the effectiveness of using english...
TRANSCRIPT
THE EFFECTIVENESS OF USING ENGLISH SONGS
FROM YOUTUBE TOWARDS STUDENTS’
VOCABULARY MASTERY
(A Quasi-Experimental Study at the Seventh Grade of RUHAMA Islamic Junior
High School at South Tangerang)
By:
FEBRIA AFIA RAHMAH
NIM. 1110014000055
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
iii
ABSTRACT
RAHMAH, FEBRIA AFIA 2015, The Effectiveness of Using English Songs
from YouTube towards Students’ Vocabulary Mastery (A Quasi-
Experimental study at Seventh Grade in RUHAMA Islamic Junior
High School at South Tangerang academic year 2014/2015),
Skripsi, The Department of English Education, The Faculty of
Tarbiyah and Teaching science, Syarif Hidayatullah State Islamic
University Jakarta.
Advisor I : Dr. Fahriany, M.Pd.
Advisor II : Dadan Nugraha, M.Pd.
Key Words : Vocabulary, English Songs, YouTube.
The aim of this study is to find the effectiveness of English Songs from
YouTube in teaching English vocabulary which was observed and analyzed from
students of seventh grade at the Islamic Junior High School RUHAMA
The method of this study is quantitative by taking 60 students as the
sample from 92 students of populations. The sample of students was divided into
two classes; 30 Students for experimental class and 30 students for control class.
Before giving treatment, the writer gave pre-test. Then the writer taught in the
experimental class by asking students to listen to the English songs and in control
class without asking students to listen to English songs. After four meetings, the
writer gave the post-test to both classes. The scores of pre-test and post-test were
collected from twenty multiple-choice questions, then, it was analyzed by using t-
test.
The finding of this study shows that teaching vocabulary by using English
songs from YouTube was effective. It is proved by t count (4.01) which is higher
than t table in the degree significance 1% (2.39). It is considered that the null
hypothesis (Ho) in this study is rejected and the alternative hypothesis (Ha) which
states that there is significant difference between students’ vocabulary scores
taught by using English songs from YouTube and without by using English songs
from YouTube is accepted. It means that the English songs from YouTube are
effective in improving students’ vocabulary mastery.
iv
ABSTRAK
RAHMAH, FEBRIA AFIA 2015, The Effectiveness of English Songs from
YouTube towards Students’ Vocabulary Mastery (Penelitian Kuasi-
eksperiment pada kelas 1 di SMP Islam RUHAMA Tangerang
Selatan tahun ajaran 2014/2015), Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Negeri Islam Syarif Hidayatullah Jakarta.
Pembimbing I : Dr. Fahriany, M.Pd.
Pembimbing II : Dadan Nugraha, M.Pd.
Kata Kunci : Kosakata, Lagu berbahasa Inggris, YouTube.
Penelitian ini bertujuan untuk menemukan efektivitas lagu berbahasa
Inggris dari YouTube dalam pengajaran kosakata bahasa Inggris. Penelitian ini
dilaksanakan dan dianalisis pada siswa kelas tujuh SMP Islam RUHAMA.
Metode yang digunakan pada penelitian ini adalah metode kuantitatif
dengan mengambil 60 siswa sebagai sampel dari 92 populasi yang dibagi menjadi
2 kelas: 30 siswa untuk kelas eksperimen dan 30 siswa untuk kelas kontrol.
Sebelum memberikan pengajaran menggunakan teknik lagu berbahasa Inggris
dari YouTube, Peneliti memberikan pra-tes. Kemudian peneliti mengajar di kelas
eksperimen dengan meminta siswa untuk mendengarkan lagu berbahasa Inggris
dari YouTube dan dikelas kontrol tanpa meminta siswa mendengarkan lagu
berbahasa Inggris dari YouTube. Setelah empat pertemuan, peneliti memberikan
purna-tes kepada kedua kelas. Pada analisis data penilaian pra-test dan purna-test
menggunakan dua puluh pertanyaan pilihan ganda disetiap test, setelah itu di
analisis dengan menggunakan rumus t-test.
Temuan dari penelitian ini menunjukkan bahwa mengajar kosakata dalam
bahasa Inggris menggunakan lagu bahasa Inggris dari YouTube efektif. Terbukti
dari besarnya t hitung 4,01 > t tabel pada signifikan 1% (2,39). Hasil ini dianggap
bahwa null hypothesis (Ho) ditolak dan alternative hypothesis (Ha) yang
menyatakan bahwa terdapat perbedaan yang signifikan antara nilai kosakata siswa
yang diajarkan dengan mendengakan lagu berbahasa Inggris dari YouTube
dengan yang tidak mendengarkan lagu berbahasa Inggris diterima. Oleh karena
itu, dalam penelitian ini dapat disimpulkan bahwa lagu berbahasa Inggris dari
YouTube efektif dalam meningkatkan penguasaan kosakata siswa.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praised is due to
Allah, Lord of the world, who has given His loving and blessing to the writer to
finish her “Skripsi”. Peace and salutation be upon to the prophet Muhammad
SAW, his family, his companion, and his followers.
It is a pleasure to acknowledge the help and contributions to all of
lecturers, institution, family and friends who have contributed in the different
ways hence this “Skripsi” is processed until it becomes a complete writing which
will be presented to the Faculty of Tarbiya and Teaching science in partial
fulfillment of the requirement for the degree S.Pd. (Bachelor of Arts) in English
Education.
The first, the writer would like to thank to her beloved parents Drs. Asep
Ahmad Zenal Aripin, M.Pd., Siti Alfiah, S.Ag. and her lovely brother Muhammad
Muhyidin who always pray, support, and motivate her to finish her study. The
writer also would like to give her sincere and deepest thanks to her advisors, Mrs.
Dr. Fahriany, M.Pd and Mr. Dadan Nugraha, M.Pd., who have given the precious
help, the guidance, and the advice patiently to the writer during the completion
and the development of the study.
Then, the writer also realizes that she will never finish this paper without
the help and contribution of people around her. Therefore, the writer would like to
give her best gratitude and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of Faculty of Tarbiya
and Teaching science Syarif Hidayatullah, State Islamic University
Jakarta.
2. Didin Syafruddin, Ph.D., as the Vice Dean of Academic of Faculty of
Tarbiya and Teaching science, an inspiring figure who always inspires
and motivates her.
3. Drs. Syauki, M.Pd, as the Head of the Department of English
Education.
vi
4. Zaharil Anasy, M.Hum, as the Secretary of the Department of English
Education.
5. All lecturers in The Department of English Education who always give
the writer motivation and valuable knowledge during her study.
6. All students of the seventh grade of Islamic Junior High School
RUHAMA as the participants of this study and especially the English
Teacher, Ms. Siti Romlah, S.Pd.
7. Beloved Yomi Handayani, Tika Maulidah, Tias Atma Andriani,
Gayatri Chitrasari, and Ima Febri Yanti, her colleagues, mentors, and
best friends. Thank you for love, guidance, integrity and friendship.
8. Budi Kurniawan, M.Pd., her most enthusiastic cheerleader in life.
9. All of her friends at The Department of English Education academic
year 2010, at the Student Executive Board of FITK (BEM-FITK), and
at Islamic Student Association of Ciputat Affiliate. Thank you for the
brotherhood, support, and experiences.
10. Her brothers and sisters at Research and Language Development
Program 2014 of UIN Syarif Hidayatullah Jakarta, thank you for
always making our dreams alive, of course dreams are for real.
The words are not enough to say many appreciations for their help and
contribution in this paper. May Allah SWT, the Almighty God, bless them all.
Moreover, the writer also realizes that this paper is still far from perfect. It is a
pleasure for her to get critiques and suggestions to make this paper better.
Jakarta, March 17th
, 2015
The Writer
vii
TABLE OF CONTENTS
APPROVAL ........................................................................................................... i
SURAT PERNYATAAN ...................................................................................... ii
ABSTRACT .......................................................................................................... iii
ABSTRAK ............................................................................................................ iv
ACKNOLEDGEMENT ......................................................................................... v
TABLE OF CONTENTS .................................................................................... vii
LIST OF TABLES ................................................................................................. x
LIST OF FIGURES ............................................................................................. xi
LIST OF APPENDIXES .................................................................................... xii
CHAPTER I: INTRODUCTION ......................................................................... 1
A. Background ..................................................................................................... 1
B. Identification of the Problem .......................................................................... 5
C. Limitation of the Study ................................................................................... 6
D. Formulation of Problem ................................................................................. 6
E. Objective of the Study .................................................................................... 6
F. Significance of the Study ................................................................................ 6
CHAPTER II: THEORETICAL FRAMEWORK ............................................. 7
A. Vocabulary ..................................................................................................... 7
1. Definition of Vocabulary .......................................................................... 7
2. Types of Vocabulary ................................................................................ 8
3. What Need to be Taught ........................................................................ 10
4. Technique in Teaching Vocabulary ........................................................ 12
5. Decisions about Content in Teaching Vocabulary .................................. 14
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6. Problems in Teaching Vocabulary ......................................................... 15
B. Song .............................................................................................................. 16
1. Definition of Song ................................................................................... 16
2. Function of Song ..................................................................................... 17
3. Advantage and Effectiveness of Song in Teaching Learning Process .... 18
4. YouTube and Songs ................................................................................ 19
5. Teaching Vocabulary Through Song ...................................................... 20
C. Relevant Study ............................................................................................. 21
D. Thinking Framework .................................................................................... 23
E. Research Hypothesis .................................................................................... 23
CHAPTER III: RESEARCH METHODOLOGY ............................................ 25
A. The Research Design ................................................................................... 25
B. The Place and Time of the Study................................................................. 26
C. The Population and Sample ......................................................................... 26
D. The Research Instrument ............................................................................. 26
E. The Technique of Data Collecting ............................................................... 27
F. The Technique of Data Analysis ................................................................. 28
G. Hypothesis Test ........................................................................................... 30
H. Statistical Hypothesis .................................................................................. 32
CHAPTER IV: RESEARCH FINDING ............................................................ 33
A. Data Descriptions ......................................................................................... 33
B. Data Analysis ............................................................................................... 38
1. Normality Test ........................................................................................ 38
2. Homogeneity Test ................................................................................... 40
3. Interview Result ...................................................................................... 44
ix
4. Hypothesis Test ....................................................................................... 45
C. Interpretation of Data ................................................................................... 45
CHAPTER V: CONCLUSION AND SUGGESTION ...................................... 47
A. Conclusion .................................................................................................... 47
B. Suggestion ................................................................................................... 47
REFERENCES ..................................................................................................... 49
APPENDICES ...................................................................................................... 51
THE WRITER’S BIOGRAPHY ...................................................................... 120
x
LIST OF TABLES
Table 3.1 Pre- and Post-test design ....................................................................... 25
Table 4.1 Students’ Score of Pre-Test and Post-Test of Control Class ................ 33
Table 4.2 Students’ Score of Pre-Test and Post-Test of Experimental Class ....... 35
Table 4.3 Interview Specification and the Students’ Responses........................... 37
Table 4.4 Normality Pre-Test Result between Experimental and Control Class .. 44
Table 4.5 Normality of Pre-Test Using Lilliefors ................................................. 39
Table 4.6 Normality Post-Test Result between Experimental and Control Class 39
Table 4.7 Normality of Post-Test Using Lilliefors ............................................... 40
Table 4.8 Pre-Test of Homogeneity of Variance .................................................. 41
Table 4.9 Post-Test of Homogeneity of Variance ................................................. 41
Table 4.10 The Comparison Score between Experimental and Control Class ..... 42
xi
LIST OF FIGURES
Figure 2.1 The overview of YouTube Website ..................................................... 19
xii
LIST OF APPENDICES
APPENDIX 1 Material planning of Pre-Test............................................... 52
APPENDIX 2 Pre-Test ................................................................................ 54
APPENDIX 3 Material planning of Post-Test ............................................. 56
APPENDIX 4 Post-Test ............................................................................... 58
APPENDIX 5 Instrument Test ..................................................................... 61
APPENDIX 6 Interview Sheet ..................................................................... 66
APPENDIX 7 Output Instrument Anates .................................................... 70
APPENDIX 8 Lesson Planning of Control Class (Animal)......................... 80
APPENDIX 9 Lesson Planning of Experimental Class (Animal) ............... 92
APPENDIX 8 Lesson Planning of Control Class (Things) ....................... 101
APPENDIX 10 Lesson Planning of Experimental Class (Things) ............ 109
APPENDIX 11 Surat-surat ........................................................................ 118
1
CHAPTER I
INTRODUCTION
B. Background of the Study
One of English components that have to be taught to the students is
vocabulary. It has the role as an important part in language skills; listening,
speaking, reading, and writing. Vocabulary is also one of the most important
elements in language. It is an essential component of all aspects of language and a
crucial component in requiring and understanding language. We cannot speak
well if we do not master it.
One of the objectives in teaching English to Indonesian people is to enable
student to read and understand books written in English. To achieve that purpose,
the students need a large number of words of English language to master. As
Schmitt said, “No matter how well the student learns grammar, no matter how
successfully the sounds of L2 are mastered, without words to express a wider
range of meanings, communication in an L2 just cannot happen in any meaningful
way.”1 From this statement, it could be understood that vocabulary is one of the
items that have to be mastered by the students in learning English, because no one
can speak English if they have limited vocabulary. In the other words, without a
proportional amount of vocabulary, anyone will get trouble in his or her reading,
listening, speaking, and writing.
For instance in Indonesia, English is regarded as the first foreign language
in this country that must be learnt by the students from primary school until
university.2
It means English is a very important subject at every level of
education. In fact, English becomes the only foreign language which is included
in National Examination (Ujian Nasional) from Junior High School to Senior
1 Nobert Schmitt and Michael Mc. Charthey, Vocabulary,(Melbourne: Cambridge
University Press, 1997), p. 140 2 Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 372 tentang Pengajaran
Bahasa Inggris di Indonesia.
2
High School.3 Moreover, there are a lot of book sources written by English in the
university level. Thus, learning English has been an important thing to do.
In junior high school, English just targeted in functional indicated with
ability both oral and written communication to solve the problem of daily activity.
The objective of teaching vocabulary for elementary level in the countries that the
status of English language as a foreign language mentions that students can apply
the vocabulary to interact with people in their nearest environment, and the target
of vocabulary mastery are about 2000 words after several years of study for
second language learners.4
In the Curriculum 2013, “The students read, watch or listen to the
examples of being studied from a variety of sources, directly and / or through a
recording, by taking into the social function, the structure of text, linguistic
elements, also the format to convey or write.”5 From this statement, it means in
teaching learning process, the teachers are hoped to develop their students’ ability
to communicate to others by giving them practice pattern, which contains the
vocabulary items for everyday situation. By knowing and understanding the
vocabulary, students will successfully achieve the four English language skills.
However, mastering vocabulary is not easy, because English vocabulary
for daily living requires more times, it is more difficult to master by foreign
learners than English grammar. The learners should first concentrate on learning
that most frequently used and therefore most important English vocabulary for
their practical real life needs. Besides, the other difficulties in learning and using
English vocabulary include fixed word collocations, phrasal verbs, idioms,
proverbs and regional differences in vocabulary usage. Furthermore, there are
differences in English usage in English-speaking countries in terms of spelling,
pronunciation, vocabulary and grammar. In addition, to help students in mastering
3 Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 46 Tahun 2010 tentang
Pelaksanaan Ujian Sekolah/Madrasah dan Ujian Nasional, Pasal 9. 4 Scott Thornbury, How to Teach Vocabulary, (Edin Gate: Perason Education Limited,
2003), p. 20 5 Kementerian Pendidikan dan Kebudayaan, When English Rings the Bell: Buku Guru,
(Jakarta: Kementerian Pendidikan dan Kebudayaan), p. 30
3
English, many teachers have used different methods and techniques for the same
purpose, to understand, to learn, and to remember vocabulary more easily. But,
sometimes the technique that used by the teachers such substitution drill and
memorizing words make the students tend to be passive in developing sentences.
In this case, according to the students whom the writer has ever taught
about English, they encounter problems in mastering vocabulary. This case also
happened to the students at the seventh grade of RUHAMA Islamic Junior High
School at South Tangerang. They encounter the problem in reminding vocabulary.
They only remember vocabulary at that time when they do the substitution drill or
memorizing, after that they forget it. So the students are not motivated to master
their vocabulary. Besides, it is supported by the result of interview to the English
teacher and students in preliminary study that the students’ difficulties come from
the weaknesses of the student ability in memorizing the words; therefore they did
not have ideas about what a word mean and when they use it. Secondly, the
students often have difficulty when they do the task because the teacher gives
them limited vocabulary. Furthermore, it can be assumed that there is poor
vocabulary competence among the students where the study is conducted.
Because of the problem above, the students also could not get higher score
of English subject, even their scores were below of the Minimum Material
Criterion- Kriteria Ketuntasan Minimal (KKM) of the school which is about 7,6.
Furthermore, the problem that students faced in mastering vocabulary is about
their interest in mastering vocabulary. The students consider that learning
vocabulary is a tedious job. They are also not interested in mastering vocabulary
because the teacher seldom creates any instructional media. As a result, most
students dislike learning English; and although they attend English lesson, they
are not interested in mastering vocabulary. Based on this condition, the teaching
learning process becomes boring and not effective. In this case, the teacher should
really know how to teach vocabulary well, not only to make the students
understand but also to make them enjoy the study, because studying in enjoyable
situation will give the positive effect for the students.
4
From the description above, the creative way in vocabulary mastery is
needed. Those findings have serious consequences for students in English
learning, especially vocabulary mastery and student’s achievement in English.
