reinforcing students’ vocabulary mastery through...
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REINFORCING STUDENTS’ VOCABULARY MASTERY
THROUGH PICTURES
(A Classroom Action Research in first grade of SMP PRAKARYA Anjatan- Indramayu)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher Training
In a Partial of Fulfillment of the Requirements
For the Degree of S.Pd (Bachelor of Arts) in English Language Education
By:
Ana Zulaecha
206014000104
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
REINFORCING STUDENTS’ VOCABULARY MASTERY
THROUGH PICTURES
(A Classroom Action Research in first grade of SMP PRAKARYA Anjatan- Indramayu)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher Training
In a Partial of Fulfilment of the Requirements
For the Degree of S.Pd (Bachelor of Arts) in English Language Education
By:
Ana Zulaecha
206014000104
Approved by the Advisor:
Dr. Ratna Sari Dewi, M.Pd
NIP. 197205011999032013
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY
JAKARTA
2011
Endorsement Sheet
The examination Committee of the Faculty of Tarbiya and Teachers
Training certifies that the “Skripsi” (Scientific Paper) entitled “Reinforcing
Students Vocabulary Mastery Through Pictures ( A Classroom Action Research at
First grade of SMP Prakarya Indramayu ), written by Ana Zulaecha, Students
Registration number: 206014000104, was examined by the Committee on 16th
of
August 2011, and was declared to have passed and therefore, fulfilled one of the
requirements for the Academic title of “S.Pd” (Bachelor of Arts) in English
Language Education at the Department of English Education
Jakarta, August 2011
Examination Committee
CHAIRMAN : Drs. Syauki, M.Pd ( )
NIP. 1964 1212199103 1 002
SECRETARY : Neneng Sunengsih, M.Pd ( )
NIP. 1973 0625199903 2 001
EXAMINER I : Drs. AM. Zainuri, M.Pd ( )
NIP. 150 188 518
II : Drs. Syauki, M.Pd ( )
NIP. 1964 1212199103 1 002
Acknowledge by:
Dean of Tarbiya and Teachers Training Faculty
Prof.Dr. Dede Rosyada, MA.
NIP. 150 231 356
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No. 95 Telp: (62-21) 7443328,
7401925
Ciputat 15142 Jakarta Email: [email protected]
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Ana Zulaecha
Tempat/Tanggal Lahir : Purbalingga, 23 April 1986
Nim : 206014000104
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : REINFORCING STUDENTS’ VOCABULARY
MASTERY THROUGH PICTURES
(A Classroom Action Research in first grade of SMP Prakarya
Anjatan – Indramayu)
Dosen Pembimbing : Dr. Ratna Sari Dewi, M.Pd
Dengan ini menyatakan bahwa Skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah.
Jakarta, 7 Juli 2011
Mahasiswa Ybs.
Ana Zulaecha
NIM. 206014000104
ABSTRACT
Ana Zulaecha, 2011. Reinforcing Students‟ Vocabulary Mastery Through
Pictures (A Classroom Action Research in First Grade of SMP
Prakarya Anjatan- Indramayu), Skripsi, English Education
Department, The Faculty of Tarbiyah and Teachers‟ Training,
Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Dr. Ratna Sari Dewi, M.Pd.
Keywords: Vocabulary, Pictures
The objective of this study is aimed at knowing whether students‟
vocabulary could be improved by using pictures in the first year of SMP Prakarya
Anjatan, Indramayu. In addition, this study is also aimed at describing how the
implementation of pictures in improving students‟ vocabulary. This study is
categorized as the Classroom Action Research (CAR) method in which to identify
and to solve the problem on students‟ vocabulary. It is initiated through the
interview the teacher and through the observation in the first grade of SMP
Prakarya Anjatan, Indramayu; considered as the class whose vocabulary test score
are very low. The amount students in that class are 29. In this Classroom Action
Research, the writer implements the Kurt Lewin‟s design which consists of four
phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data
is derived among from the test (pretest and posttest), interview, and observation.
Therefore, this study is included a Classroom Action Research. The findings of
this study are: (1) Related to the test result, there was 35.53% improvement of
students‟ mean vocabulary score after using pictures; it gained from the pre-test
result, there was 15 who passed the KKM. Then in the result of posttest in cycle 1,
there were 26 or 89.65% students in the class who passed the KKM considering
their mean score of the test is 70.86. Next in the result of posttest in the cycle 2,
there are 29 or 100 % students who passed the KKM in which their mean score of
vocabulary test derived 84.82. (2) Related to the observation result showed that
the students were more active and interested in learning vocabulary activity in the
classroom. Indeed, they could analyze the characteristics of pictures learning
vocabulary. (3) Related to the interview result, it could be known that the
students‟ vocabulary by using pictures has improved and also assisted the teacher
in finding the appropriate strategy in teaching vocabulary.
ABSTRAK
Ana Zulaecha, 2011. Reinforcing Students‟ Vocabulary Mastery Through
Pictures ( A Classroom Action Research in First Grade of SMP
Prakarya Anjatan- Indramayu), Skripsi, English Education
Department, The Faculty of Tarbiyah and Teachers‟ Training,
Syarif Hidayatullah State Islamic University Jakarta.
Pembimbing: Dr. Ratna Sari Dewi, M.Pd.
Kata Kunci: Kosa kata, Gambar.
Penelitian ini bertujuan mengetahui siswa di kelas satu SMP Prakarya Anjatan,
Indramayu-Jawa Barat memahami kosa kata dengan menggunakan gambar.
Disamping itu, penelitian ini juga ditujukan untuk mendeskripsikan bagaimana
pelaksanaan gambar dalam membangun pemahaman kosa kata siswa. Penelitian
ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK); untuk
mengidentifikasi dan mengatasi permasalahan terhadap pemahaman siswa dalam
belajar kosa kata. Penelitian ini diawali dengan wawancara kepada guru dan
observasi di kelas satu SMP Prakarya Anjatan, Indramayu-Jawa Barat; yang
dianggap sebagai kelas yang memiliki nilai vocabulary terendah. Jumlah siswa
dalam penelitian ini yakni 29. Adapun model Penelitian Tindakan Kelas yang
digunakan menganut pada Kurt Lewin Model; yang mana terdiri dari empat
tahapan (Perencanaan, Pelaksanaan, Pengamatan dan Refleksi). Sementara, data
yang diperoleh berasal dari test (pretest dan posttest), wawancara terhadap guru
dan observasi di kelas. Sehingga, penelitian ini termasuk kedalam penelitian
deskriptif quantitative. Hasil yang diperoleh dalam penelitian ini adalah: (1)
berdasarkan hasil tes, terdapat kenaikan 35.53% rata-rata skor vocabulary siswa
setelah menggunakan gambar. Dengan perolehan; pada hasil pretest terdapat 15
siswa yang melampaui KKM. Kemudian hasil posttest di siklus 1, didapat 26 atau
89.65% jumlah siswa yang berhasil melewati KKM dengan rata-rata kelas sebesar
70.86. selanjutnya hasil posttest di siklus kedua, terdapat 29 atau 100% siswa
yang sudah mencapai target KKM dengan rata-rata kelas sebesar 84.82. (2)
berdasarkan hasil observasi dikelas, didapati bahwa siswa-siswi lebih aktif dan
tertarik dalam mempelajari kosa kata di kelas. Terlebih mereka dapat menganalisa
karakteristik sebuah gambar. (3) berdasarkan hasil wawancara dengan guru, dapat
diketahui bahwa pemahaman kosa kata siswa dengan menggunakan gambar telah
berkembang dan juga membantu guru dalam menemukan strategi yang cocok
dalam mengajarkan kosa kata.
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful, All Praise be to Allah
the Lord of the world who has been giving mercy and blessing until the writer
completing this skripsi without any obstacle in her opportunity. Peace and
salutation be upon to the Nobel Prophet of Islam, Muhammad SAW, and his
family, his companions, and his faithful followers.
The Writer is absolutely conscious that she could not carry out this work
without helping of others, both material and spiritual.
The great gratitude is dedicated to these honorable. Particularly to:
1. Dr. Ratna Sari Dewi, M.Pd, the writer‟s advisor, for her time, guidance,
kindness, contribution, and patience in correcting and helping to finish this
skripsi.
2. Prof. Dr. Dede Rosyada, MA, a dean of Faculty of Tarbiyah and Teacher‟s
Training.
3. Drs. Syauki, M.Pd, the Head of English Department.
4. All inspiring lectures in English Education Department, for their lecturing
of valuable knowledge and experiences.
5. Edi Kusnadi, S.Pd, the Headmaster of SMP Prakarya Anjatan, Indramayu-
Jawa Barat who permitted the writer to do research and all his staff, that
welcomes the writer to do research in his school.
6. Joseph Subagio, S.Pd, the English teacher of SMP Prakarya Anjatan,
Indramayu-Jawa Barat who guided the writer to do research.
7. The staff and officers of State Islamic University for being helpful and
friendly during the writer research time.
8. To the English generation of two thousand and six UIN especially PBI-C.
I cannot mention you one by one. But our togetherness will always be a
lovely graffiti in my heart, and thanks for the friendship.
May Allah, The Almighty bless them all, amien.
Finally, the writer realizes that this skripsi still has someone weakness and
mistakes. Therefore, the writer would grateful to accept any constructive,
comments, suggestion and critics to make this skripsi better.
For that reason, the writer would like to express her greatest love and
honor to her beloved mother ( Daminah ), father ( M. Juhadi ), brothers ( Mas
Yudi and Mas Gito ), My Husband ( Ilham Khairul Anam, S.Pd.I ) and my young
sister Maria Ulfa Zakia for their endless prayers and motivation.
Jakarta, 27 May 2011
The Writer
TABLE OF CONTENT
TITLE………………………………………………………………………….. i
SURAT PERNYATAAN KARYA SENDIRI................................................... ii
APPROVAL……………………………………………………………………. iii
ABSTRACT ……………………………………………………………………iv
ACKNOWLDGEMENT …………………………………………………….. . vi
TABLE OF CONTENT ………………………………………………………viii
LIST OF FIGURES ………………………………………………………….. xi
LIST OF TABLES ………………………………………………….…………xii
CHAPTER I : INTRODUCTION
A. Background of Study......................................... 1
B. Identification of problem………………………. 4
C. Limitation and Formulation of the Problem ….4
D. Objective of the Problem………………………. 4
E. Significance of the Research ……………......... 5
CHAPTER II : THEORITICAL FRAMEWORK
A. Reference of Area Theory and Research Focus.6
1. Definition of Vocabulary Mastery………. 6
2. Purposes of Vocabulary Mastery………..7
3. Kinds of Vocabulary……………………9
B. Reference of Action Intervention Alternative
Chosen
1. Definition of Pictures..……...................... 12
2. Kinds of Pictures…………………........... 12
3. Advantages and Disadvantages of Pictures13
C. Teaching Vocabulary by Pictures………........14
D. Relevant Study …………………………….. . 15
E. Conceptual Framework………………………15
F. Action Hypothesis………………………… ...16
CHAPTER III : RESEARCH METHODOLOGY
A. Method of Research………………................17
B. Subject and the Object of Research……….....18
1. Subject of
Research………………………………….18
2. Object of Research………………………. 18
C. Writer‟s Role on the Study…………………. 18
D. Time and Place of the Study………………… 19
E. Research Design….…………………………. 19
F. Classroom Action Research (CAR) Procedure.22
1. Planning phase……………………………. 22
2. Acting Phase………………………………. 22
3. Observing Phase……………………………22
4. Reflecting Phase …………………………...23
G. Technique of Collecting Data………………...23
H. Technique of Data Analysis………………….24
I. Validity of Data……………………………. 26
J. Trustworthiness of Study…………………….26
1. Discriminating Power…………………….. 26
2. Difficulty Item of test …………………….. 27
CHAPTER IV : RESULT AND DISCUSSION
A. Before Implementing the Action……………… 29
1. Result of Pre Observation…………………29
2. Result of Pre Interview……………………30
3. Result of Pre Test…………………………30
B. Implementation of CAR……………………… 33
1. Cycle 1…...……………...………….………33
1.1 Planning………………………………… 33
1.2 Acting…………………………………… 34
1.3 Observing………………………………. 35
1.4 Reflecting………………………………..35
2. Cycle
2……………………………………………36
2.1 Planning…………………………………36
2.2 Acting……………………………………37
2.3 Observing………………………………..38
2.4 Reflecting………………………………..38
C. Discussion of the Data after CAR…..……….. 39
1. Result of Post Interview…………………39
2. Result of Field Note……………………40
3. Result of Post Test………………………41
a. Result of Post Test I in the First Cycle…41
b. Result of Post Test II in the second Cycle43
D. Interpretation of the Test Result……………….54
E. Discussion………………………………………56
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion……………………………………57
B. Suggestion …………………………………...58
BIBLIOGRAPHY : .........................................................................................59
APPENDICES : ………………………………………………………….61
LIST OF FIGURES
Figures 3.1 The Kurt Lewin’s Design…………………………………….. 20
Figures 3.2 The Activity of CAR modified by the Writer ………….........21
Figures 3.3 Diagram of the Result of Student’s Vocabulary Through
Pictures before CAR Implementation………………………..33
Figures 3.4 Diagram of Students’ result of post-test 1 at the first cycle...43
Figures 3.5 Diagram of Students’ result of post-test 2 at
the second cycle………………………………………………...45
LIST OF TABLE
Table 4.1 Result of Pre Test…………………………………………………… 31
Table 4.2 Result of Post Test I………………………………………………... 41
Table 4.3 Result of Post Test II……………………………………………….. 44
Table 4.4 Students’ Vocabulary Score of Pre Test, Post Tes I & II………... 46
CHAPTER 1
INTRODUCTION
A. Background of Problem
In Indonesia, English is considered as an international language, which is
used all over the world. English has been adopted as a compulsory subject at
school. It starts from Elementary school up to University. It said that English as a
foreign language is taught in Indonesian schools. People realize that teaching
English at this level becomes very important and need much concern.
Listening, speaking, reading, and writing are four basic language skills
that the students have to master. Besides such basic skills, the students have to
master vocabulary. With a limited vocabulary, anyone will also have a limited
understanding in listening, speaking, reading, and writing. Vocabulary is
necessary to give student something to hang on to when learning structure, but it‟s
frequently not a main focus for learning itself.1 Vocabulary is a core component of
language proficiency and provides much of the basis for how well learners speak,
listen, read and write. Without an extensive vocabulary and strategies for
acquiring new vocabulary, learners often achieve less than their potential and may
be discourage from making use of language learning opportunities around them
such as listening to the radio, listening to native speakers, using the language in
different contexts, reading, or watching television.2 Not all vocabulary can be
learnt through interaction and discovery techniques. Even if such techniques are
possible, however, they are not always the most cost effective. The first thing to
realize about vocabulary items is that they frequently have more than one
meaning. Vocabulary often becomes a problem for most high school students,
eventhough they have studied English since elementary school. And sometimes
they always get difficulties to understand some words in a context. Most of them
eventually are not interested in English subject anymore, and English likely
becomes something too hard to learn. Because the size of vocabulary varies with
the ability and experiences of individual children, various investigations have
sought to determine the range in size of vocabulary and an acceptable average for
children at various age levels. Growth in meaning vocabulary is full of variations.
