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TRANSCRIPT
THE EFFECT OF DEMONSTRATION TECHNIQUE
TOWARD THE STUDENTS’ VOCABULARY
(A Quasi Experimental Study at the Seventh Grade Students
of Madrasah Tsanawiyah Negeri 13, Jakarta)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training
In a Partial Fulfillment of the Requirements
For the Degree of S.Pd ( Bachelor of Arts) in English Education
By:
Amelia Sartikarani
109014000018
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
iv
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful
All praise be to Allah Lord of the worlds, The Almighty God for His
blessing, guidance, help and love until the writer can accomplish this “skripsi”.
Peace and Salutation be upon to the Prophet Muhammad SAW, his descendants,
his companions, and his followers.
This “skripsi” is presented to English Education Department, Faculty of
Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University
Jakarta as a partial fulfillment of the requirements for the degree of S.Pd.
In this occasion, the writer to express her gratitude, appreciation, and
honor to all people who have helped the writer in finishing this “skripsi”. The
writer is absolutely conscious that she could not carry out this work without
others’ helping either material or spiritual.
The writer is greatly indebted to Mrs. Dr. Ratna Sari Dewi, M.Pd and Mr.
Teguh Khaeruddin, M.AppLing, as the writer’s advisors, for their time, guidance,
kindness, contributions, and patience in correcting and helping the writer in
finishing this “skripsi”.
And then the writer sincere gratitude goes to:
1. Nurlena Rifa’i, MA. P.hd, as a Dean of Faculty of Tarbiya and Teachers’
Training at UIN Syarif Hidayatullah of Jakarta
2. Drs. Syauki, M.Pd, as a Head of English Education Department
3. All inspiring lecturers of English Education Department who have taught the
writer during her study at UIN Syarif Hidayatullah of Jakarta
4. Retno Dewi, M.Pd, as a headmaster of MTs. Negeri 13 Jakarta
5. Reni Wahyuni, as an English teacher of seventh grade at MTs. Negeri 13
Jakarta
6. The writer also must to say acknowledgement to the writer’s family for their
help. Especially for the writer’s father (Drs. Nunung Nurmudin), the writer’s
mother (Yuniarti Iriani, S.Pd), and the writer’s brother (Muhammad Aghni Nur
v
L.) for their support, their love, and irreplaceable encouragement and patience
to motivate the writer to accomplish this “skripsi”.
Finally, the writer realizes that this “skripsi” is still far from being perfect,
constructive criticism and suggestion would be accepted to make this “skripsi”
better.
Jakarta, July 2014
The Writer
vi
ABSTRACT
Amelia Sartikarani (NIM: 109014000018). “The Effect of Demonstration
Technique toward the Students’ Vocabulary”, A Quasi Experimental
Study at Seventh Grade Students of Madrasah Tsanawiyah Negeri (MTsN)
13 Jakarta. Skripsi of English Education at Faculty of Tarbiya and
Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta,
2014.
Keywords: Vocabulary and Demonstration Technique
This research investigated the use of demonstration technique in teaching
vocabulary. The use of demonstration technique gives students an opportunity to
active and helps each other in teaching learning process in order to master the
subject material. The method that used in this research is experimental research.
The experiment research design applied in this study was a quasi experiment. It
means that the writer as an observer taught English directly in the class. The study
was conducted following procedures of the quasi experimental research; there
were two classes for the research, namely experiment class and control class. The
subjects of the study are 7.F and 7.G, with 7.F is chosen as an experiment class
and 7.G as a control class. Before starting the treatment, the writer gave pre-test to
know the students’ competence toward vocabulary especially English vocabulary.
After giving the pre-test, in the first meeting the writer taught the vocabulary by
using demonstration technique in experiment class and by using conventional
technique through rote memorization learning in control class. Then the last
meeting, the writer gave post-test to find out whether there was an effectiveness
using demonstration technique in teaching vocabulary.
The result of data analysis using t-test showed, the value of thitung is 5.38
with degree of freedom 62 in the significance degree (α) of 5%, tt is 1.67, then in
the significance of 1% = 2.38. It means that, to > tt (thitung is higher than ttabel). So,
the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted,
that there is a significant difference of students’ vocabulary achievement between
students who are taught by demonstration technique and students who are taught
memorization learning. The Mean score of students’ posttest in experiment class
is higher than in control class. It means that the use of demonstration technique in
teaching and learning vocabulary give effect in improving toward the students’
vocabulary.
vii
ABSTRAK
Amelia Sartikarani (NIM: 109014000018). “The Effect of Demonstration
Technique toward the Students’ Vocabulary”, Sebuah Quasi Eksperimen
di Kelas Tujuh Madrasah Tsanawiyah Negeri (MTsN) 13 Jakarta. Skripsi,
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Katakunci : Vocabulary dan Demonstration Technique
Penelitian ini meneliti kegunaan teknik demonstrasi dalam mengajar
vocabulary (kosakata). Penggunaan teknik demonstrasi sebagai teknik
pembelajaran memberikan siswa kesempatan untuk aktif dan saling membantu
dalam proses pembelajaran dengan tujuan untuk menguasai materi yang diajarkan.
Metode yang digunakan dalam penelitian ini adalah penelitian eksperimental. Ini
artinya bahwa penulis sebagai seorang peneliti yang mengajarkan bahasa Inggris
secara langsung di kelas. Penelitian ini dilakukan mengikuti prosedur penelitian
quasi experiment; disana ada dua kelas dalam penelitian, yaitu kelas eksperimen
dan kelas kontrol. Subjeknya adalah siswa kelas 7.F dan 7.G, dengan 7.F dipilih
sebagai kelas ekperimen dan 7.G sebagai kelas kontrol. Sebelum memulai
penelitian, penulis memberikan pre-test untuk mengetahui kompetensi siswa
terhadap kosakata khususnya kosakata bahasa Inggris. Setelah memberikan pre-
test, pertemuan pertama penulis mengajar kosakata dengan menggunakan teknik
demonstrasi di kelas eksperimen dan menggunakan teknik konvensional melalui
pembelajaran rote-memorization di kelas kontrol. Kemudian dipertemuan
terakhir, penulis memberikan post-test dengan maksud untuk menemukan apakah
disana ada sebuah keefektifan menggunakan teknik demonstrasi dalam mengajar
kosakata.
