the effectiveness of crossword puzzle in learning
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THE EFFECTIVENESS OF CROSSWORD PUZZLE IN
LEARNING VOCABULARY
(A Quasy-experimental Study at the Seventh Grade Students of MTs. Muhammadiyah
1 Ciputat)
“A Skripsi”
Presented to Faculty of Educational Sciences in Partial Fulfilment
and Requirements for the Degree of S.Pd. (S-1)
in English Education
Submitted by:
EKA FITRIYANI
1111014000005
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
t
a
Li
Advisor I
NWSiti NurulAzkiyah. M. Sc. ph. D
THE ET'F'ECTIVENESS OF CROSSWORD PUZZLE
IN LEARNtr{G VOCABULARY
(A Quasy-experimental study at the seventh Grade students
of MTs. Muhammadiyah 1 Ciputat)
'oA Skripsi'
Presented to Faculty of Educational sciences in partial f,'ulfillment andRequirements for the Degree of S.pd (S.1)
in English Education
Submitted by:
EKA T'ITRTYANI
111101400000s
Approved by the advisors:
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF IIIDAYATI]LLAH STATE ISLAMIC UNIVERSITY
JAKARTA
20t6
Advisor II
t
t
ENDORSEMENT SHEET
The Examination Committe of Faculty of Educational Sciences certifies that
the "Skripsi" Scientific Paper entitled " The Effectiveness of Crossword Puzzle in
Learning Vocabulary (A Quasi-Experimental Study at the Seventh Grade of MTs.
Muhammadiyah I Ciputat)" written by Eka Fitriyani, students' number:
1111014000005 was examined by the Committe on October 3'd,201.6, and was
declared to have passed to fulfiII one of the requirements for the degree of S.Pd. (S-1)
in English Education.
EXAMINATION COMMITTE
Chairman Dr. Alek. M.Pd.NrP. 19690912 200901 I 008
Secretary
Examiner I
Examiner II
Zaharil Anasy. M.Hum.NrP. 19761007 2007t0 1 002
Dr. Atiq Susilo. MA.NrP. 19491122 197803 t00r
Drs. Sunardi Kartowisastro. Dipl. Ecf
Acknoweledged by
Dean of Facrllgy of Educational Sciences
Jakarta, October 3'd, 2016
KEMENTERIAN AGAMAT]IN JAKARTATTTI(Jl. b. H. -W No 95 Cpuu I 51 1 2 ld*^aa
ST]RAT PER}IYATAAN KARYA SENDIRI
FORM (rR)
No. Dokumen : FruK-FR-AKD{89Tgl. Terbit : I Maret 2010
Saya yang bertanda tangan di bawah ini,
Eka Fitriyani
Pe-malang, .t9 J-ar,ruali. I 992
1111014000005
Pendidikan Bahasa Inggrrs
The Effectiveness of Crossword Puzzle in Leaming
Vocabulary (A Quasi - Experimental Study at the Seventh
Grade Students of MT* Muhammadiyah I Ciputa)
Dosen Pembimbing : 1. Dr. Nurul Azkiya, M. Sc. Ph. D.
2. Drs. Bahd Hasibuan, M. Ed.
dengan ini menyatakan bahwa slaipsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggung jawab se&ua akademis atas apa yang saya fulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah.
Nama
TempatlTgl.Lahir
NIM
Jurusan / Prodi
Judul Skripsi
Jakarta, 29 Agu-stus 201 6
NIM.] 1 110
!trs*
iff*a+a,ffia
H&xt;sG
5ET
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No. Revisi: : 0lHal t/t
ABSTRACT
Eka Fitriyani, (1111014000005) 2016 THE EFFECTIVENESS OF CROSSWORD
PUZZLE IN LEARNING VOCABULARY (A Quasi-experimental Study at
Sevent Grade Students of MTs. Muhammadiyah 1 Ciputat). Skripsi, English
Education Department, Faculty of Educational Sciences, Syarif Hidayatullah
State Islamic University Jakarta.
Advisor I : Siti Nurul Azkiyah, M.Sc.,Ph.D.
Advisor II : Drs. Bahrul Hasibuan, M.Ed.
Keywords: Crossword Puzzle, Vocabulary.
The objective of this research was to get empirical evidence of using Crossword
Puzzle in Learning Vocabulary. The sample of this research was seventh grade
students of MTs. Muhammadiyah 1 Ciputat. They were VII-1 as the experimental
class and VII-2 as the control one. Each class consisted 32 students . For sampling
tehcnique, the researcher used purposive sampling. In getting the data, the researcher
used test that devided into pre-test and post-test. The instrument of this research was
test that in form multiple choices. In analzing the data, the researcher used T-test
formula to analyze students’ achievement by conducting a pre-test and post-test. The
result of this study showed that most of students have gained good scores after
treatment. The students’ pre-test mean score in experimental class was 62.75 while
the post-test mean score was 83.97. In contrary, the students’ pre-test mean score in
controlled class was 61.40 and the post-test mean score was 71.88. The result of
statistical hypotheses test found that on significance level 5%, tobservation was 2.13
while ttable with df= 62 was 1.999 or tobservation > ttable.The findings of the study state
that using cross word puzzle in learning vocabulary is an effective way and quite
success because it can improve the students’ achievement in learning vocabulary.
ABSTRAK
Eka Fitriyani, 2016 THE EFFECTIVENESS OF CROSSWORD PUZZLE IN
LEARNING VOCABULARY (A Quasi Experimental Study at Seventh Grade
Students of MTs. Muhammadiyah 1 Ciputat). Skripsi, English Education
Department, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic
University Jakarta.
Pembimbing I : Siti Nurul Azkiyah, M.Sc.,Ph.D.
Pembimbing II : Drs. Bahrul Hasibuan, M.Ed.
Kata Kunci: Permainan TTS, Kosa Kata.
Penelitian ini bertujuan untuk mendapatkan bukti empiris penggunaan
crossword puzzle. Adapun sample yang digunkakan pada penelitian ini adalah
sebanyak 32 siswa kelas tujuh Mts. Muhammadiyah 1 Ciputat. Dalam mendapatkan
data, penulis menggunakan metode quasi-experimental. Instrumen dalam penilitian
ini adalah pilihan ganda pada pre-test dan post-test. Hasil yang di peroleh yaitu
bahwa nilai rata-rata kelas experimental 62.75 sedangkan nilai rata-rata post-test
siswa yaitu 83.97. Sebaliknya, nilai rata-rata pre-test kelas kontrol adalah 61.40 dan
nilai rata-rata post-test adalah 71.88. Pengaruh yang signifikan dapat dilihat pada nilai
rata-rata siswa post-test pada kelas experimen yang diberlakukan menggunakan teka-
teki silang. Nilai rata-rata kelas experimen lebih besar dari pada nilai rata-rata post-
test kelas kontrol yang tidak menggunakan teka-teki silang. Hasil yang diperoleh
pada penelitian ini menunjukan bahwa penggunaan teka-teki silang pada
pembelajaran vocabulary merupakan cara yang efektif dan cukup sukses. Hal ini bisa
di lihat dari pencapain siswa dalam belajar vocabulary.
iv
ACKNOWLEDGMENT
All praise be to Allah the Lord of the worlds for the blessing, the strength
and the guidance to the researcher in completing this research. Peace and blessing
from Allah SWT be upon to the Prophet Muhammad SAW, his families, his
companions and his followers.
It is a precious thing that the researcher finally accomplishes her
„skripsi‟entitled “The Effectiveness of Crossword Puzzle in Learning
Vocabulary”(A Quasi-Experimental Study at the Seventh Grade Students of MTs
Muhammadiyah 1 Ciputat). It is presented to the Faculty of Educational Sciences
in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in
English Education.
On this occasion, the researcher would like to give the deepest gratitude
and the greatest honour to her beloved parents, Mrs. Rikhanah and Mr. Abdul
Basyir and her lovely husband, Jaenudin who always give prayer and motivation
to finish her study. The researcher would also like to express her gratitude to Siti
Nurul Azkiyah, M.Sc., Ph.D. and Drs. Bahrul Hasibuan, M.Ed. as the advisors
who have given guidance, advice, motivation, and patience to the researcher in
accomplishing this „skripsi‟.
The researcher‟s gratitude also goes to:
1. All lecturers especially those of Department of English Education for
the worthy knowledge, motivation and patience to the researcher
during her study at Syarif Hidayatullah State Islamic University.
2. Dr. Alek, M.Pd. as the Head of Department of English Education.
3. Zaharil Anasy, M.Hum. as the Secretary of Department of English
Education.
4. Siti Nurul Azkiyah, M.Sc., Ph.D as the researcher‟s academic advisor.
v
5. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of
Tarbiyah and Teachers‟ Training.
6. For all beloved friends of A Class 2011 in Department of English
Education, especially Rimalia Nur Febriani, Rosya Kurniati, Miryanti,
Utul Azkiyah, Nurul Fatmawati, Faras Labieb, Akhmad Fahri and
Imam Damarullah who always help, share and support the researcher.
7. For my best friends, Novia Nur Komala Dewi, Misyka Nuri Fatimah,
Aptiyani Nur Janah, Risna Nur Hasanah, Fahmi Saefudin, Nisa, Sulis
and Dede who always support the researcher to finish her study as
soon as possible.
8. To any other persons who give contribution to the researcher and
whose name cannot be mentioned one by one.
Finally, the researcher truly realizes that this „skripsi‟ cannot be
considered as a perfect masterpiece. Therefore, it is a very precious thing for her
to get suggestion and criticism which hopefully can make it better.
Jakarta, Agustus 2016
The writer
TABLE OF CONTENTS
APPROVAL .................................................................................................. i
ABSTRACT ................................................................................................... ii
ABSTRAK ..................................................................................................... iii
ENDORSEMENT SHEET ........................................................................... iv
ACKNOWLEDGMENT ............................................................................... v
TABLE OF CONTENTS ............................................................................... vi
LIST OF TABLES ........................................................................................ vii
CHAPTER I. INTRODUCTION .................................................................. 1
A. Background of Study ................................................................ 1
B. Identification of Problem .......................................................... 4
C. Formulation of the Problem...................................................... 4
D. Limitation of the Problem ....................................................... 4
E. Purpose of the Study ................................................................ 4
F. Significance of the Study.......................................................... 5
CHAPTER II. THEORITICAL FRAMEWORK ....................................... 6
A. Vocabulary ............................................................................ 6
1. The Understanding of Vocabulary .................................. 6
2. The Importance of Masterinf Vocabulary for Students .. 7
B. Teaching Vocabulary ............................................................. 9
1. What the Students Need to Learn ................................... 9
2. Media in Teaching Vocabulary ....................................... 10
3. Principles of Teaching Vocabulary ................................. 12
C. Games ..................................................................................... 13
1. The Purpose of Game ...................................................... 13
2. The Advantages of Games ............................................. 14
3. The Understanding of Crossword Puzzle........................ 15
4. Teaching Vocabulary Using Crossword
Puzzle .............................................................................. 16
5. The Advantages of Crossword Puzzle ........................... 17
6. Previous Related Study .................................................. 18
7. Theoretical Framework ................................................... 19
CHAPTER III. RESEARCH METHODOLOGY ...................................... 20
A. Research Design .............................................................. 20
B. The Place and Time of the Research ............................... 20
C. The Population and Sample ............................................ 21
1. Research Population ................................................. 21
2. Technique Sampling ................................................ 21
D. Instrument of Study ........................................................ 21
E. Technique of Collecting Data ......................................... 21
F. Technique of Analyzing Data ......................................... 22
1. Validity .................................................................... 22
2. Realibility ................................................................ 22
3. Discriminating Power ............................................. 23
4. Item Difficult .......................................................... 23
5. Normality Test ......................................................... 24
6. Homogeneity Test ................................................... 25
7. T-Test ...................................................................... 25
G. Statiscal Hypothese ....................................................... 27
CHAPER IV. RESEARCH FINDINGS ....................................................... 28
A. Data Description ............................................................. 28
1. The Data of Experimental Class ............................... 28
2. The Data of Control Class ......................................... 29
B. Analysis of Data .............................................................. 31
1. Validity Test .............................................................. 31
2. Realibity Test ........................................................... 31
3. Discriminating Power .............................................. 31
4. Item Difficulty........................................................... 34
5. Normality Test ......................................................... 34
6. Homogeneity Test ..................................................... 37
C. Test of Hypothesis ......................................................... 38
D. Interpretation of the Data and Discussion ....................... 41
CHAPER V. CONCLUSION AND SUGGESTION ................................... 44
A. Conclusion ...................................................................... 44
B. Suggestion ...................................................................... 45
REFERENCES .............................................................................................. 47
APPENDICES ............................................................................................... 62
LIST OF TABLES
Table 4.1 .......................................................................................................... 25
Table 4.2 ......................................................................................................... 26
Table 4.3 ......................................................................................................... 28
Table 4.4 .......................................................................................................... 30
Table 4.5 ......................................................................................................... 31
Table 4.6 .......................................................................................................... 31
Table 4.7 ......................................................................................................... 32
Table 4.8 .......................................................................................................... 32
Table 4.9 .......................................................................................................... 33
Table 4.10 ........................................................................................................ 34
Table 4.11 ........................................................................................................ 34
1
CHAPTERI
INTRODUCTION
A. The Background of the Study
Vocabulary is one of the important language aspects in learning
English.Having vocabulary, students are easier to understand teachers‟
explanation and also help them in learning four language skills namely
listening, speaking, reading and writing. Wilkins as cited in Scott Thornbury
states that “without grammar very little can be conveyed, without vocabulary
nothing can be conveyed”.1 This indicates that vocabulary has an important
role in communicates the ideas. Students who have enough vocabulary are able
to write and speak well.