Some words easily take on rich meaning, especially those that refer to concrete
objects and activities; others are difficult to understand because of a variety of
diverse meanings and because of their abstractness.3 The teacher should take
advantage of children‟s vicarious experiences that will add new their words
vocabulary or extend and enrich the meanings of partially familiar words. The
modern school can take advantage of mass media in this connection –newspaper,
radio, recording, television, still pictures, filmstrip, slides and films. A factor in
1 Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman
Publishing, 1991), p. 154. 2 Jack C. Richards and Willy A. Renandya, Methodology in Language teaching, ( New
York: Cambridge University press 2008), p. 255 3Mildred A. Dawson, Marian Zollinger and Ardell Elwell, Guiding Language Learning, (
New York: Harcourt, Brace & World, Inc 1963), p. 64
determining the character and amount of a child‟s vocabulary is the type of
environment in which he lives.4
Usually English teachers teach vocabulary to their student with
explanation and translation technique or we call it non visual technique. It makes
them difficult to understand the vocabulary. Explaining the meaning of
vocabulary items can be very difficult, especially at beginner and elementary
levels.5And then explanation is a quick and easy way to present the meaning of
words but it is not without problem. In the first place it is not always easy to
translate words, and in the second place, even where translation is possible, it may
make it a bit too easy for student by discouraging them from interacting with the
words.6 Vocabulary is not easy to be increased without a proper way of how to
build up. In this case an English teacher has role important to stimulate students to
improve their vocabulary.
Based on the observation above, the writer assumed that the students‟
problem in learning vocabulary comes not only from the students but also from
the teacher‟s method that used in teaching vocabulary. According to the writer, it
is crucial problems because the students will find difficulties in learning
vocabulary, so they cannot understand about listening, speaking, reading and
writing in real communication, and they will forget vocabularies easily.
According to the problem above, the writer wants to propose a method and
she tries to give the solution to the teachers‟ problem in teaching learning
vocabulary. In order the problems that faced by the students and the teacher can
be solved, and can reinforce students‟ vocabulary mastery. The method proposed
is using pictures in teaching vocabulary.
Using pictures technique is a suitable method for the teacher in teaching
vocabulary, and it will give solution for the teacher in teaching learning activities.
4 Mildred A. Dawson, Marian Zollinger and Ardell Elwell, Guiding Language Learning, (
New York: Harcourt, Brace & World, Inc 1963), p. 64 5Jeremy Harmer, The Practice of English Language Teaching,( New York: Longman
Publishing, 1991), p. 162 6 Jeremy Harmer, The practice of English Language Teaching,( New York: Longman
Publishing, 1991), p. 162
Based on the explanation above, the writer wants to conduct the research
about the effort to reinforce students‟ vocabulary through pictures with entitle
“REINFORCING STUDENTS’ VOCABULARY MASTERY THROUGH
PICTURES ( A Classroom Action Research in first grade of SMP PRAKARYA
Anjatan- Indramayu)”.
B. Identification of Problem
There are so many problems that can be identified in this research.
Following are the identification of the problem:
1. The environment influenced students‟ vocabulary.
2. The application of the method in teaching English vocabulary by the
teacher and made students feel bore.
3. The pictures or through Visual aid can improve students‟ vocabulary.
4. The students will be enthusiastic and enjoy in Teaching Learning
process.
C. Limitation and The Formulation of the Problem
1. Limitation and The Formulation of the Problem
Based on the background and identification problem above, in this
Classroom Action Research the writer limits the problem to the application of
Pictures to improve students‟ vocabulary as follow:
a. This Classroom Action Research is conducted at VII grades students of
SMP Prakarya academic year 2010/2011.
b. The writer as the researcher and observer during implementing the
research process in using pictures to improve students‟ comprehensive of
the vocabulary at the first grade of SMP Prakarya Anjatan –Indramayu.
2. Formulation of the Research
From the identification and the formulation of the problems above, the
writer formulates the problem as follow: “can pictures reinforce students‟
vocabulary mastery? In addition “How does a picture reinforce students‟
vocabulary?
D. Objective of the Research
The objective of the research is to know how pictures reinforce students‟
vocabulary mastery at the first year of SMP PRAKARYA Anjatan- Indramayu?
E. Significance of the Research
The significance of this research is conveyed to: first, for the teacher. It
gives alternative solution in teaching vocabulary skill. Second, is for students. It
assists them to solve their problems in vocabulary activity of interest in learning
vocabulary and it can help them to improve their vocabulary.
CHAPTER II
THEORITICAL FRAMEWORK
.
A. Reference of Area Theory and Research Focus
1. Definition of Vocabulary Mastery
There are definitions of vocabulary given by experts. Vocabulary is one
of the most important elements in a language. To speak the language we need to
master vocabulary. No matter how well you learn grammar, how successfully the
sound of a foreign language is mastered, without words to express a wider range
of meanings, communication in the foreign language just cannot happen in any
meaningful way.7 Good mastery of vocabulary is important for everyone who
learns the language, which is used in listening, speaking, writing, and reading
besides grammar as stead by Huebener at
http://www.englishraven.com/articletheory piaget.html8: “The mastery is
7 Norbert Schmit and Michael Mc. Chartey, Vocabulary: Description, Acquisition and
Pedagogy,(London: Cambridge University Press,1997), p. 140 8 http://www.englishraven.com/articletheory piaget.html
Vocabulary is needed by each language skill. Mastering vocabulary is not easy,
yet other aspects of the language should be considered such as sound, and
structure.
Penny Ur defines that vocabulary is the words that teach in the foreign
language.9 Hatch and Brown defines vocabulary as a list or set of words for a
particular language or set of words that individual speaker of language might
use.10
According to AS Hornby, vocabulary is:
a) Total number of words which (with rules for combining them)
make up language.
b) Range of words known to or used by, a person, in trade, profession,
etc.
c) Book containing a list of words used in a book etc, usually with
definition or translation11
.
Based on the definitions above it can be assumed that vocabulary mastery
is one element important in a foreign language.
When a student has mastered the fundamental grammatical patterns of
language, his next task is to master its vocabulary or at least that part of its
vocabulary that he needs.12
2. Purpose of Vocabulary Mastery
Mastering vocabulary is the ability to get and receive a lot of words, by
having and mastering it, we will know the meaning of vocabulary in the context it
9Penny Ur, A Course in Language Teaching Practice and Theory (New York: Cambridge
University Press,1996), p.60 10
Evelyn Hatch and Cheeryl Brown,, Vocabulary, Semantic and Language Education
(Cambridge: Cambridge University Press,1995), p.1 11
AS. Hornby, Oxford Advanced Learner’s Dictionary ( Oxford: Oxford University Press, 1987), p. 1959
12Cellier-MacMillan International: How to Teach and Learn English, (New York: A
Division of MacMillan Ltd,1971), p.4
can also help to avoid making the mistakes in identifying a language with
dictionary and guide us in making the equivalence of the second language to
native language, so that mean:
a. Helping us master kinds or levels of meaning. In mastering the kinds
or levels of meaning such as the words with their lexical meaning are,
they are by no means the only essential meaning in the symbols and
devices of a language and also the lexical content the various words as
listed and defined in a dictionary13
.
b. Vocabularies find in a language, this is because the languages we use
consist of vocabularies. Whatever else people may do when, they come
together whether they play, fight, make love, they talk; we live in a
world of words. 14
Television furthers more of words. As a hardly
moment of our waking lives is free from word, we talk to our pets
sometime we talk to ourselves.
c. Words can express our ability. When a person demonstrated his speech
in front of the public, his word can bring ourselves to the other world,
his ability in speech is well known all over the world, and that all start
from word.
d. Vocabulary is involved in all aspects in student learning and that can
improve their skill in English, whether in listening, in Speaking,
Reading or Writing. Student cannot speak well if they do not know
vocabulary, they also do not listen carefully if they do not know
vocabulary, they may stuck in Reading if they do not know
vocabulary. So it‟s mean that vocabulary helps students to learn the
Language and improve it. In writing vocabulary function as a tool to
express a successful learning, it shows a good feedback to the
13
Victoria Fromkin and Robert Rodman, an introduction to language, (Victoria: Holt
rineheart and Winston, Inc, 1974), p. 1
14
Ibid. p.1
learning. According to William D. Baker, he said that “Writing as a
language skill which needs a lot of words in it because no words no
writing”.15
In reading the reading section of each book contains
materials on techniques of reading studying, as well as on such skills
as test taking test and reasoning.
From those can be conclude that vocabulary is involved in each aspects of
our live, and that mean it is crucial to be acquire, especially when we talk.
3. Kinds of Vocabulary
According to John Read vocabulary divided into two they are function
words and content words “words of these kind articles, preposition, conjunctions
auxiliaries, etc.
Function words mean this vocabulary is cannot be added the word with
preposition or auxiliaries or modal or structure.
Content words in the other hand can be added to at any times as a
scientific advances make a new words e.g. words that mean a quality or size will
add “a” and follow with “of” .
Example: A piece of bread, a head of lettuce, a spoon of sugar
Content words can be divided into three general ideas, they are:
1) Words naming things, idea, entities, that new might call them Noun.
Example: Table, Book, Chair, wardrobe, Banana, etc.
2) Words naming action called Verb.
Example: Walk Run, Swim, Fly, climb, etc.
15
William D. Baker, Reading and Writing Skills ( Michigan: The University of
Michigan, 1971), p. 21
3) Words used to describe the qualities of those things or action
adjective and adverbs.16
Example: action adjective
Love, Like, Dislike, Hate, etc.
Adverb:
Living room, Garden, School, Station, etc.
According to I.S.P Nation has divided vocabulary into two they are:
a) Receptive Vocabulary: knowing a word involves being able to
recognize it when it is heard (what is the sound like?) or when it seen
(what does she like?) and having an expectation of what grammatical
pattern the word will occurrence. This includes being able to judge if
the word form sound right or look right.
b) Productive vocabulary: Knowing a word involves being able to
pronounce the word, how to write and spell it, how to use it in
grammatical pattern along with the word usually collocates with, it also
involves not using the word too often it is typically a law- frequency
word, and using it in a suitable subtitle for the word if there any.17
From explanation above, we know that every expert in every book is
different in classifying the kinds of vocabulary, because every person has different
ways in showing and telling their opinion and ideas. Some of them who
emphasize vocabulary to the item which the learners can use appropriately in
speaking and writing and to the language items that can be recognized and
understood in the context of reading and listening and some who classify
vocabulary from little or empty words, context words, clusters of words and some
of them classify vocabulary into general and special. Even the classifications of
the kinds of vocabulary that they have made are different, but the point is the
same, because their classifications are based on the different sides and aspect.
16
Charles C. Fries, Teaching & Learning English as Foreign Language,( U.S: The
University of Michigan, 1945), p. 47 17
I.S.P. Nation, Teaching and Learning Language, ( New York: New Burry House:
1990),p. 3
In mastering vocabulary students need to know kinds or levels of meaning
before constructing new sentence. Here is some of the vocabulary use:
a. Helping students’ master kinds of meaning
In mastering the kinds or levels of meaning such as the words with
their lexical meaning are: they are by no means the only essential
meaning in the symbol and device of a language and also the lexical
content of the various words –the words as listed and defined in a
dictionary. 18
b. Recognizing group of vocabulary items
Vocabulary is extremely large and also varies. Teacher however must
help their students to recognize various vocabulary items by involving
them as the central points of the activity as fries says” gaining words
of English must begin with a recognition of the fact that the
vocabulary items are of various kind”.19
For further more Fries
classified groups of vocabulary items into four groups:
1. First one is function words, in this groups it consists of
auxiliaries, preposition, conjunction, interrogative particles, and a
miscellaneous group consisting of the words for degree, for
generalizing, the articles, etc.
2. Second one is the substitute words. These words which
represents not individual things or specific action but function as
substitutes for whole form classes of words.
3. Third is a grammatical matter as the presence or absence of a
negative.
4. Forth is words called content words.20
18
Charles c. Fries, Teaching and Learning English as Foreign Langugae, (Michigan:
1970), p. 18 19
Charles. C. Fries Ann Arbor, Teaching and Learning English as Foreign Language, (
Michigan University, 1945), p. 40 20
Charles c. Fries, Teaching and Learning English as Foreign Langugae, (Michigan:
1970), p. 18
B. Reference of Action Intervention Alternative Chosen
1. Definition of pictures
In Webster New world Dictionary of American English we can see that
pictures is an imagine or likeness of an object person or scene produce on a flat
surface especially by painting, drawing or photography.21
According to Amir Hamzah Sulaiman, pictures are the easiest aid you get
and very important to learn because they give a concrete description about the
problem described. Pictures make people grasp the idea or information clearly
even clearer than words, which are expressed spoken or written.22
So, from the definition above, it show that pictures are imitation from the
real things which can give a clear description about the problem described.
2. Kinds of pictures
There are many pictures that we can see in life; according to William
Frances Mackey there are some different types of pictures namely:
a. Thematic Pictures
Thematic pictures are those used simply to illustrate a theme or a text.
It most often came in the form of crowded scenes, illustrating a single
theme, etc.
b. Mnemonic Pictures
Mnemonic pictures are those designed to remind the learner of certain
words or sentences. They may represent situations broken up into
sequences and represented in a short comic strip technique.
c. Semantic Pictures
Semantic pictures function is to get a specific meaning across. 23
21
Noah Webster, Webster New World Dictionary of American English, ( prentice hall
Regents, 1994),p. 1022 22
Amir Hamzah Sulaiman, Media Audio Visual, (Jakarta: PT. Gramedia, 1985), p. 27 23
William Frances Mackey, Language Teaching Analysis, ( London: Indian University
Press, 1971), p. 245-246
According to Mary and Michael Bonomo said in their books‟ The Foreign
Language Leaner, A guide for Teacher that pictures divided into three kinds as
follow:
a. Pictures of individual persons of individual objects, there are single
pictures of object or persons , such as pictures vary in size and can be
maintain single or in set.
b. Pictures of situation in which persons are doing something with objects
and in which relationship of object and or people can be seen
c. A series (six to ten) on the chart as a number of related composite
pictures linked to form a series or sequence. 24
3. Advantages and Disadvantages of using pictures
Pictures are important visual aids in teaching Grammar, because pictures
can be used to improve students‟ ideas and comprehension.
Motivating interest is one factor to achieve the goal of teaching learning
process, the teacher should be creative to find materials of grammar, and of course
it should not to beyond the students‟ knowledge.