Hasil analisis data menggunakan uji-t menunjukan bahwa nilai t hitung
sebesar 5.38 dengan t table pada taraf signifikasi 5% sebesar 1.67, sedangkan
pada taraf signifikasi 1% sebesar 2.38. Itu artinya t hitung lebih besar daripada t
tabel. Oleh karena itu hipotesis nol ditolak dan hipotesis alternatif diterima, bahwa
ada perbedaan kosakata siswa yang signifikan antara siswa yang diajarkan dengan
menggunakan tehnik demonstrasi dan siswa yang diajarkan menggunakan rote-
memorization. Dengan nilai posttest rata-rata di kelas ekperimen lebih tinggi dari
kelas control, itu artinya penggunaan teknik demonstrasi memberikan efek dalam
perubahan kosakata siswa.
viii
TABLE OF CONTENTS
SURAT PENYATAAN KARYA SENDIRI .................................................................... i
APPROVAL SHEET .......................................................................................................... ii
ENDORSEMENT SHEET ................................................................................................ iii
ACKNOWLEDGEMENT ......................................................................................... iv
ABSTRACT .......................................................................................................................... vi
ABSTRAK .......................................................................................................................... vii
TABLE OF CONTENTS ................................................................................................. viii
LIST OF TABLES .............................................................................................................. xi
LIST OF APPENDICES................................................................................................... xii
CHAPTER I INTRODUCTION
A. Background of the Study .......................................................... 1
B. Identification of the Problem .................................................... 4
C. Limitation of the Problem ........................................................ 5
D. Formulation of the Problem ...................................................... 5
E. Objectives of the Problem ........................................................ 5
F. Significances of the Study ........................................................ 5
CHAPTER II LITERATURE REVIEW
A. Theoretical Description ............................................................. 6
1. Vocabulary ............................................................................ 6
1.1 Definition of Vocabulary .............................................. 6
1.2 Kinds of Vocabulary ......................................................... 8
1.3 Constructs of Vocabulary Mastery ............................... 10
1.4 How to Assess Vocabulary ........................................ 12
ix
2. Demonstration Technique ................................................... 14
2.1 Definition of Demonstration ....................................... 14
2.2 Advantages of Demonstration Technique in Teaching
........................................................................................... 16
2.3 Teaching Vocabulary by Using Demonstration
Technique ......................................................................... 18
B. Previous Study ....................................................................... 19
C. Thinking Framework .............................................................. 20
D. Research Hypothesis .............................................................. 23
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research .............................................. 24
B. Method of the Research .......................................................... 24
C. Population and Sample ............................................................ 24
D. Technique of Data Collection ................................................ 25
E. Technique of Data Analysis .................................................... 26
F. Statistic Hypothesis ................................................................ 28
CHAPTER IV RESEARCH FINDING
A. Description of Data .................................................................. 29
B. Analysis of Data ...................................................................... 32
C. Hypothesis Testing .................................................................. 36
D. Interpretation of Data ............................................................... 37
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................................... 39
B. Suggestion .............................................................................. 39
x
BIBLIOGRAPHY ..................................................................................................... 41
APPENDICES ........................................................................................................... 43
xi
LIST OF TABLES
Table 4.1 ................................................................................................................ 29
Table 4.2 ............................................................................................................... 31
Table 4.3 ............................................................................................................... 32
xii
LIST OF APPENDICES
Appendix 1 Competency Standard and Basic Competence of VII Grade in Junior
High School ......................................................................................... 44
Appendix 2 Lesson Planning in Experiment Class and Control Class .................. 50
Appendix 3 Question Matrix of Validity Test ....................................................... 87
Appendix 4 Question Sheet of Validity Test ......................................................... 89
Appendix 5 Question Matrix of Pre-test ................................................................ 94
Appendix 6 Question Sheet of Pre-test .................................................................. 96
Appendix 7 Question Matrix of Post-test ............................................................ 101
Appendix 8 Question Sheet of Post-test............................................................... 103
Appendix 9 Pre-test and Post-test Score of Experiment Class ............................ 108
Appendix 10 Pre-test and Post-test Score of Control Class ................................. 109
Appendix 11 Table of t-Student ........................................................................... 110
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is used by people as written, oral, or action symbol to give
information. Brown defines language as “a system of arbitrary conventionalized
vocal, written, or gesture symbols that enable members of given community to
communicate intelligibly with one another.”1 In other words, people using
language as a means to express inner thoughts and emotions, and to interact with
other people. Therefore, language is important aspects in people’s life to
communicate.
Because language is important aspect in people’s life, In Indonesia many
people have foreign language mastery to communicate with other people around
the world. That is English language.2 It is as International language that is used
in order can be understood by the people in the world in communicating.3
Therefore, English is important to be learnt by the people in the world.
English is important to be learnt because it is taught from elementary and
up to university level, as compulsory subject. Although for other students,
English is assumed as difficult subject. Based on the writers’ observation when
doing Praktik Profesi Keguruan Terpadu (PPKT) in junior high school, the
writer found that the difficulties in learning English is about the English content,
such as grammatical function, pronounce of words, and vocabulary.
From those difficulties, one of basic and main difficulty as a problem for
students is difficulty in learning vocabulary, especially English vocabulary. The
1 H. Douglas Brown, Principles of Language Learning and Teaching 4th ed., (New York:
Longman, 2000), p. 5. 2 Crystal as cited by Allan Lauder, The Status and Function of English In Indonesia: A
Review of Key Factors, Journal of Social Humaniora, vol. 12, 2008, pp. 10. 3 Ummi Mukmin, Bahasa Indonesia, Bahasa Daerah, dan Bahasa Inggris: Pengajaran
Bahasa dalam “Dilema”, 2013, (http://m.kompasiana.com).
2
problem is because the students have limitation knowledge of vocabulary. It can
be the major or crucial problem confronting students of English as foreign
language (EFL). According to Saengpakdeejit in his study “limited vocabulary
knowledge can be a crucial problem which leads the learners to encounter
difficulties in language learning.”4 In other words, limited vocabulary for
students is a major factor that influences the EFL students in learning English
becomes difficult. It means if the students do not have vocabulary mastery, the
students cannot master English skill comprehension fluently. Richards and
Renandya define that “vocabulary is a core component of language proficiency
and provides much of the basis for how well learners speak, listen, read, and
write.”5 However, the vocabulary contributes toward the students’
comprehension when learning English skill.