Additionally, students need to learn academic words list in
understanding vocabulary. Scott Thornbury states “a recently published
academic word list consists of just 570 words families, covering a variety of
disciplines – arts, commerce, law and science – also includes such items as
analyse, concept, data and research”.2This is important because those academic
words can help students in learning huge number of vocabulary in the class. On
the other hand, “most researcher nowdays recommended a basic vocabulary of
at least 3.000 word families, while for more specialised needs, a working
vocabulary of over 5,000 word families is probably desirable”.3
Regarding the importance of vocabulary, students need to learn
vocabulary because vocabulary is the key to learning language and the most
important aspect in using language.Students who have sufficient vocabulary,
automatically can speak and build sentences well. According to Jack Richards
and Willy A. Renandya, “vocabulary is a core component of language profiency
1 Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Education, 2002),p. 13
2Ibid., p. 21.
3Ibid., p. 21.
2
and provides much of the basis how well learners speak, listen, read and write
well”.4
However, in term of teaching English many students are still confused to
use vocabulary in their writing. Many students could not choose and use the
suitable and correct vocabulary. Students did not understand when teacher used
English in the class so they asked the teacher to translate into Indonesia
language. Furthermore, teachers are seldom use mediaand teaching by repetition
makes the students feel bored. Those information is obtained when the writer
did Integrated Teaching Practice Profession-Praktek Profesi Keguruan Terpadu
(PPKT) program as English teacher in MTs. Muhammadiyah 1 Ciputat for four
months. Based on factors above, teachers need to provide students with various
techniques to increase students‟ vocabulary.
Dewi Nurhamida (2012) found that many students get the difficulty in
remembering new vocabulary and also they are not interested in learning
English. Then she used word wall as media in teaching vocabulary to improve
students‟ vocabulary mastery. After she used word wall in teaching vocabulary,
students‟ score were higher than before she used media. Additionally, Hari
Supriyatna (2014) found that technique in teaching vocabulary is less of
variation and tend to be monotonous. Then he used guessing game as media in
teaching vocabulary. The result of students‟ score who were taught by using
guessing game as media was higher. From some researchs above, it can be
suggested that the use of media in teaching vocabulary is effective, it
showedthat students‟ score in experimental class that use media is higher than
students‟ score in control class that without media.
Additionally, there are some techniques and media that can build the
interest of students in learning vocabulary. One kind of media that the writer
wants to apply in teaching vocabulary is crossword puzzle. By applying
4Jack C. Ricahrds and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 255
3
crossword puzzle the writer hopes that it seems to be effective for students‟
vocabulary learning.5
“The crossword puzzle is a game that makes the teaching-learning
process attractive.”6 It means that the crossword puzzle will motivate the
students to solve the puzzle by making learning fun and relaxed. In this case
students more understandin learning vocabulary because they have to fulfill the
hidden words that teacher give by using crossword puzzle and make them
remember vocabulary easily in different way, that is rewriting them.The reasons
of using this game are because the learners can enjoy in learning of the target
language.7 It is because the students are involved in the learning process.
Moreover, the crossword puzzle can also help the students to gain their interest
in learning vocabulary by practice and repetition the sentence pattern. By this
technique, it helpis the students see or think that English is not a difficult subject
as they think.
There is one relevant previous research that supported the use of
crossword puzzle in vocabulary learning. Wiwat Orawiwatnakul (2013) has
done the research and showed the result that students‟ retention in memorizing
vocabulary they gained from the activity provided and also their vocabulary
improved.
Referring to some problems and advantages of crossword puzzle, the
writer would like to investigate whether or not the use of crossword puzzle in
teaching vocabulary is really effective.
5Martin C. Njoroge, Ruth W. Ndung‟u and Moses Gatambuki Gathigia, The Use of Cross
Word puzzle as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan
Secondary School, (International Journal of Current Research, Vol 5, Issue 02, pp.313-321, February,
2013),p. 2. 6Ibid.,p. 2.
7Ibid.,p. 7.
4
B. The Identification of Problem
According to the background of the study above, there are several
problems that can be identified in this research:
1. Many students are still confused to use vocabulary in their writing.
2. Many students could not choose and use the suitable and correct
vocabulary.
3. In teaching and learning teachers are seldom use media.
4. Teaching by repetition makes the students feel bored.
C. The Formulation of Problem
Based on the statement above, the writer formulates the problem of the
research as followed: Is using crossword puzzle effective in teaching
vocabulary to the 7th
grade students of MTs Muhammadiyah 1 Ciputat?
D. The Limitation of the Problem
This study was conducted at the second semester 2015/2016of academic
year at 7th
grade students of MTsMuhammadiyah 1 Ciputat. This research did
not focus on teaching vocabulary in general but only focuses on teaching
vocabulary using crossword puzzle which is specifically taught to 7th
grade of
junior high school.
E. The Objective of the Research
The objective of this research is to get empirical evidence of whether or
not the using of crossword puzzle in teaching vocabulary to grade VII at MTs
Muhammadiyah1Ciputat is effective.
5
F. The Significance of the Study
This research is expected to expand the writer‟s insight into crossword
puzzle in teaching vocabulary in particular, and the reader‟s, in general.
6
CHAPTER II
LITERATURE REVIEW
In this chapter, the writer tries to give clear description of literature review. The
sub sections are Vocabulary that consists of The Understanding of Vocabulary and
The Importance of Mastering Vocabulary for Students. This section will be followed
by Teaching Vocabulary which consists of What The Students Need to learn, Media
in Teaching Vocabulary,and Principles of Teaching Vocabulary. In the last sub is
Game that consists of The Purpose of Game,The Advantages of Game, The
Understanding of Crossword Puzzle, Teaching Vocabulary Using Crossword Puzzle
and The Advantages of Crossword Puzzle.
A. Vocabulary
1. The Understanding of Vocabulary
In learning new language, vocabulary is one of the important language
components that language learners need to learn. Language learners need a
great range of vocabulary to be able to understand the text written in English,
comprehend the message, and speak and write in English.
Several authors have interpreted the meaning of vocabulary in different
point of view. Penny Ur defines vocabulary as the words thatteacher teach in
foreign language. However, a new vocabulary may be more than one word
which is made up from two or three words that conveys a meaning. Besides,
there are multi-word idioms where the meaning of phrase cannot be concluded
from an analysis of component word.8 Additionally, Richards and Renandya
states that vocabulary is one of crucial part in language learning that will
8Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge
University Press, 1991), p. 60.
7
become a basis of how learners can speak, listen, read and write well.9
Meanwhile, according to Laurie Bauer vocabulary is about words where they
derive from, how they change in different categories, how they relate each
other and also how we use them to see the world.10
Furthermore, Hatch and
Brown that define vocabulary as a set of particular language or a list or set of
words that people can use.11
Based on the definition above, the writer can say that vocabulary is a set of
word that used to express the ideas and learn new subject.
2. The Importance of Mastering Vocabulary for Students
Vocabulary is important for student‟s understanding in four language
skills. Students who have enough vocabulary will find little difficulties in
using the language in written and oral form. The roles of vocabulary above
show that vocabulary is important for students because it will help them to
understand the task. In addition, there is a relationship between vocabulary
and understanding. If students know the meaning of words, the students will
be able to comprehend it. Wilkins as cited in Scott Thornbury state “without
grammar very little can be conveyed, without vocabulary nothing can be
conveyed.12
Additionally, as stated by David and Vallete in their book that vocabulary
is important part in all languages teaching, students must learns words as they
learn grammar and practice pronounciation.13
Furthermore, McCharty states
that vocabulary is the biggest component of any language course. No matter
how well students learn grammar and the sounds of language are mastered,
9Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology
of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 255. 10
Laurie Bauer, Vocabulary, (New York: Routledge, 1998), p. VIII. 11
Evelyn Hatch and Cherryl Brown, Vocabulary, Semantic, and Language Education,
(Cambridge: Cambridge University Press, 1995), p. 1. 12
Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Longman, 2002), p. 13. 13
Edward David and Rebecca M, Vallete, Classroom Tehnique Foreign Language and
English as a Second Language, (New York: Harcout Brave Javanovich, 1997), p. 149
8
without words to express a wide range of meanings, communication just
cannot happen in any meaningful way.14
It means that understanding a large
number of vocabulary will be helpful for language learner better than
understanding language structures and sound of language because by learning
vocabulary learners will be able to understand the language.
Moreover, as Kreshen points out that a large vocabulary is very crucial for
mastering a language.15
It means that vocabulary is the key to students for
understanding what they hear and read in the school; and then communicating
successfully with other people. As Wilkins emphasizes the importance of
vocabulary acquisition in learning language by stating that without grammar
students cannot make communication but without vocabulary it is impossible
to communicate with other people.16
From the explanation above, it showed that vocabulary is important for the
students in teaching learning process. If the students just have a little of
vocabulary, they will be unable to understand the question and the text of
English. In addition, if the learners have lack of vocabulary, they do not have
very much information or knowledge. Otherwise, if the students know and
understand vocabulary they will be able to communicate effectively and
understand the English text.
14
Michael McCarthy, Vocabulary, (New York: Oxford University Press, 1990), p. 3. 15
Krashen, S.D. (1989). We acquire vocabulary and spelling by reading: Additional evidence
for the input hypothesis. The Modern Language Journal, 73, 440-463.in Thuy. N. N., The Effects of
Semantic Mapping on Vocabulary Memorizing. P. 630 16
Wilkins, D. A. (1972).Linguistics in Language Teaching.Edward Arnold, (London) ,p. 111
in Unaldi. I., Bardakci. M., Akpinar. K. D., and Dolas. F. A comparison of contextualized,
decontextualized and corpus-informed vocabulary instruction: A quasi-experimental study. 2013.
Journal of Language and Literature Education, 8, p. 78.
9
B. Teaching Vocabulary
1. What the Students need to Learn
In learning vocabulary many studentsare confused in using it. Therefore,
they can not choose and use the suitablevocabulary, write with wrong spelling
and grammar. However, according to Harmer there are four components that
students can learn17
:
a. Meaning
Student needs to know that vocabulary item may have more than one
meaning. Hence, they have to look at the context in which it is used.
This is very important in learning vocabulary because the meaning of
words commonly have relationship with other words. These
relationships make the learner commit some vocabulary and defining
the semantic area of word.18
b. Word Use
Students need to know that the use of word can change the meaning
based on how it is used. In other words, students also need to know
collocation. Collocation consists of pairs or group of word that co-
occur with high frequency.
c. Word Formation
Words can change their shape and their grammatical value. Students
need to know word formation and how to twist words to fit different
grammatical context.
d. Word Grammar
Words change according to their grammatical meaning, so the use of
some words can trigger the use of some grammatical pattern. The
17
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:
Longman 1991), p. 156-158 18
Marianne Celce-Murcia. Teaching English as a Second or Foreign Language.Third
Edition.(Boston: Heinle and Heinle Publisher), p. 292.
10
grammar need to be taught because an item may have an unpredictable
change of form in grammatical context.
2. Media in Teaching Vocabulary
In the teaching vocabulary students are not only learning those words and
memorize them but also understanding the meaning of words. Hence, the use
of media is important because students can understand and recall previous
materials in the process of acquiring vocabulary.
Teacher can discover some techniques in teaching vocabulary, Pittman as
cited in Jack C. Richrads and Tehodore S. Rodgers states there are some ways
in demonstrating the meaning of new language such as using picture, realia,
action with gesture and also the real object.19
These are some activities in
learning vocabulary:
a. Realia
Presenting the real thing can be used in learning and teaching in the
classroom such as pen, ruler, book, and ball. The teachers hold the
things and say it loudly then get students to repeat it.
b. Pictures
Picture can be flashcards, wall pictures, charts, magazine picture and
any other non-technical visual. Teacher can use this to explain the
meaning of words such teachers draw or bring some pictures then
show to the students that students can illustrate the pictures such as
hat, house, door, etc.
c. Mime, Action and Gesture
Action will be better to explain by mime. This concept of this action is
easily presented such as running, walking, crying, etc.
d. Explanation
19
Ibid.,p. 43.
11
For the beginner the explanation will be difficult but it will become
easy by remembering the fact of these words. For instance, explain the
meaning of „mate‟ teachers have to point out that it is colloquial words
that used in informal context.
e. Translation
Translation is the easy way in teaching vocabulary to understand the
meaning.20
In choosing words for the students, teachers should know
some characteristic of words. Beck et al. as cited by Joanne Schudt
Caldwell points out three levels of words. The first level is including
basic words such as walk, mother and animal. The second level is
including high-frequency such as compromise, diligent, and fortunate.
And last is including specific content areas such as manometer,
organelles and capsid.21
Furthermore, Nagy as cited in Thomas B. Smith identified three
elements which are needed to an effective programs in teaching
vocabulary: integration, meaningful use and repetition22
. Integration
means that vocabulary lesson must be an integral, teachers should
teach vocabulary and tie into reading and writing lesson. Then,
meaningful use means teachers should give opportunities to the
students to practice what they have learned in meaningful ways. The
statement above is supported by R. Ellis and He as cited in Susan M.
Gass and Larry Selinker state that “when learners have opportunity to
use new word in a communicative context, those words are retained in
short and long term than when they are only input them on their
20
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:
Longman), p. 161. 21
Joanne Schudt Caldwell, Comprehension Assessment, A Classroom Guide, (New York:
The Guilford Press.,2008), p. 133-134. 22
Thomas B. Smith, Teaching Vocabulary Expeditiously: Three Key of Improving Vocabulary
Instruction, (The English Journal, Volume 97, No 4 March., 2008), p. 21.
