. Therefore, the writer would like to

accept some suggestions to make this “skripsi” better. Then she hopes this

“skripsi” could be a valuable writing. Aamiin.

Jakarta, December 2014

The Writer

vi

ABSTRACT

Neneng Suhaimi, 109014000019. “ The Effectiveness of Using Flash Card in

Teaching Vocabulary ( A Quasi Experimental Study in the Seventh Grade of MTs

N 13 Jakarta)”. Skripsi, Department of English Education, Faculty of Tarbiyah

and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta,

2014.

Keywords: Flash Card, Grouping, Vocabulary

This research investigated the use of Flash Card in teaching vocabulary. It

is conducted because Flash Card is considered could solve the problem that is

students’ low achievement in vocabulary and high imbalance in achievement

between students upper and lower level. The use of Flash Card gives students an

opportunity to work in group with other students and helps each other in teaching

learning process in order to improve their vocabulary. The objective of this

research is to find out the effectiveness of using visual media, Flash Cards, in

improving students’ vocabulary. The method used in this study is a quasi-

experimental research. The population of this research is students of seventh grade

of MTs N 13 Petukangan, South Jakarta. The subject of the study is 7 A and 7 D,

7 A is chosen as the controlled class and 7 D as the experiment class.

The result of data analysis using t-test showed, the value of to is 2.43 with

degree of freedom 60 in the significance degree (α) of 50%, tt is 1.671. It means

that to>tt (to is higher than tt). Therefore, the null hypothesis (Ho) is rejected. Then,

the alternative hypothesis (Ha) is accepted that there is a significant difference of

students’ achievement in vocabulary between students who are taught by using

Flash Card and students who are taught without Flash Card media. The Mean

score of students’ post-test in experimental class is higher than in controlled class.

It means that the use of Flash Card is effective in improving students’ vocabulary.

vii

ABSTRAK

Neneng Suhaimi, 109014000019. “The Effectiveness of Using Flash Card in

Teaching Vocabulary (A Quasi Experimental Study in the Seventh Grade of MTs

N 13 Jakarta)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu

Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,

2014.

Keywords: Flash Card, Grouping, Vocabulary

Penelitian ini meneliti kegunaan Flash Card dalam pembelajaran kosakata

(Vocabulary). Penelitian ini dilakukan karena Flash Card dipertimbangkan

mampu memecahkan permasalahan seperti rendahnya prestasi siswa dalam

kosakata dan adanya perbedaan yang signifikan antara siswa yang berkemampuan

tinggi dan yang berkemampuan rendah. Penggunaan Flash Card sebagai media

pembelajaran memberikan siswa kesempatan untuk bekerjasama dalam kelompok

dan saling membantu dalam proses pembelajaran dengan tujuan untuk

meningkatkan kemampuan kosakata mereka. Tujuan penelitian ini adalah untuk

mengetahui apakah Flash Card efektif untuk meningkatkan kemampuan siswa

dalam pembelajaran kosakata. Penelitian ini menggunakan metode Kuasi

Eksperimen. Populasi penelitian ini adalah siswa kelas VII MTs N 13 Petukangan,

Jakarta Selatan. Subjek penelitian ini adalah kelas 7 A dan 7 D. Dimana 7 A

sebagai kelas kontrol dan 7 D sebagai kelas eksperimen.

Hasil analisis data menggunakan uji-t menunjukkan bahwa nilai t hitung

sebesar 2.43 dengan t table pada taraf signifikan 5% sebesar 1.671. Itu artinya t

hitung lebih besar daripada t table. Oleh karena itu hipotesis nol ditolak dan

hipotesis alternatif diterima bahwa ada perbedaan prestasi siswa yang signifikan

dalam mempelajari kosakata antara siswa yang diajarkan dengan menggunakan

Flash Card dan siswa yang diajarkan tidak menggunakan Flash Card. Dengan

nilai post-test rata-rata di kelas eksperimen lebih tinggi dari kelas control. Itu

artinya penggunaan Flash Card dalam pembelajaran kosakata efektif untuk

meningkatkan prestasi siswa.

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Nowadays, English has an important role in the world. Almost people

use it to communicate each other. They communicate by chatting, advertising,

televising, and traveling using English. Therefore, it is needed by them as a

medium to achieve their goals in life, indeed in education. In Indonesia,

English becomes a foreign language. In daily activities, Indonesian uses

English only in a certain area such as in school, office and another place

which has an opportunity to use it. In education, it is one of the compulsory

subjects that has been introduced from elementary to university level. English

is also one of the subjects which will be examined in UN (National

Examination) where the test almost all consists of about paragraphs that

compiled of the words. Moreover, student has to be able to get scoring above

the average of scoring standard. In addition, in educational worlds Indonesian

Government has also shown its attention in the English curriculum as stated

in (KTSP 2006) Unit Lesson Grade Curriculum 2006 that English Teaching in

Indonesia is to develop students’ ability in the four language skills – listening,

reading, speaking, and writing.1 To master those four skills, students also

have to learn the language elements such as structure, sound, especially

vocabulary. Without vocabulary the students can have the difficulties in

learning them. They cannot read, write, speak even listen because all the

lessons they have consist of vocabulary.

Learning Vocabulary is one of the important factors in all language

teaching, students must keep learning words as they learn structure and as

they practice sound system. Moreover, those words have a vital role in

conveying students’ expression, ideas, and their thought in learning process.

On the contrary, many students have lack of vocabulary. They get difficulties

1 Depdiknas. Kurikulum Tingkat Satuan Pendidikan (KTSP) (Jakarta, 2006)

2

in understanding a sentence or in producing expression. They often keep

passive when teacher teaches in the class. All of these problems can come

from students themselves or from the teacher. In teaching way, commonly

teachers teach the way they learned. They think that their ways are easy and

right to apply to their students.2 They do the same manner to the students

without thinking about students need.

In this writing, the writer focuses on vocabulary especially for noun,

adjective, verb and word meaning. In the second semester, some of objectives

of learning English in the seventh grade of MTs are to master possessive

adjective, tenses and descriptive adjective. To master those basic

competences, students have to know about noun, adjective and verb.

Commonly, they get difficulties to differentiate them. To overcome this

problem, the teacher tries to teach based on the students ability and make the

students easy to understand the vocabulary by using creative and interesting

ways.

The rapid development of technology can help teacher in teaching

English especially in teaching vocabulary. One of the ways that teacher can

use in improving vocabulary is by using Instructional Media. Instructional

media is all types of educational tools which are used as intermediates in the

teaching and learning process to improve the effectiveness and efficiency of

achievement of instructional objectives.3

There are many media or instructional media that the teachers can

choose properly in their classes. According to Celce-Murcia as quoted by

Brinton, media can be classified into “non-technical” and “technical” media.

Non-technical media consist of blackboards, flashcards, posters, newspapers,

maps, realia , etc. while, technical media typically include audiotapes, TV,

film, computer, language lab, etc.4 Generally, there are three categories of

2 Rita S. Dunn and Kenneth J. Dunn, Learning Styles/ Teaching Styles : Should They.. Can They..

be Matched?, Educational Leadership Journal, January 1979, p. 241 3 Ahmad Rohani, Media Instruksional Edukatif, (Jakarta: Rineka Cipta, 1997), p.3

4 Marianne Celce-Murcia, (ed), Teaching English as a Second Language, 2

nd Edition, (USA:

Heinle and Heinle Publisher, 1995), p.457

3

instructional media, named audio, visual, and audio-visual media. But in

discussing this writing, the writer will take the visual media. However, based

on Dunn and Dunn, 40 % Young students use visual style in language

learning.5 Therefore, the writer proposes Flash Card as a tool to teach

vocabulary at Islamic Junior High School. On the other side, student can get

and understand the materials easily and it can be an interesting way in

learning English especially vocabulary.

The chosen school as population in this research is MTs N 13 Jakarta,

as the writer know some teachers in there. Therefore, she could get extra

support then the research can be well carried out.

Starting from those above phenomena the writer in this particular

writing intends to investigate The Effectiveness of Using Flash Card in

Teaching Vocabulary in the seventh grade of MTs Negeri 13 Jakarta.

B. Identification of the Problem

Based on the background above, the writer identifies some problems:

1. Many students are lack of vocabulary.

2. Teachers teach English by using the way they learnt without

thinking students’ need.

3. Students get difficulties to differentiate noun, adjective and verb

C. Limitation of the Problem

The writer limits the study on the use of Flash Card as one of the visual

media in term of teaching vocabulary. The writer limits the study on the use

of noun, adjective, verb and word meaning in the seventh grade of Islamic

Junior High School in Semester II in the academic year of 2013-2014.

5 Rita S. Dunn, op. cit., p.240

4

D. Formulation of the Problem

In this section, the writer plans to conduct a research of using flash card

in teaching vocabulary in the seventh grade of MTS N 13 Jakarta. The main

problems of this research can be formulated:

Is the use of Flash Card effective in teaching vocabulary?

E. Objective of the Study

The objective of this research is to find out whether or not the use of Flash

Card is effective in teaching vocabulary.

F. Significance of the Study

The result of the study is to give an alternative technique to the teaching

of English Vocabulary in Junior High School and to make teaching

vocabulary easier and more enjoyable for the students. Then, it is expected to

be a reference to conduct further research about this study.

5

CHAPTER II

LITERATURE REVIEW

A. Vocabulary

A verbal language is one of things which differentiate human being

from animal. Human beings can communicate with others by using verbal

language, they can share and get the ideas or information but animal cannot

(do). To communicate well, one thing which human has to have is sufficient

words. Without the words, message will not be sent clearly because the

content of that message consists of combination of words. Yang Zhihong

stated that to communicate and express the ideas effectively, human must

have sufficient words. Word itself is the important basic of the language

form. Students who have limited vocabulary will face the obstacle in

learning a foreign language1. More students who have a lot of words is

easier for them to learn a language.

1. Definition of Vocabulary

Talking about vocabulary, the writer advises a lot of definitions to

define. First of all, vocabulary is a number of words which have a

meaning. It is also one of the most important elements or aspects in

learning a language. However, vocabulary is more complex than its

definition suggests. According to Djalinus Syah and Azimar Enong,

vocabulary is the treasury of the words, that is a list and a number of

words which we have known. 2Next, Dan Douglas states that

knowledge of vocabulary is one of the most important aspects that

includes in language knowledge,3 that means vocabulary is very

important thing for everybody who learn languages, it is obvious that

1 Yang Zhihong, Learning World, ( English Teaching Forum, vol. 38, No.3, July 2000 ), p. 18

2 Djalinus Syah and Azimar Enong, Tata Bahasa Inggeris Modern ( Dalam Bentuk Tanya Jawab),

(Jakarta: CV. Miswar, 1982), p.1 3 Dan Douglas, Assessing for Specific Purpose, (Cambridge: Cambridge University Press, 2000),

p. 35

6

vocabulary is one of the most important aspects of foreign language

learning.4 Penny Ur stated that vocabulary is as the words we teach in

the foreign language.5 Based on the definitions above, it shows that

vocabulary is a meaningful word where a language cannot have a

function in communication without its existence. For that reason,

vocabulary is important in learning a language especially as a foreign

language for students.

2. Kinds of Vocabulary

There are many classifications made by the experts in language

area about the types of vocabulary. Djalinus Syah and Azimar Enong

divided vocabulary into two parts, namely: general vocabulary and

special vocabulary. The general vocabulary is the words used in

general; there is no limit of field or user, general in meaning and use.

Whereas special vocabulary, is the words used in the certain field or

job, profession or special science and technology. For example:

politicians, journalist and lawyers.

Aeborsold and Field also classified vocabulary into: active and

passive vocabulary.

a. Active vocabulary, refers to put items which the learner can

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

productive vocabulary, although, in fact, it is more difficult to

put into practice. It means that to use the productive

vocabulary, the students are supposed to know how to

pronounce it well, they must know and be able to use grammar

of the target language, they are also hoped to be familiar with

4 Jack C. Richards and Theodore S. Rodger, Approach and Method in Language Teaching,

(Cambridge, Cambridge University Press, 2001), p. 31 5 Penny Ur, A Course in Language Teaching,(Cambridge: Cambridge University Press, 1991), p.

60

7

the collocation and understand the connotation meaning of the

words, this type is often used in speaking and writing.

b. Passive vocabulary, refers to language items that can be

recognized and understood in the context of reading or

listening, and also called as receptive vocabulary.6

Fries says vocabulary is of two, namely: Function and content

words. The function words are a closed class. We cannot add to the

prepositions or auxiliaries or modals or any structure words of the

language. The content words, on the other hand, can be added to at any

times as new scientific advances make new words and communication

about new inventions necessary.7

The content words can be divided into three general classes:

a. Words naming things, ideas, entitles, that we might call

them nouns

b. Words naming actions called verb

c. Words used to describe the qualities of those things or

action called adjectives and adverbs.8

Usually, students in the class learn new vocabulary based on the

topic which teacher gives from the source book.

3. Technique of Teaching Vocabulary

There are many techniques in teaching new vocabulary. Teacher

and students should cooperate to make their class live. According to

6 Jo Ann Aeborsold and mary Lee Field, From Reader to Reading Teacher, (New York:

Cambridge University Press, 1997), P. 139 7 Finnochiaro Mary and Bonomo Michael, The Foreign Language Learner: A Guide for

Teacher,(New York:Regent Publishing Company inc, 1973), p.86 8 Charles C. Fries, Teaching & Learning English as a Foreign Languge, (USA: The University of

Michigan, 1945), p. 47

8

Allen, the techniques which can encourage students to use new

vocabulary through such activities as the following:9

a. Guessing games in which members of the class are identified by

location and by clothing

b. Actions that are performed in response to commands

c. Drawing of pictures by students to match English description

d. Discussions of pictures drawn by member of the class

In teaching vocabulary, teacher has to have an interesting and

enjoyable way in which the students can easily learn new vocabulary

without forcing to remember them. By using games, pictures, discussion,

commands, and the other interesting ways, the goal of teaching and

learning process can be achieved.

