THE EFFECT OF USING DUOLINGO APPLICATION
TO DEVELOP STUDENTS’ VOCABULARY KNOWLEDGE
(A Quasi-experimental Study at the Seventh Grade of SMP Islam Taman
Quraniyah Jakarta Selatan in Academic Year 2018/2019)
A “Skripsi”
Presented to the Faculty of Educational Sciences
In a Partial Fulfillment of the Requirements
For the Degree of S.Pd. in English Language Education
By:
CECEP ABDUL FATAH
11140140000002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
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ABSTRACT
Cecep Abdul Fatah. NIM. 1114014000002. “The Effect of Using Duolingo
Application to Develop Students’ Vocabulary Knowledge” (A Quasi-
experimental Study at the Seventh Grade of SMP Islam Taman Quraniyah Jakarta
Selatan in Academic Year 2018/2019) “Skripsi” of the Department of English
Education, the Faculty of Educational Sciences, Syarif Hidayatullah State Islamic
University Jakarta, 2019.
Advisor : 1. Tati Lathipatud Durriyah, MA., Ph.D
2. Drs. Nasifuddin Jalil, M.Ag
Keywords : Vocabulary, Duolingo.
The objective of this study was to get an empirical evidence of the effect
of using Duolingo application to develop on students‟ vocabulary knowledge. The
method of this study was quasi-experimental study. The population of this study
was the seventh grade of SMP Islam Taman Quraniyah Jakarta Selatan. The
sample are consist 20 students from VII A as the experimental class and 20
students from VII B as the controlled class. The experimental class taught by
using Duolingo application and controlled class taught without using Duolingo
application. The research instrument was multiple choice tests for pre-test and
post-test. The data of this study was analyzed by using t-test. Based on the
statistical calculation with the significance level 5%, it showed that to = 2.881 is
higher than tt = 1.672. The result of the study was indicated that the use of
Duolingo application can gives a positive effect to develop students‟ vocabulary
knowledge at the seventh grade students of SMP Islam Taman Quraniyah Jakarta
Selatan in Academic Year 2018/2019.
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ABSTRAK
Cecep Abdul Fatah. NIM. 11140140000002. “The Effect of Using Duolingo
Appliation to Develop Students’ Vocabulary Knowledge” (A Quasi-
experimental Study at the Seventh Grade of SMP Islam Taman Quraniyah Jakarta
Selatan in Academic Year 2018/2019) Skripsi, Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta, 2019.
Pembimbing : 1. Tati Lathipatud Durriyah, MA., Ph.D
2. Drs. Nasifuddin Jalil, M.Ag
Kata kunci : Kosa kata, Duolingo.
Tujuan dari penelitian ini adalah untuk mendapatkan sebuah bukti empiris
tentang pengaruh penggunaan aplikasi Duolingo untuk mengembangkan
pengetahuan kosa kata siswa. Metode yang digunakan dalam penelitian ini adalah
metode penelitian semi eksperimen. Populasi penelitian ini adalah siswa kelas
tujuh SMP Islam Taman Quraniyah Jakarta Selatan. Sampel terdiri dari 20 siswa
dari kelas VII A sebagai kelas eksperimen dan 20 siswa dari kelas VII B sebagai
kelas kontrol. Kelas eksperimen diajar dengan menggunakan aplikasi Duolingo
dan kelas kontrol diajar tanpa menggunakan aplikasi Duolingo. Instrumen yang
digunakan pada penelitian ini adalah berupa tes pilihan ganda untuk pre-test dan
post-test. Data dianalisa dengan menggunakan rumus uji-t. Berdasarkan hasil
perhitungan statistik dengan taraf signifikan 5%, bahwa th = 2.881 lebih tinggi
daripada tt = 1.672. Hasil dari penelitian ini telah menunjukkan bahwa
penggunaan aplikasi Duolingo mampu memberikan pengaruh positif dalam
mengembangkan pengetahuan kosa kata siswa pada kelas tujuh SMP Islam
Taman Quraniyah Jakarta Selatan tahun ajaran 2018/2019.
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ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious, the Most Merciful
All praised be to Allah, Lord of the world, for the blessing given in
finishing the “Skripsi” entitled “The Effect of Using Duolingo Application to
Develop Students’ Vocabulary Knowledge” (A Quasi-experimental Study at the
Seventh Grade of SMP Islam Taman Quraniyah Jakarta Selatan in Academic
Year 2018/2019). Peace and blessing be upon to the lovely prophet Muhammad
SAW, his family, his companion and his followers.
This “Skripsi” is presented to The Faculty of Educational Sciences as
partial fulfillment of the requirements for the degree of S.Pd. in the Department of
English Education.
In this opportunity, the writer would like to express the greatest honor and
deepest gratitude to his Parents, Abdullah Muksin and Komariyah also his
beloved brother Ahmad Syukron Fadil and his beloved sister Siti Humaeroh and
all of his family.
The writer also would like to express his gratitude to Tati Lathipatud
Durriyah, MA., Ph.D and Drs. Nasifuddin Jalil, M.Ag. as his advisors for their
time, kindness, suggestions, guidance and patience in correcting and helping him
in finishing this “skripsi”.
His gratitude also goes to those who helped him in finishing this “skripsi”,
among others:
1. Dr. Sururin, M.Ag., the Dean of the Faculty and Educational Sciences Syarif
Hidayatullah State Islamic University of Jakarta.
2. Didin Nuruddin Hidayat, MA TESOL, Ph.D., the Chairman of the
Department of English Education.
3. Zaharil Anasy, M.Hum., the secretary of the Department of English
Education.
4. All lectures at the Department of English Education, for their knowledge,
guidance, motivation and patient during his study at UIN Jakarta.
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5. Maryani, S.Pd., the Head of SMP Islam Taman Quraniyah, for giving
permission to the writer to do observation and conduct the research.
6. All his friends in the Department of English Education, for sharing their
knowledge, time and being good friends.
7. All his friends in Unit Kegiatan Mahasiswa Pramuka for sharing their
knowledge, time and being good friends.
8. Protokol Kwartir Nasional of National Scout Organization, who has been a
good companion in organization.
9. Dewan Eksekutif Mahasiswa of UIN Jakarta Period 2018, for the support
and motivation.
10. Islamic Students‟ Association, for the knowledge of organization.
Finally, the writer confesses that his writing is still far from being perfect,
hence, he hopes some suggestions and criticisms the readers of this paper for a
better in future.
Jakarta, October 14th
2019
The Writer
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TABLE OF CONTENTS
APPROVAL SHEET ............................................................................................... i
ENDORSEMENT SHEET ..................................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI....................................................... iii
ABSTRACT ........................................................................................................... iv
ABSTRAK ............................................................................................................... v
ACKNOWLEDGEMENT ..................................................................................... vi
TABLE OF CONTENTS ..................................................................................... viii
LIST OF TABLES ................................................................................................... x
LIST OF FIGURES ............................................................................................... xi
LIST OF APPENDICES ....................................................................................... xii
CHAPTER I INTRODUCTION
A. Background of the Study ................................................................................ 1
B. Identification of the Problems ........................................................................ 4
C. Limitation of the Problem ............................................................................... 5
D. Research Question .......................................................................................... 5
E. The Objective of the Research ........................................................................ 5
F. The Significance of the Study ......................................................................... 5
CHAPTER II THEORITICAL FRAMEWORK
A. Vocabulary ..................................................................................................... 7
1. The Definition of Vocabulary ................................................................ 7
2. Vocabulary Knowledge ......................................................................... 8
3. Teaching Vocabulary ............................................................................. 9
4. Learning Vocabulary ........................................................................... 10
5. The Kinds of Vocabulary ..................................................................... 12
B. Learning Media in English as a Foreign Language (EFL) ........................... 13
1. The Definition of Learning Media ........................................................ 13
2. The Types of Media ............................................................................. 13
3. The Advantages of Media .................................................................... 14
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C. Duolingo ....................................................................................................... 15
1. The Definition of Duolingo ................................................................. 15
2. The Characteristics of Duolingo Application ...................................... 16
3. Teaching Vocabulary by Using Duolingo Application ....................... 20
D. Previous Studies ........................................................................................... 23
E. Thinking Framework .................................................................................... 24
F. Research Hypothesis ..................................................................................... 25
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study ......................................................................... 26
B. Method and Research Design ....................................................................... 26
C. Population and Sample ................................................................................. 27
D. Research Instrument ..................................................................................... 27
E. Data Collection Techniques .......................................................................... 28
F. Data Analysis Techniques ............................................................................. 30
G. The Statistical Hypothesis ............................................................................ 32
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding .......................................................................................... 33
1. The Description of Data ........................................................................... 33
2. The Analysis of Data ................................................................................ 36
3. Hypothesis Test ........................................................................................ 41
B. Discussion ..................................................................................................... 42
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .................................................................................................... 44
B. Limitations .................................................................................................... 45
C. Recommendation .......................................................................................... 45
REFERENCES ..................................................................................................... 46
APPENDICES ...................................................................................................... 49
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LIST OF TABLES
Table 3.1 The Schematic of the Quasi-Experimental Design ................................ 27
Table 4.1 Students‟ Scores of Experimental Class ................................................ 33
Table 4.2 Students‟ Scores of Controlled Class ..................................................... 35
Table 4.3 Normality Test of Pre-Test .................................................................... 36
Table 4.4 Normality Test of Post-Test .................................................................. 37
Table 4.5 Homogeneity Test Result of Pre-Test ................................................... 37
Table 4.6 Homogeneity Test Result of Post-Test .................................................. 38
Table 4.7 T-test Result of Post-Test Scores .......................................................... 38
Table 4.8 Descriptive Statistics ............................................................................. 40
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LIST OF FIGURES
Figure 2.1 Achievements ...................................................................................... 16
Figure 2.2 Lingots .................................................................................................. 17
Figure 2.3 Crown Levels ....................................................................................... 17
Figure 2.4 Daily Goal ............................................................................................. 18
Figure 2.5 Club Users ............................................................................................ 18
Figure 2.6 Score Board .......................................................................................... 18
Figure 2.7 Vocabulary Test ................................................................................... 19
Figure 2.8 Pronunciation Test ................................................................................ 19
Figure 2.9 Listening Test ...................................................................................... 19
Figure 2.10 Translation Test .................................................................................. 19
Figure 2.11 Wallpaper Duolingo ........................................................................... 21
Figure 2.12 Login Account .................................................................................... 21
Figure 2.13 Choose a Language ............................................................................. 21
Figure 2.14 Home Page .......................................................................................... 22
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LIST OF APPENDIXES
Appendix 1 Syllabus .............................................................................................. 49
Appendix 2 Lesson Plan of the Experimental Class .............................................. 59
Appendix 3 Lesson Plan of the Controlled Class .................................................. 75
Appendix 4 Pre-Test and Post-Test Instrument ..................................................... 89
Appendix 5 Instrument Validation ......................................................................... 91
Appendix 6 Result of Pre-Test and Post-Test of Experimental Class ................... 96
Appendix 7 Result of Pre-Test and Post-Test of Controlled Class ....................... 97
Appendix 8 Surat Pengesahan Proposal ................................................................ 98
Appendix 9 Surat Bimbingan Skripsi .................................................................... 99
Appendix 10 Surat Izin Penelitian ....................................................................... 101
Appendix 11 Surat Keterangan Penelitian Sekolah ............................................ 102
Appendix 12 References Examination Paper ....................................................... 103
Appendix 13 Documentations ............................................................................. 107
1
CHAPTER 1
INTRODUCTION
A. Background of the Study
When talking about language or language learning, students always think of
vocabulary development by learning the “words”. Vocabulary, in addition to
grammar and pronunciation, is one of language elements considered necessary
for language mastery.1 Vocabulary is the basic knowledge and very important for
the learners in their lives as well as that they can communicate well. They learn
the language without knowing the vocabulary, communication will not provide
an understanding.
Vocabulary learning is an essential part in foreign language learning as the
meanings of new words are very often emphasized, whether in books or in
classrooms.2 As one of the language components, learning the vocabulary is
necessary because more words students know, the better chance to understand.
The aim of mastering vocabulary is that students are able to acquire language
comprehension well. With enhanced vocabulary, students grow in skills of verbal
fluency, writing, and comprehension.3
Acknowledging the importance of vocabulary through language learning,
Wilkins on Thornbury stated that without mastering grammar, there is only a
small portion of language that can be acquired, but without vocabulary, there is
nothing we can convey.4 It means that vocabulary is the basic of language and
must be mastered first. The size of vocabularies that the students need is about
2000 words.5 It means that after several years of learning in English language,
the students needed to master about 2000 words to be able to communicate with
1 Bambang Y. Cahyono & Utami Widiati., “The Teaching of EFL Vocabulary in the Indonesian
Context: The State of the Art”. TEFLIN Journal. Vol 19, No 1 (2008)
2 Alqahtani, Mofareh., “The Importance of Vocabulary in Language Learning and How to be
Taught” International Journal of Teaching and Education, Vol. III, No. 3/ 2015.
3 Judy Willis, M.D, Teaching the Brain to Read; Strategies for Improving Fluency, Vocabulary,
and Comprehension (Virginia USA: ASCD), P. 80
4 Scott Thornbury, How to Teach Vocabulary, (Middlesex: Longman, Pearson Education,
2002). P.13
5 Ibid., p. 13
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people. Considering the importance of the role of vocabulary mastery, especially
for EFL students, the teacher should find method, technique, and media that can
help the students to learn vocabulary.