12
mind”.23
The last is repetition, it means that teachers have to recall
previous vocabulary in every ways in which students always remember
the vocabulary that they have learned. According to Brown one
important way of aiding memory is by associating what is to be
learned.24
This indicates when teachers teach new vocabulary they
need to associate vocabulary that they have learned before.
f. Crossword Puzzle
Crossword puzzle can be used in teaching and learning as other media.
Teacher may wish to highlight keywords of a short story or teachers
may also decide to provide students with key words of a short story in
crossword puzzle and students are required to provide the clues.25
3. Principles of Teaching Vocabulary
a. Concrete word
A general principle in the past has been to teach more concrete words.
The things which the words represent are there in front of the students
and thus easily explained.
b. Frequency
A general principle of vocabulary selection has been that of frequency.
Teachers can decide which words they should teach on the basis of
how frequently they are used by speaker of the language. The words
which are most commonly used are the ones they should teach first.
23
SusanM. Gass &Larry Selinker, Second Language Acquisition, An Introductory Course,
Third Edition, (New York: Routledge, 2008), p. 464. 24
James I Brown,Programmed Vocabulary, (New York: Meredith Publishing Company,
1964), p. 4. 25
Anthony Mollica, Crossword Puzzle and Second Language Teaching, (American
Association of Teachers of Italian, 2007), http:www.jstoe.org/stable/2766126, p. 73-74
13
c. Coverage
Another principle that has been used in the selection of vocabulary is
that of coverage. A word is more useful if it covers things than if it
only has one very specific meaning.
d. Choice
In order to know which are the most frequent words students can read
or listen to a lot of English and list the words that are used, showing
which ones are used most often and which are used least often.26
C. Games
1. The Purpose of Games
Game is an activity which is entertaining and engaging, often challenging
and also in which learners play and interact with others.27
This activity is a
way to help students not only enjoy and entertain with the language they learn
but practice it incidentally. Game has some purposes:
a. Physical activity: to release physical and nervous tension and to
promote mental alertness by breaking the routine of drills.
b. Enjoyment: to create a climate of fun and interest that will help the
students look forward to their English lesson.
c. Cultural content: to use game as a way of repealing general pattern of
culture that should add to the student‟s grasp of the waysof English
speaking people.
d. Laguage learning: to serve as an adjunct to the tehnique of teaching
grammar and sound system of the new language.28
26
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:
Longman 1991), p. 154. 27
Andrew Wright, et. al, Games for Language Learning, Third Edition, (Cambridge:
Cambridge University Press, 2006), p. 1. 28
David Croocal &Rebecca L. Oxford, Simulation, Gaming and Language Learning, (New
York: Newburry House Publisher, 1990), p. 11
14
From the purpose of game above crossword puzzle can be applied in
physical activity such students can write the correct word from the clues
in the board. The use of crossword puzzle is to create the class alive and
also teacher can use this media to teach sound system of new language.
2. The Advantages of Games
Andrew Wright points out some advantages of games in his book.
a. Games help and encourage many learners to support their interest and
work.
b. Games also help the teacher create contexts in which the language is
useful and meaningful. Students want to take part, and in order to do
so must understand what others are saying or have written, and they
must speak or write in order to express their own point of view or give
information.
c. Many games make language items more conventional.
d. By making language convey information and opinion, games working
of language as living communication.
e. Games can provide intense and meaningful practice of language.29
Additionally, according to Lee Su Kim there are many advantages of using
games in the classroom.
a. Games are a welcome break from the usual routine of the language
class.
b. They are motivating and challenging.
c. Learning a language requires a great deal of effor. Games help students
to make and sustain the effort of learning.
d. Games provide language practice in the various skills such as
speaking, writing, listening and reading.
29
Op.cit., 2006, p. 2
15
e. They encourage students to interact and communicate.
f. They create a meaningful context for language use.30
3. The Understanding of Crossword Puzzle
The first puzzle was created by Arthur Wynnefrom Liverpool appeared in
the shape of a diamond without any "black" squares and were called "word-
cross. Whynne called the cross word puzzle because he had positioned the
words in the form of a cross (which also resembles a diamond). It had the
word “fun” written in it because it appeared in the “fun” page. In addition
according to Augarde (1984) in Molica, cross word puzzle
usually consist of chequered diagrams (normally rectangular) in
which the solver has to write words guessed from clues. The words
are separated by black squares or by thick bars between squares. [. . .]
Crosswords are now usually designed so that they look the same when
they are turned upside down. But many early crosswords lacked this
kind of pattern or were designed symmetrically, so that the left side as
the mirror-image of the right side.31
Moreover, Bressan points out that cross word puzzle is a attractive game.
Student not only do the crossword puzzle offer challenge to solve the puzzle
but also they can practice and repeat the sentences pattern and vocabulary.32
It
can be concluded that cross word puzzle is a game that student need to fill the
hidden word horizontally (across) and vertically (down). Students have to
supply an appropriate accurate answer that single space corresponds to each
30
Lee Su Kim, http://www.teflgames.com/why.html. Creative Games for the Language Class,
„Forum‟ Vol. 33 No. 1, January-March 1995, p. 35. 31
Anthony Mollica, Cross Word Puzzle and Second Language Teaching, (American
Association of Teachers of Italian, 2007), http://www.jstor.org/stable/27669126, p. 60. 32
Martin C. Njoroge, Ruth W. Ndung‟u and Moses Gatambuki Gathigia, The Use of Cross
Word puzzle as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan
Secondary School, (International Journal of Current Research, Vol 5, Issue 02, pp.313-321, February,
2013),p. 3.
16
letter of the correct response and other components of the puzzle depend on
correct response in the coinciding slots.
4. Teaching Vocabulary Using Crossword Puzzle
There are three-step processes to this type of puzzle. First, students have to
use the appropriate vocabulary item. For facilitated students, teachers use
symbolic rather than translation such as object (noun), activity (verb) and
description (adjective). Second, student writes the appropriate lexical item in
underlined space that corresponds to the number of letters in actual word,
hence the student selects among synonym for the form in the puzzle. Third
stage requires the student to locate the words in appropiate spaces.33
The various preceduree are possible as Lee define:
1. Teaher gives the same crossword puzzle for each student. They solve
individually with the help of written clues.
2. Teaher devides the class into group. Then the teacher gives a different
crossword for each group. Everyone in the group helps to solve it.
however, if there is a more active member in one group, they tend to do
all the work. in otherwise, if there is a more passive member in one
group, they will difficult to do all the work.
3. Teachers gives crossword puzzle for all of students. They do the
crossword puzzle individually. Then the teacher divides the class into
groups and then they work in group. The students can share their
answer to finish their crossword puzzle in their group.
4. The teacher writes crossword puzzle on the board, but no written clues.
The teacher gives clues orally and solve the crossword step by stepwith
33
Frank Nuessel, Recreational Problem-Solving Activities for Teaching Vocabulary in
Elementary and Intermediate Spanish, Hispania, Vol. 77 No. 1 March., 1994, (American Association
of Teachers of Spanish and Portuguese), p. 2.
17
the class. the class is divided into groups and each group come to the
board and writes the words in one by one.34
5. The Advantages of Cross Word Puzzle
Cross word puzzle is one of many instructional game that comprehend
word-level into grid and make the class fun with puzzle clues and the object of
cross word puzzle is to find the hidden list word based on clues.35
Teaching
vocabulary through cross word puzzle may draw on other problem-solving
activities in order to reinforce previous lexical items or it may deal with an
entirely new lexical. In learning vocabulary through cross word puzzle is an
effective and interesting way that can be applied in EFL classroom.
Wahyuningsihin Marin C. Njoroge et.al.mentions some advantages using
cross word puzzle as follow:
Help students to gain interest and reduce boredom
Cross word puzzle give students opportunity to practice and repeat the
sentence pattern and vocabulary
Students feel relax and enjoy in participating in the learning activity
and they memorize the vocabulary in different way
Cross word puzzle can be given at point of time during the lesson.36
Thomas P. Carter stated that in the learning vocabulary using cross word
puzzle students are excited to work on them, cross word can be use as EFL
34
W R Lee, Language Teaching Games and Context, Second Edition, (Oxford University
Press, 1980).p, 64-65. 35
Hossein Vassoughi, Using Word-Search-Puzzle Games for Improving Vocabulary
Knowledge of Iranian EFL Learners, (Journal of Teaching Englis as a Foreign Language and
Literature of Islamic Azad University of Iran, 1 (1), 79-85, Winter 2009), p. 2. 36
Martin C. Njoroge, Ruth W. Ndung‟u &Moses Gatambuki Gathigi, op. cit.,p, 7.
18
activity whether the methodology approach is cognitive, behavior and they
can be adapted in large or small class.37
6. Previous Related Study
The researcher has found two relevant studies which related to this
research. First is “The Use of Crossword Puzzle to Improve Vocabulary
Mastery (Classroom Action Research on the First Grade Students of SMP N)
” written by Zunita Widyasari. The purpose of this research is to find out
whether there is improvement of the students‟ achievement in vocabulary
using crossword puzzle. This is shown by the students‟ enthusism in doing
crossword puzzle and most of students better understand what the teacher
taught in cycle II than in cycle I. Moreover, the students‟ achievement of
vocabulary has improved by using crossword puzzle in their test. Furthermore,
the result of t-test calculation cycle I is 5,97 and in cycle II is 6,33.38
Second, the research by the title “The Effectiveness of Word Find Puzzle to
Teach Common Noun for Fifth Grade of Elementary School” written by
Ainatus Sholikhah. The aim of this research is to find the effectiveness of
word find puzzle between the students‟ who were taught by using word find
puzzle and the students‟ who were not taught using word find puzzle on
common noun, especially in SDN 03 Pekalongan. The result of the research
shows that the experimental classhas the mean value pretest was 54.60 and
post-test was 74.00. while the control class has the mean value pre-test was
52.0and post-test was 59.40.39
37
Thomas P. Carter, Cross Word Puzzle in the Foreign Language Classroom, The Modern
Language Journal, Volume 58, No 3 March.,1974, (Wiley National Federation of Modern Language
Teachers Association), p. 4. 38
Zunita Widyasari, The Use of Crossword Puzzle to Improve Vocabulary Mastery, Skripsi at
English Departement of Education Faculty State Islamic Studies Institute (STAIN) Salatiga. 39
Ainatus Sholikhah, The Effectivness of Word Find Puzzle to Teach Common Noun for Fifth
Grade of Elementary School (An Experimental Study to the fifth Grade of SDN Pekalongan in the
Academic year 2010/2011). Skripsi at Tarbiyah Faculty Walisongo State Institute for Islamic Studies
Semarang.
19
The study that the present researcher is doing now different from the
previous studies above. The method that is used in this study is an
experimental study to know whether or not using crossword puzzle is
effective while the method that is used in previous study is classroom action
research. Besides, this study did not focused on vocabulary mastery in general
but rather focuses on vocabulary that researcher taught in first grade of junior
high school.
7. Theoretical Framework
Based on students need in learning vocabulary there are four points such as
meaning, word use, word formation and word grammar. The use crossword
puzzle is important because crossword puzzle can be applied in word use,
meaning, word formation and also word grammar. In the case of meaning, the
use of crossword puzzle will ease for students know the meaning of word
based on text because when students know the correct word they will
automatically know the meaning correctly. Students know how to use a word
based on how it is used because when they fulfill the hidden word they read
the clues so they know the use of word. In students‟ writing, students will be
able to correct sentences because students regularly read the clues and write
vocabulary to answer the puzzle so they know how to twist words to fit
different grammatical context. Furthermore, students can change word based
on grammatical meaning because crossword puzzle as media can help students
to learn to know the changing of word on grammatical by read short story as
the clues.
20
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The objective of this research is to get empirical evidence of whether or not the
use of crossword puzzle in teaching vocabulary to grade VII at MTs
Muhammadiyah1Ciputat is effective. This research used quantitative method. It is
called quantitative method because it is related to the calculation and analysis of
numerical data. The researcher used quasi-experimental research design to identify
the effectiveness of using crossword puzzle as media in the teaching vocabulary.
Here, the researcher gave pre-test and post-test in two classes; experimental and
controlled class. Pre-test was used to get the beginning score from the experimental
and controlled class before treatment. Post-test was used to measure the score after
treatment. Then the result was compared after and before the treatment to get the
effectiveness of crossword puzzle as media.
There was a different treatment between experimental and controlled class. In
experimental class, the researcher gave a treatment by using crossword puzzle as
media for training students in learning vocabulary, whereas the students in controlled
class were taught without using crossword puzzle.
B. Place and Time of the Research
This study will be held in MTs. Muhammadiyah 1 Ciputat which is located at Jl.
Dewi Sartika Gg. Nangka No. 4 Cimanggis, Tangerang Selatan. The writer will begin
her research from3 Juneto 18 June 2016 where the writer focused at 1st year of
students MTs. Muhammadiyah 1 Ciputat.This research was held in six meetings each
class; pre-test, treatment in four times, and post-test.
21
C. The Population and Sampling Technique of the Research
1. Research Population
The population in this research is from all first year of students in MTs.
Muhammadiyah 1 Ciputat, there are three classes: VII-1, VII-2, and VII-
3. The amount of the students of seventh grade in this school is 96
students.