B. Media

1. Definition of Instructional Media

The term media is derived from the Latin word “Medium” which means

“between”. It refers to anything which can bring the information between

sender (teacher) and receiver (students) to achieve their understanding.

Heinech states that media convey the instructional purpose, for instance to

facilitate communication, considered as the instructional media.10

Example

of media are film, television, diagrams, printed materials, computers and

instructors.

Based on the definition above, it shows that instructional media are the

tools used by the teachers to their students to convey the instructional

purpose in learning process. It is expected to suitable to improve students’

interest in learning the subjects.

9Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University Press,

1983), p. 21-30 10

Heinech, Instructional Media and The New Technologies of Instruction, (Canada: John Willy

and Sons, Inc, 1993), p.6

9

2. Kinds of Instructional Media

Media is used to make teaching and learning process is going to be

well, for students and teacher can achieve the educational objective. In

the real situation, many factors that can influence their activities in the

class, one of them is fell bored that students have because the boring

methods that teacher used. Therefore, teacher has to use the interactive

way in teaching vocabulary.

Based on the channel information, media can classify into three,

namely audio, visual, and audio-visual media. Audio media are the

media that can be listened (audible media), visual media refers to media

that can be seen (visible media), and the audio-visual media are the

media that can be listened and seen.11

In this research, the writer only takes visual media as one of many

kinds of instructional media. The writer will use Flash Card in teaching

vocabulary.

3. Definition of Visual Media

The word “visual” it means focus on activities using the eyes.

Students can learn something by using their eyes more than their ears.

In Oxford Learner’s Dictionary, visual media described as “picture,

film-strips, cinema film, map, etc. which are used as teaching aids.12

It

can be defined as a thing which can be seen and used as a visual

teaching learning.

From the definition above, the visual media can be seen by students

when they learn something and it can help them in getting the

understanding easily by using their eyes such as using picture, table,

real object, etc.

11

Amir Hamzah Sulaiman, Media Audio-Visual untuk Pengajaran, Penerangan dan Penyuluhan,

(Jakarta: PT Gramedia, 1981), p.11 12

AS Hornby, Oxford Learner’s Dictionary, ( New York: Oxford University Press,1987), p. 959

10

4. Kinds of Visual Media

a. Pictures

Pictures have been used for centuries to help students

understand several foreign languages. It can motivate the students

in learning, make the materials to be understood clearly, and has

attraction more than the others because it is an interesting thing

with the powerful color. There are many definitions about pictures

that have been given by the author. According to Andrew Wright,

pictures are not just aspect of method but through their

representative of places, objects, and people they are an essential

part of the overall experiences.13

Vernon S. Gerlach points out that

pictures are a two dimensional visual representative of a person,

places or things. Pictures may not only be worth a thousand words,

it may also be worth years or thousand miles.14

From the definition above, it shows that a picture is common

media that have been used by the teacher in teaching vocabulary. It

is used because it representative place, people, scene, or something

that far outside. It can improve and motivate students in learning

vocabulary.

b. Real Object

The real object, (it) means that the teachers use the objects that

have directly connection with their own lives. Allen states that real

objects are better than pictures whenever we have them in the

classroom.15

For example: windows, doors, walls, floors, desks,

and clocks.

c. Flash Card

1). Definition of Flash Card

13

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press,

1989), p.2 14

Vernon S. Gerlach, “Teaching and Media” a Systematic Approach, ( New Jersey: 1980), p. 273 15

Virginia French Allen, op. cit., p. 24

11

Other example of visual media is flash card. It is card on which the

words and/or pictures are printed or drawn. They should be a big

enough to seen by students in the class.16

According Robert Lado,

Flash Cards are sets of cards with a word or phrase on one side and

its meaning- usually in translation- on the other.17

Adrian Doff

states Flashcards are cards with single pictures which can be held

up by the teacher.18

In this research, the writer will take flashcard as a visual

media in teaching vocabulary

2). How to make a good Flash Card

Based on Ilyin and Tragardh, there are some steps to make a

flash card. They are:

a). Cut manila folder in half

b).Trim of tab, unless you wish to leave it for labeling

purposes if flashcard is to be stored vertically

c). Draw a single large picture on each card, leaving a wide

margin for fingers on the sides and bottom

d). Label the card in the upper lefthand corner of the back

e). Flash cards back to front so that labels come up before card

is shown19

In this research, the writer made flash card by using

different ways. They are:

a). First, the writer picked up the colorful pictures from the

internet.20

Pictures based on the topic which will be learnt

by students.

16

John Hycraft, An Introduction to English Language Teaching, (London: Longman, 1978), p.100 17

Robert Lado, Language Teaching (A Scientific Approach), ( New York: McGraw- Hill, Inc,

1964), p.197 18

Adrian Doff, Teach English ( A Training Course for Teachers), (Cambridge : Cambridge

University Press. 1988), p.82 19

Donna Ilyin and Thomas Tragardh, A Classroom Practices in Adult ESL, (TESOL: Washington

DC, 1980), p. 57

12

b). Second, all those pictures were printed

c). Then, printed pictures were covered by using plastic glue

for the back and front side

d). Flash card had already used

3). Advantages and Disadvantages of Flash Card

a). Advantages of Flash Card

1. It is simple and effective

2. Easy to make and to find the picture21

3. Easy to handle and to store 22

b) Disadvantages of Flash Card

1. Not all materials can be conveyed by Flash Card

2. Need require thought and preparation in advance

C. Previous Study

Some students of university had conducted the similar research about

improving students’ vocabulary by using flashcard. First, Fadilah had

conducted the research by the title “Increasing Students’ Vocabulary Mastery

of Concrete Noun through Flashcard”. The purpose of the research is to find

out whether teaching vocabulary using flashcard could increase students’

vocabulary mastery of concrete noun or not. The sample of this research was

class IVA in academic year 2012/2013. In collecting the data the writer

administered the pretest, treatment, and posttest. Vocabulary test in multiple

choices form was that used as the instrument of the research. The data were

analyzed by using repeated measure t- test. The result showed that teaching

vocabulary using flashcard could increase students’ vocabulary mastery of

concrete noun at the fourth grade of SDN 1 Jati Mulyo Lampung Selatan.

20

www.google.com 21

John Haycraft, op. cit., p. 100 22

Andrew Wright, Visual Materials for the Language Teacher, ( London: Longman, 1976), p. 73

13

Another study was conducted by Maryam Eslahchar Komachali with the

title “The Effect of Using Vocabulary Flash Card on Iranian Pre-University

Students’ Vocabulary Knowledge”. The aim of the study is to investigate the

effect of using vocabulary flash card on Iranian pre-university students’

vocabulary knowledge. The participants of the study comprised 50 female

learners. They were randomly assigned into two homogenous groups each

consisting of 25 learners. The control group received the traditional treatment

while the experiment group received the vocabulary flash card treatment.

Before starting the treatment, two similar test were prepared as the

pretest/posttest which revealed significant differences between the two

groups. The result showed that the students in the experimental group

outperformed the students in the control group in their vocabulary knowledge.

The last of previous study that the researcher found is “The Impact of

Using Flash Cards on Promoting University Students’ Knowledge of

Vocabulary” conducted by Nima Sakhouri and Kamran Mehrgan. The main

purpose of this study is to find out whether the use of flash cards promotes

students’ knowledge of vocabulary or not. To this aim, 80 college freshmen

(39 males and 41 females) at Roudbar Islamic Azad University were selected

and then were randomly assigned to two groups of forty: an experiment and a

control group. Having investigated the performance of students in both

experimental and control groups, the researchers found out that the

experimental group showed no significant difference from the control group

on the post-testing. Astonishing as it might be, the result of the analysis has

indicated quite clearly that using flash cards plays no significant role in

promoting the vocabulary knowledge of college freshmen.

According to the three of studies above, the studies concern on teaching

vocabulary. They are similar to this study which concerns on teaching

vocabulary by using flash card. The studies above were using experimental

method. The differences between the three studies above and this study are

the place to conduct it and the kinds of vocabulary that will be taught. In this

research, the writer will teach noun, adjective, verb and word meaning as the

14

materials. This study will be conducted using Flash card as visual media in

teaching vocabulary in the seventh grade of MTs N 13 Jakarta.

D. Conceptual Framework

Vocabulary is one of elements to learn a foreign language. By mastering

vocabulary, students are expected to be able to produce good sentences and

share their ideas correctly. Learning vocabulary is not easy for students of

foreign language. There is too much new vocabulary which has different form

and sound from their mother tongue. Therefore, as the teachers, they need to

use an interesting and enjoyable way in order to solve this problem. One of

the ways is using visual media in teaching vocabulary.

One of visual media which teacher can use is Flash Card. Flash Card is a

card on which words and/or picture printed or drown. It is colorful color to

interest students’ attention in learning new vocabulary. Using Flash Card can

make students active in producing the new words and sharing their thought by

grouping in the class. It is hoped in order the objective of teaching and

learning process can be achieved.

From the explanation above, the writer believes that the use Flash Card

could improve student’s achievement in learning vocabulary. Therefore, the

writer would like to do a study by using Visual Media in improving students’

vocabulary.

E. Research Hypotheses

Research hypotheses are expressed as follow:

Ho : The use of Using Flash Card is not effective in teaching vocabulary

in the seventh grade of MTs N 13 Jakarta

Ha : The use of Using Flash Card is effective in teaching vocabulary in

the seventh grade of MTs N 13 Jakarta

15

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of Research

This research was conducted to 7th

grade students of MTs N 13 South

Jakarta which located in Jl. H. Mochtar Raya G. H. Doel Petukangan, South

Jakarta since 28th

of January 2014 until 7th

of March 2014.

The research was done for 6 meetings in each class (experiment and

controlled class). One meeting for pre-test in both classes, four meetings for

giving treatment (using Flash Card) in experiment class and ( using audio

media) in controlled class, and one last meeting for post-test in both classes. It

started from 28th

of January 2014 until 7t of March 2014.

Table 3.1

The Schedule of the Research

No. Date Time Activity

1 January 28th

2014 13:00 Asking for permission to do a

research in MTs N 13 Jakarta

2 January 30th

2014 09:00 Disposition from administration

office, to the headmistress.

Setting up the schedule with

curriculum responsible person

Setting up the plan of the

research with an English

Teacher in MTs N 13 Jakarta

3 February 12th

2014

06:30 – 07:50 Pre-test in Controlled Class

4 February 12th

2014

08:30-09:50 Pre-test in Experiment Class

16

5 February 19th

2014

10:40-12:00 1st treatment in Controlled Class

6 February 20th

2014

10:40-12:00 1st treatment in Experiment

Class

7 February 26th

2014

12:30-13:50 2nd

treatment in controlled Class

8 February 26th

2014

10:40-12:00 2nd

treatment in Experiment

Class

9 February 27th

2014

12:30-13:50 3rd


10 February 27th

2014

10:40-12:00 3rd


Class

11 February 28th

2014

12:30-13:50 4th


12 February 28th

2014

10:40-12:00 4th


Class

13 March 6th

2014 12:30-13:50 Post-test in Controlled Class

14 March 6th

2014 12:30-13:50 Post-test in Experiment Class

15 March 7th

2014 09:00 Closing ceremony with

headmistress and her vices, also

with teachers.

B. Method of Research

In this research, the writer uses a quantitative research because the writer

wants to know the effectiveness of using flash card in teaching vocabulary.

C. Population and Sample

1. Population

The population in this research is of the students of MTs N 13 Jakarta in

the seventh grade academic year 2013/2014.

17

2. Sample

Sample of this research are class VII A and VII D. The writer used VII

A as a controlled class and VII D as an experimental class. There are 33

students of VII A and 32 students of VII D. During the research, 2 students

from VII A were sick and 1 student from VII D was absent. Therefore, there

were 31 students in each class.

D. Technique of Data Collecting

The writer took pre-test and post-test in this research. The pre-test was

conducted to know that the students in both classes have the homogenous skill

in English and to know their earlier knowledge of vocabulary before the

treatment. After the treatment finish, the writer gave post-test to both classes

and compared their vocabulary achievement.

Before the test was given for pre-test, the writer did the validity of test to

seventh grade of MTs N 13 Jakarta class VII C based on the random. The

chosen class as controlled and experiment class is based on the purposing

sampling. Then, the writer examined the validity, reliability, index of

difficulty, and discriminating power using ANATES software.

In this research, both class (experiment and controlled class) were given

two test about vocabulary based on their source books: Pre-test and Post-test

1. Pre-test

There are 40 items of multiple choices. The score per item is 2.5 for correct

answer. Students will get 100 point if they can answer all the questions

correctly. The same test was given for both classes. The purposes of pre-test

are to know the homogenous skill in English of the students and to know

their earlier knowledge of vocabulary before the treatment.

2. Post-Test

As same as the pre-test, there are 40 items of multiple choices. The score per

item is 2.5 for correct answer. Students will get 100 point if they can answer

all the questions correctly. The purpose of post-test is to know the

18

improvement of students in their vocabulary achievement after the

treatment.

E. Technique of Data Analysis

The technique of data analysis will use the t-test formula that is adapted

from Suharsimi Arikunto.1 The t-test is used to compare the score in pre-test

and posttest. After getting the score from pre-test and post-test, the writer

analyzes it by using statistic calculation of T-Test formula with the degree of

significance 5%.

