THE EFFECT OF SEMANTIC MAP ON STUDENTS’

VOCABULARY KNOWLEDGE DEVELOPMENT

(A Quasi-experimental Study at the Eighth Grade Students of MTsN 1 Kota Tangerang Selatan)

A “Skripsi”

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S. Pd. (Strata 1) in English Education

By:

Hasnah Tanjung

11140140000056

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCE

SYARIF HIDAYATULLAH JAKARTA STATE ISLAMIC

UNIVERSITY

JAKARTA

2019

ABSTRACT Hasnah Tanjung. NIM. 11140140000056. The Effect of Semantic Map on

Students’ Vocabulary Knowledge Development (A Quasi-experimental Study

at the Eighth Grade Students of MTsN 1 Kota Tangerang Selatan) “Skripsi” of

Department of English Education. The Faculty of Educational Sciences, Syarif

Hidayatullah State Islamic University Jakarta, 2019.

This research was dedicated to prove significant effect of semantic mapping in

developing vocabulary knowledge on eighth grade students of MTsN 1 Kota

Tangerang Selatan. The method used in this research is the quantitative research

with the design of quasi-experimental. 2 classes of eighth grade of MTsN 1 Kota

Tangerang Selatan was chosen as the samples through purposive sampling. Two

tests were conducted in the first meeting and the last meeting. The result of pre-

test of both classes was determine that the higher pre-test score 8.2 class acted as

the experimental group and the lower pre-test score 8.3 class as the control group

in this research with both classes contains 23 students each. The treatment was

done afterward as the experimental group get the semantic mapping in the

vocabulary learning activities while the control group get the conventional

activities. The post-test was conducted as the closure. All the data in this research

was calculated with the help of IBM SPSS Statistic Base 22.0 program which

resulted that the experimental group is the only one that improved in the post-test

than in pre-test with score 65.65 < 75 and gained 9.34 points. The analysis of

hypothesis also indicated that the alternative hypothesis (Ha) is accepted which

means the effectiveness of semantic mapping on students’ vocabulary

development is exist as the obtained p-value of post-test and gained score is lower

than the significant level (0.49 < 00.05 ; 0.000 < 0.05). All the explanation above

simply means that the use of semantic map is effecting vocabulary knowledge

development of the 8th grade students of MTsN 1 Kota Tangerang Selatan.

Keywords: Vocabulary Knowledge, Semantic Map

iv

ABSTRAK Hasnah Tanjung. NIM. 11140140000056. Pengaruh Peta Semantik Terhadap

Perkembangan Pengetahuan Kosa Kata Siswa (Peneltian Eksperiment Kuasi

Pada Siswa Kelas 8 MTsN 1 Kota Tangerang Selatan). Skripsi Pendidikan Bahasa

Inggris. Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta,

2019.

Penelitian ini bertujuan untuk membuktikan adanya pengaruh signifikan Peta

Semantik dalam perkemabangan pengetahuan kosa kata pada siswa keLas delapan

MtsN 1 Kota Tangerang Selatam. Metode yang digunakan dalam penelitian ini

merupakan penelitian kuantitatif dengan desain eksperimen kuasi. 2 kelas delapan

MTsN 1 Kota Tangerang Seatan telah dipilih sebagai sample berdasarkan

purposive sampling. Dua tes dilakukan pada awal pertemuan dan akhir pertemuan.

Hasil tes awal dari kedua kelas menentukan bahwa kelas 8.2 mendapatkan skor tes

awal tinggi berperan sebagai kelompok eksperimen dan kelas 8.3 mendapatkan

skor tes awal rendah berperan sebagai kelompok kontrol. Penerapan perlakuan

dilakukan setelahnya dimana kelompok eksperimen mendapatkan peta semantik

sebagai kegiatan dalam belajar kosa kata sedangkan kelompok kontrol

mendapatkan kegiatan lazim. Tes akhir dilakukan sebagai peutup. Seluruh data

dalam penelitian ini di kalkulasikan dengan bantuan program IBM SPSS Statistic

Base 22.0 yang menghasilkan bahwa kelompok eksperimen merupakan satu-

satunya yang meningkat pada tes akhir daripada tes awal dengan nilai rata-rata 75

> 65.65 dan mendapatkan tambahan 9.34 poin. Pada tes analisis hipotesis juga

menunjukkan bahwa hipotesis alternative (Ha) di terima yang berarti adanya

penguruh semantic mapping pada perkembangan pengetahuan kosa kata siswa

sebagaimana nilai p dari hasil tes akhir dan hasil nilai tambahan lebih kecil dari

sigunifikan level (0.49 < 0.05 ; 0.000 < 0.05). Keseluruhan penjelasan diatas

mengartikan, Penggunaan peta semantic berpengaruh dalam mengembangkan

pengetahuan kosa kata murid kelas 8 MTsN 1 kota Tangerang Selatan.

Kata Kunci: Pengetahuan Kosa Kata, Peta Semantik

v

AKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful

All praises be to Allah, the mighty of all things. Peace and salutation may

always be upon to the selected Prophet and the chief of prophets, Mohammad

SAW, his relatives, companions, and followers. In this occasion, the writer would

like to express the deepest gratitude to the most benevolent Allah the Almighty,

because of His grace and compassions, this research is able to be completed.

Furthermore, the writer would like to utter the sincere gratitude to all

parties who have assisted the researcher in conducting this research. Firstly, the

greatness thanks to all the family members of mine especially the beloved father

and mother for who give the biggest support in everything until this day. Also

gratitude and honor goes to the advisors Siti Nurul Azkiyah. Ph. D and Childa

Faiza, M.Pd, for all guidance through all this research and another gratitude to the

examiners Dr. Alek, M.Pd. and Zaharil Anasy, M. Hum for the consideration

witnessed this research presentation.

Last but not least, the writer would like to send another deepest gratitude

and honor to these parties:

1. Dr. Sururin, M.Ag, as the Dean of Faculty of Educational Sciences.

2. Didin Nuruddin Hidayat, M.A. TESOL. Ph. D. as the Head of

Department of English Education.

3. Drs. Syauki M.Pd. as the Advisor of class C in academic year 2014

and all lectures in Department of English Education, Faculty of

Educational and Sciences.

4. The Principal of MTsN 1 Kota Tangerang Selatan Ulik Widyantoro,

M.Pd. and every teachers of MTSN 1 Kota Tangerang Selatan, for all

the kindness and giving the chance, permission, and guidance in

conducting the research.

5. Nalti Nasution, M.Pd as the English Teacher of MTsN 1 Kota

Tangerang Selatan.

vi

6. All students of MTsN 1 Kota Tangerang Selatan who give their best

and kindly participate in this research.

7. All friends in “DEE’14” especially C Class (Wahyu Khoirunnisa,

Elsa Nur Alipah, Nisrina Qurrotul ‘Aini, Syifa Fauziyah, Iklima

Shaff. A, Erni Duwiyanti) with their cooperation in learning together

for these 4 years sharing ideas and story which both motivate, and

entertain me.

8. All friends of “Elite” (Ananda Nashriyah, Rina Ulfa Syahputri, Fadila

Aulia, Melliana Pratiwi, Melliani Pratiwi, Chairunnisa) for the

joyfulness and support through of the years.

9. All countless people whose name cannot be mentioned, thanks for the

help and the support during the research.

As final, this research is far from being perfect, but it is expected to be

useful for every aspect who seek this research. May Allah reward their good deeds

with the goodness.

Jakarta, July 21st, 2019

The Writer

Hasnah Tanjung

vii

TABLE OF CONTENTS

APPROVAL SHEET .................................................................................... i

ENDORSEMENT SHEET .......................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI ........................................... iii

ABSTRACT ................................................................................................ iv

ABSTRAK ................................................................................................... v

ACKNOWLEDGEMENT ......................................................................... vi

TABLE OF CONTENTS ......................................................................... viii

LIST OF TABLES ...................................................................................... x

LIST OF FIGURES ................................................................................... xi

LIST OF APPENDICES .......................................................................... xii

CHAPTER I INTRODUCTION ................................................................. 1

A. Background of the Research ............................................................. 1

B. Identification of the Problem ............................................................. 7

C. Limitation of the Problem ................................................................. 8

D. Formulation of the Problem .............................................................. 8

E. Objective of the Research ................................................................. 8

F. Significance of the Research ............................................................. 8

CHAPTER II LITERATURE REVIEW ................................................. 10

A. Vocabulary ...................................................................................... 10

1. Definition of Vocabulary ......................................................... 10

2. Kinds of Vocabulary ................................................................ 11

3. Vocabulary Teaching ............................................................... 12

4. Examples of Vocabulary Teaching Technique ........................ 16

B. Semantic Map.................................................................................. 19

1. The Nature of Semantic Map .................................................... 19

2. The Activities of Semantic Mapping in Vocabulary Learning 23

C. Thinking Framework ....................................................................... 25

D. Hypothesis Research ....................................................................... 27

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CHAPTER III RESEARCH METHODOLOGY ................................... 28

A. Place and Time of the Research ...................................................... 28

B. Method and Design of the Research ............................................... 28

C. Population and Sampling of the Research ........................................ 29

D. Instrument of The Research ............................................................. 29

E. Technique of Collecting Data ......................................................... 32

F. Technique of Analyzing Data ......................................................... 32

1. Normality Test.......................................................................... 32

2. Homogeneity Test .................................................................... 33

3. T-test......................................................................................... 33

4. Effect Size ................................................................................ 33

G. Statistical Hypothesis ...................................................................... 34

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .............. 35

A. Research Finding ................................................................. 35

1. Data Description ....................................................................... 35

2. Data Analysis ........................................................................... 39

B. Discussion ....................................................................................... 46

CHAPTER V CONCLUSION, IMPLCATION AND SUGGESTION . 50

A. Conclusion .......................................................................... 50

B. Implication ...................................................................................... 51

C. Suggestion ....................................................................................... 52

REFRENCES ............................................................................................ 53

APPENDICES ............................................................................................ 57

ix

LIST OF TABLES

Table 3.1 Pre-test Blueprint ................................................................... 30

Table 3.2 Post-test Blueprint .................................................................. 31

Table 4.1 Pre-Test Data of Experiment Group and Control Group ....... 36

Table 4.2 Post-Test Data of Experiment Group and Control Group ...... 37

Table 4.3 Gained Score Data of Experiment Group and Control Group 39

Table 4.4 The Result of Normality Test of Pre-test and Post-test from

Control and Experiment Group .............................................. 40

Table 4.5 The Result of Homogeneity Test of Pre-test and Post-test .... 41

Table 4.6 T-test Result of Pre-test .......................................................... 42

Table 4.7 The T test Result of Post-test ................................................. 43

Table 4.8 The T-test Result of Gained Score ......................................... 44

Table 4.9 The Result of Post-test Group Statistic .................................. 45

x

LIST OF FIGURES

Figure. 2.1 ................................................................................................... 20

Figure. 2.2 .................................................................................................. 21

Figure. 2.3 ................................................................................................... 22

xi

LIST OF APPENDICES

APPENDIX 1 SILABUS

APPENDIX 2 PILOT STUDY (VALIDITY TEST)

APPENDIX 3 ANSWER KEY OF PILOT STUDY

APPENDIX 4 ANATEST RESULT

APPENDIX 5 PRE-TEST

APPENDIX 6 ANSWER KEY OF PRE-TEST

APPENDIX 7 POST-TEST

APPENDIX 8 ANSWER KEY OF POST-TEST

APPENDIX 9 LESSON PLANNING EXPERIMENTAL CLASS

APPENDIX 10 LESSON PLANNING CONTROL CLASS

APPENDIX 11 REFRENCES EXAMINE SHEETS

APPENDIX 12 SURAT BIMBINGAN SKRPSI DAN SURAT IZIN

PENELITIAN

xii

CHAPTER I

INTRODUCTION

A. The Background of The Research

The first thing that will be taught in learning new language must be

introducing the vocabulary, Thornbury declared that it is words that matter

when it comes to learning first and any subsequent languages.1 Harmer

pictured the relation of language and vocabulary as the skeleton with its

organ vital and flesh for the importance of vocabulary.2 Wilkins stated as

cited on Zhang’s work that little will be conveyed without grammar, but

nothing will be conveyed without vocabulary while learning language.3 In

line with this statement we can conclude that mastering a vocabulary can lead

students to master other language skills, with a lack of mastery of the

vocabulary the students must find several obstacles in mastering other skills.

Qi pan declared that human’s language is consist of three units

pronunciation, vocabulary, and grammar and that vocabulary is the basic of

this unit, while grammar provides the overall patterns “...‘cause there is no

sentences, no essays, and even no language without vocabulary.”4 Jie fu

explained that the difficulty of mastering vocabulary could lead to reading

comprehension problems.5 In other word, mastering vocabulary is the

essence in learning new language and also the basic to mastering other

language skills.

1Scott Thornbury, How to Teach Vocabulary, (England: Pearson Education Limited, 2002), p.1.

2Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 153.

3Hongwei Zhang, et.al., The Adjustment and Effects of Vocabulary Teaching Strategies in Flipped Classroom, Creative Education, 7, p. 1966.

4Qi Pan & Runjiang Xu, Vocabulary Teaching in English Language Teaching, Theory and Practice in Language Studies, Vol. 1, 2011, p. 1586.

5Jie Fu, A Study of Learning Styles and Vocabulary Teaching Strategies in Chinese Primary School – How do They Differ and How Can They Be Integrated?, The School of Teacher Education, Vol. 4, 2009, p. 1.

1

2

Furthermore, Jie fu stated that the result of students’ vocabulary building skill

is disappointing even with the teacher’s effort in vocabulary teaching, the

most used technique is using a vocabulary book in which students memorized

words and their meanings.6 According to Firman the researcher of students’

difficulties in vocabulary mastery on junior high students, the result showed

that the students often made the error on the grammar, and meaning. In

grammar, it is said that students mostly failed to differentiate the singular and

plural form, verbs after a modal, and mix up the present, progressive, and

past verbs. As in the meaning, they have a problem in deciding the noun and

verbs in order to produce the right meaning.7

Harmon and his partners also indicated that the use of textbook is

emphasized in traditional approaches to vocabulary instruction in upper

elementary and secondary content classrooms and it could lead such

disadvantage to learners who have a learning disability.8 Not much different

with Zhang’s statement who deplored that vocabulary level of English majors

at college is not very satisfying, this is due to the fact that vocabulary

teaching techniques are similarly far from satisfying. Most of the teachers

often use the conventional technique in vocabulary learning, Zhang also

declared such a technique is considered to have many problems, one of them

is that conventional or traditional technique is spent the most of time on

explaining, analyzing, as well as teaching the usage of the words by the

teacher. Teacher hold the main role in this kind of technique activity, while

the students hold the passive role.9 Gairns and Redman have the same

6Ibid. 7Firman Rahman, “An Analysis of Students’ Difficulties in Vocabulary Mastery: A

Survey Study at Second Grade Students of SMPN 19 Mataram” A Journal submitted to the Faculty of Teacher Training and Education in University of Mataram, Mataram, 2016, pp. 9–10, unpublished.

8Harmon J.M. et.al., Teachers’ Beliefs and Practices of Vocabulary Instruction With Social Studies Textbooks in Grades 4-8, Reading Horizons, Vol. 45, p. 105.

9Hongwei, loc.cit.

3

statement about this they declared that such a technique might be the core

problem of vocabulary learning.10

The writer’s personal experience about vocabulary learning of school

time since elementary to high school also showed almost the teachers in

writer’s school life were used traditional or conventional method in teaching

vocabulary. The teachers often gave students many lists of vocabulary and

asked students to look at dictionary which translated the word to Bahasa if

they asked about some words from a text without even explain it even they

straight to translate it into Bahasa to them, they didn’t bother to give students

a clue of how the word used in English or synonym its’ synonym. This leads

some error to students because they will only remember the meaning of the

word temporarily, once they found same difficult word again in another text

and didn’t have the opportunity to ask teacher or using dictionary as help,

they failed to understand the entire idea of the text.

Broughton stated that traditional teaching methodology is typically

dominated teacher’s interaction.11 Assist Prof. Dr. Abdullah Kuzu declared

that it is because the relation between teacher and students is as the source

and receivers where the teacher serves as the source of knowledge and the

learners serve as passive receivers.12 Jack C. Richard pinpointed on his book

“learning was very much seen as under the control of the teacher.”13 Vieera

Boumová explained that teacher holds the whole responsibility of teaching

and learning, and that is only students who are present and listen to the

teacher’s explanation in the class while the lesson is taught are able to use the

10Ruth and Stuart Redman, Working with Words: A Guide to Teaching and Learning Vocabulary, (Cambridge: Cambridge University Press, 1986), pp. 1–2.

11Geoffrey Broughton, et.al., Teaching English as a Foreign Language, (New York: Routledge. 2003), p. 12.

12Abdullah Kuzu, Views of Pre-service teachers on Blog Use for Instruction and Social Interaction. Turkish Online Journal of Distance Education, Vol. 8, p. 36.

13Jack C. Richard, Communicative Language Teaching Today, (New York: Cambridge University Press, 2006), p. 4.

4

knowledge.14 It means that students cannot gain their vocabulary

development unless they are guided by the teacher in vocabulary class, even

if the students acquire vocabulary knowledge outside class or we can say that

they have prior knowledge they will never use it in vocabulary class. As

example ones learn the expression of something biggest as ‘huge’ because the

teacher taught so, somehow outside they learn that ‘massive’ is also the

expressing the biggest they never use ‘massive’ to express biggest in

vocabulary class and in no time they will forget about it and only know that

‘huge’ is the only expression of something biggest. This is pictured by Jim

Scrivener as jug and mug- the knowledge being poured from one receptacle

into an empty one where the students do not need to bring their prior

knowledge to class but only accept what the teacher will teach. Scrivener also

declared the teacher who use the traditional approach of language teaching

have mostly spent the whole time on the board explaining things. 15

Harmer explained even that traditional method will show effectiveness

and produce a good results from students’ vocabulary development, but this

technique is avoiding the important things in vocabulary features which is the

awareness of the words that occur in context, then they will underestimate the

idea of developing vocabulary as they think it’s not a big deal to learn.