The problems in vocabulary for the students especially for non-native
students usually it influenced some factors. Based on the writer’s observation
when teaching English, the factors are caused by students or by English teacher.
Some factors are faced by students such as some students think English
vocabulary are difficult and complicated in pronunciation of words, and then
some students are lazy and confused because English vocabulary has a lot of
meaning in one word. The possible factor posed by English teacher is when using
teaching technique, which is the students get boring and have low motivation in
learning process because teaching technique which used by English teacher is not
interest. Therefore, from those factors can be changed by the English teacher
primary, because the English teacher has main role in teaching and learning
process for students.
In teaching and learning process, the English teacher’s role is to give
solution for students who get difficulty in learning vocabulary. The role is by
4 Rakchanok Saengpakdeejit, Awareness of Vocabulary Learning Strategies among EFL
Students in Khon Kaen University, Journal for Academic, Vol. 4, 2014, pp. 1101-1108. 5 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 255.
3
using a variety of teaching technique. There are many teaching techniques can be
used by English teacher, such as peer-tutoring, demonstration, games, discussion,
etc. Although there are many techniques, but the teacher needs an alternative way
to help students encourage their anxiety and motivate them to learn better, and
then make the students are interested in learning vocabulary process. In this case,
the writer tries to give alternative ways to overcome the problem in teaching and
learning vocabulary, which is by using demonstration technique.
Demonstration technique maybe can help to enrich the students’
vocabulary. The meaning of words can be communicated or taught includes most
of possibilities is by using demonstration. This technique, the information source
by using an object, a cut-out figure, gesture, action, photographs, blackboard
drawings or diagrams, and pictures.6 Finally, this way can be used by the teacher
to make the lesson more interesting because the students can play the objects with
social interaction and then it will build up the new atmosphere for students in
learning English. Therefore, the English teacher can apply it in teaching
vocabulary.
Based on the statement above, the writer is interested in conducting a
research and decides to discuss and consider that there is the effect of teaching
technique through demonstration technique to improve the students’ vocabulary
score in teaching and learning English. In this study, the writer decided design a
problem to be researched with the title “THE EFFECT OF DEMONSTRATION
TECHNIQUE TOWARD THE STUDENTS’ VOCABULARY”.
B. Identification of the Problem
The problem in learning English may be started at the process of acquiring the
vocabulary. Generally, the students will get difficulties in learning English at all
aspects because still lack of English vocabulary. The lack of vocabulary is caused
6 I.S.P. Nation, Teaching and Learning Vocabulary, (United States: Heinle&Heinle Publisher, 1990),
p. 51
4
some factors from the students and the teacher. Some factors are involved in this
problem:
1. Some students think that English is difficult and complicated in
pronunciation.
2. Some students are lazy and confused in learning English vocabulary.
3. Some students have low motivation because teaching technique which used
by English teacher is bored and not interest.
C. Limitation of the Problem
In this research, there are many components that the writer would like to
know and to find out the problem, such as the effectiveness of demonstration
technique toward the students’ vocabulary, demonstration technique can make the
students active in the class, and then have high motivation in mastering the
English vocabulary. Those are impossible to talk all problems in this research; so
the writer limits the research and focus on the effectiveness of demonstration
technique toward the students’ at seventh grade students.
D. Formulation of the Problem
The writer formulates the problem as follow: is Demonstration technique
effective to improvement of students’ vocabulary?
To answer the question, the writer would like to try applying the
demonstration as teaching technique in teaching English vocabulary at seventh
grade students of junior high school.
E. Objective of the Problem
The objective of this research is to know whether Demonstration technique
effective in improving students’ vocabulary.
5
F. Significances of the Study
The result of the research is expected give more information used to:
1. The Researcher
The result of this research is expected to give a new insight and more
information about teaching English vocabulary by using demonstration
technique in teaching and learning process.
2. The Teacher
The result of this research is expected to be able to give knowledge for
English teacher in term of teaching English vocabulary and then to help the
teacher to enrich the concept of teaching technique by using demonstration as
a new atmosphere in teaching English especially teaching vocabulary.
3. The Student
This research is expected to encourage the students mastering the English
vocabulary, to make the students getting motivation and enjoy in learning
English, and then to solve the students’ problem in increasing students’
vocabulary through demonstration technique.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Theoretical Description
In this chapter, the writer will discuss the theoretical description. The first is
about vocabulary; there are definition of vocabulary, kinds of vocabulary, constructs
of vocabulary mastery, and how to assess vocabulary. The second is Demonstration
technique with definition of demonstration technique, the advantages of
demonstration technique in teaching, and teaching vocabulary by using demonstration
technique.
1. Vocabulary
1.1 Definition of Vocabulary
In learning a new language, first thing is the students have to master of
vocabulary. It is caused vocabulary as one of the language aspects is supposed to be
learned to be master of new language, beside other language element such as
grammar and pronunciation. The students are going to speak fluently and accurately,
write easily or understand what he/she reads, if he/she has vocabulary mastery. It is
obvious that the vocabulary is very important basic skill in learning English. Richards
states, “Vocabulary is one of the most obvious components of language and one of
the first things applied linguists turned their attention to.”1 It means that vocabulary
will make the students to overcome in learning language. If the students have a good
vocabulary mastery, they can speak or listen English clearly and then write or read
the sentences in English.
According to Hornby as cited by Zaenuri says, “If we look up the meaning of
vocabulary in the dictionary, it can be defined as the total number of words that (with
1 Jack C.Richards, Curriculum Development in Language Teaching, (New York: Cambridge
University Press, 2002), p. 4.
7
ruler for combining them) make up a language.”2 In line by Linse states that
vocabulary is the collection of words that a person can know.3 From those definitions,
vocabulary is a set of words in language and vocabulary is a component of language
which is needed everyone in mastering language especially to foreign language. To
make the students easy in learning English, the words of vocabulary can be found in
the dictionary because there have a lot of words and meanings. Therefore, the
students understand English through the vocabulary easily.