The t-test formula can be formulated as follow:

t0 =

= Mean of the Gained Score of Experiment Class

= Mean of the Gained Score of Controlled Class

= Standard Deviation of Experiment Class

= Standard Deviation of Controlled Class

= Number of students in Experiment Class

= Number of students in Controlled Class

In order to get the calculation of T-test, there are several steps to be

taken:

The following steps describe as follows:

1. Determining mean of gained score of experiment class:

=

1 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, Sixth edition, (Jakarta: Asdi

Mahasatya, 2006), p. 311

19

Mean of score in Experiment Class

= Gained score of Experiment Class


2. Determining standard deviation of Experiment Class

= Standard deviation

= Squared of gained score in Experiment Class

= Gained score of Experiment Class


3. Determining mean of gained score in Controlled Class

=

= Mean of score in Controlled Class

= Gained score of Controlled Class


4. Determining standard deviation of Controlled Class

= Standard deviation

= Squared of gained score in Controlled Class

= Gained score of Controlled Class


20

5. Determining value of hypotheses testing

t0 =

= Mean of the Gained Score of Experiment Class

= Mean of the Gained Score of Controlled Class

= Standard Deviation of Experiment Class

= Standard Deviation of Controlled Class



6. Determining Degree of Freedom

df = degrees of freedom

= number of students of experiment class

= number of students of control class

F. Statistical Hypotheses

Statistically, the hypotheses are expressed as follow:

Ho : μA μB

Ha : μA μB

In which:

Ho : Null Hypothesis

Ha : Alternative Hypothesis

21

μA : Students’ score in learning vocabulary by using flash card

μB : Students’ score in learning vocabulary by using audio media

And then, the criteria used as follows:

If t-test (to) t-table (tt) in significant degree of 0.05 (5%), it means that

Ha is rejected and Ho is accepted. In other word, the use of using Flash Card is

not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

If t-test (to) t-table (tt) in significant degree of 0.05 (5%), it means that

Ha is accepted and Ho is rejected. In other word, the use of using Flash Card is

effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

22

CHAPTER IV

RESEARCH FINDING

A. Description of Data

The writer held field research by teaching and learning process. It was

done into two classes; they are 7A as controlled class and 7D as experiment

class. By doing pre-test and post-test the data was gotten by the writer. Pre-test

was given before the treatment began and post-test was given after the

treatment finished.

The data is described into two tables. The achievements of students in the

first class were presented in table 4.1 and the achievements of students in the

second class were presented in table 4.2.

1. Experiment Class

Table 4.1

The Score of the Individual Students of the Experiment Class

( By Using Flash Card )

Students Pre-Test Post-Test

Gained Score

(Post-Test – Pre

Test)

1 90 75 -15

2 70 95 25

3 62.5 60 -2.5

4 92.5 97.5 5

5 82.5 87.5 5

6 70 57.5 -12.5

7 77.5 90 12.5

8 80 87.5 7.5

9 90 87.5 -2.5

10 62.5 70 7.5

11 60 65 5

23

12 65 77.5 12.5

13 80 90 10

14 92.5 97.5 5

15 82.5 77.5 -5

16 92.5 90 -2.5

17 85 92.5 7.5

18 85 90 5

19 75 80 5

20 90 95 5

21 75 72.5 -2.5

22 90 97.5 7.5

23 70 82.5 12.5

24 62.5 62.5 0

25 80 77.5 -2.5

26 72.5 67.5 -5

27 85 82.5 -2.5

28 72.5 75 2.5

29 72.5 62.5 -10

30 75 70 -5

31 57.5 70 12.5

Σ 2397.5 2482.5 85

Mean 77.33870968 80.08064516 2.741935484

Table 4.1 above describes the lowest score in the post-test is as same as

score in the pre-test, it is 57.5. The highest score in the post-test is higher than

in the pre-test, it is 97.5.

To know more detail about frequency distribution of experiment class

students, the data can be seen on the table of class interval below:

24

a). Pre-Test of Experiment Class

Range Pre-test of experiment class

= H – L

= 92.5 – 57.5

= 35

Class

= 1 + 3.3 log n

= 1 + 3.3 log 31

= 5.92

Interval Pre-Test

= R / C

= 35 / 5.92

= 5.9

= 6

Percentage

P = x 100 %

Explanation:

H : Highest Score

L : Lowest Score

R : Range of the score

F : Frequency of the score

N : Number of Students

25

Table 4.1.a

Frequency Distribution of Experiment Class Pre-Test

No. Class Interval Frequency Percentage

1 57.5 - 62.5 5 16.12

2 63.5 - 68.5 1 3.22

3 69.5 - 74.5 6 19.35

4 75.5 - 80.5 7 22.58

5 81.5 - 86.5 5 16.12

6 87.5 - 92.5 7 22.58

Σf 31 100

From the table above, 22.58% students got score about 75.5 - 80.5 and

87.5 - 92.5 with the frequency 7 students, 3.22% student got score about 63.5 –

68.5, 16.12% students got score 57.5 – 62.5, and only 16.12% students got

score about 81.5 – 86.5 and 19.35 % students got score about 69.5 – 74.5.

Data frequency distribution can be described on the chart below :

0

1

2

3

4

5

6

7

57.5 - 62.5 63.5 - 68.5 69.5 - 74.5 75.5 - 80.5 81.5 - 86.5 87.5 - 92.5

Diagram 4.1.a

Frequency Distribution of Experiment Class Pretest

26

b). Post-Test of Experiment Class

Range Post-test of experiment class

= H – L

= 97.5 – 57.5

= 40

Class

= 1 + 3.3 log n

= 1 + 3.3 log 31

= 5.92

Interval Post-Test

= R / C

= 40 / 5.92

= 6.75

= 7

Percentage

P = x 100 %

Table 4.1.b

Frequency Distribution of Experiment Class Post-Test

No. Class

Interval Frequency Percentage

1 57.5 - 63.5 4 12.90

2 64.5 - 70.5 5 16.12

3 71.5 - 77.5 6 19.35

4 78.5 - 84.5 3 9.67

5 85.5 - 91.5 7 22.58

6 92.5 - 98.5 6 19.35

Σf 31 100

27

From the table above, 22.58% students got score about 85.5 - 91.5 with

the frequency 7 students, 9.67% students got score about 78.5 – 84.5, 12.9%

students got score about 57.5 – 63.5, 16.12% students got score about 64.5 –

70.5, and only 19.35 % students got score about 71.5 – 77.5 and 19.35 %

students got score about 92.5 – 98.5.

Data frequency distribution can be described on the chart below:

Diagram 4.1.b

Frequency Distribution of Experiment Class Post-Test

28

2. Controlled Class

Table 4.2

The Score of the Individual Students of the Controlled Class

( By Using Audio Media )

Students Pre-Test Post-Test

Gained Score

(Post-Test – Pre

Test)

1 80 72.5 -7.5

2 85 77.5 -7.5

3 87.5 87.5 0

4 82.5 80 -2.5

5 95 100 5

6 82.5 87.5 5

7 75 70 -5

8 82.5 82.5 0

9 90 90 0

10 80 72.5 -7.5

11 60 70 10

12 85 87.5 2.5

13 85 85 0

14 75 70 -5

15 62.5 72.5 10

16 95 90 -5

17 65 57.5 -7.5

18 72.5 75 2.5

19 80 85 5

20 80 82.5 2.5

21 77.5 77.5 0

22 82.5 87.5 5

23 72.5 77.5 5

29

24 75 55 -20

25 77.5 72.5 -5

26 87.5 72.5 -15

27 70 62.5 -7.5

28 80 80 0

29 82.5 82.5 0

30 90 85 -5

31 92.5 85 -7.5

Σ 2487.5 2432.5 -55

Mean 80.24193548 78.46774194 -1.774193548

Table 4.4 above describes the lowest score in the post-test is lower than in

the pre-test, it is 55. The highest score in the post-test is higher than in the pre-

test, it is 100.

a). Pre-Test of Controlled Class

Range Pre-test of controlled class

= H – L

= 95 – 60

= 35

Class

= 1 + 3.3 log n

= 1 + 3.3 log 31

= 5.92

Interval Pre-Test

= R / C

= 35 / 5.92

= 5.9

Percentage

P = x 100 %

30

Table 4.2.a

Frequency Distribution of Controlled Class Pre-Test

From the table above, 38.7% students got score about 78 - 83 with the

frequency 12 students, 3.22% student got score about 66 – 71, 9.67% students

got score about 60 – 65, 16.12% students got score about 72 – 77, and only

16.12% students got score about 84 – 89 and 16.12 % students got score about

90 – 95.

Data frequency distribution can be described on the chart below :

Diagram 4.2.a

Frequency Distribution of Controlled Class Pre-Test

No. Class


1 60 - 65 3 9.67

2 66 - 71 1 3.22

3 72 - 77 5 16.12

4 78- 83 12 38.70

5 84 - 89 5 16.12

6 90 - 95 5 16.12

Σf 31 100

31

b). Post-Test of Controlled Class

Range Post-test of controlled class

= H – L

= 100 – 55

= 45

Class

= 1 + 3.3 log n

= 1 + 3.3 log 31

= 5.92

Interval Pre-Test

= R / C

= 45 / 5.92

= 7.6

= 8

Percentage

P = x 100 %

Table 4.2.b

Frequency Distribution of Controlled Class Post-

Test

From the table above, 29.03% students got score about 71 - 78 and 79 -

86 with the frequency 9 students, 3.22% student got score about 95 - 100,

No Class


55-62 2 6.45

63-70 4 12.90

71-78 9 29.03

79-86 9 29.03

87-94 6 19.35

95-100 1 3.22

Σf 31 100

32

6.45% students got score about 55 – 62, and only 12.9% students got score

about 63 – 70 and 19.35 % students got score about 87 – 94.

Data frequency distribution can be described on the chart below:

Diagram 4.2.b

Frequency Distribution of Controlled Class Post-Test

From the result of the research, the comparison between experiment and

controlled class based on the pretest and post test score can be described on the

chart below:

33

75

76

77

78

79

80

81

Pretest Posttest

Experiment Class

Control Class

Diagram 4.3

Pretest and Posttest score in Experiment and Controlled Class

B. Data Analysis

Before the writer analyzed the data, she had calculated the data into the

statistic calculation. The writer used ttest formula to find the empirical evidence

statistically and to make the testing of hypothesis easier. The Experiment Class

was X variable and the Control Class was Y variable.

The ttest formula as follow:

t0 =

1. The writer determines means of score in Experiment Class

=

34

=

= 2.7

2. The writer determines means of score in Controlled Class

=

=

= - 1.8

3. Determining standard deviation of Experiment Class

= 2116.94

4. Determining standard deviation of Controlled Class

= 1339.92

35

5. Determining value of hypotheses testing

t0 =

t0 =

t0 =

t0 =

t0 =

t0 =

t0 = 2.43

6. Determining Degree of Freedom

The value of Degree of Freedom (df) is 60 at the degree of significance

5% = 1.671

36

C. Hypotheses Testing

In the research, the writer proposes null hypothesis (Ho) and alternative

hypothesis (Ha):

Ho : The use of Flash Card is not effective in teaching vocabulary in the

seventh grade of MTs N 13 Jakarta

Ha : The use of Flash Card is effective in teaching vocabulary in the

seventh grade of MTs N 13 Jakarta

The assumption of this hypotheses as follows:

If to t table, the null hypothesis (Ho) is rejected and alternative hypothesis

(Ha) is accepted. It means the use of Flash Card is effective in teaching

vocabulary in the seventh grade of MTs N 13 Jakarta

If to t table ,the null hypothesis (Ho) is accepted and alternative

hypothesis (Ha) is rejected. It means the use of Flash Card is not effective in

teaching vocabulary in the seventh grade of MTs N 13 Jakarta

Based on the description of data calculation, it can be inferred that:

1. The value of to is 2.43

2. The degree of freedom (df) is 60, so the value of t table in the

significance 5% = 1.671

It shows that to t table, it means that the null hypothesis (Ho ) is rejected

and the alternative hypothesis (Ha) is accepted

D. Interpretation of Data

Flash Card is a card where the words and/or pictures are printed or

drawn. It can be used to combine vocabulary and picture. It is considered

could effective to improve students’ vocabulary and make teaching and

37

learning process fun and enjoyable. Students can study new vocabulary by

making small group or pair using this card to understand the meaning.

Therefore, this card can minimize the high imbalance between students upper

and lower level.

The result of data analysis using t-test showed, the value of to is 2.43 with

degree of freedom 60 in the significance degree (α) of 5%, t table is 1.671. It

means that to > ttable (to is higher than ttable). Therefore, the null hypothesis

(Ho) is rejected. Then, the alternative hypothesis (Ha) is accepted that the use

of Flash Card is effective in teaching vocabulary in the seventh grade of MTs

N 13 Jakarta. The research results showed that there is different score in both

classes. The experiment class got increasing score in the posttest and the

controlled class got decreasing score in the posttest. It could be seen from the

mean of students’ pretest and posttest from both classes. The mean of pretest

in controlled class is 80.24 and the mean of posttest is 78.47. On the other

side, the mean of pretest in experiment class is 77.34 and the mean of posttest

is 80.08. From the result of the research, it can be concluded that the use of

Flash Card is effective in teaching vocabulary in the seventh grade of MTs N

13 Jakarta

When the writer did the research, there were some problems in the

research field. There had been UCUN (uji coba ujian nasional) for 2 weeks

which disturbed the research schedule. Therefore, schedule in experiment and

controlled class should follow the time remaining. Then, there was PENSI

(Pentas Seni) in MAN 19 that located beside MTs N 13 Jakarta which makes a

noisy condition when the writer did research in the class. It made students

didn’t focus on the research.