The teaching of vocabulary for junior high school needs creative,
appropriate and different strategy from ordinary way, in other that the students can
feel enjoyable and become active in the classroom. The teacher also should
stimulate them to use the words which they have already known and brainstorm
them about the new words around the topic, even though it appears in their native
language. One of the strategies which can fulfill these requirements is by using
song from YouTube.
Using song from YouTube in students’ vocabulary mastery is considered
to be able to make the students easier to master vocabulary without pressure but
fun. Song is considered as one of alternative ways to improve English especially
on vocabulary; like what Wrenshall said; “there is also plenty of evidence that
song help memorization, and the rhythm and rhyme of the lyrics can certainly
help vocabulary as well.”6 Moreover, songs are fun and familiar to students’ ears,
because songs are easy to find in the television, cassette, radio, and mp3 player. In
addition, using songs from YouTube also would instantly motivate students to
learn the language as they are able to listen the songs as well as read the lyrics
projected on the screen.
Based on the Curriculum 2013, song has contribution in learning process
as bellow:
“Core Competency: Understanding knowledge (factual, conceptual, and
procedural) based on their curiosity about science, technology, art,
culture relevant with phenomena and occurrence that happened”
Basis Competency: Comprehend the message within song” 7
6 John Wrenshall, Using song to Improve Communication Competence. (Bangkok:
November. AUA Language Center, 2002), p .43. 7 Kurikulum 2013: Kompetensi Dasar Sekolah Menengah Pertama (SMP) Madrasah
Tsanawiyah (MTs), (Jakarta: Kementerian Kependidikan dan Kebudayaan, 2013) pp. 66-67
5
From the statement above, Song is considered to be one of the resources
that can be utilized in the teaching and learning of English. Through the
appropriate songs which are chosen from YouTube, the students can comprehend
the knowledge factually, conceptually, and procedurally. In relating to master
vocabulary, it means at once we practice our listening; we catch new words we
never heard before. In other words, while singing, the students are able to read the
lyrics and this indirectly encourages them to learn new words.
This research is important to be done, because most of students at
RUHAMA Islamic Junior High School are still unwilling to master their
vocabulary. The writer thought that using songs from YouTube as a
supplementary aid can affect students’ willingness to master vocabulary. This
research is hoped to provide useful information about English song for teacher
and students. The teacher is hoped that they can take advantages from the
information about English song from YouTube and he or she can evaluate it
whether this strategy is better to be applied in the classroom.
Based on the explanation above, the writer wants to propose the English
songs from YouTube towards students’ vocabulary mastery. She wants to know
whether English song from YouTube is effective to improve students’ vocabulary
mastery. Thus, the writer will focus on the effectiveness of the English songs from
YouTube towards students’ vocabulary mastery.
C. Identification of the Problem
Based on the background mentioned above, the problems can be identified
as follows:
1. Most teachers have not been able to create the atmosphere of learning
interesting and fun.
2. Low achievement in English subject may be caused by lack of
teacher’s effort to provide the appropriate strategies for the students to
master vocabulary.
3. The students are lack of interest in mastering vocabulary
6
4. The students consider that English is difficult; they get the difficulties
to differentiate vocabulary.
D. Limitation of the Study
Based on the problem identification, the writer focuses on the
effectiveness of the selected English songs from YouTube towards students’
vocabulary mastery. It will be conducted to the students at the seventh grade of
RUHAMA Islamic Junior High School at South Tangerang.
E. Formulation of the Problem
Dealing with limitation of the problem, the researcher would like to
formulate the problem as follow “Are the English songs from YouTube effective
towards students’ vocabulary mastery at the seventh grade of RUHAMA Islamic
Junior High School at South Tangerang?
F. Objective of the Study
The objective of the study is to know whether English song from YouTube
is effective towards students’ vocabulary mastery at the seventh grade of
RUHAMA Islamic Junior High School at South Tangerang.
G. Significance of the Study
This study will provide useful information for teacher, students, and other
researchers. The teacher can take advantages from the information about English
song strategy in mastering vocabulary and she or he can evaluate whether this
strategy better or not to be applied in the classroom. For the students, hopefully,
they will have better improvement on their vocabulary mastery. And for other
researchers, this study is expected to be a reference for who are interested in
conducting similar studies.
7
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the description of the theoretical framework used in
the study. It includes definition of vocabulary, types of vocabulary, what need to
be taught, techniques, problems in teaching vocabulary, definition of song,
function of song, advantages of song, YouTube and songs, teaching vocabulary
through song, relevant study, thinking framework, and hypothesis of study.
A. Vocabulary
1. Definition of Vocabulary
The word of vocabulary has many meanings. Many definitions can
be found about vocabulary from some experts, but the writer only chooses
several of them which are important to be discussed.
Vocabulary is one of the language aspects that is supposed to be
learnt when people are learning a language. It is considered to be the main
focus of learning a foreign language since there is a belief that learning a
foreign language is similar to learn its vocabulary. Vocabulary is also very
important in English teaching and learning. Ghazal said that words are
perceived as the building blocks upon which knowledge of the second
language can be built.1 It means that if the learners do not know the
meaning of words, they will have difficulty in understanding what they
see, read, and learn. They cannot practice or build the language if they are
lack of vocabulary.
Hatch and Brown said, “vocabulary refers to a list or set of words
for a particular language or a list or a set of words that individual speakers
of a language might use.”2 According to Richard and Renandya, they
assert that “vocabulary is a core component of language proficiency and
1 Lotfi Ghazal, Learning Vocabulary in EFL Context through Vocabulary Learning
Strategies, (Novitas Royal. Vol. 1, no. 2., 2007), p. 84. 2 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education,
(New York: Cambridge University Press, 1998), p.1.
8
provides much of the basis for how well learners speak, listen, read and
write. Without an extensive vocabulary and strategies for acquiring new
vocabulary, learners often achieve less than their potential.”3 Penny Ur
also asserts that “vocabulary can be defined, roughly, as the word we teach
in the foreign language.”4
The term of vocabulary also stated on Walch’s book, “Vocabulary
is collection words that you hear and read throughout your life. Your own
vocabulary will never stop growing. The larger your vocabulary is, the
more you will understand what you hear and read. Your writing and
speaking will improve too.”5 This statement is supported with the reality
that songs are fun and familiar to students’ ears, because songs are easy to
find in the television, cassette, radio, and mp3 player; the students can
always improve their vocabulary.
From the statements above, it shows that vocabulary is the basic of
language. It is words that can be used by individual speaker and is a very
important tool to master a language. The vocabulary of a person is defined
either as the set of all words that are understood by that person of the set of
all words likely to be used by that person when constructing new
sentences.
2. Types of Vocabulary
In language area, there are numerous kinds of vocabulary based on
several experts. First, dealing with the characteristic of the words,
vocabulary is divided into two kinds.
a. Active vocabulary: it refers to language items which the learners
can use appropriately in speaking and writing. Active vocabulary
also called as productive vocabulary.
3 Jack C Richards and Willy A Renandya, Methodology in Language Teaching: An
Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 255. 4 Penny Ur, A Course in Language Teaching, (USA: Cambridge University Press, 1996),
p. 60. 5 Walch Publishing, Content-Area Vocabulary Strategies for Social Studies, (Portland: J.
Weston Walch Publisher, 2003), p.1.
9
b. Passive vocabulary: it refers to language items that can be
recognize and understood in the context of reading and listening. It
is the vocabulary that readers have a general sense of a word’s
meaning but are not sure of its many meanings or nuances of
meaning. It is also called as receptive vocabulary.6
Second, dealing with frequency and range vocabulary often occur
in the language, it can be divided into four levels as follow:
a. High frequency words
High frequency words are the 2000-3000 most frequent word
families. The first priority is in vocabulary learning because these
words in account for 80% or more of the running words in any
written or spoken text.
b. Low frequency words
All the rest of the word families which of these words are known
or are worth learning depend on leaner’s personal interest,
educational background or current studies, area of employment;
social, cultural natural environment and so on. The words just
occur rarely
c. Academic words
Words families occur much more frequently in academic texts
(textbook, lectures, handouts, journal article, reference manual,
seminar presentation) than in non-academic usage, across of
different disciplines.
d. Technical words
Low frequency word families which are used in particular
discipline, profession, sport, culture or other special field. They are
normally known only by people with an interest or expertise in
relevant area. 7
6 Jo Ann Aebersold and Mary Lee, From Reader to Reading Teacher (New York:
Cambridge University Press, 1997), p. 139. 7 I. S. P. Nation, Teaching Vocabulary: Strategies and Techniques, ((Boston: Heinle and
Heinle Publishers, 2008), pp. 7-11.
10
In addition, Nation also identifies the categories of knowledge
about vocabulary:
a. Form: Readers recognize the word in print and distinguish its
various grammatical forms (noun, verb, adjective, adverb).
b. Position: Readers know the grammar patterns and structures in
which a word can occur and the words that frequently appear
before or after it, the collocations.
c. Function: Readers know how common or rare the word is and
what types of situations and texts it would most likely occur.
d. Meaning: Readers know the various meanings and nuances of a
word as well as its synonyms.8
Based on the references above, we can know the classification of
vocabulary that it has its own utility when it is used. Furthermore, words
are a part of people’s way of living or tools to communicate in language
which is used by a person for showing and telling their opinion and ideas
based on their need. In other words, the richness of person’s vocabulary is
popularly thought to be a reflection of level education.
3. What Need to be Taught
Vocabulary acquisition is needed to learn a foreign language by
language learner especially young learner. So, it’s important to know the
aspects to be taught to learn vocabulary at the basic level by knowing a
word such as its form and its meaning.
a. Word formation
Word formation is how the word is constructed.
Vocabulary item, whether one-word or multi-word, can often be
broken down into their component. Exactly how these components
are put together is another piece of useful information such as sub-,
un- and –able, this will help students guess the meaning of words
like ungrateful, unhappy, and unsure.
8 Aebersold and Lee, op.cit., pp. 139-140.
11
Another way vocabulary items are built is by combining
two words (two nouns, or a gerund and a noun, or a noun and a
verb) to make on item, such as swimming pool, book store, and
follow-up.
b. Aspects of meaning
How the meaning of one item relates to the meaning of
others can also be useful in teaching. There are various such
relationships with meaning:
1) Synonyms: items that mean the same, or nearly the same; for
example, clever and smart may serve as synonym of intelligent.
2) Antonyms: items that mean the opposite; rich is an antonym of
poor.
3) Hyponyms: items that serve as specific examples of general
concept; dog, lion, mouse are hyponyms of animal.
4) Super-ordinates: general concepts that cover specific items;
animal is the super-ordinate of dog, lion mouse.
5) Translations: words or expressions in the learners’ mother
tongue those are (more or less) equivalent in meaning to the
item being taught. 9
As mention before, vocabulary is a set of word include word
family. There are so many to be taught to master vocabulary because
knowing vocabulary form and its meaning is required to basic level.
Vocabulary formation is how the vocabulary is constructed and vocabulary
meaning is how vocabulary reflects to its vocabulary. In addition there are
several relationships with vocabulary meaning, such as synonym,
antonym, hyponym, super-ordinates and translation.
9 Scoot Thornburry, How to Teach Vocabulary, (Edinburgh: Pearson Educated Limited,
2002), p. 15.
12
4. Technique in Teaching Vocabulary
In teaching vocabulary, the teachers should have some techniques
in order to make students familiar with the vocabulary, so that they
understand new word easily. The technique functions not only to help the
students grasp the meaning of the words quite easily, but also to vary the
teaching activity in order to avoid the boredom on the part of students.
According to Allen, there are three techniques of teaching vocabulary:
a. Alphabetical order: Even for a list of new words on the textbook
page, alphabetizing way is appropriate in helping students to find a
word
b. Showing the meaning of the words through pictures, explanation in
mother tongue, and definition in simple English
c. Drawing attention to meaning before drilling words. 10
When teach a word, we teach three things as follows:
a. Teach the shape or form of the word
b. Teach the meaning of the word
c. Teach both the form and the meaning of the word together.11
There are also varied ways a new word can be presented to
learners, as follow:
a. Ideas for presenting specific items
Select an item from vocabulary taught in foreign language textbook
you know. Think how the meaning of this item would best be
presented to learners who are encountering it for the first time and
write down some ideas.
b. Studying further techniques
Put your practical suggestions aside for the moment, study list of
different techniques of presenting the meaning of new vocabulary.
10
Virginia Freanch Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford
University Press, 1983), pp. 10-13. 11
Paul Nation, Teaching Vocabulary, (Asian EFL Journal, t.t).
13
c. Application and comparison
Identify which one or more of the techniques were used in your
own idea for presentation. 12
In presenting vocabulary, based on the statement above, the teacher
is also supposed to transfer the meanings of the words. Then the students
are taught to use the words properly in full sentences. There are several
references which are offered as follows:
a. The vocabulary items should be centered about one topic
b. Whenever a familiar word is met in a new context or situation, it
should be taught a practice.
c. Vocabulary items are taught in the same way we teach everything
else; we give our students an understanding of the meaning in
many ways: we dramatize, we paraphrase, we give the equivalent if
necessary, and we use only appropriate technique.
d. We practice vocabulary as we practice structure. In substitution
drills, transformation drills, questions, and answers, etc.
e. Reintroduce the same vocabulary items many times with all the
structures, in all the situations in which they can logically be
used.13
Based on the references above, it shows that vocabulary teaching is
how the teachers teach a list of a word with their meanings, especially in a
book for learning a foreign language to the students. Vocabulary teaching
includes some of the most complex problem in the field of education. It is
influenced by ideas on the nature of language in general, by ideas on the
particular language being taught, and by ideas on how the language
learned.
12
Penny Ur, op.cit., pp. 63-64. 13
Ruth Gairns & Stuart Redman, Working With Word, A Guide to Teaching and Learning
Vocabulary, (New York: Cambridge University Press, 1998), pp. 17-18.
14
5. Decisions about Content in Teaching Vocabulary
In teaching vocabulary, the teacher should know how vocabulary
reaches the classroom. In other words, the teacher should prepare the
content beforehand about what the teacher select from. Here, Gairns and
Redman identify four main sources:
a. The course book. This will include the written and spoken texts,
activities for the presentation and practice of grammatical
structures, testing exercises, and so on. Even the instructions for
classroom activities can form a source of new vocabulary.
b. Supplementary materials (not designed specifically for vocabulary
development) provided by the educational institution or selected by
the teacher himself. This may include texts, drills, narratives, role
plays, exercises, video, songs, etc.
c. The students. A wide range of unanticipated and unpredictable
items will inevitably surface from student enquiries, queries, and
errors.
d. Specific vocabulary activities designed by the teacher for his
particular group of students.14
After knowing what we select from in order to get the content in
teaching vocabulary. We also should know the criteria for selection,
because the items of content should be useful. Gairns and Redman explain
the various criteria for selecting the content are based on several things
below:
a. Frequency: the contents of frequency should not be accepted
uncritically or used dogmatically to dictate. Their value must be
judged against the source of the data and criteria governing
inclusion of the data, as this may greatly affect their relevance to
students.
b. Cultural Factors: based on the utterances of native speakers the
students will obviously reflect the cultural interest of speakers.
14
Ibid., p. 54.
15
c. Need and Level: the students who are required to read technical
reports in English in their native country will have different
lexical needs to those learners.
d. Expediency: the classroom will often dictate the need for certain
vocabulary, without which the students may fail to understand
their teacher, fellow students or the activity they are supposedly
engaged in.15
6. Problems in Teaching Vocabulary
Correlating with our culture and its rules, English as a foreign
language has many differences. Furthermore, English as one of the
subjects in our school has many difficulties and problems either in
teaching or learning process. That’s why we have to learn deeply and
properly.
In teaching vocabulary, there are several problems found. The
factors have various kinds. It can be related to the words or used to call
intra-lexical factors, or they can involve how well the learners of first
language matches the second language or it is called as cross linguistic
factors.16
Another fact is also found when students attempt to translate a
passage by looking up too many words. When they meet a word that they
don’t know, they take the dictionary and look up the meaning. The
problem arises when they select the right words to know the meaning of
sentence but use the improper words grammatically.
Many problems that we met related to teaching vocabulary also
refer to the students and teacher. Coady and Huckin consider some of the
typical meta-cognitive attitudes that both teachers and students can hold
toward teaching and learning of vocabulary in a second or foreign
language as follows:
15
Ibid., pp. 57-61. 16
Nobert Schmitt, Vocabulary and Language Teaching, (Cambridge University Press,
2000), pp. 146-147.
16
Vocabulary is typically neglected in foreign or second language
instruction
In general, students feel that word are very important and are eager
to learn them
In contrast, teacher tend to feel that words are easy to learn and
grammar is a challenge
Many teachers and students feel that teaching vocabulary is a low
level intellectual activity unworthy of their full attention
Consequently, many teachers seem to conclude that words are
going to be learned naturally from reading and do not need to be
taught.17
B. Song
1. Definition of Song
Songs are one of the most captivating and culturally rich resources
that can be easily used in language classrooms. As Griffee say that “the
word song refers to pieces of music that have words, especially popular
songs such as those one hears on the radio.”18
In the same field, Griffee
also states that:
Songs have elements in common with speech and poetry, they are a
unique form. Both songs and speech are vocally produced, are
linguistically meaningful and have melody. Both songs and poetry
use words to convey meaning, both are usually written down
before publication, both can be put to music and both can be
listened to.19
Finally, it shows that a song is a piece of musical composition of
words, verse, or poem which is sung or uttered with modulation of the
voice which expresses the thought and feeling. Song is powerful. Many
17
James Coady and Thomas Huckin, Second Language Vocabulary Acquisition, (New
York: Cambrigde University Press, 1997), p. 74. 18
Dale T. Griffe, Songs in Action, (New York: Prentice Hall International, 1992), p. 3 19
Ibid., p. 3.
17
people can be moved to tears or other strong emotions by music, and song
can acquire strong emotional associations with people, events, and places.