In Indonesia, the Ministry of Education and Culture has made many efforts to
make students familiar with English language, because English is considered as
the foreign language. English is officially taught in junior high school especially
in the seventh grade. Students are required to understand English text whether in
written or in spoken form. The problem in learning English for the students is
that they are lack of vocabulary. It was based on the observation at the school,
there are some reasons that make learning vocabulary difficult. Many students
spend their time to learn new vocabulary, but they still complain that it is not
easy to remember the English words and there is no way to avoid forgetting. It
means that the students will not be able to speak, to read, to write even to listen
in English. In other words, mastering the right method and technique in
vocabulary learning is crucial for successful learning of the English language.6
However, in term of learning English many students sometimes are not
interested in a delivered material and still confused to learn English. It is caused
by traditional learning methods, that is teacher which is not support the students
to practice in the class actively. It means that students can not to express their
feeling in English directly, and it is the main problems faced by students in the
class. Therefore, the teacher should be creative to decide an appropriate strategy
that helps students to develop their vocabulary knowledge.
Today‟s technology has developed rapidly, so the technology has become a
necessary in various aspects. It means the technology can make it easier for our
needs, especially to offers the opportunity and to support the students in order to
improve the quality of language learning. Technology can be used as an
engaging, supplementary tool to foster vocabulary learning for ELLs.7 But the
technology certainly has a role or a positive impact is also a negative impact.
6 Shi, Xue., “Application of Multimedia Technology in Vocabulary Learning for Engineering
Students” iJET Journal. Vol 12, No 1, (2017)
7 Clark, Megan., “The Use of Technology to Support Vocabulary Development of English
Language Learners” Thesis (St. John Fisher College, 2013), P.2
3
Therefore, many students do not understand the benefits of technology. Some of
them use that the technology or talking about smartphone it is only for pleasure
especially playing the game. So it is needed for teachers to solve this problem
and also become a challenge of how to use the technology of smartphone
properly and beneficial in order to achieve the maximum result.
One of the technologies to overcome some difficulties in English language
learning, the teachers should have some kinds of teaching technique and media,
so the students can enjoy the English learning, especially in mastering
vocabulary. To make the vocabulary learning fun and interesting, we can use
media. The media are commonly used as an additional support in teacher-
centered teaching. The media that can be applied in teaching vocabulary is by
using Duolingo application. It is an educational mobile application that consists
of many acitivies such as vocabulary, reading, writing, listening, grammar, and
also speaking.
A research that was conducted by Musa Nushi and Mohammad Hosein
Eqbali the researchers from Shahid Beheshti University, Iran, in his study stated
that Duolingo is a useful language application that can provide learners with
practical and systematic steps to learn a new language on their own.8
Furthermore, there have been a study conducted by Natanael and Byron, in his
study stated Duolingo is a practical and useful application that could be used in
English as a Foreign Language courses to improve students‟ language skills.9 It
means that Duolingo application can provides the opportunity to the students to
expand their vocabulary knowledge.
8 Nushi, Musa & Eqbali M. Hosein., “Duolingo: A Mobile Application to Assist Second
Language Learning” Education Resources Information Center, Vol. 89-98
9 Mauricio, Natanael & Gioanni, Bayron., “Duolingo: An Useful Complementary Mobile Tool
to Improve English as a Foreign Language Learning and Teaching” Thesis (Universidad Nacional Abierta y a Distancia, Colombia, 2017) p. 39
4
Ahmad Ridha Fauzi the student from State Islamic University Antasari
Banjarmasin in his research about “The Effectiveness of Duolingo in Improving
Vocabulary Ability” stated that the students who used Duolingo application can
increase their vocabulary ability.10
His research result stated that using Duolingo
application is more effective than not using Duolingo application. Sausan Nafis
Amin the student from State Islamic Institute Tulungagung, in her research about
“The Effectiveness of Duolingo on Students’ Vocabulary Mastery” stated that
Duolingo application is more effective and interesting than the conventional
teaching in teaching English about vocabulary to the students.11
Based on the explanation above, the researcher would like to apply the
Duolingo application that may help students to develop their vocabulary
knowledge and also would like to investigate the effect of using Duolingo
application in teaching vocabulary to develop students‟ vocabulary knowledge at
the seventh grade of SMP Islam Taman Quraniyah Jakarta Selatan in Academic
Year 2018/2019.
B. Identification of the Problems
Based on the background of the study described above, there are some
problems as following:
1. Students think it difficult to learn English because lack of vocabulary and
easy to forget them.
2. Students sometimes are not interested in a delivered material because the
teachers use the traditional learning method in transferring materials to
the students.
10 Ridha Fauzi, Ahmad., “The Effectiveness of Duolingo in Improving Vocabulary Ability at the
Sixth Grade of MI Darul Ilmi Banjarbaru School Year 2017/2018” Thesis (Banjarmasin: Antasari State Islamic University, 2018), p. 69
11 Nafis Amin, Sausan., “The Effectiveness of Duolingo on Students’ Vocabulary Mastery at
the Seventh Grade of MTsN 3 Tulungagung” Thesis (Tulungagung State Islamic Institute, 2019), p. 63
5
3. Students lack knowledge about how to use the technology of smartphone
well, beneficial and some of them use that smartphone only for pleasure
especially playing the games.
C. Limitation of the Problem
Based on the identification of problems, the study focuses on the effect of
using Duolingo application on students‟ vocabulary knowledge in SMP Islam
Taman Quraniyah Jakarta Selatan.
D. Research Question
Based on the background of the study, the research question is indicated as
“Does using Duolingo application give an effect on students‟ vocabulary
knowledge for the seventh grade of SMP Islam Taman Quraniyah Jakarta
Selatan?”
E. The Objective of the Research
The main purpose of this study was to find out the effect of using Duolingo
application on students‟ vocabulary knowledge at the seventh grade of SMP
Islam Taman Quraniyah Jakarta Selatan.
F. The Significance of the Study
In learning English, vocabulary is highly important for students in their lives
as well as that they can communicate well. This issue makes the students need to
practice that is capable of helping them to enrich vocabulary knowledge. By
knowing their vocabulary knowledge, then they are expected to master their
vocabulary successfully. Therefore, this study will be useful:
1. For researcher himself, this research is written to fulfill the prerequisite of
achieving bachelor degree.
2. For the teachers, to give an alternative way to enrich their vocabulary
knowledge in the learning process.
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3. For the learners, to increase the motivation of the learner and provide
more attractive learning environments, and it can also be used to develop
their skills in English because it will give positive effect to learners a lot
of new experiences to be a good English.
4. For the researchers, the results of this study are expected to expand new
insight in conducting research about Duolingo application in teaching and
learning vocabulary.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. The Definition of Vocabulary
According to Oxford advanced learner‟s dictionary, vocabulary can be
defined all the words that a person knows or uses or all the words in a
particular language; the words that people use when they are talking about a
particular subject.12
As one of the language elements, vocabulary can help
someone to understand clearly in communication. Through the process of
recognizing the words in English, the students gain the information easily
based on their own words. When students build vocabulary mastery, they
can more effectively communicate their ideas, knowledge, and voice,13
because they learn vocabulary with a practice that is useful to the individual
needs and English developmental skills.
Vocabulary is one of the most obvious components of language and one
of the first things applied linguists turned their attention to.14
To know their
meanings of the English words, one has to know also how in English
sentence the words work together. Words represent complex and, often,
multiple meanings.15
Therefore, the teachers have to give attention to
support students to learn vocabulary. Before the student master English
vocabulary, the teachers ought to teach them many words until students
have already known all the words that they need without help.
12 A. S Hornby, Oxford Advanced Learner’s Dictionary (Oxford University Press, 2000),
P.1506
13 Judy Willis, M.D, Teaching the Brain to Read; Strategies for Improving Fluency,
Vocabulary, and Comprehension (Virginia USA: ASCD), P. 80
14 Jack C. Richards, Curriculum Development in Language Teaching (Cambridge University
Press, 2001), P. 4
15 Elfrieda H. Hiebert., Michael L. Kamil., Teaching and Learning Vocabulary (Bringing
Research to Practice) (London: Lawrence Erlbaum Associates, 2005), P. 1
8
If the students have mastered of vocabulary, it will help the students to
communicate with everyone, make the students understand all information
from other country, and vocabulary also help the students to can speak and
listen English clearly with native speaker, and then the students understand
when they read the English words from newspaper, book, magazine, etc. It
can be said that the vocabulary as one of facilities to provide and receive
the oral or written information in English is needed.
Based on the definition described above, it can be concluded that
vocabulary is part of language learning and it is very important in a second
and foreign language acquisition. Without knowing a lot of vocabulary,
student will not be able to convey their idea. Moreover, vocabulary should
be taught since young students who learn English first. The other word that
vocabulary is a key which the students can understand all about English
subject such as the students can speak English fluently and can listen or
writing or reading the English easily.
2. Vocabulary Knowledge
Vocabulary knowledge is often viewed as a critical tool for second
language learners because of a limited vocabulary in a second language
impedes successful communication.16
It means that without knowing the
vocabulary, the students cannot to express their ideas and will face some
obstacles in developing the four language skills of English. Additionally,
vocabulary is one indicator of a learner‟s background knowledge.17
It is
also contributed to the understanding of written and spoken text. However,
the students are not just about how much vocabularies know, but also know
the comprehension of the concepts related to the word.
16 Mofareh Alqahtani, The Importance of Vocabulary in Language Learning and How to be
Taught, International Journal of Teaching and Education, Vol. III, No. 3/2015
17 Douglas Fisher, Vocabulary and Background Knowledge: Important Factors in Reading
Comprehension, (McGrawHill Education), p. 3
9
Vocabulary knowledge has the most impact on the capability to
understand what is learnt in the language. It is needed to show one‟s ideas
and to be able to understand other people‟s saying. Their impact can be
indirect, such as the capability in solving problems when meaning is lost, as
well as direct, such as knowledge of the topic. Vocabulary knowledge can
be successful when the students can feel the benefits of learning words by
experiencing.
If the students have more vocabularies that they know, it can help the
students to know the concept of communication and increase their
confidence to express their ideas. But without having the vocabulary, the
students will face an obstacles to understand a text and speech. So that is
the reason why vocabulary knowledge is important.
Furthermore, mastering vocabulary means that completely understand
the knowledge of the words. The students are expected to understand about
part of speech of the word like a noun, verb, pronoun, etc as their
knowledge. So, the students are required to understand how the word used
in a sentence appropriately with the context. It can be said the vocabulary
knowledge is a significant factor in their learning process.
3. Teaching Vocabulary
In English language teaching the teaching of vocabulary is obviously
important, because vocabulary is the main part to support the
communicative goals. Once the students do not master vocabulary well, the
goal cannot be reached. The teaching of vocabulary must be taught first to
help the students to learn the English language. It was also known that
without mastering English vocabulary, they cannot speak, read and write it.
Therefore, for the teachers to help students in getting vocabulary in learning
process by using an attractive media, technique, and strategy in teaching
English in order to make students‟ comprehensive increase in the
10
classroom. According to Agnes, Lucy, and Donohue, there are varied ways
to implement mobile pedagogy in language teaching, as follows:
1) Incorporate tasks relating to learners‟ communicative needs within
and beyond the classroom.
2) Expose learners to language as a dynamic system.
3) Integrate the four skills of speaking, listening, reading and writing.
4) Provide learners with timely feedback and scaffolding.
5) Give opportunities for learners to interact socially, negotiate
meaning and produce varied and creative communication with
peers and with English language users beyond classroom across
boundaries of time and place.
6) Enable learners to rehearse speech and writing, which can be
particularly challenging in a classroom setting.
7) Encourage learners to develop skills in „learning how to learn‟ and
attend mindfully to the learning process.
8) Allow learners choices in what and how to learn.
9) Contribute to learners‟ sense of progress and achievement.18
Teaching is facilitating and guiding the students through the learning
process. The function of teaching vocabulary is the giving of feedback to
students. The teacher should motivate students what they need to focus on.
The students cannot learn English vocabulary well without motivation.
4. Learning Vocabulary
Learning is something of which all students have an understanding and
in which they have all participated.19
Often the students spend their time to
improve understanding and skills that takes place in the formal settings of
the educational systems, such as schools. Learning should make an effect
on their own potential for each individual. Students who are active in the
18 Hulme, Agnes, Norris, Lucy, & Donohue, Jim, “Mobile Pedagogy for English Language
Teaching: A Guide for Teachers”. ELT Research Papers (London: British Council, 2015)p. 13
19 Alan Pritchard, Ways of Learning (London: Routledge, (2008), P. 1
11
learning process will be more to attain success. According to Brown and
Payne, there are five essential steps in vocabulary learning:
1) Encountering new words
The first step, essential step, for vocabulary learning is
encountering new words, that is, having a source for words. The
student strategies here included “learning new words by reading
the book,” “listening to TV and radio,” and “reading newspapers
and magazines.”
2) Getting the word form
The second step essential to vocabulary learning appears to be
getting of a clear image – visual or auditory or both – of the form
of the vocabulary item.
3) Getting the word meaning
The third essential step in the learner‟s reported strategies is the
one which is most often associated with the idea of vocabulary
learning: having the word meaning.
4) Consolidating word form and meaning in memory
The fourth necessary step revealed by Brown and Payne‟s analysis
requires the consolidation of form and meaning in memory.
5) Using the word
The final step in learning words is using the words. Some would
argue that this step is not necessary if all that is desired is a
receptive knowledge of the word.20
In this section, when all the students had completed one of the five
essential steps which students take in vocabulary learning. They felt
confident about knowing the vocabulary being tested. Although there are
some activities and strategies that students use at each step, the necessity of
the steps should be constant. The students need all five essential steps in
20 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education,
(Cambridge: Cambridge University Press, 1995), pp. 372-390
12
order to have a full vocabulary knowledge they want to learn. Thus,
learning is something that occurs naturally. The students will most likely
not possess one style, but as the teachers may be able to see their own
learning style. Many people recognize each student prefers different
learning styles. It is very important to develop their abilities to use as many
learning styles as possible, helping them to succeed.
5. The Kinds of Vocabulary
According to Zainuri stated in English Vocabulary 1, vocabulary is a
component of language that contains all of the information about the
meaning and using the word in a language.21
Jo Ann Aebersold classifies
the vocabulary into active and passive vocabulary:
1) Active vocabulary refers to items which the learner can use
appropriately in speaking or writing and it is also called as
productive vocabulary.