By using pictures the teacher can make the students get a clear description
about what they have to write, but sometimes they have difficulty in arranging the
sentences, in this case the teacher should give students some instruction to
stimulate their ideas.
a. Advantages of using Pictures
There are many advantages of using picture in teaching, such as pictures
can motivated the students in learning language, the following are some opinions
concerning with the advantages of using pictures in teaching.
24
Marry Finnochairo and Michael Bonomo,The Foreign Language Learner,A guide for
Teacher, ( New York: Regents Publishing Company, 1973), p. 164
According to Marry Finnochiaro, the advantages of using pictures in
teaching are:
1) The pictures provide added incentive to learn and interesting for
the student.
2) The pictures give necessary variation and provide the classroom
change of –pace25
.
b. Disadvantages of using Pictures
Besides the advantage, pictures as teaching aids have disadvantages or
limitation, the writer assumed that it is difficult to make a picture that is explained
an abstract condition, and the teacher has to prepare himself to make pictures or to
find a good picture. Because the students do not always know to read pictures and
the pictures often limits student‟s interpretation.
C. Teaching Vocabulary by Pictures
Before the class begins, the teacher prepares some techniques and tools to
help in teaching and learning process.
The student leaves his book closed all times during the class, and depends
upon the teacher to give him model and the stimulus which will evoke the pattern
desired. However before begins practice requiring the chart, the students unfolds
the chart indicated at the beginning of the practice. The teacher presents the
stimulus and at the first three responses as examples for the class until the student
understand the exercise learning vocabulary through pictures of the pattern to be
practiced. A minimum of three example should be given to average class, but
sometimes more than three are required to show the variety of types for
substitution that are possible in the pattern. When the students understand the
pattern, they should continue the practice with only the stimulus of the pictures in
25
Ibid. p.164
the chart, or the substitution items pronounced by the teacher, but do not explain
the pattern. He does not explain the exercise but demonstrates by giving models.26
D. Relevant study
There are researches have been done by researcher about pictures can
improve student‟s vocabulary. Syeha Ramadan 1030140027022 he writes
“TEACHING VOCABULARY THRUOGH PICTURE” 2008. He has
analyzed and evaluated an aspect in teaching vocabulary through pictures. It
shows that the use of pictures in teaching vocabulary has good influence, and
that all indicate on the result of the research. The teacher should have the
ability to convey the good material to the students, when he/she teaches in
class. Teacher needs some media to make students easier in understanding
material. Picture is one of visual aid that the teacher used in the class while
teaching. Based on the result by using the pictures, the students who got the
difficulties were lower than before. From the calculation in the previous
chapter that the value of “to” is higher than “t table” it means that to = 16, 95
indicate that there is a significant differences between the result of teaching
vocabulary through picture and without pictures the student could improve
their vocabulary through pictures. Teaching learning activities in vocabulary
subject is very important to choose the suitable media to improve student skill.
So by using pictures the vocabulary subject will be easy to understand.
Different from the previous that have been explain above, the
writer focus on using pictures of teaching vocabulary in conducting the
Classroom Action Research (CAR) to reinforce students‟ vocabulary mastery
through pictures.
E. Conceptual framework
There are many methods used in teaching language to students. Successful
language learning outside the school is generally in a situation where the learner
26
Marry Finocchiaro and Christopher Brumfit, the Functional National Approach: From
Theory to Practice( London: Oxford University Press, 1985), p. 177-178
can see what is named by the word to be learned. Whenever possible, that
condition of successful vocabulary learning should be provided in second
language classroom. When we point to parts of the classroom, or bring into the
classroom readily accessible objects, boxes, bottle, can openers, scissors, light
bulbs, candles, tools, or small toys we are using visual aids.27
By using pictures, it
is hoped that the teacher will be able to motivate them to learn and pay attention
to the material presented by the teacher, and finally they are able to understand
English well. It will be encourage students to learn English more easy in teaching
vocabulary through pictures.
F. Action hypothesis
In action hypothesis the writer gets more information to find some technique
in teaching vocabulary through pictures, which could be simple and easy to
prepare or use about visual aids or tools for teaching and learning process. So
according to the writer teaching vocabulary through pictures is more effective
than teaching vocabulary without pictures, especial for students using English
language as a foreign language. The action hypothesis that purposed in this
research is by “using pictures method in teaching vocabulary can improve
students‟ mastery in vocabulary at VII grades students of SMP Prakarya Anjatan-
Indramayu academic year 2010-2011.
27
Virginia French Allen. Techniques in Teaching Vocabulary. (New York: Oxford University Press: 1983). p.33
CHAPTER III
RESEARCH METHODOLOGY
A. Method of Research
The method used in this study is Classroom Action Research (CAR)
method which is derived from the roots an action research. Because it occurs in
the classroom frame, it is called CAR. According to Michael J. Wallace, CAR is a
type of classroom research carried out by the teacher in order to solve problems or
to find answer toward context-specific issues.28
It means that to begin the CAR,
the researcher or the teacher needs to identify any problems on teaching learning
vocabulary real found in the classroom concerning students‟ condition in learning.
Meanwhile David Kember defined: Action research is portrayed as a cyclical or
spiral process involving steps of planning, acting, observing and reflecting. It is
normal for a project to go through two or more cycles in an iterative process.
28
Michael J Wallace, Action Research for Learning Teacher,(Cambridge: Cambridge
University Press,2006), p.5
Improvement is brought about by a series of cycles, each incorporating lessons
from previous cycles.29
According to L. R. Gay as following:
The purpose of action research is to solve classroom through the
application of the scientific method. It is concerned with a local problem
and is conducted in a local setting. It is not concerned with whether the
results are generalizable to any other setting and is not characterized by the
same kind of control evident in other categories of research30
.
The writer used this method because she wants to find out problem
solving in teaching learning vocabulary. The writer used the pictures to
reinforce students‟ vocabulary.
B. Subject and the Object of Research
1) Subject of Research
The subject of this study is students at VII junior high school Prakarya
Anjatan –Indramayu academic year 2010-2011. The number of students consists
of 29 (twenty nine). It is chosen based upon the unstructured interview result with
the English teacher at that class proving that they have the lowest achievement or
vocabulary test among the other second grade classes. That is why they need an
appropriate strategy to help them improve their score toward vocabulary.
2) Object of Research
The object of this study is Pictures to improve students‟ vocabulary.
C. Writer’s Role on the Research
In this role, the writer is as the observer whiles the action. She makes a
lesson plan and the assessment or test before CAR (pre-test) and after CAR (post-
29
David Kember, Action Learning and Action Research,(London: British Library 2000),
p. 25 30
L. G. Gay, Educational Research Competencies for Analysis and Application,(
test) in each final cycle. Furthermore, the writer also collects and analyzes data
then reporting the result of study. On the other hand, the teacher carries out the
action based upon the lesson plan has been made.
D. Time and Place of the Research
This research is carried out for two months from 15 February up to 16
march 2011. The place is at VII grade in Junior high school Prakarya Anjatan –
Indramayu academic year 2010-2011.
E. Research Design
This Action research would be carried out through two cycles.
Each cycle consist of three meetings. Both cycles consisted of teaching
and learning process and tests. Before conducting the teaching and
learning activity, the researcher gave a pre-test, and post-test given at the
last of each cycle.
In order to be clear, the researcher would like to present the Kurt
Lewin‟s action research design. It contains four phases; planning, acting,
observing and reflecting.
Figure 3.1
The Kurt Lewin’s Design
Planning
Acting Reflecting Cycle 1
Planning
Observing
Acting Reflecting Cycle 2
Observing
Figure 3.2
The Activity of CAR modified by the writer
The teacher makes the lesson plan
The teacher prepares the form of observation
The teacher makes the form of evaluation and post –
test I
The teacher conduct the lesson plan
Teach the procedure( how to make
a banana fried) and descriptive text (
describing people)
The teacher and the observer
discuss collaboratively about
students’ achievement and
result of acting phase
The teacher and the observer
evacuate in teaching learning
process
Cycle 1
The teacher observers the students’ response, activity,
and the class condition and situation. And the observer
writes about it.
The teacher gives a post-test after conducting the cycle I
The observer rives the lesson plan, the material and the
topic
The teacher prepares the form of evaluation in post-test
II
The teacher makes the form observation
The teacher conducts the new
lesson plan, and then teaches
about how to makes fried rice
and describing people
The teacher and the observer discuss
the result of the cycle II.
The teacher gives the post-test II after the final cycle II
The teacher writes the students’ activity and the
situation and condition during teaching learning
process
Cycle 2
F. Classroom Action Research (CAR) Procedures
After accomplishing the first cycle, it will be probably found a new
problem or the previous unfinished problem yet. To make clear what happen in
every phase, the writer want to explain every phase:
1) Planning Phase
A research plan is detailed descriptions of a proposed study designed
investigate a given problem. The research plan must be completed before a study
is begun. After identifying and diagnosing students‟ vocabulary problem occurred
in the class proven by observing and interviewing. The organized planning will be
formed into lesson planning based on the current used syllabus. The lesson plan
has been prepared to be implemented in VII grades at SMP Prakarya Anjatan –
Indramayu.
2). Acting Phase
Second phase is acting, in this phase both writer and the teacher
collaborate to carry out the planned action. According to Arikunto, the acting
phase should be implemented at least two cycles continuously, and the time31
period for each cycle depends on the material needs that existed in the semester or
annual program designed by the teacher.
3) Observing Phase
In this phase, the writer observed should notice and note all of activities in
the physical classroom. The teacher performance in front of the class, and student
responded. In this phase, it also collects the data derived from evaluation or post
test.
7 Suharsimi Arikunto, Penelitian Tindakan Kelas,(Jakarta:Bumi Aksara,2009), p. 21-23
4) Reflecting Phase
According to David Kember in this phase many teams talked about their
experience of self-reflection:
This is another example of the process being an outcome. Firstly the
process of reflection led to insights into better approaches to teaching and a
greater understanding of student learning. Secondly and perhaps more importantly
by engaging in this collective reflection the participant realized the importance of
reflecting on their teaching and hopefully should adopt a reflective stance in the
future: data collected enabled reflective on teaching styles and obstacles to
learning.32
G. Technique of Collecting Data
In this research the writer using qualitative data (experience based) and
quantitative data (number based). In developing the data base from which to make
a representation you will be involved primarily in: observation, interviewing and
uses pre-test and post-test. These three will be briefly outlined in turn.
1) Observation
Observation is more than just looking and seeing. The task
of observation is to be able to represent a social scene in a way
which is recognizable to the actors involved, is considered
valid and a true representation of their action. The problem here
is the issue of what is meant by valid and true. In this case the
teacher to know about class situation as vocabulary activity,
and student‟s response concerning the use of pictures.
2) Interviewing
Much of my data will probably be collected by interview.
The interview also will be carried out after accomplishing CAR
to know the teacher‟s response toward the idea of pictures.
32
David Kember, Action Learning and Action Research,(London: British Library 2000),
p. 125
3) Test
In this study the writer used pre-test and post-test. Testing
refer to improved scores on a post-test resulting from subject
having taken a pre-test. In other words, taking a pre-test may
improve performance on a post-test, regardless of whether there
is any treatment or instruction in between.33
The pre-test is
done before implementing pictures. Meanwhile, the post-test is
implemented after using pictures.
H. Technique of Data Analysis
In this study to analyzed data the writer used the analysis
qualitative is the observation students‟ activities during teaching learning
process in the classroom, and the interview before and after CAR. The
first data the writer tries to get the average of students‟ vocabulary score
per action within one cycle. It uses the formula:
X : mean
X : individual score
n : number of students
Second, the writer tries to get the class percentages which pass the
KKM 65. It uses the formula:34
33
David Kember, Action Learning and Action Research,(London: British Library 2000),
p. 266 34
Anas Sudjiono, pengantar Statistik Pendidikan, (Jakarta: PT.Raja Grafindo Persada,2008), p.43
X = ∑x n
P : the class percentage
F : total percentage score
N : number of students
Third, after getting mean of students‟ sore per actions, the writer
identifies whether or not there might have students‟ improvement score
on reading comprehension from pre-test up to posttest score in cycle 1
and cycle 2. In analyzing that, the writer uses the formula:35
P : Percentage of students‟ improvement
y : pre-test result
y1 : post-test 1
P : Percentage of students‟ improvement
y : pre-test result
y2 : post-test 2
35
David E.Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Score, (Iowa: Department of Physics and Astronomy,2008), p.3
P = F x 100%
N
P = y1 – y
X 100%
y
P = y2 – y
X 100%
y
I. Validity of Data
Validity means testing what you are purposed to test and not something
else. The goals of project are normality related to learning outcomes, which is
what assessment determines. Tests, examination and continuous assessment can
provide valuable data for action research. The process of validity a test of a
conduct is by no means an easy task. In this case, the steps involved in
determining concurrent validity are as follow:
1) Administer the new test to a defined group of individuals.
2) Administer a previously established, valid test for acquire such
scores if already available to the same group, at the same time,
or shortly thereafter.
3) Correlate the two sets of scores.
4) Evaluate the result.36
Regarding validity in action research, the writer adopts Anderson, Her, and
Nilhen‟s criteria that mention the validity of action research including democratic
validity, outcome validity, process validity, catalytic validity, and dialogic
validity37
. In this case, the writer and teacher discuss and assess the students‟ test
result of cycle one and cycle two together. It is done in order to avoid invalid data.
J. Trustworthiness of study
1) Discriminating power
Discriminating power provides a more detailed analysis of the test items
than does item difficulty, because it show how the top scores and lower scores
performed on each item.38
36
L. G. Ray, Educational Research competence for analysis and application,(Ohio: Merill Publising Company,1987), p. 132
37 Geoffrey E, Mills, Action Research: A Guide for the Teacher Researcher, (Ohio: Merrill
Prentice Hall, 2003), p. 84 38
Kathleen M. Bailey, learning about language Assessment: Dilemas, Decisions, and Direction, (London: Heinle Publisher, 1998), p. 135
D = U – L
N
In which, D : The index of discriminating power
U : The number of pupils in the upper group who answered
the item Correctly
L : The number of pupils in the lower group who answered
the item Correctly
N : Number of pupils in each of the group
Next, the discriminating scale uses: 39
DP REMARK
0.6 – 1.0 Very good
0.4 – 0.6 Good
0.1 – 0.3 Ok
-1 – 0.0 Bad
2) Difficulty Item of test
The difficulty item of test analysis concerns with the proportion of
comparing students who answer correctly with all of students who follow the test.