Harmer stated, “If we are really to teach students what words mean and how

they are used, we need to show them being used, together with other words,

in context... when students learn words in context they are far more likely to

remember them than if they learn them as single items.”16

On her work, Boumová also stated 2 disadvantages of traditional

method. The attention to teach the basic four language skill (listening,

speaking, reading, writing) is lacking, and the students believe the important

14Viera Boumová, “Traditional vs. Modern Teaching Methods: advantages and

disadvantages of each” , A Thesis submitted to Faculty of Arts in Masaryk University,

Czechia, 2008, p. 11, unpublished. 15Jim Scrivener, Language Teaching, (Oxford: Macmillan, 2005), p. 17. 16Harmer, op.cit., p. 24.

5

thing to get the meaning of the text is by understanding every single word

and its grammatical form.17

At this kind of situation, it is indeed teacher need to find another way to

teach vocabulary, a new way that catch students’ interest in learning

vocabulary and is effective to increase students’ vocabulary despite using

traditional method only. According to Doff as cited from Edi Afrizal and

partners on their work Teach English (A training course for teachers)

teaching vocabulary can be done quickly easily and clearly through visual, it

is a very efficient method if it is direct, astounding, and impress the class.18

Several studies were done in purpose to find another alternative teaching

technique which is more effective than the conventional one. Several of them

tried using games in order to increase students’ vocabulary knowledge and

memorization, it is indeed that games are the best techniques to bring in class

to require fun atmosphere and students have the active role in class like what

Esra Akdogan claim in their work which tried to develop students’

vocabulary with game activities, the results of this study were shown that

games are able to create learning situation with less stress, anxiety and

boredom moreover this will produce the improvement in the learning

outcomes alongside with the motivation that appears in students’ learning

experience.19

Another technique was also been introduced in order to create a fun

atmosphere in vocabulary class, namely using song. Some researchers also

believed that bringing a song to learn vocabulary might improvise students’

motivation, and also improve several aspects such as the cultural and

historical knowledge and the linguistic knowledge as stated by Anna

17Boumová, op.cit., p. 17. 18Edi Afrizal. et.al,. “Teaching Vocabulary through Visual and Verbal Technique”,

submitted to Faculty of Teacher Training and Education in Bung Hatta University, p. 3. 19Esra Akdogan, Developing Vocabulary in Game Activities and Game Materials,

Journal of Teaching and Education, pp. 32–41.

6

Kuśnierek in her work to find the role of music and song in teaching English

vocabulary.20

Other researchers also had compared semantic mapping technique with

traditional technique and believe semantic mapping as the technique that

shows the effectiveness in vocabulary class as this technique’s activity

acquire of both teacher and students interaction. In 2012 by Yeşim Dilek and

Nurcihan Yűrűk conducted to find the effect comparison of using semantic

mapping technique to traditional technique in vocabulary learning from this

study the result showed that semantic mapping technique is more effective

than the traditional technique, they also declared semantic mapping technique

made student as the active role in learning process, they able to relate their

prior knowledge with the new one.21

Another research by Omar Na’eem Mohammad Bani Abdelrahman was

done, this research also revealed that the experiment group outperformed than

the control group. The fact that semantic mapping had powerful impact on

students’ vocabulary knowledge. Another comparison of semantic mapping

technique and traditional technique were done by Mohammad Hussein

Hamdan and his partner and shown that semantic mapping had a positive

impact on students’ vocabulary performance and reading, based on the

questionnaire they gave to the samples, it is shown that students get much

beneficial learning vocabulary through semantic mapping technique one of

them admitted that this technique helps the students to relate their prior

knowledge with the new one based on the questionnaire given.22

20Anna Kuśnierek. The Role of Music and Songs in Teaching English Vocabulary to Students, World Scientific News, Vol. 43. pp. 22–28.

21Yeşim Dilek and Nurcihan Yűrűk, Using Semantic Mapping Technique in Vocabulary Teaching at Pre-intermediate Level, Social and Behavior Sciences, Vol. 70, pp. 1541—1542.

22Omar Na’eem Mohammed Bani Abdelrahman, The Effect of Teaching Vocabulary Through Semantic Mapping on EFL Learners’ Awareness of Vocabulary Knowledge at Al Imam Mohammed Bin Saud Islamic University, International Interdisciplinary Journal of Education, Vol. 2, p. 728.

7

However, Akdogan and Kuśnierek claimed that use music or game in

learning activity could lead to several disadvantages and have several lacks in

some situation, it might make students too excited and forget about the

purpose of learning, it might disturb neighbor classrooms, and that students

have different interest in music and games also make it inefficient to use.

Teacher needs to find song and game that are appropriate for students’ mental

age so the teacher also needs to choose wisely the song and game that able to

bring in class to avoid such lacks. On the other side, researchers who brought

semantic mapping in learning activity declared that the disadvantage is less.

Since the role of semantic mapping is to relate student’s prior knowledge to

the new one, so it might take times for students to activate their prior

knowledge and it diverse from one student to another.

According to the explained issues above and the results based on the

previous studies the writer believes that semantic mapping can be one

alternative technique that effectively helps students’ excitement in learning

new word and easily memorize the vocabulary also we can say that semantic

mapping is the most applicable to bring in vocabulary class, in which why the

writer try to investigate the effect of semantic mapping as the media learning

and technique in vocabulary class to develop students’ vocabulary knowledge

under title The Effect of Semantic Map on Students’ Vocabulary

Knowledge Development at the Eighth Grade of the 1 Kota Tangerang

Selatan.

A. Identification of the Problem The problems which occurred due to the background explanation above

can be list as follow: 1. The conventional techniques of the vocabulary teaching are dominantly

used by teacher as the alternative teaching technique which is lack of

effectiveness

2. The awareness of vocabulary’s importance is low

8

3. Students find that it’s not a big deal to comprehend the word while they

learn vocabulary

4. The passive role of students during vocabulary learning activities

5. Students’ low development of vocabulary knowledge

6. Translation to the L1 often occurred instead of explaining the word

which is a bit inefficient

7. The student’s temporary understanding of word

B. Limitation of the Research The problem in this research is limited to find the effect of semantic

mapping on students’ vocabulary knowledge development at eighth grade of

MTsN 1 Tangerang Selatan. The writer only focuses on the study from the

syllabus school based on the curriculum for the eighth grade at MTsN 1

Tangerang Selatan.

C. Formulation of the Research With the list of problems and the limit of the research above as the focus

of the research, the question of this research is formulated as ‘Will the

semantic mapping have effect on vocabulary knowledge development of

eighth-grade students of MTsN 1 Tangerang Selatan?’

D. Objective of the Research This research is conducted to get empirical evidence of the effect of

semantic map on students’ vocabulary knowledge development at eighth-

grade students of MTsN 1 Kota Tangerang Selatan.

E. Significance of the Research This research’s result is attempted to give benefits in English education

focus on vocabulary development both to the teachers and students, also to

future research. To introduce semantic mapping as another technique that can

9

be used in classroom activity especially in vocabulary class by the teacher, so

hopefully with this research teachers will expand the choices of technique

teaching to apply in classroom. For the students to help them develop

vocabulary knowledge with semantic mapping technique in a hope to make

them easier acquiring English vocabulary without memorizing and motivate

them to learn more. And expected to help another research with the same

field by give them additional references and give them more information.

CHAPTER II

LITERATURE REVIEW

A. Vocabulary

1. Definition of Vocabulary

Many sources have been collected to expand the definition of

vocabulary. Hatch and Brown define vocabulary as the setlist of the words

for specific language that the language speaker use1. Ur declares

“vocabulary can be defined, roughly as the words we teach in the foreign

language.”2 Not much different as what McCarthy stated about vocabulary

which is a collection of words in a particular language of independent

items of language that have meaning.3

Other researchers also explained that vocabulary is not only the

words but it includes the knowledge of words as Kamil and Hiebert

explain it is a kind of words that students need to achieve the knowledge

and the meaning of it in order to increase the comprehension of a text.4

Jack C. Richard and Willy A. Renandya stated that vocabulary is the

essence in order to gain language proficiency such as speak listen, read,

and write with the lack of vocabulary they explain that make students loss

the discourage to use the language in every chance around them.5

According to Cameron, a person is said to know a word if they can

recognize its form, its meaning, and its use it when they see it.6

1Evelyn Hatch and Brown, Vocabulary, Semantics, and Language Education, Cambridge: Cambridge University Press, 1995), p. 1.

2Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 60.

3Michael McCarthy, Vocabulary, (Oxford: Oxford University Press, 1990), p. 3. 4Michael L.Kamil and Elfrieda H. Hiebert, Teaching and Learning Vocabulary:

Bringing Research to Practice, (New Jersey: Lawrence Erlbaum Associates, 2005), p. 3. 5Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 255. 6Lynne Cameron, Teaching Languages to Young Learners, (Cambridge: Cambridge

University Press, 2001), p. 78.

10

11

From all the statements above it can be summed up that vocabulary is

contain of words or phrases in order to share or show information either it

is written or spoken. Also an obligation course of new language to teach

by the teacher, to achieve the words’ knowledge and meaning in order to

be able to communicate it.

a. Kinds of Vocabulary

According to Gairns and Redman, there are two kinds of vocabulary.

They are receptive and productive vocabularies. The receptive vocabulary

or sometimes known as the passive vocabulary, they explain it, is defined

as the vocabulary associated with reading and listening materials, whereas

the productive vocabulary refers to the vocabulary used as learners are

learning the writing or speaking skills.6

In addition to the kinds of vocabulary mentioned by Gairns and

Redman above, Kamil and Hiebert added that the productive vocabulary is

the words that are familiar or easy to recognize and these are often used by

an individual, particularly in writing and speaking; in contrast, the

receptive vocabulary is the words that are less familiar to students as well

as are considered being less to be used or the students may not use these

spontaneously for they may recognize the words’ meaning as they are

reading and listening. Moreover, Kamil and Hiebert also mention other

kinds of vocabulary beside productive and receptive vocabulary, i.e. oral

and print vocabularies. In this case, the oral vocabulary refers to the words

that their meanings are known in speaking or reading orally, whereas the

print vocabulary is considered as the words of which their meanings may

be known in writing or reading silently.7

To sum up, vocabulary may be categorized based on the division of

language skills. In this case, the productive vocabulary is associated with

the productive language skills comprising speaking and writing skills,

6Ruth Gairns and Stuart Redman, Working with Words: A Guide to Teaching and Learning Vocabulary, (Cambridge: Cambridge University Press, 1986), pp. 64—65. 7Kamil and Hiebert, loc.cit.

12

whereas the receptive vocabulary is associated with the receptive skills

which consist of listening and reading.

b. Vocabulary Teaching

Cristina stated that the status of vocabulary in the last 50 years has been

relatively low. As the main purpose of language teaching vocabulary was

seen as incidental.8 It is teacher’s obligation to prepare and find out the

appropriate techniques to be implemented to teaching activity in this case

vocabulary, teacher also needs to aware that teaching vocabulary is

somehow different than teaching students’ native language vocabulary and

is important to students to learn to master the new language. Harmer

express “It is now clear, for example, that the acquisition of vocabulary is

just as important as the acquisition of grammar –though the two are

obviously interdependent– and teacher should have the same kind of

expertise in the teaching of vocabulary as they do in the teaching of

structure.”9

Harmer also declared before teaching vocabulary teacher need to

selecting manageable proportions for the learners based on the frequency

use word based on the context soon to learn, the concrete words at lower

level need to be taught first before progress into more abstract. Thus, the

things which words represents in front of students is easily explained such

as ‘chair’, ‘chalk’ and etc. Words which are not physically represented in

front of students like ‘charity’ is more difficult to explain. To arrange

words in frequency order Harmer suggested to read or listen many of

English and note which one the most occur and which one is less. Next

thing, teacher need to aware of students need to know about the meaning

of word, word use, word formation, and the word grammar.

a. Meaning

8Abrudan Cristina, “Vocabulary and Language”, submitted to Faculty of Economic Sciences in University of Ordea, p.170, unpublished.

9Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 154.

13

“The first thing to realise about vocabulary items is that they

frequently have more than one meaning.”10 Harmer explained that

students need to learn to decipher the meaning of word based on the

context to avoid misunderstanding since a word is possibly changed,

stretched, or limited the meaning.

b. Word Use

Beside meaning Harmer stated that students also need to aware of

how the meaning of a word can be change by the use of metaphor and

idiom, collocation, also the style of a certain social and topical context.

“Word meaning is frequently stretched through the use of metaphor and

idiom. We know that the word ‘hiss’, for example, describes the noise

that snakes make. But we stretch its meaning to describe the way people

talk to each other (“Don’t move or you dead,” she hissed.’). That is

metaphorical use. At the same time, we can talk about treacherous

people as snakes (‘He’s a real snake in the grass’). ‘Snake in the grass’

is a fixed phrase that has become an idiom like countless other phrases

such as ‘raining cats and dogs’, ‘putting the cat among pigeons’,

‘straight from the horse’s mouth’, etc.”11

Such an error have personally happened in writer’s experience back

then in teaching practice, students in second grade of middle school

understanding the word ‘watch’ only as to see something once they got

the answer by the teacher at such context, then they were in confusion

after found the word ‘you should watch the ice when you are driving in

winter' and the express ‘watch it!’ when one’s use to warn someone.

The changing meaning of a word by the use of collocation simply

means a word that only can be used alongside a certain word to produce

the correct meaning, and it will mean nothing if the word followed by

the inaccurate word, Harmer give the example of the word ‘sprained’

and ‘ache’ which both indicating the expression of pain by physical

10Ibid., p. 156. 11Ibid., p. 157.

14

injury, these words only can be used alongside several parts of body

such as ‘sprained ankle’, ‘sprained wrist’, ‘headache’, ‘stomachache’.

They cannot be used with ‘thigh’ as in ‘sprained thigh’ or ‘rib’ like

‘sprained rib’, also they cannot express the pain in ‘throat’ or on ’leg’

by ‘throatache’ and ‘legache’. 12

The meaning of word also change within the use by certain social

and topical context as their style and register, two people who are in the

same field are able to decipher some certain words in their dialogue and

will be somehow missed by them in different field. Harmer took an

example of two doctors who differently discuss a disease in some

special or register words between them than discuss a disease with a

regular person who are not in medical field. The expression ’I’m angry’

will be a neutral expression than ‘I’m really pissed off’ which Harmer

explained has the rude style of informal version to listeners in a certain

context.13

12Ibid. 13Ibid.

15

c. Word Formation

“Words can change their shape and their grammatical value, too.

Students need to know facts about word formation and how they twist

words to fit different grammatical contexts.” Such as the verb ‘run’ has

the participles ‘running’ and ‘ran’. The present participle ‘running’ can

be used as an adjective and ‘run’ can also be a noun. There is a clear

relationship between the word ‘death’, ‘dead’, ‘dying’, and ‘die’.14

Another thing to students need to aware is how to work on prefixes

and suffixes. And due to the possible changing grammatical function by

the way word are stressed, teach them how the words are sound and

spelt is an obligation in gaining students’ knowledge about spoken

words. 15

d. Word Grammar

“There are many other areas of grammatical behavior that students

need to know about: what are phrasal verb and how do they behave?

How are adjectives ordered? What position can adverbs be used in?

Without this knowledge can we really say that students know

vocabulary item such as ‘look up’ (as in dictionary), ‘tired’ and ‘worn’,

or ‘greedily’?16 Harmer give the difference of grammatical rule of

‘Tell’ and ‘Say’ as example, where the verb ‘Tell’ must be followed by

an object + to + infinitive like ‘He told her to wake him up at six’ while

the verb ‘Say’ cannot follow this rule, the same rule goes to modal verb

which only followed by bare infinitive. This kind of knowledge will

prevent student in making error sentences such as ‘He said to me to

come’, or ‘I must to go’.

14Ibid. 15Ibid. 16Jeremy Harmer, op.cit., p. 158.

16

c. Example of Vocabulary Teaching Technique

There are various kind of techniques that teacher can bring to their

vocabulary to achieve students’ knowledge it’s indeed a teacher’s role to

choose the suitable techniques based on student’s level on vocabulary,

time available, and the content. Here are techniques of vocabulary

teaching as proposed by several experts.

a. Realia

“Object can be used to show meanings when the vocabulary consist

of concrete nouns. Introducing a new word by showing the real object

often helps learners to memorize the word through visualization.

Objects in the classroom or things brought to the classroom can be

used.”17 Teacher can use the object to practice student how to say the

words and is an efficient techniques to bring into beginner level

students.

b. Pictures or drawing or illustration

The using of picture link with prior knowledge of students and it

will help students to gain the new knowledge. It is the easier way than

bringing the realia to class to support students remember the word by

directly see how the word look like. Nowadays, many basic vocabulary

books present the picture of the words. “Pictures can be board

drawings, wall pictures and charts, flashcards, magazine pictures and

any other non-technical visual representations. Pictures can be used to

explain the meaning of vocabulary items; teachers can draw things on

the board or bring in pictures. They can illustrate concept such as

above and opposite just as easily as hats, coats, walking sticks, cars,

smiles, frowns, etc.”18

17Mofareh Alqahtani, The Importance of Vocabulary in Language Learning and How to be taught, International Journal of Teaching and Education, Vol. 3, p. 27.

18Jeremy Harmer, op.cit., p. 161.

17

c. Mime, action, and gesture

Vocabulary action such as ‘running’ or ‘smoking’ is easily

explained with gesture, by showing the action of the word in front of

the students to capture their attention can help them to decipher the

meaning of the words without teacher’s translate. Such a technique is

easy to work on younger learner as they will find it amusing. Teacher

can ask student to perform the action of the word explained by the

teacher, this help students.19

d. Enumeration

Showing the list of the general vocabulary word might be helpful to

have student get the meaning. Harmer explain this techniques is able to

show the meaning of the word, and have ‘clothes’ word as example,

teacher can enumerating by mention ‘shirt’, ‘skirt’, and ‘jacket’.20

e. Explanation

Explaining can be not easy to beginner and elementary level, as the

teacher need to point out any facts of word use that relevant in

explaining, it will work on intermediate and above level. For instance,

If we are explaining the meaning of ‘mate’ (= friend) we need to point

out that it is a colloquial word mainly used in informal contexts and

that is more often refer male friend than for females.21

f. Translation

Translate the word to L1 is indeed an easier technique to explain the

meaning and save time. Takac stated as citied by Alqahtani translate

the word to L1 help to see how was students’ comprehension of the

word also showing the similarity and differences of L2. For instance if

it comes to translate ‘salad’ to Bahasa. Indonesia doesn’t have any

kind of dish such salad and somehow translate it as represent word of

19Mofareh Alqahtani, op.cit., p.28. 20Jeremy Harmer, op.cit., p. 162. 21Ibid.