Song has personal quality that makes the listener react as if the songs were
being sung for the listener personally.
Hence, the writer assumes that listening to English songs can be
one of alternative media in concerning junior school students’
enhancement to their learning English ability.
2. Function of Song
The functions of song according to Lo and Li, “songs are
invaluable tools to develop students’ abilities in listening, speaking,
reading and writing, and can be used to teach variety of language items
such as sentence patterns, vocabulary, pronunciation, rhythm, adjective,
and adverbs.”20
Furthermore, Weda claim that the teaching of English to
young learners by using songs has many benefits. One of those benefits is
the students will feel comfort and relax because of its good atmosphere
which will enhance their proficiency.21
In the same field, Lo and Li also explain that the activities through
songs offer a great deal of advantages in promoting of English, they
therefore state that the advantage of songs is stimulating students’ interest
and enhancing their involvement.22
From the explanation above, there are many functions of songs in
the view of linguistic, psychology, cognitive, social and culture. It is used
not only for fun but also for education as in teaching English especially in
improving students’ vocabulary. It also can be considered that songs with
easy text would help the students develop English proficiency, especially
vocabulary.
20
R. Lo & H.C. Li, Songs Enhance Learner Involvement, (English Teaching Forum,
volume 36, no. 21, 1998), pp. 8-11. 21
Sukardi Weda, Songs Enhance Young Learners’ involvement in Learning English,
(Jakarta: Atmajaya University, Center for Studies on Language and Culture, 2009), 102 22
Ibid.
18
3. Advantage and Effectiveness of Song in Teaching and Learning
Process
There are many advantages in using songs in the language
classroom as follows:
a. Songs and music can be used to relax students and provide an
enjoyable classroom atmosphere
b. Songs contain examples of colloquial speech. The natural
language of songs as opposed to the artificial language in many
textbooks, so it takes language input.
c. Every song is a culture capsule containing within itself a
significant piece of social information, of it has much cultural
input.
d. Songs can be used as texts in the same way that a poem, short
story or novel or any other piece of authentic material can be
used.
e. Songs and music as supplements; can be used to supplement a
textbook or can serves as the text itself.
f. Songs have much related to students’ interest
g. Other advantages related to teaching which has several
correlation with teaching in many aspects as follows
- Song can be used as a launching pad for conversation
- Songs are especially good at introducing vocabulary
because it provide a meaningful context for the vocabulary
- It provides a natural context for the most common
structures such as verb, tenses, and prepositions.
- Songs can be provided for some languages with a suitable
way to teach and practice the several skills.
- It can be used for pattern practice and memory retention.23
23
Griffee, op. cit., pp. 4-6.
19
Based on the statements above, it shows that song or music is a
manifestation of culture and has been used in classes in many ways and for
different reasons, through music which creates a relaxed learning
environment for students. In general, songs and music affect our emotions;
many people can be moved to tears or other strong emotions by music,
song can acquire strong emotional associations with people, events and
places.
4. YouTube and Songs
YouTube is a free video-hosting website that permits people who
are the member of YouTube to upload and download video content
freely.24
This uses Adobe Flash Video technology to display a wide variety
of user-generated content such as video blogging and short original videos.
Unregistered users can watch the videos for free, while registered users are
permitted to upload an unlimited number of videos.
Figure 2.1: The overview of YouTube Website
24
Margaret Rouse, YouTube, t.t.,(www.techtarget.com).
The title of Video
20
YouTube is also famously known as the largest video sharing site
on the web.25
It is because most of the videos found on YouTube are
created by professional film maker until amateurs. They use YouTube to
share their work. Virtually all types and genres of video content such as
songs, homemade music, tutorials, films, CCTV records, and many more
are posted on the site.
In this case, songs provided in YouTube have a good place because
when you search songs in YouTube and find it in different case, you can
choose one, two, or three of them according to what you need; official
video of songs with or without lyrics, video of songs with lyrics on the
screen, etc.
From the discussion above, YouTube and songs have a relationship
each other. YouTube serves songs in much kind of case. Hence, we can
choose the appropriate songs which we need from YouTube.
5. Teaching Vocabulary Through Song
Using songs in the classroom is a special thing. Songs provide the
material in English that students want to understand. They want to be able
to sing the song and understand them. It is become teacher’s responsibility
to provide an appropriate song. In choosing the appropriate song, Griffee
lists four categories:
1. The class, it is including the total number of the students and
their age, the time of the day, the language level of the students,
and their musical interest
2. The teacher, it is including the teacher’s age and musical interest,
the classroom support to convey the songs, and teacher’s
purpose.
3. Classroom opportunities, it is including the teacher’s level of
independence in determining the material of curriculum, free
class time, and lesson supplement.
25
Cory Janssen, What does YouTube mean?, t.t., (www.techopedia.com).
21
4. The music, the kind of music interest, the song that requires
support to the lesson, and lesson plan.26
After deciding the criterion of appropriate songs, we can find the
song in YouTube. Then, we can use one of many ways to introduce the
songs and to improve vocabulary in the classroom as follows:
1. Vocabulary songs
- Play the song with no reparation and no hand-outs.
- Tell the students to listen to the songs that you will give
them the words in a minute.
- Give the students the lyrics face down.
- When every student has a copy, tell them to turn the lyrics
over and play the song again.
- Tell them to listen to the song and circle any word or phrase
they do not understand.
- Discuss the circled word.27
There are so many ways in serving vocabulary in classroom by
using songs. We need to be well-prepared in teaching vocabulary by using
songs. We need to concern about the class, the students, the teacher in
order to choose an appropriate songs. After that, decide the suitable ways
in conveying the song to the students.
C. Relevant Study
The first previous study was conducted by Suzanne Medina in 1993
“Acquiring Vocabulary through Story-Songs”. It is an experiment on elementary
school learners. There were four experimental groups. The first one listened to
the spoken version of the story with the pictures used to illustrate the main ideas
of the story; the second group also listened to the spoken version of the story but
without illustrations. The third group listened to the sung version of the story
with the illustrations shown and the fourth group listened to the sung version of
26
Griffee., op.cit., pp. 6-8. 27
Griffee, op.cit., p. 26.
22
the story without pictures. There were some pre-tests and two posttests to
measure the amount of vocabulary acquired by the learners. The results of this
study support the idea that songs can be beneficial in terms of vocabulary
acquisition and retrieval. The combination of the sung version and the pictures
was the most effective one.28
The second previous study was conducted by Shaheen Ara in 2009. “Use
Songs, Rhymes, and Games in Teaching English to Young Learners in
Bangladesh”.This study is about how to improve the educational system in
learning second language (English) for children through songs, rhymes, and
games. This study used qualitative method that set out to convey the complete
understanding of how fun activities can improve learning process. As the result,
this research showed that the high motivation of students resulting from
enjoyable lessons in the primary schools where learning takes place through
songs, rhymes, and games or other interesting activities which is retained
throughout their academic life.29
The third previous study was conducted by ChunxuanShen 2009 “Using
English Song: an Enjoyable and Effective Approach to ELT” This research
explain about the application of song in English Language Teaching. This
research also provides the arguments and practical support for using English
song in ELT. The result of the research shows that using English song will not
weaken but reinforce the effect of teaching.30
These three previous studies above give many benefit for the writer
related to her topic. The first study showed that songs can be beneficial in terms
of vocabulary acquisition and retrieval. The combination of the sung version and
the pictures was the most effective one. The second previous study also gives
the benefit for this research, by conveying the complete understanding of how
fun activities, song can improve learning process. This research also showed the
28
Suzanne L. Medina, The Effect of Music on Second Language Vocabulary Acquisition,
(National Network For Early Language Learning, Volume 6 no. 3, 1993), pp. 1-8. 29
ShaheenAra,Use Songs, Rhymes, and Games in Teaching English to Young Learners in
Bangladesh, (The Dhaka University Journal of Linguistics, volume2, no. 3, 2009), pp. 161-172. 30
ChunxuanShen, Using English Song: an Enjoyable and Effective Approach to ELT,
(English Language Teaching, volume 2, no. 1, 2009).
23
high motivation of students resulting from enjoyable lessons in the primary
schools where learning takes place through songs. The last previous study
proved using English song will not weaken but reinforce the effect of teaching.
Thus, these studies give input for this research that song can improve students’
vocabulary mastery which can be proved by the writer to the samples of this
research.
D. Thinking Framework
There are two variables in this study; they are “English songs” from
YouTube as independent variable and “students’ vocabulary mastery” as
depedent variable. The research focuses on experimental research because the
writer intends to know whether English song from YouTube is effective toward
students’ vocabulary mastery. Besides that, the writer intends to know whether
mastering vocabulary using English songs from YouTube along is better than
mastering vocabulary without using English songs from YouTube along with it
at seventh grade of Islamic Junior High School RUHAMA.
As has been discussed about songs from YouTube previously, songs
being a source of motivation, interest, and enjoyment, it is much easier for
students to imitate and remember language than words which are just spoken. It
is because songs contain words, expressions of high frequency, repetition, the
stress, and intonation pattern of the language. Moreover, YouTube website
provides a wide variety of content which is suitable for English teaching
especially in learning the language. In this case, while singing, students are able
to read the lyrics and this indirectly encourages them to learn new words as they
are able to view the video clips as well as read the lyrics projected on the screen.
Therefore, using songs from YouTube provides a break from the normal
class routine and develops a non-threatening classroom atmosphere in which
vocabulary can be enhanced. Vocabulary is the most important element of
language beside grammar. People can express many ideas with vocabulary.
Using successful techniques and appealing tools especially songs to teach new
vocabulary items make students find words easier to remember and become
24
more motivated in class. By engaging in a pleasurable experience, they are
relaxed and their inhibitions about acquiring a second language are lessened.
Those who are taught in a fun and creative way, love attending the lessons and
this in turn becomes a great way for teachers to achieve success with their
students. Moreover, the use of internet technologies like the YouTube website to
teach vocabulary is one of these experiences.
Thus, it is suitable with the purpose of this strategy is to allow student do
the retention about the new word that they find, so the new word will stay along
in their mind through the songs from YouTube.
E. Research Hypothesis
This research is to know whether using the selected songs from
YouTube in teaching vocabulary is effective for the students to master
vocabulary and learn English. To find the answer of the problem, the writer
should propose research hypothesis as below:
Teaching vocabulary by using the selected English songs from YouTube is
effective for seventh grade students of RUHAMA Islamic Junior High
School.
25
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, the place and time of the study,
the population and sample, the research instrument, the technique of data
collecting, the technique of data analysis, and statistic hypothesis.
A. The Research Design
The research design of this study is quasi-experimental study, using
comparison or control group to investigate research question (without random
assignment)1, which aims to know whether English songs from YouTube is
effective towards students‟ vocabulary mastery. The quasi-experimental design
describes in the following table:2
Table 3.1
Pre- and Post-test Design
Select Control Group Pre-test No Treatment Post-test
Select Experimental
Group
Pre-test Experimental
Treatment
Post-test
Based on the table above, the writer takes two classes, the experiment class
and control class. Before giving treatment, the writer gives pre-test to both of
classes. Then the writer teaches the students in experimental class by using
English songs from YouTube and in controlled class without using English songs
from YouTube. After four meetings, the writer gives the post-test to the both
classes. It is given to know the effectiveness of English songs from YouTube
towards students‟ vocabulary mastery.
1 Alison Mackey and Susan M. Gass, Second Language Research: Methodology and
Design, (New York: Lawrence Erlbaum Associates, 2005), p. 146 2
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, Third Edition, (New Jersey: Pearson Education, Inc,
2008), p. 313.
26
B. The Place and Time of the Study
The research is held at the seventh grade students of Islamic Junior High
School RUHAMA which is located at South Tangerang, from January 5th
until
30th
, 2015
C. The Population and Sample
Population is the universe of people to which the study could be
generalized, and a sample is the subset of people from the population who will
participate in the current study.3 In this research, the population is the whole
students of the seventh grade at Islamic Junior High School RUHAMA, they are
96 students that are divided into three classes namely class VII 1, VII 2, and VII 3.
For the research, the writer determines the sample by using purposive sampling;
the sample is taken on the basis of their judgment of their typicality or possession
of the particular characteristics being sought.4 Here, the writer takes the sample
based on teacher‟s judgment that she judged. The two classes that the writer takes
had almost same average value. Therefore, the writer takes two classes namely
class VII 2 (30 students) as the control class and class VII 3 (30 students) as the
experimental class, this is because according to the English teacher‟s view in the
school; those classes are appropriate to be the object of this research.
D. The Research Instrument
The writer uses pre-test and post-test as the research instruments to collect
the data. The test is used in order to know the different achievement between the
experimental class and control class after the treatment. Before the test is given to
the students, the writer has already measured the validity and reliability of the test.
Validity is “the individual‟s scores from an instrument make sense are
meaningful, and enable you, as the writer, to draw good conclusions from the
3 Scott W. Vanderstoep and Deirde D. Johnston, Research Methods for Everyday Life,
(San Fransisco: Jossey-bass, A Wiley Imprint, 2009), p. 26. 4 Louis Cohen, Lawrence Manion and Keith Morrison, Research Method in Education,
Sixth edition, (New York: Madison Avenue, 2007), p. 114
27
sample you are studying.”5 Validation in language testing is needed to ensure the
defensibility and fairness of interpretations based on test performance.
According to Jones, “reliability in testing denotes dependability, in the
sense that a reliable test can be depended on to produce very similar results in
repeated uses.”6 In this research, the writer measures the validity and reliability of
the research instrument by using ANATES V.4. For the ANATES result, it can be
seen on the appendices.
The secondary data is gotten from students‟ interview. Interview allows a
wider channel of communication and deeper exploration of issues.7 It is conducted
to strengthen the data which are gotten from the test, to know the students‟
perception about English songs from YouTube, and to make sure whether the
techniques is successful to prove students‟ vocabulary mastery which is applied in
experimental class or not. The interview is done to the 10 students. In this case,
the writer uses simple random sampling technique to get data from students‟
interview. “Simple random sampling involves picking a certain number of
participants out of the total number of possible participants in the sampling frame.
In simple random sampling, a fixed percentage of the total sampling frame is
selected for participation.”8
E. The Technique of Data Collecting
In this research, the writer uses test to collect the data. The test is used in
order to know the effectiveness of English songs from YouTube toward students‟
vocabulary mastery at seventh grade students of Islamic Junior High School
RUHAMA. The test technique is the main technique in collecting the data. The
pre-test and post-test will be given to both experimental class and controlled class
to find out their achievement in vocabulary mastery.
5John W. Creswell, op.cit., p 169
6 Cyril J. Weir, Language Testing and Validation, (New York: Palgrave MacMillan,
2005), p. 22. 7 Vanderstoep and Deirde., Op.cit., p. 88
8 Vanderstoep and Deirde., Ibid., p. 29
28
1. Pre-test
The pre-test for the students is carried out to get their score. The students
are given a multiple choice test about vocabulary. This test does to know
students‟ ability about vocabulary mastery. (See Appendix 1)
2. Post-test
The post-test is given in multiple choices also. This test is conducted to
know the improvement of students‟ ability in vocabulary mastery after the
writer gives treatment to students. (See Appendix 3)
3. Interview
The interview consists of seven questions to be answered. This is
conducted to strengthen the data through knowing the students‟ perception
after the treatment. (See Appendix 6)
F. The Technique of Data Analysis
Test is used by the writer in collecting the data. The data from the test is
gained to find out the result of students‟ vocabulary mastery by using English
song from YouTube which is applied in the experimental class, then without
English song from YouTube in the control class. It is obtained from VII 3 as an
experimental class and VII 2 as a controlled class of Islamic Junior High School
RUHAMA. In this study, the writer uses T-test to find out the differences between
students‟ score which are taken from pre-test and post-test in experimental class
and control class. Before calculating the T-test, the writer first measures normality
and homogeneity test. Moreover, the writer uses SPSS v.18 for Windows software
to analyze normality test and homogeneity test. In addition, the writer also uses
the simple random sampling in conducting the interview to the students.
29
1. Testing Requirement
a) Normality Test
Normality test is done on two classes; those are experimental
class and control class. Normality test is used to know whether the data
from both sample groups which is examined comes from the
population of normal distribution or not.9 The writer uses SPSS v.18
for Windows to do normality test which is Analyze-Descriptive
Statistic-Explore-Plots-Normality Plots with Tests, the steps as
follows:10
1) From the menu at the top of the screen click on Analyze then
Descriptive then Explore.
2) Move all of the data into the Dependent list
3) Under Display ensure that there is only a tick next to Plots.
4) Click on the Plots tab to open the plots dialogue box.
5) Under Boxplots click None, and remove any ticks under
Descriptive. Place a tick in Normality plots with tests. Under
Spread vs. Level tick none.
6) Click Continue, and then OK.
b) Homogeneity Test
After normality test gives indication that data is distributed
normally, so it needs to do homogeneity test. It is used to know the
similarity of the two conditions or population. If the significant value ρ
> 0.05, it means that the population has similarity.11
The writer uses
SPSS v.18 for Windows to do homogeneity test which is Analyze-
Compare Means- One Way ANOVA- Option- Homogeneity of
Variance, the steps as follows:
9 Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama,
2010), p. 271. 10
Andrew Garth, Analysis Data Using SPSS (A practical guide for those unfortunate
enough to have to actually do it), (USA: Sheffield Hallam University, 2008), p. 73 11
Budi Susetyo, op.cit., p. 298.
30
1) From the menu at the top of the screen click on Analyze then
Compare Means then One-Way ANOVA
2) Move the data from experimental class into the Dependent list
and the data from control class into the Factor
3) Under Contrast and Post-Hoc ensure that there is a tick next to
Options.
4) Click on the Options tab to open the options dialogue box.