Item difficulty is how easy or difficult an item is form the viewpoint of the group
of students or examinees taking the test of which that item is a part.40
The formula
as following.41
39
J.B.Heaton, Classroom Testing, (New York: Longman Inc, 1990), p.174 40
Jhon W. Oller, Language Test at School, (London: Longman group Limited, 1979), p.246 41
Norman E. Gronlund, Construction Achievement test, (New York: Prentice Hall, 1982,) p.102
P = R
T
In which : P : Index of Difficulty
R : The total number of students who selected the Correct answer
T : The total number of students including upper and Lower group
The classification of Difficulty level42
ID REMARK
0.80 – 1.00 Low
0.30 – 0.79 Medium
0 – 1.00 High
42
Jhon W.Oller, Language test at School,…..p.247
CHAPTER IV
RESULT AND DISCUSSION
A. Before Implementing the Action
Before the implementation of the action, the writer divided three parts of
data description in order to know the obstacles of teaching learning activities.
Those are pre-observation, pre-interview, and pre-test. Here are the explanations:
1. Result of Pre Observation
The objective of pre-observation is to know the teaching learning process
directly before implementing the Classroom Action Research (CAR). It was
conducted on Monday, 28 February 2011 at VII grade of SMP Prakarya at 07: 30
A.M to 08:45 A.M. there are 29 students in the Class. Based on the observation it
is to know that in teaching Vocabulary at VII grade of SMP Prakarya Anjatan-
Indramayu academic 2010/2011, the teacher tends to be teacher centered during
the teaching learning process. It makes the students be passive. When the teacher
teaching vocabulary, the teacher only gives the translation and asked the students
to repeat after the teacher. And then the teacher writes a list vocabulary on the
whiteboard and the student to memorize the vocabulary.
2. Result of Pre Interview
This interview conducted as unstructured interview. It was conducted
on Tuesday 1 march 2011 in this part the writer asked some questions to the
teacher about English teaching activities, emphasized on vocabulary skill, the
teacher method problem in teaching learning process. The students‟ difficulties in
learning vocabulary, and also his teaching method and technique.
Related to the English teaching learning process, the teacher said that
most of the students didn‟t like and students less motivation to English lesson,
because they think English is difficult and uninterested, especially when they
studied about vocabulary. The teacher also said that to improve students‟ score
above the KKM (65) is still hard.
Next about teachers‟ Problem in teaching learning process and
students‟ problem in learning process, the teacher told that actually the teacher got
many problems. When the teacher taught about vocabulary to the students,
students were still difficult to translate from English to Indonesian. Student
difficult to make a sentence in English because their vocabulary is limited, and to
mention about a noun, verb, adjective and so on is difficult.
The method that the teacher used in teaching vocabulary is
Translation and memorized the vocabulary. It is one of the ways to improve their
vocabulary in teaching English.
3. Result of Pre Test
The pre-test was conducted at the beginning of the research. The
purpose of this test was to check how far the students‟ understanding about
vocabulary. The
Pre-test was conducted on Wednesday 2 march 2011. There were 29 students who
followed this test. They had to answer 20 multiple –choice items given by the
teacher.
The result of the pre-test can be seen in the table below.
Table 4.1
Result of Pre Test
Students’ Number Students’ Score
1. 30
2. 70*
3. 25
4. 70*
5. 75*
6. 35
7. 70*
8. 65*
9. 70*
10. 70*
11. 75*
12. 70*
13. 60
14. 60
15. 45
16. 60
17. 65*
18. 50
19. 50
20. 55
21. 70*
* The Student who passed the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) (65)
Based on the result of pre- test, the data showed that the mean score
of pre-test was 59.48. There were only twenty five students who passed the
Minimum Mastery Criterion (KKM). And 14 students who still get the score
below the Minimum Mastery Criterion (KKM). The highest achievement gained
score 75, and the lowest achievement gained score 25. It can be concluded that the
students‟ understanding of vocabulary are still low. Therefore, the writer
conducted the Classroom Action Research (CAR) by using pictures and the
treatments in each cycle are important to improve the students‟ result.
22. 35
23. 70*
24. 75*
25. 65*
26. 50
27. 60
28. 70*
29. 60
Mean:
X = Σx
n
59.48
Figure 3.3
Diagram of the Result of Students‟ Vocabulary through Pictures before
Classroom Action Research Implementation
B. Implementation of Classroom Action Research (CAR)
1. CYCLE 1
1.1 Planning
In this phase the writer made a planning for the action based on the
problems faced by the students in understanding of the vocabulary. Before
implementing it, the writer prepare everything related to the action that are used in
teaching learning process, such as making a lesson plan, preparing materials,
determining an interesting topic, preparing a teaching aids, preparing research
instruments, such as the structured observation sheet, field notes, and the post-
test.the topic in this phase was about “ How to make fried Banana”. In the first
meeting the writer taught them about the material and step to made fried banana.
0
10
20
30
40
50
60
70
80
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Pretest
Pretest
1.2 Acting
This acting phase was conducted on Sunday 31february 2011. It had
been done during one week in one cycle which consisted of three meetings. The
teacher implemented the teaching learning process based on the lesson plan had
been made. Here they are the activities that the teacher done from pre-teaching,
while teaching and post teaching in the first cycle.
a. First meeting
The first meeting in the cycle one was conducted on Tuesday 1 march
2011. It was followed by 29 students. In this activity the reinforcing vocabulary
through pictures was introduced to students. The topic used in this cycle was How
to make Banana Fried. The activities which were given to the students used some
vocabulary such as: Flour, Sugar, Salt, Water, Palm Oil, Banana, Frying pan, and
Wash basin, Spatula, Stove, and Plate.
The teacher explained about method used in teaching and learning process
as well as possible. The teacher also provided some teaching aids to help the
students to know what they were going to demonstrate the activities. In the first
activities the teacher asked to students the material how to make fried banana they
have known before. The teacher showed some pictures to the students and then
the students try to guess what the picture is. And then the students practice about
the steps how to make fried banana.
b. Second meeting
The second meeting in cycle one was conducted on Wednesday 2 march
2011, it followed by 29 students. In this learning activity the teacher reviewed
last material, the teacher asked the students to perform in front of the class. Before
starting to the new material or new topic the teacher gave some questions to the
students about body. The member of body such as: hair, nose, eyes, hand, foot,
finger, knee, eyes brow, ears, and etc. and then about the character of body such
as: tall, thin, short, black color, white color, and etc.
Next the teacher had taken two students in front of the class. Finally the
teacher asked to them about member of body and the character of body together.
In teaching learning activities in this cycle could run well. The students were
interested and seriously when the lesson was presented. Any mistake happened
were tolerable. Finally, to check the students‟ mastery in vocabulary this cycle,
the writer evaluates them by giving a test in first cycle.
c. Third meeting
In the third meeting of the first cycle, the students seemed more
enthusiastic to response teachers‟ instruction and most of them wants to tries to
make to speak English language in the classroom. Then, after teaching learning
process finished, the teacher asked them to answer the questions it focused on
students‟ comprehension of the vocabulary through pictures.
1.3 Observing
In this phase the observer conducted an observation phase during the
teaching learning process. It is about students‟ activities, students‟ response,
teacher performance, the teachers‟ activities, participation, pronunciation‟s
student, class situation which are found during the teaching and learning process
by using field note.
Meanwhile, the class situation was still under control. They were not able
to guess the pictures by English language even though the teacher had been
performing the material clearly. In this observing phase was also carried out the
posttest 1 exactly on third meeting of the first cycle to measure how well the
students‟ comprehension of the vocabulary that had been studied. The result of the
posttest 1 the mean score of the class derived 70.86 in which there were 26
students who passed the KKM 65.
1.4 Reflecting
After collecting the data, the writer analyzes the data of teaching learning
process. In this reflecting phase between the writer and the teacher discuss about
teaching learning process of the reinforcing students‟ vocabulary mastery trough
pictures. The observer said that the teacher had still difficult to improve their
vocabulary because the teacher still used method translation and memorize of
words. In this case the students still confuse in vocabulary.
Next, the writer had to still reflect the improper implementation of using
pictures method. Here, the writer found the problem from result of field notes of
teaching learning process. First, the teacher still had difficulties in managing the
classroom through pictures. In this case the writer did to walk around the class, to
check students‟ equipment and asked them to be ready to learn. Second, the
material was too longer to be understood. To solve this problem, the writer
explains the material by pictures in the classroom; it hopes students were
interested and enthusiastic in learning vocabulary. In this case, teaching learning
p[process should be fun as the it‟s the principle of pictures method. Third the
teacher still had difficulty in asking students to do the exercise vocabulary.
Based on the reflecting above, this cycle must be continuing in the next
cycle. It must be more efforts in reinforcing students‟ vocabulary mastery through
pictures. This effort was done in the next lesson plan of cycle 2.
2. CYCLE 2
2.1 Planning
In this second cycle of the planning phase was implemented into lesson
plan in teaching learning process. In this case the observer and the teacher
modified the previous lesson plan into new lesson plan which had related with
pictures in teaching vocabulary. Some modifications such as the used different
material, media and exercise. The Observer still prepared the structured
observation sheet and field note. And then also prepared the second post-test to
know the improvement the students‟ vocabulary. The topic was procedure about
„How to make fried rice’. The teacher gave the student to mention the material
and procedures to make fried rice in front of the class. To check the students‟
understanding about the material, the observer gave them the post-test, the test
was consists of 20 items in multiple choice.
2.2 Acting
In this phase was conducted during one week in one cycle which consisted
of two meetings. The implementation of this cycle was done as same as in the
first cycle, it is about pre-teaching, while teaching and post-teaching, here they are
the explanation:
a. First meeting
In this meeting second cycle was conducted on Sunday 8 march 2011. It
was followed by 29 students. The topic in second cycle was procedures. The
teaching learning processes same as in the first cycle at first and second meeting.
The vocabulary presented by the teacher brings pictures in the classroom such as:
rice, oil, chili, garlic, onion, meatball, rice, frying pan, and so on. The teacher
explained again the activities before, in this occasion the students were getting
adaptable with the activities.
The teacher asked some students to mention the ingredients and materials
of fried rice in English and then the students to practice the procedures how to
make fried rice. The other students listened and paid attention to the performances
seriously.
The teacher always corrected if they did not understand or made some mistakes.
The teacher also guided them when they got difficulties in practicing the material.
To improve their vocabulary they must be memorize of words and try to write
down the vocabulary on white board. They also to practice how to make fried rice.
b. Second meeting
In this meeting second cycle was conducted on Tuesday 15 march 2011, it
was followed by 29 students. This activities same as second meeting in the first
cycle, the teacher gave the students some pictures and reviewed the material in the
first at second cycle, because the pictures was related to last material. The teacher
also guided them when they got difficulties in the material. In order to improve
their vocabulary, the teacher wrote the vocabulary which they didn‟t before. The
pronunciation of each word he was also explained clearly. The students‟ repeated
after the teacher.
The activities process in this cycle could run better than the previous cycle.
The students had become accustomed with the activities given by the teacher.
Therefore, they were not afraid and shy anymore in performing and any command
even though they made mistake. Finally, they could produce their own
vocabulary and tried to mention other vocabulary around school environment.
After teaching learning process in the second cycle, the observer gave a post-test
to evaluate the students.
c. Third meeting
In this action of the second cycle, before gave them a posttest 2 the teacher
reviewed the previous subject it avoided students were forgot the material that had
been taught. In fact, the students had enthusiastic to make a procedure and some
of them were fun and enjoyed to perform his response of teachers‟ command.
Finally, after teaching learning process finished, the teacher gave them a posttest 2
it consisted 20 questions focused on students‟ comprehension of the vocabulary.
2.3 Observing
In this cycle the teacher performance was better than the previous cycle, it
can be seen the teacher can be a good model and director in giving the material of
all the students‟ behavior performance, the students more understand the
vocabulary during the teachings cycle, learning process and was better than the
previous cycle. The students can understand and response about material, they
also feel fun and enjoy. The student can guest the vocabulary of pictures and can
speak by good pronounce. Finally they are ready to speak when they fell ready to
speak the word.
2.4 Reflecting
In this phase, the teacher and observer evaluate and discuss about teaching
learning process. This phase is the objective to reflect the completely done the
action research. First the observer and the teacher discussed about teachers‟
method teaching vocabulary. The observer and the teacher felt satisfied with result
of this Classroom Action Research (CAR). It can be seen from students‟ score
from pre-test up to pos-test in second cycle. The objective of lesson plan also had
been achieved when the teacher applied it in the classroom. Second the student
also can use the vocabulary in their activities and the students more interesting
teaching vocabulary through pictures. Finally the observer and the teacher discuss
about improvement of the students‟ score from pre-test up to post-test in second
cycle. It was proven from pre-test the students who passed the Minimum Mastery
Criterion were for students who passed the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) 65 were for students or 62, 85%. In post test I cycle I
were 70, 86 % the students who passed the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) 65 and in the post test II of second cycle 84, 82 %.
Based on the result above the implementation of Classroom Action Research
(CAR) in reinforcing stunts‟ vocabulary mastery through pictures could be
success, and the teacher and the observer decided to stop to the next cycle.
C. Discussion of the Data after Classroom Action Research
(CAR)
After conducting the action research, the writer gained four data: those
were the result of the post interview, the result of post test and the result of field
note. For further description as following:
1. Result of post interview
The interview was held on Friday 16th
march 2011 started from 07: 00
A.M up to 08:45. After conducting the second cycle, the writer asked some
questions related to three things which had become the main points in this
interview. First point is about students‟ condition and classroom activities, the
teacher said that students‟ condition in the teaching learning process after
applying the teaching vocabulary through pictures is more active in learning
process; they look more interested in learning vocabulary through pictures, they
feel enjoy and they can memorize the vocabularies in the short time. The
classroom situation is very attractive. A second point is about the development of
students‟ skill vocabulary after implementing the picture method. The teacher said
that the students‟ skill vocabulary had improved than before pre implementation
of CAR. The students‟ more active in teaching learning process but also they can
use vocabulary to speak or writing in daily activities. The last point is concerned
with the teachers‟ opinion and motivation in applying pictures in teaching
vocabulary. The teacher stated that a picture is an effective method and the
teacher should use in teaching vocabulary. It can make the students to be
interested and enjoy and then a picture can reduce feel bore in learning English
especially in teaching learning vocabulary. Considering from explanation above,
the writers concluded that the CAR was done successfully.
2. Result of Field note
a. Situation of the class
In the beginning of the lesson at first cycle, some students looked cheerful
of the writer‟s coming. And then the observer explained the material or topic to
the students and asked them to enjoy the time during the study. Some students did
not understand about the procedure of the material and then the observer answer
their question.
Some students looked confused with the method teaching English used.
The students were enthusiastic and interested in the teaching learning process.
From observing the situations of the class the writer conclude that the
students gave attention to the teachers‟ explanation during study.
b. Participant of the Students
The students were fun and enjoy in the following the study using Pictures.
Many words easy to memorize using pictures and more interesting in teaching
vocabulary. And it is can reduce feel bore in the class.
From observing the participant of the students, it can be concluded that by
using Pictures, the students more understand and enjoy in teaching vocabulary.
They are motivated to be active in teaching learning process.