Moreover, the research schedule of experiment class and controlled class

is not same in learning time. For experiment class, the writer did the research

before noon. On the contrary, the writer did the research after noon in the

controlled class. It influenced students’ thought and students’ mood in teaching

and learning process. The other reason is because the sound system in the class

was not function. The writer used a small sound system to give dialog

38

recording to students in controlled class. Therefore, the score posttest in the

controlled class got decreasing score.

40

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the finding of research data, the collected data have been

analyzed by T-test to find out whether or not the use of Flash Card is effective

in teaching vocabulary. The writer obtained that Ttable is lower than to in

significant level 5% (1.671).

The writer states that the null hypothesis (Ho) is rejected and the

alternative hypothesis (Ha) is accepted. In other words, the use of Flash Card is

effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta.

B. Suggestion

From the result of research above, the writer would like to give some

suggestions as the following:

1. For the students

Students should repeat the word meaning in flash card again and

again to avoid forgetfulness. It often happened when the teacher

asked them to mentions the word meaning that had been learnt

before, students could not answer the questions.

2. For the teacher

Teacher should use flash card to teach vocabulary especially for

concrete noun, such as colors, fruits, vegetables, seasons, animals,

and others. It is better than the others because it can be bright and

colorful and make a real impact on visual learners. Therefore, it

makes students easier to remember the word meaning. Then, flash

card need a lot of teachers’ time, so teachers should work together

with their students to collect picture from selected topic. Last, there

are some activities of teaching by using flash card to avoid students’

41

boring. Some of them such as memory activity, drilling,

identification, and TPR activity

3. For further researcher

Hopefully this research can be advanced by the further researcher.

Not always to teach word meaning, flash card can also be used to

teach speaking by making sentence or story based on the picture

shown on the flashcard, teaching grammar by making language rules

on the side of flash card. It is also used to teach pronunciation and

listening skill.

41

BIBLIOGRAPHY

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

University Press, 1983.

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

Cambridge: Cambridge University Press, 1997.

Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik, Sixth

edition.

Jakarta: Asdi Mahasatya, 2006.

Brooks, Nelson. Language and Language Learning( Theory and Practice, second

edition). USA: Harcourt, Brace & World, Inc, 1964.

Celce, Murcia Marianne. Teaching English as a Second Language, 2nd

Edition.

Cambridge: Heinle and Heinle Publisher, 1995.

Cowan, Ron . The Teacher’s Grammar of English. Cambridge: Cambridge

University

Press, 2008.

Doff, Adrian. Teach English ( A Training Course for Teachers). Cambridge :

Cambridge University Press. 1988.

Douglas, Dan. Assessing for Specific Purpose. Cambridge: Cambridge University

Press, 2000.

Dunn, Rita S. and Dunn, Kenneth J. Learning styles/ teaching styles : Should

they..

Can they.. be matched?. Educational Leadership Journal, January 1979.

Frank, Marcella. Modern English ( Exercises for Non-Native Speakes, Part one).

New Jersey: Prentice- Hall, Inc., 1972.

Finocchiaro, Mary and Michael, Bonomo. The Foreign Language Learner: A

Guide for teacher. New York: Regent Publishing Company inc. 1973.

Fries, Charles C. Teaching & Learning English as a Foreign Language. USA: The

University of Michigan. 1945

Gerlach, Vernon S. “Teaching and Media” a Systematic Approach. New Jersey:

1980.

Heinech. Instructional Media and The New Technologies of Instruction. Canada:

John Willy and Sons, Inc, 1993.

Hycraft, John. An Introduction to English Language Teaching. London:

Longman,

1978.

Ilyin, Donna and Tragardh, Thomas . A classroom practices in adult ESL.

TESOL:

Washington DC, 1980.

Lado, Robert. Language Teaching (A Scientific Approach). New York: McGraw-

Hill, Inc, 1964.

Richards, Jack C. and Rodger, Theodore S. Approach and Method in Language

Teaching. Cambridge: Cambridge University Press, 2001.

Rohani, Ahmad. Media Instruksional Edukatif. Jakarta: Rineka Cipta, 1997.

Sjah, Djalinus . Tata Bahasa Inggeris Modern. Jakarta : Kurnia- Esa, 1979.

42

Syah, Djalinus. and Enong, Azimar . Tata Bahasa Inggeris Modern ( Dalam

Bentuk

Tanya Jawab). Jakarta: CV. Miswar, 1982.

Sulaiman, Amir Hamzah. Media Audio-Visual untuk Pengajaran, Penerangan

dan

Penyuluhan. Jakarta: PT Gramedia, 1981.

Thornbury, Scott. How to Teach Vocabulary. England: Pearson Education

Limited,

2002.

Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University

Press, 1991.

Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge

University

Wright, Andrew. Visual Materials for the Language Teacher. London: Longman,

1976.

Zaenuri, A.M. Vocabulary 1. Jakarta, 2003

Zhihong, Yang . Learning world. English Teaching Forum, vol. 38, No.3, July

2000.

Press, 1989.

https://www.google.com/search?q=tools+in+the+bedroom&hl=id&gbv=2&tbm=i

sch&spell=1&oq=&gs_l=

https://www.google.com/search?q=tools+in+the+bathroom&hl=id&gbv=2&tbm=

isch&spell=1&oq=&gs_l=

https://www.google.com/search?q=adjective&hl=id&gbv=2&tbm=isch&spell=1

&oq=&gs_l=

https://www.google.com/search?q=tools+in+the+bedroom&hl=id&gbv=2&tbm=isch&spell=1&oq=&gs_l

https://www.google.com/search?q=tools+in+the+bedroom&hl=id&gbv=2&tbm=isch&spell=1&oq=&gs_l

https://www.google.com/search?q=tools+in+the+bathroom&hl=id&gbv=2&tbm=isch&spell=1&oq=&gs_l

https://www.google.com/search?q=tools+in+the+bathroom&hl=id&gbv=2&tbm=isch&spell=1&oq=&gs_l

https://www.google.com/search?q=adjective&hl=id&gbv=2&tbm=isch&spell=1&oq=&gs_l

https://www.google.com/search?q=adjective&hl=id&gbv=2&tbm=isch&spell=1&oq=&gs_l

43

APPENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) Experimental Class

Sekolah : MTs Negeri 13 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (tujuh)

Aspek : Membaca dan Vocabulary

Waktu : 2 x 40 menit

Tahun Pelajaran : 2013-2014

Pertemuan : I

I. Standar Kompetensi

Memahami makna dalam teks tulis fungsional sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat.

II. Kompetensi Dasar

Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangat sederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat.

III. Indikator

Siswa mampu mengartikan kata-kata yang ada pada Flash

Cards

Siswa mampu menebak kata berdasarkan gambar yang terdapat

di dalam flash cards

Siswa mampu mengartikan kalimat yang ada di dalam dialog

Siswa mampu mengerti isi dari dialog

Karakter siswa yang diharapkan:

-Rasa hormat dan perhatian (respect)

-Tekun (diligence)

-Tanggung Jawab (responsibility)

-Berani (Courage)

-Rasa ingin tahu (coriousity)

IV. Materi Pokok

Kosa kata di dalam flash cards

44

V I E W / S C E N E R Y

T H I N K

L O V E

B E A C H

N I C E

C O M E

M E E T

S W I M M I N G

S U R F I N G

P A R A S A I L I N G

W A T E R

S P O R T

45

V. Metode Pembelajaran

(Grouping)

VI. Langkah-langkah Kegiatan

A. Pendahuluan

Greeting

E N J O Y

B E A U T I F U L R I G H T

B L U E O C E A N

W H I T E S A N D

B R E E Z E

C O N T I N U E

G O

W A I T

S E E

46

Ice Breaking

Mengabsen

Penjelasan tentang materi yang akan dibahas

B. Kegiatan Pokok

Guru meminta siswa membentuk kelompok-kelompok

kecil.

Guru membagikan flash cards yang berisi kosa-kata

mengenai dialog yang akan mereka pelajari.

Murid secara kelompok memahami setiap kosa-kata yang

berada pada flash card.

Guru menanyakan beberapa kosa-kata yang ada pada flash

card ke tiap-tiap kelompok.

Siswa menjawab pertanyaan guru.

Guru meminta tiap perwakilan kelompok maju ke depan

kelas untuk “tebak kata” menggunakan gesture (bahasa

tubuh), kata-kata yang ada pada flashcard.

Siswa menjawab setiap kata yang diberikan oleh temannya

lewat gesture secara kelompok.

C. Penutup

Guru bersama siswa menyimpulkan materi yang telah

dipelajari.

Guru memberikan latihan soal sebagai penilaian untuk

mengetahui pemahaman siswa mengenai materi yang telah

diajarkan.

Guru bersama siswa mengakhiri pembelajaran dengan

mengucapkan hamdalah.

Guru mengucapkan salam dan keluar kelas

VII. Sumber dan Media

a. Sumber pembelajaran:

Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar

Sofyanda, Learning More English 1 for Grade VII Junior

High School, Bandung : Grafindo Media Pratama, 2013”.

Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma

Dewi, Passport to the World, A Fun and Easy English Book

for Grade VII of Junior High Schools, Solo: PT Tiga

Serangkai Pustaka Mandiri, 2012”.

b. Media pembelajaran : Flash Card

VIII. Penilaian

47

Teknik : Tes Tulis

Tes Lisan

Translate the dialogue below!

TASK 1:

Agus : Lovely view, don’t you think?

Irwan : Yeah, I think so. I love the beach scenery very much.

Agus : I am Agus, by the way. Nice to meet you.

Irwan : Nice to meet you. I am Irwan.

Agus : Well, have you been at this beach before, Irwan?

Irwan : Yes, I have been here for several times. I usually came

here when it was on semester holiday.

Agus : What did usually you do here then?

Irwan : I came here for swimming, surfing, parasailing, and other

water sport. However, this time I prefer to just enjoy the

view of the beach. It is very beautiful, isn’t it?

Agus : Yes, you are absolutely right, especially the blue ocean,

the white sand and the breeze. Well, it would be nice to

continue our conversation, but I’m sorry I have to go now.

My mother is waiting for me in the hotel. Let’s continue

this another time. See you.

Irwan : OK, see you

Jakarta, 20 Februari 2014

Guru Praktikan

Neneng Suhaimi

NIM 109014000019

48









Pertemuan : II


Memahami makna dalam teks tulis fungsional pendek sangat

sederhana berbentuk descriptive yang berkaitan dengan lingkungan

terdekat.





III. Indikator


Cards


dalam flash cards



Siswa mampu membedakan kata benda (noun), kata sifat

(adjective), dan kata kerja (verb)



-Tekun (diligence)


-Berani (Courage)


IV. Materi Pokok

a. Kosa kata di dalam flash cards

49

M O V E

H E L P

R E M E M B E R

I N V I T E

L A T E

F R I E N D

G L A D

T E L L

D E C I D E

F A M I L Y

A S S I G N E

O L D – N E W

50

H I S TO R I C A L

B U I L D I N G

V A R I O U S

C U L I N A R Y I D E A

M I S S

C O O L

S U M M E R

H O U S E

C A L L

A P L A N E

L O N G – S H O R T

T A S K

51

S T U D Y Junior High School T A K E

Senior High School

V I S I T

S H O P P I N G B A G

T R A V E L

C A R R Y

H O T

S U P E R M A R K E T

T O U R I S M

O B J E C T

T I M E

C O N V E R S A T I O N

52

b. Noun, Adjective and Verb.

Noun ( Kata Benda)

a). Pengertian Noun

Noun adalah kata benda. Contoh kata benda diantaranya, chair,

lamp, book, window, dll.

b).Fungsi Noun:

1. Subjek dari kata kerja.

Contoh:

-John eats the rice

2. Objek dari kata kerja.

Contoh :

John eats the rice

c).Letak Noun :

1. Subjective (setelah kata kerja seperti “be”

Contoh : John is the president

2. Setelah kata sifat ( adjective)

Contoh : John draws a great mountain

Adjective (Kata Sifat)

a). Pengertian Adjective.

Adjective adalah kata sifat. Contoh dari kata sifat antara lain:

clever, dilligent, beautiful, big, small, dll.

b). Fungsi Adjective

1. Memodifikasi (memperjelas) kata benda.

Contoh : Beautiful girl

2.Memodifikasi (memperjelas) kata ganti (pronoun)

Contoh : They are diligent

c) Letak Adjective

1. Sebelum kata benda

Contoh : I have beautiful hair

2.Setelah kata kerja tobe.

Contoh : She is clever

Verb ( Kata Kerja)

a). Pengertian Verb

Verb adalah Kata Kerja. Contoh dari kata kerja: study, watch,

play, cook, dll.

b). Fungsi Verb

Dilihat dari sudut bahasa merupakan pusat dari kalimat.

c). Letak Verb

Setelah subjek

Contoh: John learn English


(Grouping)

53


A. Pendahuluan

Greeting

Ice Breaking

Mengabsen


B. Kegiatan Pokok


kecil.

Siswa membentuk kelompok

Guru menjelaskan mengenai noun, adjective dan verb

kepada siswa

Siswa menyimak penjelasan guru dengan seksama



Siswa secara kelompok memahami setiap kosa-kata yang




Siswa menjawab pertanyaan guru.

Guru meminta siswa bermain cepat ucap kata berdasarkan

kata yang berada dalam flash cards.

Siswa mengikuti permainan yang diberikan oleh guru.

C. Penutup


dipelajari.



diajarkan.














VIII. Penilaian

Teknik : Tes Tulis

54

Find out Noun, Adjective and Verb based on dialogue below!