5) Place a tick in Homogeneity of variance tests.
6) Click Continue, and then OK. 12
c) Specification of Interview
After conducting the research and getting the result. The writer
does the interview to the selected students from the technique of
simple random sampling. This interview questions are related to what
question that is needed to be asked, how to arrange the question, how
long the interview will be done, and how to formulate the questions.13
Moreover, Patton explains the six kinds of question that can be an
orientation in formulating the interview questions as follows:
1. The question which is related to the experience
2. The question which is related to the opinion or value
3. The question which is related to the feeling
4. The question about knowledge
5. The question which is related to the sensory perception
6. The question which is related to background or demography14
G. Hypothesis Test
For hypothesis test, the writer uses t-test to find out whether there is
significant difference between experimental class and control class in this study.
12
Budi Susetyo, op. cit., pp. 71-72 13
Lexy J. Moleong, Metodologi Penelitian Kualitatif, (Bandung: PT. Remaja
Rosdakarya, 2001), p. 140 14
Ibid., pp. 140-141
31
The writer uses t-test which is adapted by Anas Sudijono to find the result. There
are several steps before applying the t-test formula.15
The formula of t-test which
is used in this research is:
Note:
t0 = The value of „t‟ count
M = Mean variable of experimental class
M2 = Mean variable of controlled class
SEM 1 = Standard Error of experimental class
SEM 2 = Standard Error of controlled class
The procedures of calculation are as follows:
1. Determining Mean of Variable X
∑
2. Determining Mean of Variable Y
∑
3. Determining Deviation Standard of Score of Variable X
√∑
4. Determining Deviation Standard of Score of Variable Y
√∑
5. Determining Standard Error of Mean of Variable X
√
15
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada,
2004), pp. 314-316.
32
6. Determining Standard Error of Mean of Variable Y
√
7. Determining Standard Error of different of Mean of Variable X and
Variable Y
√
8. Determining to with formula:
9. Determining Degrees of Freedom (df) in significance level 1%:
Note:
N1 = The total number of experimental class
N2 = The total number of controlled class
SD1 = Standard deviation of experimental class
SD2 = Standard deviation of controlled class
H. Statistical Hypothesis
After gaining the t-test, the writer compares T-test and T-table. Testing
hypothesis uses criteria with significant degree 0.01. The conclusion is gained as
follows:
H0 is accepted if (to) < (tt) in significant degree 0.01.
Ha is accepted if (to) > (tt) in significant degree 0.01.
Ha : There is a significant difference between students‟ achievement in
vocabulary mastery which is taught by using English songs from
YouTube and without English songs
H0 : There is no significant difference between students‟ achievement in
vocabulary mastery which is taught by using English songs from
YouTube and without English songs
33
CHAPTER IV
RESEARCH FINDINGS
A. The Description of Data
After presenting the materials to both experimental class and control class,
the writer measured students’ vocabulary mastery by using a test. The testing was
done in two classes; those are VII-3 as an experimental class and VII-2 as a
control class. The writer got the data from objective test which was multiple
choice forms of the control class and experimental class. The test consisted of 20
test items. The accumulation of the correct item was multiplied by 5. So, it would
be accumulated to 100 points of the test.
1. The Data of Control Class
In the following table is the score of pre-test and post-test in control
class.
Table 4.1
The Students’ Score of Pre-test and Post-test of Control Class
Students’
Number
Control Class
Gained Score
Pre-test Post-test
1 60 65 5
2 55 60 5
3 40 65 25
4 60 60 0
5 60 75 15
6 65 65 0
7 50 60 10
8 60 70 10
9 65 65 0
10 65 75 10
11 60 70 10
34
12 40 60 30
13 45 60 25
14 60 70 10
15 70 75 5
16 70 65 -5
17 60 75 15
18 80 75 -5
19 55 65 10
20 65 65 0
21 65 80 15
22 60 75 15
23 60 85 25
24 80 80 0
25 65 75 10
26 70 80 10
27 65 80 15
28 65 65 0
29 75 85 10
30 55 75 20
∑ n = 30 ∑ X0 = 1845 ∑ X1 = 2120 ∑ X2 = 295
Average 61.5 70.66 9.83
Max 80 85
Min 40 60
Based on the table 4.2 above, the score of pre-test and post-test of
control class showed that the highest score on the pre-test was 80 and the
lowest score was 40 with the average at 61.5. Then, the average of the post-
test was 70.66. The highest score of post-test was 85 while the lowest score
was 60. It can be seen that the controlled class only gained score about 9.83
points.
35
2. The Data of Experimental Class
In the following table is the score of pre-test and post-test in
experimental class.
Table 4.2
The Students’ Score of Pre-test and Post-test of Experimental Class
Students’
Number
Experimental Class Gain Score
Pre-test Post-test
1 50 75 25
2 60 70 10
3 45 75 30
4 55 70 15
5 50 65 15
6 60 75 15
7 45 70 25
8 75 90 15
9 40 65 25
10 55 85 30
11 50 70 20
12 70 85 15
13 50 70 20
14 50 65 15
15 65 75 10
16 50 70 20
17 65 80 15
18 65 70 5
19 60 60 0
20 55 75 20
21 45 65 20
22 55 80 25
36
23 50 75 25
24 70 90 20
25 75 95 20
26 50 65 15
27 60 70 10
28 60 85 25
29 60 90 30
30 75 85 10
∑ n = 30 ∑ X0 = 1715 ∑ X1 = 2260 ∑ X2 = 545
Average 57.16 75.33 18.16
Max 75 95
Min 40 60
From the table 4.1 above, the score of pre-test and post-test of
experimental class showed that the highest score on the pre-test was 75 and
the lowest score was 40 with the average at 57.2. Then, the average of the
pre-test increased on the post-test up to 75.3. The highest score of post-test
was 95 while the lowest score was 60. It can be seen that the experiment class
gained score about 18.1 points.
Another data gained in experimental class was from students’
interview to get information about students’ perception in applying English
songs from YouTube towards students’ vocabulary mastery. The writer chose
15 students to be interviewed by using the technique of simple random
sampling. The aim of the interview was strengthening students’ data gained
from post-test. Here are the interview specifications with the learners’
responses in table as follows:
37
Table 4.3
Interview Specification and the Students’ Responses
From the data of interview above, the students presumed that strategy
in learning were the essential things to make the teaching and learning process
more interesting and easier to understand.
No Interview
Specification Students’ Response
1 Mengetahui
persepsi siswa
tentang pentingnya
penggunaan
strategi English
songs from
YouTube dalam
pengajaran
penguasaan
vocabulary.
- All of them strongly agreed that using strategy in
building vocabulary were very important.
- The twelve of them strongly agreed that teacher
should use English songs from YouTube to facilitate
student in mastering vocabulary in the classroom.
- Meanwhile three students in lower score were still
uncertain if other teachers need to use it as learning
strategy.
- After building vocabulary using English songs from
YouTube, the thirteen of them state that it influenced
their vocabulary mastery.
2 Mengetahui
persepsi siswa
tentang
penggunaan
strategi English
songs dalam
pengajaran
penguasaan
vocabulary
From fifteen students interviewed, they stated:
- English songs from YouTube were needed to support
and facilitate them in mastering vocabulary
- English songs could make them easier in reminding
vocabulary.
- They were happy to learn vocabulary by using songs
from YouTube.
- They were really sure that English songs from
YouTube could help them to master the vocabulary.
They said that they could use English songs
everywhere freely.
38
B. The Analysis of Data
1. Normality Test
Testing normality test in this research used Kolmogorov-Smirnov
methods in SPSS v.18 to count the normality of each test. The test would be
normal distribution if the result of calculation from SPSS Statistic 18, the
number showed less than the result in Kolmogorov-Smirnov table with the
number of sample (n) is 30. The results of normality test of the data are
presented as follows:
Table 4.4
Normality Pre-test Results between Experimental Class and Control
Class
One-Sample Kolmogorov-Smirnov Test
Experiment Class Control Class
N 30 30
Normal Parametersa,b Mean 57.1667 61.5000
Std. Deviation 9.62068 9.57277
Most Extreme Differences Absolute .172 .204
Positive .172 .157
Negative -.095 -.204
Kolmogorov-Smirnov Z .941 1.120
Asymp. Sig. (2-tailed) .338 .163
a. Test distribution is Normal.
b. Calculated from data.
The normality calculation above used One-Sample Kolmogorov-
Smirnov Test. From the table 4.03, it can be seen that the absolute difference
(D) of Experiment Class data is 0.172. It is much less than absolute difference
in Kolmogorov-Smirnov table with the closest Kolmogorov-Smirnov critical
points of 30 = 0.242. It means that the pre-test of experiment class data is
normal. Meanwhile, the absolute difference of Controlled Class data is 0.204.
It is also much less than D-table with the closest Kolmogorov-Smirnov critical
points. In other words, the pre-test of control class data is normal. Therefore,
39
Table 4.5
Normality of Pre-test Using Lilliefors
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment Class .172 30 .024 .939 30 .087
Control Class .204 30 .003 .931 30 .053
a. Lilliefors Significance Correction
Besides using the normality test calculation of Kolmogorov-Smirnov
Test, the writer also used Lilliefors Test. It shows that the normality is
significant too. It is shown by the significance in Lilliefors table of
Experiment Class data is 0.024. Meanwhile, the significance in Lilliefors table
of Controlled Class data is 0.003. Both significances of Experiment class data
and Controlled class data are much less than the calculation Kolmogorov-
Smirnov table with critical points of 30 = 0.242. In other words, the pre-test
results in both experimental class and control class are normally distributed.
Table 4.6
Normality Post-test Result between Experimental Class and Control Class
One-Sample Kolmogorov-Smirnov Test
Experiment Class Control Class
N 30 30
Normal Parametersa,b Mean 75.3333 70.6667
Std. Deviation 9.18520 7.73854
Most Extreme Differences Absolute .186 .201
Positive .186 .201
Negative -.120 -.179
Kolmogorov-Smirnov Z 1.018 1.103
Asymp. Sig. (2-tailed) .251 .176
a. Test distribution is Normal.
b. Calculated from data.
From the table 4.6, it can be seen that the absolute difference (D) of
Experiment Class data is 0.186. It is much less than absolute difference in
Kolmogorov-Smirnov table with the closest Kolmogorov-Smirnov critical
40
points of 30 = 0.242. It means that the post-test of experiment class data is
normal. Meanwhile, the absolute difference of Controlled Class data is 0.201.
It is also much less than D-table with the closest Kolmogorov-Smirnov critical
points. So, it can be conclude that the post-test of control class data is normal.
Table 4.7
Normality of Post-Test Using Lilliefors
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment Class .186 30 .010 .928 30 .044
Control Class .201 30 .003 .913 30 .018
a. Lilliefors Significance Correction
The writer also used the Lilliefors test for normality of post-test. It
shows that the normality is significant too. It is shown by the significance in
Lilliefors table of Experiment Class data is 0.010. Meanwhile, the significance
in Lilliefors table of Controlled Class data is 0.003. Both significances of
Experiment class data and Controlled class data are much less than the
calculation Kolmogorov-Smirnov table with critical points of 30 at the degree
significance 0.05% = 0.242. Hence, the post-test results in both experiment
class and controlled class are normally distributed.
2. Homogeneity Test
Based on the calculation of normality, the writer got the result that all
data in pre-test and post-test of both experimental class and control class have
been distributed normally. The next step of the calculation was to find the
pre-test and post-test homogeneity of the data by using SPSS v.18 for
Windows. The test would be homogeneous if the calculation of the result is
higher than Kolmogorov-Smirnov table with the critical points of 30 = 0.242.
The results of homogeneity test of the data are presented as follows:
41
Table 4.8
Homogeneity Pre-test and Post-test Result between Experimental Class and
Control Class
Pre-Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Value Based on Mean .477 1 58 .493
Based on Median .377 1 58 .542
Based on Median and with
adjusted df
.377 1 56.768 .542
Based on trimmed mean .459 1 58 .501
The table 4.8 shows that the significance of pre-test result between
experimental class and control class are 0.493, 0.542, 0.542, and 0.501.
Therefore, it can be concluded that the data of pre-test are homogeneous
because all of the data result > 0.05.
Table 4.9
Post-Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Value Based on Mean .400 1 58 .530
Based on Median .309 1 58 .581
Based on Median and with
adjusted df
.309 1 52.144 .581
Based on trimmed mean .319 1 58 .575
The table 4.9 shows that the significance of post-test result between
experimental class and control class are 0.530, 0.581, 0.581, and 0.575. Therefore,
it can be concluded that the data of post-test are homogeneous because all of the
data result are higher than 0.05. So, it shows that both of the groups are
homogeneous.
Based on the pre-requisite test statistical analysis, found that the data
normally distributed and homogeneous. Therefore, next, the data was analyzed by
using T-test formula. This technique is useful to prove statistically whether there
42
is any significant difference between students’ vocabulary mastery achievement in
experimental and control class. The experimental class was X variable and the
control class was Y variable. Before analyzing the data, the following table is the
recapitulation of the data which describes the comparison between the
experimental class and control class:
Table 4.10
The Comparison Score between Experimental Class and Control Class
Students’
Number
Experimental
Class (X)
Control
Class (Y)
x
(X – MX)
y
(Y – MY)
x2
y2
1 25 5 6.9 -4.8 47.61 23.04
2 10 5 -8.1 -4.8 65.61 23.04
3 30 25 11.9 15.2 141.61 231.04
4 15 0 -3.1 -9.8 9.61 96.04
5 15 15 -3.1 5.2 9.61 27.04
6 15 0 -3.1 -9.8 9.61 96.04
7 25 10 6.9 0.2 47.61 0.04
8 15 10 -3.1 0.2 9.61 0.04
9 25 0 6.9 -9.8 47.61 96.04
10 30 10 11.9 0.2 141.61 0.04
11 20 10 1.9 0.2 3.61 0.04
12 15 30 -3.1 20.2 9.61 408.04
13 20 25 1.9 15.2 3.61 231.04
14 15 10 -3.1 0.2 9.61 0.04
15 10 5 -8.1 -4.8 65.61 23.04
16 20 -5 1.9 -14.8 3.61 219.04
17 15 15 -3.1 5.2 9.61 27.04
18 5 -5 -13.1 -14.8 171.61 219.04
19 0 10 -13.1 0.2 171.61 0.04
20 20 0 1.9 -9.8 3.61 96.04
43
21 20 15 1.9 5.2 3.61 27.04
22 25 15 6.9 5.2 47.61 27.04
23 25 25 6.9 15.2 47.61 231.04
24 20 0 1.9 -9.8 3.61 96.04
25 20 10 1.9 0.2 3.61 0.04
26 15 10 -3.1 0.2 9.61 0.04
27 10 15 -8.1 5.2 65.61 27.04
28 25 0 6.9 -9.8 47.61 96.04
29 30 10 11.9 0.2 141.61 0.04
30 10 20 -8.1 10.2 65.61 104.04
Total 545 295 7 1 1418.3 2424.2
In order to get the calculation of T-test, there are several steps to be taken;
determining Mean, Standard Deviation and Standard Error from each variable.
The following steps describe as follows:
1. Determining Mean of Variable X:
∑
2. Determining Mean of Variable Y:
∑
3. Determining Deviation Standard of Score of Variable X:
√∑
√
√
4. Determining Deviation Standard of Score of Variable Y:
√∑
√
√
5. Determining Standard Error of Mean of Variable X:
√
√
√
44
6. Determining Standard Error of Mean of Variable Y:
√
√
√
7. Determining Standard Error of different of Mean of Variable X and
Variable Y:
√
√ √
√
8. Determining to with formula:
9. Determining Degrees of Freedom (df), with formula:
The value of df 58 at the degrees of significance 1% or ttable is 2.392.
From the result of statistical calculation above, it can be seen that the value
of t0 or ttest is 4.01 and the degree of freedom (df) was 58. The value of t in the
degree of freedom of 58 and at the degree of significance 1% or ttable of df 58 with
ɑ =1% is 2.392.
3. Interview Result
Regarding to the students’ perception toward English songs from
YouTube, all of students felt motivated while mastering vocabulary used
English songs from YouTube because it helped them easier to master
vocabulary. They agreed when they easily could remember the vocabulary.
45
As the result, most students who were interviewed about their
vocabulary mastery achievement satisfied and stated that English songs from
YouTube were improving their vocabulary mastery because they could
answer the vocabulary questions.
4. Hypothesis Test
This research was conducted in order to answer the research question:
“Is English song from YouTube effective towards students’ vocabulary
mastery at the seventh grade of SMP Islam RUHAMA at South Tangerang?”
The statistical hypothesis of this research can be seen as follow:
Ha : There is a significant difference between students’ achievement
in vocabulary mastery which is taught using English songs from
YouTube and without English songs from YouTube.
H0 : There is no significant difference between students’ achievement
in vocabulary mastery which is taught using English songs from
YouTube and without English songs from YouTube.
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null
hypothesis) is rejected.
2. If t-test (to) < t-table (tt) in significant degree of 0.01, Ho (null
hypothesis) is accepted.
From the result of the statistical calculation, it shows that the value of tt
with df 58 in the significance 1% is 2.392, while the value of the to is 4.01. Since
score is higher than score obtain from the result of calculating, so the
alternative hypothesis ( ) is accepted and the null hypothesis ( ) is rejected.
C. Interpretation of Data
Based on the analysis of the data, it was found that there was a significant
difference between students’ achievement on vocabulary mastery in experimental
class which used English songs from YouTube and the control class which did
46
not. It can be seen from the students’ pre-test and post-test score. The pre-test
average score of students in experimental class was 57.16, and the post-test
average score of students in experimental class was 75.33. Meanwhile, the pre-test
score in control class was 61.5, and the post-test average score in control class
was 70.66
Therefore, it can be concluded that English songs from YouTube is
effective towards students’ vocabulary mastery. It was showed by the students’
vocabulary mastery after they used English songs from YouTube in class were
better than the students’ vocabulary mastery before they were given the treatment.