3. Result of Post Test
Before the students did the test, the writer had done pre test, difficulty
item, validity of test. The result of post test as follow:
a. Result of Post Test I in the First Cycle
To know the students‟ improvement in first cycle, the writer evaluated
them by giving a post –test in the last cycle I. the post-test accomplished on
Tuesday 1 march 2011. There were 29 students who follow in this test. This post-
test during 30 minutes. There are 20 multiple choices items given by the writer.
The score was that 3 students got 60; 5 students got 65; 6 students got 70; 12
students got 75, 2 students got 80.
The result of the post –test I can be seen in table below.
Table 4.2
Result of post-test I
Students’
Number
Students’ Score
1 75*
2 70*
3 60
4 70*
5 80*
6 70*
7 75*
8 70*
9 75*
10 75*
11 75*
12 75*
13 60
14 75*
15 70*
16 70*
17 75*
18 65*
19 65*
20 60
21 65*
22 75*
23 80*
24 75*
25 75*
26 65*
27 65*
28 65*
29 75*
Mean:
X= Σx
n
70,86
*The students who passed the Minimum Mastery Criterion-
(KKM) (65)
Based on the result of the post-test I, showed that the mean score of post-
test I was 70, 86. The highest achievement gained score 80, and the lowest
achievement gained score 60. It can be concluded that the students‟ achievement
of vocabulary improved from pre-test. Therefore, the observer must continue to
the next cycle because the students could not achieve yet the standard of the
Classroom Action Research (CAR) 75% of the Minimum Mastery Criterion –
Kriteria Ketuntasan Mastery (KKM) (65).
Figure 3.4
Diagram of students‟ result of Post-test 1 at the first cycle
b. Result of Post test II in the second Cycle
The teacher was evaluated by giving a post-test II after the second cycle
had finished in using teaching vocabulary through pictures. It was conducted on
Tuesday, 15 March 2011. The observer reviewed again all the materials given
during those cycles by performing some activities and asking by giving some
pictures the students to guess them. In the post-test II, there were 20 items that
were similar with pre-test and post-test I.
The result of the post-test II in the second cycle can be seen in table below:
0
10
20
30
40
50
60
70
80
90
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Postest 1
Postest 1
Table 4.3
Result of Post-test II
*The Students who passed the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) (65)
Students’ Number Students’ Score
1 85*
2 85*
3 80*
4 85*
5 95*
6 80*
7 90*
8 85*
9 90*
10 80*
11 90*
12 95*
13 70*
14 85*
15 80*
16 80*
17 85*
18 85*
19 85*
20 85*
21 95*
22 80*
23 90*
24 80*
25 85*
26 85*
27 90*
28 80*
29 80*
Mean=Σx
N
84.82
Based on the result of post test II showed the highest achievement gained
score 95, and the lowest achievement gained score 70. It can be concluded that the
students‟ achievement in teaching learning vocabulary through pictures has a
significant improvement. It can be seen in the result of pre-test, post-test I and
post-test II.
Figures 3.5
Diagram of students‟ result of Post-test 2 at the second cycle
Based on the result above the observer and the writer stopped to the next
cycle, because the students could achieve the standard of criteria action success
was 75%. The observer describe the students‟ vocabulary score in pre-test,
post test I in the first cycle and post test II in the second cycle in the table.
Furthermore the observer used quantitative descriptive technique to analyze the
data from the pre test, post-test I and post test II below:
0
20
40
60
80
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Post-test II
Post-test II
Table 4.4
Students’ Vocabulary Score of Pre-test, post-test I and post-test II
Students’ Number Pre-test Post-test I
(Cycle I)
Post test II
(Cycle II)
1 30 75* 85*
2 70* 70* 85*
3 25 60 80*
4 70* 70* 85*
5 90* 80* 95*
6 35 70* 80*
7 80* 75* 90*
8 75* 75* 85*
9 85* 75* 90*
10 75* 75* 80*
11 75* 75* 90*
12 85* 75* 95*
13 60 60 70*
14 60 75* 85*
15 45 70* 80*
16 60 70* 80*
17 65* 75* 85*
18 50 65* 85*
19 50 60 85*
20 55 65* 85*
21 80* 75* 95*
22 35 80* 80*
23 85* 75* 90*
24 75* 75* 80*
25 65* 75* 85*
26 50 65* 85*
27 60 65* 90*
28 70* 75* 80*
29 60 75* 80*
Mean= Σx
N
62,58 70,86 84,82
*The students who passed the Minimum Mastery Criterion –Kriteria
Ketuntasan Minimal KKM (65)
To analyze all data, the observer would calculate the students mean score
of the test, calculate the class percentage, and calculate the students‟ improvement
score from pre-test to post-test I up to post-test II into percentage.
The first step in analyze the data of pre-test is to get the mean score of
the test. It is calculated by using this formula:
Σx
X =
n
1815
X =
29
X = 62.58
Based on that calculation, it is showed the mean score of the pre-test
was 62,85. It means that the students‟ vocabulary mean score of pre-test before
implementing Classroom Action Research (CAR) or before using pictures in
teaching vocabulary was 62,85.
Next step is the percentage of students‟ score who pass the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in pre-test used the
formula as follow:
F
P = X 100%
N
15
P = X 100%
29
P = 51.72%
From the calculation above, it is known the students‟ percentage score is
51.72% it means that there are 15 students‟ who passed the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) and there are 14 students‟ who
still get the score below the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM), from the percentage above, the writer gave the diagram to show
to show the students‟ achievement in understanding Vocabulary is still low. The
diagram as following:
After that, the researcher calculated the result of post-test in cycle 1 to
know the students‟ score improvement from the pre-test 1 result. The first step is
calculating the mean score of post-test 1. It is calculated by using formula:
Σx
X =
n
2055
X =
29
X = 70.86%
From the computation above, the students‟ mean score of post-test in
cycle 1 is 70.86. it means that there are some improvements in conducting the
action by using Vocabulary. It could be seen from the pre-test mean score (62.58)
to the post-test 1 mean score (70.86). So it can be concluded that there is
improvement of students‟ score until 8.28 (70.86 – 62.58).
0
5
10
15
Nilai < 65 Nilai 65 Nilai > 65
Result of Students' score before implementation
The Result of Students' score before implementation
The next step is to get the percentage of students‟ improvement score
from pre-test to post-tes1. The writer used the formula:
y1 - y
P = X 100%
y
70.86 – 62.58
P = X 100%
62.58
8.28
P = X 100%
62.58
P = 13.23%
Based on the computation above, it could be seen that the percentage
of the students‟ improvement in understanding of Vocabulary from pre-test to
post-test1 is 13.23%. it means that the score in cycle 1 has improved therefore;
the writer must conduct the post-test 2 in the second cycle, because it still need
more improvement to achieve the target of Classroom Action Research (75%).
Finally, to get the percentage of students‟ who pass the Minimum
Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) the calculation by using
the formula:
F
P = X 100%
N
26
P = X 100%
29
P = 89.65%
Based on the absolute numerical above, it is showed the percentage of
students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal
(KKM) in post-test 1 is 89.65%. It is concluded the students‟ improvement in
post-test 1 who pass the Minimum Mastery Criterion-Kriteria Ketuntasan
Minimal (KKM) is 1.73% (89.65 - 51.72). it is calculated ther are twenty six
students‟ who pass the KKM and ther are three students who get the score below
the standard of Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM).
Even though it is still needed more improvement because it could not achieve yet
75% as the target of success Clasroom Action Research (CAR). The students‟
score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal
(KKM), it could be seen from the diagram below:
After the writer conducted cycle two of Classroom Action Research,
she gave to the students‟ a test in order to know and to prove whether the
application of using pictures teaching Vocabulary successful and effective or not
either from the result of pre-test or post-test 1. There are three steps to know this
05
10152025
Nilai < 65 Nilai 65 (KKM)
Nilai > 65
Result of students' Score in Post-Test
1
The Result of students' Score in Post-Test 1
improvement. Those are: first step is to calculate the mean score of test in post-
test 2, it is used the formula:
Σx
X =
n
2460
X =
29
X =84.82
From that calculation, the mean score of post-test 2 in the cycle 2 is 13.96
(84.82 – 70.86) from the mean score of post-test in cycle 1.
Second step is to know the calculation of percentage of students‟
improvement score. The writer used the formula:
y2 - y
P = X 100%
y
84.82 – 62.58
P = X 100%
62.58
P = 35.53%
From the computation above, it could be known that the student‟s
score in the post-test 2 improves 16.19 % (35.53% - 51.72%). from pre-test and
22.3% (35.53% - 13.23%) from the post-test in cycle 1.
Then the next step is to calculate the percentage from the students‟
score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal
(KKM) in post-test 2. The writer used the formula:
F
P = X 100%
N
29
P = X 100%
29
P = 100%
Based on absolute calculation above, it is known the percentage of
students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal
(KKM) is 100%. It means that in cycle 2 there are 29 students‟ who pass the
Minimum Mastery Criterion-Kriteria Ketuntasan Minimal and there are 0
students‟ are below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal
(KKM). The class percentage of post-test 2 obviously show some improvements
from the previous test, the improvement is 48.28% (100% - 51.72%) from the
pre-test. The highest score in this post-test is 95 and the lowest score is 70. The
students‟ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan
Minimal (KKM) and who still below the Minimum Mastery Criterion-Kriteria
Ketuntasan Minimal (KKM) it can be seen in the diagram below:
D. Interpretation of the Test Result
Based on the result of pre-test, post-test 1, and post-test 2, the writer can
interpret the data, and she also gave the diagram before describing the result of
pre-test,post-test
After that the writer can interpret the data result among the pre-test, the
post-test of cycle 1 and the post-test of cycle 2 in the detail as following:
Before conducting the Classroom Action Research (CAR), the writer
gave the pre-test to the students it is showed that the mean of students‟ score
understanding of Vocabulary before using the Pictures is 62.58. meanwhile, the
class percentage which pass the Minimum Mastery Criterion-Kriteria Ketuntasan
Minimal (KKM) is 51.72%. it means that there are only 15 students who pass the
0
10
20
30
40
Nilai < 65 Nilai 65 (KKM) Nilai > 65
Result of Students' Score in Post-test 2
The Result of Students' Score in Post-test 2
0
5
10
15
20
25
30
35
Nilai < 65 Nilai 65 (KKM) Nilai > 65
Pre Test
Post Test 1
Post Test 2
Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and there are
14 students‟who still below the Minimum Mastery Criterion-Kriteria Ketuntasan
Minimal (KKM).
Then after getting the pre-test result, it is known that the mean score is
70.86. it proved that there are some improvement of students‟ score from the pre-
test that is 8.28 (70.86 – 62.58) or 13.23%. Moreover, the class percentage of
students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal
(KKM) in the post test 1 is 89.65%. It is known that there are 26 students‟ who
pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and
there are 3 students‟ who still below the target of Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM). Consequently, the writer continued to
conduct this Classroom Action Research (CAR) in the next cycle, because it could
not achieve the target yet of success CAR criterion that is 75% from the students
percentage which pass the Minimum Mastery Criterion-Kriteria Ketuntasan
Minimal (KKM).
Next, the mean score in the post-test of cycle 2 is 84.82. It means that the
students‟ a improvement score is 13.96 (84.82 – 70.86) from the post-test 1
(70.86) or 35.53% students improvement in the score percentage from pre-test.
Furthermore, in the percentage of students‟ who pass the Minimum Mastery
Criterion-Kriteria Ketuntasan Minimal (KKM) in the post-test 2 is 100%. It
means there are 29 students who pass the Minimum Mastery Criterion-Kriteria
Ketuntasan Minimal (KKM) and 0 students‟ are still below the Minimum Mastery
Criterion-Kriteria Ketuntasan Minimal (KKM). This class percentage shows some
improvements 100% from the pre-test (51.72%) and post-test 1 (89.65%) in the
class percentage. The post-test of cycle 2 has fulfilled the target of Classroom
Action Research (CAR) because there is above 75% of students‟ who pass the
Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). From the
interpretation of data above, it shows that using Pictures can develop students‟
ability in using Vocabulary, finally it can be said that the Classroom Action
Research (CAR) is success and the writer ends the cycle.
E. DISCUSSION
There were the improvements of the students‟ comprehension of the
vocabulary through pictures method. It could be showed by students‟ responses
actively when the teacher asked them to do guess or to speak the picture. Then,
the procedures of vocabulary through pictures were implemented when teaching
and learning process in the classroom that the reason to make students improves
in comprehending vocabulary. After that from the interpretation of the data
analysis had been discussed that the mean of students at the first year of SMP
Prakarya Anjatan- Indramayu they had been a good improving in vocabulary by
their own language.
The improving of students‟ comprehension of the vocabulary can be
result through the research improvement in reflecting the planning and acting in
the cycle 1 to cycle 2. It accused that the identification and the analysis of the
problems faced by the researcher in every cycle can be released and had showed
an optimal result.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data on the previous chapter, we can draw a conclusion that
teaching vocabulary through pictures is more effective. It can be seen from the
students‟ score of post test that is higher than the score of students‟ to understand
the difficult words easily by guessing the meaning, the use of pictures make the
vocabulary learning becomes enjoyable and interesting because they can discover
the meaning of difficult words by looking at pictures of them in pictures without
asking another person or looking them up in the dictionary.
B. Suggestion
Based on the conclusion, it is suggested
1. The teacher choose the technique and materials which are appropriate
with the students‟ need and experience so that learning vocabulary
become enjoyable and interesting, and using the accurate technique in
teaching learning process is an obligation for every teacher.
2. The teacher realizes that there are many ways in teaching English to
get the students‟ attention in the classroom, especially in teaching
vocabulary.
3. It is important for teaching to teach not only the meaning of the
difficult words but also the correct use of them in acceptable pictures.
4. The teacher presents the language in an enjoyable and relaxed
atmosphere. It can be done by using the pictures, games, realia, etc. in
order to avoid students bored.
5. The teacher should master many new vocabulary in teach students‟ in
the classroom.
6. The teacher should also give a high motivation to the students to read
more and more English literature to increase their vocabulary level.
7. Next researcher is expected to be better in analyzing this research.
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Appendix 1
The Result of Students’ Score in Pre-Test, Post Test I, and Post Test II
No Pre-Test Post Test I
(Cycle I)
Post test II
(Cycle II)
1. 30 75* 85*
2. 70* 70* 85*
3. 25 60 80*
4. 70* 70* 85*
5. 75* 80* 95*
6. 35 70* 80*
7. 70* 75* 90*
8. 65* 70* 85*
9. 70* 75* 90*
10. 70* 75* 80*
11. 75* 75* 90*
12. 70* 75* 95*
13. 60 60 70*
14. 60 75* 85*
15. 45 70* 80*
16. 60 70* 80*
17. 65* 75* 85*
18. 50 65* 85*
19. 50 60 85*
20. 55 65* 85*
21. 70* 75* 95*
22. 35 80* 80*
23. 70* 75* 90*
24. 75* 75* 80*
25. 65* 65* 85*
26. 50 65* 85*
27. 60 65* 90*
28. 70* 75* 80*
29. 60 70* 80*
59.48
70.68
84.82
* The Student who passed the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) (65)
Appendix 3
Standar Kompetensi dan Kompetensi Dasar
Kelas VII Semester II SMP Prakarya Anjatan – Indramayu
Standar Kompetensi Kompetensi Dasar
1. Membaca
Memahami makna teks tulis
fungsional dan esai pendek
sangat sederhana berbentuk
Descriptive dan Procedure yang
berkaitan dengan lingkungan
terdekat.