18

vegetable dish whereas salad is a mix of collection of various food. It

can goes with fruits, peanuts, or combination of those.22

g. Discovery

A technique where students help themselves to acquire the meaning

and the application of new word, such a technique is applicable in

intermediate and above level students. Alqahtani stated the students

who have prior knowledge of vocabulary can take clues of the context

to guess the meaning of the unknown word without translate it.23

“Discovery technique used with vocabulary materials allow students

to activate their previous knowledge and to share what they know (if

they are working with others). They also provoke the kind of

interaction with words which we have said is desirable.”24 Harmer also

explain that this technique is not impossible to work on beginner level

class. Instead of giving them list of meaning of the words teacher can

make students work on what words are mean alongside teacher’s

feedback to check their comprehension of the words.

22Alqahtani, op.cit., p. 29. 23Ibid. 24Harmer, op.cit., p. 160.

19

2. Semantic Map a. The Nature of Semantic Mapping

Semantic map is a kind of media or visual display and as well as a

technique that contains of categories of words arranged based on its related

aspects to one another then linked each other’s to make one big web

words. It is believed as an effective diagnostic tool to develop and expand

vocabulary knowledge.25 Students are able to concept their knowledge by

mapping it with other related words or phrases.26 Other than words and

phrases students can also work with images and propositional content that

are relate each other on semantic mapping.27 Basically, through semantic

map teacher can demonstrate the relationship among words in the text to

gain students’ understanding.

Most of semantic map activities are require both teacher and students

to working together building up a diagrammatic map of vocabulary

suggested by teacher, vocabulary by student, and vocabulary found in the

textbook. The process of semantic map itself will trigger student’s prior

information and relate it to their new information on semantic map.28

Nation listed as cited from Javad and Sima several benefits to the

application of Semantic Mapping in learning words as follows: 29

a. It requires less effort to learn words in a set.

b. It is easier to retrieve related words from memory.

c. It helps learners see how knowledge can be organized.

d. It reflects the way such information is stored in the brain.

25Mah Boon Yin, “Semantic Mapping: A Visual and Structured Pre-Writing Strategy in the Process of Essay Writing”, submitted to Academy of Language Studies in Universiti Teknologi MARA (UiTM) Cawangan Pulau Pinang, 2011, p. 2, unpublished.

26NSW Centre for Effective Reading, Vocabulary-Semantic Mapping, p. 1. 27John S. Hedgcock and Dana R. Feris, Teaching Readers of English Students, Texts,

and Contexts, (New York: Routledge, 2009), p. 310 28Yeşim Dilek and Nurcihan Yűrűk, Using Semantic Mapping Technique in

Vocabulary Teaching at Pre-intermediate Level, Social and Behavior Sciences, 70, p. 1534.

29Javad Gholami and Sima Khezlou, Semantic and Thematic List Learning of Second Language Vocabulary, The CATESOL Journal, Vol. 25, 2014, p. 153.

20

e. It makes the meaning of words clearer by helping students to see how

they relate to and may be differentiated from other words in set.

Figure. 2.1 (Source:NSW Government Education & Communities)

There are three components to a semantic map:

a. Core question or concept: this is a key word or phrase that is the main

focus of the map.

b. Strands: subordinate ideas that help explain or clarify the main

concept. These can be generated by the students.

21

Figure. 2.2 (Source: “Vocabulary and Fluency classroom strategies”)

c. Supporting information: details, inferences and generalization that are

related to each strand. Supports clarify the strands and distinguish one

strand from another. 30

An example of a semantic word map can be found below. The word

"Transportation" is divide into three main types of possible transportation.

Air, Water, Land forms of travel are broken down. A student who is trying

to understand what "Transportation" means, may be guided towards

discussing forms of transportation they are familiar with, such as a boat,

car, or airplane.31

30NSW Centre for Creative Reading, Vocabulary, op.cit., p. 3. 31Vocabulary and Fluency classroom strategies: Semantic Maps, retrieved from

http://mavoigt.weebly.com/semantic-maps.html

22

Figure. 2.3 (Source: “Vocabulary and Fluency classroom

strategies:Semantic Maps”)

A second example, which might be used to help students break down

and understand the different forms of rocks. A student may understand

what a rock is, but they may not understand what a sedimentary rock is

and what types they can be. By using a hierarchy style list similar to the

ones below, a student can make multiple connections to a single

vocabulary word. This is a great way to break down and expand new

vocabulary.32

32Ibid.

23

b. The Activities of Semantic Mapping in Vocabulary Learning

The aim of mapping a topic is to activating as well as increasing

students’ basic knowledge of the specific topics and the word which

discussed. “Structuring information in graphic form. The map displays

known and new words under labeled categories or conceptual subtopics.

Through the instructional process, students are given the opportunity, they

see the specifics relationship among concepts.”33

Beside the general vocabulary development Yeşim stated Semantic

mapping also able to conduct in pre-post reading, teaching study skill, and

as a link between reading and writing instruction, and also as an

assessment technique.34 Johnson and colleges share a common of

sequence activities using semantic mapping as follows:

a. Choose a word central to the topic the class will be studying.

b. Write the word on a chalkboard, a large char tablet, or on a

transparency.

c. Encourage the class to brainstorm words related to the selected word.

List these words by categories on the chalkboard.

d. Have the students work individually for several minutes to think of as

many words as they can that are related to the key words and list

these words, by categories, on a piece of paper.

e. Have the students share their prepared lists orally add their words to

the class map in categories.

f. Have the students suggest labels for the categories on the semantic

map.

g. Discuss the entries on the semantic map. Encourage students to

become aware of the new words. Gather new meanings from old

words, and draw relationships among the new and old words.35

33Dale D. Johnson, et.al., Semantic Mapping, The Reading Teacher, Vol. 8, 2013, p. 782. 34Dilek, op.cit., p. 1536. 35Johnson, op.cit., p. 780.

24

As mentioned above the semantic mapping is applicable as the

alternative in pre and post reading activity. “In this application, the

semantic mapping process not only introduces the key vocabulary from the

passage to be read, but it activates the students’ prior knowledge of the

topic, thereby preparing them better to understand, assimilate, and evaluate

the information in the material.”36 The instructions by NSW showed as

below37:

a. Before reading passage or selection, preview the text for challenging

words students will use and see often.

b. Tell students the topic of the reading passage or selection and lead

students to brainstorm a list of word related to the topic discuss

background knowledge of the topic and help students make

connections between what they already know and what they will learn

while reading.

c. Working in small groups or partners, ask students to create a semantic

map by categorizing the brainstormed list of words. This includes

generating logical category titles and placing words in appropriate

categories.

d. As students read have them add new vocabulary to their maps.

Discuss with students the meaning of the new words and where they

fit on the map.

e. After students read the passage have them add any other vocabulary

words to the map. Return to whole group and discuss with the students

how the semantic map might be expanded or reorganized to reflect

new information they learned.

Another alternatives by implement the semantic mapping is as the

prior writing and reading activity to list the ideas. “As an aid to story and

report writing, semantic mapping helps the students organize thoughts and

information. A complete map may serve as a guide by which to structure

36Ibid. p. 781. 37NSW, op.cit., p. 3.

25

story, with the category headings serving as topic sentences or main ideas

for the paragraphs and the underlying details serving as the content to be

included.”38

All those explanation are stated that semantic map is an applicable

study aid for general vocabulary development. As pre and post reading

activity, and Johnson added it also useful for organizing ideas to prepare

writing activity. Semantic mapping is useful with students who are

learning disables, and illiterate adults, as well as those in regular

classrooms.”39

3. Thinking Framework As the essence of learning language vocabulary is believe as the first

stage to learn before any language skills, once the students get the enough

knowledge of both receptive and productive vocabulary they are ready to

proceed learning other skills as listening, speaking, writing, and also

reading, that is how important vocabulary knowledge. Nevertheless,

vocabulary learning is not only achieving the knowledge about meaning of

the words, teachers need to point out several aspects in order to have

proper learning vocabulary activity. Other than meaning teachers are also

obligated to make students aware the word use of metaphor, idiom,

collocation, and also the style of the word, the form of suffix, prefix and

how they form correctly in grammatical context.

Most of vocabulary learning activities show that students are having

the passive role in class while teachers are the center and the only source

of knowledge, and that’s how teaching vocabulary calculated low because

it isn’t produce the best result. Students only learn the words that only

taught by the teacher and forgotten many things they must know related to

the words itself. As assume they are lack of the word’s knowledge and

only focus to the words being taught. Any other lack is that teacher only

38Johnson, op.cit., p.782. 39Ibid.

26

teach words by translating it to student’s native language which is also

forgotten other aspects of the word’s knowledge. In order to avoid such

lack many techniques, media, and strategies have been created by the

experts, and teachers need to wisely create or choose the proper

techniques, media or strategies in their vocabulary class.

Semantic map or known as word map which contains of several of

words related to each other is believed as the efficient media or visual that

help student to increase their vocabulary and the knowledge of words, the

presence of semantic map can help students working without boredom as

they will actively working on it as creative as possible, teachers will also

actively involved in some activities with semantic map which will have

the whole role in class can working together to build semantic map. As

students try to related each word it will help students to recall their prior

knowledge and connect it with their new knowledge as the work on the

map. Many activities can be expand by using semantic map in class

teachers can only demonstrated it in front of class as the visual, or they can

make students working in group to create one, or teacher can make

semantic map to evaluate students also.

Through all theories explained above we can suggest that semantic

map is believed as an effective technique to develop students vocabulary

knowledge as it’s covering the problems mentioned before which is the

low results of students vocabulary knowledge.

27

4. Hypothesis Research The hypothesis will be show in one of these two categories:

1. There is effectiveness of Semantic mapping technique on eighth

grade students’ vocabulary knowledge development at MTsN 1

Tangerang Selatan 2018/2019 academic year.

2. There is no effectiveness of Semantic mapping technique on

eighth grade students’ vocabulary knowledge development at

MTsN 1 Tangerang Selatan 2018/2019 academic year.

The hypothesis below is only calculated based on the explained

theories, the related and previous study above, hence, the research

hypothesis is somehow will be formulated as this:

The Effect of Semantic Mapping Technique is exist on eighth students’

development in vocabulary knowledge at MTsN 1 Tangerang Selatan

2018/2019 academic year.

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research This research was conducted on February 2019 with the eighth-grade

students from MTsN 1 Tangerang Selatan.in the Academic year of 2018/2019.

The school is located at Jl. Padjajaran No. 48, Pamulang, Tangerang Selatan.

B. Method and Design of the Research This research used quantitative research as the method as the writer want

to get empirical evidence whether or not semantic map develops students’

vocabulary in the eighth grade of MTsN 1 Tangerang Selatan by calculating

and analyzing the numerical data to get the result statistically.1

The implemented of quasi-experiment design used in this research as it is

the experiment design to identify any casual impact between the independent

variable (the intervention) and the dependent variable (the target population)

with groups that are not randomly assigned.2 The writer gave treatment

regarding the title of this research. The 2 test of pre-test and post-test

conducted in 2 classes an experimental class, and a controlled class by

implementing purposive sampling. The experimental class is the chosen class

to get the treatment after the pre-test, while controlled class is the class that

was not given any treatment after doing the pre-test.

1Donald Ary, et.al., Introduction to Research in Education, (Belmont: Wadsworth Cengage Learning, 2010), p. 22.

2Ibid. p. 26.

28

29

C. Population and Sampling of the Research The entire eight grade of MTsN 1 Tangerang Selatan in academic year

2018/2019 is the population in this research. Purposive Sampling is chosen

in this research where the sample picked based on the characteristics from

the populations as the representative after having an interview with the

English teacher as personal judgment of the sample.3

Interviewing the English teacher about two classes that have the same

level of ability, and use the same facilities as they learn English, also about

the processing syllabus at the time. Based on the interview two classes are

chosen as the sample of the population in this research, the 8.2 Class as the

experiment class to receive semantic mapping technique in vocabulary

learning activities, while 8.3 Class as the control class which has the

conventional technique in their vocabulary learning activities. Both classes

have 23 students in each class.

D. Instrument of The Research Instruments used in this research is tests in multiple choices about

vocabulary knowledge, the test is contained of 20 questions in multiple-

choice of vocabulary at certain contexts, table 3.1 and 3.2 are presented the

indicators of pre-test and post-test acquired in this research.

Before that, a pilot study is planned ahead in another class which has

the same level as the experimental and control class in order to achieve the

validity and the reliability of the instruments in this research. A pilot study

is an external study that conducts in the first step before starting the entire

experiment protocol to validate the feasibility by assessing the inclusion

and the exclusion criteria of the participant, preparation of the testing of

the instruments used for measurements in the study.4 The help of

3Jack R Frenkel, et al., How to Design and Evaluate Research in Education, (New York: McGraw Hill, 2012), p.100.

4Junyong In, Introduction of a Pilot Study, Korean Journal of Anesthesiology, Vol. 70, p. 601.

30

ANATES program is used in this research to measure the validity of the

instruments, the value of validity above 0.33 is needed.

Table 3.1

Pre-test Blueprint

No Aspect Sub-

Indicator

Indicators Item

Numbers

Total

1. Vocabulary

Knowledge

Synonym,

Meaning of

word

Students are

able to identify

the synonym

and the meaning

of the words

3, 6, 15,

17, 18

5

2. Vocabulary

Knowledge

Antonym,

Opposite

meaning of

word

Students are

able to identify

the antonym

and the opposite

meaning of the

words

4, 14 2

3. Vocabulary

Knowledge

Word

choice

Students are

able to choose

the appropriate

word based on

the context

given

7, 8, 9, 10,

11

5

4. Vocabulary

Knowledge

Answer

Question

Students are

able to answer

questions based

on the context

given

1, 2, 5. 12.

13. 16, 19,

20

8

Total 20

31

Table 3.2

Post-test Blueprint

No Aspect Sub-

Indicator

Indicators Item

Numbers

Total

1. Vocabulary

Knowledge

Synonym,

Meaning of

word

Students are

able to identify

the synonym

and the meaning

of the words

2, 9, 17,

18, 20

5

2. Vocabulary

Knowledge

Antonym,

Opposite

meaning of

word

Students are

able to identify

the antonym

and the opposite

meaning of the

words

7, 10 2

3. Vocabulary

Knowledge

Word

choice

Students are

able to choose

the appropriate

word based on

the context

given

8, 14, 15,

16, 19

5

4. Vocabulary

Knowledge

Answer

Question

Students are

able to answer

questions based

on the context

given

1, 3, 4, 5,

6, 11, 12,

13

8

Total 20

32

E. Technique of Collecting Data Once the classes fix chosen the pre-test will be given to the both of

class before the treatment start to measure their prior knowledge of

vocabulary, several questions about vocabulary knowledge in multiple-

choice form at certain contexts will be prepared and have the samples to

answer it.

The treatment of using semantic mapping technique in the experiment

and the conventional technique in control class is conducted afterward, the

semantic mapping will be teaching based on the recent syllabus in 3

meeting, while the control class will get the conventional technique in the

learning activities in 3 meeting.

At the final of the research after getting the treatment, the post-test will

be given to the students of experiment class and control class about the

questions of the vocabulary knowledge to get the empirical evidence of

their improvement after getting the treatment. So the total of the meeting is

about 6 meetings.

F. Technique of Analyzing Data As this research is designed in quantitative research so the analyzing

data were done statistically, and the scores collected between the pre-test

and the post-test from the control class and the experiment class are

analyzed using t-test. Nevertheless, before analyzing using t-tests

normality test and the homogeneity test is needed to conduct to distribute

the data normally and homogenize the data variances. The writer use of

IBM SPSS Statistics Statistic Base 22.0 program to analyze the data and

some steps are explained as below:

1. Normality Test

In order to collect the data that distributed normally Normality test

is required before progressing the t-test. To make the data that

33

distributed normally means the test has been conducted properly and

following the procedure.

The normality test in this research is using the Kolomogorov-

Smirnov test with significant level α=0.05. The data can be claim

normally distributed if the result is >α= 0.05, on the other hand, if the

result is <α=0.05 the data are not distributed normally.

2. Homogeneity Test

To see if the data are equal and homogenous the homogeneity test

will be conducted. The Lavene Statistic on SPSS program is applied in

this research to run the homogeneity test with α=0.05. Not far different

from the normality test where the result < α=0.05 means the data are not

homogenous, and > =0.05 show the data are homogenous and equal

variances.

3. T-test

To see which hypothesis occur in this research, whether the

hypothesis is accepted or rejected the t-test is needed to conduct. The

main data analysis process to see any significant difference between

the control group and the experimental group.

This research applies the Independent sample T-test with a two-tailed

test of significance. If the result signifies p-value or sig (2 tailed)

higher than the significance level of sig α=0.05 (5%) the result is

qualified as Ho is accepted meanwhile Ha is rejected, otherwise, Ho is

rejected and Ha is accepted if the p-value is lower than sig α=0.05

(5%).

4. Effect Size

After conducting the T-test and get the statistical result, with the

same form which determines the level of the effect is needed to be

34

Standard deviation 1 + Standard deviation

σ pooled 2

tested. Effect size is to measure whether the effect is strong or weak.

The formula of the Effect size is adapted as follows5:

d = Mean of group 1 – Mean of group 2 ; σ pooled = The interpretation of the result effect size by Cohen’s d are list below:

a. 0-0.20= weak effect

b. 0.21-0.50= modest effect

c. 0.51-1.00= moderate effect

d. >1.00= strong effect

G. Statistical Hypothesis The research was conducted to identify the effect exist on the use of

Semantic map technique on students’ vocabulary knowledge

development. These hypothesis based on the t-test will be as follows:

1. Ha Accepted: p-value < sig α= 0.05 (statistically significant). Ha is

accepted and Ho is rejected or there is an effect of the use of

semantic map on students’ vocabulary knowledge development.

2. Ho Accepted: p-value > sig α= 0.05 (not statistically significant).

Ha is rejected and Ho is accepted or there is no effect of the use of

semantic map on students’ vocabulary knowledge development

5Daniel Mujis, Doing Quantitative Research in Education with SPSS, (London: SAGE Publication, 2004), p. 139.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

1. Data Description In this section. The writer presented the description of the result data

obtained in this research with descriptive statistics. Both of the tests of pre-

test and post-test are the essence data instrument in this research so those

test results have been collected from both control group and experimental

group which have 23 students in each group both of the groups completed

the same pre-test and pro-test in research activity, as the pre-test was

administered before both of group get the treatment and the post-test

handed out after the treatment given.