In teaching and learning process, it is important for teachers to make
students familiar with vocabulary before they are actually reading, listening,
writing, or speaking. The teachers can use English songs to stimulate students’
thinking in using their English skills. Moreover, teaching vocabulary using
English songs can help students easier to remember the vocabulary, because they
were stimulated by the songs.
In other words, English songs are found to be helpful and effective to
improve students’ achievement on vocabulary mastery, especially for the students
of RUHAMA Islamic Junior High School at South Tangerang.
47
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusions
From the data analysis using SPSS software, it is shown that teaching
vocabulary through song is appropriate to be implemented in the classroom. In
this research, the students’ mean score of post-test in experimental class
(75.33) was higher than pre-test (57.16) with gained score was 18.16. From
the data analysis, the test hypothesis was determined by t-test (to) > t-table
(ttable) in significance 0.01 or 1%. Thus, the value of the to was 4.01, while the
value of tt with df 58 in the significance 1% was 2.392. Therefore, to score was
higher than ttable score obtain from the result of calculating, so the alternative
hypothesis (Ha) was accepted. It means that there was significant difference
between students’ achievement in mastering vocabulary which was taught by
English song from YouTube and without English song from YouTube.
Furthermore, the secondary data which was collected by using
interview also showed that the student who went through the method of using
song from YouTube experienced more significant improvement in their
vocabulary competence. They felt more motivated in improving their
vocabulary mastery.
Therefore, English song from YouTube is effective to improve
students’ vocabulary mastery achievement at seventh grade students of
RUHAMA Islamic Junior High School.
B. Suggestions
Here are suggestions the researcher delivers for future studies.
Hopefully, the suggestions are useful for readers in general, and researchers
and other people involved in education specially. The suggestions are as
follow:
48
1. For Teachers
Based on the result of this research, English teachers of Junior
High School are suggested to use English song from YouTube to
facilitate teaching vocabulary since it has been proven that English song
is effective to improve students’ vocabulary mastery. Therefore, the
teacher should be well prepared. It means that they should prepare
materials which will appropriate that will be taught to the students before
they enter the classroom.
2. For Students
For students, it is suggested to enrich their vocabulary size through
English song from YouTube if they want to improve their vocabulary
mastery. Vocabulary can be applied to make students has their own
dictionary with vocabulary that make them interested. English song also
can make students to be an autonomous learner. Students will have good
habit if they are comfort when finding new word while listening to
music.
3. For Other Researcher
In view of the limitations the researchers have come across, there is
a need for a further research to be conducted with bigger sample size. It
will help to obtain more data, confirm the findings and enable the
drawing of a more concrete conclusion with regard to the effects of using
song to improve vocabulary competence. Furthermore, a longer
experimental period is needed to enable the researcher to draw a more
valid conclusion and to see whether the improvements are consistent.
49
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52
Appendix 1
Kisi-Kisi Soal Vocabulary
(Pre-Test)
Kompetensi
Inti
Kompetensi Dasar Indikator Jenis
Soal
Nomor
Soal
Memahami
pengetahuan
(faktual,
konseptual, dan
prosedural)
berdasarkan rasa
ingin tahunya
tentang ilmu
pengetahuan,
teknologi, seni,
budaya terkait
fenomena dan
kejadian tampak
mata
Memahami fungsi
sosial, struktur
teks, dan unsur
kebahasaan pada
teks untuk
menyatakan dan
menanyakan
tingkah laku /
tindakan / fungsi
hewan, benda,
yang dekat dengan
kehidupan Peserta
didik sehari-hari
sesuai dengan
konteks
penggunaannya.
.
Mengidentifikasi kata
sifat (adjective) yang
menggambarkan sifat
ciri fisik hewan, dan
benda secara lisan
dan tertulis dengan
akurat dan lancar
Mempolakan bentuk
kalimat nominal dan
verbal untuk
menanyakan dan
merespon ciri fisik
dan sifat hewan dan
benda secara
bertanggung jawab
Mengungkapkan dan
merespon tentang
cirri fisik dan sifat
hewan dan benda
dengan santun
PG
PG
PG
1, 2, 3,
8, 13
7, 10,
15, 11,
4, 5, 6,
11
53
Tanya jawab berbagai
hal terkait tema/topic
bacaan
Mengidentifikasi
makna kosakata
dengan menebak arti
kosakata melalui
konteks bacaan
Melengkapi kalimat
dengan kosakata yang
sesuai dengan
konteks bacaan
PG
PG
PG
16, 14
18, 20,
6, 9, 17,
19
55
PRE-TEST ANSWER SHEET
1. C
2. D
3. A
4. C
5. B
6. A
7. A
8. B
9. B
10. B
11. A
12. D
13. C
14. B
15. B
16. D
17. C
18. A
19. A
20. A
56
Appendix 3
Kisi-Kisi Soal Vocabulary
(Post-Test)
Kompetensi Inti Kompetensi Dasar Indikator Jenis
Soal
Nomor
Soal
Memahami
pengetahuan
(faktual,
konseptual, dan
prosedural)
berdasarkan rasa
ingin tahunya
tentang ilmu
pengetahuan,
teknologi, seni,
budaya terkait
fenomena dan
kejadian tampak
mata
Memahami fungsi
sosial, struktur
teks, dan unsur
kebahasaan pada
teks untuk
menyatakan dan
menanyakan
tingkah laku /
tindakan / fungsi
hewan, benda,
yang dekat
dengan kehidupan
Peserta didik
sehari-hari sesuai
dengan konteks
penggunaannya.
.
Mengidentifikasi kata
sifat (adjective) yang
menggambarkan sifat
ciri fisik hewan, dan
benda secara lisan dan
tertulis dengan akurat
dan lancar
Mempolakan bentuk
kalimat nominal dan
verbal untuk
menanyakan dan
merespon ciri fisik dan
sifat hewan dan benda
secara bertanggung
jawab
Mengungkapkan dan
merespon tentang cirri
fisik dan sifat hewan
dan benda dengan
santun
Tanya jawab berbagai
PG
PG
PG
PG
1, 6, 15,
8, 10,
13, 20
4, 5, 7,
16
2, 5, 14
57
hal terkait tema/topic
bacaan
Mengidentifikasi
makna kosakata
dengan menebak arti
kosakata melalui
konteks bacaan
Melengkapi kalimat
dengan kosakata yang
sesuai dengan konteks
bacaan
PG
PG
3, 11,
12,
9, 17,
18, 19
59
b. Emporium d. Bakery
14. We need a _____ to cross the street
a. Bridge c. Train
b. Ship d. Plane
15. You need to wear your most beautiful _____ to
come to my birthday party.
a. Bag c. Dress
b. Mirror d. Car
16. What are in the garden?
a. Two bathrooms
b. Plants and flowers
c. A kitchen and a garage
d. A living room and a dining room
17. Gayatri wants to buy carrots, tomatoes, chillies,
and cabbage in the market. So she must go to
the ____
a. Drugstore c. Green grocer
b. Library d. Butcher
18. The students want to know the date. They look
at __________
a. Television c. Calendar
b. Window d. Radio
19. The students sit on their _______ nicely.
a. Tables c. Cupboards
b. Walls d. Chairs
20. Yomi: “Hey Tias, it is raining. Do you bring
your _____ ?”
Tias: “yes, I bring it. I will wear it now.”
a. Coat c. Bag
b. Shoes d. Dress
60
POST-TEST ANSWER SHEET
1. D
2. A
3. C
4. C
5. C
6. C
7. C
8. B
9. C
10. B
11. A
12. C
13. D
14. A
15. C
16. B
17. C
18. C
19. D
20. A
61
Appendix 5
Vocabulary Test
Choose the right answer by crossing (X) A, B, C or D!
1. Indonesia has 2 _______
a. Climates
b. Weathers
c. Comfortable
d. Ministers
2. Owl is a kind of _______
a. Fish c. Bird
b. Monkey d. Horse
3. Elephant has an ________
a. Trunk c. Fur
b. Feather d. Ivory
4. A _______ is a kind of sly animal
a. Fox c. Cow
b. Goat d. Rabbit
5. At home, we can put the bird in the
________
a. Cage c. Bag
b. Desk d. Pencil
sharpener
6. You can put a _______ on your
wrist
a. Ring c. Bracelet
b. Necklace d. Belt
7. If you want to cook Rendang, you
need a ________
a. Prescription c. Recipe
b. Receipt d. Bill
8. _________ has beak to eat
a. Lion c. Bear
b. Bird d. Mousedeer
9. Kangaroo has _____ to bring its
child
a. Pouch c. Tail
b. Claw d. Wing
10. Giraffe have ______ Feet
a. Two c. Four
b. Three d. Six
11. Ox is a kind of ___________
a. Fruit c. Animal
b. Vegetable d. Human Being
12. An animal which is big, brave and
has feather in its whole of body is
_________
a. Bear c. Elephant
b. Crocodile d. Bee
13. ________ is not an animal
a. Owl c. Bush
b. Bee d. Wolf
14. The antonym of tall is _________
a. Long c. Short
b. Sophisticated d. Wonderful
15. Lion is wild, but Rabbit is -
_________
a. Tall c. Tame
63
This is __________
a. Fox c. Hare
b. Glider d. Bird
27. There ____ so many things in my
room.
a. Are c. Have
b. Is d. Had
28. There are many traditional farmers
in Indonesia usually plow the land
by using animal such as
__________
a. Hare c. Buffaloes
b. Elephants d. Camel
29. The Arman’s families are going to
Surabaya by train. They are now
at ____
a. Airport
b. Harbor
c. Bus Station
d. Railway Station
30. Hare are animals that are _______
a. wild c. Fast
b. slow d. big
31. “Where’s your mother, Tika?”
“Oh, she’s just gone to the ______
to get some cakes and buns for our
afternoon tea, dad.”
a. Granary c. Cafe
b. Emporium d. Bakery
32. The students are having a biology
lesson. They are doing some
experiments. They are in the
_____
a. Library c. Canteen
b. Laboratory d. Classroom
33. we need a _____ to cross the street
a. bridge c. Train
b. ship d. Plane
34. Your need to wear your most
beautiful _____ to come to my
birthday party
a. Bag c. Dress
b. Mirror d. Ruler
35. The people took the patient to the
hospital by ____________
a. Truck
b. Car
c. Ambulance
d. Plane
36. I send my letters in ________.
a. Hospital c. Market
b. Post Office d. School
37. What are in the garden?
a. Two bathrooms
b. Plants and flowers
c. A kitchen and a garage
d. A living room and a dining
room
38. Gayatri wants to buy carrots,
tomatoes, chillies, and cabbage in
the market. So she must go to ___
a. Drugstore
65
The Answer Key
1. B
2. C
3. D
4. A
5. A
6. C
7. C
8. B
9. A
10. C
11. C
12. D
13. C
14. C
15. C
16. B
17. C
18. C
19. B
20. C
21. B
22. C
23. D
24. A
25. C
26. B
27. D
28. C
29. D
30. C
31. B
32. D
33. B
34. A
35. C
36. C
37. B
38. B
39. C
40. C
41. C
42. C
43. B
44. D
45. C
66
Appendix 6
Interview Result
Interviewee : Sony Prastiyo S : Student
Interviewer : Febria Afia Rahmah R : Researcher
Day/Date : Monday / February 2nd
, 2015
Time : 10.00 WIB – 10.15 WIB
Place : Islamic Junior High School RUHAMA
R : Apakah kamu pernah mempelajari kosakata dengan menggunakan
media lagu berbahasa Inggris dari YouTube sebelumnya?
S : Selama saya mempelajari bahasa Inggris di sekolah, saya belum pernah
mempelajari bahasa Inggris menggunakan media lagu dari YouTube.
Tetapi pernah diajarkan dengan media gambar.
R : Bagaimana perasaanmu ketika mempelajari kosakata melalui lagu dari
YouTube?
S : Saya merasa senang, karena saya juga suka musik.
R : Apa pendapatmu mengenai penggunaan lagu dalam proses
pembelajaran, khususnya mempelajari kosakata?
S : Menurut saya bagus menggunakan lagu, apalagi saya menyukai musik.
Jadi merasa gak tertekan kalau belajar menggunakan lagu.
R : Apakah kamu mengetahui bagaimana cara mempelajari kosakata
menggunakan media lagu dari YouTube?
S : Iya saya tahu. Buka YouTube di internet, lalu ketik judul lagu yang kita
mau. Pilih yang ada liriknya biar mudah mendengarkan sambil membaca
liriknya. Lalu cari tau artinya.
R : Apa pendapatmu setelah mengetahui dan mendapatkan hasil belajar
menggunakan media lagu dari YouTube?
S : Menggunakan lagu dari YouTube lebih asik karena ada liriknya jadi
mudah ingat juga. Senang dapat nilai bagus.
67
R : Pentingkah menggunakan lagu dari YouTube untuk menambah
penguasaan kosakata?
S : Menurut saya penting
R : Manfaat apa saja yang kamu rasakan selama menggunakan lagu dari
YouTube dalam proses pembelajaran kosakata?
S : Belajarnya jadi lebih semangat, jadi kepo apa arti liriknya, jadi saya mau
cari tau apa arti liriknya.
Tangerang Selatan, 2 Februari 2015
Interviewer Interviewee
Febria Afia Rahmah Sony Prastiyo
68
Interview Result
Interviewee : Gede Permana Aji S : Student
Interviewer : Febria Afia Rahmah R : Researcher
Day/Date : Monday / February 2nd
, 2015
Time : 10.30 WIB – 10.32 WIB
Place : Islamic Junior High School RUHAMA
R : Apakah kamu pernah mempelajari kosakata dengan menggunakan
media lagu berbahasa Inggris dari YouTube sebelumnya?
S : Saya belum pernah belajar bahasa Inggris menggunakan media lagu dari
YouTube. Tetapi Miss Mila pernah mengajarkan menggunakan media
gambar.
R : Bagaimana perasaanmu ketika mempelajari kosakata melalui lagu dari
YouTube?
S : Saya merasa senang dan tidak boring.
R : Apa pendapatmu mengenai penggunaan lagu dalam proses
pembelajaran, khususnya mempelajari kosakata?
S : Menurut saya cukup bagus menggunakan lagu, suasana belajarnya jadi
asik dan terus berusaha fokus dengarkan lagu dan baca liriknya.
R : Apakah kamu mengetahui bagaimana cara mempelajari kosakata
menggunakan media lagu dari YouTube?
S : Iya saya tahu. Buka YouTube di internet, lalu ketik judul lagu yang kita
mau. Pilih yang ada liriknya karena akan lebih mudah belajarnya kalau
ada liriknya.
R : Apa pendapatmu setelah mengetahui dan mendapatkan hasil belajar
menggunakan media lagu dari YouTube?
S : Saya senang, baru kali ini saya tidak menyontek, hehe. Karena saya tau
artinya.
R : Pentingkah menggunakan lagu dari YouTube untuk menambah
penguasaan kosakata?
69
S : Penting, andai saja semua pelajaran bisa menggunakan media lagu.
R : Manfaat apa saja yang kamu rasakan selama menggunakan lagu dari
YouTube dalam proses pembelajaran kosakata?
S : Belajarnya jadi lebih semangat.