2. Menulis
Mengungkapkan makna dalam
teks tulis fungsional dan esai
pendek sangat sederhana
berbentuk Descriptive dan
Procedure untuk berinteraksi
dengan lingkungan terdekat.
1.1 Merespon makna yang terdapat
dalam teks tulis fungsional pendek
sangat sederhana secara akurat,
lancer dan berterima yang
berkaitan dengan lingkungan
terdekat.
2.1 Mengungkapkan makna dalam
teks tulis fungsional pendek sangat
sederhana dengan menggunakan
ragam bahasa tulis secaara akurat,
lancer dan berterima untuk
berinteraksi dengan lingkungan
terdekat.
Observer
Ana Zulaecha
NIM. 206014000104
Appendix 4
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP PRAKARYA ANJATAN Siklus ke- : 1
Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 1
Kelas / Semester : VII / II
Jenis Teks : Procedure Text
Tema : How to make fried banana
Aspek / Skill : Menulis
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi
Memahami makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive
dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana
untuk berintea dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berinteraksi dengan lingkungan terdekat.
Indikator
Siswa mampu menyebutkan langkah-langkah membuat fried banana.
Siswa mampu menyebutkan bahan-bahan apa saja yang digunakan dalam
membuat fried banana.
Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Memahami teks procedure.
Menyebutkan bahan-bahan untuk membuat banana.
Menyebutkan alat-alat apa saja yang dibutuhkan untuk membuat banana.
Menyebutkan langkah-langkan membuat fried banana.
Materi Pembelajaran
Ingredients
Flour
Sugar
Salt
Water
Palm Oil
Banana
MATERIALS Materials / Tools:
Frying pan
Wash basin
Spatula
Stove
Plate
PROCEDURE How to make fried banana?
1. First, peel the banana and cut it become two part.
2. Then, mix the flour, salt, sugar, and water into the
washbasin.
3. Next, immerse the banana into the washbasin.
STEPS 4. After that, pour the palm oil into frying pan and wait
until hot.
5. Then, put the banana in the frying pan and wait until hot.
6. Next, bring it and put on the plate.
7. Finally, fried banana can be deserved.
Metode/ technik : Three-Phase Technique.
A. Langkah-langkah kegiatan Belajar Mengajar (KBM)
No
Tahap Kegiatan Guru Kegiatan Siswa waktu
1. Pendahuluan
Apresiasi
Motivasi
Salam
Memeriksa
kehadiran
siswa/siswi
Memfokuskan
siswa/siswi pada
materi yang akan
diajarkan
Menjelaskan
tujuan
pembelajaran
Mendeskripsikan
materi yang akan
disampaikan
Menjawab
salam
Absensi
Siswa
Mendengarkan
dan
memperhatikan
penjelasan dari
guru
Siswa
Menanggapi
pertanyaan
yang
dilontarkan oleh
guru
2. Kegiatan Inti Guru menjelaskan Siswa
materi Procedure
texts tentang
“How to make
Fried Banana”
.
Guru
menyebutkan
bahan-bahan yang
diperlukan untuk
membuat Fried
Banana.
Guru
menyebutkan alat-
alat rumah tangga
yang diperlukan
untuk membuat
Fried Banana.
Guru menjelaskan
bagaimana cara
membuat Fried
Banana.
Memperhatikan
ucapan guru
Siswa
mendengarkan
penjelasan
guru.
Siswa mengikuti
penjelasan
guru.
Siswa
memperhatikan
penjelasan Guru
3. Penutup
Guru menjelaskan
kembali materi
yang sudah di
Siswa
memperhatikan
penjelasan
pelajari.
Guru memberikan
kesimpulan dari
materi yang telah
di ajarkan
Guru memberikan
tugas kepada
siswanya tentang
Procedure.
guru.
Siswa mampu
mencerna
kesimpulan
yang diberikan
oleh guru.
Siswa mengikuti
perintah guru
Alat dan Sumber Pembelajaran
1. Sumber Bahan:
Buku paket Bahasa Inggris
English in focus for grade VII junior high school (SMP/MTs) (
Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 )
Students’ Worksheet
2. Media:
White Board
Spidol
Gambar/pictures
Aspek Penilaian
1. Aspek Proses
Penilaian proses dilakukan selama proses belajar mengajar berlangsung.
2. Aspek Hasil
Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang
diberikan oleh guru.
Mengetahui, Indramayu, 01 Maret
2011
English teacher Observer
Josef Subagio, S.Pd.I Ana Zulaecha
NIK. 325 074 764 820 000 3 NIM. 206014000104
Appendix 5
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP PRAKARYA ANJATAN Siklus ke- : 1
Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 2
Kelas / Semester : VII / II
Jenis Teks : Descriptive text
Tema : Describing people
Aspek / Skill : Speaking
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi
Mengungkap makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive
dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
10.1 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek
sangat sederhana dengan menggunakan ragam bahasa lisan secara secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan terdekat.
Indikator
Siswa mampu mengggambarkan seseorang dari ciri-ciri tubuhnya..
Siswa mampu mejelaskan apa yang ada pada seseorang.
Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Menyebutkan ciri-ciri bentuk tubuh seseorang.
Menjelaskan warna rambut, warna mata dan bentuk wajah seseorang
Menjelaskan apa saja yang melekat pada diri seseorang.
Materi Pembelajaran
How to describe someone in English
Height | Build | Hair | Eyes | Type of hair | Complexion | Other features
Learn about appearances (requires Real Player).
Height
He is tall. He is short. He is normal height.
+ He is very tall. He is quite short. He is relatively normal height.
Build
She is skinny. (negative) She is fat. (negative)
She is underweight. (negative) She is overweight. (negative)
She is thin. (negative) She is plump. (neutral)
She is slim. (positive) She is stocky. (neutral)
She is slender. (positive) She is bonny. (positive) ^
!Note - if a man is fat (especially round the waist) we often say he has a beer belly.
Hair
blonde/fair hair brown hair red hair black hair grey hair
blonde brunette redhead - -
Eyes
grey eyes green eyes blue eyes brown eyes dark eyes
!Note!
This is a black
eye!
Type of hair
She has
long hair. She has
short hair.
He has no
hair. = He is
bald.
She has
medium
length hair.
She has
medium length
hair.
She has short
hair.
+
She has
long,
black
hair.
She has
short,
black hair.
-
She has
medium
length ,
blonde hair.
She has
medium
length, red
hair.
She has short,
blonde hair.
+
+
She has
long,
straight,
black
hair.
She has
short,
straight,
black hair.
-
She has
medium
length,
straight,
blonde
hair.
She has
medium
length, wavy,
red hair.
She has short,
curly, blonde
hair.
oHer hair
is long,
straight
Her hair is
short,
straight
- Her hair is
medium
length,
Her hair is
medium
length, wavy
Her hair is
short, curly
and blonde.
r and
black.
and black. straight and
blonde.
and red.
+ She wears
glasses.
Type of complexion
He is asian. He
has light-brown
skin.
She is black.
She has dark
skin.
He is white. He
has fair skin.
She is white.
She has lightly
tanned skin.
She is white. She
has very pale skin.
Other features
moustache Beard chin forehead nostrils
eyebrows Cheeks fringe lips teeth
Metode/ technik : Three-Phase Technique.
B. Langkah-langkah kegiatan Belajar Mengajar (KBM)
Tahap Kegiatan Guru Kegiatan Siswa waktu
No
1. Pendahuluan
Apresiasi
Motivasi
Salam
Memeriksa
kehadiran
siswa/siswi
Memfokuskan
siswa/siswi pada
materi yang akan
diajarkan
Menjelaskan
tujuan
pembelajaran
Mendeskripsikan
materi yang akan
disampaikan
Menjelaskan
materi tentang”
How to describe
someone in
English”
Menjawab
salam
Absensi
Mendengarkan
dan
memperhatikan
penjelasan dari
guru
Menanggapi
pertanyaan
yang
dilontarkan oleh
guru
2. Kegiatan Inti Guru
menggambarkan
seseorang dari
mulai warna
rambut, bentuk
rambut, tinggi
rendahnya
seseorang sampai
dengan warna
kulit.
Memperhatikan
ucapan guru
Siswa
mendengarkan
penjelasan
guru.
.
Guru menugaskan
kepada siswanya
tentang “ how to
describe someone
in English”
3. Penutup
Guru menjelaskan
kembali materi
teks monolog
tentang “ How to
describe someone
in English”yang
sudah di pelajari
Guru memberikan
kesimpulan dari
materi yang telah
di ajarkan
Guru memberikan
tugas
Siswa
memperhatikan
penjelasan guru
Siswa mampu
mencerna
kesimpulan
yang diberikan
oleh guru.
Siswa mengikuti
perintah guru
Alat dan Sumber Pembelajaran
1. Sumber Bahan:
Buku paket Bahasa Inggris
English In Focus for grade VII junior high school (SMP/MTs) (
Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 )
Students’ Worksheet
2. Media:
White Board
Spidol
Gambar/pictures
Aspek Penilaian
1. Aspek Proses
Penilaian proses dilakukan selama proses belajar mengajar berlangsung.
2. Aspek Hasil
Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang
diberikan oleh guru.
Mengetahui, Indramayu, 02 Maret
2011
English teacher Observer
Josef Subagio, S.Pd.I Ana Zulaecha
NIK. 325 074 764 820 000 3 NIM. 206014000104
Appendix 6
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP PRAKARYA ANJATAN Siklus ke- : 2
Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 1
Kelas / Semester : VIII / II
Jenis Teks : Procedure text
Tema : How to make fried rice
Aspek / Skill : Membaca
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi
Mengungkap makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive
dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
11.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat
sederhana akurat, lancar, dan beerterima untuk berinteraksi dengan lingkungan
terdekat.
Indikator
Siswa mampu menyebutkan bahan-bahan dan alat-alat rumah tangga yang
dibutuhkan “How to make fried rice”.
Siswa mampu memahami langkah-langkah membuat fried rice.
Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Menyebutkan bahan –bahan, bumbu-bumbu dan alat-alat rumah tangga untuk
membuat fried rice.
Memahami langkah-langkah membuat fried rice.
Memahami informasi yang terdapat dalam procedures text.
Materi Pembelajaran
How to Make Fried Rice
Ingredients:
Onion 2, thinly sliced
Garlic gloves 5, thinly sliced
Red chili 2 to 3, slit lengthwise
Celery 1 to 2, sliced
Soy sauce 2 teaspoons
Salt approximately 1 to 2 teaspoons
Olive oil 2 tablespoons
For Garnishing:
Cucumber 1, thinly sliced
Tomatoes 2 medium, thinly sliced
Fried egg
Kerupuk (Cracker or chips)
Lettuce
Procedure:
1. Cook uncooked rice and water in rice cooker, fluff
the rice with fork to separate the kernels. Keep it
warm.
2. Heat olive oil in frying pan. Add onion, garlic and red chili. Fry
until onion and garlic become brown.
3. Turn the heat into low flame and add the rice
4. Add salt, soy sauce and celery. Stir the rice gently until all
ingredients are mixed
5. Keep on low flame for 3 5 minutes
6. Turn off the heat and place the fried rice in plain plate
7. Garnish with cucumbers, tomatoes, fried eggs. Lettuces and
kerupuk
8. Fried rice ready to serve
Metode/ technik : Three-Phase Technique.
C. Langkah-langkah kegiatan Belajar Mengajar (KBM)
No
Tahap Kegiatan Guru Kegiatan Siswa waktu
1. Pendahuluan Salam Menjawab
Apresiasi
Motivasi
Memeriksa
kehadiran
siswa/siswi
Memfokuskan
siswa/siswi pada
materi yang akan
diajarkan
Menjelaskan
tujuan
pembelajaran
Mendeskripsikan
materi yang akan
disampaikan
Menjelaskan
tentang text
monolog
procedure text.
salam
Absensi
Mendengarkan
dan
memperhatikan
penjelasan dari
guru
Menanggapi
pertanyaan
yang
dilontarkan oleh
guru
2. Kegiatan Inti Guru Meminta
siswa/siswi untuk
memperhatikan
ucapan guru
Guru menjelaskan
materi text
monolog
procedure text “
how to make fried
rice”
Guru menyebut
bahan-bahan dan
langkah-langkah
membuat fried
Memperhatikan
ucapan guru
Siswa
menyebutkan
bahan-bahan
dan langkah –
langkah “ how
to make fried
rice.
Siswa
rice.
Guru menugaskan
kepada siswanya
tentang text
monolog
procedures text “
How to make fried
rice”.
mendengarkan
penjelasan
guru.
3. Penutup
Guru menjelaskan
kembali materi
yang sudah di
pelajari
Guru memberikan
kesimpulan dari
materi text
monolog
procedure text.
Guru memberikan
tugas
Siswa
memperhatikan
penjelasan guru
Siswa mampu
mencerna
kesimpulan
yang diberikan
oleh guru.
Siswa mengikuti
perintah guru
Alat dan Sumber Pembelajaran
1. Sumber Bahan:
Buku paket Bahasa Inggris
English in focus for grade VII junior high school (SMP/MTs) (
Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 )
Student worksheet
2. Media:
White Board
Spidol
Gambar/pictures
Aspek Penilaian
1. Aspek Proses
Penilaian proses dilakukan selama proses belajar mengajar berlangsung.
2. Aspek Hasil
Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang
diberikan oleh guru.
Mengetahui, Indramayu, 08 Maret
2011
English teacher Observer
Josef Subagio, S.Pd.I Ana Zulaecha
NIK. 325 074 764 820 000 3 NIM. 206014000104
Appendix 7
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP PRAKARYA ANJATAN Siklus ke- : 2
Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 2
Kelas / Semester : VIII / II
Jenis Teks : Descriptive
Tema : Describing poeple
Aspek / Skill : Menulis
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi
Mengungkap makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive
dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
Membaca
12.2 Mengungkapakan makna dan langkah retorika dalam esei pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/
procedure.
Indikator
Siswa mampu menyebutkan ciri-ciri seseorang.
Siswa mampu mengidentifikasi umur atau usia. Seseorang.
Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Menyebutkan ciri-ciri tubuh seseorang dari mulai bentuk badan sampai bentuk
muka.
Mengidentifikasi seberapa umur atau usia seseorang.
Memahami ciri-ciri seseorang.