2) Passive vocabulary refers to language item that can be recognized
and understood in the context of reading or listening, and it is also
called as receptive vocabulary.22
From explanation above it can be concluded that there are many kinds
of vocabulary that we should we know. Therefore, the more vocabulary
students know, the easier it is for students to understand parts of the
vocabulary. To understand how students learn the language, they must
understand how the language is very important for communication either
through oral or written language. Communication in a foreign language,
especially English language, it does not only know about form
grammatically but needs to know vocabulary mastery. Without vocabulary,
communication will not provide an understanding well.
21 A.M. Zainuri, English Vocabulary 1 (Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta, 2003), p. 1
22 Ibid. p. 1-2
13
B. Learning Media in English as a Foreign Language (EFL)
1. The Definition of Learning Media
A medium (plural media) is a channel of communication, derived from
the Latin word meaning “between”.23
According to the Big Indonesia
Dictionary, the media is a tool for communication.24
Media are the tool for
delivering content of materials to the students in the learning process, to
reach effective teaching. In formal situations, media can be used effectively
where students are working individually or teacher is working with the
students.
Briefly, media is to deliver the knowledge in an impressive way to
make learning more enjoyable because it provides learning process
becomes the more meaningful way. It also helps the teachers to draw the
attention of students towards teaching.
2. The Types of Media
In determining the appropriate media in students‟ vocabulary
knowledge, the teacher needs to understand the purpose of the media that
can make language learning especially vocabulary is effective and
successful. There are many types of media that can be used based on the
time condition and learning objectives. Each types of media have certain
characteristics that should be understand for the teachers, so it can to
determine the appropriate media based on their needs and conditions in the
classroom. Those classifications types of media as follows:
1) Print Media i.e. News Paper, Magazines, Digest, Journals,
Bulletins, Handouts, Poster etc.
2) Graphics Media i.e. Overhead transparency Charts, Graphs
Models, Dioramas, Maps, Globes
3) Photographic Media i.e. Still Pictures, Slides, Filmstrips, Motion
Pictures, Multi-images etc.
23 Ahsan Akhtar, Rafaqat Ali, “Use of Media for Effective Instruction its Importance: Some
Consideration”, Journal of Elementary Education, Vol. 18(1-2) 35-40
24 Kamus Besar Bahasa Indonesia, (Jakarta: Pusat Bahasa, 2008), p. 931
14
4) Audio Media i.e. Audiotape, Audiocassettes, Records, Radio,
Telecommunication etc.
5) Television/Video i.e. Broadcast Television, Cable Television,
(Videotape, Video Cassettes, Videodiscs, Teletext, Videotext) etc.
6) Computers i.e. Minicomputer, Microcomputer etc.
7) Simulations and Games i.e. Boards, Written, Human, Interaction,
Machine etc.25
The use of media can help the teachers to transfer the knowledge in an
interesting way to language teaching in the classroom and making learning
environment more enjoyable. It also easily motivates the students because it
enhances the attention of students towards teaching. In order to make the
learning process of the students more effective, teachers have to prepare
specific teaching media. It means that teachers make their learning more
productive.
3. The Advantages of Media
Teaching the English language through media is as a pedagogical tool
to aid the learning process. Using media in the learning process can
increase the motivation and new desire of the students. Generally, the
advantages of media are to smooth the interaction between teachers and
students, so it will be more effective and efficient. According to Kemp and
Dayton26
, here are some advantages of using media, there are:
1) Delivering of subject materials can be equalized.
2) Learning process becomes more clear and interesting.
3) Learning process becomes more interactive.
4) Efficiency in time and energy.
5) To improve the quality of the result of the learning process.
6) Using media can be used in learning process wherever and
whenever.
25 Op.cit., Ahsan Akhtar, Rafaqat Ali, Vol. 18(1-2) 35-40
26
Iwan Falahudin, “Pemanfaatan Media dalam Pembelajaran”, Jurnal Lingkar Widyaiswara, Edisi 1 No. 4, 2014, pp. 114-116
15
7) Using media can improve students‟ positive attitude toward the
material and learning process.
8) To change the role of the students in a more positive direction and
productive.
9) Media can make abstract material become more concrete.
10) Media can also overcome the limitations of space and time.
11) Media can help to cope the limitations of the human senses.
Related to the explanation above, media can be utilized for learning
purposes. Media is one component of the learning process, the use of media
should increase students‟ attention in every learning process. Through
various media, students will be able to interact actively to achieve
educational goals.
C. Duolingo
1. The Definition of Duolingo
Duolingo is a free application created by Luis Von Ahn and Severin
Hacker in November 2011. Its slogan is “Free language education for the
world.” According to its website, it has more than 30 million registered
users. It offers several languages for English speakers as well as others for
non-English speakers.27
As one of the language learning applications,
Duolingo can help someone to develop their vocabulary knowledge in
communication. Through the process of Duolingo application, the students
gain new words easily based on their own will.
Moreover, Duolingo was provided vocabulary practice and gave
opportunities for students to evaluate their knowledge and identify the need
to continue improving.28
It means that Duolingo is presented as an
educational tool that can be integrated in the classrooms in order to provide
27 Munday, Pilar, “The Case for Using Duolingo as Part of the Language Classroom
Experience”. Journal of Asociacion Iberoamericana de Educacion Superior a Distancia (AIESAD) Vol. 19: 1, 2016, pp 83-101
28 Guaquet, Cesar & Castro, Angela Yicely, “The Use of Learning Apps as a Didactic Tool for
EFL Vocabulary Building”. ERIC Journal. Vol. 11, No. 2; 2018.
16
a new learning experience for the student, and it is based on content quality,
feedback, and motivation. Thus, Duolingo application is important for the
students to learn language in order to increases their motivation and make
this application more enjoyable. Using Duolingo in learning English can
gain positive feedback from both students and teachers. In addition, the
students who need to develop their vocabulary may use Duolingo
application useful and interesting to use.
2. The Characteristics of Duolingo Application
Duolingo as a free language-learning application can offers a wider
range of features that requires an internet connection during using this
application. Here are the characteristics of Duolingo application, such as:
1) Achievements is a Duolingo application feature given out when
the learners or users has been completed the lessons through best
effort.
Figure 2.1 Achievements
17
2) Lingots is a small jewel icons that the learners have completed the
activities and level successfully to get “lingots”. It can be changed
for bonus extra practices.
Figure 2.2 Lingots
3) Crown Levels are new feature in Duolingo application. Each skill
has a “Crown Levels”. When you have completed a skill, you will
get a crown, and continued to new skills.
Figure 2.3 Crown Levels
Get “Lingots” for users
that have completed
the activities
18
4) Daily Goal is about appreciation for the learners who have
completed a daily goal. Duolingo application gives a rewards to
them with surprising sounds and unique pictures and make the
learners feel more enjoyable.
Figure 2.4 Daily Goal
5) Clubs User Networking is a feature for learners to communicate
and sharing with other users about language learning. It also can
compete to gain (10) XPs and see their friends‟ score.
Figure 2.5 Club Users Figure 2.6 Score Board
19
Duolingo application also provides the learners with various types
of exercises within a lesson or unit, such as:
1) Vocabulary, in which the users see a picture, and be asked to
choose it with correct answer.
2) Pronunciation, in which the users will be asked to repeat or
say a sentences what they hear.
3) Listening, in which the users will hear an audio clip of word or
sentence and have to type it correctly.
4) Translation in which the users will be asked to translate a
word or a sentence into the language they want to know or
learn.
Figure 2.7 Vocabulary Figure 2.8 Pronunciation
Figure 2.9. Listening Figure 2.10. Translation
20
3. Teaching Vocabulary by Using Duolingo Application
Duolingo can help students to develop their vocabulary knowledge
about words in English, students need to have good capability in building
vocabularies. It can be said that at least students can get three beneficial
advantages. First, Duolingo helps students to increases their motivation and
make this application more enjoyable. Second, Duolingo can help students
to easily gain new words, because students can directly see interesting
pictures and wider range of features while they are learning new
vocabulary. In additional, students also can use Duolingo application to
understand the meaning of the word.
Duolingo can be played individually in the class after delivering
material from the teacher. There are some practical and systematic steps for
the students to learn new vocabulary. The teachers can choose and adjust
the materials based on the government curriculum in the class. There are
several steps to teach vocabulary by using Duolingo application:
a. Provide students with materials based on English book without
using Duolingo application. Students can identify the words used in
the text.
b. After the student understand the words, provide the students with
some exercises. The students can be asked to put the words and
detail from the text.
c. After the materials have been delivered to the students, they should
be ready to learn new vocabulary by using Duolingo application.
To simply help the readers to understand the function of each part of
Duolingo application, there are several steps can be conducted in the
classroom learning activities as follows:
21
a. First, to use the application on mobile phone, the students can
download it on Google Play or App Store and install with
Android/iOS operating systems. Users can create an account or
access activities without an account. However, users can only save
their progress by creating an account.
Figure 2.11 Wallpaper Figure 2.12 Login Account
b. Next, after creating an account, the students can choose the English
language to study and immediately begin activities.
Figure 2.13 Choose a language
22
c. Then, the students are able to take a placement exam to progress to
more advanced units. The learning experience is broken up into
themed units which start from “Basics” and can range from
thematic vocabulary sections such as “Food” or “Family” to more
advanced grammar topic such as “Past Perfect” and “Subjunctive
Past”.29
Figure 2.14 Home Page
d. Finally, the students can access their progress through the lessons
or units. Each lesson is around 10 to 20 questions that focus on
improving vocabulary through pronunciation skills, translation,
listening comprehension, and vocabulary knowledge. When each
lesson has completed well, the lesson is leveled-up to the next
lesson and is then unlocked and get a crown.
In the classroom, teacher can start the class with giving the materials
based on English book and how to use Duolingo application. Then, the
students can be asked to determine the meaning of the words. So, the
students firstly get general understanding and new vocabularies. After that,
the students can begin with using Duolingo application, and they choose the
topic which can be given or they can freely choose the topic in their own.
29 Teske, Kaitlyn, “Duolingo”. Computer Assisted Language Instruction Consortium Journal
Vol 34.3, 2017, pp. 393-401
23
D. Previous Study
The first previous study is conducted by Musa Nushi and Mohammad Hosein
Eqbali the researchers from Shahid Beheshti University, Iran. The research talk
about the Duolingo: a mobile application to assist second language learning. In
their research stated that the result of the research shows self-study is obviously
important in language learning and Duolingo is a useful language application that
can provide learners with practical and systematic steps to learn a new language
on their own.30
The second previous study is taken from Ahmad Fauzi Ridha. He was student
of Antasari State Islamic University of Banjarmasin. The research talks about the
effectiveness of Duolingo in improving vocabulary ability at sixth grade of
Madrasah Ibtidaiyah Darul Ilmi Banjarbaru. This research used experimental
research which belongs to quantitative method. The research was implemented in
two classes, which divided into experimental and controlled class. He found that
the students who were taught vocabulary by using Duolingo application is higher
result than the students who were not taught vocabulary by using Duolingo
application. It can be seen the result of mean score from experimental and
controlled class.
He concluded that teaching vocabulary by using Duolingo application can
give a positive effect than not using Duolingo application. According to the data
analysis, that the mean score of post-test of experiment class is 91.4 that is higher
than post-test of control class that is 66.35.31
It means there is an effect in the
students‟ score in learning vocabulary by using Duolingo application.
The next previous study is taken from Sausan Nafis Amin. He was student of
State Islamic Institute of Tulungagung. The research talks about the effectiveness
Duolingo application for improving vocabulary ability at seventh grade of MTsN
3 Tulungagung. This research used pre-experimental research which belongs to
30 Nushi, Musa & Eqbali M. Hosein., “Duolingo: A Mobile Application to Assist Second
Language Learning” Education Resources Information Center, Vol. 89-98
31 Ridha Fauzi, Ahmad., “The Effectiveness of Duolingo in Improving Vocabulary Ability at the
Sixth Grade of MI Darul Ilmi Banjarbaru School Year 2017/2018” Thesis (Banjarmasin: Antasari State Islamic University, 2018), p. 72
24
the quantitative method. The result shows that the mean score of post-test score
(72.80) was larger than the mean of pre-test score (57.20). It means that the use
of Duolingo application has caused in improving students‟ vocabulary.32
From those three previous studies, there are some differences aspects
between them and this research. Those differences are, the research from Musa
Nushi and Mohammed Hosein Eqbali is that they used qualitative research to
describe the advantages of Duolingo and how to use this application, while in
Ahmad Fauzi Ridha‟s research, Duolingo application was used to improving
vocabulary ability at sixth grade of Elementary School. Then, in Sausan Nafis
Amin‟s research they used Duolingo to improve vocabulary ability at seventh
grade of Islamic Junior High School. So, the writer in this research used
Duolingo to develop students‟ vocabulary knowledge at seventh grade students
of junior high school. Even though there are some differences described above,
but this research and those researches have same the variable that is Duolingo.
Therefore, that could be concluded that the Duolingo application could
significantly improve the vocabulary ability of the students. Based on the result
of data analysis showed that the increasing score. It means that there was the
improvement of students‟ vocabulary ability when they were taught by using
Duolingo application.
E. Thinking Framework
The vocabulary can be defined all the words that a person knows. Vocabulary
is also the basic knowledge and important for the students to learn words as
many as possible. By possessing vocabulary, the students are able to create
sentences and share their ideas with each other in spoken or written form.
As one of the language components, students are expected to learn thousands
of words because that vocabulary knowledge is a significant factor in their
learning process for successful communication. The importance of vocabulary
knowledge for students cannot be compared. It means that vocabulary knowledge
32 Nafis Amin, Sausan., “The Effectiveness of Duolingo on Students’ Vocabulary Mastery at
the Seventh Grade of MTsN 3 Tulungagung” Thesis (Tulungagung State Islamic Institute, 2019), p. 57
25
can give a positive impact for students‟ capability in developing their foreign
language.