Tangerang Selatan, 2 Februari 2015
Interviewer Interviewee
Febria Afia Rahmah Gede Permana Aji
Appendix 7
Output Instrument Anates
SKOR DATA DIBOBOT=================
Jumlah Subyek = 31Butir soal = 45Bobot utk jwban benar = 1Bobot utk jwban salah = 0Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 1 Student 1 21 24 0 21 21 2 2 Student 2 26 19 0 26 26 3 3 Student 3 20 25 0 20 20 4 4 Student 4 39 6 0 39 39 5 5 Studen... 40 5 0 40 40 6 6 Student 6 38 7 0 38 38 7 7 Student 7 21 24 0 21 21 8 8 Stude... 21 24 0 21 21 9 9 Student 9 20 25 0 20 20 10 10 Studen... 26 19 0 26 26 11 11 Studen... 22 23 0 22 22 12 12 Studen... 24 21 0 24 24 13 13 Studen... 24 21 0 24 24 14 14 Studen... 21 24 0 21 21 15 15 Studen... 26 19 0 26 26 16 16 Studen... 27 18 0 27 27 17 17 Studen... 12 33 0 12 12 18 18 Studen... 34 11 0 34 34 19 19 Studen... 24 21 0 24 24 20 20 Studen... 34 11 0 34 34 21 21 Studen... 35 10 0 35 35 22 22 Studen... 21 24 0 21 21 23 23 Studen... 31 14 0 31 31 24 24 Studen... 23 22 0 23 23 25 25 Studen... 29 16 0 29 29 26 26 Studen... 11 34 0 11 11 27 27 Studen... 23 22 0 23 23 28 28 Studen... 19 26 0 19 19 29 29 Studen... 19 26 0 19 19 30 30 Studen... 22 23 0 22 22 31 31 Studen... 26 19 0 26 26
RELIABILITAS TES================
Rata2= 25.13Simpang Baku= 7.09KorelasiXY= 0.77Reliabilitas Tes= 0.87Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Student 1 12 9 21 2 2 Student 2 13 13 26 3 3 Student 3 11 9 20 4 4 Student 4 20 19 39 5 5 Student 5 18 22 40 6 6 Student 6 20 18 38 7 7 Student 7 10 11 21 8 8 Student 8 11 10 21 9 9 Student 9 11 9 20 10 10 Student 10 15 11 26 11 11 Student 11 10 12 22 12 12 Student 12 16 8 24
13 13 Student 13 11 13 24 14 14 Student 14 12 9 21 15 15 Student 15 13 13 26 16 16 Student 16 13 14 27 17 17 Student 17 8 4 12 18 18 Student 18 18 16 34 19 19 Student 19 14 10 24 20 20 Student 20 18 16 34 21 21 Student 21 20 15 35 22 22 Student 22 14 7 21 23 23 Student 23 15 16 31 24 24 Student 24 14 9 23 25 25 Student 25 15 14 29 26 26 Student 26 7 4 11 27 27 Student 27 13 10 23 28 28 Student 28 11 8 19 29 29 Student 29 11 8 19 30 30 Student 30 13 9 22 31 31 Student 31 15 11 26
KELOMPOK UNGGUL & ASOR======================
Kelompok UnggulNama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 5 Student 5 40 1 1 1 1 1 1 - 2 4 Student 4 39 1 1 - 1 1 1 1 3 6 Student 6 38 1 1 - 1 1 1 1 4 21 Student 21 35 1 1 - 1 1 1 1 5 18 Student 18 34 - 1 - 1 1 1 1 6 20 Student 20 34 - 1 - 1 1 1 1 7 23 Student 23 31 - 1 - - - 1 - 8 25 Student 25 29 1 1 - - - 1 1 Jml Jwb Benar 5 8 1 6 6 8 6
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 5 Student 5 40 1 1 1 - 1 1 1 2 4 Student 4 39 - 1 1 1 1 1 1 3 6 Student 6 38 - 1 - 1 1 1 1 4 21 Student 21 35 - 1 - 1 1 1 1 5 18 Student 18 34 - 1 - 1 1 1 1 6 20 Student 20 34 - 1 - 1 1 1 1 7 23 Student 23 31 - 1 1 - 1 - 1 8 25 Student 25 29 1 - - 1 1 1 1 Jml Jwb Benar 2 7 3 6 8 7 8
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 5 Student 5 40 1 1 - 1 - 1 1 2 4 Student 4 39 1 1 1 1 - 1 1 3 6 Student 6 38 1 1 1 1 1 1 1 4 21 Student 21 35 1 1 1 - 1 1 1 5 18 Student 18 34 1 - - - 1 - 1 6 20 Student 20 34 1 - - - 1 - 1 7 23 Student 23 31 1 1 1 - 1 1 1 8 25 Student 25 29 - - - 1 - - 1 Jml Jwb Benar 7 5 4 4 5 5 8
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 5 Student 5 40 1 1 1 1 1 - 1
2 4 Student 4 39 1 - 1 1 1 1 - 3 6 Student 6 38 1 - 1 1 1 - - 4 21 Student 21 35 - - 1 1 - - - 5 18 Student 18 34 1 - 1 1 1 1 - 6 20 Student 20 34 1 - 1 1 1 1 - 7 23 Student 23 31 1 - - 1 - - - 8 25 Student 25 29 1 - 1 1 1 1 - Jml Jwb Benar 7 1 7 8 6 4 1
29 30 31 32 33 34 35 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35 1 5 Student 5 40 1 1 1 1 1 1 1 2 4 Student 4 39 1 1 1 1 1 1 1 3 6 Student 6 38 1 1 1 1 1 1 1 4 21 Student 21 35 1 1 1 1 1 1 1 5 18 Student 18 34 1 1 1 1 1 1 1 6 20 Student 20 34 1 1 1 1 1 1 1 7 23 Student 23 31 1 1 1 1 1 1 1 8 25 Student 25 29 1 1 1 1 1 1 1 Jml Jwb Benar 8 8 8 8 8 8 8
36 37 38 39 40 41 42 No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40 41 42 1 5 Student 5 40 1 1 1 1 1 1 1 2 4 Student 4 39 1 1 1 1 1 1 - 3 6 Student 6 38 1 1 1 1 - 1 1 4 21 Student 21 35 1 1 1 1 - 1 1 5 18 Student 18 34 1 1 1 1 1 1 1 6 20 Student 20 34 1 1 1 1 1 1 1 7 23 Student 23 31 1 1 1 1 1 1 1 8 25 Student 25 29 - 1 - 1 1 1 - Jml Jwb Benar 7 8 7 8 6 8 6
43 44 45 No.Urut No Subyek Kode/Nama Subyek Skor 43 44 45 1 5 Student 5 40 1 1 1 2 4 Student 4 39 1 1 1 3 6 Student 6 38 1 1 1 4 21 Student 21 35 1 1 1 5 18 Student 18 34 - 1 1 6 20 Student 20 34 - 1 1 7 23 Student 23 31 1 1 1 8 25 Student 25 29 - 1 1 Jml Jwb Benar 5 8 8
Kelompok AsorNama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 14 Student 14 21 1 1 - - - - - 2 22 Student 22 21 - 1 - - - - 1 3 3 Student 3 20 - - - - - - 1 4 9 Student 9 20 - - - - - - - 5 28 Student 28 19 - 1 - - - - - 6 29 Student 29 19 - 1 - - - - - 7 17 Student 17 12 1 - - - - - - 8 26 Student 26 11 - 1 - - - - - Jml Jwb Benar 2 5 0 0 0 0 2
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 14 Student 14 21 - 1 1 - 1 - - 2 22 Student 22 21 - 1 - 1 - - -
3 3 Student 3 20 - 1 1 1 - - - 4 9 Student 9 20 - - 1 1 - - - 5 28 Student 28 19 - 1 1 - - - - 6 29 Student 29 19 - 1 1 - - - - 7 17 Student 17 12 - - - - - 1 - 8 26 Student 26 11 - - - - 1 1 - Jml Jwb Benar 0 5 5 3 2 2 0
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 14 Student 14 21 - - - 1 1 - - 2 22 Student 22 21 - - - - 1 - 1 3 3 Student 3 20 1 - - - 1 - - 4 9 Student 9 20 1 1 1 - 1 1 1 5 28 Student 28 19 1 - - - 1 - 1 6 29 Student 29 19 1 - - - 1 - 1 7 17 Student 17 12 1 - - 1 - - 1 8 26 Student 26 11 - - - - 1 - - Jml Jwb Benar 5 1 1 2 7 1 5
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 14 Student 14 21 - - - 1 1 1 - 2 22 Student 22 21 1 - 1 1 - 1 - 3 3 Student 3 20 1 - 1 1 - 1 - 4 9 Student 9 20 1 - 1 1 - - - 5 28 Student 28 19 1 - 1 1 - - - 6 29 Student 29 19 1 - 1 1 - - - 7 17 Student 17 12 - - 1 - - 1 - 8 26 Student 26 11 1 - - 1 - - - Jml Jwb Benar 6 0 6 7 1 4 0
29 30 31 32 33 34 35 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35 1 14 Student 14 21 - - 1 1 1 - 1 2 22 Student 22 21 - 1 1 1 1 - 1 3 3 Student 3 20 - - - - 1 1 1 4 9 Student 9 20 - - - 1 - - 1 5 28 Student 28 19 - 1 - 1 1 - 1 6 29 Student 29 19 - 1 - 1 1 - 1 7 17 Student 17 12 - 1 - - 1 1 1 8 26 Student 26 11 - - - 1 - - 1 Jml Jwb Benar 0 4 2 6 6 2 8
36 37 38 39 40 41 42 No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40 41 42 1 14 Student 14 21 1 1 1 1 - 1 - 2 22 Student 22 21 - 1 - 1 - 1 1 3 3 Student 3 20 1 - 1 - 1 1 1 4 9 Student 9 20 1 - 1 1 - 1 - 5 28 Student 28 19 - 1 - 1 1 1 - 6 29 Student 29 19 - 1 - 1 1 1 - 7 17 Student 17 12 - - - 1 - - - 8 26 Student 26 11 - 1 - - - 1 - Jml Jwb Benar 3 5 3 6 3 7 2
43 44 45 No.Urut No Subyek Kode/Nama Subyek Skor 43 44 45 1 14 Student 14 21 - 1 1 2 22 Student 22 21 - 1 1 3 3 Student 3 20 - 1 1 4 9 Student 9 20 1 1 1 5 28 Student 28 19 - 1 1 6 29 Student 29 19 - 1 1 7 17 Student 17 12 - - -
8 26 Student 26 11 - - 1 Jml Jwb Benar 1 6 7
DAYA PEMBEDA============
Jumlah Subyek= 31Klp atas/bawah(n)= 8Butir Soal= 45Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 5 2 3 37.50 2 2 8 5 3 37.50 3 3 1 0 1 12.50 4 4 6 0 6 75.00 5 5 6 0 6 75.00 6 6 8 0 8 100.00 7 7 6 2 4 50.00 8 8 2 0 2 25.00 9 9 7 5 2 25.00 10 10 3 5 -2 -25.00 11 11 6 3 3 37.50 12 12 8 2 6 75.00 13 13 7 2 5 62.50 14 14 8 0 8 100.00 15 15 7 5 2 25.00 16 16 5 1 4 50.00 17 17 4 1 3 37.50 18 18 4 2 2 25.00 19 19 5 7 -2 -25.00 20 20 5 1 4 50.00 21 21 8 5 3 37.50 22 22 7 6 1 12.50 23 23 1 0 1 12.50 24 24 7 6 1 12.50 25 25 8 7 1 12.50 26 26 6 1 5 62.50 27 27 4 4 0 0.00 28 28 1 0 1 12.50 29 29 8 0 8 100.00 30 30 8 4 4 50.00 31 31 8 2 6 75.00 32 32 8 6 2 25.00 33 33 8 6 2 25.00 34 34 8 2 6 75.00 35 35 8 8 0 0.00 36 36 7 3 4 50.00 37 37 8 5 3 37.50 38 38 7 3 4 50.00 39 39 8 6 2 25.00 40 40 6 3 3 37.50 41 41 8 7 1 12.50 42 42 6 2 4 50.00 43 43 5 1 4 50.00 44 44 8 6 2 25.00 45 45 8 7 1 12.50
TINGKAT KESUKARAN=================
Jumlah Subyek= 31Butir Soal= 45Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran
1 1 18 58.06 Sedang 2 2 27 87.10 Sangat Mudah 3 3 1 3.23 Sangat Sukar 4 4 11 35.48 Sedang 5 5 11 35.48 Sedang 6 6 11 35.48 Sedang 7 7 16 51.61 Sedang 8 8 6 19.35 Sukar 9 9 19 61.29 Sedang 10 10 12 38.71 Sedang 11 11 20 64.52 Sedang 12 12 21 67.74 Sedang 13 13 15 48.39 Sedang 14 14 11 35.48 Sedang 15 15 17 54.84 Sedang 16 16 8 25.81 Sukar 17 17 7 22.58 Sukar 18 18 12 38.71 Sedang 19 19 21 67.74 Sedang 20 20 8 25.81 Sukar 21 21 23 74.19 Mudah 22 22 27 87.10 Sangat Mudah 23 23 1 3.23 Sangat Sukar 24 24 24 77.42 Mudah 25 25 30 96.77 Sangat Mudah 26 26 12 38.71 Sedang 27 27 11 35.48 Sedang 28 28 1 3.23 Sangat Sukar 29 29 20 64.52 Sedang 30 30 22 70.97 Sangat Mudah 31 31 18 58.06 Sedang 32 32 21 67.74 Sedang 33 33 29 93.55 Sangat Mudah 34 34 18 58.06 Sedang 35 35 30 96.77 Sangat Mudah 36 36 21 67.74 Sedang 37 37 25 80.65 Mudah 38 38 21 67.74 Sedang 39 39 24 77.42 Mudah 40 40 21 67.74 Sedang 41 41 29 93.55 Sangat Mudah 42 42 14 45.16 Sedang 43 43 8 25.81 Sukar 44 44 28 90.32 Sangat Mudah 45 45 29 93.55 Sangat Mudah
KORELASI SKOR BUTIR DG SKOR TOTAL=================================
Jumlah Subyek= 31Butir Soal= 45Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 0.175 - 2 2 0.338 Signifikan 3 3 0.389 Sangat Signifikan 4 4 0.586 Sangat Signifikan 5 5 0.586 Sangat Signifikan 6 6 0.731 Sangat Signifikan 7 7 0.388 Sangat Signifikan 8 8 0.155 - 9 9 0.404 Sangat Signifikan 10 10 0.033 - 11 11 0.284 Signifikan 12 12 0.508 Sangat Signifikan 13 13 0.325 Signifikan 14 14 0.731 Sangat Signifikan
15 15 0.324 Signifikan 16 16 0.528 Sangat Signifikan 17 17 0.388 Sangat Signifikan 18 18 0.194 - 19 19 -0.096 - 20 20 0.528 Sangat Signifikan 21 21 0.391 Sangat Signifikan 22 22 0.159 - 23 23 0.389 Sangat Signifikan 24 24 0.220 - 25 25 0.344 Signifikan 26 26 0.460 Sangat Signifikan 27 27 0.054 - 28 28 0.389 Sangat Signifikan 29 29 0.623 Sangat Signifikan 30 30 0.369 Sangat Signifikan 31 31 0.569 Sangat Signifikan 32 32 0.310 Signifikan 33 33 0.363 Sangat Signifikan 34 34 0.494 Sangat Signifikan 35 35 0.082 - 36 36 0.488 Sangat Signifikan 37 37 0.360 Sangat Signifikan 38 38 0.488 Sangat Signifikan 39 39 0.342 Signifikan 40 40 0.250 - 41 41 0.325 Signifikan 42 42 0.429 Sangat Signifikan 43 43 0.528 Sangat Signifikan 44 44 0.475 Sangat Signifikan 45 45 0.325 Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208
Bila koefisien = 0,000 berarti tidak dapat dihitung.
KUALITAS PENGECOH=================
Jumlah Subyek= 31Butir Soal= 45Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
No Butir Baru No Butir Asli a b c d * 1 1 12--- 18** 1-- 0-- 0 2 2 4--- 0-- 27** 0-- 0 3 3 12++ 15+ 3- 1** 0 4 4 11** 3- 3- 14--- 0 5 5 11** 3- 3- 14--- 0 6 6 8++ 10+ 11** 2- 0 7 7 4++ 3+ 16** 8- 0 8 8 16-- 6** 8++ 1-- 0 9 9 19** 4++ 7- 1-- 0 10 10 8+ 10- 12** 1-- 0 11 11 1- 2+ 20** 8--- 0 12 12 9--- 0-- 1- 21** 0 13 13 6++ 7+ 15** 3+ 0 14 14 9+ 9+ 11** 2- 0
15 15 8- 4++ 17** 2- 0 16 16 14-- 8** 4+ 5+ 0 17 17 15-- 7** 4- 5+ 0 18 18 7++ 6++ 12** 6++ 0 19 19 0-- 21** 5+ 5+ 0 20 20 14-- 8** 4+ 5+ 0 21 21 2+ 23** 6--- 0-- 0 22 22 2+ 1+ 27** 1+ 0 23 23 12++ 15+ 3- 1** 0 24 24 24** 5--- 1- 1- 0 25 25 1--- 0-- 30** 0-- 0 26 26 14--- 12** 2- 3- 0 27 27 1-- 17--- 2- 11** 0 28 28 12++ 15+ 3- 1** 0 29 29 7-- 1- 3++ 20** 0 30 30 5- 2+ 22** 2+ 0 31 31 11--- 18** 2- 0-- 0 32 32 2+ 1- 7--- 21** 0 33 33 2--- 29** 0-- 0-- 0 34 34 18** 2- 10--- 1-- 0 35 35 0-- 1--- 30** 0-- 0 36 36 1- 21** 0-- 9--- 0 37 37 1- 25** 4-- 1- 0 38 38 1- 21** 0-- 9--- 0 39 39 3+ 0-- 24** 4- 0 40 40 3++ 21** 6-- 1- 0 41 41 0-- 1+ 29** 1+ 0 42 42 16--- 1-- 14** 0-- 0 43 43 14-- 8** 4+ 5+ 0 44 44 1++ 0-- 2-- 28** 0 45 45 0-- 1+ 29** 1+ 0
Keterangan: ** : Kunci Jawaban++ : Sangat Baik+ : Baik- : Kurang Baik-- : Buruk---: Sangat Buruk
REKAP ANALISIS BUTIR=====================
Rata2= 25.13Simpang Baku= 7.09KorelasiXY= 0.77Reliabilitas Tes= 0.87Butir Soal= 45Jumlah Subyek= 31Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 37.50 Sedang 0.175 - 2 2 37.50 Sangat Mudah 0.338 Signifikan 3 3 12.50 Sangat Sukar 0.389 Sangat Signifikan 4 4 75.00 Sedang 0.586 Sangat Signifikan 5 5 75.00 Sedang 0.586 Sangat Signifikan 6 6 100.00 Sedang 0.731 Sangat Signifikan 7 7 50.00 Sedang 0.388 Sangat Signifikan 8 8 25.00 Sukar 0.155 - 9 9 25.00 Sedang 0.404 Sangat Signifikan 10 10 -25.00 Sedang 0.033 - 11 11 37.50 Sedang 0.284 Signifikan 12 12 75.00 Sedang 0.508 Sangat Signifikan 13 13 62.50 Sedang 0.325 Signifikan 14 14 100.00 Sedang 0.731 Sangat Signifikan 15 15 25.00 Sedang 0.324 Signifikan 16 16 50.00 Sukar 0.528 Sangat Signifikan
17 17 37.50 Sukar 0.388 Sangat Signifikan 18 18 25.00 Sedang 0.194 - 19 19 -25.00 Sedang -0.096 - 20 20 50.00 Sukar 0.528 Sangat Signifikan 21 21 37.50 Mudah 0.391 Sangat Signifikan 22 22 12.50 Sangat Mudah 0.159 - 23 23 12.50 Sangat Sukar 0.389 Sangat Signifikan 24 24 12.50 Mudah 0.220 - 25 25 12.50 Sangat Mudah 0.344 Signifikan 26 26 62.50 Sedang 0.460 Sangat Signifikan 27 27 0.00 Sedang 0.054 - 28 28 12.50 Sangat Sukar 0.389 Sangat Signifikan 29 29 100.00 Sedang 0.623 Sangat Signifikan 30 30 50.00 Sangat Mudah 0.369 Sangat Signifikan 31 31 75.00 Sedang 0.569 Sangat Signifikan 32 32 25.00 Sedang 0.310 Signifikan 33 33 25.00 Sangat Mudah 0.363 Sangat Signifikan 34 34 75.00 Sedang 0.494 Sangat Signifikan 35 35 0.00 Sangat Mudah 0.082 - 36 36 50.00 Sedang 0.488 Sangat Signifikan 37 37 37.50 Mudah 0.360 Sangat Signifikan 38 38 50.00 Sedang 0.488 Sangat Signifikan 39 39 25.00 Mudah 0.342 Signifikan 40 40 37.50 Sedang 0.250 - 41 41 12.50 Sangat Mudah 0.325 Signifikan 42 42 50.00 Sedang 0.429 Sangat Signifikan 43 43 50.00 Sukar 0.528 Sangat Signifikan 44 44 25.00 Sangat Mudah 0.475 Sangat Signifikan 45 45 12.50 Sangat Mudah 0.325 Signifikan
80
Appendix 8
RENCANA PROSES PEMBELAJARAN (RPP)
SMP : SMP Islam RUHAMA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII / 2 (Control Class)
Tahun Ajaran : 2014/2015
Materi Pokok : Menyatakan dan menanyakan nama, sifat dan ciri
fisik hewan
Alokasi Waktu : 2 x 40 menit
I. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan procedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata
KI 4 : Mencoba, mengolah dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain
yang sama dalam sudut pandang/ teori.