If the students have mastered of vocabulary, it will help the students to
communicate with everyone, make the students understand all information from other
country, and vocabulary also help the students to can speak and listen English clearly
with native speaker, and then the students understand when they read the English
words from newspaper, book, magazine, etc. National Institute of Child Health and
Human Development (NICHHD) as cited by FLaRE journal points out that,
“Vocabulary is stored information about the meanings and pronunciations of words
necessary for communication.”4 In the other word, the vocabulary as one of facilities
to provide and receive the oral or written information in English is needed.
From the statements of all definition above, vocabulary is a central and part of
language, because it cannot be separated from language; it is important part of
language. Vocabulary is also the knowledge toward the number of words which is
used by people to express their information or ideas as necessary to communicate,
especially in using foreign language. Moreover, vocabulary should be taught since
young students who learn English first. The other word that Vocabulary is a key
which the students can understand all about English subject such as the learner can
speak English fluently and can listen or writing or reading the English easily. For this
2 A.S. Hornby as cited by A.M. Zaenuri, Vocabulary I, (Jakarta: UIN Jakarta Press, 2003), p.
1. 3 Caroline. T. Linse, Practical English Language Teaching : Young Learners, (New York:
McGraw-Hill Companies, Inc, 2005), p. 129 4 National Institute of Child Health and Human Development (NICHHD) as cited by FlaRe
Journal, Vocabulary, Journal of Teaching Academy, (US: Florida Literacy and Reading Excellence
Professional Paper, 2000), p. 1.
8
reason, it is very important for students to build up the skill of English words, which
is vocabulary.
1.2 Kinds of Vocabulary
To know English vocabulary not only tells about the definition, but there are
several kinds of vocabulary. The students in learning vocabulary should know kinds
of vocabulary in order to the students understand the content of vocabulary. The
writer have found about it from some books and journals. The kinds of vocabulary
have own meaning to describe the words. In Hiebert‟s and Kamil‟s book, they
describe the kinds of vocabulary into some classes.
What complicates the definition of vocabulary is the fact that words come in
at least two forms: oral and print. Oral vocabulary is the set of words for
which we know the meanings when we speak or read orally, and Print
vocabulary consists of those words for which the meaning is known when we
write and read silently. And then they continue, that knowledge of words also
comes in at least two forms: receptive and productive. Receptive vocabulary
or recognition is set of words for which an individual can assign meanings
when listening or reading. Productive vocabulary is the set of words that an
individual can use when writing or speaking.5
Based on the statement above, vocabulary is distinguished into some classes such as
oral vocabulary, print vocabulary, receptive, and productive vocabulary. Oral
vocabulary is focused in speaking or reading orally and print vocabulary is focused in
writing or reading silently. Furthermore, receptive vocabulary can assign meanings
when listening or reading, and productive vocabulary is used when writing and
speaking. The writer think that the kinds of vocabulary above have the same meaning
where it is related into English skill in learning such as listening, speaking, reading,
and writing.
5 Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, (New
Jersey: Lawrence Erlbaum Associates Publishers, 2005), p.3
9
The kinds of vocabulary in FlaRe paper journal, according to International
Reading Association (IRA) explains has delineated various types of vocabulary into
listening vocabulary, speaking vocabulary, reading, writing, and sight vocabulary.
Listening vocabulary is the words needed to understand what is heard, speaking
vocabulary is the words used when speaking, reading vocabulary is the words needed
to understand what is read, writing vocabulary is the words used in writing, and sight
vocabulary is those words that can be identified without explicit decoding during
reading.6 It means that vocabulary has portions based on the purpose of skill needed
such as listening focus to heard, speaking to tell or speech, reading is needed to
understand the reading material, and writing is used in written.
Meanwhile, Aebersold and Field as cited by Zaenuri classify the kinds of
vocabulary into active and passive:7
a. Active vocabulary; it is also called as productive vocabulary, which the
learner can use appropriately in speaking and writing. To use the
productive vocabulary, the students must know how to pronounce it well,
they must know and be able to use grammar of the target language, they
also must be familiar with collocation and understand the connotation
meaning of the words, because in fact it is more difficult to practice
b. Passive vocabulary; it is also called as receptive vocabulary, which that
can be recognized and understood in reading or listening.
The statements above almost same with the previous statement, that active
vocabulary as same as productive vocabulary, it is focused appropriately in speaking
and writing. Then, passive vocabulary as same as receptive vocabulary, which is
recognized in reading and listening.
To sum up the statements about kinds of vocabulary that it has relate with
English skill such as listening, speaking, reading, and writing, and then there are
6 International Reading Association (IRA) as cited by FlaRe Paper, Evidence-based Reading
Instruction: Putting the National Reading Panel Report Into Practice, (Newark, DE: International
Reading Association, 2002), p. 112 7 Jo Ann Aebersold and Marry Lee Field as cited by A.M. Zaenuri, Vocabulary I, (Jakarta:
UIN Jakarta Press, 2003), p.1
10
passive and active. It makes the students know that the English skill have difference
vocabulary use and usage. But, those all are very useful to be learned by students in
learning foreign language, which is English.
1.3 Constructs of Vocabulary Mastery
There are many teachers especially English teachers try to develop students‟
vocabulary in order the students‟ vocabulary improve to be better. In teaching
process, the teacher usually gives activity that can improve the students‟ vocabulary
such as exercises at school, give homework, and give test which is related to
vocabulary materials. The purpose is the students mastering vocabulary in learning
English.
The material of vocabulary is given by teacher supposed to be adjusted what
students need to know in learning vocabulary. The teacher looks at words in more
detail that there is far more to a vocabulary item than just one meaning. Harmer
points out that for a start teacher must look at what „meaning‟ really is:8
a) Meaning
The first thing to realize about vocabulary items is that they frequently have
more than one meaning. It is caused one word in English have more than one
meaning. Sometimes the words have meanings in relation to other words.
When we come across a word, then, and try to decipher its meanings we will
have to look at the context in which it is used. There is, synonym and
antonym include in it. As far as meaning goes, then, students need to know
about meaning in context and they need to know about sense relations.
b) Word Use
Word meaning is frequently stretched through the use of metaphor and idiom.