What makes of the groups different is the treatment activity in the

middle of the tests, the control group got the conventional technique as the

treatment, while the experimental group received the semantic map as the

treatment of the vocabulary teaching activities to find out any differences

of their vocabulary knowledge development. This descriptive statistic is

performed to seek out the range data, the average, and also the highest and

the lowest score of both of the groups and also as the first step to proceed

the next data analysis to complete the research finding.

a. Data Results of Pre-test

The scores of pre-test of both groups acquired after they get the pre-test

before the treatment are separated into three classifications; low, middle,

and high into the table below with the percentage in each categories. The

low class is classified as the score which is lower than 70, the scores

between 70 and 80 are classified as the middle score, while the score

above 80 is classified as the high score.

35

36

Table 4.1

Pre-Test Data of Experiment Group and Control Group

Score

Experimental Group Control Group

Freq. F (%) Mean Freq. F (%) Mean

<70 12 52.1

65.65

12 52,1

71.52 70-80 6 26.1 3 13.1

>80 5 21.7 8 34.7

Table 4.1 is presented regarding the description below. The

class of the 8.2 was chosen as the experiment group in this

research as they get the mean score 65.65 in the pre-test before

they get treatment with twelve students or 52.1% get the low score

below 70. 26.1% or six students achieved middle score between

70-80, and five students or 21.7% of the students get the high

score above 80.

In contrast from experiment group the class of 8.3 was chosen

as the control class with a mean score of pre-test 71.52 higher than

the experiment group before they got a conventional technique in

vocabulary learning activities as the treatment, with the 52.1%

percent of students or 12 students get the lower score than 70,

13.1% of students or 3 students get the score between 70-80 and

classified as middle score, and the high score above 80 acquired

by 34.7% or 8 students.

Through this data we can see that 8.2 class mean score in the

pre-test are lower than what 8.3 class get as the mean score, and

with that the writer choose the 8.2 as the experiment class to see

whether they will achieve an increase mean score either it’s the

same as the control group or above them or else decrease mean

score from what they get in pre-test. The contrast factor goes to

the chosen class 8.3 as the control group where they got higher

mean score than the experimental group, later we can see whether

37

the control class get an increase, decrease, or stay the same mean

score as they get the treatment.

b. Data Result of Post-Test

The same goes with the post test data of both group the writer

did the three classification to arrange the score to low score, middle

score, and high score into the table below. The score below 70 is

categorized as the low score, the middle score is for the score

between 70-80, and the high score is for the score above 80. The

scores of post-test score was acquired after both group done with

the treatments, and through this compare of post-test score between

the experiment and the control group we can notice the change of

the result from the pre-test before.

Table 4.2

Post-Test Data of Experiment Group and Control Group

Score

Experimental Group Control Group

Freq. F (%) Mean Freq. F (%) Mean

<70 8 34.7

75

14 60.8

64.57 70-80 7 30.4 3 13.1

>80 8 34.7 6 26.1

As presented in table 4.2 above we can tell the post-test data

shows to be increasing in experiment group after they got the

semantic map as the treatment in vocabulary learning activities

which is 75 as the mean score with the high score developed by

34.7% of the students or 8 students and 7 students or 30.4% of the

students achieved middle score, and the rest 8 students or 34.7%

get the high score.

Meanwhile in control group, after they got treatment the mean

score of the post-test shows decreasing with the mean score 64.57

as 60.8% of students or 14 students achieve the low score, 13.2%

38

of the students or 3 students get the middle score, and 6 students or

the 26,1 % of the students get the high score.

Throughout this post-test comparison section between

experimental group and the control group we can see the change

after they got the treatment that the experimental group somehow

improved their mean score from the pre-test before while the

control group had decrease the mean score from the pre-test. Later

we can how much the both group gained from the pre-test to the

post-test in next section.

c. Data Result of Gained Score

As we get the information of both of the comparison pre-test

and post-test score between the experimental group and the control

group, now the gap between the pre-test and the post-test score

each group acquire need to be presented, like the other two scores

before the gained score also categorized in three classification of

gap score. With the least gap score classified below 0, the middle

gap score are classified between 0-20 gap score, and the most gap

score classified for above 20.

39

Table 4.3

Gained Score Data of Experiment Group and Control Group

Score

Experimental Group Control Group

Freq. F (%) Mean Freq. F (%) Mean

<0 3 13.1

9.34

13 56.5

-6.95 0-20 17 73.9 9 39.1

>20 3 13.1 1 4.3

From table 4.3 we can see the experiment group is increased as

they gained 9.34 in the mean of gained score with the most gained

score is achieved by 13.1% of students or 3 students, the 17

students or 73.9% of students get the middle gained score, and only

3 students with 13.1% as the percentage got a decrease gap score.

Unlike the experiment group, the control group gained score is

mostly a decrease point with -6.95 as the mean of the gained score,

the most gained score in control group is only got by a students

with 4.3% as the percentage of the students, the middle gained

score is achieved by 39.1% of students or 9 students while the

decrease gap score is score by 13 students or 56.5% of students.

2. Data Analysis

Up until the data have been described in the recent section, we can

now statistically analyze the hypothesis of the data by using a t-test, the

result of t-test will determine which hypothesis is accepted. To proceed

with the t-test as explained in chapter III the collected data must determine

as normally distributed and the samples are equally homogeneous so

normality test and homogeneity test will be conducted before doing the t-

test. All of the data analyzing conducted in this research are calculated by

the help of IBM SPSS Statistic 22.

40

In final, the writer also conducts the effect size test to find out the

intensity of the effectiveness of using semantic map to develop students’

vocabulary knowledge. The effect size testing is calculated manually

regarding the data presented from the t-test. a. Normality Test

Kolmogorov-Smirnov test used in this research as the normality

test to see if both of tests in both groups are distributed normally or

not.

The table 4.4 above presented the normality significance of pre-

test in control group is 0.032 while in the experiment group is 0.200.

As both of significance number from the data are above α =0.05 we

can conclude that the data of pre-test from both groups are distributed

normally.

From the same table, we can see that the data of post-test from

both groups are also distributed normally as the normality significance

of pre-test in control group shows 0.049 and in the experiment group

shows 0.200 which are above α=0.005.

Table 4.4 The Result of Normality Test of Pre-test and Post-test from Control and

Experiment Group

Tests of Normality

Group Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

Pretest

'Control Group' ,190 23 ,032 ,925 23 ,084

'Experiment

Group'

,141 23 ,200* ,920 23 ,067

Posttest

'Control Group' ,181 23 ,049 ,890 23 ,016

'Experiment

Group'

,116 23 ,200* ,950 23 ,290

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

a. Lilliefors Significance Correction

41

b. Homogeneity test

The last step before performing t-test is to make sure the data of

pre-test and post-test are homogenous equally between both

experiment and control group, in this research Lavene Statistic test is

applied to run the homogeneity test.

Table 4.5

The Result of Homogeneity Test of Pre-test and Post-test

Based on the result on table 4.5 the significance of pre-test is

0.271 while the significance of the post-test is 0.531 and both are

higher than α=0.005, Simply put, we can conclude that both tests are

equally homogenous between experiment and control group.

d. Statistical Hypothesis Test

As the data checked the normality and the homogeneity we can

now determine which hypothesis is accepted by using t-test with the

help of SPSS program, whether the null hypothesis (H0) is accepted

or alternative hypothesis (Ha) is accepted. Recalling the statistical

hypothesis from chapter III, if the null hypothesis is accepted it

means that there is no effect of semantic mapping on students’

vocabulary knowledge, in other hands if the alternative hypothesis is

accepted it means that semantic mapping is affecting students’

vocabulary knowledge development. Lastly, we can furthermore

check the intensity of the effect on effect size test.

In this step, the t-test of pre-test is presented to show that the two

groups are resulting the same level, the t-test of post-test and the

gained scores from each groups are being compare to calculate the

result.

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Pretest 1,244 1 44 ,271

Posttest ,398 1 44 ,531

42

1) T-test of Pre-test

To begin the analyze firstly first the writer present the t-test result

of the pre-test as in table 4.6 below, to see the result we can see the

column called sig (2-tailed) as the p-value. Similarly with the latter 2

tests the significance level is α =0.005 (5%).

Table 4.6

T-test Result of Pre-test

Independent Samples Test Levene's

Test for

Equality of

Variances

t-test for Equality of Means

F Sig. t df Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95%

Confidence

Interval of the

Difference

Lower Upper

Pretest

Equal

variances

assumed

1,244 ,271 1,177 44 ,246 5,870 4,988 -4,182 15,921

Equal

variances

not

assumed

1,177 42,141 ,246 5,870 4,988 -4,195 15,934

As showed in the table the p-value or sig (2-tailed) of the pre-

test’s t test is resulted 0.246 and it’s higher than 0.005. In other word

the null hypothesis (Ho) is accepted here or we can say there is no

statistical significance of the pre-test between the two groups.

43

2) T-test of Post-test

Table 4.7

The T test Result of Post-test

Independent Samples Test Levene's

Test for

Equality of

Variances

t-test for Equality of Means

F Sig. t df Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95%

Confidence

Interval of the

Difference

Lower Upper

Posttest

Equal

variances

assumed

,398 ,531 -

2,024

44 ,049 -10,435 5,155 -

20,824

-,046

Equal

variances

not

assumed

-

2,024

43,865 ,049 -10,435 5,155 -

20,825

-,045

Referring to the table 4.7 above, the p-value or sig (2-tailed) of

the post-test independent sample test result is 0.049 and it’s lower

than 0.05 as the significance level we can conclude that the null

hypothesis is rejected and accepting the alternative hypothesis, in

other words, there is an effect of the use of semantic map on

students’ vocabulary knowledge development.

44

3) T-test of Gained Score

Table 4.8

The T-test Result of Gained Score

Independent Samples Test Levene's

Test for

Equality of

Variances

t-test for Equality of Means

F Sig. t df Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95%

Confidence

Interval of the

Difference

Lower Upper

Gained

Equal

variances

assumed

,029 ,865 -

3,932

44 ,000 -16,304 4,147 -

24,662

-

7,947

Equal

variances

not

assumed

-

3,932

43,772 ,000 -16,304 4,147 -

24,663

-

7,945

Move along to check the t-test result of gained score between

pre-test and post-test, according to table 4.8 above shows the p-

value or sig. (2-tailed) of gained score is 0.000 and also less than

the referral significance level which is 0.05, this indicates that the

alternative hypothesis is accepted or there is also exist significance

effect of using semantic mapping on students’ vocabulary

knowledge development.

45

σ pooled 2

σ pooled 2

e. Effect Size Test

Effect size is performed to measure the intensity of the effect, as

the hypothesis analyzed with the result of there is an effect of using

semantic map to develop students’ vocabulary knowledge

development, this test is to find out the level of significance on the

effect whether it has weak, modest, moderate, or strong effect.

d = Mean of group 1 – Mean of group 2 ; σ pooled = Std. Deviation 1+ Std. Deviation 2

Cohen’s d effect formula is used in this research as effect size

testing. Several aspects from the recent test are required in this

formula such as the mean, and the standard deviation of post-test, so

table 4.9 is presented below.

Table 4.9

The Result of Post-test Group Statistic

Calculation:

d = Mean of group 1 – Mean of group 2 ; σ pooled = Std. Deviation 1+ Std. Deviation 2

a. σ pooled = 17.959 + 16.989 = 17.474

2

b. d = 75.00 – 64.57 = 0.6

17.474

From the result above we can see that the intensity of the effect is

0.6 which indicates that the effect of using semantic mapping to

develop students’ vocabulary knowledge is moderate based on

Cohen’s d’s interpretation of the result, it’s one level below the

Group Statistics

Group N Mean Std. Deviation Std. Error

Mean

Posttest 'Control Group' 23 64,57 17,959 3,745

'Experiment Group' 23 75,00 16,989 3,543

46

strong level and one level above modest level so we can say that the

effect is a bit strong.

B. Discussion As the final conclusion in this section, regarding from the results of

the tests above now we finally completed the aim of this research which is

to find out whether there is exist the effectiveness of using semantic

mapping on students’ vocabulary development in the eighth grade of

MTsN 1 Tangerang Selatan or not. It is confirmed that there was a

significant difference in students’ vocabulary knowledge development by

using semantic mapping in learning activities from the experiment group

and students’ vocabulary knowledge development by using the

conventional technique in learning activities. Thus, the writer presents the

following paragraphs to describe the entire data results.

We can see from the descriptive statistic section the tables which

present each group scores achievement of vocabulary knowledge from the

pre-test and post-test. The results of pre-test from control and experiment

group are obtained before the students get the treatment, this test is

conducted to see students’ prior knowledge of vocabulary, and according

to the table the experiment group acquired 65.65 as the mean score of pre-

test and 71.52 pre-test mean score from the control group.

After collected the pre-test mean score from each group, the

treatment was given in each group with the differ the experiment group

gets semantic mapping on their vocabulary learning activities as the

treatment, and the control group learned vocabulary by using conventional

techniques. All left is to conduct the post-test in control and experiment

group to observe the change score in their vocabulary knowledge

development after the treatment. The post-test mean score showed there is

a significant difference between control group and experiment group, the

experiment group seem to improve their vocabulary knowledge as they got

75.00 in post-test mean score gained 9.347 point from their pre-test mean

score. From the same post-test, unlike the experiment group the control

47

group, on the contrary resulted a decrease mean score to 64.57 with range -

6.95 from the pre-test mean score and it is lower than experiment group

pre-test mean score. This proved that semantic mapping can help students

improve their vocabulary knowledge as only experiment group showed the

improvement after they learn through semantic mapping.

To strengthen the last sentence from the recent paragraph, the writer

conducts the statistical hypothesis analyze by using independent-sample t

test to statistically proved the existence of significant effect on students’

vocabulary development using semantic mapping in learning activities.

From the p-value or sig (2-tailed) of t test of post-test and gained score

between pre-test and post-test from both groups resulted 0.49 from the

post-test and 0.000 from the gained score both of them are less than the

referred significance level α=0.05 (5%) interpreted that the alternative

hypothesis is accepted or in other words, there is a significant effect of

using semantic mapping to develop students’ vocabulary development.

To seek out the intensity level of the effect itself the Cohen d’s effect

size test is performed in this research, based on the calculation in data

analysis section the effect size value result is 0.6 which indicates that the

intensity level of effect is on the moderate level one level below strong but

one level above middle.

Through all the results above it is confirmed that to develop eighth

grade students’ vocabulary knowledge of MTsN 1 Tangerang Selatan

semantic mapping is moderately effective to use in learning activities,

teacher can use semantic mapping in their vocabulary class to improve

students’ vocabulary knowledge.

The theory from Doff as cited from Edi and his partners’ work who

stated that visual is the most efficient method in teaching vocabulary as it

is direct, astounding, and impress the class.1 This research somehow

1Edi Afrizal. et.al,. “Teaching Vocabulary through Visual and Verbal Technique”, submitted to Faculty of Teacher Training and Education in Bung Hatta University, p. 3. unpublished.

48

supported the theory as the experimental group who got semantic mapping

as the treatment of their vocabulary learning activities improved a lot than

the control group. Alongside with that there are other results which also

support the theory from other researchers with the same design as this

research. Somayeh Nilforoushan from Iran did some research of the effect

of teaching vocabulary through semantic mapping in EFL learners’

awareness of the evaluation and potency dimensions of deep vocabulary

knowledge, through the 60 female students as the sample then categorized

each 30 students as the experiment and the control group resulted that the

experiment group who get semantic map as the treatment significantly

improved learners’ awareness of the two dimensions. Niforoushan added

that using semantic mapping in vocabulary teaching can add interest in

students to deeper knowledge of vocabulary and help students use the

vocabularies in appropriate situations.2

Another research on how semantic mapping is better than the

conventional technique was done by Yeşim Dilek and Nurcihan Yűrűk

from turkey with 32 pre-intermediate EFL students from Selcuk University

as the sample which half of them chosen to be the experimental group and

the rest chosen as the control group. Not far different, this research also

resulted that the experimental group which the one who get semantic

mapping as the treatment is improve a lot more than the control group, and

they stated in their research that the background knowledge development

also the vocabulary development should take action in vocabulary

teaching.3

In addition, there are many similar aspects of previous studies that are

lookalike with this research as mentioned a bit in latter paragraphs which

2Somayeh Nil foroushan, The Effect of Teaching Vocabulary through Semantic Mapping on EFL Learners’ Awareness of the Affective Dimensions of Deep Vocabulary Knowledge,English Language Teaching, Vol. 5, p. 164.

3Yeşim Dilek and Nurcihan Yűrűk, Using Semantic Mapping Technique in Vocabulary Teaching at Pre-intermediate Level, Social and Behavior Sciences, Vol. 70, pp. 1541—1542.

49

also proved that semantic mapping is the effective alternative technique to

teaching vocabulary than the conventional one, this research is differ from

those studies in the sample who are still middle school students in pre-

intermediate level of English, placed in Indonesia where the sample are the

EFL learners, and this research is focused of the samples’ knowledge

development of vocabulary through the experiment. With these aspects in

this research the writer are really hope it can add variances of the

evidences that semantic mapping is an effective technique to teach

vocabulary.

CHAPTER V

CONCLUSION, IMPLCATION AND SUGGESTION

A. Conclusion Referring back to the latter chapter where the data were done to prove this

research, we can conclude that semantic mapping has significant effect on

students’ vocabulary knowledge development at eighth grade students of

MTsN 1 Kota Tangerang Selatan.

According to the gained score from both group, we can declared that the

experiment group has somehow improved in the post-test score than in pre-

test, while the control group showed a decrease change in the post-test. The

comparison of both post-test mean score also indicated that the experiment

group got better score than the control group.

The alternative hypothesis is accepted in this research as the p-value of t-

test result of post-test is 0.049 and 0.000 in the gained score’s independent

sample t-test as the referred significant level in this research is 0.05. The

obtained p-values of both results is less than 0.05 is indicated that the

alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is

rejected. Furthermore, the level of the strength of the effect is also calculated

which resulted the moderate level of strength in value 0.6.

To sum up, this research has proved and answered the formulation of the

research that semantic mapping has effect on students’ vocabulary knowledge

with the moderate strength and is way better than the conventional teaching

technique.