II. Kompetensi dasar
KD 1 : Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
KD 2 :
81
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru
dan teman
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta
damai dalam melaksanakan komunikasi fungsional
KD 3 :
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan tingkah laku / tindakan / fungsi hewan
yang dekat dengan kehidupan peserta didik sehari-hari sesuai dengan
konteks penggunaannya.
KD 4 :
4.1. Mengklasifikasi secara lisan dan tulisan untuk menyatakan dan
menanyakan tingkah laku / tindakan / fungsi hewan yang dekat
dengan kehidupan peserta didik sehari-hari, dengan memperhatikan
fungsi sosial, dan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator
KD 3:
- Mengidentifikasi kata sifat (adjective) yang menggambarkan hewan.
- Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan
dan merespon ciri fisik dan sifat hewan secara bertanggung jawab
- Mengungkapkan dan merespon tentang cirri fisik dan sifat hewan
dengan santun
- Menanyakan sifat dan ciri fisik hewan secara lisan dan tertulis dengan
akurat dan lancar
- Menyatakan sifat dan ciri fisik hewan secara lisan dan tertulis dengan
akurat dan lancar
82
KD 4:
1. Menjelaskan hewan berdasarkan sifat dan ciri fisik yang
dideskripsikan secara lisan dan tertulis dengan percaya diri dan
bertanggung jawab
2. Mengklasifikasi secara tertulis untuk menggambarkan sifat hewan
dengan jujur dan bertanggung jawab
IV. Karakter Peserta didik yang Diharapkan
Bekerja sama, disiplin, percaya diri, dan toleran
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
V. Tujuan Pengajaran
1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai
informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks
tentang sifat dan ciri fisik hewan.
2. Peserta didik dapat mendeskripsikan sifat dan cirri- cirri hewan tersebut
dengan benar bila diberikan kesempatan untuk mengamati beberapa
gambar hewan.
3. Peserta didik dapat menuliskan jenis hewan dan ciri fisiknya dalam sebuah
tabel bila diberikan kesempatan untuk mengamati hewan.
4. Peserta didik dapat mempresentasikan jenis hewan dengan ciri fisik yang
berbeda dengan akurat, lancar dan berterima bila diberikan kesempatan
untuk mempertanyakan atau merespon tentang ungkapan, pola dan unsur
kebahasaan yang relevan.
VI. Materi Pembelajaran
Hewan-hewan yang berada di sekitar dan relevan dengan kehidupan
83
Materi fakta : Kinds of animals can you find around you.
Materi konsep : karakteristik macam-macam hewan
Materi prinsip : Menuliskan jenis hewan dan ciri fisiknya
VII. Metode dan Model Pembelajaran
1. Model pengajaran : Pendekatan kontekstual
2. Metode pengajaran: PPP (Presentation, Practice, Production),
Question and answer session
VIII. Alat dan Bahan Ajar
1. Laptop
2. LCD
3. Lembar kerja siswa dan buku paket bahasa Inggris
VIII. Proses Belajar Mengajar
Pendahuluan (± 15 menit)
Kegiatan
1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa
bersama, menulis daftar hadir peserta didik).
2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan
memberikan contoh dan perbandingan lokal, nasional dan internasional.
4. Guru membangun pemahaman peserta didik dengan diberikan beberapa
pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang
dibicarakan.
5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan
dicapai
6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
84
Kegiatan inti (± 55 menit)
Eksplorasi
1. Guru memberikan informasi agar siswa dapat memahami pengertian
tentang macam-macam hewan di sekitar
2. Guru memberikan informasi agar siswa dapat memahami maksud dan
tujuan menyebutkan dan merespons macam-macam hewan.
3. Guru menjelaskan tentang macam-macam hewan secara kontekstual.
4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara
peserta didik dengan guru, lingkungan, dan sumber belajar lainnya secara
bekerja sama, disiplin, percaya diri, dan toleran
Elaborasi
1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan pengertian
tentang nama dan macam-macam hewan
2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan maksud
dan tujuan menyebutkan dan merespons nama dan macam-macam hewan
beserta ciri fisik dan psikis hewan secara lisan.
3. Dengan praktik, siswa membuat klasifikasi tentang macam-macam hewan.
4. Siswa mengerjakan tugas latihan soal-soal tentang nama dan macam-
macam hewan pada buku Bahasa Inggris When English Bell Rings.
Konfirmasi
1. Memberikan umpan balik positif dan penguatan bentuk lisan dan tulisan
terhadap keberhasilan siswa.
2. Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,
memberikan penguatan dan penyimpulan
3. Guru memotivasi siswa yang belum berperan aktif dalam kegiatan
pembelajaran dikelas.
Penutup (± 10 menit)
1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon
85
nama, sifat, dan ciri fisik hewan
2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum kelas
ditutup.
3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Workbook
Teacher book ‘When English Rings Bell” for Grade VII Junior High
School
X. Penilaian
1. Jenis : Kuis dan tugas individu
2. Bentuk : Pertanyaan lisan dan tertulis
Table 1
Indikator Pencapaian dan Penilaian
Indikator Pencapaian Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen Soal
Mengidentifikasi berbagai
informasi tentang sifat dan ciri
fisik hewan
Tes Lisan
(Kuis)
Jawaban
Singkat
Mention the
classification of animal
based on its
characteristics!
Fill in the blank! Merespon berbagai informasi
tentang nama, sifat dan ciri-
fisik macam-macam hewan
Tes Tulis Completion
the words
Tangerang Sel, 12 Januari 2015
Mengetahui,
Guru Mapel Bahasa Inggris Peneliti
Siti Romlah, S.Pd Febria Afia Rahmah
86
Materi Pokok Vocabulary: Animals
Kinds of Animals
1. Hare
2. Horse
3. Hen
4. Buffaloes
5. Tiger
6. Elephant
7. Monkey
8. Fox
9. Zebra
10. Bird
11. Fish
12. Duck
13. Cat
14. Snake
15. Butterfly
16. Glider
17. Owl
18. Bear
19. Bee
20. Giraffe
21. Kangaroo
22. Whale
23. Sheep
24. Mousedeer
25. Ox
Kinds of Tasks:
1. Questions
What does a bird look like?
Why do you think a buffaloes is strong?
Please, describe the animal!
What kind of animal do you find at school?
What kind of animal do you find on backyard?
87
Appendix 9
RENCANA PROSES PEMBELAJARAN (RPP)
SMP : SMP Islam RUHAMA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII / 2 (Experimental Class)
Tahun Ajaran : 2014/2015
Materi Pokok : Menyatakan dan menanyakan nama, jumlah, dan
sifat macam-macam hewan
Alokasi Waktu : 2 x 40 menit
I. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong), santun, percaya diri
dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan procedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI 4 : Mencoba, mengolah dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar
dan mengarang) sesuai dengan yang dipelajari di sekolah dan
sumber lain yang sama dalam sudut pandang/ teori.
II. Kompetensi dasar
KD 1 : Mensyukuri kesempatan dapat mempelajari bahasa inggris
sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar
KD 2 :
88
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru
dan teman
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta
damai dalam melaksanakan komunikasi fungsional
KD 3 :
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan nama, jumlah, dan sifat macam-
macam hewan yang dekat dengan kehidupan peserta didik sehari-hari
sesuai dengan konteks penggunaannya.
KD 4 :
4.1. Mengklasifikasi secara lisan dan tulis untuk menyatakan dan
menanyakan nama, jumlah, dan sifat macam-macam hewan yang
dekat dengan kehidupan peserta didik sehari-hari, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks.
4.2. Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
III. Indikator
KD 3:
- Mengidentifikasi kata sifat (adjective) yang menggambarkan nama,
jumlah, dan sifat macam-macam hewan
- Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan
dan merespon nama, jumlah, dan sifat macam-macam hewan secara
bertanggung jawab
- Mengungkapkan dan merespon tentang nama, jumlah, dan sifat
macam-macam hewan dengan santun
89
- Menanyakan nama, jumlah, dan sifat macam-macam hewan secara
lisan dan tertulis dengan akurat dan lancar
- Menyatakan nama, jumlah, dan sifat macam-macam hewan secara
lisan dan tertulis dengan akurat dan lancar
KD 4:
1. Menjelaskan hewan berdasarkan nama, jumlah, ciri fisik dan sifat yang
dideskripsikan secara lisan dan tertulis dengan percaya diri dan
bertanggung jawab
2. Mengklasifikasi secara tertulis untuk menggambarkan nama, jumlah,
dan sifat macam-macam hewan dengan jujur dan bertanggung jawab
IV. Karakter Peserta didik yang Diharapkan
Bekerja sama, disiplin, percaya diri, dan toleran
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
V. Tujuan Pengajaran
1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi
berbagai informasi, fungsi komunikatif, langkah retorika, dan ciri
kebahasaan teks tentang nama, jumlah, ciri fisik, dan sifat macam-
macam hewan
2. Peserta didik dapat mendeskripsikan nama, jumlah, ciri fisik dan sifat
macam-macam hewan tersebut dengan benar bila diberikan
kesempatan untuk mengamati beberapa gambar hewan.
3. Peserta didik dapat menuliskan nama, jumlah, ciri fisik dan sifat dalam
sebuah tabel bila diberikan kesempatan untuk mengamati hewan.
4. Peserta didik dapat mempresentasikan nama, jumlah, ciri fisik dan sifat
macam-macam hewan yang berbeda dengan akurat, lancar dan
90
berterima bila diberikan kesempatan untuk mempertanyakan atau
merespon tentang ungkapan, pola dan unsur kebahasaan yang relevan.
5. Peserta didik dapat memahami makna dalam lagu
VI. Materi Pembelajaran
Hewan-hewan yang berada di sekitar dan relevan dengan kehidupan
Materi fakta : Kinds of animals can you find around you.
Materi konsep : karakteristik macam-macam hewan
Materi prinsip : Menuliskan jenis hewan dan ciri fisiknya
VII. Metode dan Model Pembelajaran
1. Model pengajaran : Pendekatan kontekstual
2. Metode pengajaran: PPP (Presentation, Practice, Production),
Question and answer session
VIII. Alat dan Bahan Ajar
1. Laptop
2. Speaker
3. Lagu berbahasa Inggris dari YouTube
4. LCD
5. Lembar kerja Peserta didik dan Buku Paket Bahasa Inggris
VIII. Proses Belajar Mengajar
Pendahuluan (± 15 menit)
Kegiatan
1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa
bersama, menulis daftar hadir peserta didik).
2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran
3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai
91
K
K
Kegiatan inti (± 55 menit)
Eksplorasi
1. Guru memberikan informasi agar siswa dapat memahami
pengertian tentang macam-macam hewan di sekitar
2. Guru memberikan informasi agar siswa dapat memahami maksud
dan tujuan menyebutkan dan merespons macam-macam hewan.
3. Guru memperdengarkan sebuah lagu berbahasa Inggris dengan
tema hewan.
4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta
antara peserta didik dengan guru, lingkungan, dan sumber belajar
lainnya secara bekerja sama, disiplin, percaya diri, dan toleran
Elaborasi
1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan
tentang nama, jumlah, ciri fisik dan sifat macam-macam hewan
2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan
maksud dan tujuan menyebutkan dan merespons nama, jumlah, ciri
fisik dan sifat macam-macam hewan secara lisan.
3. Dengan praktik, siswa membuat klasifikasi nama, jumlah, ciri fisik
dan sifat macam-macam hewan
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan
memberikan contoh dan perbandingan lokal, nasional dan
internasional.
4. Guru membangun pemahaman peserta didik dengan diberikan
beberapa pertanyaan untuk menarik perhatian mereka terhadap topik
yang sedang dibicarakan.
5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang
akan dicapai
6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai
silabus.
92
4. Siswa mengerjakan tugas latihan soal nama, jumlah, ciri fisik dan
sifat macam-macam hewan pada buku Bahasa Inggris When
English Bell Rings.
Konfirmasi
1. Memberikan umpan balik positif dan penguatan bentuk lisan dan
tulisan terhadap keberhasilan siswa.
2. Guru bersama siswa bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan
3. Guru memotivasi siswa yang belum berperan aktif dalam kegiatan
pembelajaran dikelas.
Penutup (± 10 menit)
1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam
merespon nama, jumlah, ciri fisik dan sifat macam-macam hewan.
2. Guru memberikan kesempatan kepada siswa yang ingin bertanya
sebelum kelas ditutup.
3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Songs from YouTube
Teacher book ‘When English Rings Bell” for Grade VII Junior High
School
X. Penilaian
1. Jenis : Kuis dan tugas individu
2. Bentuk : Pertanyaan lisan dan tertulis
93
Table 1
Indikator Pencapaian dan Penilaian
Indikator Pencapaian Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen Soal
Mengidentifikasi berbagai
informasi tentang nama, jumlah,
ciri fisik dan sifat macam-macam
hewan
Tes Lisan
(Kuis)
Jawaban
Singkat
Mention the
classification of
things based on its
function!
Fill in the blank! Merespon berbagai informasi
tentang nama, jumlah, ciri fisik
dan sifat macam-macam hewan
Tes Tulis Completion
the words
Tangerang Sel, 12 Januari 2015
Mengetahui,
Guru Mapel Bahasa Inggris Peneliti
Siti Romlah, S.Pd Febria Afia Rahmah
94
“Everything at Once”
By, Lenka
As sly as a fox, as strong as an ox
As fast as a hare, as brave as a bear
As free as a bird, as neat as a word
As quiet as a mouse, as big as a house
All I wanna be, all I wanna be, oh
All I wanna be is everything
As mean as a wolf, as sharp as a tooth
As deep as a bite, as dark as the night
As sweet as a song, as right as a wrong
As long as a road, as ugly as a toad
As pretty as a picture hanging from a
fixture Strong like a family, strong as I
wanna be Bright as day, as light as play
As hard as nails, as grand as a whale
All I wanna be oh, all I wanna be, oh
All I wanna be is everything
Everything at once
As warm as the sun, as silly as fun
As cool as a tree, as scary as the sea
As hot as fire, cold as ice
Sweet as sugar and everything nice
As old as time, as straight as a line
As royal as a queen, as buzzed as a bee
As stealth as a tiger, smooth as a glider
Pure as a melody, pure as I wanna be
Tampilan pada layar YouTube
97
Appendix 10
RENCANA PROSES PEMBELAJARAN (RPP)
SMP : SMP Islam RUHAMA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII / 2 (Control Class)
Tahun Ajaran : 2014/2015
Materi Pokok : Menyatakan dan menanyakan nama, jumlah, dan
fungsi macam-macam benda
Alokasi Waktu : 2 x 40 menit
I. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan procedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata
KI 4 : Mencoba, mengolah dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain
yang sama dalam sudut pandang/ teori.
II. Kompetensi dasar
KD 1 : Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
KD 2 :
98
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru
dan teman
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta
damai dalam melaksanakan komunikasi fungsional
KD 3 :
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan nama, jumlah, dan fungsi macam-
macam benda yang berhubungan dengan kehidupan peserta didik sehari-
hari sesuai dengan konteks penggunaannya.
KD 4 :
4.1. Mengklasifikasi secara lisan dan tulisan untuk menyatakan dan
menanyakan tentang nama, jumlah, dan fungsi macam-macam
benda yang dekat dengan kehidupan peserta didik sehari-hari,
dengan memperhatikan fungsi sosial, dan unsur kebahasaan yang
benar dan sesuai konteks.
III. Indikator
KD 3:
- Mengidentifikasi kata nama, jumlah, dan fungsi yang menggambarkan
macam-macam benda.
- Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan dan
merespon nama, jumlah, dan fungsi macam-macam benda secara
bertanggung jawab
- Mengungkapkan dan merespon tentang nama, jumlah, dan fungsi
macam-macam benda dengan santun
99
- Menanyakan nama, jumlah, dan fungsi macam-macam benda secara
lisan dan tertulis dengan akurat dan lancar
- Menyatakan nama, jumlah, dan fungsi macam-macam benda secara lisan
dan tertulis dengan akurat dan lancar
KD 4:
1. Menjelaskan macam-macam benda berdasarkan nama, jumlah, dan
fungsi yang dideskripsikan secara lisan dan tertulis dengan percaya diri
dan bertanggung jawab
2. Mengklasifikasi secara tertulis untuk menggambarkan nama, jumlah,
dan fungsi macam-macam benda dengan jujur dan bertanggung jawab
IV. Karakter Peserta didik yang Diharapkan
Bekerja sama, disiplin, percaya diri, dan toleran
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
V. Tujuan Pengajaran
1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai
informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks
tentang nama, jumlah, dan fungsi macam-macam benda.
2. Peserta didik dapat mendeskripsikan nama, jumlah, dan fungsi macam-
macam benda tersebut dengan benar bila diberikan kesempatan untuk
mengamati beberapa gambar macam-macam benda.
3. Peserta didik dapat menuliskan nama, jumlah, dan fungsi macam-macam
benda dalam sebuah tabel bila diberikan kesempatan untuk mengamati
macam-macam benda.
4. Peserta didik dapat mempresentasikan nama, jumlah, dan fungsi macam-
macam benda yang berbeda dengan akurat, lancar dan berterima bila
100
diberikan kesempatan untuk mempertanyakan atau merespon tentang
ungkapan, pola dan unsur kebahasaan yang relevan.
VI. Materi Pembelajaran
Nama, jumlah, dan fungsi macam-macam benda yang berada di sekitar dan
relevan dengan kehidupan
VII. Metode dan Model Pembelajaran
1. Model pengajaran : Pendekatan kontekstual
2. Metode pengajaran: PPP (Presentation, Practice, Production),
Question and answer session
VIII. Alat dan Bahan Ajar
1. Laptop
2. LCD
3. Lembar kerja Peserta didik dan Buku Paket Bahasa Inggris
VIII. Proses Belajar Mengajar
Pendahuluan (± 15 menit)
Kegiatan
1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa
bersama, menulis daftar hadir peserta didik).
2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran
3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan
memberikan contoh dan perbandingan lokal, nasional dan internasional.
4. Guru membangun pemahaman peserta didik dengan diberikan beberapa
pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang
dibicarakan.
101
Kegiatan inti (± 55 menit)
Eksplorasi
1. Guru memberikan informasi agar siswa dapat memahami pengertian
tentang macam-macam benda di sekitar
2. Guru memberikan informasi agar siswa dapat memahami maksud dan
tujuan menyebutkan dan merespons macam-macam benda.
3. Guru menjelaskan tentang nama, jumlah, dan fungsi macam-macam
benda secara kontekstual.
4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara
peserta didik dengan guru, lingkungan, dan sumber belajar lainnya secara
bekerja sama, disiplin, percaya diri, dan toleran
Elaborasi
1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan pengertian
tentang nama, jumlah, dan fungsi macam-macam benda
2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan maksud
dan tujuan menyebutkan dan merespons nama, jumlah, dan fungsi
macam-macam benda secara lisan.
3. Dengan praktik, siswa membuat klasifikasi tentang nama, jumlah, dan
fungsi macam-macam benda.
4. Siswa mengerjakan tugas latihan soal-soal tentang nama, jumlah, dan
fungsi macam-macam benda pada buku Bahasa Inggris When English
Bell Rings.
Konfirmasi
1. Memberikan umpan balik positif dan penguatan bentuk lisan dan tulisan
terhadap keberhasilan siswa.
2. Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,
5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan
dicapai
6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
102
memberikan penguatan dan penyimpulan
3. Guru memotivasi siswa yang belum berperan aktif dalam kegiatan
pembelajaran dikelas.
Penutup (± 10 menit)
1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon isi
bacaan.
2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum
kelas ditutup.
3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Workbook
Teacher book ‘When English Rings Bell” for Grade VII Junior High
School
X. Penilaian
1. Jenis : Kuis dan tugas individu
2. Bentuk : Pertanyaan lisan dan tertulis
Table 1
Indikator Pencapaian dan Penilaian
Indikator Pencapaian Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen Soal
Mengidentifikasi berbagai
informasi tentang nama,
jumlah, dan fungsi macam-
macam benda
Tes Lisan
(Kuis)
Jawaban
Singkat
Mention the
classification of
things based on its
function!
103
Merespon berbagai informasi
tentang nama, jumlah, dan
fungsi macam-macam benda
Tes Tulis Completion
the words
Fill in the blank!
Tangerang Selatan, 12 Januari 2015
Mengetahui,
Guru Mapel Bahasa Inggris Peneliti
Siti Romlah, S.Pd Febria Afia Rahmah
101
Appendix 8
RENCANA PROSES PEMBELAJARAN (RPP)
SMP : SMP Islam RUHAMA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII / 2 (Control Class)
Tahun Ajaran : 2014/2015
Materi Pokok : Menyatakan dan menanyakan nama, jumlah, dan
fungsi macam-macam benda
Alokasi Waktu : 2 x 40 menit
I. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan procedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata
KI 4 : Mencoba, mengolah dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain
yang sama dalam sudut pandang/ teori.
II. Kompetensi dasar
KD 1 : Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
KD 2 :
102
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru
dan teman
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta
damai dalam melaksanakan komunikasi fungsional
KD 3 :
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan nama, jumlah, dan fungsi macam-
macam benda yang berhubungan dengan kehidupan peserta didik sehari-
hari sesuai dengan konteks penggunaannya.
KD 4 :
4.1. Mengklasifikasi secara lisan dan tulisan untuk menyatakan dan
menanyakan tentang nama, jumlah, dan fungsi macam-macam
benda yang dekat dengan kehidupan peserta didik sehari-hari,
dengan memperhatikan fungsi sosial, dan unsur kebahasaan yang
benar dan sesuai konteks.
III. Indikator
KD 3:
- Mengidentifikasi kata nama, jumlah, dan fungsi yang menggambarkan
macam-macam benda.
- Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan dan
merespon nama, jumlah, dan fungsi macam-macam benda secara
bertanggung jawab
- Mengungkapkan dan merespon tentang nama, jumlah, dan fungsi
macam-macam benda dengan santun
103
- Menanyakan nama, jumlah, dan fungsi macam-macam benda secara
lisan dan tertulis dengan akurat dan lancar
- Menyatakan nama, jumlah, dan fungsi macam-macam benda secara lisan
dan tertulis dengan akurat dan lancar
KD 4:
1. Menjelaskan macam-macam benda berdasarkan nama, jumlah, dan
fungsi yang dideskripsikan secara lisan dan tertulis dengan percaya diri
dan bertanggung jawab
2. Mengklasifikasi secara tertulis untuk menggambarkan nama, jumlah,
dan fungsi macam-macam benda dengan jujur dan bertanggung jawab
IV. Karakter Peserta didik yang Diharapkan
Bekerja sama, disiplin, percaya diri, dan toleran
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
V. Tujuan Pengajaran
1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai
informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks
tentang nama, jumlah, dan fungsi macam-macam benda.
2. Peserta didik dapat mendeskripsikan nama, jumlah, dan fungsi macam-
macam benda tersebut dengan benar bila diberikan kesempatan untuk
mengamati beberapa gambar macam-macam benda.
3. Peserta didik dapat menuliskan nama, jumlah, dan fungsi macam-macam
benda dalam sebuah tabel bila diberikan kesempatan untuk mengamati
macam-macam benda.
4. Peserta didik dapat mempresentasikan nama, jumlah, dan fungsi macam-
macam benda yang berbeda dengan akurat, lancar dan berterima bila
104
diberikan kesempatan untuk mempertanyakan atau merespon tentang
ungkapan, pola dan unsur kebahasaan yang relevan.
VI. Materi Pembelajaran
Nama, jumlah, dan fungsi macam-macam benda yang berada di sekitar dan
relevan dengan kehidupan
VII. Metode dan Model Pembelajaran
1. Model pengajaran : Pendekatan kontekstual
2. Metode pengajaran: PPP (Presentation, Practice, Production),
Question and answer session
VIII. Alat dan Bahan Ajar
1. Laptop
2. LCD
3. Lembar kerja Peserta didik dan Buku Paket Bahasa Inggris
VIII. Proses Belajar Mengajar
Pendahuluan (± 15 menit)
Kegiatan
1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa
bersama, menulis daftar hadir peserta didik).
2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran
3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan
memberikan contoh dan perbandingan lokal, nasional dan internasional.
4. Guru membangun pemahaman peserta didik dengan diberikan beberapa
pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang
dibicarakan.
105
Kegiatan inti (± 55 menit)
Eksplorasi
1. Guru memberikan informasi agar siswa dapat memahami pengertian
tentang macam-macam benda di sekitar
2. Guru memberikan informasi agar siswa dapat memahami maksud dan
tujuan menyebutkan dan merespons macam-macam benda.
3. Guru menjelaskan tentang nama, jumlah, dan fungsi macam-macam
benda secara kontekstual.
4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara
peserta didik dengan guru, lingkungan, dan sumber belajar lainnya secara
bekerja sama, disiplin, percaya diri, dan toleran
Elaborasi
1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan pengertian
tentang nama, jumlah, dan fungsi macam-macam benda
2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan maksud
dan tujuan menyebutkan dan merespons nama, jumlah, dan fungsi
macam-macam benda secara lisan.
3. Dengan praktik, siswa membuat klasifikasi tentang nama, jumlah, dan
fungsi macam-macam benda.
4. Siswa mengerjakan tugas latihan soal-soal tentang nama, jumlah, dan
fungsi macam-macam benda pada buku Bahasa Inggris When English
Bell Rings.
Konfirmasi
1. Memberikan umpan balik positif dan penguatan bentuk lisan dan tulisan
terhadap keberhasilan siswa.
2. Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,
5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan
dicapai
6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
106
memberikan penguatan dan penyimpulan
3. Guru memotivasi siswa yang belum berperan aktif dalam kegiatan
pembelajaran dikelas.
Penutup (± 10 menit)
1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon isi
bacaan.
2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum
kelas ditutup.
3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Workbook
Teacher book ‘When English Rings Bell” for Grade VII Junior High
School
X. Penilaian
1. Jenis : Kuis dan tugas individu
2. Bentuk : Pertanyaan lisan dan tertulis
Table 1
Indikator Pencapaian dan Penilaian
Indikator Pencapaian Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen Soal
Mengidentifikasi berbagai
informasi tentang nama,
jumlah, dan fungsi macam-
macam benda
Tes Lisan
(Kuis)
Jawaban
Singkat
Mention the
classification of
things based on its
function!
107
Merespon berbagai informasi
tentang nama, jumlah, dan
fungsi macam-macam benda
Tes Tulis Completion
the words
Fill in the blank!
Tangerang Selatan, 12 Januari 2015
Mengetahui,
Guru Mapel Bahasa Inggris Peneliti
Siti Romlah, S.Pd Febria Afia Rahmah
108
Appendix 11
RENCANA PROSES PEMBELAJARAN (RPP)
SMP : SMP Islam RUHAMA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII / 2 (Experimental Class)
Tahun Ajaran : 2014/2015
Materi Pokok : Menyatakan dan menanyakan nama, jumlah, dan
fungsi macam-macam benda
Alokasi Waktu : 2 x 40 menit
I. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan procedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata
KI 4 : Mencoba, mengolah dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain
yang sama dalam sudut pandang/ teori.
II. Kompetensi dasar
109
KD 1 : Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
KD 2 :
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta
damai dalam melaksanakan komunikasi fungsional
KD 3 :
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk
menyatakan dan menanyakan nama, jumlah, dan fungsi macam-macam benda
yang dekat dengan kehidupan peserta didik sehari-hari sesuai dengan konteks
penggunaannya.
KD 4 :
4.1. Mengklasifikasi secara lisan dan tulisan untuk menyatakan dan
menanyakan nama, jumlah, dan fungsi macam-macam benda yang
dekat dengan kehidupan peserta didik sehari-hari, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
4.2. Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
III. Indikator
KD 3:
110
- Mengidentifikasi kata sifat (adjective) yang menggambarkan nama,
jumlah, dan fungsi macam-macam benda
- Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan dan
merespon nama, jumlah, dan fungsi macam-macam benda secara
bertanggung jawab
- Mengungkapkan dan merespon tentang nama, jumlah, dan fungsi macam-
macam benda dengan santun
- Menanyakan nama, jumlah, dan fungsi macam-macam benda secara lisan
dan tertulis dengan akurat dan lancar
- Menyatakan nama, jumlah, dan fungsi macam-macam benda secara lisan
dan tertulis dengan akurat dan lancar
KD 4:
1. Menjelaskan benda berdasarkan nama, jumlah, dan fungsi yang
dideskripsikan secara lisan dan tertulis dengan percaya diri dan
bertanggung jawab
2. Menyusun teks tertulis untuk menggambarkan nama, jumlah, dan fungsi
macam-macam benda dengan jujur dan bertanggung jawab
IV. Karakter Peserta didik yang Diharapkan
Bekerja sama, disiplin, percaya diri, dan toleran
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
V. Tujuan Pengajaran
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1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai
informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks
tentang nama, jumlah, dan fungsi macam-macam benda.
2. Peserta didik dapat mendeskripsikan nama, jumlah, dan fungsi macam-
macam benda tersebut dengan benar bila diberikan kesempatan untuk
mengamati lagu tentang benda-benda.
3. Peserta didik dapat menuliskan nama, jumlah, dan fungsi macam-macam
benda dalam sebuah tabel bila diberikan kesempatan untuk mengamati
benda.
4. Peserta didik dapat mempresentasikan nama, jumlah, dan fungsi macam-
macam benda yang berbeda dengan akurat, lancar dan berterima bila
diberikan kesempatan untuk mempertanyakan atau merespon tentang
ungkapan, pola dan unsur kebahasaan yang relevan.
5. Peserta didik dapat memahami makna dalam lagu
VI. Materi Pembelajaran
Benda-benda yang berada di sekitar dan relevan dengan kehidupan
VII. Metode dan Model Pembelajaran
1. Model pengajaran : Pendekatan kontekstual
2. Metode pengajaran: PPP (Presentation, Practice, Production), Question
and answer session
VIII. Alat dan Bahan Ajar
1. Laptop
2. Speaker
3. Lagu berbahasa Inggris dari YouTube
4. LCD
5. Lembar kerja Peserta didik dan Buku Paket Bahasa Inggris
112
VIII. Proses Belajar Mengajar
Pendahuluan (± 15 menit)
Kegiatan inti (± 55 menit)
Eksplorasi
1. Guru memberikan informasi agar siswa dapat memahami pengertian
tentang macam-macam benda di sekitar
2. Guru memberikan informasi agar siswa dapat memahami maksud dan
tujuan menyebutkan dan merespons macam-macam benda.
3. Guru memperdengarkan sebuah lagu berbahasa Inggris dengan tema
benda.
4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara
peserta didik dengan guru, lingkungan, dan sumber belajar lainnya
Kegiatan
1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa
bersama, menulis daftar hadir peserta didik).
2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran
3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan
memberikan contoh dan perbandingan lokal, nasional dan internasional.
4. Guru membangun pemahaman peserta didik dengan diberikan beberapa
pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang
dibicarakan.
5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan
dicapai
6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
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secara bekerja sama, disiplin, percaya diri, dan toleran
Elaborasi
1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan
pengertian tentang nama, jumlah, dan fungsi macam-macam benda
2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan
maksud dan tujuan menyebutkan dan merespons nama, jumlah, dan
fungsi macam-macam benda secara lisan.
3. Dengan praktik, siswa membuat klasifikasi tentang nama, jumlah, dan
fungsi macam-macam benda
4. Siswa mengerjakan tugas latihan soal nama, jumlah, dan fungsi macam-
macam benda pada buku Bahasa Inggris When English Bell Rings.
Konfirmasi
1. Memberikan umpan balik positif dan penguatan bentuk lisan dan
tulisan terhadap keberhasilan siswa.
2. Guru bersama siswa bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan
3. Guru memotivasi siswa yang belum berperan aktif dalam kegiatan
pembelajaran dikelas.
Penutup (± 10 menit)
1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon
nama, jumlah, dan fungsi benda
2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum kelas
ditutup.
3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
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IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Songs from YouTube
Teacher book ‘When English Rings Bell” for Grade VII Junior High
School
X. Penilaian
1. Jenis : Kuis dan tugas individu
2. Bentuk : Pertanyaan lisan dan tertulis
Table 1
Indikator Pencapaian dan Penilaian
Indikator Pencapaian Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen Soal
Mengidentifikasi berbagai
informasi tentang nama, jumlah,
dan fungsi macam-macam benda
Tes Lisan
(Kuis)
Jawaban
Singkat
Mention the
classification of things
based on its function!
Fill in the blank! Merespon berbagai informasi
tentang nama, jumlah, dan fungsi
macam-macam benda
Tes Tulis Completion
the words
Tangerang Sel, 12 Januari 2015
Mengetahui,
Guru Mapel Bahasa Inggris Peneliti
Siti Romlah, S.Pd Febria Afia Rahmah
115
Tampilan pada layar YouTube
You Can Leave Your Hat On"
By, Joe Cocker
Baby, take on your coat...real slow
Baby, take on your shoes...here,
I'll take your shoes
Baby, take on your dress
Yes, yes, yes
You can leave your hat on
You can leave your hat on
You can leave your hat on
Go on over there and turn on the light...
no, all the lights
Now come back here and stand on this
chair... that's right
Raise your arms up in to the air...
You give me a reason to live
You give me a reason to live
You give me a reason to live
Suspicious minds are talking
Trying to tear us apart
They say that my love is wrong
They don't know what love is
They don't know what love is
They don't know what love is
They don't know what love is
I know what love is