2. Sampling Technique
In this study,the researcher usedPurposive Sampling. The researcher took
the sample from the judgment that was representative of the population or
includes subjects with needed characteristics. In this study, the researcher
took the sample by interviewing the English teacher in order to know
which classes that have the same ability in English lesson, had same
facilities, on the same level and also give the pre-test for all classes to
know the class that had same score. Two classes that had choosen become
controlled and experimental class. Finally, the samples of this research
were; class VII-1 as the experimental class and VII-2 as the controlled
class.
D. Instrument of the Study
The instrument consists of 35 multiple choices given for experimental and
controlled class. Meanwhile, the instrument made based on syllabus and took
from English text book.
E. Technique of Collecting Data
To collect the data, the researcher used a multiple choicetest as the primary
instrument. There are two types of tests; pretest and posttest. The pre-test was
given in experimental and controlled class to know how far the students‟
vocabulary understanding before receiving treatment. The post-test was given to
22
know their vocabulary understanding after the treatment. Before the researcher
given the pre-test, the reseacher analyzed the instrument to know whether the
instrument used in this study is valid and reliable before being used to collect
data.
F. Technique of Analyzing Data
1. Validity
Validity is one of important requirements of evaluation to know whether
the test is valid. A test is said to be valid if it measure accurately what it is
intended to measure.Before administering the pre-test, the writer will
analyzed the validity and reliability of pre-test in order to find out
whether the test is valid or good to be used. The writer will use software
ANATEST version 4.0.9 developed by Drs. Karno To, M.Pd. and Yudi
Wibisono, ST.
The criterion of validity:
rxx = 0,91 – 1,00 = very high
rxx = 0,71 – 0,90 = high
rxx = 0,41 – 0,70 = enough
rxx = 0,21 – 0,40 = low
rxx = < 0,21 = very low
2. Reliability
Realibity is whether an instrument can measure something to be measured
constantly. To know the reliability of the instrument used to collect data,
the writer used “ANATEST” software version version 4.0.9 developed by
Drs. Karno To, M.Pd. and Yudi Wibisono, ST.
.
23
3. Discriminating Power
The discriminating power of a test item is the ability of test item to
discriminate between students with high and low achievement. The
formula used to analyze discriminating power:
D =
= P A– P B
Explanation:
J = The total number of students who take the test
JA = The total number of students in the upper group
JB = The total number of students in the lower group
BA= The total number of in the upper group who got the item right
BB = The total number of students in the lower group who got the item right
PA = The porpotion of students in the upper group who got the item right
PB = The porpotion of students in the lower group who got the item right
The clasification of the discriminating power
D : 0.00 – 0.20 :Poor
D : 0.21 – 0.40 :Satisfactory
D : 0.41 – 0.70 :Good
D : 0.71 – 0.100 :Exellent
D : negatif :Discarded
4. Item Difficult
Item diffiuculty is to identify whether a test is categorized into difficult or
easy in a test. The formula used to find out the difficulty index as follow:
24
P =
Explanation:
P: Item Difficulty
B: The number of students who got the item right
JS: The total number of students who tried the item
Classification of difficulty index:
0.00 – 0.19 = very difficult
0.20 – 0.39 = difficult
0.40 – 0.59 = moderate
0.60 – 0.79 = easy
0.80 – 1.00 = very easy
In analyzing the data, the researcher usedttest formula through SPSS (Special
Package of the Social Sciences) version 22 software. The t-test is one of a number
of hypothesis tests. Before calculated t-test, the researcher did normality and
homogeneity tests first.
5. Normality Test
Before the researcher calculated the value of t-test, the researcher had to
analyze the normality and homogeneity of the data. He examinition of
normality was needed to know whether the data has been normally
distributed. The researcher used SPSS to tets the normality. In SPSS,
there are two kind of normality test:
Kolmogrov Smirnov and Shapiro-Wilk.
The criterion of SPSS:
a. If respondents ≥ 50, the normality test uses Kolmograv Smirnov.
b. If respondents ≤ 50, the normality uses Shapiro Wilk.
The criterion of hypethesis is:
25
H0 : Significant Score > 0,05
H1 : Significant Score < 0,05
6. Homogeneity Test
The next step was calculating the homogeneity of data. The purpose of
this calculation was to see whether the data / sample in both classes were
homogenous or heterogeneous.
7. T-Test
After getting the data from pre-test and post-testfrom experimental and
controlled class, the researcher needs to find out the differences score
using crossword puzzle as media. Here, the two classes are compared to
the independent variable, the experimental class is X variable and the
controlled class is Y variable. The researcher used statistical calculation
of the t-testformula. It is used to know whether sudents improve their
score or not.40
The formulas as follows:
Where:
Mx = Mean of experimental group (Variable X)
My = Mean of control group (Variable Y)
SEMx = Standard error of mean Variable X
SEMy = Standard error of mean Variable Y
40
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refrika Aditama,
Bandung, 2010), p. 203
26
To get the result, the calculation goes to several processes as follows:
1. Determining Mean of Variable X:
2. Determining Mean of Variable Y:
3. Determining Standard of Deviation Score of Variable X:
√
4. Determining Standard of Deviation Score of Variable Y:
√
5. Determining Standard Error of Mean of Variable X:
√
6. Determining Standard Error of Mean of Variable Y:
√
7. Determining Standard Error of Difference of Mean of Variable X and Y:
√
8. Determining t0
t0 =
27
9. The last procedure is determining df(degree of freedom) with formula:
( )
H. Stastistical Hypotheses
The statistical hypothesis of this study can be seen as:
Null Hypothesis (Ho) : There is no significance difference after
crossword puzzle strategy is used on students‟
vocabulary understanding in the 7th grade
students of MTs. Muhammadiyah 1 Ciputat.
Alternative Hypothesis(Ha) : There is a significance difference after
crossword puzzle strategy is used on students‟
understanding in the 7th grade of MTs.
Muhammadiyah 1 Ciputat.
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0,05, Ho (null hypothesis) is
rejected. It means that the ratesof mean score of the experimental group are
higher than the controlled group. The using of crossword puzzle is effective
towards students‟ vocabulary understanding.
2. If t-test (to) < t-table (tt) in significant degree of 0,05, Ho (the null hypothesis)
is accepted. It means that the rates of the means score of the experimental
group are same as or lower than the controlled group. The using of crossword
puzzle is not effective towards students‟ vocabulary undersatnding
28
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
The data were collected from students pre-test and post-test of both classes.
The data which were obtained were divided into two tables. The table 4.1 showed
the student‟s score and achievement in experimental class and the table 4.2
showed the student‟s score and achievement in control class. each table has four
columns; the first column showed the number of students, the second and the
third column showed pre-test and post-test score, and the last column showed the
gained score from pre-tets and post-test.
1. The Data of Experimental Class
Table 4.1
The Students’ Scores of Experimental Class
(Using Crossword Puzzle)
Students
(N)
Nilai
Pre-test
Nilai
Post-test
Gained Score
1. 66 83 17
2. 68 94 26
3. 50 83 33
4. 70 87 17
5. 71 83 12
6. 70 80 10
7. 60 86 26
8. 50 84 34
9. 66 86 20
10. 60 90 30
11. 66 88 22
12. 50 70 20
13. 76 94 18
14. 63 74 11
15. 66 76 10
16. 60 78 18
17. 63 80 17
29
18. 53 82 29
19. 60 88 28
20. 66 82 16
21. 57 80 23
22. 66 83 17
23. 51 88 37
24. 54 77 23
25. 66 88 22
26. 68 80 12
27. 74 94 20
28. 57 94 37
29. 70 83 13
30. 68 88 20
31. 63 80 17
32. 60 84 24
Total 2008 2687 679
Average 62.75 83.97 21.22
According to the result of pre-test and post-test from the experimental
classs, it shows that the lowest score of pre-test was 50 and the highest
score was 76. Besides, the lowest score of post-test was 70 and the highest
score was 94. The average of pre-test was 62.75 and post-tets 83.97. After
conducting pre-test and post-test, the average of gained score that the
teacher got was 21.22. The average of post-test after the students got
treatment using crossword puzzle was higher than the average of pre-test
before the students got treatment.
2. The Data of Controlled Class
Table 4.2
The Students’ Score of Controlled Class
(Without Crossword Puzzle)
Students
(N)
Nilai
Pre-test
Nilai
Post-test
Gained
Score
1. 56 63 7
2. 62 83 29
3. 65 74 9
30
4. 62 86 24
5. 63 84 29
6. 51 77 26
7. 57 73 3
8. 66 60 6
9. 54 74 9
10. 65 60 6
11. 53 71 20
12. 57 68 14
13. 54 67 17
14. 68 71 9
15. 61 77 6
16. 51 66 8
17. 67 54 13
18. 57 80 12
19. 63 75 14
20. 62 77 18
21. 56 68 22
22. 54 60 7
23. 77 94 17
24. 59 63 20
25. 56 60 4
26. 60 73 13
27. 66 77 19
28. 68 73 13
29. 71 83 12
30. 75 84 14
31. 51 60 0
32. 78 83 5
Total 1965 2300 428
Average 61.40 71.88 13.38
Based on the table 4.2 above, it shows that the lowest score in pre-test
was 51 and the highest score was 78 with the average of pre-test score was
61.40. Furthermore, the highest score of post-test was 94 and the lowest
score was 54 with the average score was 71.88. After pre-test and post-
test, the teacher got the average of the gained score was 13.38. it means
the gained score of control class is lower than experimental class.
31
B. Analysis of Data
1. Validity Test
The validity of the test is calculated using “ANATEST” software
version 4.0.9 By using the software, the writer found 36 of 50 items are
valid and 14 items are not valid. It can be proved by the significance of
each item. Besides, the validity or XY correlation of the instrument used
in this study was 0.72. it means the test was valid and categorized into
high validity (see appendix).
2. Reliabity Test
The writer calculated the reliability of the test using ANATEST. The
reability score that the writer got is 0.84. it means the test is reliable.
Besides, the criterion of the test is categorized into high reliability (see
appendix).
3. Discriminating Power
The writer used ANATEST to analyze the discriminating power of test
item used in this study (see appendix). The result of the calculation using
ANATEST can be seen as follow:
Table 4.3
The Result of Discriminating Power
(A-Multiple-Choice)
Number of items DP index (%) Classification of DP
1. 25.00 Satisfactory
2. 37.50 Satisfactory
3. -25.00 Discarded
32
4. 0.00 Poor
5. -12.50 Discarded
6. 62.50 Good
7. 12.50 Poor
8. 12.50 Poor
9. 87.50 Exellent
10. 12.50 Poor
11. 12.50 Poor
12. 12.50 Poor
13. 25.00 Satisfactory
14. 25.00 Satisfactory
15 12.50 Poor
16. 37.50 Satisfactory
17. 12.50 Poor
18. 50.00 Good
19. 50.00 Good
20. 37.50 Satisfactory
21. 62.50 Good
22. 0.00 Poor
23. 62.50 Good
24. 75.00 Exellent
25. 37.50 Satisfactory
26. 50.00 Good
27. 62.50 Good
28. 12.50 Poor
29. 75.00 Exellent
30. 75.00 Exellent
31. 37.50 Satisfactory
33
32. 12.50 Poor
33. 25.00 Satisfactory
34. 37.50 Satisfactory
35. 50.00 Good
36. 37.50 Satisfactory
37. 12.00 Poor
38. 12.00 Poor
39. 50.00 Good
40. 25.00 Satisfactory
41. 12.50 Poor
42. 25.00 Satisfactory
43. 12.00 Poor
44. 50.00 Good
45. 25.00 Satisfactory
46. 12.50 Poor
47. 50.00 Good
48. 25.00 Satisfactory
49. 0,00 Poor
50. 0.00 Poor
4. Item Difficulty
From the claculation using ANATEST, the writer categorized the
items into five classification index. The writer got 18 items are very easy,
10 items are easy, 19 items are moderate, 3 items are difficult and 1 item
is very difficult. The categorization of the items is on the table below:
34
Table 4.4
The Classification of Difficulty Item
Number of Items Classification of Difficulty
Items
4, 5,7, 10, 11, 12, 15, 16,
17, 20, 21, 37, 43, 44,
45, 46, 49, 50
Very Easy
1, 13, 14, 19, 22,
32, 34, 35, 39
Easy
2, 3, 6, 9, 23, 24, 25, 27, 28,
29, 30, 31, 34, 38,
41, 42, 47, 48
Moderate
8, 18, 40 Difficult
4 Very Difficult
5. Normality Test
a. Pre-test of Experimental Class
Hypotheses:
H0 : Data of X normaly distributed
H1: Data of Y is not normally distributed
Table 4.5
Normality of Pre-test of Experimental Class
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
pretest Experiment ,109 32 ,200* ,962 32 ,311
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
35
Based on the table above, it can be seen that the significant from
normality test of Shapiro-Wilk shows 0.311. Therefore, the significant
score is higher than 0.05 (0.311 > 0.05). it means that H0is accepted so the
data is normally distributed.
b. Post-test of Experimental Class
Table 4.6
Normality of Post-test of Experimental Class
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
posttest experiment ,125 32 ,200* ,956 32 ,207
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the table above, it can be seen that the significant from
normality test of Shapiro-Wilk shows 0.207. therefore, the significant score
is higher than 0.05 (0.207 . 0.05). it means that H0is accepted so the data is
normally distributed.
c. Pre-test of Controlled Class
Table 4.7
Normality of Pre-test of Controlled Class
Tests of Normality
kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
pretest control
,091 32 ,200* ,972 32 ,560
*. This is a lower bound of the true significance. a. Lilliefors Significance Correction
36
Based on the table above, it can be seen that the significant from
normality test Shapiro-Wilk shows 0.560. Therefore, the significant score
is higher than 0.05 (0.560 > 0.05). it means that H0 is accepted so the data
is normally dustributed.
d. Post-test of Controlled Class
Table 4.8
Normality of Post-test Controlled Class
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Posttest control
,124 32 ,200* ,964 32 ,356
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the table above, it can be seen that the significant from
normality test ShapiroWilk shows 0.356. Therefore, the significant score is
higher than 0.05 (0.356 > 0.05). it means that H0 is accepted so the data is
normally distributed.