50

51

B. Implication Throughout all of this research either theoretically and statistically was

implicated several points that need point out in order to might enhance the

English education mostly the perception of English teacher in teaching and

learning activities for foreign learner or the beginner students of English

language. Those points are explained as follows;

First, this research explained that vocabulary is the essence of learning

new language and that is as important as the structure, as mentioned before

that vocabulary is the first step of students to learn other language skills. As

knowing the importance teacher must give more attention to vocabulary

learning first and cannot neglect the aspects that need to teach to develop

students.

Theoretically, this research have discussed that learning vocabulary is not

only teach the language and give the meaning in native language, but teachers

also need to aware of others aspect such as the use, formation and also the

grammar that relates to the word. Thus, this research has related implication of

how teacher should aware of the important role of vocabulary.

Second, in terms of the techniques in teaching vocabulary, this research

also implicated by given an evidence that conventional teaching might not

effective anymore in vocabulary learning activities as seen in the control

group result in this research who decrease their point in the post-test after get

the conventional technique in their vocabulary learning activities. By this

explanation, this research is hoped to remind teachers to avoid conventional

teaching and prefer the activities that bring fun atmosphere in learning

vocabulary and bring out more activities where the students can be active in

class.

52

C. Suggestion As presented the conclusion and proved that semantic mapping is

effectively developing students’ vocabulary knowledge, for the closure of this

research the writer would like to present the suggestions to the teachers,

students, or other researchers who are likely to perform or developing further

related study of some of this research. The suggestions are list as follows:

1. For English Teachers

To teacher who wish to implement semantic mapping as the learning

activity need to remember that this activity requires both teacher and

students cooperation so make sure that all of students are involved in the

activity, and that the use of semantic mapping in the activity is really

variances and is easily modifies as the media or as the technique, it really

based on teachers’ creativity to build such a perfect semantic mapping

activity for the class.

2. For Students

The interactive display of the semantic map is easy for students to keep

and doing review alone rather than bunch of wordlist with the translation

in native that seem complicated to memorize, students can make one

semantic map with their own creativity to remind other word that related

to each other.

3. For Other Researchers

The result of this study is applicable for other researchers to perform

future research with the same aspects by considering any lacks from this

research, and hope the result with the population, sample and the focus of

vocabulary knowledge may add the variances of other evidences. As

suggestion for other researchers with semantic mapping as the aspect is to

build more decent activities other than what already described where

students can involve more in the class.

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Strategy in the Process of Essay Writing.” Submitted to Academy of

Language Studies. Universiti Teknologi MARA (UiTM) Cawangan

Pulau Pinang. 2011. Unpublished.

Zhang, Hongwei, et al., The Adjustment and Effects of Vocabulary Teaching

Strategies in Flipped Classroom. Creative Education. 7, 2016.

APPENDICES

APPENDIX 1 SILABUS

Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : MTsN 1 Kota Tangsel Pamulang Kelas / Semester : VIII Tahun Pelajaran : 2018/2019

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3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan meminta perhatian, mengecek pemahaman, menghargai kinerja, meminta dan mengungkapkan pendapat, serta menanggapinya, sesuai dengan konteks penggunaannya

4.1 Menyusun teks interaksi interpersonal lisan dan tulis sangat pendek dan sederhana yang

• Fungsi Sosial Menjaga hubungan interpersonal dengan guru dan teman

• Struktur Teks - Memulai - Menanggapi

(diharapkan/di luar dugaan)

• Unsur Kebahasaan - Ungkapan a.l.

Excuse me, Is it clear?, Great, I think so., dsb.

3.1.1 Mengidentifikasi fungsi social dan unsur kebahasaan dari ungkapan meminta perhatian

3.1.2 Menyebutkan ungkapan meminta perhatian

3.1.3 Merespon ungkapan meminta perhatian

3.1.4 Mengidentifikasi fungsi social dan unsur kebahasaan dari ungkapan mengecek pemahaman

3.1.5 Menyebutkan ungkapan mengecek pemahaman

3.1.6 Merespon ungkapan mengecek pemahaman

3.1.7 Mengidentifikasi fungsi social dan unsurkebahasaan dari

- Menyimak, menirukan, dan memperagakan beberapa contoh percakapan, dengan ucapan dan tekanan kata yang benar

- Mengidentifikasi ungkapan yang sedang dipelajari

- Menanyakan hal-hal yang tidak diketahui atau yang berbeda

- Menentukan

12 JP

• Buku bahasa inggris

• Kamus bahasa inggris

• Internet

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n • Unjuk

kerja • Produk • Portofoli

o

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melibatkan tindakan meminta perhatian, mengecek pemahaman, menghargai kinerja, serta meminta dan mengungkapkan pendapat, dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Interaksi antara peserta didik dan guru di dalam dan di luar kelas yang tindakan meminta perhatian, mengecek pemahaman, menghargai kinerja, meminta dan mengungkapkan pendapat yang dapat menumbuhkan perilaku yang termuat di KI

ungkapan menghargai kinerja yang baik

3.1.8 Menyebutkan ungkapan menghargai kinerja yang baik

3.1.9 Merespon ungkapan menghargai kinerja yang baik

3.1.10 Mengidentifikasi fungsi social dan unsur kebahasaan dari meminta dan mengungkapkan pendapat

3.1.11 Menyebutkan ungkapan meminta dan mengungkapkan pendapat

3.1.12 Merespon ungkapan meminta dan mengungkapkan pendapat

4.1.1 Menulis teks lisan sederhana untuk mengucapkan dan merespon ungkapan meminta perhatian.

4.1.2 Menulis teks lisan

ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa

- Membiasakan menerapkan yang sedang dipelajari dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas

- Melakukan refleksi tentang proses dan hasil belajar

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sederhana untuk mengucapkan dan merespon ungkapan mengecek pemahaman

4.1.3 Menulis teks lisan sederhana untuk mengucapkan dan merespon ungkapan menghargai kinerja yang baik.

4.1.4 Menulis teks lisan sederhana untuk mengucapkan dan merespon ungkapan meminta dan mengungkapkan pendapat.

3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait kemampuan dan

• Fungsi sosial Menjelaskan, membanggakan, berjanji, mengajak, dan sebagainya .

• Struktur teks

3.2.1. Mengidentifikasi fungsi social dan unsur kebahasaan dari memberi dan meminta informasi terkait kemampuan dan kemauan

3.2.2. Menyebutkan ungkapan tindakan memberi dan

- Menyimak, membaca, dan menirukan, guru membacakan beberapa teks pendek berisi kemampuan

8 JP

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• Kamus bahasa inggris

Internet

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kemauan, melakukan suatu tindakan, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan can, will)

4.2 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait kemampuan dan kemauan, melakukan suatu tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

- Memulai - Menanggapi

(diharapkan/di luar dugaan)

• Unsur kebahasaan - Ungkapan

kemampuan dan kemauan yang sesuai, dengan modal: can, will.

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Interaksi antara

meminta informasi terkait kemampuan

3.2.3. Menyebutkan ungkapan tindakan memberi dan meminta informasi terkait kemauan

4.2.1 Menulis teks lisan dan tulis sederhana untuk mengucapkan memberi dan meminta informasi terkait kemampuan dan kemauan, melakukan suatu tindakan.

dan kemauan, dengan ucapan dan tekanan kata yang benar

- Menanyakan hal-hal yang tidak diketahui atau yang berbeda

- Menentukan modal yang tepat untuk diisikan ke dalam kalimat-kalimat rumpang

- Bertanya jawab dengan teman tentang kemampuan dan kemauan masing-masing untuk melakukan tindakan-tindakan

Portofolio

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peserta didik di dalam dan di luar kelas yang melibatkan kemampuan dan kemauan melakukan tindakan yang dapat menumbuhkan perilaku yang termuat di KI

tertentu - Memaparkan

hasil temuannya dalam bentuk teks pendek tentang temannya dan mempresentasikan di kelompok lain diikuti tanya jawab

- Melakukan refleksi tentang proses dan hasil belajarnya

3.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keharusan, larangan, dan himbauan, sesuai dengan

• Fungsi sosial Menyuruh, melarang, dan menghimbau.

• Struktur teks - Memulai - Menanggapi

(diharapkan/di

3.3.1 Mengidentifikasi fungsi social dan unsur kebahasaan dari memberi dan meminta informasi terkait kemampuan dan kemauan

3.3.2 Menyebutkan ungkapan tindakan memberi dan meminta informasi terkait

- Menyimak, membaca, dan menirukan, guru membacakan beberapa percakapan, dengan ucapan dan tekanan

12 JP

• Buku bahasa inggris

• Kamus bahasa inggris

• Internet

-

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konteks penggunaannya (Perhatikan unsur kebahasaan must, should)

4.3 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keharusan, larangan, dan himbauan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

luar dugaan)

• Unsur kebahasaan - Ungkapan

keharusan, larangan, himbauan dengan modal must, (don’t) have to..., should,

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Interaksi antara peserta didik dan

keharusan sesuai dengan konteks

3.3.3 Menyebutkan ungkapan tindakan memberi dan meminta informasi terkait larangan sesuai dengan konteks

3.3.4 Menyebutkan ungkapan tindakan memberi dan meminta informasi terkait himbauan sesuai dengan konteks

4.3.1 Menulis teks lisan dan

tulis sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keharusan, larangan, dan himbauan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

kata yang benar - Menanyakan

hal-hal yang tidak diketahui atau yang berbeda

- Menentukan modal yang tepat untuk diisikan ke dalam kalimat-kalimat rumpang

- Diberikan beberapa kasus, bertanya jawab dengan teman tentang keharusan, larangan, himbauan melakukan tindakan-tindakan tertentu

- Memaparkan

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guru di dalam dan di luar kelas yang melibatkan keharusan, larangan, himbauan yang dapat menumbuhkan perilaku yang termuat di KI

hasil temuannya dalam bentuk teks pendek tentang temannya dan mempresentasikan di kelompok lain diikuti tanya jawab

- Melakukan refleksi tentang proses dan hasil belajarnya

3.4 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyuruh, mengajak, meminta ijin, serta menanggapinya, sesuai dengan konteks penggunaannya

4.4 Menyusun teks interaksi

• Fungsi sosial Menjaga hubungan interpersonal dengan guru dan teman.

• Struktur teks - Memulai - Menanggapi

(diharapkan/di

3.4.1 Mengidentifikasi fungsi social dan unsur kebahasaan dari memberi dan meminta informasi terkait menyuruh, mengajak, meminta ijin, serta menanggapinya, sesuai dengan konteks penggunaannya

3.4.2 Menyebutkan ungkapan tindakan memberi dan

- Menyimak, menirukan, dan memperagakan beberapa contoh percakapan, dengan ucapan dan tekanan kata yang benar

- Mengidentifikasi ungkapan

8 JP

• Buku bahasa inggris

• Kamus bahasa inggris

• Internet

• Lisan • Tertulis • Penugasa

n • Unjuk

kerja • Produk • Portofol

io

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interpersonal lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan menyuruh, mengajak, meminta ijin, dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

luar dugaan)

• Unsur Kebahasaan - Ungkapan a.l

let’s ..., can you ..., would you like ..., may I, please.

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Interaksi antara guru dan peserta didk di dalam dan di luar kelas yang melibatkan

meminta informasi terkait ungkapan menyuruh sesuai dengan konteks

3.4.3 Menyebutkan ungkapan tindakan memberi dan meminta informasi terkait ungkapan mengajak sesuai dengan konteks

3.4.4 Menyebutkan ungkapan tindakan memberi dan meminta informasi terkait ungkapan meminta ijin sesuai dengan konteks

3.4.5 Menanggapi teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyuruh, mengajak, dan meminta ijin, sesuai dengan konteks penggunaannya

4.4.1 Menulis teks lisan dan tulis sederhana yang melibatkan tindakan menyuruh, mengajak, meminta ijin, dan

yang sedang dipelajari

- Menanyakan hal-hal yang tidak diketahui atau yang berbeda

- Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa

- Membiasakan menerapkan yang sedang dipelajari dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas

- Melakukan refleksi tentang

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tindakan menyuruh, mengajak, meminta ijin yang dapat menumbuhkan perilaku yang termuat di KI

menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

proses dan hasil belajar

3.5 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk greeting card, dengan memberi dan meminta informasi terkait dengan hari-hari spesial, sesuai dengan konteks penggunaannya

4.5 Menyusun teks khusus dalam bentuk greeting card, sangat pendek dan sederhana, terkait hari-hari spesial dengan memperhatikan fungsi sosial, struktur teks, dan

• Fungsi sosial Menjaga

hubungan interpersonal dengan guru dan teman.

• Struktur Teks Teks greeting card dapat mencakup - Identifikasi

(nama peristiwa, hari istimewa) bersifat khusus

- Ungkapan

3.5.1 Mengidentifikasi fungsi social dan unsur kebahasaan teks khusus dalam bentuk greeting card, dengan memberi dan meminta informasi terkait dengan hari-hari spesial

3.5.2 Menyebutkan teks Kartu ucapan selamat (Greeting Cards) terkait dengan hari-hari spesial

3.5.3 Merespon teks Kartu ucapan selamat (Greeting Cards) terkait dengan hari-hari spesial

3.5.4 Menyebutkan teks Undangan pribadi

- Mencermati dan menemukan perbedaan dan persamaan dari beberapa greeting card untuk hari spesial tertentu

- Mengidentifikasi dan menyebutkan ucapan selamat yang ada dengan ucapan dan tekanan kata yang benar

12 JP

• Buku bahasa inggris

• Kamus bahasa inggris

• Internet

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n • Unjuk

kerja • Produk • Portofol

io

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unsur kebahasaan, secara benar dan sesuai konteks

khusus yang relevan

- Gambar, hiasan, komposisi warna

• Unsur Kebahasaan - Ungkapan a.l.

Congratulations. Well done. Good job., dll.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Peristiwa, peringatan ulang tahun, naik kelas, kejuaraan dsb. yang dapat menumbuhkan perilaku yang

4.5.1 Menulis informasi rinci yang terdapat pada teks greeting card

4.5.2 Menulis teks khusus dalam bentuk greeting card sangat pendek dan sederhana, terkait hari-hari spesial dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

- Mencermati dan menemukan perbedaan dan persamaan dari beberapa greeting card untuk event lain

- Mengidentifikasi perbedaan dan persamaan, dan memberikan penilaiannya

- Membuat greeting card terkait hari istimewa yang relevan dengan peserta didik saat itu.

- Melakukan refleksi tentang proses dan hasil belajarnya

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termuat di KI

3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan there is/are)

4.6 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keberadaan orang, benda, binatang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang

• Fungsi sosial Menyebutkan, mendeskripsikan, membuat inventaris, dan sebagainya.

• Struktur teks - Memulai - Menanggapi

(diharapkan/di luar dugaan)

• Unsur Kebahasaan - Ungkapan

dengan There is/are

- Kata jumlah yang tidak tertentu: little, few, some, many, much, a lot (of).

- Frasa kata

3.6.1 Mengidentifikasi fungsi social dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks penggunaannya

3.6.2 Menyebutkan tindakan memberi dan meminta informasi terkait keberadaan orang, sesuai dengan konteks penggunaannya

3.6.3 Menyebutkan tindakan memberi dan meminta informasi terkait benda, sesuai dengan konteks penggunaannya

- Menyimak dan menirukan guru menanyakan dan menyebutkan keberadaan orang, benda, binatang di rumah, sekolah, dan sekitarnya, dengan tata bahasa, ucapan dan tekanan kata yang benar

- Mencermati beberapa teks pendek tentang situasi suatu tempat dengan menyebutkan keberadaan orang, benda, binatang dan jumlahnya

12 JP

• Buku bahasa inggris

• Kamus bahasa inggris

• Internet

• Lisan • Tertulis • Penugasa

n • Unjuk

kerja • Produk • Portofol

io

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benar dan sesuai konteks depan: in, on, under, in front of, below, above, dan lain lain.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Keberadaan orang, binatang, benda, di kelas, sekolah, rumah, dan sekitarnya yang dapat menumbuhkan perilaku yang termuat di KI

3.6.4 Menyebutkan tindakan memberi dan meminta informasi terkait binatang, sesuai dengan konteks penggunaannya

4.6.1 Menulis teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keberadaan orang, benda, binatang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

untuk kemudian membaca dengan ucapan dan tekanan kata yang benar

- Mengisikan dengan ungkapan jumlah yang tepat pada kalimat-kalimat rumpang

- Membuat teks pendek untuk mendeskripsikan rumah masing-masing dan sekitarnya dengan menyebutkan keberaan orang, benda, binatang dan jumlahnya, dengan ejaan dan tanda baca yang benar

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- Mempresentasikan di kelompok lain dan bertanya jawab tentang isi teks

- Melakukan refleksi tentang proses dan hasil belajarnya

3.7 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/ tindakan/kegiatan/ kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum, sesuai dengan konteks penggunaannya. (Perhatikan unsur

• Fungsi sosial Menjelaskan, mendeskripsikan

• Struktur teks - Memulai - Menanggapi

(diharapkan/di luar dugaan)

• Unsur kebahasaan - Kalimat

deklaratif dan interogatif dalam Simple

3.7.1 Mengidentifikasi fungsi social dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/ tindakan/kegiatan/ kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum, sesuai dengan konteks

- Menyimak dan menirukan guru membacakan teks-teks pendek dan sederhana tentang kejadian rutin yang merupakan kebenaran umum yang sangat dikenal peserta didik, dengan ucapan

8 JP

• Buku bahasa inggris

• Kamus bahasa inggris

• Internet

• Lisan • Tertulis • Penugasa

n • Unjuk

kerja • Produk • Portofol

io

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kebahasaan simple present tense)

4.7 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/ ndakan/ kegiatan/ kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks

Present Tense. - Adverbia:

always, often, sometimes, never, usually, every

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Kegiatan/kejadian sehari-hari dan kebenaran umum yang dapat menumbuhkan perilaku yang termuat di KI

penggunaannya 3.7.2 Menyebutkan teks lisan

dan tulis memberi dan meminta informasi terkait keadaan yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum

3.7.3 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait tindakan yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum

3.7.4 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait kegiatan yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum

3.7.5 Menyebutkan teks lisan

dan tekanan kata yang benar

- Mengidentifikasi ungkapan-ungkapan yang menunjukkan kejadian rutin dalam teks

- Menanyakan tentang kejadian rutin yang serupa dengan yang disebutkan dalam teks pada konteks lain

- Bertanya jawab tentang kegiatan rutin yang biasa, sering, kadang-kadang, biasanya, tidak pernah mereka lakukan sebagai anggota

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dan tulis memberi dan meminta informasi terkait kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum

4.7.1 Menulis teks interaksi

transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/ ndakan/ kegiatan/ kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks

keluarga dan remaja sekolah menegah

- Mengumpulkan informasi tentang hal-hal yang biasa, sering, kadang-kadang, biasanya dilakukan di keluarganya untuk membuat teks-teks pendek dan sederhana

- Saling menyimak dan bertanya jawab tentang teks masing-masing dengan teman-temannya

- Melakukan refleksi tentang proses dan hasil

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3.8 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang sedang dilakukan/ berlangsung saat diucapkan, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan present continuous tense)

4.8 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/kegiata

• Fungsi sosial Menjelaskan, mendeskripsikan

• Struktur teks - Memulai - Menanggapi

(diharapkan/di luar dugaan)

• Unsur kebahasaan - Kalimat

deklaratif dan interogatif dalam Present Continuous Tense

- Adverbia: now - Nomina

singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

3.8.1 Mengidentifikasi fungsi social dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang sedang dilakukan/ berlangsung saat diucapkan, sesuai dengan konteks penggunaannya

3.8.2 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait keadaan yang dilakukan/terjadi pada saat diucapkan

3.8.3 Menyebutkan teks lisan dan tulis memberi dan

- Menyimak dan menirukan guru menyebutkan tindakan, kegiatan yang sedang dilakukan di kelas, sekolah, dan rumah pada saat diucapkan, dengan ucapan dan tekanan kata yang benar

- Mengidentifikasi ungkapan-ungkapan yang menunjukkan kejadian yang sedang terjadi

- Bertanya jawab untuk mengetahui tindakan, kegiatan yang

8 JP

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n/kejadian yang sedang dilakukan/ berlangsung saat diucapkan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Kegiatan dan kejadian yang sedang berlangsung di rumah, sekolah dan sekitarnya yang dapat menumbuhkan perilaku yang termuat di KI

meminta informasi terkait tindakan yang dilakukan/terjadi pada saat diucapkan

3.8.4 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait kegiatan yang dilakukan/terjadi pada saat diucapkan

3.8.5 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait kejadian yang dilakukan/terjadi pada saat diucapkan

4.8.1 Menulis teks interaksi

transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta

sedang dilakukan oleh anggota keluarga mereka

- Menyebutkan tindakan, kegiatan yang sedang dilakukan yang tampak pada tampilan visual (a.l. gambar, video)

- Membuat teks pendek berdasarkan tampilan visual lainnya

- Saling menyimak dan bertanya jawab tentang teks masing-masing dengan teman-temannya

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informasi terkait keadaan/tindakan/kegiatan/kejadian yang sedang dilakukan/ berlangsung saat diucapkan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

- Melakukan refleksi tentang proses dan hasil belajarnya

3.9 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait perbandingan jumlah dan sifat orang, binatang, benda, sesuai dengan konteks penggunaannya (Perhatikan unsur kebahasaan degree of comparison)

4.9 Menyusun teks interaksi

• Fungsi sosial Mengidentifikasi, mengenalkan, memuji, mengkritik, mengagumi.

• Struktur teks - Memulai - Menanggapi

(diharapkan/di luar dugaan)

• Unsur kebahasaan - Kalimat

3.9.1. Mengidentifikasi fungsi social dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait perbandingan jumlah dan sifat orang, binatang, benda, sesuai dengan konteks penggunaannya

3.9.2. Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait

- Menyimak dan menirukan guru membaca interaksi yang menggambarkan perbandingan jumlah dan sifat orang, benda, binatang, dengan ucapan dan tekanan kata yang benar

- Menjawab pertanyaan dengan menggunakan

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transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait perbandingan jumlah dan sifat orang, binatang, benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

perbandingan positif, komparatif dan superlatif dengan: as ... as, -er, -est, more ..., the most ...

- Perbandingan jumlah: more, fewer, less

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Perbandingan orang, benda,

perbandingan jumlah dan sifat orang sesuai dengan konteks penggunaannya

3.9.3. Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait perbandingan jumlah dan sifat binatang sesuai dengan konteks penggunaannya

3.9.4. Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait perbandingan jumlah dan sifat benda sesuai dengan konteks penggunaannya

4.9.1 Menulis teks interaksi

transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta

informasi yang terdapat dalam tekjs, secara lisan.

- Mendeskripsikan perbandingan jumlah dan sifat orang, benda, binatang yang tampak dalam dua gambar yang berbeda

- Bertanya jawab untuk membandingkan orang, benda, binatang yang mereka ketahui di rumah, sekolah dan sekitarnya

- Membuat beberapa teks pendek dan sederhana membandingka

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binatang di kelas, sekolah, rumah, dan sekitarnya yang dapat menumbuhkan perilaku yang termuat di KI

informasi terkait perbandingan jumlah dan sifat orang, binatang, benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

n orang, benda, binatang yang mereka ketahui

- Saling menyimak dan bertanya jawab tentang teks masing-masing dengan teman-temannya

- Melakukan refleksi tentang proses dan hasil belajarnya

3.10 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/ tindakan/ kegiatan/ kejadian yang dilakukan/terjadi, rutin maupun tidak rutin, atau

• Fungsi sosial Melaporkan, menceritakan, menjelaskankejadian yang dilakukan/terjadi, di waktu lampau.

• Struktur teks - Memulai - Menanggapi

3.10.1 Mengidentifikasi fungsi social dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/ tindakan/ kegiatan/ kejadian yang dilakukan/terjadi, rutin

- Membaca dan mencermati teks-teks pendek dan sederhana tentang beberapa kejadian, kegiatan yang terjadi di masa lampau

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menjadi kebenaran umum di waktu lampau, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan simple past tense)

4.10 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/ tindakan/kegiatan/ kejadian yang dilakukan/terjadi, rutin maupun tidak rutin, atau menjadi kebenaran umum di waktu lampau, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

(diharapkan/di luar dugaan)

• Unsur kebahasaan - Kalimat

deklaratif dan interogatif dalam bentuk Simple Past Tense

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Kegiatan, tindakan yang (rutin) terjadi di

maupun tidak rutin, atau menjadi kebenaran umum di waktu lampau, sesuai dengan konteks penggunaannya

3.10.2 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait keadaan yang dilakukan/terjadi, rutin maupun tidak rutin, atau menjadi kebenaran umum di waktu lampau

3.10.3 Menyebutkan teks lisan dan tulis tulis memberi dan meminta informasi terkait tindakan yang dilakukan/terjadi, rutin maupun tidak rutin, atau menjadi kebenaran umum di waktu lampau

3.10.4 Menyebutkan teks lisan dan tulis memberi dan

- Melengkapi kalimat dengan jawaban berupa ungkapan-ungkapan yang diambil teks, dengan ejaan dan tanda baca yang benar

- Bertanya jawab tentang kegiatan/peristiwa di waktu lampau yang mereka dan anggota keluarga atau temannya alami

- Mengumpulkan informasi tentang beberapa peristiwa atau kegiatan di waktu lampau untuk membuat

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masa lalu di sekolah, rumah, dan sekitarnya yang dapat menumbuhkan perilaku yang termuat di KI

meminta informasi terkait kegiatan yang dilakukan/terjadi, rutin maupun tidak rutin, atau menjadi kebenaran umum di waktu lampau

3.10.5 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait kejadian yang dilakukan/terjadi, rutin maupun tidak rutin, atau menjadi kebenaran umum di waktu lampau

4.10.1 Menulis teks interaksi

transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/

teks-teks pendek dan sederhana

- Saling mempresentasikan, menyimak dan bertanya jawab tentang teks masing-masing dengan teman-temannya, secara lisan, dengan ucapan dan tekanan kata yang benar

- Melakukan refleksi tentang proses dan hasil belajarnya

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tindakan/kegiatan/ kejadian yang dilakukan/terjadi, rutin maupun tidak rutin, atau menjadi kebenaran umum di waktu lampau, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

3.11 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks personal recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi di waktu lampau, pendek dan sederhana, sesuai dengan konteks penggunaannya

4.11. Teks recount

• Fungsi sosial Melaporkan, mengambil teladan, membanggakan

• Struktur teks Dapat mencakup - orientasi - urutan

kejadian/kegiatan

- orientasi ulang

• Unsur

3.11.1 Mengidentifikasi fungsi social dan unsur kebahasaan beberapa teks personal recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi di waktu lampau, pendek dan sederhana, sesuai dengan konteks penggunaannya

3.11.2 Menyebutkan beberapa teks personal recount

- Menyimak guru membaca beberapa teks recount tentang pengalaman pribadi seseorang

- Bertanya jawab tentang kejadian, kegiatan yang dialami secara kronologis

- Menggunakan

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4.11.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi di waktu lampau (personal recount)

4.11.2 Menyusun teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi di waktu lampau (personal recount), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

kebahasaan - Kalimat

deklaratif dan interogatif dalam Simple Past tense

- Adverbia dan frasa preposisional penujuk waktu: yesterday, last month, an hour ago, dan sebagainya.

- Adverbia penghubung waktu: first, then, after that, before, at last, finally, dan sebagainya.

- Nomina singular dan plural dengan atau tanpa a, the, this, those,

lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi di waktu lampau, pendek dan sederhana

4.10.1 Memperesentasikan teks

recount 4.11.1.1 Menulis makna secara

kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan sederhana

4.11.2.1 Membuat teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi di waktu lampau (personal recount), dengan memperhatikan

bagan alir untuk mempelajari alur cerita

- Didektekan guru, menuliskan teks-teks pendek tersebut dengan tulisan tangan.

- Melengkapi ringkasan pengalaman tsb. dengan kalimat-kalimat yang diambil teks, dengan ejaan dan tanda baca yang benar

- Mengumpulkan informasi tentang pengalaman pribadi di

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my, their, dsb. - Ucapan,

tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Peristiwa, pengalaman yang terjadi di sekolah, rumah, dan yang dapat menumbuhkan perilaku yang termuat di KI

fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

waktu lampau untuk membuat teks-teks pendek dan sederhana

- Saling mempresentasikan, menyimak dan bertanya jawab tentang teks masing-masing dengan teman-temannya, secara lisan, dengan ucapan dan tekanan kata yang benar

- Melakukan refleksi tentang proses dan hasil belajarnya

3.12 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus

• Fungsi sosial Memberi informasi

3.12.1 Mengidentifikasi fungsi social dan unsur kebahasaan beberapa teks

- Membaca dengan suara lantang setiap

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dalam bentuk pesan singkat dan pengumuman/ pemberitahuan (notice), dengan memberi dan meminta informasi terkait kegiatan sekolah, sesuai dengan konteks penggunaannya

4.12. Teks pesan singkat dan pengumuman/pemberitahuan (notice)

4.12.1 Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan pesan singkat dan pengumuman/ pemberitahuan (notice) lisan dan tulis, sangat pendek dan sederhana, terkait kegiatan sekolah

4.12.2 Menyusun teks khusus dalam bentuk pesan singkat dan

tindakan dilaksanakan sesuai yang diharapkan.

• Struktur text Dapat mencakup: - Judul atau

tujuan pengumuman

- Informasi rinci yang diumumkan

• Unsur kebahasaan - Ungkapan-

ungkapan yang lazim digunakan dalam pengumuman yang berbeda-beda

- Nomina singular dan plural dengan

khusus dalam bentuk pesan singkat dan pengumuman/ pemberitahuan (notice), dengan memberi dan meminta informasi terkait kegiatan sekolah, sesuai dengan konteks penggunaannya

3.12.2 Menjelaskan teks khusus dalam bentuk pesan singkat dan pengumuman/ pemberitahuan (notice)

3.12.3 Menyebutkan teks khusus dalam bentuk pesan singkat dengan memberi dan meminta informasi terkait kegiatan sekolah

3.12.4 Menyebutkan teks khusus dalam bentuk pengumuman/ pemberitahuan (notice)

pengumuman/ pemberitahuan, dengan ucapan dan tekanan kata yang benar

- Menyimak untuk menemukan perbedaan dan persamaan dari beberapa pengumuman/ pemberitahuan pendek dan sederhana, dengan menggunakan tabel analisis

- Mempelajari contoh dan kemudian mempresentasikan hasil analisis tersebut di atas secara lisan, dengan

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pengumuman/pemberitahuan (notice), sangat pendek dan sederhana, terkait kegiatan sekolah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

• Topik Kegiatan, kejadian, peristiwa, dan hal penting bagi peserta didik dan guru yang dapat menumbuhkan perilaku yang termuat di KI

• Multimedia Layout dan dekorasi yang membuat tampilan teks lebih menarik.

dengan memberi dan meminta informasi terkait kegiatan sekolah

4.12.1 Memperesentasikan Teks

pesan singkat dan pengumuman/pemberitahuan (notice)

4.12.1.1 Menulis makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan pesan singkat dan pengumuman/ pemberitahuan (notice) lisan dan tulis, sangat pendek dan sederhana

4.12.2.1 Membuat teks khusus dalam bentuk pesan singkat dan pengumuman/pemberitahuan (notice), sangat

ucapan dan tekanan kata yang benar

- Membuat pengumuman/ pemberitahuan yang lazim dibuat di kelas dan sekolah, untuk kemudian ditempel di dinding kelas

- Melakukan refleksi tentang proses dan hasil belajarnya

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pendek dan sederhana, terkait kegiatan sekolah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

3.13 Menafsirkan fungsi sosial

dan unsur kebahasaan dalam lirik lagu terkait kehidupan remaja SMP/MTs

4.13 Menangkap makna secara kontekstual terkait dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs

• Fungsi sosial Mengembangkan nilai-nilai kehidupan dan karakter yang positif

• Unsur kebahasaan - Kosa kata dan

tata bahasa dalam lirik lagu

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan

3.13.1. Menggali fungsi sosial dan unsur kebahasaan dalam lirik lagu terkait kehidupan remaja SMP/MTs

3.13.2. Menyebutkan pesan moral dalam lagu dan menghargai lagu sebagai karya Seni sesuai konteks

3.13.3. Merespon lagu dan memahami pesan moral lagu serta menghargai lagu sebagai karya Seni sesuai konteks

- Membaca, menyimak, dan menirukan lirik lagu secara lisan

- Menanyakan hal-hal yang tidak diketahui atau berbeda

- Menyebutkan pesan yang terkait dengan bagian-bagian tertentu

- Melakukan refleksi tentang

4 JP

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tulisan tangan • Topik

Hal-hal yang dapat memberikan keteladanan dan menumbuhkan perilaku yang termuat di KI.

4.13.1 Menulis makna secara

kontekstual terkait dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs

proses dan hasil belajarnya

APPENDIX 2

PILOT STUDY TEST (VALIDITY AND REALIBILITY) Name:

Class:

Choose the correct answer by cross (x) A, B, C, or D!

Look at the notice below to answer the questions no 1,2,3!

1. What is the notice means?

A. Children should not keep dogs

B. Don’t play with dogs at home.

C. The area allows dogs and children

D. You must not take your dog here

2. What is the opposite meaning of the word ‘Allowed”?

A. Acceptable

B. Forbid

C. Permit

D. Able

3. Where usually this notice can be seen?

A. In the graveyard

B. In the parking lot

C. In the kindergarten

D. In the hospital

Look at the notice below to answer the questions no 4, 5, 6!

4. What is this notice mean?

A. We should not be hot

B. We have to ignore the hot surface

C. Hot surface is fine

D. We should be careful of the hot surface

5. What is the meaning of the word ‘Caution’?

A. A waning information

B. To express thankful

C. Apologize to someone

D. Thankful expression

6. What is the antonym of the word ‘Hot’?

A. Warm

B. Mist

C. Cool

D. Freeze

Look at the notice below to answer the questions no 7, 8, 9!

7. Where this notice usually can be seen?

A. At beach

B. At zoo

C. At swimming pool

D. At office

8. Who is the target of this notice?

A. To employees

B. To visitor

C. To students

D. To drivers

9. What is the synonym of the word ‘bite’?

A. Eat

B. Poisonous

C. Kill

D. Gnaw

Look at the notice below to answer the questions no 10, 11, 12!

10. Who should not be alone in the swimming pool?

A. Adults

B. Kids

C. Employees

D. All visitor

11. What is the opposite word of ‘accompanied’?

A. Abandon

B. Escort

C. Guarded

D. Tag along

12. Which is the correct statement based on the notice?

A. Visitor who are under 13 years old should not swimming alone

B. Parents should not swimming unless they have friend

C. Kids cannot swimming here

D. Only adult can swim here

Look at the notice below to answer the questions no 13, 14, 15, 16!

13. Which is correct based on the notice?

A. We need to take phone calls to be respectful

B. The library and study zone is a different places

C. We should take phone calls and use headphones in study zone

D. We should keep quiet to respect them who studying in the library

14. Who should keep the conversation quiet in library?

A. Visitors

B. Customers

C. Teachers

D. Drivers

15. What is the meaning of the word ‘respectful’?

A. Offensive

B. Insulting

C. Regardful

D. Rude

16. The main purpose of this notice is

A. To freely talking in the library

B. To keep quite while in library

C. To listening to the musing loudly in library

D. To respect the library’s employees

Look at the notice below to answer the questions no 17, 18, 19!

17. What is the meaning of ‘Poisonous’?

A. Someone who is in prison

B. Very healthy condition

C. Snake’s teeth

D. Contain of dangerous toxic 18. Who should be aware after see this notice?

A. The employees

B. The visitors

C. The Patients

D. The students

19. What is the purpose of this notice?

A. To inform visitor to feed the snake

B. To warn the visitor of the harmful snake

C. To amusing visitor

D. To scare visitor

Look at the notice below to answer the questions no 21, 21, 22, 23!

20. What items is a must in this area?

A. Vest and gloves

B. Helmet and Glasses

C. Knee pad and elbow pad

D. Shoes and Hat

21. Who should see this notice?

A. The patients

B. The students

C. The parents

D. The employees

22. What is the meaning of this notice?

A. Before enter the area we must wear helmet and safety glasses to keep save

B. You can’t enter if you don’t have hat and glasses

C. Only hats and glasses can enter the area

D. Children are forbid to enter this area

23. What is the opposite word of ‘required’?

A. Necessary

B. Must

C. Need

D. Unimportant

24. “... , the floor is wet!”

A. Help

B. See

C. Be careful

D. Pay attention

25. “Do not ... in the classroom”

A. Dump

B. Garbage

C. Litter

D. Dust

26. “Do not enter! Restricted area!” The synonym of the word ‘Enter”

A. Come in

B. Exit

C. Depart

D. Out

27. “Please shut down your phone” the opposite meaning of this notice is...