TASK 2:

Laras : Hi, Anna. Where have you been? I haven’t seen you for a long time?

Anna : Hi, Laras. I’m glad to meet you here.

Laras : I’m too. I miss you so much.

Anna : Yeah, I miss you too. Have you gone abroad?

Laras : Yes, I went to Sydney last year, and I came back to Bandung yesterday.

Anna : Really? Tell me about it.

Laras : Hhm. I went there to continue my study and this month is summer

holiday, so I decided to come back.

Anna : Cool! By the way, would you mind coming to my house this afternoon?

Laras : Yes, it sounds great! I’ll be there 4 p.m.

Anna : OK! Sorry, Laras. I’ll be late for a group project meeting, bye. I have to

go now. See you later laras.

Laras : Bye. Take care Anna!


Guru Praktikan

Neneng Suhaimi

NIM 109014000019

55









Pertemuan : III




terdekat.





III. Indikator


Cards


dalam flash cards

Siswa mampu mengartikan kalimat yang ada di dalam SMS

Siswa mampu mengerti isi dari SMS





-Tekun (diligence)


-Berani (Courage)


IV. Materi Pokok

Kosa kata di dalam Flash Cards

56

M O B I L E P H O N E

S E N D

H O S P I T A L

P A S S E D A W A Y

B U Y D I S T R I B U T E

B A D

A G R E E

S H O W

B O O K F A I R

M I N D

57

Noun, Adjective, and Verb.

Sentence :

Aji has a beautiful hair with a short neck. He wears a white

uniform.

Dari kalimat diatas, maka:

Noun: Aji, a, hair, neck, uniform.

Adjective: beautiful, short, white.

Verb: has, wears.


(Grouping)


A. Pendahuluan

Greeting

Ice Breaking

Mengabsen


B. Kegiatan Pokok


kecil.

Guru menjelaskan kepada siswa mengenai kalimat yang

berisi noun, adjective dan verb






A S K G E T S H O P P I N G

C U T

58



Siswa menjawab pertanyaan guru secara bergantian.

Guru meminta setiap perwakilan kelompok untuk maju ke

depan kelas, lalu memberikan tebakan kalimat untuk

kelompok lainnya melalui gesture (bahasa tubuh).

Siswa menebak kalimat dari teman mereka.

C. Penutup


dipelajari.



diajarkan.














VIII. Penilaian

Teknik : Tes Tulis SHORT MESSAGE SERVICE (SMS)

SMS 1

When A Short Message Becomes Shorter Nelly is 13 years old and she lives in Bandung. It is Sunday and she is going to get shopping in Paris Van Java Mall. She wants to ask her friend, Prita to go there together. So, she takes her mobile phone and sends a text message to Prita. This is what actually wants to say: Hi Prita! Are you okay? I’m great. Please call me before tomorrow. Thanks. See you!

SMS 2

From : Jack (081899734670)

Bram, I just got a bad news. As you know that Nita’s father is being hospitalized. He passed

59

away last night. Please forward to other friends.

SMS 3

From : Andri (081321858009)

Hi, Intan. Are you feeling better now?

There’s good news from school today. Pusat

Ilmu will hold a book fair in our school next

Saturday. There will be some interesting

books to buy. The list of books had been

already distributed. I’ll show you tomorrow

if you come. All prices will be cut off until

75%. It’s fantastic, isn’t it? I’ll buy some.

What do you think of it?

SMS 4

Rika’s message to Vera

From: Rika (085620083244)

Hi, Vera. I want to tell you something. I

have an idea. What do you think about

taking a computer course this semester?

Would you like to? I’ll be very happy if we

can take course together. Reply me soon,

please. Thanks.

Vera’s reply to Rika

From : Vera (087823482123) I have made up my mind. I agree to take a computer course with you this semester, Rika. Taking this course is really a good idea. It would be better if we meet and talk about where we will take the course.

BASED ON THE SMS ABOVE, FIND OUT : NOUN, ADJECTIVE and VERB. Then, TRANSLATE their meaning!

Noun ( Kata Benda) Adjective (Kata Sifat) Verb (Kata Kerja)


Guru Praktikan

Neneng Suhaimi

NIM 109014000019

60









Pertemuan : IV




terdekat.





III. Indikator


Cards


dalam flash cards


dan di dalam paragrap

Siswa mampu mengerti isi dari dialog dan paragrap





-Tekun (diligence)


-Berani (Courage)


IV. Materi Pokok

Kosa kata di dalam Flash Cards

61

H A P P Y K N O W

B L A N K E T

G I V E

S O U P

S H A M P O O

T O O T H P A S T E

B A T H T U B

D I R T Y E G G- C L E A N E G G

U N T I D Y – T I D Y / N E A T

B A L C O N Y

G A R D E N

62

F L O W E R S

W H I T E EGG – B R O W N EGG

G A R A G E

C O L O U R

L I V I N G R O O M

B R U S H

T E L E V I S I O N

T R E E

S O F A

B E D R O O M

K I T C H E N

63

Noun, Adjective, and Verb.

Sentence :

I love my room. It is clean and neat


Noun: I, my room

Adjective: clean, neat

Verb: love, is


(Pairs and Group)


A. Pendahuluan

Greeting

Ice Breaking

Mengabsen


B. Kegiatan Pokok

Guru menempelkan setiap flash cards di bawah bangku

setiap siswa dan artinya secara acak.

Setiap siswa menerima flash card berbeda-beda.

S W E E P

D I N I N G R O O M

B E D S H E E T

J A C K E T

F U L L – E M P T Y

M O D E R N – T R A D I T IONAL

H O U S E

D E S K

64

Guru meminta siswa mencari teman sebagai pasangannya

dengan cara mencari arti kata pada flashcard yang siswa

miliki.

Siswa mencari pasangannya.

Guru meminta siswa membentuk kelompok-kelompok kecil

kemudian menjelaskan kalimat yang berisi noun, adjective

dan kata kerja

Siswa membentuk kelompok dan menyimak penjelasan

guru dengan seksama


mengenai dialog/ paragraph yang akan mereka pelajari.





Siswa menjawab pertanyaan guru secara bergantian.

Guru meminta setiap perwakilan kelompok untuk maju ke

depan kelas, lalu memberikan tebakan kalimat untuk

kelompok lainnya melalui gesture (bahasa tubuh).

Siswa menebak kalimat dari teman mereka.

C. Penutup


dipelajari.



diajarkan.














VIII. Penilaian

Teknik : Tes Tulis

Dialogue 1

Anita : Morning, Andita

65

Andita : Morning, Anita. How are you?

Anita : I am fine, thank you. And you?

Andita : I am fine, too. Thank you.

Anita : Let’s go to my bedroom. What do you think of it?

Andita : Wow.. it is a nice bedroom.

Anita : Thank you.

Andita : What is your favourite thing in your bedroom?

Anita : This blanket. My mother gave it to me. What do you think of it?

Andita : It is lovely.

Anita : thanks

Dialogue 2

Dian : This is my bedroom, Sani. It’s my favourite room in my house.

Sani : O…really?

Dian : Yes. What do you think of my bedroom.

Sani : I think it is a nice bedroom.

Dian : Do you think so, Sani?

Sani : I think so. Your room is clean and neat. How many times a week do you

clean it?

Dian : I sweep it everyday. I change the bedsheets once a week.

Paragraph

My House

I live in a beautiful modern house. The house has three bedrooms. The

bedrooms are in upstairs. The living room, the kitchen, and the dining room are in

downstairs. My house has a balcony. The garden is full of flowers and trees. The

colour of the house is white and brown. There is a garage for our car. We like

living here because it’s very nice.

Group of words. Fine Thank Let Gave Bedroom Think

Nice Favourite Thing Blanket Go Lovely

Room House Clean Neat Sweep Change

Bedsheet Live Beautiful Modern Mother Has

Living

Room

Kitchen Dining

Room

Balcony Garden Full

Flowers Trees Colour Garage Car Like

66

Making group the words above into kind of words below. Then, translate their

meaning!

Noun

(kt.benda)

Adjective

(kt. Sifat)

Verb

(kt.kerja)


Guru Praktikan

Neneng Suhaimi

NIM 109014000019

67

APPENDIX 2


(RPP) Control Class




Aspek : Listening and Vocabulary



Pertemuan : I


Memahami makna dalam teks lisan fungsional dan monolog pendek

sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan

lingkungan terdekat.


Merespon makna yang terdapat dalam teks lisan fungsional pendek

sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi


III. Indikator

Siswa mampu menulis kata yang mereka dengar berdasarkan

dialog yang diberikan

Siswa mampu menyusun kalimat menjadi sebuah dialog





-Tekun (diligence)


-Berani (Courage)


IV. Materi Pokok

Percakapan melalui audio media


(Grouping)

68


A. Pendahuluan

Greeting

Ice Breaking

Mengabsen


B. Kegiatan Pokok

Guru meminta siswa membentuk kelompok kecil.

Siswa membentuk kelompok belajar mereka

Guru memperdengarkan siswa sebuah dialog yang

mendiskusikan tentang pantai

Siswa mendengarkan dialog dari guru dengan seksama

Guru meminta siswa menulis setiap kosa kata yang mereka

dengar dari dialog

Siswa menulis kosa kata secara kelompok

Guru meminta perwakilan kelompok untuk menuliskan

kosa-kata yang mereka peroleh dari dialog yang diberikan

di papan tulis

Setiap perwakilan kelompok menulis kosa kata yang

mereka peroleh

Guru meminta anggota kelompok lainnya menyusun kosa

kata tersebut menjadi sebuah kalimat dan dialog sesuai

dengan dialog yang mereka dengar

Siswa menyusun dialog yang mereka dapati

Guru menjelaskan arti dan pengucapan kosa kata yang

siswa tulis di papan tulis

Siswa menirukan pengucapan guru

Guru membagikan tiap kelompok kertas berisi dialog yang

diperdengarkan untuk mereka terjemahkan ke dalam bahasa

Indonesia

Siswa melaksanakan tugas secara kelompok

C. Penutup


dipelajari.



diajarkan.






69








b. Media pembelajaran : Audio media (rekaman)

VIII. Penilaian

Teknik : Tes Tulis

Tes Lisan

TASK 1:

Agus : Lovely view, don’t you think?

Irwan : Yeah, I think so. I love the beach scenery very much.

Agus : I am Agus, by the way. Nice to meet you.

Irwan : Nice to meet you. I am Irwan.

Agus : Well, have you been at this beach before, Irwan?

Irwan : Yes, I have been here for several times. I usually came here when it was

on semester holiday.

Agus : What did usually you do here then?

Irwan : I came here for swimming, surfing, parasailing, and other water sport.

However, this time I prefer to just enjoy the view of the beach. It is very

beautiful, isn’t it?

Agus : Yes, you are absolutely right, especially the blue ocean, the white sand

and the breeze. Well, it would be nice to continue our conversation, but

I’m sorry I have to go now. My mother is waiting for me in the hotel.

Let’s continue this another time. See you.

Irwan : OK, see you

Translation dialogue above into bahasa!


Guru Praktikan

Neneng Suhaimi

NIM 109014000019

70


(RPP) Control Class




Aspek : Listening and Vocabulary



Pertemuan : II









III. Indikator

Siswa mampu menulis kosa kata yang mereka dengar

berdasarkan dialog yang diberikan

Siswa mampu menyusun kalimat menjadi sebuah dialog







-Tekun (diligence)


-Berani (Courage)


IV. Materi Pokok

1. Dialog melalui audio media

2. Noun, Adjective and Verb.

Noun ( Kata Benda)

a). Pengertian Noun

Noun adalah kata benda. Contoh kata benda diantaranya, chair,

lamp, book, window, dll.

b).Fungsi Noun:

71

1. Subjek dari kata kerja.

Contoh:

-John eats the rice

2. Objek dari kata kerja.

Contoh :

John eats the rice

c).Letak Noun :

1. Subjective (setelah kata kerja seperti “be”

Contoh : John is the president

2. Setelah kata sifat ( adjective)

Contoh : John draws a great mountain

Adjective (Kata Sifat)

a). Pengertian Adjective.

Adjective adalah kata sifat. Contoh dari kata sifat antara lain:

clever, dilligent, beautiful, big, small, dll.

b). Fungsi Adjective

1. Memodifikasi (memperjelas) kata benda.

Contoh : Beautiful girl

2.Memodifikasi (memperjelas) kata ganti (pronoun)

Contoh : They are diligent

c) Letak Adjective

1. Sebelum kata benda

Contoh : I have beautiful hair

2.Setelah kata kerja tobe.

Contoh : She is clever

Verb ( Kata Kerja)

a). Pengertian Verb

Verb adalah Kata Kerja. Contoh dari kata kerja: study, watch,

play, cook, dll.

b). Fungsi Verb

Dilihat dari sudut bahasa merupakan pusat dari kalimat.

c). Letak Verb

Setelah subjek

Contoh: John learn English


(Grouping)


A. Pendahuluan

Greeting

Ice Breaking

Mengabsen


B. Kegiatan Pokok

72

Guru meminta siswa membentuk kelompok kecil.