Materi Pembelajaran
Cut out some pictures of people from magazines - pop stars, sportsmen, TV
stars.
Exercises:
1. Use the lists below to describe their appearance or how they look. 2. Pairs work: one student can write down a description from a picture and the
other student must guess who it is. 3. Describe yourself, another student, your Teacher.
Height Build Age
tall, tallish, short,
shortlist, medium
frail, stocky, slim, thin,
plump, fat, skinny, well-young, elderly, middle-aged,
height built teenager, in 20s, 30s, 40s
Face Eyes Hair Clothes
round, oval, square,
with scares, wrinkles,
freckles, sun-tanned,
pale
big round blue
eyes, large,
small, bright,
narrow
bald, straight,
curly, spiky,
wavy
casual, scruffy,
shabby, smart,
tidy, messy
Metode/ technik : Three-Phase Technique.
D. Langkah-langkah kegiatan Belajar Mengajar (KBM)
No
Tahap Kegiatan Guru Kegiatan Siswa waktu
1. Pendahuluan
Apresiasi
Motivasi
Salam
Memeriksa
kehadiran
siswa/siswi
Memfokuskan
siswa/siswi pada
materi yang akan
diajarkan
Menjelaskan
tujuan
pembelajaran
Menjawab
salam
Absensi
Mendengarkan
dan
memperhatikan
penjelasan dari
guru
Menanggapi
pertanyaan
Mendeskripsikan
materi yang akan
disampaikan
Guru
menyebutkan ciri-
ciri seseorang dari
mulai bentuk
badan, bentuk
mata samapi
bentuk muka.
yang
dilontarkan oleh
guru
Siswa mengikuti
apa yang
diucapkan guru.
2. Kegiatan Inti Guru Meminta
siswa/siswi untuk
memperhatikan
ucapan guru
Guru menjelaskan
materi text
monolog
describing people
yang akan
dipelajari.
Guru menugaskan
kepada siswanya
tentang describing
people.
Memperhatikan
ucapan guru
Siswa
menyebutkan
ciri-ciri
seseorang.
Siswa
mendengarkan
penjelasan
guru.
3. Penutup
Guru menjelaskan
kembali materi
yang sudah di
pelajari
Guru memberikan
kesimpulan dari
Siswa
memperhatikan
penjelasan guru
Siswa mampu
mencerna
kesimpulan
materi text
monolog
descriptive “
describing
people”yang telah
di ajarkan
Guru memberikan
tugas
yang diberikan
oleh guru.
Siswa mengikuti
perintah guru
Alat dan Sumber Pembelajaran
1. Sumber Bahan:
Buku paket Bahasa Inggris
English in focus for grade VII junior high school (SMP/MTs) (
Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 )
Students’ Worksheet
2. Media:
White Board
Spidol
Gambar/pictures
Aspek Penilaian
1. Aspek Proses
Penilaian proses dilakukan selama proses belajar mengajar berlangsung.
2. Aspek Hasil
Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang
diberikan oleh guru.
Mengetahui, Indramayu, 15 Maret
2011
English teacher Observer
Josef Subagio, S.Pd.I Ana Zulaecha
NIK. 325 074 764 820 000 3 NIM. 206014000104
Appendix 8
The Instrument of Pre-Test
NAME : ________________________
CLASS :________________________
1. David is in the ...................... . He is washing himself.
a . class b. park c. kitchen d.
Bathroom
2. Boy who is wearing a brown ...................is my brother.
a. vase b. quilt c. fan d.
jacket
The following text for number 3-5
Ingredients
Flour
Sugar
Salt
Water
Palm Oil
Banana
MATERIALS Materials / Tools:
Frying pan
Wash basin
Spatula
Stove
Plate
PROCEDURE How to make fried banana?
1. First, peel the banana and cut it become two part.
2. Then, mix the flour, salt, sugar, and water into the
washbasin.
3. Next, immerse the banana into the washbasin.
STEPS 4. After that, pour the palm oil into frying pan and
wait until hot.
5. Then, put the banana in the frying pan and wait until hot.
6. Next, bring it and put on the plate.
7. Finally, fried banana can be deserved
3. How many steps to make a fried banana?
a. 3 steps c. 6 steps
b. 5 steps d. 7 steps
4. What is the first step when making fried banana?
a. fried banana can be deserved
b. mix the flour, salt, sugar, and water into the washbasin
c. peel the banana and cut it become two parts
d. bring it and put on the plate
5. What is the last step when making fried banana?
a. Cook for one hour. c. Heat until the water
boil
b. Fry the ingredients in a pan. d. fried banana can be
deserved
6. Barrack Obama is a..............in USA.
a. Singer c. President
b. Actris d. Football player
7. That woman is wearing a beautiful ...................... .
a. Dress c. Mat
b. Dish d. Bag
8 . We use ...........................to make omelet.
a. Carrot c. Banana
b. Coffee d. Egg
9. They are like playing .......................in the yard.
a. Football c. Ski
b. Umbrella d. Swim
10.M y mother cooks ............................ for lunch.
a. Orange c. Apple
b. Rice d. Doll
11. What are you wearing?
I am wearing blue ............................ .
a. Jeans c. Kite
b. Tap d. Leg
12. Jack wears a.................... when it is hot.
a. Pan c. Hat
b. Trouser d. Bus
13. The man is wearing a nice......................
a. sack c. blouse
b. shirt d. Chair
14. I wear a ......................when it is cold.
a. Sweather c. bell
b. glasses d. Bag
15. Alice is a.................... . She looks after sick people.
a. nurse c. waiter
b. singer d. Mechanic
16. David Bécham is a famous.................... in USA.
a. doctor c. singer
b. Football player d. Police
17. His father usually has ......................., cheese, and tea for
breakfast.
a. desk c. mug
b. bread d. Fridge
18. There are some books on the ....................... .
a. light c. glasses
b. cat d. Table
19. Let‟s go to the .................... to see a film.
a. bus c. zoo
b. park d. Cinema
20. Their family are having dinner in the .......................... .
a. bedroom c. bank
b. dining room d. zoo
Appendix 9
The Instrument of Post-Test 1
Name:_____________________
Class:_____________________
Text for number 1 to 3
Look at the pictures!!
1. Maia Estianty has……… eyes.
a. Big c. Narrow (
close set)
b. Small d. Aver are
2. Which of the following is not TRUE?
a. Maia Estianty used braces on teeth
b. Maia Estianty has long hair
c. Maia Estianty‟s age is teenager
d. Maia Estianty has a black hair
3. What type of hair does she has?
a. Short hair c. Curly hair
b. Medium hair d. long hair
(Maia Estianty)
Look at the pictures!!
4. What are you wearing?
I am wearing blue……..
a. Tap c. Jeans
b. Leg d. Kite
Look at the pictures!!
5. There is a high Mountain. You
should……it.
a. Climb c. Jump
b. Run d. Sit
Text for number 6 to 8
Look at the pictures!!
6. David Beckham‟s job is?
a. Singer c. football
player
b. Actor d. Teacher
7. He has……….. on his lips.
a. Moustaches c. Braces of
teeth
b. Earring d. Beard
8. David Beckham hair‟s is…….
a. Long c. Bald
b. Short d. Curly
(David Beckham)
Look at the pictures!!
9. It is very cold. Put on your
woolen…….., if you‟re going out.
a. Sweater c. Bag
b. Bell d. Glasses
Text for number 10 to 12
Look at the pictures!!
10. Who is she?
a. Titi Kamal c. Madona
b. Luna Maya d. Jessica
Iskandar
11. Jessica Iskandar‟s job is….
a. Entertainer c. Teacher
b. Nurse d. Doctor
12. She has……… skin.
a. Black c. Brown
(Jessica Iskandar) b. White d. yellow
(Jessica Iskandar)
Look at the pictures!!
13. Let‟s go to the……….. to see a film.
a. Park c. Zoo
b. Cinema d. Bus
Look at the pictures!!
14. On Friday, John goes to picnic with his
friend.
John wants to go to TMII. He usually wears
a black T-shirt, Blue……. And green
Trainers.
a. long dress c. Red sweater
b. jeans d. black watch
Look at the Pictures!!
15. The girl wearing a blue……and green
coat is her sister.
a. Blue Jeans c. Long
Dress
b. Trouser d. Skirt
Look at the Pictures!!
16. Their families are dinner in the………
a. Living room c. Dining
room
b. Bedroom d. Bathroom
Look at the pictures!!
17. There are soap, tooth paste, brush and
shampoo in
Our…….
a. Bathroom c. Bedroom
b. Park d. Kitchen
Look at the pictures!!
18. Do you like to play football?
No, I don‟t. I like to play…..
a. Walk c. Basket Ball
b. Volley Ball d. Bicycle
Text for number 19-20
Look at the pictures
19. What is his name?
a. Barack Obama c. Olga Sahputra
b. Asmirandah d. Meyda Shafira
20. Barack Obama is a……….. in USA.
a. Singer c. President
b. Actor d. Football
player
Appendix 10
The Instrument of Post-Test 2
Name:_____________________
Class:_____________________
Text for number 1-2
Look at the Pictures!!
1. What is his name?
a. Barack Obama c. Olga Sahputra
b. Asmirandah d. Meyda Shafira
2. Barack Obama is a……….. in
USA.
a. Singer c. President
b. Actor d. Football player
Look at the Pictures!!
3. Their families are dinner in
the………
a. Living room c. Dining room
b. Bedroom d. Bathroom
Text for number 4 to 6
Look at the pictures!!
4. 4. David Beckham hair‟s is…….
a. Long c. Bald
b. Short d. Curly
5. David Beckham‟s job is?
a. Singer c. football player
b. Actor d. Teacher
6. He has……….. on his lips.
a. Moustaches c. Braces of teeth
b. Earring d. Beard
(David Beckham)
Look at the pictures!!
7. Do you like to play football?
No, I don‟t. I like to play…..
a. Walk c. Basket Ball
b. Volley Ball d. Bicycle
Look at the pictures!!
8. On Friday, John goes to picnic with
his Friend. John wants to go to TMII.
He usually wears a black T-shirt,
Blue……. And green Trainers.
a. long dress c. Red sweater
b. jeans d. black watch
Look at the Pictures!!
9. The girl wearing a blue……and green
coat is her sister
a. Blue Jeans c. Long Dress
b. Trouser d. Skirt
Text for number 10 to 12
Look at the pictures!!
10. Maia Estianty has……… eyes.
a. Big c. Narrow ( close set)
b. Small d. Aver are
11. Which of the following is not TRUE?
a. Maia Estianty used braces on teeth
b. Maia Estianty has long hair
c. Maia Estianty‟s age is teenager
d. Maia Estianty has a black hair
(Maia Estianty)
12. What type of hair does she has?
a. Short hair c. Curly hair
b. Medium hair d. long hair
Look at the pictures!!
13. It is very cold. Put on your
woolen…….., if you‟re going out.
a. Sweater c. Bag
b. Bell d. Glasses
Look at the pictures!!
14. There is a high Mountain. You
should……it.
a. Climb c. Jump
b. Run d. Sit
Text for number 15 to 17
Look at the pictures!!
15. Who is she?
a. Titi Kamal c. Madona
b. Luna Maya d. Jessica Iskandar
16. Jessica Iskandar‟s job is….
a. Entertainer c. Teacher
(Jessica Iskandar) b. Nurse d. Doctor
17. She has……… skin.
a. Black c. Brown
b. White d. yellow
Look at the pictures!!
18. Let‟s go to the……….. to see a
film.
a. Park c. Zoo
b. Cinema d. Bus
Look at the pictures!!
19. What are you wearing?
I am wearing blue……..
a. Tap c. Jeans
b. Leg d. Kite
Look at the Pictures!!
20. Their families are dinner in
the………
a. Living room c. Dining room
b. Bedroom d. Bathroom
Appendix 11
The Answer Key of Pre-Test, Pos-Test I, and Post-Test II
A. Pre-Test
1. d 6. c 11. a 16. b
2. d 7. a 12. c 17. b
3. d 8. d 13. b 18. d
4. c 9. a 14. a 19.d
5. d 10.b 15. a 20. B
B. Post-Test I
1. b 6. c 11. a 16. c
2. b 7. a 12.b 17. a
3. d 8. b 13. b 18. c
4. c 9. a 14. b 19.a
5. a 10.d 15. c 20. c
C. Post-Test II
1. a 6. a 11. a 16. a
2. c 7. c 12. d 17. b
3. c 8. b 13. a 18. b
4. b 9. c 14. a 19.c
5. c 10.a 15. d 20. c
Appendix 14
The Observation Note Before CAR
Location : SMP Prakarya Anjatan-Indramayu
Day / Date : Monday, 28th
February 2011
Time : 07.00 A.M to 09.00 A.M
No Things which is observed observation
1. Subject Vocabulary
2. Method The teacher used the explanation and
translation method.
3. Teacher‟s activity The teacher tends to be teacher
centered, he taught vocabulary by
translation, and he asked the students to
repeat the word, the teacher gave list
from every student and then he write
the meaning of word on the whiteboard
and the students memorize the words.
4. Student activity The students memorized the words,
wrote the vocabularies, and repeated
the words after the teacher. Those
activities made the students bored,
passive, and had less motivation in
teaching learning activity.
English Teacher observer
Joseph Subagio, S.Pd.I Ana Zulaecha
NIK. 325 074 764 820 000 3 NIM. 206014000104
Appendix 15
PANDUAN PENGAMATAN PELAKSANAAN
TINDAKAN KELAS
SIKLUS I
REINFORCING STUDENTS‟ VOCABULARY MASTERY THROUGH
PICTURES
( A Classroom Action Research in the first grade 1 Class SMP Prakarya Anjatan-
Indramayu)
Berilah Tanda ( √ ) pada kolom “ya” atau “tidak”
No Pertanyaan Ya Tidak
1. Menurut Anda dalam pengajaran bahasa inggris perlu
menggunakan media ?
√
2. Menurut Anda, apakah guru sering mengajarkan materi
kosa kata baru dengan menggunakan media gambar ?
√
3. Apakah media gambar yang disampaikan dapat
menjelaskan isi materi pelajaran dengan jelas?
√
4. Menurut Anda, apakah materi yang diajarkan oleh guru
mata pelajaran Bahasa Inggris dengan menggunakan
media gambar sudah maksimal?
√
5. Menurut Anda, apakah media gambar digunakan
dalam pembelajaran Bahasa Inggris dapat
√
mempermudah Anda?
6. Apakah anda senang jika guru anda mengajar dengan
menggunakan media gamabar?
√
7. Menurut Anda, apakah penggunaan media gambar
dapat mempengaruhi belajar Anda ?
√
8. Menurut Anda, apakah dengan adanya media gambar
dapat meningkatkan kosa kata (vocabulary) Anda?
√
9. Menurut Anda, apakah dengan adanya media gambar
Anda lebih konsentrasi dalam meningkatkan kosa kata
Anda?