6. Homogeneity Test
Based on the calculation of normality, the writer got the result that all
data in pre-test and post-test of both experiment class and controlled class
have been normality distributed. The next step of the claculation was
finding the homogeneity of tha data. The purpose of this claculation was
to see whether the data / sample in both classes homogenous or
heterogeneous.
Hypotheses:
37
H0: The condition of experiment class is not different from controlled
class
H1: The sample of experiment class is differentfrom controlled class.
Based on the criteria, it can be concluded that H0is accepted. It means
that the sample in experiment class and controlled clss were homogenous.
Moreover, the writer also used SPSS to calculated the homogeneity of the
data. The result that the writer got can be seen on the table below:
Table 4.9
Test of Homogeneity of Variance
Test of Homogeneity of Variances
pretest
Levene Statistic df1 df2 Sig.
,130 1 62 ,720
Based on the table above, it can be seen that the result of homogeneity
test Lavene Statistic score shows 0.130 with the significant 0.720.
Therefore, the significant score is higher than 0.05 (0.720 > 0.05). it means
that the sample in experiment class and controlled class were homogenous.
Table 4.10
ANOVA Test
ANOVA
pretest
Sum of Squares df Mean Square F Sig.
Between Groups 58,141 1 58,141 ,973 ,328
Within Groups 3704,594 62 59,752
Total 3762,734 63
Based on the table above, F score from the result of calculation is
0.973 with the significant score 0.328. the writer found H0is accepted from
38
the comparison between Fo (F observation) and Ftablewhich shows Ftable(1.99) is
higher than Fo (0.973). Therefore, the writer concluded that the data is
homogenous.
C. Test of Hypothesis (T-test)
In this part, the researcher calculated the data to test hypohesis that
whether there is significant different between stuents‟ vocabulary
understanding using crossword puzzle in experiment class and students‟
vocabulary understanding without crossword puzzle in controlled class. the
researcher calculated the data using T-test formula. Two classes were
compared, the experimental class was X variable and the controlled class was
Y variable. The next table is staistical calculation of the gain score both
experimental class using crossword puzzle and controlled class without
crossword puzzle.
Table 4.11
The Statistical Calculaion of the Gain Score of Both
the Controlled and the Experimental Class
Students X Y X=Mx-
X
Y=My-
Y
X2 Y
2
1 17
7 -3,59 -6,38 289,00 289,00
2 26 29 26,00 29,00 676,00 676,00
3 33 9 11,00 9,00 1089,00 1089,00
4 17 24 17,00 24,00 289,00 289,00
5 12 29 12,00 29,00 144,00 144,00
6 10 26 10,00 26,00 100,00 100,00
7 26 3 26,00 3,00 676,00 676,00
8 34 6 34,00 6,00 1156,00 1156,00
9 9 9 9,00 9,00 81,00 81,00
10 30 6 30,00 6,00 900.00 900,00
11 22 20 22,00 20,00 484,00 484,00
12 20 14 20,00 14,00 400,00 400,00
13 11 17 11,00 17,00 121,00 121,00
39
14 11 9 11,00 9,00 121,00 121,00
15 10 6 8,00 6,00 64,00 64,00
16 18 8 18,00 8,00 324,00 324,00
17 17 13 17,00 13,00 289,00 269,00
18 29 12 29,00 12,00 841,00 144,00
19 28 14 28,00 14,00 784,00 196,00
20 16 18 16,00 1,00 256,00 324,00
21 23 22 23,00 22,00 529,00 484,00
22 17 7 17,00 7,00 289,00 49,00
23 37 17 37,00 17,00 1369,00 289,00
24 23 20 23,00 20,00 529,00 400,00
25 22 4 22,00 4,00 484,00 16,00
26 12 13 12,00 13,00 144,00 169,00
27 20 19 20,00 19,00 400,00 361,00
28 37 13 37,00 13,00 1369,00 169,00
29 13 12 13,00 12,00 169,00 144,00
30 20 17 20,00 17,00 400,00 289,00
31 17 0 17,00 0,00 289,00 0,00
32 24 5 24,00 5,00 576,00 25,00
Total 679 428 657,78 414,63 16189,00 7511,64
The table above described the result calculation of the gained score of
the experimental class (X) and the controlled class (Y). Based on the table
above, it can be concluded that the total score of the experimantal class (X) is
679 and the controlled class (Y) is 428.
From the table aove, the writer calculated them based on the steps of t-
test formula, as follows:
1. Determining Mean of Variable X
Mx =
=
= 21.21
2. Determining Mean of Variable Y
My=
=
= 13.38
3. Determining Standar od Deviation Score of Variable X
SDx= √
= √
= √ = 22.49
40
4. Determining Standard of Deviation Score of Variable Y
SDy = √
= √
= √ = 15.3
5. Determining Standard Error of Mean of Variable X
SEMx=
√ =
√ =
√ =
= 4.04
6. Determining Standard Error of Mean of Variable Y
SEMx=
√ =
√ =
√ =
= 2.74
7. SEMx– My = √
= √
= √ = √
= 3.68
Determining t0
t0
=
=
= 2.13
Dtermining ttablein significance level 5% with df (degree of freedom)
Df = (N1+N2) – 2 = (32+32) – 2 = 62
The value of df 62 at the degree of significance 5% or ttableis 1.670. It
means Ha is accepted because T0 (2.13) is higher than ttable(1.999).
8. The Testing of Hypotheses
The statistical hypotheses of this research can be seen as:
Ho : There is no significant difference between students‟
vocabulary using crossword puzzle and without crossword
puzzle.
Ha : There is significant difference between students‟ vocabulary
using crossword puzzle and without crossword puzzle.
And then the criteria used as follows:
41
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null
hypothesis) is rejected.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (null
hypothesis) is accepted.
In addition, the writer found To is 2.13 while t tableis 1.999. After
comparing between To and t tablethe writer found To is higher than t
table. Therefore, it can be concluded that Ho is rejected. It means there is
significance score gain between students‟ vocabulary using crossword
puzzle and without crossword puzzle.
D. Interpretation of the Data and Discussion
In the description of the data which was taken from 32 students of
experimental class, the writer could explain briefly about the data got from the
students before they were analyzed. The description of the experimental class
has the mean of pre-test 58.71 before using crossword puzzle. It means the
mean score is bad because it is lower than the standard minimum (KKM).
After giving 4 times treatments for experimental class using crossword
puzzle, the writer got the mean of post-test 74.56. So, the writer got the mean
of the gain score 21.03. It is good because the mean score has reached KKM.
The smallest score in the pre-test was 50 and the highest score was 76. The
data showed in the post-test that the smallest score was 70 and the highest
score was 94. It can be summarized that the lowest and the highest scores in
post-test were higher than pre-test.
Meanwhile, from the description of score in controlled class which
was the writer got the mean of pre-test 61.40. It means the mean score is bad.
In this class, the writer did not use crossword puzzle, but the writer only asked
the students to memorize the vocabulary. After giving 4 times treatment
without crossword puzzle, the writer got the mean of post-test 71.25. it is bad
because the mean score is still lower than KKM. The writer got the mean of
42
gain score was 15.09. it means that the gain score of experimental class was
higher than controlled class. The smallest score in the pre-test was 51 and the
highest score was 78. The data showed in post-test that smallest score was 54
and the highest score was 94, it can be summarized that the lowest and the
highest were also higher than pre-test.
Before testing the hypothesis, the writer analyzed the normality and
homogeneity of the data, the purpose of analyzing the normality was to see
whether the data got in the research has been normally distributed or not. The
result of normality can be seen by comparing the value of significant score to
0.05. Meanwhile, the purpose of analyzing the homogeneity was to see
whether the data / sample in both experimental and controlled class were
homogenous or heterogonous.
In analyzing the normality, the result showed that both the data of pre-
test and post-test in controlled class were distributed normally. According to
criteria of the test, it can be seen in the result that the significant score of pre-
test (0.311) and post-test (0.207) of experimental class was higher than 0.05
(0.311 and 0.207 > 0.05). Both the data of pre-test and post-test in
experimental class also showed that they were distributed normally.
According to criteria of the test, it can be seen in the result that the significant
score (pre-test and post-test) > 0.05 (0.560 and 0.356 > 0.05). It means that all
the data in both pre-test and post-test of experimental and control class were
distributed normally. The next result that the writer got was from the
calculation of homogeneity, the result showed that (0.720 > 0.05). Based on
the criteria, it can be concluded that H0is accepted. It means that the sample in
experiment class and controlled class were homogenous.
The final calculation was testing the hypothesis. This was the main
calculation to answer the problem of this research that whether there is
significant difference between students‟ vocabulary using crossword puzzle
and without crossword puzzle. The writer used T-test formula in the
43
significance degree ( ) 0f 5%. The result showed that t-test (to) > t-table (2.13
> 1.999). It means that t-test was higher than t-table. So, the null hypothesis
(Ho) is rejected. It means that alternative hypothesis (Ha) is accepted that
there is significant difference between students‟ vocabulary using crossword
puzzle and without crossword puzzle.
44
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and the suggestion. In this
chapter, the researcher would like to give some conclusions that may relate to
the subject.
A. Conclusion
Many games and media that become tool for teaching and learning
activity effective such as cards, word wall, etc. One of games is crossword
puzzle that the writer expected effective for teaching and learning activity. So,
the writer did the research using crossword puzzle in teaching vocabulary in
MTs. Muhammadiyah 1 Ciputat. Based on the anylisis result of this research,
showed that the result of T-test formula to test the hypothesis of this research
in the significance degree ( ) of 5% is t-test (t0) > t-table (tt) (2.13 >1.999).
Therefore, the null hypothesis (H0) is rejected and alternative hypothesis (Ha)
is accepted.
Besides, it can be seen from the comparison between the gained score
average of experimental class and the gained score average of controlled class
on the table of the students‟ gained score, the gained score average in
experimental class (21.22) is higher than the gained score average in control
class (13.38). it means that crossword puzzle is effective in improving
students‟ vocabulary. Therefore, it can be concluded that the answer of
research question was proven that there is effectiveness of crosswrod puzzle
on students‟ vocabulary at first of Islamic Junior High School
Muhammadiyah Ciputat in academic year 2015/2016.
45
B. Suggestion
After the writer carried out the research, she woudl like to offer some
suggesttion that may relate to the research findings and discussion. The result
of this research showed that crossword puzzle is effective to be applied in
vocabulary teaching and learning. There are some points that the writer might
suggest:
a. For English Teacher
English teacher shosuld be creative in developing the teaching learning
activities and strategies in classroom to make the class alive and the students
do not ge bored. Besides, English teachers should encourage the studen ts to
be active to participate in class learning activities si that the students will get
more efective vocabulary learning and easier to undersatnd the new
vocabulary taught. English teachers also should motivate the students that
learning English especially vocabulary is such an easy and interesting to learn.
The use of instructional media should be encouraged.
b. For Students
Students should always be active in the process of teaching and learning and
not afraid or lazy in the English lesson, so the students should develop their
motivation. Esides, the students should give more attention and keep their
atitude when the teacher explained he lesson and teach them. The students
also should study hard to reduce their difficulties in learning English.
c. For the Next Researcher
Researcher should develop the study using the media or strategies in
vocabulary understanding to make the students interested and understand the
material easily. For example: using card, song, picture and crossword puzzle.
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Brown, James I Programmed Vocabulary, (New York: Meredith Publishing
Company, 1964)
Caldwell, Joanne Schudt Comprehension Assessment, A Classroom Guide (New
York: The Guilford Press, 2008)
Carter, Thomas P Cross Word Puzzle in the Foreign Language Classroom, The
Modern Language Journal, Volume 58, No 3 March.,1974, (Wiley National
Federation of Modern Language Teachers Association)
Celce-Murcia, Marianne Teaching English as a Second or Foreign Language.Third
Edition.(Boston: Heinle and Heinle Publisher)
Croocal, David & Rebecca, L Oxford Simulation, Gaming and Language Learning,
(New York: Newburry House Publisher, 1990)
David, Edward and Vallete, Rebecca M Classroom Tehnique Foreign Language and
English as a Second Language, (New York: Harcout Brave Javanovich, 1997)
Gass, Susan M. & Selinker, Larry Second Language Acquisition, An Introductory
Course, Third Edition, (New York: Routledge, 2008)
Harmer, Jeremy The Practice of English Language Teaching, Third Edition, (New
York: Longman 1991)
Hatch, Evelyn and Brown, Cherryl, Vocabulary, Semantic, and Language Education,
(Cambridge: Cambridge University Press, 1995)
Kim, Lee Su http:/www.teflgames.com/why.html. Creative Games fo the Language
Class, ‘Forum’ Vol.33 No.1, January-March 1995.
Krashen, S.D (1989) We Acquire Vocabulary and Spelling by Reading:Additional
Evidence for the Input Hypothesis. The modern Language Journal, 73 440-
463 in Thuy. N.N., The Effects of Semantic Mapping on Vocabulary
Memorizing.