A. To throw the phone away

B. To turn on your phone

C. To silent your phone

D. To not bring your phone

28. “It’s HOME work not SCHOOL work, please know the different.” This notice tell us to...

A. To not doing on the homework

B. To have school work

C. To do the homework in school

D. To not doing the homework in school

29. Which notice is usually seen in the office?

A. “School start at 8 a.m. please don’t be late!”

B. “Employees only!”

C. “Please return the book on time”

D. “Do not feed the animal”

30. Which notice tell us to keep clean?

A. “Please turn your phone in silent”

B. “Be patient, get in the queue and wait for your turn”

C. “Throw the trash in trash bin”

D. “Please take off your hat, mask, and helmet”

31. Which of these notice can be seen on the phone?

A. “Please shut down your phone”

B. “The battery is low, please charge”

C. “Closed due to the maintenance”

D. “Do not take phone calls in the library”

32. “All pets ... be on a leash”

A. Keep

B. Must

C. Can

D. Please

33. “Keep your window ... ! The animal might attack”

A. Close

B. Clean

C. Half close

D. Open

34. “ ... ! Hot surface”

A. Help

B. Permit

C. Watch out

D. Keep

35. The meaning of the word ‘Watch out’ is ...

A. To give alert

B. To give permission

C. To surprise us

D. To scare us

36. The synonym of the word ‘Harmful’ is ...

A. Dangerous

B. Messy

C. Scary

D. Terrible

37. The antonym of the word ‘Forbidden’ is ...

A. Prohibited

B. Banned

C. Allowable

D. Interdicted

Choose the appropriate word to complete the dialogue and answer the questions no 43, 44,

45!

Penny: Hey, I’m (38) ... let’s go to the cafeteria.

Rudy: Didn’t you see the notice? The cafeteria is under (39) .... it’s temporarily closed.

Penny: Oh no. where should we have lunch?

Rudy: there’s a (40) ... outside school, let’s go there

Penny: Didn’t the school (41) ... to go outside school area?

Rudy: They (42) ... us under permission card while the cafeteria being fixed.

38. A. Tired B. Hungry C. Sleepy D. Sad

39. A. Maintenance B. Destroyed C. Ground D. Attack

40. A. Library B. Food court C. Cinema D. Swimming pool

41. A. Control B. Help C. Forbid D. Delay

42. A. Allowed B. Remain C. Save D. Tell

43. Why Penny and Rudy go to the food court instead of cafeteria?

A. Because it’s lunch time

B. Because Penny is hungry

C. Because they want to go outside school

D. Because the cafeteria is being fix

44. What kind of notice might Rudy seen in the cafeteria?

A. “Please put the trash in trash bin after you eat!”

B. “Wait in the line please!”

C. “The cafeteria is close due to the maintenance”

D. “Wash your hand before you eat something!”

45. What is the opposite meaning of ‘permission’?

A. Authorization

B. Prohibition

C. Allowance

D. Warrant

46. “Beware of wild dogs!” the antonym of the word ‘wild’ is ...

A. Scary

B. Funny

C. Tame

D. Savage

Look at the notice below to answer question no 47, 48, 49!

47. What is the purpose of this notice?

A. To warn us to not be recorded by surveillance

B. To prohibit us playing in that area

C. To inform us that this area is recorded

D. To command us to bring the camera

48. What is the synonym of the word ‘premises’?

A. Areas

B. Sky

C. Sea

D. Land

49. Who is the target of this notice?

A. Driver

B. Parents

C. Visitor

D. Employees

50. “Dangerous! High Voltage!” What is the antonym of the word ’dangerous’?

A. Risky

B. Unsafe

C. Insecure

D. Unthreatening

51. “Shoplifter will be persecuted” what is the meaning of the word ‘shoplifter’?

A. The person who buy in the shop

B. The person who didn’t buy in the shop

C. The person who steal from the shop

D. The person who clean the shop

52. “Staff only” the synonym of the word ‘staff’ is?

A. Visitor

B. Employees

C. Patient

D. Everyone

53. “Beware of harmful chemical”. The antonym of the word ‘harmful’ is?

A. Injurious

B. Safe

C. Damage

D. Clean

54. “Restricted area”. What did you do after see this notice?

A. Not going to come in that area

B. Will come to that area

C. To see that area

D. To clean before come to that area

55. “Please ... all books, when you finished using them!”

A. Return

B. Clean

C. Give

D. Bring

56. What is the communicative purpose of this notice?

A. To give command

B. To give warning

C. To give information

D. To give prohibit someone

57. “Keep ... the grass!”

A. Out

B. In

C. Off

D. On

58. Which notice that have prohibition purpose?

A. Drive Slow!

B. No Entrance

C. Restricted Area

D. Caution!

59. “Under Maintenance’. What is the synonym of the word ‘maintenance’?

A. Building

B. Innovation

C. Damage

D. Renovation

60. “This door must be ... closed”

A. In

B. At

C. Come

D. Kept

APPENDIX 3

ANSWER KEY OF PILOT STUDY

1. D

2. A

3. C

4. D

5. A

6. C

7. B

8. B

9. D

10. B

11. A

12. A

13. D

14. A

15. A

16. D

17. D

18. B

19. B

20. B

21. D

22. A

23. A

24. C

25. C

26. A

27. B

28. D

29. B

30. C

31. B

32. B

33. A

34. C

35. A

36. A

37. C

38. B

39. A

40. B

41. C

42. A

43. D

44. C

45. C

46. C

47. C

48. A

49. C

50. B

51. C

52. B

53. B

54. A

55. A

56. C

57. C

58. B

59. D

60. D

APPENDIX 4

ANATEST RESULT

REKAP ANALISIS BUTIR =====================

Rata2= 41.89 Simpang Baku= 7.90 KorelasiXY= 0.70 Reliabilitas Tes= 0.83 Butir Soal= 60 Jumlah Subyek= 27 Nama berkas: C:\USERS\HASNAH\DESKTOP\UJI VALIDASI FIXX.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 42.86 Sedang .......... 0.320 Signifikan 2 2 28.57 Sedang 0.131 --- 3 3 14.29 Mudah 0.084 --- 4 4 85.71 Sedang .......... 0.572 Sangat Signifikan 5 5 42.86 Sedang .......... 0.256 Signifikan 6 6 14.29 Sangat Mudah .... 0.579 Sangat Signifikan 7 7 -14.29 Sangat Mudah -0.205 --- 8 8 28.57 Sangat Mudah .... 0.525 Sangat Signifikan 9 9 42.86 Sedang .......... 0.251 Signifikan 10 10 28.57 Sangat Mudah .... 0.299 Signifikan 11 11 -14.29 Sedang -0.072 --- 12 12 28.57 Sangat Mudah 0.117 --- 13 13 28.57 Sangat Mudah 0.208 --- 14 14 14.29 Sangat Mudah .... 0.306 Signifikan 15 15 42.86 Sangat Mudah .... 0.545 Sangat Signifikan 16 16 14.29 Sukar -0.018 --- 17 17 14.29 Mudah 0.227 --- 18 18 42.86 Sangat Mudah .... 0.344 Sangat Signifikan 19 19 42.86 Sangat Mudah .... 0.344 Sangat Signifikan 20 20 14.29 Sangat Mudah .... 0.360 Sangat Signifikan 21 21 -14.29 Sedang -0.160 --- 22 22 14.29 Sangat Mudah .... 0.411 Sangat Signifikan 23 23 28.57 Sedang .......... 0.359 Sangat Signifikan 24 24 28.57 Sedang 0.183 --- 25 25 42.86 Sukar ........... 0.428 Sangat Signifikan 26 26 14.29 Sangat Mudah .... 0.452 Sangat Signifikan 27 27 42.86 Sukar ........... 0.387 Sangat Signifikan 28 28 42.86 Sangat Mudah .... 0.572 Sangat Signifikan 29 29 42.86 Sangat Mudah .... 0.559 Sangat Signifikan 30 30 57.14 Mudah ........... 0.620 Sangat Signifikan 31 31 14.29 Mudah 0.004 --- 32 32 14.29 Sangat Mudah .... 0.390 Sangat Signifikan 33 33 14.29 Sangat Mudah .... 0.579 Sangat Signifikan 34 34 42.86 Sangat Mudah .... 0.618 Sangat Signifikan 35 35 28.57 Sangat Mudah .... 0.276 Signifikan 36 36 42.86 Sedang .......... 0.406 Sangat Signifikan 37 37 14.29 Sedang 0.158 --- 38 38 14.29 Sangat Mudah .... 0.452 Sangat Signifikan 39 39 28.57 Sangat Mudah .... 0.317 Signifikan

40 40 28.57 Sangat Mudah .... 0.451 Sangat Signifikan 41 41 71.43 Mudah ........... 0.785 Sangat Signifikan 42 42 57.14 Sangat Mudah .... 0.693 Sangat Signifikan 43 43 71.43 Sangat Mudah .... 0.629 Sangat Signifikan 44 44 42.86 Mudah ........... 0.406 Sangat Signifikan 45 45 57.14 Sedang .......... 0.439 Sangat Signifikan 46 46 0.00 Sedang -0.187 --- 47 47 28.57 Sedang .......... 0.251 Signifikan 48 48 42.86 Mudah ........... 0.473 Sangat Signifikan 49 49 14.29 Sedang 0.206 --- 50 50 -14.29 Sedang 0.000 --- 51 51 57.14 Sangat Mudah .... 0.535 Sangat Signifikan 52 52 57.14 Sedang .......... 0.314 Signifikan 53 53 0.00 Sangat Mudah 0.221 --- 54 54 28.57 Sedang .......... 0.311 Signifikan 55 55 14.29 Sukar 0.248 --- 56 56 42.86 Mudah ........... 0.498 Sangat Signifikan 57 57 42.86 Sedang .......... 0.385 Sangat Signifikan 58 58 57.14 Sangat Mudah .... 0.535 Sangat Signifikan 59 59 57.14 Sedang .......... 0.492 Sangat Signifikan 60 60 28.57 Sedang 0.110 ---

APPENDIX 5

PRE-TEST Name:

Class:

Choose the correct answer by cross (x) A, B, C, or D!

Look at the notice below to answer the question!

1. What is the notice means?

A. Children should not keep dogs

B. Don’t play with dogs at home.

C. The area allows dogs and children

D. You must not take your dog here

Look at the notice below to answer the questions!

2. What is this notice mean?

A. We should not be hot

B. We have to ignore the hot surface

C. Hot surface is fine

D. We should be careful of the hot surface

3. What is the meaning of the word ‘Caution’?

A. A waning information

B. To express thankful

C. Apologize to someone

D. Thankful expression

4. What is the antonym of the word ‘Hot’?

A. Warm

B. Mist

C. Cool

D. Freeze

Look at the notice below to answer the questions!

5. Who is the target of this notice?

A. To employees

B. To visitor

C. To students

D. To drivers

6. What is the synonym of the word ‘bite’?

A. Eat

B. Poisonous

C. Kill

D. Gnaw

Choose the appropriate word to complete the dialogue and answer the questions!

Penny: Hey, I’m (7) ... let’s go to the cafeteria.

Rudy: Didn’t you see the notice? The cafeteria is under (8) .... it’s temporarily closed.

Penny: Oh no. where should we have lunch?

Rudy: there’s a (9) ... outside school, let’s go there

Penny: Didn’t the school (10) ... to go outside school area?

Rudy: They (11) ... us under permission card while the cafeteria being fixed.

7. A. Tired B. Hungry C. Sleepy D. Sad

8. A. Maintenance B. Destroyed C. Ground D. Attack

9. A. Library B. Food court C. Cinema D. Swimming pool

10. A. Control B. Help C. Forbid D. Delay

11. A. Allowed B. Remain C. Save D. Tell

12. Why Penny and Rudy go to the food court instead of cafeteria?

A. Because it’s lunch time

B. Because Penny is hungry

C. Because they want to go outside school

D. Because the cafeteria is being fix

13. What kind of notice might Rudy seen in the cafeteria?

A. “Please put the trash in trash bin after you eat!”

B. “Wait in the line please!”

C. “The cafeteria is close due to the maintenance”

D. “Wash your hand before you eat something!”

14. What is the opposite meaning of ‘permission’?

A. Authorization

B. Prohibition

C. Allowance

D. Warrant

Look at the notice below to answer question!

15. What is the synonym of the word ‘premises’?

A. Areas

B. Sky

C. Sea

D. Land

16. Who is the target of this notice?

A. Driver

B. Parents

C. Visitor

D. Employees

17. “Shoplifter will be persecuted” what is the meaning of the word ‘shoplifter’?

A. The person who buy in the shop

B. The person who didn’t buy in the shop

C. The person who steal from the shop

D. The person who clean the shop

18. “Staff only” the synonym of the word ‘staff’ is?

A. Visitor

B. Employees

C. Patient

D. Everyone

19. What is the communicative purpose of this notice?

A. To give command

B. To give warning

C. To give information

D. To give prohibit someone

20. Which notice that have prohibition purpose?

A. Drive Slow!

B. No Entrance

C. Restricted Area

D. Caution!

APPENDIX 6

ANSWER KEY OF PRE-TEST

1. D

2. D

3. A

4. C

5. B

6. D

7. B

8. A

9. B

10. C

11. A

12. D

13. C

14. B

15. A

16. C

17. C

18. B

19. C

20. B

APPENDIX 7

POST-TEST Name:

Class:

Choose the correct answer by cross (x) A, B, C, or D! Look at the notice below to answer the questions!

1. Who should keep the conversation quiet in library?

A. Visitors

B. Customers

C. Teachers

D. Drivers

2. What is the meaning of the word ‘respectful’?

A. Offensive

B. Insulting

C. Regardful

D. Rude

Look at the notice below to answer the questions!

3. Who should be aware after see this notice?

A. The employees

B. The visitors

C. The Patients

D. The students

4. What is the purpose of this notice?

A. To inform visitor to feed the snake

B. To warn the visitor of the harmful snake

C. To amusing visitor

D. To scare visitor

Look at the notice below to answer the questions!

5. What items is a must in this area?

A. Vest and gloves

B. Helmet and Glasses

C. Knee pad and elbow pad

D. Shoes and Hat

6. What is the meaning of this notice?

A. Before enter the area we must wear helmet and safety glasses to keep save

B. You can’t enter if you don’t have hat and glasses

C. Only hats and glasses can enter the area

D. Children are forbid to enter this area

7. What is the opposite word of ‘required’?

A. Necessary

B. Must

C. Need

D. Unimportant

8. “Do not ... in the classroom”

A. Dump

B. Garbage

C. Litter

D. Dust

9. “Do not enter! Restricted area!” The synonym of the word ‘Enter”

A. Come in

B. Exit

C. Depart

D. Out

10. “Please shut down your phone” the opposite meaning of this notice is...

A. To throw the phone away

B. To turn on your phone

C. To silent your phone

D. To not bring your phone

11. “It’s HOME work not SCHOOL work, please know the different.” This notice tell us to...

A. To not doing on the homework

B. To have school work

C. To do the homework in school

D. To not doing the homework in school

12. Which notice is usually seen in the office?

A. “School start at 8 a.m. please don’t be late!”

B. “Employees only!”

C. “Please return the book on time”

D. “Do not feed the animal”

13. Which notice tell us to keep clean?

A. “Please turn your phone in silent”

B. “Be patient, get in the queue and wait for your turn”

C. “Throw the trash in trash bin”

D. “Please take off your hat, mask, and helmet”

14. “All pets ... be on a leash”

A. Keep

B. Must

C. Can

D. Please

15. “Keep your window ... ! The animal might attack”

A. Close

B. Clean

C. Half close

D. Open

16. “ ... ! Hot surface”

A. Help

B. Permit

C. Watch out

D. Keep

17. The meaning of the word ‘Watch out’ is ...

A. To give alert

B. To give permission

C. To surprise us

D. To scare us

18. The synonym of the word ‘Harmful’ is ...

A. Dangerous

B. Messy

C. Scary

D. Terrible

19. “Please ... all books, when you finished using them!”

A. Return

B. Clean

C. Give

D. Bring

20. Under Maintenance’. What is the synonym of the word ‘maintenance’?

A. Building

B. Innovation

C. Damage

D. Renovation

APPENDIX 8

ANSWER KEY OF POST-TEST

1. A

2. C

3. B

4. B

5. B

6. A

7. D

8. C

9. A

10. B

11. D

12. B

13. C

14. B

15. A

16. C

17. A

18. A

19. A

20. D

APPENDIX 9

LESSON PLANNING (EXPERIMENTAL CLASS)

MTsN 1 Kota Tangerang Selatan Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Genap

Pertemuan : 3 Pertemuan

Tema Bahasan : Notice

Alokasi Waktu : 2x 40 menit

A. Kompetensi Inti (KI)

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan

sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang

ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena

dan kejadian, serta menerapkan

4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta

bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah

keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman.

3.12 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

khusus dalam bentuk pesan singkat dan pengumuman/ pemberitahuan (notice),

dengan memberi dan meminta informasi terkait kegiatan sekolah, sesuai dengan

konteks penggunaannya.

4.12 Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks,

dan unsur kebahasaan pesan singkat dan pengumuman/ pemberitahuan (notice)

lisan dan tulis, sangat pendek dan sederhana, terkait kegiatan sekolah.

C. Indikator

1.1.1 Siswa berdoa untuk menyuskuri kesempatan dapat mempelajari bahasa Inggris

sebagai bahasa pengantar komunikasi International yang diwujudkan dalam

semangat belajar.

2.1.1 Siswa mampu menunjukkan perilaku santun dan peduli dalam melaksanakan

komunikasi interpersonal dengan guru dan teman dengan tugas kelompok yang di

berikan guru.

3.12.1 Mengidentifikasi fungsi social dan unsur kebahasaan beberapa teks khusus dalam

bentuk pesan singkat dan pengumuman/ pemberitahuan (notice), dengan memberi

dan meminta informasi terkait kegiatan sekolah, sesuai dengan konteks

penggunaannya.

3.12.2 Menjelaskan teks khusus dalam bentuk pesan singkat dan pengumuman/

pemberitahuan (notice).

4.12.1 Menulis makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan

unsur kebahasaan pesan singkat dan pengumuman/ pemberitahuan (notice) lisan

dan tulis, sangat pendek dan sederhana.

D. Tujuan Pembelajaran

1. Siswa mampu mengenali dan memahami macam-macam pengumuman/pemberitahuan

(notice).