Word meaning is also governed by collocation, which is the words go with
each other. The people often use words only in certain social and topical
8 Jeremy Harmer, The Practical of English Language Teaching, (Cambridge: Longman
Handbooks, 1991), p. 156
11
contexts. What we say is specified by the style and register we are in.
Therefore, the students need to recognize metaphorical language use and they
need to know how words collocate. The students also need to understand what
stylistic and topical contexts words and expressions occur in.
c) Word Formation
Words can change their shape and their grammatical value, too. Students need
to know facts about word formation and how to twist words to fit different
grammatical contexts. The students also need to know how suffixes and
prefixes work. Here, students need to know how words are spelt and how they
sound. It make the students are to be able to understand and use words in
speech.
d) Word Grammar
Here, students make a distinction between countable and uncountable nouns.
The former can be both singular and plural. There are many other areas of
grammatical behavior that students need to know about adjectives and
adverbs.
From the explanations above, this section is that knowing a word means far
more than just understanding (one of) its meanings. The teacher has to help the
students to understand in learning vocabulary to a language, because the teacher has
important role in teaching and learning process which the teacher know what students
should learn or what do students need to know. Therefore, the teacher has known
various kinds of material in teaching and learning vocabulary. Those can summarize
„Knowing a word‟ in the following way:9
9 Ibid.
12
Meaning in context
Sense relations
Metaphor and Idiom
Collocation
Style and Register
Part of Speech
Prefixes and Suffixes
Spelling and Pronoun
Noun: countable and
Uncountable, etc.
Verb complementation
Adjectives and Adverbs
1.4 How to Assess Vocabulary
In teaching and learning vocabulary, English teacher almost gives many ways
in practicing the vocabulary for students in mastering vocabulary. But, those
exercises do not show that the students have master of vocabulary. Therefore, to
construct and find out the students‟ vocabulary size by scoring accurately, the teacher
can use a test. It is one of ways to assess the students‟ vocabulary mastery which
students have. According to Madsen says the goal of vocabulary tests is to measure
students‟ comprehension and production of word used.10
Vocabulary test has various kinds to evaluate vocabulary mastery for students.
There are four general kinds of vocabulary tests are presented based on Madsen:11
10
Harold H. Madsen, Techniques in Testing, (New York: Oxford University Press, 1983), p.
12 11
Ibid., p. 14-30
WORDS
MEANING
WORD USE
WORD
FORMATION
WORD
GRAMMAR
13
a) Limited Response
It is a test which emphasize to children or beginning level students and this
activity use physical responses and visual directly. The students do not
focused to master of speaking, writing, or reading. This test can be presented
individual or group testing.
b) Multiple-choice Completion
It is a test in which a sentence and make the students focused on context clues
and sentence meaning. The test is with a missing word is presented, and then
the students choose one of four vocabulary items are given. This test has
alternate ways toward the vocabulary materials to prepare vocabulary
multiple-choice completion items, following about definition, phrase
completion (idioms/appropriateness), phrasal context (not sentence
completion), and multiple-choice cloze.
c) Multiple-choice Paraphrase
It is a test in which as sentence with the word is underlined and then the
students choose close answer or has similar meaning with the underlined
word. It is called to find the best synonym or related word. This test has
alternate forms of testing vocabulary. Following ways to write paraphrase
items, there are idiom and other phrases, phrasal context, reading passage
context, related-word identification, and unrelated-word identification.
d) Simple Completion (Words)
It is a test emphasizes word-formation which the students write in the missing
parts of words that appear in sentences. The missing parts are usually focused
on prefixes and suffixes, for example un- in untie and –ful in thankful. Here
are four additional ways to prepare simple completion questions, there are
stem-first procedure (changes when suffixes are added), phrasal context
(grammatical clues are sometimes given), compounds, and inflectional cloze.
14
Those statements above, the English teacher can use those tests to measure the
comprehension of students‟ vocabulary. The teacher should be able combine the
vocabulary test in examining, in order the students more pay attention to understand
in learning vocabulary, especially English vocabulary. Therefore, the students are not
restricted just to multiple-choices questions.
A careful selection, or sampling, of lexical items for inclusion in a test is
generally a most exacting task. The first task for the constructor of test is to determine
the degree to which he or she wishes to concentrate on testing the students‟ active or
passive vocabulary. Heaton points out that it can be thought into following the four
major language skills. If the test constructor concentrates to passive vocabulary, he or
she should be taken listening and reading. Then if he or she concentrates to active
vocabulary, test constructor should be taken speaking and writing.12
There are in
testing vocabulary almost same the type of test, based on Heaton classify into some
classes such as Multiple-choice Items (A), Multiple-choice Item (B) Completion, Sets
(Associated Words), Matching Items, More Objective Items, and Completion Items.13
In here, the writer thinks the explanation of test items more clearly and simple to be
applied by English teacher in testing vocabulary.
To sum up, there are some tests items can be used by test constructor or
teacher in testing vocabulary. The test can be given through multiple-choice question,
matching item, or completion items, etc. Those tests can be chosen and used based on
the teacher‟s and students‟ need in testing vocabulary.
2. Demonstration Technique
2.1 Definition of Demonstration
In teaching and learning process, the teachers should make a classroom
situation become enjoy and interest for the students when the teacher conveys English
12
J. B. Heaton, Writing English Language Tests, (Nwe York: Longman Group UK Limited,
1988), p. 51 13
Ibid., p. 52-62
15
materials. To teach vocabulary can be showed in many different ways. There are
various ways through the teaching techniques in presenting the vocabulary; one of
them is by using demonstration technique. It is belong into the categories of
controlled technique in taxonomy of techniques. Demonstration technique is also
called role-play in processing, because the students are emphasized to play an
illustration to be showed to other people. Crookes and Chaudron as cited by Brown
states, “Role-play demonstration is selected students or teacher illustrates the
procedure (s) to be applied in the lesson segment to follow. It includes brief
illustration of language or other content to be incorporated.”14
It means that the
activity of demonstration technique is through role-play and it can be used to identify
or to illustrate the words in many situations based on the materials.