Teaching language needs good and interesting media in the classroom. In
fact, the use of media in teaching and learning increases the motivation of the
students. Thus, the media offers the opportunity to improving the quality of
language learning and it should be effective and interesting. Therefore, by using
interesting media the students will be easy to understand about the meaning of
vocabulary.
Media is the tool for delivering content of materials to the students in
learning process, to reach effective teaching. One of the media to overcome some
difficulties in English language learning that can be applied in teaching
vocabulary is by using Duolingo application. So it is essential in determining the
success of the teaching and learning process in order to achieve the maximum
result.
Duolingo is an application technology that can be used to support the
students in learning vocabulary. It is an application to make new learning
environment and increase the motivation of the students. The use of Duolingo
can be practiced anytime and anywhere individually. So, the students will be
easy to remember the new word. Thus, it is important for students to know the
technology to facilitate effective learning and interesting way.
Based on the explanation above, the researcher believes that the use of
Duolingo application could develop students‟ vocabulary knowledge. Therefore,
the researcher would like to do a research by using Duolingo application in
developing students‟ vocabulary.
F. Research Hypothesis
Based on the explanation of the theory and the objective of the research, it
can be assumed that there is a significant effect of Duolingo application on
students‟ vocabulary knowledge.
26
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
The study was conducted by the researcher in SMP Islam Taman Quraniyah
which located at Jl. Melati No. 100 Tanjung Barat, Jagakarsa, Jakarta Selatan.
This study was carried out in a month from April 9th
to May 7th
, 2019 where the
researcher focused on the seventh grade students of SMP Islam Taman
Quraniyah. This study was held in six meetings each class; pre-test, treatment in
four times, and post-test.
B. Method and Research Design
This study was conducted a quantitative research and it used a quasi-
experimental design as the method to investigate in this study. According to
Barry Gribbons, a quasi-experimental design is especially useful in addressing
evaluation questions about the effectiveness and impact of programs.33
This
research design is in order to investigate whether the use of Duolingo application
could develop students‟ vocabulary knowledge.
This study used two classes with different treatment between experimental
and controlled class. In the experimental class, the researcher was applied with
the treatment of Duolingo application. Another class was the controlled class
which was taught without using Duolingo application. The formula of quasi-
experimental design is described as follows:34
33 Gribbons, Barry; Herman, Joan., “Practical Assessment, Research & Evaluation”,
Electronic Journal. Vol. 5, No 14, (1997)
34 John W. Creswell, Educational Research: planning, conducting, and evaluating
quantitative and qualitative research, (Pearson Education, Inc. 2012), 4th
Ed., P. 310
27
Table 3.1
The Schematic of the Quasi-Experimental Design
Select Control Group Pretest No Treatment Posttest
Select Experimental
Group Pretest
Experimental
Treatment Posttest
C. Population and Sample
According to Fraenkel and Wallen, population is the group of interest to the
researcher, the group to whom the researcher would like to generalize the results
of the study.35
The population of this research was the seventh grade students of a
private junior high school or SMP Islam Taman Quraniyah Jakarta Selatan. The
students were chosen based on observation that they were still lack of
vocabulary. In this phase, the students need more instruction and learn new
vocabulary with an interesting way.
The sample of this research was two classes of the seventh grade. Class 7A
consisting of 20 students, was the experimental class which received Duolingo
application as a treatment. The second class is 7B consisting 20 students was the
controlled class which did not receive any treatments. Therefore, the researcher
used purposive sampling because two classes cannot be changed and also asking
for recommendation from the teacher in the school.
D. Research Instrument
Generally, the whole process of preparing to collect data is called
instrumentation.36
In this study, the researcher took test. The test is used for
measuring students‟ vocabulary knowledge. The researcher was used multiple
choice tests that consists of 20 questions with a, b, c and d. The researcher was
obtained the instrument from Ahmad Fauzi Ridha's research, then the vocabulary
35 Jack R. Fraenkel, Norman E. Wallen & Helen H. Hyun, How to Design and Evaluate
Research in Education, (McGraw-Hill, 2012), 8th
Ed., P. 92
36 Ibid, P. 111
28
test which was adopted and modified to be appropriate based on the course
objectives in the curriculum.
Before conducting the research in the class, the instrument was examined in
the seventh grade students of MTs Nurul Qolbi Bogor in order to know the
validity, reliability, and difficulty of the instrument items. Then its results were
calculated and analyzed by using ANATES V.4 to obtain the requirement of a
good test. The data was obtained from 40 questions of multiple choices that were
examined and there are 34 questions that were valid.
Instruments that were valid are 1, 2, 3, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16,
18, 19, 20, 21, 22, 23, 24, 26, 27, 28, 29, 31, 33, 34, 35, 36, 37, 38, 39 and 40.
While the instruments that were not valid are 4, 7, 17, 25, 30, and 32. After the
researcher found out the valid questions, the test consists of 20 questions of
multiple choices as the objective test for students in experimental class and
controlled class. The result of validity and reliability test can be seen at appendix.
E. Data Collection Techniques
To collect the data this research used pre-test and post-test. Pre-test was given
to experimental and control class before receiving the treatments in order to
know the students‟ prior knowledge of vocabulary. After giving pre-test, the
researcher gave the treatments to experimental class in order to learn new
vocabulary through Duolingo application, yet the control group did not receive
any treatments. The treatments were held in four meetings. Therefore, the
researcher was used two classes. First class is 7A as experimental class or
treatment group and second class is 7B as controlled class. All these classes were
taught by the researcher for six meetings including pre-test and post-test.
In first meeting, the researcher was conducted a pre-test to experimental and
controlled class in order to know student ability. After that, in both classes the
researcher explains about what they are going to learn at second until sixth
meeting. Then, researcher also explains about the Duolingo application that they
are going to play in the classroom.
29
In second meeting at experimental and controlled class, the researcher
explains about greetings and introduction expressions. In experimental class, the
researcher uses Duolingo application as a medium. This application played in the
classroom individually. The students have selected the lesson on mobile phone
through application, it contains 10 to 15 exercises. The category from exercises is
about Frasa. Meanwhile in controlled class, the researcher explains the materials
with introducing some greetings.
In third meeting, the researcher discusses about family to experimental and
controlled class. In experimental class, the researcher uses Duolingo application
as a medium. After giving an explanation about the materials, the researcher
gives the opportunity for students to play Duolingo application in 15 minutes.
The category from exercises is about Keluarga. Meanwhile in controlled class,
after explaining the materials, the researcher asks students to write the materials
about family.
In fourth meeting at experimental and controlled class, the researcher
explains about date and time. In experimental class, after giving an explanation
about the materials, the researcher asks students to play Duolingo application
through mobile phone. The category is Tanggal dan Waktu. Meanwhile in
controlled class, the researcher asks students to write the materials about date and
time.
In fifth meeting, the researcher discusses about I love things around me. In
this meeting at experimental class, the researcher uses Duolingo application as a
medium. After giving an explanation about the material, the researcher asks
students to do an exercise about things through Duolingo application. Meanwhile
in controlled class, after explaining the materials about things, the researcher asks
students to write the materials
In sixth meeting, the researcher reviews the material what have been learned
by the students, at the end of this meeting the researcher was conducted post-test
to experimental and controlled class. This test is utilized to know students‟
achievement after students are given the treatments. This purpose is to recognize
whether Duolingo application affects students‟ vocabulary knowledge.
30
F. Data Analysis Techniques
After the researcher collected the data of pre-test and post-test. The
researcher compared the result of the score from pre-test and post-test. Then, the
data was analyzed and determined with statistical calculation of t-test formula by
5% degree of significance and gained scores. T-test in this study was used to test
the result of the mean of difference score between the experimental and
controlled class, whether there is a significant difference or not.
Furthermore, the gained score is the difference between pre-test and post-test
score of each class of the experimental and controlled groups. Gain scores are
used to determine the increase or decrease in scores and to determine the
effectiveness of the application used. However, before the tests the hypothesis is
necessary to analyze prerequisite tests first, namely the distribution of normality
test and homogeneity test.
1. Normality Test
A normality test was used in order to know whether the data collection
from experimental and controlled class was normally distributed or not.
This normality test was done by using IBM SPSS Statistic Version 20
which has requirements as follows: if the result of normality test is more
than > 0.05, it can be categorized that the distribution of the data is
normal, but if result scores is less than < 0.05, the distribution of the data
is not normal.
2. Homogeneity Test
After having the results from normality test, the next step was
calculating the homogeneity of data. The homogeneity test was used to
determine whether the data in both of classes were homogenous or not.
This test also was done by using IBM SPSS Statistic Version 20 to have
the homogeneity of data with the significant level more than α = 0.05.
31
3. t-Test
T-test is the data analysis process in order to know the significant
difference between students‟ vocabulary knowledge using Duolingo
application in experimental class and students‟ vocabulary knowledge
without Duolingo application in controlled class. The t-test used in this
study is Independent Samples T-test with two-tailed test of significance by
using IBM SPSS Statistic Version 20. If the result shows Sig. (2-tailed) >
sig α = 0.05 (5%), then the null hypothesis is accepted. But, if Sig. (2-
tailed) < sig α = 0.05 (5%), then alternative hypothesis is accepted.
4. The Effect of Size
In order to know the result of t-test whether the effect is weak or
strong, the writer is used the effect of size calculation by Cohen‟s d; the
formula of calculation as follows:37
d =
;
After finding the results, it can be interpreted based on the criteria of
Cohen‟s d are:
a) 0 – 0.20 = Weak Effect
b) 0.21 – 0.50 = Modest Effect
c) 0.51 – 1.00 = Moderate Effect
d) > 1.00 = Strong Effect
37 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: SAGE
Publications, 2004), p. 139
32
G. The Statistical Hypothesis
According to Kothari, hypothesis means a mere assumption or some
supposition to be proved or disproved.38
The hypothesis of this research could be
used in order to recognize and to draw the conclusion of the research. The
hypotheses are formulated with the assumption of t-test result as follows:
1. Alternative Hypothesis (Ha): There is an effect of using Duolingo
application to students‟ vocabulary knowledge or if p-value < sig α = 0.05
(5%). It means that the alternative hypothesis (Ha) is accepted and the
null hypothesis (Ho) is rejected.
2. Null Hypothesis (Ho): There is no effect of using Duolingo application to
students‟ vocabulary knowledge or if p-value > sig α = 0.05 (5%). It
means that the alternative hypothesis (Ha) is rejected and the null
hypothesis (Ho) is accepted.
38 Kothari, C.R, Research Methodology (Methods and Techniques), (New Delhi: New Age
Publisher, 2004), P. 184
33
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
H. Research Finding
1. The Description of Data
In this chapter, the writer presents the description of the data result from
the sample, the students of the seventh grade of SMP Islam Taman
Quraniyah Jakarta Selatan. The result was used to have empirical evidence
about the effect of using Duolingo application to develop students‟
vocabulary knowledge. The data were collected from students‟ pre-test and
post-test scores of experiment and controlled class.
a. Data Results of Experimental Class
The experimental students was from 7.1 class of SMP Islam Taman
Quraniyah Jakarta Selatan which consists of 20 students taught by using
Duolingo application. The students‟ pre-test scores were collected
before receiving the treatments. Then, students‟ post-test scores were
collected after the writer implemented Duolingo application. The result
can be seen in Table 4.1.
Table 4.1
Students’ Scores of Experimental Class
Nu Students Pre-test Post-test Gained Score
1 S1 55 70 15
2 S2 70 90 20
3 S3 65 85 20
4 S4 55 75 20
5 S5 70 85 15
6 S6 65 75 10
7 S7 75 90 15
34
8 S8 70 85 15
9 S9 65 75 10
10 S10 55 85 30
11 S11 65 70 5
12 S12 70 80 10
13 S13 75 90 15
14 S14 65 75 10
15 S15 70 80 10
16 S16 75 80 5
17 S17 75 85 10
18 S18 65 80 15
19 S19 60 75 15
20 S20 60 70 10
Mean Score 66.25 80.00 13.75
Maximum Score 75 90
Minimum Score 55 70
Based on the Table 4.1 above, it can be seen that the students‟
scores from 20 students in experimental class were different. The mean
of pre-test score was 66.25 and the mean of post-test score was 80.00.
Then, the minimum pre-test score was 55 and the maximum score was
75. Meanwhile, the highest score of the post-test was 90 and lowest
score was 70.
b. Data Results of Controlled Class
The controlled students was from 7.2 class of SMP Islam Taman
Quraniyah Jakarta Selatan which consists 20 students who were not
taught by using Duolingo Application. The data were collected from
both students‟ pre-test and post-test score. The data can be seen in the
table below.
35
Table 4.2
Students’ Scores of Controlled Class
Nu Students Pre-test Post-test Gained Score
1 S1 65 65 0
2 S2 75 90 15
3 S3 55 65 10
4 S4 55 70 15
5 S5 70 75 5
6 S6 75 80 5
7 S7 80 80 0
8 S8 70 80 10
9 S9 70 75 5
10 S10 55 70 15
11 S11 65 75 10
12 S12 65 80 15
13 S13 60 70 10
14 S14 70 75 5
15 S15 65 70 5
16 S16 70 75 5
17 S17 70 70 0
18 S18 60 75 15
19 S19 55 70 15
20 S20 60 75 15
Mean Score 65.50 74.25 8.75
Maximum Score 80 90
Minimum Score 55 65
36
Based on the table 4.2 above, it can be described that in the
controlled class there are 20 students. The mean of pre-test score was
65.50 and the mean of post-test score was 74.25. Then, the maximum
pre-test score was 80 and the minimum score was 55. Meanwhile, the
lowest score of the post-test was 65 and highest score was 90.