Lee W R, Language Teaching Games and Context, Second Edition, (Oxford Universit
Press, 1980)
McCarthy, Michael Vocabulary, (New York: Oxford University Press, 1990)
Mollica, Anthony Cross Word Puzzle and Second Language Teaching, (American
Association of Teachers of Italian, 2007),
http://www.jstor.org/stable/27669126
Njoroge, Ruth W. Ndung’uMartin C. and GatambukiGathigia Moses The Use of
Cross Word puzzle as a Vocabulary Learning Strategy: A Case of English as
Second Language in Kenyan Secondary School, (International Journal of
Current Research, Vol 5, Issue 02, pp.313-321, February, 2013)
Nuessel, Frank Recreational Problem-Solving Activities for Teaching Vocabulary in
Elementary and Intermediate Spanish, Hispania, Vol. 77 No. 1 March., 1994,
(American Association of Teachers of Spanish and Portuguese)
Richards, Jack C. And Renandya, Willy A Methodology in Language Teaching:An
Anthology of Current Practice, (Cambridge: Cambridge University Press,
2002)
Smith, Thomas B Teaching Vocabulary Expeditiously:Three Key of Improving
Vocabulary Instruction, (The English Journal, Volume 97, No 4 March, 2008)
Susetyo, Budi Statistika Untuk Analisis Data, (Bandung:Refrika Aditama, Bandung,
2010)
Thornbury, Scott How to Teach Vocabulary (Harlow: Pearson Education, 2002)
Ur, Penny A Course in Language Teaching: Practice and Theory,
(Cambridge:Cambridge University Press,1991)
Wilkins, D. A, (1972). Linguistics in Language Teaching.Edward Arnold, (London)
,p. 111 in Unaldi. I., Bardakci. M., Akpinar. K. D., and Dolas. F. A
comparison of contextualized, decontextualized and corpus-informed
vocabulary instruction: A quasi-experimental study. 2013. Journal of
Language and Literature Education, 8.
Vassoughu, Hossein Using Word-Search-Puzzle Games for Improving Vocabulary
Knowledge of Iranian EFL Learners, (Journal of Teaching English as a Foreign
Language and Literature of Islamic Azad University of Iran, 1 (1), 79-85, Winter
2009)
APPENDIX 1
The Calculation of Frequency Distribution of
the Pre-test
Case Processing Summary
kelas
Cases
Valid Missing Total
N Percent N Percent N Percent
pretest experiment 32 100,0% 0 0,0% 32 100,0%
control 32 100,0% 0 0,0% 32 100,0%
Descriptives
kelas Statistic Std. Error
pretest experiment Mean 64,25 1,574
95% Confidence Interval for
Mean
Lower Bound 61,04
Upper Bound 67,46
5% Trimmed Mean 64,00
Median 66,00
Variance 79,290
Std. Deviation 8,905
Minimum 50
Maximum 83
Range 33
Interquartile Range 12
Skewness ,184 ,414
Kurtosis -,265 ,809
control Mean 57,16 2,188
95% Confidence Interval for
Mean
Lower Bound 52,69
Upper Bound 61,62
5% Trimmed Mean 57,58
Median 58,50
Variance 153,168
Std. Deviation 12,376
Minimum 28
Maximum 78
Range 50
Interquartile Range 18
Skewness -,414 ,414
Kurtosis -,026 ,809
Tests of Normality
kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
pretest experiment ,109 32 ,200* ,962 32 ,311
control ,091 32 ,200* ,972 32 ,560
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
APPENDIX 2
The Calculation of Frequency Distribution of
the Post-test
Case Processing Summary
kelas
Cases
Valid Missing Total
N Percent N Percent N Percent
posttest experiment 32 100,0% 0 0,0% 32 100,0%
control 32 100,0% 0 0,0% 32 100,0%
Descriptives
kelas Statistic Std. Error
posttest experiment Mean 80,63 1,400
95% Confidence Interval for
Mean
Lower Bound 77,77
Upper Bound 83,48
5% Trimmed Mean 80,90
Median 80,00
Variance 62,758
Std. Deviation 7,922
Minimum 60
Maximum 94
Range 34
Interquartile Range 11
Skewness -,589 ,414
Kurtosis ,268 ,809
control Mean 73,31 1,760
95% Confidence Interval for
Mean
Lower Bound 69,72
Upper Bound 76,90
5% Trimmed Mean 73,28
Median 73,50
Variance 99,125
Std. Deviation 9,956
Minimum 54
Maximum 94
Range 40
Interquartile Range 16
Skewness -,054 ,414
Kurtosis -,840 ,809
Tests of Normality
kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
posttest experiment ,125 32 ,200* ,956 32 ,207
control ,124 32 ,200* ,964 32 ,356
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
APPENDIX 3
Homogeneity Test
A. Homogeneity Test
The homogeneity test was also required as a prerequisite to do analysis test.
To calculate homegeneity test, the researcher used Levene Statistic Test from
IBM Statistic SPSS 21 software. The following is the result which was
obtained from this calculation:
Test of Homogeneity of Variances
pretest
Levene Statistic df1 df2 Sig.
,130 1 62 ,720
ANOVA
pretest
Sum of Squares df Mean Square F Sig.
Between Groups 58,141 1 58,141 ,973 ,328
Within Groups 3704,594 62 59,752
Total 3762,734 63
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
NAMA SEKOLAH : MTs MUHAMMADIYAH 1 CIPUTAT
KELAS/SEMESTER : VII-1/2
MATA PELAJARAN : BAHASA INGRRIS
ALOKASI WAKTU : 2 X 40 MENIT
A. STANDAR KOMPETENSI (SK)
7. mendengarkan
Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana
untuk berinteraksi dengan lingkungan terdekat.
B. KOMPETENSI DASAR (KD)
7.1 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan
memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta.
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan
memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon
secara interpersonal.
C. INDIKATOR
Indikator Pencapaian Kompetensi Karakter Siswa yang Diharapkan
Mampu menyebutkan macam-macam
tempat belanja. Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility ) Mampu mengidentifikasi aktifitas yang
ada di tempat belanja.
Mampu menuliskan asking and offering a
favor dalam setiaqp kegiatan jual beli
Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa diharapkan dapat:
1. Menyebutkan macammacam tempat belanja.
2. Mengidentifikasi berbagai aktifitas yang ada di tempat belanja.
3. Menuliskan asking and offering a favor dalam setiaqp kegiatan jual beli.
E. MATERI POKOK
Meminta dan memberi bantuan adalah sebuah aktifitas dimana seseorang memerlukan
bantuan ataupun memberi bantuan dengan menggunakan bahasa yang sopan.
F. METODE PEMBELAJARAN/ TEKNIK
Scientific Approach (Pendekatan Saintifik)
G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN
1. Media: audio (ceramah/ penjelasan singkat dari guru), visual (memperhatikan contoh-
contoh yang di berikan oleh guru).
2. Alat/ bahan: white board, hand-out, spidol hitam, spidol warna.
3. Sumber belajar: buku bahasa inggris yang relevan dan internet.
H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Apresiasi
Guru masuk kelas dan langsung
mengucapkan salam, lalu dilanjutkan dengan
menyapa siswa menggunakan bahasa Inggris
“Good morning!” dan “How are you today?”.
Dan tidak lupa pastikan semua siswa
menjawab dan merespon salam tersebut.
Guru mengajak siswa untuk berdoa sebelum
pelajaran dimulai lalu guru mengisi agenda
mengajar dan mengabsen kehadiran siswa
dengan menyebutkan nomer urut siswa.
2 menit
Inti Eksplorasi
Guru memberikan penjelasan tentang macam-
macam tempat beanja yang ada di sekitar
yang kemudian dijelaskan menjelaskan
bagaimana memeberikan dan meminta
bantuan dengan memberikan contoh kalimat.
Setelah semua siswa mendengarkan
penjelasan dari guru, guru meminta mereka
untuk menuliskan dua kalimat yang
menggunakan asking and offering favor
Elaborasi
Setelah siswa menyelesaikan tugasnya, guru
membagikan satu kertas ke setiap siswa yang
berisikan sebuah teka-teki silang yang
berisiikan beberapa macam tempat belanja.
Kemudian siswa di minta untuk
menyelesaikan teka-teki silang tersebut secara
individu.
Konfirmasi
Setelah selesai pembelajaran materi hari ini,
guru mempertanyakan kembali kepada siswa
tentang apakah mereka sudah mengerti dan
memahami materi hari ini atau belum.
Guru menanyakan kesulitan siswa secara
demokratis.
Guru menyimpulkan materi pembelajaran dan
penguatan materi
13 menit
19 menit
3 menit
Penutup Guru memberikan tugas individual kepada
siswa untuk membuat sebuah kalimat tanya
jawab antar teman dengan menggunakan
asking and offering a favor.
Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya untuk
menumbuhkan rasa ingin tahu siswa agar
gemar membaca.
Guru menutup pertemuan di kelas pada hari
ini dengan membaca hamdalah dan
mengucapkan salam.
3 menit
I. PENILAIAN
1. Indikator, Teknik, Bentuk, dan Contoh
NO INDIKATOR TEKNIK BENTUK CONTOH
1.
Mampu menyebutkan
macam-macam benda
sekitar.
Tes lisan Menanyakan langsung
kepada siswa dan
meminta untuk
menyebutkan macam-
macam benda di sekitar
kita.
Siswa menyebutkan
macam-macam
benda yang sudah
dipelajari.
2.
Mampu
mengidentifikasi
ekspresi suka dan tidak
suka.
Tes lisan Menyebutkan opini
tentang sebuah benda.
Siswa menyebutkan
opini mereka
dengan
menggunakan
ekspresi suka dan
tidak suka akan
suatu benda.
3.
Mampu menuliskan
macam-macam benda
dengan mengguankan
kalimat suka dan tidak
suka
Tes tulis Menuliskan kalimat
dengan bertemakan opini
suka dan tidak suka.
Membuat tanya
jawab dengan
menggunakan
benda disekitar kita
dengan
menambahkan opini
suka dan tidak suka.
2. PEDOMAN PENILAIAN
a. Test praktik/ lisan
Aspek Penilaian Kriteria Nilai
Sikap Jujur
Percaya diri
Bertanggung jawab
Kerjasama
Saling membantu
Keterampilan Pengucapan (berbicara)
Intonasi (berbicara)
Kelancaran (berbicara)
Gerak tubuh (berbicara)
Kreatifitas (poster)
Ketelitian (poster)
Pengetahuan Ketepatan materi
Pemahaman
Pilihan kata
Ketepatan tata bahasa
Keterangan:
Skor 5 : Sangat baik
Skor 4: Baik
Skor 3 : Cukup baik
Skor 2: Buruk
Skor 1: Sangat buruk
b. Tes tulis
Setiap 1 jawaban soal yang benar maka siswa akan mendapatkan nilai 10. Jadi
10 soal x 10= 100. Nilai tertinggi adalah 100.
Ciputat, 9 Juni 2016
Mengetahui:
Guru Matpel Guru Praktikan
Babun, S.Pd Eka Fitriyani
NIM. 1111014000005
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
NAMA SEKOLAH : MTs MUHAMMADIYAH 1 CIPUTAT
KELAS/SEMESTER : VII-1/2
MATA PELAJARAN : BAHASA INGRRIS
MATERI POKOK : PROCEDURE
ALOKASI WAKTU : 2 X 40 MENIT
A. STANDAR KOMPETENSI (SK)
12. menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sangat sederhana
berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
B. KOMPETENSI DASAR (KD)
12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan sekitar.
12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure.
C. INDIKATOR
Indikator Pencapaian Kompetensi Karakter Siswa yang Diharapkan
Mampu menyebutkan macam-macam
langkah-langkah dalam teks procedure. Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility ) Mampu mengidentifikasi tujuan dari
procedure teks.
Mampu menuliskan teks procedure
beserta dengan langkah-langkahnya.
Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa diharapkan dapat:
1. Membaca langkah-langkah dalam procedure teks.
2. Menyebutkan macam-macam material dalam teks procedure.
3. Membuat kalimat teks procedure beserta langkah-langkahnya.
E. MATERI POKOK
Procedure teks adalah sebuah teks yang menjelaskan langkah-langkah pembuatan sebuah
karya.
F. METODE PEMBELAJARAN/ TEKNIK
Scientific Approach (Pendekatan Saintifik)
G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN
1. Media: audio (ceramah/ penjelasan singkat dari guru), visual (memperhatikan contoh-
contoh yang di berikan oleh guru).
2. Alat/ bahan: white board, hand-out, spidol hitam, spidol warna.
3. Sumber belajar: buku bahasa inggris yang relevan dan internet.
H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Apresiasi
Guru masuk kelas dan langsung
mengucapkan salam, lalu dilanjutkan dengan
menyapa siswa menggunakan bahasa Inggris
“Good morning!” dan “How are you today?”.
Dan tidak lupa pastikan semua siswa
menjawab dan merespon salam tersebut.
Guru mengajak siswa untuk berdoa sebelum
pelajaran dimulai lalu guru mengisi agenda
mengajar dan mengabsen kehadiran siswa
dengan menyebutkan hobi siswa.
2 menit
Inti Eksplorasi
Guru membagi kelompok menjadi 4-5
kelompok dengan cara menghitung 1-5.
Guru memberikan penjelasan tentang
procedure teks, setelah siswa mendengarkan
penjelasan dari guru siswa di minta untuk
menuliskan salah satu makanan favorit
mereka.
Setelah semua siswa menuliskan makanan
favorit mereka, guru meminta mereka untuk
menuliskan langkah-langkah pembuatan
makanan ataupun minuman favorit mereka.
Elaborasi
Setelah siswa mendengarkan penjelasan dari
guru, guru membagikan poster ke setiap
murid yang berisikan sebuah teka-teki silang
kepada setiap kelompok.