Siswa membentuk kelompok belajar mereka

Guru menjelaskan siswa mengenai noun, adjective dan kata

kerja


Guru memperdengarkan siswa sebuah dialog yang

mendiskusikan tentang”go to abroad”

Siswa mendengarkan dialog dari guru dengan seksama

Guru meminta siswa menulis setiap kosa kata yang mereka

dengar dari dialog

Siswa menulis kosa kata secara kelompok

Guru meminta perwakilan kelompok untuk menuliskan

kosa-kata yang mereka peroleh dari dialog yang diberikan

di papan tulis

Setiap perwakilan kelompok menulis kosa kata yang

mereka peroleh

Guru meminta anggota kelompok lainnya menyusun kosa

kata tersebut menjadi sebuah kalimat dan dialog sesuai

dengan dialog yang mereka dengar

Siswa menyusun dialog yang mereka dapati

Guru menjelaskan arti dan pengucapan kosa kata yang

siswa tulis di papan tulis

Siswa menirukan pengucapan guru

Guru membagikan tiap kelompok kertas berisi dialog yang

diperdengarkan lalu meminta murid membedakan noun,

adjective dan verb

Siswa melaksanakan tugas secara kelompok

C. Penutup


dipelajari.



diajarkan.











73



b. Media pembelajaran : Audio Media (rekaman)

VIII. Penilaian

Teknik : Tes Tulis

TASK 2:

Laras : Hi, Anna. Where have you been? I haven’t seen you for a long time?

Anna : Hi, Laras. I’m glad to meet you here.

Laras : I’m too. I miss you so much.

Anna : Yeah, I miss you too. Have you gone abroad?

Laras : Yes, I went to Sydney last year, and I came back to Bandung yesterday.

Anna : Really? Tell me about it.

Laras : Hhm. I went there to continue my study and this month is summer

holiday, so I decided to come back.

Anna : Cool! By the way, would you mind coming to my house this afternoon?

Laras : Yes, it sounds great! I’ll be there 4 p.m.

Anna : OK! Sorry, Laras. I’ll be late for a group project meeting, bye. I have to

go now. See you later laras.

Laras : Bye. Take care Anna!

FIND OUT:

NOUN :

ADJECTIVE :

VERB :


Guru Praktikan

Neneng Suhaimi

NIM 109014000019

74


(RPP) Control Class




Aspek : Listening dan Vocabulary



Pertemuan : III









III. Indikator

Siswa mampu menulis kosa kata yang kosong di dalam SMS

berdasarkan dialog yang diperdengarkan

Siswa mampu mengartikan kalimat yang ada di dalam SMS

Siswa mampu mengerti isi dari SMS





-Tekun (diligence)


-Berani (Courage)


IV. Materi Pokok

1. Pesan SMS melalui audio media

2. Noun, Adjective, and Verb.

Sentence :

Aji has a beautiful hair with a short neck. He wears a white

uniform.


Noun: Aji, a, hair, neck, uniform.

Adjective: beautiful, short, white.

75

Verb: has, wears.


(Pairs)


A. Pendahuluan

Greeting

Ice Breaking

Mengabsen


B. Kegiatan Pokok

Guru meminta siswa mencari teman sebagai pasangan

belajarnya.

Siswa mendapati teman pasangan untuk belajar

Guru menerangkan kalimat yang berisi noun, adjective dan

verb

Siswa menyimak penjelasan guru

Guru memberikan siswa lembar kerja siswa

Guru memperdengarkan siswa beberapa pesan SMS

Siswa mendengarkan pesan SMS dari guru dengan seksama

Guru meminta siswa melengkapi kosa kata kosong yang

mereka dengar dari pesan SMS yang diperdengarkan

Siswa melengkapi kosa kata yang kosong

Guru meminta siswa membedakan noun, adjective dan verb

Siswa melaksanakan tugas yang diberikan

C. Penutup


dipelajari.



diajarkan.













76

b. Media pembelajaran : Audio Media (Rekaman)

VIII. Penilaian

Teknik : Tes Tulis

SHORT MESSAGE SERVICE (SMS)

A. Listen to the audio, then complete the blank words. SMS 1

When A Short Message Becomes Shorter Nelly is 13 years old and she ……. in Bandung. It is Sunday and she is going to …… shopping in Paris Van Java Mall. She wants to …… her friend, Prita to …… there together. So, she takes her …….. ………. and sends a text message to Prita. This is what actually wants to ……..: Hi Prita! Are you okay? I’m …….. Please …… me before tomorrow. Thanks. See you!

SMS 2

From : Jack (081899734670)

Bram, I just got a …… news. As you know that Nita’s father is being hospitalized. He ………. away last night. Please forward to other friends.

SMS 3

From : Andri (081321858009)


There’s good …….. from school today.

Pusat Ilmu will hold a …….. fair in our

school next Saturday. There will be some

………… books to buy. The list of books

had been already distributed. I’ll ……. you

tomorrow if you come. All prices will be

…… off until 75%. It’s fantastic, isn’t it?

I’ll ….. some. What do you think of it?

SMS 4

Rika’s message to Vera

From: Rika (085620083244)

Hi, Vera. I want to ….. you something. I

have an ….. What do you think about

77

taking a computer course this semester?

Would you like to? I’ll be very …… if we

can …… course together. ….. me soon,

please. Thanks.

Vera’s reply to Rika

From : Vera (087823482123) I have made up my ……. I ……. to take a computer course with you this semester, Rika. Taking this course is really a good idea. It would be better if we ….. and …….. about where we will take the course.

B. BASED ON THE SMS ABOVE, FIND OUT : NOUN, ADJECTIVE and VERB. Then,

TRANSLATE their meaning!

Noun (kt.benda)

Adjective (kt.sifat)

Verb (kt.kerja)


Guru Praktikan

Neneng Suhaimi

NIM 109014000019

78


(RPP) Control Class




Aspek : Listening dan Vocabulary



Pertemuan : IV









III. Indikator

Siswa mampu melengkapi kosa kata yang kosong di dalam

dialog dan paragrap

Siswa mampu mengartikan kata yang ada di dalam dialog dan

paragraph


dan paragraph

Siswa mampu mengerti isi dari dialog dan paragrap





-Tekun (diligence)


-Berani (Courage)


IV. Materi Pokok

1. Dialog dan paragrap melalui audio media

2. Noun, Adjective, and Verb.

Sentence :

I love my room. It is clean and neat


79

Noun: I, my room

Adjective: clean, neat

Verb: love, is


(Pairs)


A. Pendahuluan

Greeting

Ice Breaking

Mengabsen


B. Kegiatan Pokok

Guru meminta siswa mencari teman sebagai pasangan

belajarnya.

Siswa mendapati teman pasangan untuk belajar

Guru menerangkan kalimat yang berisi noun, adjective dan

verb

Siswa menyimak penjelasan guru

Guru memberikan siswa lembar kerja siswa

Guru memperdengarkan siswa dialog dan paragrap

Siswa mendengarkan dialog dan paragrap dari guru dengan

seksama

Guru meminta siswa melengkapi kosa kata kosong yang

mereka dengar dari dialog dan paragrap yang

diperdengarkan

Siswa melengkapi kosa kata yang kosong

Guru meminta siswa membedakan noun, adjective dan verb

Siswa melaksanakan tugas yang diberikan

C. Penutup


dipelajari.



diajarkan.









80





b. Media pembelajaran : Audio Media (Rekaman)

VIII. Penilaian

Teknik : Tes Tulis

Dialogue 1

Anita : Morning, Andita

Andita : Morning, Anita. ..... …… ……?

Anita : I am fine, thank you. And you?

Andita : I am fine, too. Thank you.

Anita : Let’s …. to my bedroom. What do you ……. of it?

Andita : Wow.. it is a …….. bedroom.

Anita : Thank you.

Andita : What is your ………. thing in your bedroom?

Anita : This ……. . My mother ……. it to me. What do you think of it?

Andita : It is ……... .

Anita : Thanks

Dialogue 2

Dian : This is my bedroom, Sani. It’s my favourite …….. in my house.

Sani : O, really?

Dian : Yes. What do you think of my bedroom.

Sani : I think it is a nice bedroom.

Dian : Do you think so, Sani?

Sani : I think …. Your room is …… and …... How many times a week do you

…… it?

Dian : I ……. it everyday. I ……. the bedsheets once a week.

Paragraph

My House

I live in a beautiful …….. house. The house has three bedrooms. The

bedrooms are in upstairs. The …… room, the ……., and the …….. room are in

downstairs. My house has a ……. . The garden is full of flowers and …... The

colour of the house is white and brown. There is a ……. for our ….. We like ……

here because it’s very …... .

81

Group of words. Fine Thank Let Gave Bedroom Think

Nice Favourite Thing Blanket Go Lovely

Room House Clean Neat Sweep Change

Bedsheet Live Beautiful Modern Mother Has

Living

Room

Kitchen Dining

Room

Balcony Garden Full

Flowers Trees Colour Garage Car Like

Making group the words above into kind of words below!

Noun

(kt.benda)

Adjective

(kt. Sifat)

Verb

(kt.kerja)


Guru Praktikan

Neneng Suhaimi

NIM 109014000019

82

APPENDIX 3

QUESTIONS FOR VALIDITY TEST

1. Agus: Lovely view, don’t you think?

Irwan:Yeah, I think so. I love the beach scenery very much.

What does the word “ beach” mean?

a. Pantai c. Gunung

b. Hutan d. Lembah

2. Agus: I’m Agus, by the way. Nice to meet you

Irwan: Nice to meet you. I’m Irwan.

What does the word “nice” mean?

a. Buruk c. Senang

b. Kecewa d. Khawatir

3. Laras: Hi, Anna. Where you have been? I haven’t seen you for a long time?

Anna: Hi, Laras. I’m glad to meet you here.

What does the word “ meet” mean?

a. Bertemu c. Belajar

b. Tinggal d. Berdiskusi

4. Laras: I miss you so much.

Anna: Yeah, I miss you, too.

What does the word “miss” mean?

a. Bertemu c. Berpikir

b. Bermimpi d. Rindu

5. Anita: Let’s go to my bedroom. What do you think of it?

Andita: Wow.. it is a nice bedroom.

What does the word “ think” mean?



6. Sani: how many times a week do you clean your bedroom?

Dian: I sweep it everyday. I change the bedsheets once a week.

What does the word “sweep” mean?

a. Menyiram c. Menyapu

b. Mencuci d. Memasak

7. Agus : Well, have you been at this beach before, Irwan?

Irwan : Yes, I have been here for several times. I usually came here when it was on

semester holiday.

What does the word “holiday” mean?

a. Hari kelahiran c. Hari Ibu

b.Haribesar/raya d.HariKemerdekaan

8. Nanang : The beach is very beautiful, isn’t it?

Budi : Yes, you are absolutely right.

What does the word “beautiful ” mean?

a. Besar c. Kecil

b. Buruk d. Indah

83

9. Santi : What do you think about my room?

Laras: Your room is clean and neat.

What does the word “clean” mean?

a. Besar c. Bersih

b. Kecil d. Kotor

10. Festi : This is my bedroom, Ikoh. It is my favourite room in my house.

Caca : Oh, really?

What does the word “room” mean?

a. Kamar c. Pagar

b. Gerbang d. Garasi

This message for number 11 to 13.

Hi, Vera. I want to tell you something. I have an idea. What do you think about taking a

computer course this semester? Would you like to? I’ll be very happy if we can take

course together. Reply me soon, please. Thanks.

11. What does the word “tell ” (line 1) mean?

a. Menyanyikan c. Melakukan

b. Menceritakan d. Membuat

12. What does the word “idea ” ( line 2) mean?

a. Ide c. Jadwal

b. Susunan d. Catatan

13. What does the word “take” (line 5) mean?

a. Mengambil c. Membuat

b. Mengolah d. Melakukan

This paragraph for number 14 and 16.

I live in a beautiful modern house. The house has three bedrooms. The bedrooms are in

upstairs. The living room, the kitchen, and the dining room are in downstairs. My

house has a balcony. The garden is full of flowers and trees. The color of the

house is white and brown. There is a garage for our car. We like living here

because it’s very nice.

14. What does the word “live” (line 1) mean?

a. Tinggal c. Menjaga

b. Pindah d. Membersihkan

15. What does the word “garden” (line 5) mean?

a. Halaman c. Sawah

b. Kamar d. Taman

16. What does the word “garage” (line 7) mean?

a. Kamar c. Pagar


84

Read the following short message to answer questions number 17 to 20

From : Andri (081321858009


There’s good news from school today.

Pusat Ilmu will hold a book fair in our

school next Saturday. There will be

some interesting books to buy. The list

of books had been already distributed.

I’ll show you tomorrow if you come.

All prices will be cut off until 75%.

It’s fantastic, isn’t it? I’ll buy some.

What do you think of it?

17. What does the word “good” (line 2) mean?

a. Baik c. Mengecewakan

b. Buruk d. Membosankan

18. What does the word “Interesting” (line 5) mean?

a. Membosankan c. Kuno

b. Menarik d. Baru

19. What does the word “Fantastic” (line 9) mean?

a. Buruk c. Luar biasa

b. Indah d. Aneh

20. What does the word “buy” (line 9) mean?

a. Membuat c. Menjual

b. Menukar d. Membeli

21. By using this tool, our communication becomes easier and faster. What is this?

a. Telephone

c. Telegraph

b. Mobile Phone

d. Television

22. People use this thing to sleep and to take a rest. What is this?

a. Lamp c. Carpet

b. Curtain d. Bed

85

23.

From the picture above, this is…

a. Pillow c. Bed

b. Blanket d. Curtain

24. People usually put this picture in the living room. What is this?

a. Table c. Sofa

b. Vas d. Carpet

25. This is a…..

a. Telephone c. Television

b. Laptop d. Radio

26. We use it to cool the food and drink. It is a….

a. Cupboard c. Box

b. Refrigerator d. Shelf

86

27. It is used to clean our teeth. What is this?

a. Glue c. Toothpaste

b. Soap d. Shampoo

28. People can clean their hair by using these things. What are these?


b. Soap d. Shampoo

29. This picture is….

a. Vas b. lamp

c. Pillow d. carpet

30. It is a…..

a. Blanket c. Curtain

b. Carpet d. Pillow

This paragraph for number 31 to 35

Complete the blank with the appropriate words!