2. The Analysis of Data
In this part, the writer analyzes the students‟ gained scores from the
experimental and controlled class by using t-test formula. Before
calculating the T-test value, to look at the difference of significant level, it
was necessary to know the normality and homogeneity value of the data.
The normality test was needed to determine whether or not the data has
been normally distributed. Then, the homogeneity test was needed to know
that the data homogeneous or not.
a. Normality Test
This test is conducted before calculating the t-test. It purposed to
know whether the data is normally distributed or not. The writer used
Kolmogorov-Smirnov as presented in Table 4.3. The data is normally
distributed because the significance is higher than α = 0.05 (5%). The
result can be described as below:
Table 4.3
Normality Test of Pre-test
GROUP Kolmogorov-Smirnov
a Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pretest Experiment .176 20 .107 .901 20 .043
Control .178 20 .097 .926 20 .131
a. Lilliefors Significance Correction
37
From the table above, it can be seen that the significance of the data
in the table of Kolmogorov-Smirnov from experimental class is 0.107
and controlled class is 0.097. It means that the pre-test data is normally
distributed, because the significance score is higher than α = 0.05.
Table 4.4
Normality Test of Post-test
GROUP Kolmogorov-Smirnov
a Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Posttest Experiment .173 20 .120 .912 20 .071
Control .200 20 .036 .906 20 .053
a. Lilliefors Significance Correction
Based on the table 4.4 above, it can be seen that the Kolmogorov-
Smirnov also shows the data result from post-test in experimental class
is 0.120 and controlled class is 0.036. It can be concluded that both of
class or group is higher than α = 0.05 which means the post-test result is
normally distributed.
b. Homogeneity Test
After the writer had the data result in normality test, the next step
was homogeneity test by using the Levene statistic in order to know
whether the data is homogeneous or not. If the result of the data
calculation is higher than α = 0.05, it means the data would be
homogenous. The result can be seen on table below:
Table 4.5
Homogeneity Test Result of Pre-test
Levene Statistic df1 df2 Sig.
.299 1 38 .588
38
Based on the table 4.5 above, it showed that the significance of the
data from pre-test between experimental and controlled class was 0.588.
Therefore, the data of pre-test was homogeneous because it was higher
than α = 0.05 (0.588 > 0.05).
Table 4.6
Homogeneity Test Result of Post-test
Levene Statistic df1 df2 Sig.
.882 1 38 .354
The result of the data in table 4.6 above can be seen that the
significance of post-test between both of classes was 0.354, which is
higher than α = 0.05 (0.354 > 0.05). It means that the data of post-test
was homogeneous.
c. t-Test
As the collected data have been proved its normally and
homogeneity, the writer used t-test in order to know the significant
differences between students‟ vocabulary knowledge in experimental
and controlled class. After examining the data, the result of the t-test
gives answer to the research question on whether or not Duolingo
application is effective way in this research. It can be seen the
recapitulation of the data as follows:
Table 4.7
T-test Result of Post-test Scores
Group Statistics
Class
N Mean Std.
Deviation
Std. Error
Mean
Posttest Experimental Class 20 80.00 6.689 1.496
Controlled Class 20 74.25 5.911 1.322
39
Independent Samples Test
Levene’s
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. T df Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Post
test
Equal
variances
assumed
.882 .354 2.881 38 .006 5.750 1.996 1.710 9.790
Equal
variances
not
assumed
2.881 37.433 .007 5.750 1.996 1.708 9.792
Based on the table above, it can be seen the result of t-test from
post-test in experimental and controlled class. It indicated that there
was significant difference between the mean score from the
experimental class that is 80.00 while the controlled class is 74.25. The
standard deviation of experimental class is 6.689 and controlled class
is 5.911. Meanwhile, the standard error of mean from the experimental
class is 1.496 and the controlled class is 1.322.
The data of independent sample test shows that the result of t (df =
38) = 2.881 and p-value or sig (2-tailed) is 0.006. The researcher uses
α = 0.05 (5%) as the significant standard, therefore the null hypothesis
(Ho) is rejected and the alternative hypothesis (Ha) is accepted since
the p-value or sig (2-tailed) 0.006 is lower than α = 0.05 (5%). It
means that the using Duolingo application is effective to develop
students‟ vocabulary knowledge.
40
d. The Effect of Size
In order to know the effect size level of the study, the writer used
the calculation by Cohen‟s d. In this calculation, the means and the
standard deviations of pos-test from experimental and controlled class
are required which have been obtained from group descriptive statistics
table. It can be seen the data as follows:
Table 4.8
Descriptive Statistics
N Minimum Maximum Mean
Std.
Deviation
Post-test of Experiment 20 70 90 80.00 6.689
Post-test of Control 20 65 90 74.25 5.911
Valid N (listwise) 20
Based on the table 4.8 above, it shows that the mean score of
experimental class is 80.00 while the controlled class is 74.25.
Meanwhile, the standard deviation of experimental class is 6.689 and
the controlled class is 5.911. It can be seen the calculations as follows:
d =
;
(1)
= 6.3
(2) d =
= 0.91
41
After obtaining the results, it can be seen that the effect of size is
0.91. Based on the basis of Cohen‟s d effect size criteria, it indicates
that the students in experimental class are affected by Duolingo
application that their vocabulary knowledge is enhanced.
3. Hypothesis Test
The research was conducted in order to answer the research question:
“Is there any significant effect of using Duolingo application to develop
students‟ vocabulary knowledge?”. The statistical hypothesis is explained
as follows:
a. (Ha): There is a significant effect of using Duolingo application to
develop students‟ vocabulary knowledge.
b. (Ho): There is no significant effect of using Duolingo application to
develop students‟ vocabulary knowledge.
In addition, the assumption of the statistical hypothesis:
a. If t0 > ttable with the significance level 0.05 or if the Sig (2-tailed) > α
= 0.05 (5%). Then, the alternative hypothesis (Ha) is accepted and
the null hypothesis (Ho) is rejected. It means that the mean scores of
the experimental class are higher than the mean scores of the
controlled class. So, it indicated that the using of Duolingo
application is effective to develop students‟ vocabulary knowledge
in the seventh grade students of SMP Islam Taman Quraniyah.
b. If t0 < ttable with the significance level 0.05 or if the Sig (2-tailed) < α
= 0.05 (5%). Then, the alternative hypothesis (Ha) is rejected and
the null hypothesis (Ho) is accepted. It means that the mean scores
of the experimental class are the same or lower than the mean scores
of the controlled class. So, it indicated that the using of Duolingo
application is not effective to develop students‟ vocabulary
knowledge in the seventh grade of SMP Islam Taman Quraniyah.
42
Based on the result of post-test from the experimental and controlled
class, it can be inferred that the t0 (2.881) is higher than the ttable (1.672) in
the significance level of α = 0.05 (5%). Therefore, the t0 > ttable which
means that the alternative hypothesis (Ha) is accepted and the null
hypothesis (Ho) is rejected. Thus, it indicated that the using of Duolingo
application is effective to develop students‟ vocabulary knowledge at the
seventh grade students of SMP Islam Taman Quraniyah Jakarta Selatan.
I. Discussion
Based on the data description of calculation above, the data is normally
distributed and homogenous. In the seventh grades students‟ of SMP Islam
Taman Quraniyah Jakarta Selatan, the students‟ vocabulary knowledge is
improved, especially by using Duolingo application. The result of the data was
taken from 20 students in a class of pre-test and post-test. It can be seen on the
table 4.1 from experimental class that has the mean of pre-test that is 66.25
before doing treatments by using Duolingo application. Then, the mean of post-
test score was increased into 80.00 after doing treatments. Therefore, the
students‟ mean scores of experimental class of post-test were highest scores than
experimental class of pre-test.
After calculating the normality test by using IBM SPSS Statistic Version 20,
it can be proved that the significance of the data from experimental and
controlled class in pre-test and post-test were distributed normally. The pre-test
score showed that the data of Kolmogorov-Smirnov in the experimental class is
0.107 and the controlled class is 0.097. Meanwhile, the post-test score also
showed that the data of Kolmogorov-Smirnov in the experimental class is 0.120
and the controlled class is 0.036. It can be concluded that both of classes is
higher than α = 0.05 which means the result is normally distributed.
Based on the result of the homogeneity test, the data from experimental and
controlled class were proved as the homogeneous. It can be seen that the
significance from pre-test between experimental and controlled class was 0.588
which is higher than α = 0.05 (0.588 > 0.05). Then, the significance from post-
43
test of both experimental and controlled class was 0.354 which is higher than α =
0.05 (0.354 > 0.05). It means that the data from experimental and controlled class
in pre-test and post-test were proved as homogeneous data.
In addition, the data analysis that used independent sample t-test proved
statistically the effect of using Duolingo application used during treatments
period. It can be seen the statistical significance is shown by the analyzed post-
test data that the result of t (df = 38) = 2.881 and p-value or sig (2-tailed) is 0.006
that is lower than α = 0.05 (5%). It means that the alternative hypothesis (Ha) is
accepted and the null hypothesis (H0) is rejected. Therefore, it was proved that
the using Duolingo application has an effect to develop students‟ vocabulary
knowledge. Besides, the result of the effect size value is 0.91, which indicates
that the using Duolingo application is a moderate effect in this research.
From the data analysis above, the writer can be concluded that Duolingo
application can give a significant effect on students‟ vocabulary knowledge
because the score of vocabulary test after the writer doing treatments is higher
than before being taught by Duolingo application. In addition, this application
can be applied in all subjects but it depends on students‟ grade. It means that
using Duolingo application showed a positive effect to be implemented for
students especially for the seventh-grade students of SMP Islam Taman
Quraniyah Jakarta Selatan.
44
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions
This research was conducted to get the empirical evidence about the effect of
Duolingo application on students‟ vocabulary knowledge at the seventh grades
students of SMP Islam Taman Quraniyah Jakarta Selatan in academic year
2018/2019. Based on the experiment which has been processed in teaching
vocabulary by using Duolingo application in experimental class and without
using Duolingo application in controlled class. Then, the writer analyzed the data
of experiment and continues to conclude the research.
Based on the findings and discussion in Chapter IV, teaching vocabulary by
using Duolingo application is appropriate to be implemented in the class. It can
be seen from the students average score of post-test in the experimental class
80.00 which was higher than the controlled class 74.25. Meanwhile in data
analysis, it can be proved that the t0 (2.881) is higher than the ttable (1.672) in the
significance level of α = 0.05 (5%). Besides, it can be seen from the comparison
between the average gained score of experimental class was 13.75 points, higher
than the average gained score of controlled class was 8.75 points. Therefore, the
t0 > ttable which means that the alternative hypothesis (Ha) is accepted and the null
hypothesis (Ho) is rejected.
Thus, the writer can be concluded that the answer of research question is
proven that Duolingo application is effective to develop students‟ vocabulary
knowledge at the seventh grades students of SMP Islam Taman Quraniyah
Jakarta Selatan.
45
B. Limitations
During this research there are a few limitations that the researcher had. First,
the researcher apologizes from the results of the previous empirical studies about
Duolingo application are not enough in the literature to prove this expectation.
More studies are necessary to expand the current research. Second, during the
treatments in the experimental class, the students must have a mobile phone
individually and it can be used in the class after getting permission from
headmaster. Then, the school would facilitate the internet connection to
download and play the application, so it can easily to learn a language through
mobile phone.
C. Recommendations
Keeping in view the importance and impact of using Duolingo application on
teaching and learning in classroom, its suggested that schools at secondary level
should give special internet connection to provide the students easily to learn a
language through mobile phone. The schools may be provided opportunity of
training for teachers in order to know the media use in classrooms effectively.
The education institution or schools should put more emphasis on the learning
activities for teacher in addition to theory i.e. teaching methods and instructional
technology. Thus, it can be concluded that using of Duolingo application as a
media technology may implemented in the schools.
46
REFERENCES
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Alqahtani, Mofareh., “The Importance of Vocabulary in Language Learning and
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2015.
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2000).
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Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2003).
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the Indonesian Context: The State of the Art”. TEFLIN Journal (2008).
Clark, Megan., “The Use of Technology to Support Vocabulary Development of
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Douglas Fisher, Vocabulary and Background Knowledge: Important Factors in
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Elfrieda H. Hiebert., Michael L. Kamil., Teaching and Learning Vocabulary
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Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language
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Language Teaching: A Guide for Teachers”. ELT Research Papers
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Widyaiswara, 2014.
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Mobile Tool to Improve English as a Foreign Language Learning and
Teaching” Thesis (Universidad Nacional Abierta y a Distancia,
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Munday, Pilar, “The Case for Using Duolingo as Part of the Language
Classroom Experience”. AIESAD Journal, Vol. 19: 1, 2016, pp 83-101
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49
APPENDIX 1
SILABUS MATA PELAJARAN
SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH
(SMP/MTs)
MATA PELAJARAN
BAHASA INGGRIS
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
JAKARTA
2016
50
A. KELAS VII
Alokasi Waktu: 4 jam pelajaran/minggu
Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran tidak langsung (indirect teaching) pada pembelajaran Kompetensi Pengetahuan dan Kompetensi Keterampilan melalui keteladanan, pembiasaan, dan budaya sekolah dengan memperhatikan karaktersitik mata pelajaran serta kebutuhan dan kondisi peserta didik. Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang proses pembelajaran berlangsung dan dapat digunakan sebagai pertimbangan guru dalam mengembangkan karakter peserta
didik lebih lanjut. Pembelajaran untuk kompetensi pengetahuan dan kompetensi keterampilan sebagai berikut ini.
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyapa, berpamitan, mengucapkan terimakasih, dan meminta maaf, serta menanggapinya, sesuai dengan konteks penggunaannya
4.1 Menyusun teks interaksi interpersonal lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan menyapa,
Fungsi sosial
Menyapa, berpamitan, berterimakasih, meminta maaf, dan menanggapinya, untuk menjaga hubungan interpersonal dengan guru dan teman.