According to Petty that a demonstration is showing something („how‟) by
example and the teacher also can using in any subjects.15
In other words,
demonstration technique belong an action concept by showing something. Here, the
students doing how to do something and it can be applied in all subjects. Harmer
points out, “It is often impossible explain the meaning of words and grammar either
through use of realia or in pictures. Actions, in particular, are probably better
explained by mime.”16
Therefore, the writer thinks that learning vocabulary can be
presented through the action concept to explain the meaning or to introduce the new
vocabulary by using mime with the object. It means will make easy for students
understand the meaning of words that they remember when using the action or mime
in presenting.
In teaching English, the teacher can perform the material of vocabulary by
using demonstration that is each student showing the gesture or action to introduce
the vocabulary. McNeill says, “Gesture in initial, Action, part highlights the other
approach, which of gesture as part of the social interaction in which the person
14
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagody, (New York: Pearson Education Inc, 2007), p. 185
15
Geoffrey Petty, Teaching Today, ( United Kingdom: Nelson Thornes Ltd, 2004), p. 173 16
Jeremy Harmer, op. cit., p. 161
16
participates. Part of the story of gesture is the role that it performs in interaction:
gesture as something engaged in our social lives.”17
It means that gesture or action is
part of approaches the social interaction and the students can perform to show or to
introduce the vocabulary. Therefore, each student can be corporate and active in
teaching and learning process in the class.
From all statements above, demonstration technique is called an action, a
mime and gesture to show or to introduce the vocabulary, which is how to do
something. It will become new experience for students in learning English vocabulary
and it will help the students remember the English words through hand or body
movement. It is also teach the students to have social interaction and corporate to
other students or other people. By teacher is it will help the teacher to present the
vocabulary clearly for students, where it is focused the students are active during
learning process. Therefore, demonstration technique is one of good ways can be
used to make easy in teaching and learning vocabulary.
2.2 Advantages of Demonstration Technique in Teaching
Many times an effective demonstration is an excellent way to introduce new
moves. In order the students feel enjoy and active when learning vocabulary, the
teacher can apply by using demonstration as one of techniques in teaching and
learning process. There are advantages or strength of demonstration technique in
teaching vocabulary. Wehrli and Nyquist said that the advantages of demonstration
technique follow, “Helps people who learn well by modeling others, promotes self-
confidence, provides opportunity for targeted questions and answers, allows attention
to be focused on specific details rather than general theories.”18
It means that
demonstration is a tool that can help the English teacher in teaching vocabulary, and
17
David McNeill, Language and Gesture, (United Kingdom: Cambridge University Press,
2000), p. 11 18
Wehrli G and Nyquist J.G., Teaching Strategies/Methodologies: Advantages,
Disadvantages/Cautions, Keys to Success, Journal of Teacher and Educational Development. 2003, p.
2
17
then help the students get self confidence and focus on specific details to the material
especially material of vocabulary.
In other opinion according to Newby, et al as cited by Journal of Purdue
University Cooperative Extension points out that advantages of demonstrations
include the students can see, hear, have experiences an actual event directly, get good
stimulus, they can present ideas and concepts clearly, and also demonstration
technique can reinforce learning for students.19
It means that demonstration technique
gives good impact toward students‟ response in teaching and learning vocabulary
which is students become interested. The students present their ideas clearly and
provide direct experiences. Therefore, it will make the students are interested and
active when they learn vocabulary in the class.
Cohen and Manion point out that the motivational advantages of
demonstration through simulation in learning process include:20
a. A heightened interest and excitement in learning.
b. A sustained level of freshness and novelty arising out of the dynamic nature
of simulation tasks.
c. A transformation in the traditional pupil-teacher subordinate-superordinate
relationship.
d. The fact that simulation is a universal behavioral mode.
The writer think that advantages of demonstration in learning process provide
a lot of changes for the students to be better such as the students are interest and
excitement, and then make students have fresh atmosphere and have super ordinate
relationship in learning process.
From statements above that demonstration technique give good effects for
students especially, which is the students are interest and enjoy in learning vocabulary
and it bring out new atmosphere in the class. Therefore, it will help the teacher in
19
Newby, et al. as cited by Journal of Training Curriculum, Giving a Demonstration, Journal
of Purdue University Cooperative Extension. 2001. p. 1 20
Louis Cohen and Lawrence Manion, Research Methods in Education, (London and New
York: Routledge, 1994), p. 265.
18
teaching vocabulary and will have good social relationship for students from this
way.
2.3 Teaching Vocabulary by Using Demonstration Technique
Teaching vocabulary is not easy to be increased without a proper way of how
to build it up. Teaching vocabulary by using demonstration technique is one the
alternative ways to students of elementary up to university for independent learning
in or out of the class. Demonstration technique can be used by using action, gesture,
or mime in learning process. Harmer describes, “Action, in particular, is probably
better explained by mime. Concepts like running or smoking are easy to present it in
this way; so are ways of walking, expressions, prepositions („to‟, „toward‟, etc) and
times (a hand jerked back over the shoulder to represent the past, for example).”21
From explanation above, the teacher can present the vocabulary by using
demonstration technique through mime, action, role play, or gesture because that is
more effective and easy to be understood for learners. But, the materials have to be
adapted when using demonstration technique such as about verb, adjectives, or nouns.
Several ways that writer does to present the vocabulary by using
demonstration based on the writer‟s observation as the following:
a. Divides students for some groups with each group has five to ten students.
b. The materials/objects already in the classroom
c. Materials/objects that can easily be brought such as picture card, cartoon,
realia, students, etc)
d. Stationery by teachers or students, if necessary to make picture or sentences or
anything before demonstrated
e. Next, demonstrate to show by actions or gestures based on the sentences or
pictures.
f. After all students demonstrate, the teacher gives points or reward to the best
group. In order the students have passion in learning process.
21
Jeremy Harmer, op. cit,. p. 161
19
Other ways of teaching vocabulary through demonstration, Petty points out as
illustrate: 22
The teacher mimes a simple story. The students then take turns to describe the
story as it is mimed, for example:
“He was eating a meal. He dropped some food. He called the dog. The dog ate
the dropped food. He patted the dog.”
The whole class repeats the story at the end. The teacher claps once if the
class is to repeat only the last line; twice if he or she wants the whole story
repeated from the start, with students taking a sentence each.