2. Siswa mampu.mengidentifikasi struktur dari pengumuman/pemberitahuan (notice).

3. Siswa mampu menganalisa unsur kebahasaan dalam pengumuman/pemberitahuan

(notice).

4. Siswa mampu menuliskan makna, pemahaman dan tujuan dari contoh

pengumuman/pemberitahuan (notice) yang telah disediakaan.

E. Materi Pembelajaran

1.Fungsi Sosial

a. Mengetahui macam-macam jenis pengumuman/pemberitahuan (notice).

b. Mengetahui tujuan dari penngumuman/pemberitahuan (notice).

2. Struktur Text

a. Mengidentifikasi iformasi rinci dari sebuah pengumuan/pemberitahuan (notice).

3. Unsur Kebahasaan

a. Ungkapan-ungkapan yang lazim digunakan dalam pengumuman yang berbeda-beda

Mengidentifikasi noun, verb, adjective, dan adverb yang terdapat dalam isi pesan

pengumuman/pemberitahuan (notice).

F. Sumber Belajar

1. Buku Teks Bahasa Inggris

2. Internet

G. Media/Alat bantu Pembelajaran

1. Buku teks Bahasa Inggris kelas VIII

2. Lembar kerja Semantic map

3. Power Point

H. Tahapan Pembelajaran

Fase Kegiatan

(Hari 1)

Alokasi

Waktu

Pendahuluan 1. Guru memberi salam dan

menyiapkan pembacaan doa

sebelum belajar.

2. Guru menanyakan kabar siswa dan

mengecek kehadiran siswa.

4. Guru menampilkan salah satu

pengumuman dan menanyakan

pada siswa apa mereka familiar.

5. Guru menampilkan bentuk

semantic mapping dan

mengenalkannya pada siswa.

6. Guru menjelaskan bahwa semantic

map akan memudahkan untuk kita

mengerti teks pengumuman.

7. Guru menerangkan aktifitas yang

akan di lakukan hari ini.

10 menit

Inti Mengamati: 60 Menit

1. Guru menampilkan beberapa

contoh notice dan menjelaskan

jenis-jenis dari tiap notice.

2. Guru menampilkan beberapa kata

yang biasa muncul dalam notice

dan meminta siswa untuk

.menggolongkan jenis nya.

3. Guru menunjukkan tempat-tempat

yang biasa terdapat notice, dan

orang-orang yang di tujukan dalam

notice.

Mencoba:

4. Guru menunjukkan contoh notice

lain dengan semantic map dan

meminta siswa untuk melengkapi

semantic map tersebut.

5. Setelah semantic map sesuai guru

akan menampilkan pertanyaan-

pertanyaan yang berkaitan dengan

contoh notice, dan meminta

mereka menjawab nya dengan

tepat

Menanya:

6. Guru menanyakan siswa

pemahaman siswa terhadap materi

dan memberi kesempatan untuk

yang ingin bertanya.

Mengumpulkan informasi:

7. Guru meminta siswa membentuk

kelompok yang terdiri dari 4 orang.

8. Guru membagikan 2 buah notice

pada masing-masing kelompok,

9. Siswa diminta untuk membuat

semantic map seperti yang sudah di

ajarkan terkait dengan notice yang

mereka dapat

10. Dalam semantic map siswa

diminta mengkategorikan meaning

(maksud dari notice), target (orang

yang di tujukan oleh notice), place

(tempat dimana notice tersebut

berada), noun (kata benda yang

terdapat dalam notice); synonym

(sinonim dari noun tersebut),

antonym (antonim dari noun

tersebut *jika ada), word in use

(contoh noun dalam bentuk

kalimat), verb (kata kerja yang

terdapat dalam notice) ); synonym

(sinonim dari verb tersebut),

antonym (antonim dari verb

tersebut *jika ada), word in use

(contoh verb dalam bentuk kalimat)

11. Setelahnya siswa diminta untuk

menjawab pertanyaan yang

terdapat dalam notice yang mereka

dapat.

12. Guru membimbing dan

mengoreksi siswa selama kegiatan

berlangsung.

13. Setelah selesai seluruh kelompok

menunjukkan hasil semantic map

mereka ke depan kelas dan

mempresentasikannya.

Penutup 1.Guru bersama siswa melakukan

refleksi pembelajaran yang telah

berlangsung dengan meminta siswa

untuk mengungkapkan

pengetahuan yang mereka dapat

selama pembelajaran

2. Guru memberikan penilaian pada

hasil kerja siswa hari itu.

3. Guru mengajak siswa membaca

hamdalah untuk mengakhiri

kegiatan pembelajaran

10 menit

Fase Kegiatan

(Hari 2)

Alokasi

Waktu

Pendahuluan 1. Guru memberi salam dan

menyiapkan pembacaan doa

sebelum belajar.

2. Guru menanyakan kabar siswa dan

mengecek kehadiran siswa.

4. Guru menampilkan beberapa

10 menit

display semantic map yang kosong

tentang notice dan

menunjukkannya pada siswa.

5. Guru menstimulasi siswa dengan

menanyakan apa yang akan mereka

lakukan ketika mereka melihat

display-display tersebut.

6. Guru mereview singkat pelajaran

tentang notice di pertemuan

sebelumnya.

Inti Mengamati:

1. Guru memenempelkan beberapa

display semantic map tersebut ke

dinding sekitar kelas.

2. Guru menjelaskan bahwa murid

akan menerima per orang 7 random

word yang akan di berikan, dan

meminta mereka untuk

mencocokkan ke dalam semantic

map yang benar di sekitar kelas

3. Guru memberi contoh satu kata

yang di tunjukkan dan meletakkan

kata tersebut ke dalam semantic

map yang benar.

Mencoba:

4. Guru membagikan 3 random word

kepada msing-masing 3 orang

siswa sebagai contoh dan meminta

60 Menit

mereka menempelkan nya di

semantic map yang tepat dalam

waktu 5 menit.

5. Guru mengoreksi hasil dari 3 siswa

tadi bersama seluruh siswa.

Menanya:

6. Guru menanyakan siswa

pemahaman siswa terhadap

aktifitas hari ini.

Mengumpulkan informasi:

7. Guru memberikan 7 random word

pada masing-masing siswa dan

memerintahkan mereka untuk

menyelesaikan dalam waktu 15

menit.

8. Guru memerintahkan siswa

mencatat word yang mereka dapat

dan dimana mereka meletakkannya

untuk nanti di nilai guru.

9. Guru membimbing selama kegiatan

berlangsung dan mengoreksi hasil

kerja siswa bersama.

Penutup 1. Guru bersama siswa melakukan

refleksi pembelajaran yang telah

berlangsung dengan meminta siswa

untuk mengungkapkan

pengetahuan yang mereka dapat

selama pembelajaran.

10 menit

2. Guru memberikan penilaian pada

hasil kerja siswa hari itu.

3. Guru mengajak siswa membaca

hamdalah untuk mengakhiri

kegiatan pembelajaran.

Fase Kegiatan

(Hari 3)

Alokasi

Waktu

Pendahuluan 1. Guru memberi salam dan

menyiapkan pembacaan doa

sebelum belajar.

2. Guru menanyakan kabar siswa dan

mengecek kehadiran siswa.

3. Guru mereview singkat pelajaran

tentang notice di pertemuan

sebelumnya, dan membuatnya

dalam bentuk semantic map di

papan tulis

10 menit

Inti Mengamati:

1. Guru menjelaskan kegiatan hari ini

yaitu meminta siswa masing-

masing membuat 4 buah notice

berdasarkan 2 kategori yang

didapatnya, lalu meminta mereka

menjabarkannya dalam bentuk

semantic map.

60 Menit

Menanya:

2. Guru menanyakan siswa

pemahaman siswa terhadap

aktifitas hari ini.

Mengumpulkan informasi:

3. Guru meminta siswa mengambil 2

kategori notice secara random.

4. Guru meminta siswa mengerjakan

tigasnya dalam waktu 20 menit.

5. Guru membimbing selama kegiatan

berlangsung dan mengoreksi hasil

kerja siswa bersama.

Penutup 1. Guru bersama siswa melakukan

refleksi pembelajaran yang telah

berlangsung dengan meminta siswa

untuk mengungkapkan

pengetahuan yang mereka dapat

selama pembelajaran.

2. Guru memberikan penilaian pada

hasil kerja siswa hari itu.

3. Guru mengajak siswa membaca

hamdalah untuk mengakhiri

kegiatan pembelajaran.

10 menit

I. Penilaian

1. Pedoman penilaian sikap dan partisipasi siswa

INDIKATOR BENTUK

Kehadiran siswa Daftar hadir

Partisipasi siswa Sikap

Pemahaman siswa Sikap

Prilaku siswa Sikap

Ketepatan siswa Tugas lisan dan

tulisan

2. Pedoman peniliaian hasil kerja siswa

Skor maksimal : 50

Nilai siswa : skor perolehan x 100

KRITERIA PENILAIAN SKOR

Jawaban tepat, tata bahasa tepat 5

Jawaban tepat, tata bahasa kurang tepat 4

Jawaban kurang tepat, tata bahasa tepat 3

Jawaban kurang tepat, tata bahasa kurang tepat 2

Jawaban salah, tata bahasa salah 1

skor maksimal

Mengetahui,

Guru Pamong Guru Praktik Bahasa Inggris

Nalti Nasution, M. Pd Hasnah Tanjung

APPENDIX 10

LESSON PLANNING (CONTROL CLASS)

MTsN 1 Kota Tangerang Selatan Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Genap

Pertemuan : 3 Pertemuan

Tema Bahasan : Notice

Alokasi Waktu : 2x 40 menit

A. Kompetensi Inti (KI)

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan

sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang

ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena

dan kejadian, serta menerapkan

4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta

bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah

keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman.

3.12 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

khusus dalam bentuk pesan singkat dan pengumuman/ pemberitahuan (notice),

dengan memberi dan meminta informasi terkait kegiatan sekolah, sesuai dengan

konteks penggunaannya.

4.12 Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks,

dan unsur kebahasaan pesan singkat dan pengumuman/ pemberitahuan (notice)

lisan dan tulis, sangat pendek dan sederhana, terkait kegiatan sekolah.

C. Indikator

1.1.1 Siswa berdoa untuk menyuskuri kesempatan dapat mempelajari bahasa Inggris

sebagai bahasa pengantar komunikasi International yang diwujudkan dalam

semangat belajar.

2.1.1 Siswa mampu menunjukkan perilaku santun dan peduli dalam melaksanakan

komunikasi interpersonal dengan guru dan teman dengan tugas kelompok yang di

berikan guru.

3.12.1 Mengidentifikasi fungsi social dan unsur kebahasaan beberapa teks khusus dalam

bentuk pesan singkat dan pengumuman/ pemberitahuan (notice), dengan memberi

dan meminta informasi terkait kegiatan sekolah, sesuai dengan konteks

penggunaannya.

3.12.2 Menjelaskan teks khusus dalam bentuk pesan singkat dan pengumuman/

pemberitahuan (notice).

4.12.1 Menulis makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan

unsur kebahasaan pesan singkat dan pengumuman/ pemberitahuan (notice) lisan

dan tulis, sangat pendek dan sederhana.

D. Tujuan Pembelajaran

1. Siswa mampu mengenali dan memahami macam-macam pengumuman/pemberitahuan

(notice).

2. Siswa mampu.mengidentifikasi struktur dari pengumuman/pemberitahuan (notice).

3. Siswa mampu menganalisa unsur kebahasaan dalam pengumuman/pemberitahuan

(notice).

4. Siswa mampu menuliskan makna, pemahaman dan tujuan dari contoh

pengumuman/pemberitahuan (notice) yang telah disediakaan.

E. Materi Pembelajaran

1.Fungsi Sosial

a. Mengetahui macam-macam jenis pengumuman/pemberitahuan (notice).

b. Mengetahui tujuan dari penngumuman/pemberitahuan (notice).

2. Struktur Text

a. Mengidentifikasi iformasi rinci dari sebuah pengumuan/pemberitahuan (notice).

3. Unsur Kebahasaan

a. Ungkapan-ungkapan yang lazim digunakan dalam pengumuman yang berbeda-beda

Mengidentifikasi noun, verb, adjective, dan adverb yang terdapat dalam isi pesan

pengumuman/pemberitahuan (notice).

F. Sumber Belajar

1. Buku Teks Bahasa Inggris

2. Internet

G. Media/Alat bantu Pembelajaran

1. Buku teks Bahasa Inggris kelas VIII

2. Lembar kerja Semantic map

3. Power Point

H. Tahapan Pembelajaran

Fase Kegiatan

(Hari 1)

Alokasi

Waktu

Pendahuluan 1. Guru memberi salam dan

menyiapkan pembacaan doa

sebelum belajar.

2. Guru menanyakan kabar siswa dan

mengecek kehadiran siswa.

4. Guru menampilkan salah satu

pengumuman dan menanyakan

pada siswa apa mereka familiar.

5. Guru menanyakan dimana biasanya

siswa menemukan contoh

pengumuman, kategori-kategori

dalam pengumuman, dan target-

target yang di tujukan dalam

pengumuman.

6. Guru menerangkan aktifitas yang

akan di lakukan hari ini.

10 menit

Inti 1. Guru menampilkan beberapa

contoh notice dan menjelaskan

60 Menit

jenis-jenis dari tiap notice.

2. Guru menampilkan beberapa kata

yang biasa muncul dalam notice

dan meminta siswa untuk

.menggolongkan jenis nya.

3. Guru menunjukkan tempat-tempat

yang biasa terdapat notice, dan

orang-orang yang di tujukan dalam

notice.

4. Guru menunjukkan contoh notice

dan juga keterangan bentuk dari

notice, target yang di tujukan di

notice, dan dimana biasanya notice

itu bisa di temukan, juga

terjemahan dalam bahasa

Indonesia.

5. Guru menampilkan 5 pertanyaan

terkait notice yang di tampilkan

dan meminta siswa menjawab

pertanyaan tersebut bersama.

6. Guru menanyakan siswa

pemahaman siswa terhadap materi

dan memberi kesempatan untuk

yang ingin bertanya.

7. Guru meminta siswa membuat

notice yang berada di sekolah

sebanyak 2 buah lengkap dengan

penjelasana kategori dari notice,

target dari notice, tempat dari

notice, dan juga terjemahannya

damal bahasa Indonesia.

8. Guru membimbing dan mengoreksi

siswa selama kegiatan

berlangsung.

9. Setelah selesai seluruh siswa

mengunpulkan hasul kerjanya.

Penutup 1.Guru bersama siswa melakukan

refleksi pembelajaran yang telah

berlangsung dengan meminta siswa

untuk mengungkapkan

pengetahuan yang mereka dapat

selama pembelajaran

2. Guru memberikan penilaian pada

hasil kerja siswa hari itu.

3. Guru mengajak siswa membaca

hamdalah untuk mengakhiri

kegiatan pembelajaran

10 menit

Fase Kegiatan

(Hari 2)

Alokasi

Waktu

Pendahuluan 1. Guru memberi salam dan

menyiapkan pembacaan doa

sebelum belajar.

2. Guru menanyakan kabar siswa dan

mengecek kehadiran siswa.

10 menit

3. Guru mereview singkat pelajaran

tentang notice di pertemuan

sebelumnya.

Inti 1. Guru memenempelkan beberapa

display semantic map tersebut ke

dinding sekitar kelas.

2. Guru menjelaskan bahwa murid

akan menerima per orang 2 random

notice yang akan di berikan, dan

meminta mereka untuk mencatat

penjeaslan tentang notice tersebut

serta menerjemahkan ke dalam

bahasa Indonesia.

3. Guru menanyakan siswa

pemahaman siswa terhadap

aktifitas hari ini.

4. Guru membimbing selama kegiatan

berlangsung dan mengoreksi hasil

kerja siswa bersama.

60 Menit

Penutup 1. Guru bersama siswa melakukan

refleksi pembelajaran yang telah

berlangsung dengan meminta siswa

untuk mengungkapkan

pengetahuan yang mereka dapat

selama pembelajaran.

2. Guru memberikan penilaian pada

hasil kerja siswa hari itu.

3. Guru mengajak siswa membaca

10 menit

hamdalah untuk mengakhiri

kegiatan pembelajaran.

Fase Kegiatan

(Hari 3)

Alokasi

Waktu

Pendahuluan 1. Guru memberi salam dan

menyiapkan pembacaan doa

sebelum belajar.

2. Guru menanyakan kabar siswa dan

mengecek kehadiran siswa.

3. Guru mereview singkat pelajaran

tentang notice di pertemuan

sebelumnya.

10 menit

Inti 1. Guru minta siswa menerjemahkan

ke dalam bahasa Indonesia 10 buah

notice yang akan di tampilkan.

2. Guru menanyakan siswa

pemahaman siswa terhadap

aktifitas hari ini.

3. Guru membimbing selama kegiatan

berlangsung dan mengoreksi hasil

kerja siswa bersama.

60 Menit

Penutup 1. Guru bersama siswa melakukan

refleksi pembelajaran yang telah

berlangsung dengan meminta siswa

untuk mengungkapkan

10 menit

pengetahuan yang mereka dapat

selama pembelajaran.

2. Guru memberikan penilaian pada

hasil kerja siswa hari itu.

3. Guru mengajak siswa membaca

hamdalah untuk mengakhiri

kegiatan pembelajaran.

I. Penilaian

1. Pedoman penilaian sikap dan partisipasi siswa

INDIKATOR BENTUK

Kehadiran siswa Daftar hadir

Partisipasi siswa Sikap

Pemahaman siswa Sikap

Prilaku siswa Sikap

Ketepatan siswa Tugas lisan dan

tulisan

2. Pedoman peniliaian hasil kerja siswa

Skor maksimal : 50

Nilai siswa : skor perolehan x 100

KRITERIA PENILAIAN SKOR

Jawaban tepat, tata bahasa tepat 5

Jawaban tepat, tata bahasa kurang tepat 4

Jawaban kurang tepat, tata bahasa tepat 3

Jawaban kurang tepat, tata bahasa kurang tepat 2

skor maksimal

Jawaban salah, tata bahasa salah 1

Mengetahui,

Guru Pamong Guru Praktik Bahasa Inggris

Nalti Nasution, M. Pd Hasnah Tanjung

APPENDIX 11

REFRENCES EXAMINE SHEETS

APPENDIX 12

SURAT BIMBINGAN SKRPSI DAN SURAT IZIN PENELITIAN