Struktur teks
- Memulai
- Menanggapi (diharapkan/di luar dugaan)
Unsur kebahasaan
- Ungkapan-ungkapan yang lazim digunakan
- Ucapan, tekanan
kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Interaksi antara peserta didik di dalam di luar kelas yang
- Menyimak, menirukan, dan memperagakan beberapa contoh percakapan, dengan ucapan dan tekanan kata yang benar.
- Mengidentifikasi ungkapan yang sedang dipelajari
- Belajar menanyakan hal-hal yang tidak diketahui atau yang berbeda.
- Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa.
- Membiasakan menerapkan yang
sedang dipelajari. dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas.
- Melakukan refleksi tentang proses dan
51
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
berpamitan, mengucapkan terimakasih, dan meminta maaf, dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
melibatkan tindakan menyapa, berpamitan, berterimakasih, meminta maaf yang dapat menumbuhkan perilaku yang termuat di KI
hasil belajar.
3.2 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, pendek dan sederhana, sesuai dengan konteks penggunaannya. Perhatikan unsur kebahasaan dan kosa kata terkait hubungan keluarga; pronoun (subjective,
objective, possessive)
4.2 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana
Fungsi sosial
Berkenalan, memperkenalkan diri sendiri/orang lain.
Struktur teks
- Memulai - Menanggapi
(diharapkan/di luar dugaan)
Unsur kebahasaan
- Sebutan anggota keluarga inti dan yang lebih luas dan orang-orang dekat lainnya
- Verba: be, have, go, work, live (dalam simple present tense)
- Subjek Pronoun: I, You, We, They, He, She, It
- Kata ganti possessive my, your, his, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Deskripsi diri sendiri sebagai bagian dari
- Menyimak dan menirukan beberapa contoh pemaparan jati diri, dengan ucapan dan tekanan kata yang benar
- Mengidentifikasi ungakapan-ungkapan penting
- Menanyakan hal-hal yang tidak diketahui atau yang berbeda.
- Mempelajari contoh teks pemaparan jati diri oleh figur-figur terkenal
- Memaparkan jati dirinya yang sebenarnya.
- Saling menyimak dan bertanya jawab tentang jati diri masing-masing dengan teman-temannya
- Melakukan refleksi tentang proses dan hasil belajarnya
52
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan yang benar dan sesuai konteks
keluarga: ayah, ibu, kakak, adik,yang dapat menumbuhkan perilaku yang termuat di KI
3.3 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, sesuai dengan konteks penggunaannya. (Perhatikan kosa kata terkait
angka kardinal dan ordinal)
4.3 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana
Fungsi sosial
Menyebutkan/ menanyakan waktu dari keadaan/ peristiwa/kegiatan
Struktur teks
- Memulai
- Menanggapi (diharapkan/di luar dugaan)
Unsur kebahasaan
- Pernyataan dan pertanyaan terkait hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun
- Angka ordinal dengan the untuk menyebut tanggal (lisan): a.l. the first, the second, the twenty third, the thirty first of May)
- Angka ordinal tanpa the untuk menyebut tanggal (lisan): a.l. 1st, 2nd, 23rd, 31st, of May)
- Menyimak dan menirukan pemaparan tentang waktu terjadinya keadaan/kejadian/ peristiwa, mencakup nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun
- Menyebutkan semua nama hari, bulan, tanggal 1-31, waktu, bagian hari, tahun dengan ucapan dan tekanan kata yang benar, satu per satu.
- Menyatakan secara lisan waktu terjadinya berbagai keadaan/peristiwa/ kegiatan
- Menanyakan hari,
tanggal, bulan, dan waktu terjadinya keadaan/peristiwa/ kegiatan dengan unsur kebahasaan yang benar
- Membuat tulisan tentang waktu-
53
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
yang melibatkan tindakan memberi dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan
tahun, dengan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dansesuaikonteks
- Waktu (lisan): at one, at two fifteen, at ten to seven, at a quarter past eight
- Waktu (tulis): 01:00; 02:15; 06:50; 08:15
- Artikel the untuk menyebut waktu dalam hari, in the morning, in the afternoon, in the evening
- Preposisi untuk in (bulan, tahun, waktu dalam hari), on (hari dan tanggal), at (jam, at noon, at night)
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Waktu kejadian/peristiwa/ kegiatan terkait kehidupan di sekolah, rumah, dan lingkungan sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di KI
waktu terjadinya peristiwa penting yang diketahui umum. Hasilnya dipublikasikan di kelas atau di majalah dinding sekolah
- Melakukan refleksi tentang proses dan hasil belajarnya
3.4 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait
Fungsi sosial
Mengidentifikasi dan menyebutkan berbagai benda, binatang, dan
bangunan umum di lingkungan sekitar.
Struktur teks
- Memulai
- Menanggapi (diharapkan/di luar dugaan)
- Mencermati beberapa teks pendek berisi penyebutan benda-benda di kelas dan
sekolah untuk kemudian membaca dengan ucapan dan tekanan kata yang benar
- Menyimak dan menirukan guru menanyakan dan
54
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan dan kosa kata terkait article a dan the, plural dan singular)
4.4 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan yang benar dan sesuai konteks
Unsur kebahasaan
- Pernyataan dan pertanyaan terkait benda, binatang, bangunan publik
- Penyebutan benda dengan a, the, bentuk jamak (-s)
- Penggunaan kata penunjuk this, that, these, those ...
- Preposisi untuk in, on, under untuk menyatakan tempat
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Benda, binatang, dan bangunan yang biasa dijumpai dalam kehidupan nyata di rumah, sekolah, dan lingkungan sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di KI
menyebutkan benda-benda yang terdapat di dalam kelas dan di sekolah, dengan tata bahasa, ucapan dan tekanan kata yang benar
- Bertanya jawab tentang beberapa benda di dalam dan sekitar rumah
- Membaca beberapa teks pendek tentang rumah dan sekitarnya, terutama keberadaan benda dan binatang
- Bertanya jawab tentang beberapa bangunan dan benda-benda dan binatang-binatang di dalam dan sekitarnya
- Melakukan refleksi tentang proses dan hasil belajarnya
3.5 Mengidentifikasi fungsi sosial, struktur teks,
Fungsi sosial
Mendeskripsikan, mengidentifikasi,
- Menyimak dan menirukan guru menanyakan dan
55
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait dengan sifat
orang, binatang, benda sesuai dengan konteks penggunaannya (Perhatikan unsur kebahasaan be, adjective)
4.5.Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait sifat orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks
mengkritisi, memberikan penilaian tentang orang, binatang, dan benda dari segi sifatnya.
Struktur teks
- Memulai - Menanggapi
(diharapkan/di luar dugaan)
Unsur kebahasaan
- Pernyataan dan pertanyaan terkait sifat orang, benda, binatang
- Kosa kata, terkait dengan ciri fisik (a.l. red, big, dark, loud), selera (a.l. nice, beautiful, cute), mental (a.l. clever, smart), psikologis (a.l. happy, sad, disappointed, angry, wild), budi (a.l. kind, good, polite)
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Sifat dan keadaan orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan sekitar peserta didik
yang dapat menumbuhkan perilaku yang termuat di KI
menyebutkan sifat orang dan binatang yang terdapat di rumah, sekolah, dan sekitarnya, dengan tata bahasa, ucapan dan tekanan kata yang benar
- Mencermati beberapa teks pendek yang mendeskripsikan sifat orang, benda, dan binatang di kelas dan sekolah untuk kemudian membaca dengan ucapan dan tekanan kata yang benar
- Bertanya jawab tentang sifat beberapa benda di dalam dan sekitar rumah
- Membaca beberapa teks pendek tentang sifat orang, benda, binatang di dalam dan di sekitar rumah dan sekolah sekitarnya
- Bertanya jawab tentang sifat orang, benda, binatang terkenal
- Melakukan refleksi tentang proses dan hasil belajarnya
3.6 Mengidentifikasi fungsi sosial, struktur teks,
Fungsi sosial
Mendeskripsikan,
- Menyimak guru membacakan beberapa teks
56
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait dengan tingkah
laku/tindakan/ fungsi orang, binatang, benda, sesuai dengan konteks penggunaannya (Perhatikan unsur kebahasaan kalimat declarative, interrogative, simple present tense)
4.6 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait tingkah laku/tindakan/fungsi orang, binatang, dan
benda, dengan fungsi sosial, struktur teks, dan unsurkebahasaan yang benar dan sesuai konteks
mengidentifikasi, mengkritisi orang, binatang, dan benda dari segi sifatnya.
Struktur teks
- Memulai - Menanggapi
(diharapkan/di luar dugaan)
Unsur kebahasaan
- Pernyataan dan pertanyaan terkait tingkah laku/tindakan/fungsi orang, binatang, benda
- Kalimat deklaratif (positif dan negatif) dalam simple present tense
- Kalimat interogative: Yes/No question; Wh-question
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Tingkah laku/tindakan/ fungsi orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di KI
pendek kebiasaan yang dilakukan orang dan binatang yang terdapat di rumah, sekolah, dan sekitarnya, dan kemudian menirukannya kalimat-kalimat dengan tata bahasa, ucapan dan tekanan
kata yang benar - Didiktekan guru,
peserta didik menulis teks-teks tersebut dengan tulis tangan, dengan ejaan dan tanda baca yang benar
- Membuat teks-teks pendek tentang kebiasaan yang dilakukan beberapa orang dan binatang yang sangat dikenal
- Bertanya jawab tentang isi teks yang telah ditulis dengan kelompok lain.
- Melakukan refleksi tentang proses dan hasil belajarnya
57
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait dengan deskripsi orang, binatang, dan benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya
4.7. Teks Deskriptif
4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda
4.7.2 Menyusun teks deskriptif lisan dan tulis
sangat pendek dan sederhana, terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial,
Fungsi sosial
Mendeskripsikan, mengenalkan, memuji, mengidentifikasi, mengkritik
Struktur teks
Dapat mencakup:
- identifikasi (nama keseluruhan dan bagian)
- sifat yang menjadi pencirinya
- fungsi, perilaku, manfaat, tindakan, kebiasaan yang menjadi penciri orang, binatang, atau benda yang dibicarakan.
Unsur kebahasaan
- Kalimat deklaratif (positif dan negatif), dan interrogative (Yes/No question; Wh-question), dalam simple present tense
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan sekitar peserta didik, termasuk bangunan publik yang dapat menumbuhkan
- Membaca beberapa teks deskriptif tentang sekolah termasuk benda-benda dan binatang-binatang yang ada yang disertai foto atau gambar yang menarik
- Bertanya tentang informasi yang terkait di dalam teks tersebut.
- Menggunakan alat analisis (tabel atau bagan mind-map) untuk mempelajari sistematika deskripsi yang diterapkan
- Mengamati suatu benda/binatang/orang yang sangat dikenal, untuk mengumpulkan data tentang jumlah, sifat, perilaku, dll. Untuk mengritik/ menyatakan kekaguman/ mempromosikan
- Dalam kelompok membuat proyek kecil: dengan bantuan mind-map, membuat teks deskripsi tentang kota atau desanya untuk
mempromosikan
- Menempelkan teks di dinding kelas dan bertanya jawab dengan pembaca (siswa lain, guru) yang datang membacanya
58
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
perilaku yang termuat dalam KI
- Melakukan refleksi tentang proses dan hasil belajarnya
3.8 Menafsirkan fungsi sosial dan unsur kebahasaan dalam lirik lagu
terkait kehidupan remaja SMP/MTs
4.8 Menangkap makna secara kontekstual terkait dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs
Fungsi sosial
Mengembangkan nilai-nilai kehidupan dan karakter yang
positif
Unsur kebahasaan
- Kosa kata dan tata bahasa dalam lirik lagu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Hal-hal yang dapat memberikan keteladanan dan menumbuhkan perilaku yang termuat di KI
- Membaca, menyimak, dan menirukan lirik lagu secara lisan.
- Menanyakan hal-hal yang tidak diketahui atau berbeda
- Menyebutkan pesan yang terkait dengan bagian-bagian tertentu
- Melakukan refleksi tentang proses dan hasil belajarnya.
59
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN
EXPERIMENTAL CLASS
Satuan Pendidikan : SMP Islam Taman Quraniyah
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : Greetings
Pertemuan : Pertama
Alokasi Waktu : 2x40 menit
Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin
tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah
lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
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
Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
60
3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada
ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan serta
responnya, sesuai dengan konteks penggunaannya.
Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengikuti pelajaran dengan baik.
2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.
3.1.1. Siswa dapat mengidentifikasi ungkapan sapaan, pamitan, ucapan
terimakasih, dan permintaan maaf serta responnya.
3.1.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur
kebahasaan pada ungkapan sapaan, pamitan, ucapan terimakasih, dan
permintaan maaf, serta responnya, sesuai dengan konteks
penggunaannya.
3.1.3. Siswa mampu melatih pelafalan ungkapan sapaan, pamitan, ucapan
terimakasih, dan permintaan maaf, serta responnya.
Materi Pembelajaran
1. Ungkapan Sapaan
Greeting Response
Hello! Hello!
Hi! Hi!
Good Morning Good Morning
Good Afternoon Good Afternoon
Good Evening Good Evening
How are you? I'm fine, thanks
Parting Response
Good bye Good night
See you later See you tomorrow
Bye Good night
See you See you
61
2. Ungkapan Berpamitan
Expression Response
Good bye
Bye
Bye bye
See you
Take care
So long
Farewell
I really have to go now
Sorry I have to go
Good bye
Bye
Bye bye
see you
take care
so long
farewell
ok, take care
ok, bye
3. Ungkapan Terimakasih
Expression Response
Thank you
2. Thank you very much
3. Thank a lot
4. Thank for your ride
5. Thank a million
You are welcome
2. Don‟t mention it
Not at all
4. Forget it
5. That‟s all right
4. Ungkapan Meminta Maaf
Expression Response
I am sorry
Forgive me
I I apologize
Sorry for my mistake
Never mind
Oh, that‟s all right
No problem
That‟s OK
Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Metode : Inquiry/Experimental learning
3. Teknik : Observing, Asking-Question, Practicing.
Media, Alat, dan Sumber Pembelajaran
Ponsel Pintar, Infokus, dan Buku Teks Bright an English
62
Langkah-langkah Kegiatan Pembelajaran
1. Pendahuluan (10 Menit)
Guru memberi salam dan tegur sapa
Guru menanyakan kehadiran siswa.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menyampaikan tujuan pembelajaran pertemuan hari ini.