Kemudian siswa di minta untuk
menyelesaikan teka-teki silang tersebut
dengan cara di setiap gambar siswa harus
mengisi huruf yang belum komplit
berdasarkan gambar.
Kemudian, setelah selesai siswa diminta
untuk menyusun gambar-gambar tersebut
berdasarkan langkah-langkah yang benar.
Setelah itu, guru meminta beberapa siswa
maju ke depan kelas untuk mempresentasikan
hasil diskusi mereka.
Konfirmasi
Setelah selesai pembelajaran materi hari ini,
guru mempertanyakan kembali kepada siswa
tentang apakah mereka sudah mengerti dan
memahami materi hari ini atau belum.
Guru menanyakan kesulitan siswa secara
demokratis.
Guru menyimpulkan materi pembelajaran dan
penguatan materi
13 menit
19 menit
3 menit
Penutup Guru memberikan tugas individual kepada
siswa untuk menulis sebuah procedure teks.
Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya untuk
menumbuhkan rasa ingin tahu siswa agar
gemar membaca.
Guru menutup pertemuan di kelas pada hari
ini dengan membaca hamdalah dan
3 menit
mengucapkan salam.
I. PENILAIAN
1. Indikator, Teknik, Bentuk, dan Contoh
NO INDIKATOR TEKNIK BENTUK CONTOH
1.
Mampu menyebutkan
macam-macam
langkah-langkah dalam
teks procedure.
Tes lisan Menanyakan langsung
kepada siswa dan
meminta untuk
menyebutkannya.
Siswa menyebutkan
macam-macam
material dalam
sebuah procedure
teks yang diberikan
guru.
2.
Mampu
mengidentifikasi tujuan
dari procedure teks.
Tes lisan Membaca dan
menyebutkan makna dari
setiap contoh yang
diberikan.
Membaca dengan
jelas contoh-contoh
procedure teks.
3.
Mampu menuliskan
teks procedure beserta
dengan langkah-
langkahnya.
Tes tulis Menuliskan langkah-
langkah dalam procedure
teks.
Membuatprocedure
teks beserta
langkah-
langkahnya.
2. PEDOMAN PENILAIAN
a. Test praktik/ lisan
Aspek Penilaian Kriteria Nilai
Sikap Jujur
Percaya diri
Bertanggung jawab
Kerjasama
Saling membantu
Keterampilan Pengucapan (berbicara)
Intonasi (berbicara)
Kelancaran (berbicara)
Gerak tubuh (berbicara)
Kreatifitas (poster)
Ketelitian (poster)
Pengetahuan Ketepatan materi
Pemahaman
Pilihan kata
Ketepatan tata bahasa
Keterangan:
Skor 5 : Sangat baik
Skor 4: Baik
Skor 3 : Cukup baik
Skor 2: Buruk
Skor 1: Sangat buruk
b. Tes tulis
Setiap 1 jawaban soal yang benar maka siswa akan mendapatkan nilai 10. Jadi
10 soal x 10= 100. Nilai tertinggi adalah 100.
Ciputat, 11 Juni 2016
Mengetahui:
Guru Matpel Guru Praktikan
Babun, S.Pd Eka Fitriyani
NIM. 1111014000005
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
NAMA SEKOLAH : MTs MUHAMMADIYAH 1 CIPUTAT
KELAS/SEMESTER : VII-1/2
MATA PELAJARAN : BAHASA INGRRIS
ALOKASI WAKTU : 2 X 40 MENIT
A. STANDAR KOMPETENSI (SK)
7. mendengarkan
Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana
untuk berinteraksi dengan lingkungan terdekat.
B. KOMPETENSI DASAR (KD)
7.1 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan
memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta.
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan
memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon
secara interpersonal.
C. INDIKATOR
Indikator Pencapaian Kompetensi Karakter Siswa yang Diharapkan
Mampu menyebutkan macam-macam
hobi. Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility ) Mampu mengidentifikasi berbagai hobi
dengan menggunakan tag question.
Mampu menuliskan macam-macam hobi
dengan membuat kalimat tanya jawab
dengan menggunakan present continuous.
Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa diharapkan dapat:
1. Menyebutkan macam-macam hobi.
2. Mengidentifikasi berbagai hobi dengan menggunakan tag question.
3. Menuliskan macam-macam hobi dengan membuat kalimat tanya jawab dengan
menggunakan present continous.
E. MATERI POKOK
This activity is called a hobby. There are many kinds of hobbies, some of them are
normally done outdoor, such as doing sport, travelling, swimming, and camping. While
the others such as colleccting stamps, playing board games, reading book that can be
done indoor.
F. METODE PEMBELAJARAN/ TEKNIK
Scientific Approach (Pendekatan Saintifik)
G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN
1. Media: audio (ceramah/ penjelasan singkat dari guru), visual (memperhatikan contoh-
contoh yang di berikan oleh guru).
2. Alat/ bahan: white board, hand-out, spidol hitam, spidol warna.
3. Sumber belajar: buku bahasa inggris yang relevan dan internet.
H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Apresiasi
Guru masuk kelas dan langsung
mengucapkan salam, lalu dilanjutkan dengan
menyapa siswa menggunakan bahasa Inggris
“Good morning!” dan “How are you today?”.
Dan tidak lupa pastikan semua siswa
menjawab dan merespon salam tersebut.
Guru mengajak siswa untuk berdoa sebelum
pelajaran dimulai lalu guru mengisi agenda
mengajar dan mengabsen kehadiran siswa
dengan menyebutkan hobi siswa.
2 menit
Inti Eksplorasi
Guru membagi kelompok menjadi 4-5
kelompok dengan cara menghitung 1-5.
Guru memberikan penjelasan tentang macam-
macam hobi yang dilakukan di dalam
tataupun di luar ruangan, kemudian
menejlaskan penambahan –ing dalam sebuah
kata (hobi).
Setelah semua siswa mendengarkan
penjelasan dari guru, guru meminta mereka
untuk menuliskan dua kalimat yang
menggunakan penambahan –ing dan tidak
menggunakan penmabhan –ing
Elaborasi
Setelah siswa menyelesaikan tugasnya, guru
membagikan satu kotak ke setiap kelompok
yang berisikan sebuah kertas dimana di kertas
tersebut ada sebuah huruf-huruf.
Kemudian siswa di minta untuk
menyelesaikan menempelkan hruf-huruf
tersebut ke sebuah poster yang berisiskan
gambar-gambar yang mewakili macam-
macam hobi.
Kemudian, setelah selesai siswa diminta
untuk mengucapkan setiap macam-macam
hobi.
Konfirmasi
Setelah selesai pembelajaran materi hari ini,
guru mempertanyakan kembali kepada siswa
tentang apakah mereka sudah mengerti dan
memahami materi hari ini atau belum.
Guru menanyakan kesulitan siswa secara
demokratis.
Guru menyimpulkan materi pembelajaran dan
penguatan materi
13 menit
19 menit
3 menit
Penutup Guru memberikan tugas individual kepada
siswa untuk membuat sebuah kalimat tanya
jawab antar teman dengan tema hobi.
Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya untuk
menumbuhkan rasa ingin tahu siswa agar
3 menit
gemar membaca.
Guru menutup pertemuan di kelas pada hari
ini dengan membaca hamdalah dan
mengucapkan salam.
I. PENILAIAN
1. Indikator, Teknik, Bentuk, dan Contoh
NO INDIKATOR TEKNIK BENTUK CONTOH
1.
Mampu menyebutkan
macam-macam hobi.
Tes lisan Menanyakan langsung
kepada siswa dan
meminta untuk
menyebutkannya.
Siswa menyebutkan
macam-macam hobi
yang sudah
dipelajari.
2.
Mampu
mengidentifikasi
berbagai hobi dengan
menggunakan macam-
macam alat.
Tes lisan Menyebutkan makna dari
setiap contoh yang
diberikan guru.
Siswa menyebutkan
hobi yang di
peragakan oleh
temannya di depan
kelas.
3.
Mampu menuliskan
macam-macam hobi
dengan membuat
kalimat tanya jawab.
Tes tulis Menuliskan kalimat
dengan bertemakan hobi.
Membuat tanya
jawab dengan tema
hobi.
2. PEDOMAN PENILAIAN
a. Test praktik/ lisan
Aspek Penilaian Kriteria Nilai
Sikap Jujur
Percaya diri
Bertanggung jawab
Kerjasama
Saling membantu
Keterampilan Pengucapan (berbicara)
Intonasi (berbicara)
Kelancaran (berbicara)
Gerak tubuh (berbicara)
Kreatifitas (poster)
Ketelitian (poster)
Pengetahuan Ketepatan materi
Pemahaman
Pilihan kata
Ketepatan tata bahasa
Keterangan:
Skor 5 : Sangat baik
Skor 4: Baik
Skor 3 : Cukup baik
Skor 2: Buruk
Skor 1: Sangat buruk
b. Tes tulis
Setiap 1 jawaban soal yang benar maka siswa akan mendapatkan nilai 10. Jadi
10 soal x 10= 100. Nilai tertinggi adalah 100.
Ciputat, 16 Juni 2016
Mengetahui:
Guru Matpel Guru Praktikan
Babun, S.Pd Eka Fitriyani
NIM. 1111014000005
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
NAMA SEKOLAH : MTs MUHAMMADIYAH 1 CIPUTAT
KELAS/SEMESTER : VII-1/2
MATA PELAJARAN : BAHASA INGRRIS
ALOKASI WAKTU : 2 X 40 MENIT
A. STANDAR KOMPETENSI (SK)
7. mendengarkan
Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana
untuk berinteraksi dengan lingkungan terdekat.
B. KOMPETENSI DASAR (KD)
7.1 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan
memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta.
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan
memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon
secara interpersonal.
C. INDIKATOR
Indikator Pencapaian Kompetensi Karakter Siswa yang Diharapkan
Mampu menyebutkan macam-macam
benda sekitar. Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility ) Mampu mengidentifikasi ekspresi suka
dan tidak suka.
Mampu menuliskan macam-macam
benda dengan mengguankan kalimat suka
dan tidak suka
Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa diharapkan dapat:
1. Menyebutkan macammacam benda sekitar siswa.
2. Mengidentifikasi berbagai ekspresi seperti ekspresi suka dan tidak suka.
3. Menuliskan macam-macam benda di sekitar dengan menggunakan ekspresi suka dan
tidak suka.
E. MATERI POKOK
Ekspresi suka dan tidak suka adalah sebuah ekspresi dimana seseorang menyatakan
kesenangannya atau sebaliknya. Ekspresi ini merupakan sebuah pendapat yang lumrah
terjadi pada kehidupan masyarakat.
F. METODE PEMBELAJARAN/ TEKNIK
Scientific Approach (Pendekatan Saintifik)
G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN
1. Media: audio (ceramah/ penjelasan singkat dari guru), visual (memperhatikan contoh-
contoh yang di berikan oleh guru).
2. Alat/ bahan: white board, hand-out, spidol hitam, spidol warna.
3. Sumber belajar: buku bahasa inggris yang relevan dan internet.
H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan Apresiasi
Guru masuk kelas dan langsung
mengucapkan salam, lalu dilanjutkan dengan
menyapa siswa menggunakan bahasa Inggris
“Good morning!” dan “How are you today?”.
Dan tidak lupa pastikan semua siswa
menjawab dan merespon salam tersebut.
Guru mengajak siswa untuk berdoa sebelum
pelajaran dimulai lalu guru mengisi agenda
mengajar dan mengabsen kehadiran siswa
dengan menyebutkan nomer urut siswa.
2 menit
Inti Eksplorasi
Guru memberikan penjelasan tentang macam-
macam benda yang ada di sekitar yang
kemudian dijelaskan menjelaskan ekspresi
suka dan tidak suka dengan memberikan
contoh kalimat.
Setelah semua siswa mendengarkan
penjelasan dari guru, guru meminta mereka
untuk menuliskan dua kalimat yang
menggunakan ekspresi suka dan tidak suka
dengan menggunakan benda yang ada
disekitar.
Elaborasi
Setelah siswa menyelesaikan tugasnya, guru
membagikan satu kertas ke setiap siswa yang
berisikan sebuah teka-teki silang.
Kemudian siswa di minta untuk
menyelesaikan teka-teki silang tersebut secara
individu.
Konfirmasi
Setelah selesai pembelajaran materi hari ini,
guru mempertanyakan kembali kepada siswa
tentang apakah mereka sudah mengerti dan
memahami materi hari ini atau belum.
Guru menanyakan kesulitan siswa secara
demokratis.
Guru menyimpulkan materi pembelajaran dan
penguatan materi
13 menit
19 menit
3 menit
Penutup Guru memberikan tugas individual kepada
siswa untuk membuat sebuah kalimat tanya
jawab antar teman dengan mengguankan
ekspresi suka dan tidak suka atau opini.
Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya untuk
menumbuhkan rasa ingin tahu siswa agar
gemar membaca.
Guru menutup pertemuan di kelas pada hari
ini dengan membaca hamdalah dan
mengucapkan salam.
3 menit
I. PENILAIAN
1. Indikator, Teknik, Bentuk, dan Contoh
NO INDIKATOR TEKNIK BENTUK CONTOH
1.
Mampu menyebutkan
macam-macam benda
sekitar.
Tes lisan Menanyakan langsung
kepada siswa dan
meminta untuk
menyebutkan macam-
macam benda di sekitar
kita.
Siswa menyebutkan
macam-macam
benda yang sudah
dipelajari.
2.
Mampu
mengidentifikasi
ekspresi suka dan tidak
suka.