The activities, teaching vocabulary by using role-play in demonstration technique
which the teacher gives a role in each of group of students, then they act out. For
example, one student in each pair could be a hotel receptionist, with their partner
playing a speaker of the target language who wants to make a booking. The students
can take turns to play each role. It helps to provide scenarios such as „You want a
quiet double room for a week‟.23
It is the students practice the vocabulary based on
situational in learning process which the students as actor or actress who play an
action in the classroom. The writer‟s hypothesis thinks that demonstration technique
in teaching and learning vocabulary is an alternative ways with teaching aids because
almost students like to do activity that interactive and fun, which is by using mime,
gesture, action, or role-play in learning process.
B. Previous Study
Some students of university had conducted similar research about teaching
technique or teaching method in teaching vocabulary. The writer has found some
researches that related the title, which is using teaching technique. One of the
researches had written by Rachmad Setiawan with the title “The Influence of Using
Active Learning Method in Improving Students‟ Vocabulary”. The purpose of this
research was to find out whether the use of active learning can develop students‟
22
Geoffrey Petty, op. cit, p. 250. 23
Ibid,.
20
vocabulary. The population of the research was the second year students of SLTP
Negeri 128 Halim Perdana Kusuma. The number of students was 80 students. The
result of the research by using active learning in learning vocabulary and from the
tests is does not have significance influence in improving students‟ vocabulary.
The writer also found another research not only from students‟ research of
university, but the writer has found some articles and electronic books related with
the theory. Some journals as references there are by Reinhardt H. Ruhnke with the
title “Improvement of Teaching Technique through the Demonstration Lesson”, by
Rakchanok Saengpakdeejit with the title “Awareness of Vocabulary Learning
Strategies among EFL Students in Khon Kaen University”, by Y.M. Adekoya and
R.A. Olatoye with the title “Effect of Demonstration, Peer-Tutoring, and Lecture
Teaching Strategies on Senior High School Students‟ Achievement in an Aspect of
Agricultural Science”, and many more. Then, one of electronical books that writer
used to reference this research is by Steven J. Molinsky and Bill Bliss with the title
“Handbook of Vocabulary Teaching Strategies”. Actually, there is having some
journals and E-books as previous study to this research.
C. Thinking Framework
Everyone really knows about vocabulary. The vocabulary can be defined as
total of number or the collection of words has meaning, which is contributed to give
information for the people. Vocabulary is also the basic skill and one of the important
factors in learning foreign language especially English, because it will help the
students more comfortable when they are reading, speaking, writing, or listening in
learning process. Therefore, vocabulary is used as facility in developing language.
Learning vocabulary not only knows the meaning of word, but the students
have to know that the vocabulary is distinguished into some classes. It seems that
vocabulary has various kinds based on the purpose such as kinds of vocabulary into
oral vocabulary and print vocabulary, or receptive and productive vocabulary, there is
also listening vocabulary, speaking vocabulary, reading, writing, and sight
21
vocabulary, and then many more. However, there are lots kinds of vocabulary to be
learned and to be known for students in learning process toward their English skill.
In here, the teacher has important role for students in teaching and learning
vocabulary. The teacher not only teaches and presents the vocabulary, but the teacher
should train the students through drilling in teaching vocabulary. It will make the
students remember the English vocabulary continuously and make the students
become accustomed. When the students learn the target language especially English,
they are emphasized to learn the vocabulary primary and it is very important because
it will give good impact for students in developing the foreign language. Mastery of
vocabulary influence the students to read or speak English fluently, to express
yourself effectively by using English, give self confidence with other people or a
community from other country, can help the learners when doing English assignment
or examination, etc. Therefore, that is the reasons why vocabulary is important for
students in learning English.
Those all statements above must be thought by the teacher especially English
teacher, by students, and by government of education department. It seems at some
schools in Indonesia still has the students who cannot be able in mastering English
because they have lack of the vocabulary. It is a crucial problem for teacher and
students in learning foreign language. Lack of vocabulary mastery may be caused
some factors from the students or teacher. But, the problems can be minimized
through cooperate with teachers‟ role. The teacher has important role toward
students‟ vocabulary in learning language, because the teacher is one of ways to help
the students increasing the students‟ vocabulary. To increase the students‟
vocabulary, the teacher can use teaching technique creatively. The teaching technique
that is used should be interest for students and make them active in the class when
learn vocabulary. The writer thinks, the teaching technique that will makes the
students feel interest and enjoy in learning process is by using demonstration
technique.
22
Demonstration technique emphasize toward learning visually. In learning
vocabulary through it, the students and teacher can use by mime, gesture, or action. In
one of books tell about demonstration technique by mime, action, and gesture is one
of examples of vocabulary teaching technique because the vocabulary becomes easy
if presented in this way. According to Harmer in previous explain, “Action, in
particular, is probably better explained by mime. Concepts like running or smoking
are easy to present in this way; so are ways of walking, expressions, prepositions, and
times.” It is teaching vocabulary by using demonstration technique through mime,
action, or action, which is will help the teacher or students explain the vocabulary
with hand or body movement. Another resource from one of journals, demonstration
technique involves the teacher and the students showing, which is how to do
something. Demonstration can be done to be effective with both large and small
groups. The other words that teaching vocabulary through demonstration technique
will help the teacher or students to introduce new words easily and it make the
students active in the classroom. It is caused this way more effective which is the
teacher just as facilitator and the students doing social interaction in learning process,
than other conventional techniques.
To sum up based on all descriptions above, the writer assumes basically
vocabulary is knowledge of word mean and it is important part of in learning foreign
language. Mastery of vocabulary will help the students‟ problem who cannot be able
in English fluently. Therefore, learning vocabulary in English is very important
factor. But remember that the teacher has to make the students become interest and
make them enjoy and easy when learn English vocabulary. So, the teacher has to be
creative in using teaching technique. One of the teaching techniques is by using
demonstration technique. In here, the teacher and students can do something in
introducing the English words by mime, action, or gesture. Therefore, demonstration
technique gives good impact to stimulus in improving the students‟ vocabulary
because the students learning by doing and has social interaction in learning process.