2. Kegiatan Inti (60 menit)
Guru meminta siswa untuk memperhatikan materi tentang greeting.
Guru menyampaikan materi tentang greeting.
Guru meminta siswa untuk memainkan aplikasi Duolingo melalui
ponsel pintar.
Guru meminta siswa untuk membuka kategori yang akan dipelajari
hari ini. Kategori tentang frasa.
Guru memberikan waktu untuk latihan di aplikasi Duolingo selama
15 menit.
Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan
tugas.
Guru meminta siswa untuk menyebutkan kosa kata yang ada di
aplikasi.
Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.
Guru melafalkan kosa kata dalam bahasa Inggris.
Guru meminta siswa untuk melafalkan ulang apa yang diucapkan
oleh guru.
Guru memeriksa pemahaman siswa beserta tanggapan.
3. Penutup (10 menit)
Guru bersama siswa merefleksikan apa yang telah dipelajari dalam
pertemuan ini dan sebelumnya.
Guru menyampaikan rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
Guru meminta siswa untuk selalu memainkan aplikasi Duolingo
dimanapun dan kapanpun.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menutup dengan salam.
63
RENCANA PELAKSANAAN PEMBELAJARAN
EXPERIMENTAL CLASS
Satuan Pendidikan : SMP Islam Taman Quraniyah
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : I Love People around Me
Pertemuan : Kedua
Alokasi Waktu : 2x40 menit
Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin
tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah
lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
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
Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan
meminta informasi terkait jati diri, pendek dan sederhana, sesuai dengan
konteks penggunaannya.
64
Indikator Pencapaian Kompetensi
1.1.1. Siswa dapat mengikuti pelajaran dengan baik.
2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.
3.1.1. Siswa dapat mengidentifikasi terkait jati diri, hubungan keluarga, dan
pronoun.
3.1.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur
kebahasaan terkait jati diri, hubungan keluarga, dan pronoun, sesuai
dengan konteks penggunaannya.
3.1.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait jati diri,
hubungan keluarga, dan pronoun, sesuai dengan konteks penggunaannya.
Materi Pembelajaran
1. Keluarga Inti (Immediate Family)
Masculine Feminine
Father Mother
Son Daughter
Brother Sister
Husband Wife
Grandfather Grandmother
2. To Be Affirmative
Pronoun To Be
I
You
She
He
It
We
They
am
are
is
is
is
are
are
65
3. Kata Ganti Kepemilikian (Possessive Pronoun)
Personal
Pronoun
Possessive
Determiner
Possessive
Pronoun
I
You
He
She
It
We
They
My
Your
His
Her
Its
Our
Their
Mine
Yours
His
Hers
Its
Ours
Theirs
Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Metode : Inquiry/Experimental learning
3. Teknik : Observing, Asking-Question, Practicing.
Media, Alat, dan Sumber Pembelajaran
Ponsel Pintar, Infokus, dan Buku Teks When English Rings the Bell
Langkah-langkah Kegiatan Pembelajaran
1. Pendahuluan (10 Menit)
Guru memberi salam dan tegur sapa
Guru menanyakan kehadiran siswa.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menyampaikan tujuan pembelajaran pertemuan hari ini.
2. Kegiatan Inti (60 menit)
Guru meminta siswa untuk memperhatikan materi tentang family dan
pronoun.
Guru menyampaikan materi tentang family dan pronoun.
Guru meminta siswa untuk memainkan aplikasi Duolingo melalui
ponsel pintar.
66
Guru meminta siswa untuk membuka kategori yang akan dipelajari
hari ini. Kategori tentang keluarga.
Guru memberikan waktu untuk latihan di aplikasi Duolingo selama
15 menit.
Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan
tugas.
Guru meminta siswa untuk menyebutkan kosa kata yang ada di
aplikasi.
Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.
Guru melafalkan kosa kata dalam bahasa Inggris.
Guru meminta siswa untuk melafalkan ulang apa yang diucapkan
oleh guru.
Guru memeriksa pemahaman siswa beserta tanggapan.
3. Penutup (10 menit)
Guru bersama siswa merefleksikan apa yang telah dipelajari dalam
pertemuan ini dan sebelumnya.
Guru menyampaikan rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
Guru meminta siswa untuk selalu memainkan aplikasi Duolingo
dimanapun dan kapanpun.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menutup dengan salam.
67
RENCANA PELAKSANAAN PEMBELAJARAN
EXPERIMENTAL CLASS
Satuan Pendidikan : SMP Islam Taman Quraniyah
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : It‟s My Birthday
Pertemuan : Ketiga
Alokasi Waktu : 2x40 menit
Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin
tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah
lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
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
Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulisan yang melibatkan tindakan memberi
dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari,
waktu dalam bentuk angka, tanggal, dan tahun, sesuai dengan konteks
penggunaannya.
68
Indikator Pencapaian Kompetensi
1.1.1. Siswa dapat mengikuti pelajaran dengan baik.
2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.
3.1.1. Siswa dapat mengidentifikasi terkait angka ordinal dan waktu.
3.3.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur
kebahasaan terkait angka ordinal dan waktu, sesuai dengan konteks
penggunaannya.
3.3.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait angka ordinal dan
waktu, sesuai dengan konteks penggunaannya.
Materi Pembelajaran
1. Days of the Week
Weekdays
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend Saturday
Sunday
2. Months of the Year
1. January 4. April 7. July 10. October
2. February 5. May 8. August 11. November
3. March 6. June 9. September 12. December
3. Angka Ordinal
Angka Bahasa Inggris Bahasa Indonesia
1st First Pertama
2nd
Second Kedua
3rd
Third Ketiga
4th
Fourth Keempat
69
Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Metode : Inquiry/Experimental learning
3. Teknik : Observing, Asking-Question, Practicing.
Media, Alat, dan Sumber Pembelajaran
Ponsel Pintar, Infokus, dan Buku Teks When English Rings the Bell
Langkah-langkah Kegiatan Pembelajaran
1. Pendahuluan (10 Menit)
Guru memberi salam dan tegur sapa
Guru menanyakan kehadiran siswa.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menyampaikan tujuan pembelajaran pertemuan hari ini.
2. Kegiatan Inti (60 menit)
Guru meminta siswa untuk memperhatikan materi tentang tanggal
dan waktu.
Guru menyampaikan materi tentang tanggal dan waktu.
Guru meminta siswa untuk memainkan aplikasi Duolingo melalui
ponsel pintar.
Guru meminta siswa untuk membuka kategori yang akan dipelajari
hari ini. Kategori tentang tanggal dan waktu.
Guru memberikan waktu untuk latihan di aplikasi Duolingo selama
15 menit.
Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan
tugas.
Guru meminta siswa untuk menyebutkan kosa kata yang ada di
aplikasi.
Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.
Guru melafalkan kosa kata dalam bahasa Inggris.
70
Guru meminta siswa untuk melafalkan ulang apa yang diucapkan
oleh guru.
Guru memeriksa pemahaman siswa beserta tanggapan.
3. Penutup (10 menit)
Guru bersama siswa merefleksikan apa yang telah dipelajari dalam
pertemuan ini dan sebelumnya.
Guru menyampaikan rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
Guru meminta siswa untuk selalu memainkan aplikasi Duolingo
dimanapun dan kapanpun.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menutup dengan salam.
71
RENCANA PELAKSANAAN PEMBELAJARAN
EXPERIMENTAL CLASS
Satuan Pendidikan : SMP Islam Taman Quraniyah
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : I Love Things around Me
Pertemuan : Keempat
Alokasi Waktu : 2x40 menit
Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin
tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah
lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
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
Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.4. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan
meminta informasi terkait nama dan jumlah binatang, benda, dan bangunan
publik yang dekat dengan kehidupan peserta didik sehari-hari, sesuai dengan
konteks penggunaannya.
72
Indikator Pencapaian Kompetensi
1.1.1. Siswa dapat mengikuti pelajaran dengan baik.
2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.
3.4.1. Siswa dapat mengidentifikasi terkait benda, binatang, dan bangunan publik.
3.4.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur
kebahasaan terkait penyebutan benda dengan a, the, dan penggunaan kata
this, that, these, those, dsb. sesuai dengan konteks penggunaannya.
3.4.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait benda, binatang,
bangunan publik, sesuai dengan konteks penggunaannya.
Materi Pembelajaran
1. My Classroom
Clock : Jam Table : Meja
Cupboard : Lemari Door : Pintu
Globe : Bola (peta) bumi Window : Jendela
Book : Buku Board : Papan tulis
2. My Bag
Pencil : Pensil Eraser : Penghapus
Ruler : Penggaris Pen : Pulpen
Glue : Lem Scissor : Gunting
Bottle : Botol Sharpener :Alat pengasah
3. The Articles
The words a and an are indefinite articles. They are used with
singular nouns. Use a before nouns that begin with a consonant. Use
an before nouns that begin with a vowel.
The word the is called the definite article. Use the before a noun
when you are talking to someone who already knows which person
or thing you mean.
73
4. Demonstrative Determiners
The word this, that, these and those are also special pronouns called
determiners. They are used to point out which thing or person you
mean.
Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Metode : Inquiry/Experimental learning
3. Teknik : Observing, Asking-Question, Practicing.
Media, Alat, dan Sumber Pembelajaran
Ponsel Pintar, Infokus, dan Buku Teks When English Rings the Bell
Langkah-langkah Kegiatan Pembelajaran
1. Pendahuluan (10 Menit)
Guru memberi salam dan tegur sapa
Guru menanyakan kehadiran siswa.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menyampaikan tujuan pembelajaran pertemuan hari ini.
2. Kegiatan Inti (60 menit)
Guru meminta siswa untuk memperhatikan materi yang akan
disampaikan.
Guru menyampaikan materi tentang I Love Things around Me.
Guru meminta siswa untuk memainkan aplikasi Duolingo melalui
ponsel pintar.
Guru meminta siswa untuk membuka kategori yang akan dipelajari
hari ini. Kategori tentang Benda.
Guru memberikan waktu untuk latihan di aplikasi Duolingo selama
15 menit.
Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan
tugas.
Guru meminta siswa untuk menyebutkan kosa kata yang ada di
aplikasi.
74
Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.
Guru melafalkan kosa kata dalam bahasa Inggris.
Guru meminta siswa untuk melafalkan ulang apa yang diucapkan
oleh guru.
Guru memeriksa pemahaman siswa beserta tanggapan.
3. Penutup (10 menit)
Guru bersama siswa merefleksikan apa yang telah dipelajari dalam
pertemuan ini dan sebelumnya.
Guru menyampaikan rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
Guru meminta siswa untuk selalu memainkan aplikasi Duolingo
dimanapun dan kapanpun.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menutup dengan salam.
75
APPENDIX 3
RENCANA PELAKSANAAN PEMBELAJARAN
CONTROLLED CLASS
Satuan Pendidikan : SMP Islam Taman Quraniyah
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : Greetings
Pertemuan : Pertama
Alokasi Waktu : 2x40 menit
Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin
tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah
lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
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
Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada
ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan serta
responnya, sesuai dengan konteks penggunaannya.
76
Indikator Pencapaian Kompetensi
1.1.1. Siswa dapat mengikuti pelajaran dengan baik.
2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.
3.1.1. Siswa dapat mengidentifikasi ungkapan sapaan, pamitan, ucapan
terimakasih, dan permintaan maaf serta responnya.
3.1.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur
kebahasaan pada ungkapan sapaan, pamitan, ucapan terimakasih, dan
permintaan maaf, serta responnya, sesuai dengan konteks penggunaannya.
3.1.3. Siswa mampu melatih pelafalan ungkapan sapaan, pamitan, ucapan
terimakasih, dan permintaan maaf, serta responnya.
Materi Pembelajaran
1. Ungkapan Sapaan
Greeting Response
Hello! Hello!
Hi! Hi!
Good Morning Good Morning
Good Afternoon Good Afternoon
Good Evening Good Evening
How are you? I'm fine, thanks
Parting Response
Good bye Good night
See you later See you tomorrow
Bye Good night
See you See you
2. Ungkapan Berpamitan
Expression Response
Good bye
Bye
Bye bye
See you
Take care
So long
Farewell
I really have to go now
Sorry I have to go
Good bye
Bye
Bye bye
see you
take care
so long
farewell
ok, take care
ok, bye
77
3. Ungkapan Terimakasih
Expression Response
Thank you
2. Thank you very much
3. Thank a lot
4. Thank for your ride
5. Thank a million
You are welcome
2. Don‟t mention it
Not at all
4. Forget it
5. That‟s all right
4. Ungkapan Meminta Maaf
Expression Response
I am sorry
Forgive me
I I apologize
Sorry for my mistake
Never mind
Oh, that‟s all right
No problem
That‟s OK
Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Metode : Inquiry/Experimental learning
3. Teknik : Observing, Asking-Question, Practicing.
Media, Alat, dan Sumber Pembelajaran
Dua boneka, Power Point, Infokus, dan Buku Teks Bright an English
Langkah-langkah Kegiatan Pembelajaran
1. Pendahuluan (10 Menit)
Guru memberi salam dan tegur sapa
Guru menanyakan kesiapan belajar siswa.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menyampaikan tujuan pembelajaran pertemuan hari ini.