Nelly is 13 years old and she …… (31) in

Bandung. It is Sunday and she is going to

get …… (32) in Paris Van Java Mall. She

wants to ask her friend, Prita to ….. (33)

there together. So, she takes her ……( 34)

and sends a text message to Prita. This is

what Nelly actually wants to say:

Hi, Prita. Are you okay? I’m great. Please

….. (35) me before tomorrow. Thanks. See

you!

87

31. a. Works c. Arrives

b. Lives d. Leaves

31. a. Running c. Swimming

b. Shopping d. Studying

32. a. Go c. Start

b. Stop d. Finish

33. a. Jacket c. Pocket

b. Money d. Mobile Phone

34. a. Buy c. Hate

b. Call d. Love

35. Ayu : Hi, I’m Ayu. What is your name?

Hery: Hi, Ayu. I’m Hery. Nice to meet you.

Ayu : Nice to meet you, too.

The underlined word belongs the word kind of…

a. Noun c. Adjective

b. Verb

36. Isti : Hello, Bila. Long time no see you. How are you?

Bila : Hello, Isti. I’m fine. Thanks



b. Verb

37. “…can we travel to spend our holiday in Surabaya?”



b. Verb

38. “…. I think so. I must say this room is nice and comfortable”



b. Verb

39. Ulfa: Would you come to my birthday party tonight?

Ayu: Of course, dear. I’ll be happy to come there.



b. Verb

40. “ Wow…. The sounds great!”



b. Verb

88

41. Nuren: Why do you come late?

Amy: I’m sorry. There was a traffic jam.



b. Verb

42. “… I think so. Your bedroom is very nice. It is also clean and neat”



b. Verb

43. A : What do you think about this party?

B : This is a nice party. Isn’t it?

The underlined word belongs the kind word of…


b. Verb

44. “….people use the mobile phone to call and send SMS”.



b. Verb

45. B : Where do you want to go?

C: I want to go to Supermarket to help my mother carry the shopping bags.



b. Verb

46. “ Bram, I just got a bad news.”



b. Verb

47. “Hi, Intan. Are you feeling better now?”



b. Verb

48. “Let’s go to my bedroom. What do you think of it?”



b. Verb

49. “What is your favorite color in your bedroom?



b. Verb

89

50. I live in beautiful house. It has three bedrooms.

The underlined word belongs the word kind of….


b. Verb

51. Do you have a small or a big house?



b. Verb

52. My house has a balcony.



b. Verb

53. The garden is full of flowers and trees. The color of the house is white and

brown.



b. Verb

54. There is a garage for our car.



b. Verb

55. Hi, Vera. I want to tell you something. I have an idea.



b. Verb

56. Nelly sends a text message to Prita.



b. Verb

57. I’ll be very happy if we can take course together. Reply me soon, please.

Thanks.



b. Verb

58. There’s good news from school today.



b. Verb

59. There will be some interesting bookstore buy.

90



b. Verb

Note:

- The questions which are written in bold are not used for the test in

experiment or control class because they are not valid.

- The writer uses ANATES software for test the validity

- The writer do the revision in 9 questions, they are:



What does the word “ scenery” mean?

a. Suasana c. Gambar

b. Pemandangan d. Ombak

2. Agus: I’m Agus, by the way. Nice to meet you

Irwan: Nice to meet you. I’m Irwan.


a. Menakjubkan c. Mengagumkan

b. Mempesona d. Menyenangkan

6. Sani: how many times a week do you clean your bedroom?


What does the word “bedsheets” mean?

a. Seprai c. Selimut

b. Bantal d. Tempat Tidur



What does the word “neat” mean?

a. Mewah c. Rapi

b. Indah d. Nyaman

17.

What does the word “news” (line 2) mean?

a. Berita c. Percakapan

From : Andri (081321858009




school next Saturday. There will be some

interesting books to buy. The list of

books had been already distributed. I’ll

show you tomorrow if you come. All

prices will be cut off until 75%. It’s

fantastic, isn’t it? I’ll buy some. What do

you think of it?

91

b. Wacana d. Dialog


a. Table c. Sofa

b. Chair d. Carpet

29. This picture is….

a. Blanket c. Pillow

b. Lamp d. Carpet

35.

a. Talk c. Meet

b. Call d. Shout


C: I want to go to Supermarket to help my mother carry the shopping bags.



b. Verb

Nelly is 13 years old and she …… (31) in

Bandung. It is Sunday and she is going to







….. (35) me before tomorrow. Thanks.

See you!

92

ANSWER KEY OF QUESTIONS OF VALIDITY TEST

1. B 11. B 21. B 31. B 41. C 51. B

2. C 12. A 22. D 32. B 42. C 52. C

3. A 13. A 23. D 33. A 43. B 53. A

4. D 14. A 24. C 34. D 44. C 54. C

5. C 15. D 25. C 35. B 45. B 55. A

6. C 16. D 26. B 36. B 46. A 56. A

7. B 17. A 27. C 37. C 47. C 57. B

8. D 18. B 28. D 38. B 48. C 58. B

9. C 19. C 29. C 39. A 49. B 59. A

10. A 20. D 30. A 40. C 50. A 60. A

93

The Result of Validity Test

APPENDIX 4

REKAP ANALISIS BUTIR ===================== Rata2= 30.43 Simpang Baku= 2.91 KorelasiXY= 0.67 Reliabilitas Tes= 0.80 Butir Soal= 35 Jumlah Subyek= 35 Nama berkas: E:\PERKULIAHAN\SKRIPSI\FLASH CARDS – VOCABULARY MEANING\VALIDITY SOAL.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 0.00 Sangat Mudah 0.037 - 2 2 11.11 Sangat Mudah 0.205 - 3 3 33.33 Sangat Mudah 0.288 - 4 4 22.22 Sangat Mudah 0.423 Sangat Signifikan 5 5 22.22 Sangat Mudah 0.335 Signifikan

6 6 22.22 Sangat Mudah 0.147 - 7 7 11.11 Sangat Mudah 0.037 -

8 8 0.00 Sangat Mudah -0.034 - 9 9 0.00 Sangat Mudah 0.026 - 10 10 0.00 Sangat Mudah 0.026 - 11 11 33.33 Mudah 0.447 Sangat Signifikan 12 12 11.11 Sangat Mudah 0.384 Signifikan 13 13 33.33 Sedang 0.277 - 14 14 11.11 Sangat Mudah 0.384 Signifikan 15 15 22.22 Mudah 0.279 - 16 16 22.22 Sangat Mudah 0.402 Sangat Signifikan 17 17 0.00 Sangat Mudah -0.006 - 18 18 11.11 Sangat Mudah 0.179 - 19 19 0.00 Sangat Mudah NAN NAN 20 20 22.22 Sangat Mudah 0.374 Signifikan 21 21 11.11 Mudah 0.199 - 22 22 77.78 Sedang 0.632 Sangat Signifikan 23 23 33.33 Mudah 0.342 Signifikan 24 24 0.00 Sangat Mudah NAN NAN 25 25 0.00 Sangat Mudah NAN NAN 26 26 11.11 Sangat Mudah 0.179 - 27 27 0.00 Sangat Mudah -0.094 - 28 28 11.11 Sangat Mudah 0.384 Signifikan 29 29 0.00 Sangat Mudah -0.006 - 30 30 44.44 Mudah 0.323 Signifikan 31 31 55.56 Mudah 0.407 Sangat Signifikan 32 32 33.33 Sangat Mudah 0.273 - 33 33 44.44 Mudah 0.373 Signifikan 34 34 66.67 Mudah 0.672 Sangat Signifikan

94

35 35 44.44 Sedang 0.276 -

The Result of Validity Test

REKAP ANALISIS BUTIR ===================== Rata2= 12.49 Simpang Baku= 5.23 KorelasiXY= 0.74 Reliabilitas Tes= 0.85 Butir Soal= 25 Jumlah Subyek= 35 Nama berkas: E:\ PERKULIAHAN\SKRIPSI\FLASH CARDS – WORD CLASSES\VALIDITY SOAL.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 36 1 0.00 Sedang 0.070 - 37 2 44.44 Sedang 0.280 - 38 3 55.56 Sedang 0.456 Signifikan 39 4 88.89 Sedang 0.676 Sangat Signifikan 40 5 44.44 Mudah 0.499 Sangat Signifikan 41 6 55.56 Sedang 0.461 Signifikan 42 7 33.33 Sukar 0.321 - 43 8 22.22 Sedang 0.134 - 44 9 44.44 Sedang 0.348 - 45 10 77.78 Sedang 0.523 Sangat Signifikan 46 11 55.56 Sedang 0.358 - 47 12 66.67 Sedang 0.504 Sangat Signifikan 48 13 77.78 Sedang 0.545 Sangat Signifikan 49 14 77.78 Sedang 0.625 Sangat Signifikan 50 15 77.78 Sedang 0.732 Sangat Signifikan 51 16 77.78 Sedang 0.692 Sangat Signifikan 52 17 44.44 Sukar 0.443 Signifikan 53 18 44.44 Sedang 0.458 Signifikan 54 19 88.89 Sedang 0.653 Sangat Signifikan 55 20 88.89 Sedang 0.722 Sangat Signifikan 56 21 -22.22 Sangat Sukar -0.286 - 57 22 33.33 Mudah 0.378 - 58 23 77.78 Sedang 0.613 Sangat Signifikan 59 24 0.00 Sangat Sukar -0.116 - 60 25 55.56 Mudah 0.579 Sangat Signifikan

95

APPENDIX 5

KISI-KISI SOAL

Nama Sekolah : MTs N 13 Jakarta Alokasi Waktu : 40 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 40

Kurikulum Acuan : KTSP 2006 Semester : II (genap)

Standar

Kompetensi

Kompetensi

Dasar

Indikator Bentuk

Soal

No. Soal

Membaca:

Memahami

makna dalam

teks tulis

fungsional

sangat

sederhana

berbentuk

descriptive

yang

berkaitan

dengan

lingkungan

terdekat

Merespon makna

yang terdapat

dalam teks tulis

fungsional

pendek sangat

sederhana secara

akurat, lancar

dan berterima

yang berkaitan

dengan

lingkungan

terdekat.

1.Mengartikan kata

yang berada di dalam

teks dan dialog

2.Menebak kata

berdasarkan gambar

yang disajikan

3. Melengkapi kata

yang kosong dalam

sebuah paragraph

4. Menggolongkan kata

yang termasuk ke

dalam kelompok noun

(kata benda)


yang termasuk ke

dalam kelompok

adjective (kata sifat)


yang termasuk ke

dalam kelompok verb

(kata kerja)

Pilihan

Ganda

1, 2, 3, 4, 5, 6, 7,

8, 9, 10, 11, 12.

13, 14, 15, 16,

17.

18, 19, 20, 21,

22.

24, 31, 34, 36,

38, 40.

25, 26, 28, 29,

33, 35.

23, 27, 30, 32,

37, 39.

96

APPENDIX 6

RESEARCH INSTRUMENT

PRETEST



What does the word “scenery” mean?

a. Suasana c. Gambar

b. Pemandangan d. Ombak

2. Laras: I miss you so much.

Anna: Yeah, I miss you, too.

What does the word “miss” mean?



3. Anita: What do you think of my bedroom?

Andita: Wow.. it is a nice bedroom.

What does the word “think” mean?



4. Sani: How many times a week do you clean your bedroom?


What does the word “bedsheets” mean?

a. Seprai c. Selimut

b. Bantal d.Tempat Tidur

5. Agus: I’m Agus, by the way. Nice to meet you.

Irwan: Nice to meet you, too. I’m Irwan.


a.Menakjubkan c.Mengagumkan

b.Mempesona d.Menyenangkan




a. Mewah c. Rapi

b. Indah d. Nyaman

97

This message for number 7 and 8.

Hi, Vera. I want to tell you something. I have an idea. What do you think

about taking a computer course this semester? Would you like to? I’ll be very

happy if we can take course together. Reply me soon, please. Thanks.

7. What does the word “tell ” (line 1) mean?

a. Menyanyikan c. Melakukan

b. Menceritakan d. Membuat

8. What does the word “idea ” ( line 2) mean?

a. Ide c. Jadwal

b. Susunan d. Catatan


I live in a beautiful modern house. The house has three bedrooms. The

bedrooms are in upstairs. The living room, the kitchen, and the dining room are in

downstairs. My house has a balcony. The garden is full of flowers and trees. The

color of the house is white and brown. There is a garage for our car. We like

living here because it’s very nice.

9. What does the word “live” (line 1) mean?

a. Tinggal c. Menjaga

b. Pindah d. Membersihkan

10. What does the word “garage” (line 7) mean?

a. Kamar c. Pagar


Read the following short message to answer questions number 11 and 12

From : Andri (081321858009




school next Saturday. There will be

some interesting books to buy. The list

of books had been already distributed.

I’ll show you tomorrow if you come.

All prices will be cut off until 75%. It’s

98

fantastic, isn’t it? I’ll buy some. What

do you think of it?

11. What does the word “news” (line 2) mean?

a. Berita c. Percakapan

b. Wacana d. Dialog

12. What does the word “buy” (line 9) mean?

a. Membuat c. Menjual

b. Menukar d. Membeli

13. People use this thing to sleep and to take a rest. What is this?

A

a. Lamp c. Carpet

b. Curtain d. Bed

14.