Tes lisan Menyebutkan opini
tentang sebuah benda.
Siswa menyebutkan
opini mereka
dengan
menggunakan
ekspresi suka dan
tidak suka akan
suatu benda.
3.
Mampu menuliskan
macam-macam benda
dengan mengguankan
kalimat suka dan tidak
suka
Tes tulis Menuliskan kalimat
dengan bertemakan opini
suka dan tidak suka.
Membuat tanya
jawab dengan
menggunakan
benda disekitar kita
dengan
menambahkan opini
suka dan tidak suka.
2. PEDOMAN PENILAIAN
a. Test praktik/ lisan
Aspek Penilaian Kriteria Nilai
Sikap Jujur
Percaya diri
Bertanggung jawab
Kerjasama
Saling membantu
Keterampilan Pengucapan (berbicara)
Intonasi (berbicara)
Kelancaran (berbicara)
Gerak tubuh (berbicara)
Kreatifitas (poster)
Ketelitian (poster)
Pengetahuan Ketepatan materi
Pemahaman
Pilihan kata
Ketepatan tata bahasa
Keterangan:
Skor 5 : Sangat baik
Skor 4: Baik
Skor 3 : Cukup baik
Skor 2: Buruk
Skor 1: Sangat buruk
b. Tes tulis
Setiap 1 jawaban soal yang benar maka siswa akan mendapatkan nilai 10. Jadi
10 soal x 10= 100. Nilai tertinggi adalah 100.
Ciputat, 18 Juni 2016
Mengetahui:
Guru Matpel Guru Praktikan
Babun, S.Pd Eka Fitriyani
NIM. 1111014000005
PRE-TEST
Name:
Class:
1. His duty is to protect and to defend our country from enemies. Who are they?
a. Gardener c. Journalist
b. Soldier d. Carpenter
2. Rearrange the jumbled words into good and correct sentences!
Like – in – places – wet – hide – snails – to
a. Snails like in wet places c. Snails like to in wet places
b. Snails like to hide in wet places d. Snails like to hide in dark places
3. This man delivers letters from house to house. Who is he?
a. Postman c. Journalist
b. Gardener d. Carpenter
4. This man drives the people who want to go to a particular place. Who is he?
a. Soldier c. Driver
b. Secretary d. Postman
5. This man is skillful at making chair and table. Who is he?
a. Artist c. Bell boy
b. Carpenter d. Shop keeper
6. A singer needs a .......... to sing.
a. Camera c. Oven
b. Computer d. Microphone
7. A painter needs a ............ to paint pictures.
a. Whistle c. Paint
b. Sthetoscope d. Microphone
8. A journalist needs a ........... to take pictures.
a. Computer c. Camera
b. Sewing machine d. Paint
9. The best letters for the picture beside are ......
A E R
a. F – R – R c. F – R – M
b. F – R – M d. F – R – N
10. I put money in my …….
a. Wallet c. Uniform
b. Sock d. Shoes
11. A transportation with four wheels is......
a. Motorcycle c. Car
b. Pedicab d. Bike
12. The best letters for the number 1 (one) are ......
S T A
a. M – O – C – H c. C – H – M – O
b. O – M – C – H d. H – C – M – O
13. What does this picture means?
a. No enter c. No eating and drinking
b. No playing d. No smoking
14. The best letters for the picture beside are .....
T C H
a. A– A – E – R c. R – E – A – R
b. E – A – E – R d. E – E – E – A
15. My mother is sick. Then, she goes to the …… to check up.
a. Driver c. Doctor
b. Journalist d. Teacher
16. Yuddy is a ……… He works in a restaurant.
11 1
a. Chef c. Police
b. Actor d. Nurse
17. My brother puts some fruits on the …..
a. Table c. Pillow
b. Book d. Chair
18. The best letters for the picture beside are.....
S O S
a. E – H c. E – E
b. H – E d. A – A
c.
19. The best letters for the picture beside are......
U B E L
a. M – R – L – A c. L – A – M – R
b. L – A – R – M d. M – A – R – L
20. Sinta likes ……. books and comics. She always buys books and comics every month.
a. Eating c. Cooking
b. Reading d. Writing
21. Chacha : What does your father do?
Lila : He is a farmer.
Chacha : Where does he work?
Lila : ..................................
a. In the field c. In the hospital
b. In the school d. In the kitchen
22. A place for jum’at prayer is......
a. Class c. House
b. Mosque d. Laboratory
23. My brother................. fruits in the market.
a. Borrows c. Buys
b. Takes d. Gives
Announcement
Each class of SMP Sabiluna should present a student to represent
his/her class in joining the English speech contest on Sunday, 28th
march 2016 in our language laboratory. Dont miss it.
English teacher
Adrian
24. How many students should be sent from each class?
a. Two students c. Four students
b. One student d. Six students
25. Where will the contest take place?
a. Class c. Canteen
b. Parkir area d. Laboratory
26. Who write the announcement?
a. Office boy c. Head master
b. Teacher d. Students
VJ DANIEL
Daniel Mananta is an MTV Indonesia VJ (Video Jockey) since May 2003.
He was born in Jakarta on August 14, 1981. He graduated from Perth Edith
Cowan University with a bachelor degree in business. He loves anything
about Japan and likes reading comic books.
27. What is Daniel like.........
a. Reading comic book c. Swimming
b. Cooking d. Listening to music
28. Rearrange these letters below so that become meaningful word!
M – O – O – R – T – H – B – A
a. Diningroom c. Bedroom
b. Bathroom d. Reading room
29. Rearrange these letters below so that become meaningful word!
F – E – E – R – R – I – G – R – A – T – O – R
a. Arigator c. Refrigerator
b. Generator d. Isolator
30. Rearrange these letters below so that become meaningful word!
S – S – T – T – U – D – E – N
a. Sundries c. Students
b. Sudden d. Suddenly
31. Rearrange these letters based on picture below so that become meaningful word!
a. G – A – N – D – I – N – O – M – O – R
b. G – I – N – D – N – O – M – O – R – I
c. G – I – N – D – I – N – O – M – O– R
d. R – O – O – M – G – I – N – D – A – R
32. Andi : When were you born?
Budi : I was born on 12 september, 1993, and you?
Andi : I was born on 6 january, 1994.
When was budi born?
a. The twelfth of september nineteen ninety-four
b. The twelfth of September nineteen ninety-three
c. The twenty of september nineteen ninety-three
d. The twenty one of september nineteen ninety-three
33. Ratna : Dewi, do you have two pencils?
Dewi : yes I have.
Ratna : May I borrow your pencil?
Dewi : Sure.
Ratna : Thank you.
Dewi : ....................................
a. You are welcome c. Thanks for everything
b. I dont agree d. I am sorry
No. Name Date of Birth
1. Alissya Nur Hayati The first of July nineteen forty-five
2. Ratna Galih The twenty-seventh of October nineteen
eighty-nine
3. Ayu Ajeng Sari The sixth of January nineteen ninety-four
4. Dimas Prasetya The thirteenth of September nineteen sixty-seven
34. When Ratna Galih and Dimas Prasetya were born?
a. 20 – 10 – 1989 and 13 – 09 – 1967 c. 13 – 09 – 1967 and 27 – 10 - 1989
b. 27 – 07 – 1945 and 13 – 09 – 1976 d. 27 – 10 – 1989 and 13 – 09 – 1967
35. Please rearrange these words so that became meaningful sentences!
In the classroom – not – students – T shirt – must – wear
a. Students must wear T shirt in the classroom
b. T shirt must be wear in the classroom
c. Students must not wear T shirt in the classroom
d. Students not wear T shirt in the classroom
36. Please rearrange these words so that became meaningful sentences!
Quiet – should – we – in the library – be
a. Be quiet in the library
b. We should be in the library
c. In the library we be quiet
d. We should be quiet in the library
POST-TEST
Name:
Class:
1. This man works in a hospital. He cures sick people. Who are they?
a. Gardener c. Journalist
b. Soldier d. Doctor
2. Rearrange the jumbled words into good and correct sentences!
Like – you – juice – some – would – orange – ?
a. Some orange juice would you like?
b. Would you like orange juice some?
c. Would you like some orange juice?
d. Would you some like orange juice?
3. This person is teaching in a school. Who are they?
a. Postman c. Teacher
b. Gardener d. Carpenter
4. This person is skillful at cutting people’s hair. Who are they?
a. Barber c. Driver
b. Secretary d. Postman
5. This woman usually helps the doctors to treat paatients. Who is she?
a. Artist c. Bell boy
b. Nurse d. Shop keeper
6. A baker needs an.......... to bake some breads.
a. Camera c. Oven
b. Computer d. Microphone
7. A doctor needs a ............ to examine the patients.
a. Whistle c. Paint
b. Sthetoscope d. Microphone
8. A dressmaker needs a ........... to sew dresses.
a. Computer c. Camera
b. Sewing machine d. Paint
9. The best letters for the picture beside are ......
A E N
a. G – R – R - E - R c. G – R – M – E – R
b. G – R – D – E – R d. G – R – D – R – R
10. My sister puts some books in her …….
a. Wallet c. Cupboard
b. Sock d. Uniform
11. A transportation with three wheels is......
a. Motorcycle c. Car
b. Pedicab d. Bike
12. The best letters for the picture beside are ......
F T
a. E – O c. A – O
b. O – U d. O – O
13. What does this picture means?
a. Keep this area noisy c. Keep this area dirty
b. Keep this area calm d. Keep this area clean
14. The best letters for the picture beside are .....
S D T
a. T – U – A – N c. T – U – E – N
b. T – A – U – N d. T – I – A – N
15. My brother is toothache. Then, he goes to the …… to check up.
a. Dentist c. Doctor
b. Journalist d. Teacher
16. Yuddy is a ……… He works in a company.
a. Secretary c. Police
b. Actor d. Nurse
17. My brother sits on the …..
a. Table c. Pillow
b. Book d. Chair
18. The best letters for the picture beside are.....
B O S
a. O – K c. K – E
b. K – O d. K – A
19. The best letters for the picture beside are......
C P T R
a. M – E – O – A c. O – U – M – E
b. A – E – O – M d. O – M – U – E
20. Sinta likes ……. rendang and semur tempe. She always buys meat and tempe every
weeks.
a. Eating c. Cooking
b. Reading d. Writing
21. Chacha : What does your father do?
Lila : He is doctor.
Chacha : Where does he work?
Lila : ..................................
a. In the field c. In the hospital
b. In the school d. In the kitchen
22. A place for reading books is......
a. Class c. House
b. Library d. Laboratory
23. My brother................. me some pencils.
a. Borrows c. Buys
b. Takes d. Gives
Questions number 24 to 26 are based on the following text!
Announcement
English Conversation Club (ECC) is opening registration for new
members. Every Thursday from 16.00 to 17.00 at the school hall. Join
us and improve your English! For registration, please contact Wayan
(8.1) and Yahya (8.2)
24. When do the members have meeting?
a. In the morning c. On Thursday afternoon
b. On Thursday morning d. In the afternoon at three
25. Where do they have the meeting?
a. in the ECC’s meeting room c. At the school hall
b. In the 8.2 classroom d. At the cafetaria
26. How long does this the meeting last?
a. One hour c. Two haours
b. One and a half hours d. One and a quarter hours
Question numer 27 is based on the following text!
Mr. Smith is a policeman. He wears a black uniform. He rides his bike every
day. He starts working at nine o’clock every day in the morning.
27. What is Mr. Smith job?
a. Lecturer c. Swimmer
b. Policeman d. Pilot
28. Rearrange these letters below so that become meaningful word!
M – O – O – R – I – I – N – D – N – G
a. Diningroom c. Bedroom
b. Bathroom d. Reading room
29. Rearrange these letters below so that become meaningful word!
F – E – E – R – R – I – G – R – A – T – O – R
a. Note book c. Diary book
b. Book d. English book
30. Rearrange these letters below so that become meaningful word!
E – R – T – A – C – H – E
a. Teach c. Teaching
b. Teachers d. Teacher
31. Rearrange these letters based on picture below so that become meaningful word!
a. C – H – I – C – K – E – N
b. C – H – I – T – K – E – N
c. C – I – C – T – K – E – N
d. C – I – C – H – K – E – N
32. Andi : When you were born?
Budi : I was born on 19 december, 1991, and you?
Andi : I was born on 6 january, 1994.
When budi was born?
a. The nineteen of september nineteen ninety-one
b. The nineteen of december nineteen ninety-one
c. The twenty of december nineteen ninety-one
d. The nineteen of september nineteen ninety-one
No. Name Date of Birth
1. Alissya Nur Hayati The first of July nineteen forty-five
2. Ratna Galih The twenty-seventh of October nineteen
eighty-nine
3. Ayu Ajeng Sari The sixth of January nineteen ninety-four
4. Dimas Prasetya The thirteenth of September nineteen sixty-seven
33. When Ratna Galih and Dimas Prasetya were born?
a. 20 – 10 – 1989 and 13 – 09 – 1967 c. 13 – 09 – 1967 and 27 – 10 - 1989
b. 27 – 07 – 1945 and 13 – 09 – 1976 d. 27 – 10 – 1989 and 13 – 09 – 1967
34. Please rearrange these words so that became meaningful sentences!
Hobby– is – stickers – to – my – collect
a. My hobby is to collect stickers
b. My hobby is collect stickers
c. Collect stickers is my hobby
d. My hobby to is collect stickers
35. Please rearrange these words so that became meaningful sentences!
Book – interesting – really – this – is
a. This is interesting book
b. This is really interesting book
c. This book is very interesting
d. This book is really interesting
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