2. Kegiatan Inti (60 menit)
Guru menyampaikan isi materi ungkapan sehari-hari dalam bentuk
dialog percakapan melalui dua boneka oleh kedua tangan sebanyak
dua kali.
Guru memberikan kesempatan kepada siswa yang terbagi pada dua
kelompok (A dan B) untuk mengikuti apa yang diucapkan oleh guru
78
secara berulang-ulang. Kemudian setelah itu mengucapkan ungkapan
sehari-hari secara berkelompok.
Guru memerintahkan pada setiap perwakilan kelompok (1 orang)
untuk maju kedepan kelas dan membentuk pasangan dengan
kelompok lain (2 orang) untuk memerankan tokoh A (Expression)
dan tokoh B (Responses).
Guru meminta siswa untuk mengulang kembali ucapan apa yang
mereka katakan, kemudian guru menilai mereka dalam kecakapan
speaking berdasarkan pendengaran guru dari siswa.
Guru memberikan rangsangan belajar kepada siswa dengan tujuan
agar lebih memahami terhadap materi yang diajarkan.
3. Penutup (10 menit)
Guru bersama siswa merefleksikan apa yang telah dipelajari dalam
pertemuan ini dan sebelumnya.
Guru menyampaikan rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menutup dengan salam.
79
RENCANA PELAKSANAAN PEMBELAJARAN
CONTROLLED CLASS
Satuan Pendidikan : SMP Islam Taman Quraniyah
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : I Love People around Me
Pertemuan : Kedua
Alokasi Waktu : 2x40 menit
Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin
tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah
lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
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.
Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan
meminta informasi terkait jati diri, pendek dan sederhana, sesuai dengan
konteks penggunaannya.
80
Indikator Pencapaian Kompetensi
1.1.1. Siswa dapat mengikuti pelajaran dengan baik.
2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.
3.1.1. Siswa dapat mengidentifikasi terkait jati diri, hubungan keluarga, dan
pronoun.
3.1.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur
kebahasaan terkait jati diri, hubungan keluarga, dan pronoun, sesuai dengan
konteks penggunaannya.
3.1.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait jati diri, hubungan
keluarga, dan pronoun, sesuai dengan konteks penggunaannya.
Materi Pembelajaran
1. Keluarga Inti (Immediate Family)
Masculine Feminine
Father Mother
Son Daughter
Brother Sister
Husband Wife
Grandfather Grandmother
2. To Be Affirmative
Pronoun To Be
I
You
She
He
It
We
They
am
are
is
is
is
are
are
81
3. Kata Ganti Kepemilikan (Possessive Pronouns)
Personal
Pronoun
Possessive
Determiner
Possessive
Pronoun
I
You
He
She
It
We
They
My
Your
His
Her
Its
Our
Their
Mine
Yours
His
Hers
Its
Ours
Theirs
Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Metode : Inquiry/Experimental learning
3. Teknik : Observing, Asking-Question, Practicing.
Media, Alat, dan Sumber Pembelajaran
Infokus, Power Point, dan Buku Teks When English Rings the Bell
Langkah-langkah Kegiatan Pembelajaran
1. Pendahuluan (10 Menit)
Guru memberi salam dan tegur sapa
Guru menanyakan kehadiran siswa.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menyampaikan tujuan pembelajaran pertemuan hari ini.
2. Kegiatan Inti (60 menit)
Guru meminta siswa untuk memperhatikan materi tentang family dan
pronoun.
Guru menyampaikan materi tentang family dan pronoun.
Guru meminta peserta didik untuk menuliskan kosa kata tentang
family dan pronoun.
82
Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan
tugas.
Guru melafalkan kosa kata dalam bahasa Inggris.
Guru meminta siswa untuk melafalkan ulang apa yang diucapkan
oleh guru.
Guru memeriksa pemahaman siswa beserta tanggapan.
3. Penutup (10 menit)
Guru bersama siswa merefleksikan apa yang telah dipelajari dalam
pertemuan ini dan sebelumnya.
Guru menyampaikan rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menutup dengan salam.
83
RENCANA PELAKSANAAN PEMBELAJARAN
CONTROLLED CLASS
Satuan Pendidikan : SMP Islam Taman Quraniyah
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : It‟s My Birthday
Pertemuan : Ketiga
Alokasi Waktu : 2x40 menit
Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin
tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah
lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
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.
Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulisan yang melibatkan tindakan memberi
dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari,
waktu dalam bentuk angka, tanggal, dan tahun, sesuai dengan konteks
penggunaannya.
84
Indikator Pencapaian Kompetensi
1.1.1. Siswa dapat mengikuti pelajaran dengan baik.
2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.
3.1.1. Siswa dapat mengidentifikasi terkait angka ordinal dan waktu.
3.3.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur
kebahasaan terkait angka ordinal dan waktu, sesuai dengan konteks
penggunaannya.
3.3.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait angka ordinal dan
waktu, sesuai dengan konteks penggunaannya.
Materi Pembelajaran
1. Days of the Week
Weekdays
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend Saturday
Sunday
2. Months of the Year
1. January 4. April 7. July 10. October
2. February 5. May 8. August 11. November
3. March 6. June 9. September 12. December
3. Angka Ordinal
Angka Bahasa Inggris Bahasa Indonesia
1st First Pertama
2nd
Second Kedua
3rd
Third Ketiga
4th
Fourth Keempat
85
Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Metode : Inquiry/Experimental learning
3. Teknik : Observing, Asking-Question, Practicing.
Media, Alat, dan Sumber Pembelajaran
Power Point, Infokus, dan Buku Teks When English Rings the Bell
Langkah-langkah Kegiatan Pembelajaran
1. Pendahuluan (10 Menit)
Guru memberi salam dan tegur sapa
Guru menanyakan kehadiran siswa.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menyampaikan tujuan pembelajaran pertemuan hari ini.
2. Kegiatan Inti (60 menit)
Guru meminta siswa untuk memperhatikan materi tentang tanggal
dan waktu.
Guru menyampaikan materi tentang tanggal dan waktu.
Guru meminta siswa untuk menulis kosa kata di buku catatan.
Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan
tugas.
Guru melafalkan kosa kata dalam bahasa Inggris.
Guru meminta siswa untuk melafalkan ulang apa yang diucapkan
oleh guru.
Guru memeriksa pemahaman siswa beserta tanggapan.
3. Penutup (10 menit)
Guru bersama siswa merefleksikan apa yang telah dipelajari dalam
pertemuan ini dan sebelumnya.
Guru menyampaikan rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menutup dengan salam.
86
RENCANA PELAKSANAAN PEMBELAJARAN
CONTROLLED CLASS
Satuan Pendidikan : SMP Islam Taman Quraniyah
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : I Love Things around Me
Pertemuan : Keempat
Alokasi Waktu : 2x40 menit
Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin
tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah
lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
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
Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.4. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan
meminta informasi terkait nama dan jumlah binatang, benda, dan bangunan
publik yang dekat dengan kehidupan peserta didik sehari-hari, sesuai dengan
konteks penggunaannya.
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Indikator Pencapaian Kompetensi
1.1.1. Siswa dapat mengikuti pelajaran dengan baik.
2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.
3.4.1. Siswa dapat mengidentifikasi terkait benda, binatang, dan bangunan publik.
3.4.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur
kebahasaan terkait penyebutan benda dengan a, the, dan penggunaan kata
this, that, these, those, dsb. sesuai dengan konteks penggunaannya.
3.4.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait benda, binatang,
bangunan publik, sesuai dengan konteks penggunaannya.
Materi Pembelajaran
1. My Classroom
Clock : Jam Table : Meja
Cupboard : Lemari Door : Pintu
Globe : Bola (peta) bumi Window : Jendela
Book : Buku Board : Papan tulis
2. My Bag
Pencil : Pensil Eraser : Penghapus
Ruler : Penggaris Pen : Pulpen
Glue : Lem Scissor : Gunting
Bottle : Botol Sharpener :Alat pengasah
3. The Articles
The words a and an are indefinite articles. They are used with
singular nouns. Use a before nouns that begin with a consonant. Use
an before nouns that begin with a vowel.
The word the is called the definite article. Use the before a noun
when you are talking to someone who already knows which person
or thing you mean.
4. Demonstrative Determiners
The word this, that, these and those are also special pronouns called
determiners. They are used to point out which thing or person you
mean.
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Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Metode : Inquiry/Experimental learning
3. Teknik : Observing, Asking-Question, Practicing.
Media, Alat, dan Sumber Pembelajaran
Power Point, Infokus, dan Buku Teks When English Rings the Bell
Langkah-langkah Kegiatan Pembelajaran
1. Pendahuluan (10 Menit)
Guru memberi salam dan tegur sapa
Guru menanyakan kehadiran siswa.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menyampaikan tujuan pembelajaran pertemuan hari ini.
2. Kegiatan Inti (60 menit)
Guru meminta siswa untuk memperhatikan materi yang akan
disampaikan.
Guru menyampaikan materi tentang I Love Things around Me.
Guru menulis materi I Love Things around Me di papan tulis.
Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.
Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan
tugas.
Guru melafalkan kosa kata dalam bahasa Inggris.
Guru meminta siswa untuk melafalkan ulang apa yang diucapkan
oleh guru.
Guru memeriksa pemahaman siswa beserta tanggapan.
3. Penutup (10 menit)
Guru bersama siswa merefleksikan apa yang telah dipelajari dalam
pertemuan ini dan sebelumnya.
Guru menyampaikan rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
Guru meminta salah satu siswa untuk memimpin doa.
Guru menutup dengan salam.
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APPENDIX 4
Choose A, B, C or D for the correct answer!
Name : Score :
Class :
1. Adi : Hi. Good morning, I am Adi.
Ida : ________, I am Ida.
A. I‟m fine. Thank you C. Get well soon
B. Good night D. Good morning
2. Rahma : How are you?
Farhan : _______, thank you.
A. Nice to meet you C. Good evening
B. I‟m fine D. Yes, I‟m
3. Rudi : Hello. I am Rudi. I’m from Surabaya. Where are you from?
Gary : ________. It is nice to meet you.
A. I am Gary C. I‟m from Jakarta
B. Pleased to meet you D. Good Morning
4. Susi : Good bye, Mom!
Mom : ________.
A. Bye, Honey! C. Good Night
B. I‟m fine. Thanks D. Good Evening
5. Mom : Rudi, can you help me?
Rudi : Of course, Mom.
Mom : Thank you, Dear.
Rudi : ___________.
A. You‟re welcome C. Yes, I did
B. Thanks a lot D. No, I don‟t know
6. My father‟s brothers are my ____
A. Uncle C. Nephew
B. Cousin D. Aunt
7. Mother and father together are?
A. Nephew C. Uncle
B. Parent D. Grandfather
8. The mother of my father is?
A. My nephew C. My uncle
B. My grandmother D. My brother
9. This is my father. ___ is a teacher.
A. They C. He
B. We D. You
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10. Have you lost ___ book, Tom?
A. Hers C. Theirs
B. Yours D. Mine
11. Before Tuesday is Monday, and after Tuesday is?
A. Wednesday C. Sunday
B. Friday D. Monday
12. What are the days in the week?
A. Five C. Six
B. Eight D. Seven
13. Before May is?
A. October C. July
B. April D. June
14. How do you say this number 3rd
?
A. Third C. First
B. Second D. Fourth
15. I go to school at _____ in the morning.
A. Nine o‟clock C. Ten o‟clock
B. Six thirty o‟clock D. Eight thirty o‟clock
16. My friend is reading _____ in the class.
A. A television C. A radio
B. A book D. A speaker
17. I need _____ to bring our school books.
A. Wallet C. Bag
B. Shirt D. Pen
18. Before entering someone‟s house, we must knock on _____
A. The door C. The table
B. The room D. The chair
19. I have read _____ amazing life story.
A. The C. A
B. An D. Been
20. I like _____ history books.
A. This C. These
B. That D. The
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APPENDIX 5
INSTRUMENT VALIDATION
92
93
94
95
96
APPENDIX 6
PRE-TEST AND POST-TEST SCORE IN EXPERIMENT CLASS
Nu Students Pre-test Post-test Gained Score
1 S1 55 70 15
2 S2 70 90 20
3 S3 65 85 20
4 S4 55 75 20
5 S5 70 85 15
6 S6 65 75 10
7 S7 75 90 15
8 S8 70 85 15
9 S9 65 75 10
10 S10 55 85 30
11 S11 65 70 5
12 S12 70 80 10
13 S13 75 90 15
14 S14 65 75 10
15 S15 70 80 10
16 S16 75 80 5
17 S17 75 85 10
18 S18 65 80 15
19 S19 60 75 15
20 S20 60 70 10
Mean Score 66.25 80.00 13.75
Maximum Score 75 90
Minimum Score 55 70
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APPENDIX 7
PRE-TEST AND POST-TEST SCORE IN CONTROLLED CLASS
Nu Students Pre-test Post-test Gained Score
1 S1 65 65 0
2 S2 75 90 15
3 S3 55 65 10
4 S4 55 70 15
5 S5 70 75 5
6 S6 75 80 5
7 S7 80 80 0
8 S8 70 80 10
9 S9 70 75 5
10 S10 55 70 15
11 S11 65 75 10
12 S12 65 80 15
13 S13 60 70 10
14 S14 70 75 5
15 S15 65 70 5
16 S16 70 75 5
17 S17 70 70 0
18 S18 60 75 15
19 S19 55 70 15
20 S20 60 75 15
Mean Score 65.50 74.25 8.75
Maximum Score 80 90
Minimum Score 55 65
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APPENDIX 8
SURAT PENGESAHAN PROPOSAL
99
APPENDIX 9
SURAT BIMBINGAN SKRIPSI
100
101
APPENDIX 10
SURAT IZIN PENELITIAN
102
APPENDIX 11
SURAT KETERANGAN PENELITIAN SEKOLAH
103
104
105
106
107
APPENDIX 13
DOCUMENTATIONS