From the picture above, this is…

a. Pillow c. Bed

b. Blanket d. Curtain

99


a. Table c. Sofa

b. Chair d. Carpet

16. People can clean their hair by using these things. What are these?


b. Soap d. Shampoo

17. It is a…..

a. Blanket c. Curtain

b. Carpet d. Pillow



Nelly is 13 years old and she …… (18)

in Bandung. It is Sunday and she is going to

100

18. a. Works c. Arrives

b. Lives d. Leaves

19. a. Hunting c. Cooking


20. a. Go c. Start

b. Stop d. Finish

21. a. Jacket c. Pocket

b. Money d. Mobile Phone

22. a. Talk c. Meet

b. Call d. Shout

23. “…can we travel to spend our holiday in Surabaya?”

Kata yang bergaris bawah termasuk ke dalam jenis kata…

a. Kata Benda c. Kata Sifat

b. Kata Kerja

24. “…. I think so. I must say this room is nice and comfortable”



b. Kata Kerja

25. Ulfa: Would you come to my birthday party tonight?

Ayu: Of course, dear. I’ll be happy to come there.



b. Kata Kerja







….. (22) me before tomorrow. Thanks.

See you!

101

26. “ Wow…. The sounds great!”



b. Kata Kerja

27. “….people use the mobile phone to call and send SMS”.



b. Kata Kerja

28. “ Bram, I just got a bad news.”



b. Kata Kerja

29. “Hi, Intan. Are you feeling better now?”



b. Kata Kerja

30. “Let’s go to see my room. What do you think of it?”



b. Kata Kerja

31. “What is your favorite color in your bedroom?



b. Kata Kerja

32. I live in beautiful house. It has three bedrooms.



b. Kata Kerja

33. Do you have a small or a big house?



b. Kata Kerja

102

34. My house has a balcony.



b. Kata Kerja

35. The garden is full of flowers and trees. The color of the house is white and

brown.



b. Kata Kerja

36. There is a garage for our car.



b. Kata Kerja

37. I’ll be very happy if we can take course together. Reply me soon, please.

Thanks.



b. Kata Kerja

38. There will be some interesting books buy.



b. Kata Kerja


C : I want to go to Supermarket to help my mother carry the shopping

bags.



b. Kata Kerja

40. “….the living room, the kitchen, and the dining room are in downstairs”.



b. Kata Kerja

103

ANSWER KEY OF PRETEST

1. B 11. A 21. D 31. A

2. D 12. D 22. B 32. B

3. C 13. D 23. B 33. C

4. A 14. D 24. A 34. A

5. D 15. C 25. C 35. C

6. C 16. D 26. C 36. A

7. B 17. A 27. B 37. B

8. A 18. B 28. C 38. A

9. A 19. B 29. C 39. B

10.D 20. A 30. B 40. A

104

RESEARCH INSTRUMENT

POST TEST

A. Choose the right answer by crossing A, B, C, or D

1. Aliza : Do you like flowers?

Melly : Yes. I like them. I like gardening at my house.

Aliza : Really?

Melly : Of course. I’ll show you my various flowers at my garden.

Aliza : Okay.

What does the word “show” mean?

a. Menanam c. Menyiram

b. Memperlihatkan d. Menonton

2. Riko : Do you like water sport?

Deni : Yes, of course. I spend my holiday to get surfing at the sea.

What does the word “surfing” mean?

a. Berparasut c. Berenang

b. Menyelam d. Berselancar

3. Nisa: Your bedroom is clean and neat. How many times a week do you

clean your bedroom?

Caca: I clean it everyday.


a. Rapi c. Berantakan

b. Bersih d. Kotor

4. Mita :Hello Niken, good morning?

Niken : Hello Mita, good morning.

Mita : What are you doing?

Niken : I am making apel juice

Mita : Can I help you?

Niken : Yes, sure.

What does the word “help” mean?

a.Menolong c.Membuat

b.Menonton d. Melakukan

5. Isti : Could you help me to cut the apples, please

Bila: Okay.

What does the word “cut” mean?

a. Mengiris c. Memotong

b. Mencuci d. Memasak

105

This message for number 6 and 7.

Hello Shanti. Long time no see you. How are you? Tonight is my birthday

party. Would you mind coming to my house at 7 pm? I’ll be very happy if you

can come to my party. Reply me soon, please. Thanks.

6. What does the word “see ” (line 1) mean?

a. Melihat c. Menceritakan

b. Mendengar d. Meminta

7. What does the word “reply ” ( line 5) mean?

a. Menanyakan c. Melanjutkan

b. Menjawab d. Mengobrol


This is my house. I have three rooms, one living room, one kitchen, and one

bathroom. My room is next to the living room. I have a bed, a table, and a chair. I

have a set of computer on my desk.

My living room is not large. I have two sofas and one table. There are

television and DVD player. The kitchen is near to the dining room. The bathroom

is behind my house. I have a toilet, a shower and place for washing clothes.

8. What does the word “desk” (line 5) mean?

a. Rak c. Kursi

b. Lemari d. Meja Tulis

9. What does the word “kitchen” (line 8) mean?

a. Kamar Tidur c. Kamar Mandi

b. Dapur d. Garasi

Read the following short message to answer questions number 10 and 11

From : Dennise (081321858009)

Ricky, are you free this afternoon? If

you are, would you come with me to

the book fair? There are some new

books and novels to buy. All prices will

be cut of until 50%. There are also

106

some interesting events. It’s amazing,

isn’t it? What do you think of it?

10. What does the word “book fair” (line 3) mean?

a. Toko Buku c. Gudang Buku

b. Bazar Buku d. Lomba Buku

11. What does the word “amazing” (line 6) mean?

a. Menakjubkan c. Membosankan

b. Mengkhawatirkan d. Menarik

12. People do this water sport to spend their holiday. What is this?

a. Surfing c. Parasailing

b. Swimming d. Parachuting

13.

From the picture above, this is a…

a. Pool c. Water

b. Brush d. Bathtub

107

14. We can clean our body by using this thing. It is a….

a. Shampoo c. Brush

b. Toothpaste d. Soap

15. It is a…..

a. Hospital c. Mall

b. House d. Historical Building



There is a new department store in our

town. It is at the end of the main road. I …..

(16) a newspaper there everyday. This big

store is opened everyday, even Sunday. It is

always busy on Sunday. A lot of people like

to get ………. (17) on Sunday.

They sell milk, eggs, biscuits, tea,

sugar, and coffee. You can …… (18) aspirin

and toothpaste. You can also get other things

such as clothes, shoes, and cosmetics. You

can even buy fruits and vegetables.

108

16. a. Buy c. Reply

b. Watch d. Assigne

17. a. Hunting c. Cooking


18. a. Give c. Stop

b. Get d. Sell

19. a. Jacket c. Dress

b. Pocket d. Shoes

20. a. Pay c. Sell

b. Cook d. Carry

B. Choose the right answer based on the word kinds by crossing A, B, or

C

1. “…. I have a nice bedroom. It has light blue wall. There is also a beautiful

lamp.”



b. Kata Kerja

2. “…. In my room, there is a cage of my hamster. I love my hamster so

much.”



b. Kata Kerja

3. Ulfa: Do you have a garden in your new house?

Although there are many things in the

store, you can find the things you need

easily. You can find ……. (19) in the shoe

department and vegetables at the vegetable

stalls. You can use a trolley when you need

to ……. (20) many things. It is really a very

big store in our town.

109

Ayu: Yes, I have a small garden and also a swimming pool



b. Kata Kerja

4. “ You may come over to my house and swim anytime.”



b. Kata Kerja

5. “…there are also some interesting events. It’s amazing, isn’t it? What do

you think of it?”.



b. Kata Kerja

6. “….they sell milk, eggs, biscuits, tea, sugar, and coffee”.



b. Kata Kerja

7. “….there are some new books and novels to buy”.



b. Kata Kerja

8. “My room is next to the living room. I have a bed, a table, and a chair”.



b. Kata Kerja

9. “I have a set of computer on my desk”



b. Kata Kerja

10. “There is a new department store in our town.



b. Kata Kerja

110

11. “…you can also get other things such as clothes, shoes, and cosmetics.

You can even buy fruits and vegetables”.



b. Kata Kerja

12. “…although there are many things in the store, you can find the things you

need easily”.



b. Kata Kerja

13. “…it is really a very big store in our town”.



b. Kata Kerja

14. “…there are also some interesting events “.



b. Kata Kerja

15. “…I’ll be very happy if you can come to my party. Reply me soon, please.

Thanks”.



b. Kata Kerja

16. “…I’ll show you my various flowers at my garden”.



b. Kata Kerja

17. “..my living room is not large. I have two sofas and one table. There are

modern television and DVD player”. Kata yang bergaris bawah termasuk

ke dalam jenis kata…


b. Kata Kerja

111

18. “….It’s amazing, isn’t it? What do you think of it?”



b. Kata Kerja

19. “…your bedroom is clean and neat. How many times a week do you clean

your bedroom?”



b. Kata Kerja

20. “Could you help me to cut the apples, please …”



b. Kata Kerja

112

ANSWER KEY OF POST TEST

PART A PART B

1. B 11. A 1. A 11. B

2. D 12. C 2. B 12. A

3. A 13. D 3. C 13. C

4. A 14. D 4. A 14. C

5. C 15. A 5. C 15. C

6. A 16. A 6. A 16. B

7. B 17. B 7. B 17. C

8. D 18. B 8. A 18. B

9. B 19. D 9. B 19. B

10.B 20. D 10.A 20. A

113

APPENDIX 7

THE RESULT OF NORMALITY AND HOMOGENEITY TEST

A. TEST OF NORMALITY

1. Normality of pretest data in both experiment and controlled class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Experiment .111 31 .200* .947 31 .130

Control .134 31 .166 .966 31 .427

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

2. Normality of posttest data in both experiment and controlled class

The data are categorized normal distributed if the value of

significant is higher than 0.05. The result above show that all of data is

higher than 0.05, therefore it can be concluded that all data are normal

distributed.

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Experiment .149 31 .079 .946 31 .122

VAR00002 .110 31 .200* .962 31 .321

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

114

B. TEST OF HOMOGENEITY

1. PRE-TEST

Test of Homogeneity of Variances

Variable

Levene

Statistic df1 df2 Sig.

2.784 1 60 .100

2. POST-TEST

Test of Homogeneity of Variances

Variable

Levene

Statistic df1 df2 Sig.

2.861 1 60 .096

The data are categorized homogenous if the value of significant is

higher than 0.05. The result above show that all of data is higher than 0.05,

therefore it can be concluded that all data are homogenous.

Appendix 8

Nornor : Un.01/F. 1/KM.01 .31.Iilb.12014Lamp. . Outline/ProposalHal : Permohonan lzin Penelitian

Nama

NIM

Jurusan

Semester

Tembusan:1. Dekan Fll-K2 Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

No. Revisi

SURAT PERMOHONAN IZIN PENELITIAN

115

01

1t1

Jakarta, 20 Januari 2014

Kepada Yth.

Kepala l''llaclr"asah 1-sanawiyah Negeri 13 Jakar-tadiTempat

Assalam u' al a iku m wr.wb.

Dengan hormat kami sampaikan bahwa,

: Neneng Suhaimi

:109014000019

: Pendidikan Bahasa lnggris

: Sepuluh (X)-fahun Akademik .201312014

Judul Skripsi . The Effectiveness of Using Visual Media in lmproving(\+, ..J^^+^r \ ,- ^^L. ,. -.Diuqenis V'OCaPUrai-y

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan LJIN Jakarta yangsedang menyusun skripsi, dan akan mengadakan penelitian (riset) diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassal am u' al aiku m wr.wb.

idikan Bahasa Inggris

lat2 199 r03 r 002

KEMENTERIAN AGAMAUIN JAKARTAFITKJl lr. H Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

Tgl. Terbit : 1 Maret 2010

1

rc1If'c +'s;

ii sr';y,! lJrt* [*

Appendix 9 116

KEMENTERIAN AGAMAMADRASAH TSANAWIYAH NEGERI 13

JAKARTA SELATANJL. H. DILT]N ULT]JAMI RAYA, PESANGGRAHAN. JAK - SEL. T8LP.7374152

JL. H. MUHTAR RAYA GG. H. DOEL PETUKANGAN UTARA. PESANGGRAHAN JAK . SEL. TELP.73883765

Website :wwrv.rntsnl3iakarta.co,cc Email : [email protected]

SURAT KETERANGANNomor : MTs.09.1.13/PP.00.51 tgr 12014

Yang Sertanda-iangan di o-awah ini Kepalar=v{adrasali Tsairawilah NeBeri 13 Jakaita

Selatan :

Nama

NIPPangkat/Golongan

Jabatan

Unit Kerja

Menerangkan bahwa:

Nama

NIMFakultas

.Iurusan

Dra. Hj. Retno Dewi Utami, M.Pd

t96712151994032003

Pembina Tk.1/IV.bKepala Madrasah

MTs.N 73 Jakuta Selatan

Neneng Suhaimi

109014000019

Ilmu Tarbiyah dan Keguruan

Pendidikan Bahasa Inggris

Bahwa benar nama tersebut diatas telah melakukan penelitian di MTs. Negeri 13 Jakarta

Selatan terhadap peserta didik kelas VII (tujuh) terhitung sejak tanggal2S Januari s.d 7 Maret

2014 dengan Judul " The Effictiveness of Using Visual Media in Improving Students'

Vocubulury "

Demikian Surat Keterangan ini dibuat untuk dapat dipergunakan sebagaimana mestinya.

2014

Dewi Utami, M.Pdt2r51994032003

Documents

THE EFFECTIVENESS OF USING FLASH CARD IN TEACHING …repository.uinjkt.ac.id/dspace/bitstream/123456789/27825/1/NENENG SUHAIMI-FITK.pdf · sebagai kelas kontrol dan 7 D sebagai kelas