√
10. Menurut Anda, apakah dengan adanya media gambar
Anda lebih memahami dan menguasai kosa kata
(vocabulary) bahasa Inggris ?
√
11. Menurut Anda, apakah materi yang sudah dipelajari
dengan media gambar sudah melekat di dalam diri
Anda?
√
12. Menurut Anda, apakah pelajaran Bahasa Inggris dengan
menggunakan media Anda lebih menarik untuk
meningkatkan kosa kata Anda?
√
13. Apakah Anda lebih senang belajar Bahasa Inggris
setelah menggunakan media gambar?
√
14. Menurut Anda, apakah lebih menyenangkan materi
yang disampaikan dengan menggunakan media gambar
oleh guru?
√
15. Apakah perasaan Anda senang jika guru mata pelajaran
Bahasa Inggris menyampaikan materi dengan
menggunakan media gambar dalam meningkatkan kosa
kata Bahasa Inggris Anda?
√
16. Menurut anda, apakah anda lebih suka media gambar
dari pada metode teerjamahan ( translation)yang
digunakan dalam kegiatan belajar mengajar?
√
17. Apakah perasaan Anda senang jika dalam proses
pembelajaran Bahasa Inggris menggunakan media
gambar?
√
18. Apakah anda lebih memperhatikan materi pelajaran
yang disampaikan oleh guru dalam meningkatkan kosa
kata dengan menggunakan media gambar?
√
19. Apakah media gambar yang digunakan sudah membantu
Anda dalam meningkatkan kosa kata Anda?
√
20. Apakah perasaan Anda senang belajar Bahasa Inggris
dengan menggunakan media gambar?
√
Keterangan :
Skor 1 untuk jawaban “Ya”
Nilai Maksimal: 20
Prosentase Penilaian : Jumlah Skor x 100%
Nilai Maksimal
: 13 x 100%
20
= 65%
Observer
Ana Zulaecha
NIM. 206014000104
Appendix 16
PANDUAN PENGAMATAN PELAKSANAAN
TINDAKAN KELAS
SIKLUS II
REINFORCING STUDENTS‟ VOCABULARY MASTERY THROUGH
PICTURES
( A Classroom Action Research in the first grade 1 Class SMP Prakarya Anjatan-
Indramayu)
Berilah Tanda ( √ ) pada kolom “ya” atau “tidak”
No Pertanyaan Ya Tidak
1. Menurut Anda dalam pengajaran bahasa inggris perlu
menggunakan media ?
√
2. Menurut Anda, apakah guru sering mengajarkan materi
kosa kata baru dengan menggunakan media gambar ?
√
3. Apakah media gambar yang disampaikan dapat
menjelaskan isi materi pelajaran dengan jelas?
√
4. Menurut Anda, apakah materi yang diajarkan oleh guru
mata pelajaran Bahasa Inggris dengan menggunakan
media gambar sudah maksimal?
√
5. Menurut Anda, apakah media gambar digunakan
dalam pembelajaran Bahasa Inggris dapat
mempermudah Anda?
√
6. Apakah anda senang jika guru anda mengajar dengan
menggunakan media gamabar?
√
7. Menurut Anda, apakah penggunaan media gambar
dapat mempengaruhi belajar Anda ?
√
8. Menurut Anda, apakah dengan adanya media gambar
dapat meningkatkan kosa kata (vocabulary) Anda?
√
9. Menurut Anda, apakah dengan adanya media gambar
Anda lebih konsentrasi dalam meningkatkan kosa kata
Anda?
√
10. Menurut Anda, apakah dengan adanya media gambar
Anda lebih memahami dan menguasai kosa kata
(vocabulary) bahasa Inggris ?
√
11. Menurut Anda, apakah materi yang sudah dipelajari
dengan media gambar sudah melekat di dalam diri
Anda?
√
12. Menurut Anda, apakah pelajaran Bahasa Inggris dengan
menggunakan media Anda lebih menarik untuk
meningkatkan kosa kata Anda?
√
13. Apakah Anda lebih senang belajar Bahasa Inggris
setelah menggunakan media gambar?
√
14. Menurut Anda, apakah lebih menyenangkan materi
yang disampaikan dengan menggunakan media gambar
oleh guru?
√
15. Apakah perasaan Anda senang jika guru mata pelajaran
Bahasa Inggris menyampaikan materi dengan
menggunakan media gambar dalam meningkatkan kosa
kata Bahasa Inggris Anda?
√
16. Menurut anda, apakah anda lebih suka media gambar
dari pada metode teerjamahan ( translation)yang
digunakan dalam kegiatan belajar mengajar?
√
17. Apakah perasaan Anda senang jika dalam proses
pembelajaran Bahasa Inggris menggunakan media
gambar?
√
18. Apakah anda lebih memperhatikan materi pelajaran
yang disampaikan oleh guru dalam meningkatkan kosa
kata dengan menggunakan media gambar?
√
19. Apakah media gambar yang digunakan sudah membantu
Anda dalam meningkatkan kosa kata Anda?
√
20. Apakah perasaan Anda senang belajar Bahasa Inggris
dengan menggunakan media gambar?
√
Keterangan :
Skor 1 untuk jawaban “Ya”
Nilai Maksimal: 20
Prosentase Penilaian : Jumlah Skor x 100%
Nilai Maksimal
: 19 x 100%
20
= 95%
Observer
Ana Zulaecha
NIM: 206014000104
Appendix 17
CATATAN LAPANGAN
SIKLUS I PERTEMUAN KESATU
Lokasi Penelitian : SMP Prakarya Anjatan – Indramayu
Hari / Tanggal : Selasa, 01 Maret 2011
Aktivitas : Pembelajaran Bahasa Inggris (Menulis
/Vocabulary)
Siklus : Satu
Proses Pengajaran dan Pembelajaran di Kelas :
Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa
dengan materi pembelajaran menulis mengenai How to make fried banana.
Kegiatan berahir pada pukul 08:45
Aktivitas Guru :
Guru memberikan motivasi kepada siswa serta menjelaskan tujuan
pengajaran.
Guru menanyakan siswa sudah sarapan atau belum.
Guru menanyakan kepada siswa sering makan pisang goreng atau tidak.
Guru meminta siswa untuk menyebutkan bahan-bahan untuk membuat
pisang goreng.
Guru meminta kepada siswa untuk menyebutkan langkah-kangkah
membuat pisang goreng.
Aktivitas dan keadaan siswa :
Siswa terlihat antusias dan respek, .
Siswa masih ragu-ragu untuk menyebutkan bahan-bahan untuk membuat
pisang goreng.
Siswa menyebutkan satu per satu bahan –bahan untuk membuat pisang
goreng.
Siswa ada yang tertawa-tawa, ceplas-ceplos, dan ada yang serius
menjawab.
Siswa ada asik ngrobrol sendiri.
Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.
Para siswa sebagian mencatat bahan-bahan dari pisang goreng.
Anjatan, 01 Maret 2011
Observer
Ana
Zulaecha
NIM: 206014000104
Appendix 18
CATATAN LAPANGAN
SIKLUS I PERTEMUAN KEDUA
Lokasi Penelitian : SMP Prakarya Anjatan – Indramayu
Hari / Tanggal : Rabu, 02 Maret 2011
Aktivitas : Pembelajaran Bahasa Inggris (berbicara
Vocabulary)
Siklus : Dua
Proses Pengajaran dan Pembelajaran di Kelas :
Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa
dengan materi pembelajaran berbicara mengenai how to describe someone in
English. Kegiatan pembelajaran berahir pada pukul 08:45.
Aktivitas Guru :
Guru memberikan motivasi kepada siswa dan menjelaskan tujuan
pengajaran.
Guru menanyakan siswa ciri –ciri bentuk badan teman sebelahnya.
Guru meminta beberapa siswa untuk menyebutkan ciri-ciri bentuk badan
teman sebangkunya.
Guru meminta salah satu siswa untuk maju kedepan kemudian menyebut
ciri-ciri bentuk badannya.
Guru meminta para yang siswa lain untuk memperhatikan temanya yang
didepan kelas.
Guru mencatat kosakata untuk menggambarkan seseorang dari mulai
cirri-ciri rambut, bentuk muka, warna kulit dll.
Aktivitas dan keadaan siswa :
Siswa terlihat antusias, respek, dan bersemangat
Sebagian dari mereka masih keliru untuk merespon perintah guru
Siswa sangat antusias dan bersemangat setelah guru menyebutkan cirri-
ciri bentuk badan dari salah satu siswa yang ditunjuk maju kedepan.
Siswa masih kurangnya kepercayaan diri maju ke depan kelas untuk
menggambarkan cirri-ciribentuk badanya masing-masing dari siswa.
Siswa masih asyik mengobrol dan bercanda saat KBM berlangsung.
Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.
Para siswa mengerjakan apa yang guru instruksikan, sebagian dari merka
tidak mengerjakan secara benar karena kurangnya penguasaan kosakata.
Anjatan, 02 Maret 2011
Observer
Ana Zulaecha
NIM: 206014000104
Appendix 19
CATATAN LAPANGAN
SIKLUS II PERTEMUAN KESATU
Lokasi Penelitian : SMP Prakarya Anjatan – Indramayu
Hari / Tanggal : Selasa, 08 Maret 2011
Aktivitas : Pembelajaran Bahasa Inggris ( Membaca/
vocabulary)
Siklus : Dua
Proses Pengajaran dan Pembelajaran di Kelas :
Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa
dengan materi pembelajaran Membaca mengenai How to Make Fried Rice.
Kegiatan ini berahir pada pukul 08:45 WIB.
Aktivitas Guru :
Guru memberikan motivasi kepada siswa serta menjelaskan tujuan
pengajaran.
Guru menanyakan siswa tentang cara membuat nasi goreng yang telah
diketahui oleh siswa.
Guru menanyakan siswa tentang bahan-bahan membuat nasi goreng.
Guru meminta seluruh siswa untuk menyebutkan langkah-langkah
membuat nasi goreng.
Guru mencatat bahan-bahan, alat-alat rumah tangga yang dibutuhkan dan
langkah-langkah untuk membuat nasi goreng.
Aktivitas dan keadaan siswa :
Siswa terlihat antusias, respek, dan bersemangat
Siswa sangat senang dan bersemangat setelah guru menyebutkan bahan-
bahan, dan cara membuat nasi goreng.
Siswa masih asyik mengobrol dan bercanda saat guru mulai menjelaskan
materi pelajaran.
Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.
Para siswa mengerjakan apa yang guru instruksikan, sebagian dari merka
tidak mengerjakan secara benar karena kurangnya penguasaan kosakata.
Anjatan, 08 Maret 2011
Observer
Ana Zulaecha
NIM: 206014000104
Appendix 20
CATATAN LAPANGAN
SIKLUS II PERTEMUAN KEDUA
Lokasi Penelitian : SMP Prakarya Anjatan – Indramayu
Hari / Tanggal : Selasa, 15 Maret 2011
Aktivitas : Pembelajaran Bahasa Inggris ( Menulis/
Vocabulary)
Siklus : Dua
Proses Pengajaran dan Pembelajaran di Kelas :
Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa
dengan materi pembelajaran Writing mengenai describing people.
Aktivitas Guru :
Guru memberikan motivasi kepada siswa serta menjelaskan tujuan
pengajaran.
Guru mengajak siswa bernyanyi selama 5 menit karena siswa terlihat
lemes.
Guru menanyakan jenis pakaian apa yang mereka kenakan.
Guru meminta salah satu siswa untuk maju kedepan kelas.
Guru meminta seluruh siswa untuk memperhatikan siswa yang sedang
maju didepan kelas.
Guru mencatat kosakata tentang describing people.
Aktivitas dan keadaan siswa :
Siswa terlihat antusias, respek, dan bersemangat.
Sebagian dari mereka masih keliru untuk merespon perintah guru.
Siswa sangat senang dan bersemangat setelah memperagakan salah satu
siswa maju kedepan kelas.
Siswa masih asyik mengobrol dan bercanda saat guru mulai menjelaskan
materi pelajaran.
Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.
Para siswa mengerjakan apa yang guru instruksikan, sebagian dari mereka
tidak mengerjakan secara benar karena kurangnya penguasaan kosakata.
Anjatan, 15 Maret 2011
Observer
Ana Zulaecha
NIM: 206014000104
Appendix 21
Interview Guidelines for the Needs Analysis (Before CAR)
Location : SMP PRAKARYA
Day/date : 16 February 2011
Time : 08:00 am
Interviewer : The researcher
Interviewee : The Teacher
Interviewer : Selama Bapak mengajar Bahasa Inggris, masalah apa yang
menjadi kendala dalam proses pembelajaran Bahasa Inggris?
Interviewee : banyak bu, mulai dari mengatasi situasi kelas sampai dengan
memilh metode pengajaran yang effektif dalam pembelajaran
bahasa Inggris.
Interviewer : Dalam Bahasa Inggris terdapat banyak skill, menurut Bapak
skill yang mana yang paling susah dipahami oleh siswa?
Interviewee : Grammar dan vocabulary
Interviewer: Menurut Bapak, bagaimana tanggapan siswa mengenai
Pembelajaran bahasa Inggris dengan menggunakan Media
Pictures?
Interviewee : sebenarya saya jarang menggunakan metode pembelajaran
Bahasa Inggris dengan menggunakan gambar.
Interviewer : Metode apa yang Bapak Pakai dalam mengajarkan Kosakata
terhadap siswa?
Interviewee : dalam mengajarkan kosa kata terhadap siswa saya
menggunakan metode translation.
Interview Guidelines for the Needs Analysis (After CAR)
Location : SMP PRAKARYA
Day/date : 17 March 2011
Time : 08.00 am
Interviewer : The researcher
Interviewee : The Teacher
Interviewer : Bagaimana pengamatan bapak mengenai kondisi siswa dan
situasi kelas setelah mengajarkan kosakata dengan media
Pictures?
Interviewee : Situasi kelas dan kondisi siswa sangat kondusif, siswa lebih
senang dan tertarik dengn metode pembelajaran vocabulary
dengan menggunakan media gambar.
Interviewer : Apakah ada peningkatan kemampuan siswa yang bapak amati
setelah mengajarkan kosakata dengan menggunakan media
picures?
Interviewee : ya, tentu saja ada peningkatan kosakata siswa bisa dliihat
dari peningkatan score siswa dan mereka lebih cepat paham
dalam pembelajaran vocabulary.
Interviewer : Bagaimana tanggapan Bapak mengenai metode pictures?
Interviewee : metode pictures dalam pembelajaran vocabulary mungkin
bisa dibilang effektif .
Interviewer : Apakah Bapak termotivasi untuk menggunakan media pictures
dalam mengajarkan kosaakata?
Interviewee : ya, kalau saya lihat dari score peningkatan siswa saya sangat
termotivasi sekali dengan metode yang anda applikasikan
disekolah kami. mungkin saya juga akan menaplikasikannya
metode ini.