23
It differences with other techniques that usually just emphasize students‟ memorize
individually in learning vocabulary.
D. Research Hypothesis
The statistic hypothesis states:
1. Alternative Hypothesis (Ha) :
“There is a significance difference of students‟ vocabulary achievement
between students who are taught by demonstration technique and students
who are taught without by using demonstration technique.”
2. Null Hypothesis (Ho) :
“There is no significance difference of students‟ vocabulary achievement
between students who are taught by demonstration technique and students
who are taught without by using demonstration technique.”
24
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
The writer held this research at Madrasah Tsanawiyah Negeri 13 of Jakarta. It
was focused in the classroom process at seventh grade students’ of academic
2013/2014. The research was held during the second term and the writer did the
research from March 28, 2014 until April 11, 2014.
B. Method of the Research
In collecting data, the writer used experimental research. The writer took to
use quasi-experiment in this research. There were involved two classes for the
research, namely experiment class and control class. Before starting the treatment,
the writer gave pre-test (see appendix 6) to know the students’ competence
toward their vocabulary. After the writer gave the pre-test, in first meeting the
writer taught the vocabulary by using demonstration technique in experiment
class and without using demonstration in control class. Then in last meeting, the
writer gave post-test (see appendix 8) to find out whether there was an
effectiveness using demonstration technique toward the students’ vocabulary.
Both of pre-test and post-test are multiple-choice question because in order to
take easy find out the result of the data.
C. Population and Sample
The population of this research is seventh grade students at MTs. Negeri 13 of
Jakarta. The seventh grade students of this school consist of four classes with
about 30-38 students in each class. In selecting sample, the writer got
recommendation class from the English teacher for the sample in this research.
Therefore this research used purposive sampling. The purposive sampling is “The
25
technique of sample by take the subject not based on the stratum, random or area
but based on the specific purpose. Commonly, this technique will take with some
consideration, such as time limit, personnel, and donation”.1 Then, the writer
divided into two classes; they are VII-F class and VII-G class. VII-F is used as
experiment class which consists of 32 students, and then VII-G is used to control
class which consists of 32 students too. The total is 64 (sixty four) students to be
sample of taken data and they are selected purposively as sample of the study.
D. Technique of Data Collection
Collecting the data is one of the important things in this research. To make
data accurately, the writer collected the data by using the test to students’
vocabulary. The test was given to get the objectives data of students’ vocabulary
by using the treatments. The writer applied into two tests, those are pre-test and
post-test. Pre-test was given in the beginning of attending class; before doing the
treatment, and then post-test was given at the end of treatment meeting or in the
last meeting after doing the treatment.
Before administering the pre-test, the writer analyzes the validity of pre-test
instrument in order to find out whether the test is valid or good to be used. The
writer used software ANATEST to calculate the instruments’ validity. In this
research, the writer implemented content validity to analyze validity of test. It
depends on a careful analysis of the language being tested and of the particular
course objective. There is strong tendency, especially multiple-choice testing, to
test only those areas of the language which lend themselves readily to testing. To
make the instrument test, the writer consulted it with English teacher, which is
about descriptive and procedure text based on English material at seventh grade.
Based on the result of instrument’s validity that was examined in SMP Negeri
89 of Jakarta, it was gotten the data from 45 (forty five) questions multiple
1 Suhassimi Arikunto, Prosedure Penelitian Suatu Pendekatan Praktek Edisi Revisi 5, (Jakarta:
PT Rineka Cipta, 1998), p. 117
26
choices that was examined there are 32 (thirty two) questions that was valid
(siginifikan/sangat signifikan) through ANATES software. Instrument that was
valid are 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 18, 20, 22, 23, 24, 25, 27, 28, 30,
31, 32, 33, 36, 37, 38, 40, 41, 44, and 45. While the instrument that was not valid
(NAN/minus) are 1, 13, 16, 17, 19, 21, 26, 29, 33, 34, 39, 42, and 43.
After the writer found out the valid questions, then the writer gave pre-test.
The test is objective test which contains 30 (thirty) multiple choices questions for
students in experiment and control class. Then, the writer gave post-test; it was
given after the writer taught English vocabulary by using demonstration technique
in experiment class and without using demonstration in control class. The post-
test was also given that contains 30 (thirty) multiple choices questions to both of
class. The writer gave all questions of multiple choices based on material of
vocabulary at seventh grade and the result of pre-test and post-test were collected
and compared. The tests were used as a data, to find out the effectiveness
demonstration techniques toward the students’ vocabulary at experiment class.
E. Technique of Data Analysis
The technique of data was conducted to analyze the validity and then pretest
and posttest of the questions. This research was focused for seventh grade
students at MTs. Negeri 13 of Jakarta. After the writer collected the data, then the
writer analyzed the result of data from pre-test and post-test and then related both
of them through the formulas of validity and reliability. The writer used the
formula that is independent sample T-test. The formula used as follow according
to Anas Sudijono:2
2 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2005),
p.324-325.
27
Whereas :
M1 : Mean variable of experiment Class
M2 : Mean variable of control Class
SEM : Standard Error of Experiment Class
SEM : Standard Error of Control Class
The Procedure of calculation as follows:
a. Formula to determine Variable X :
M
b. Formula to determine Variable Y :
M
c. Formula to determine Standard of Deviation Score of Variable X:
SD √
d. Formula to determine Standard of Deviation Score of Variable Y:
SD √
e. Formula to determine Standard Error of Mean of Variable X :
√
f. Formula to determine Standard Error of Mean of Variable Y:
SEM
√
g. Formula to determine Standard Error of Difference of Mean of Variable X
and Variable Y:
28
SEM - M √
h. Determining t0 with formula:
i. Determining t-table in significance level 5% (0,05) with degree of Freedom
(df): df = (N + N ) – 2
Note:
Variable X: Teaching vocabulary by using demonstration technique
Variable Y: Teaching vocabulary without using demonstration technique
Criteria :
If means there is significance and Hα is accepted, Hο is rejected.
If to ttable, means there is no significance and Hα is rejected, Hο is accepted.
F. Statistic Hypothesis
The hypothesis of this study may be:
Ho : µ1 > µ2
Ha : µ1 < µ2
1. Alternative Hypothesis (Ha) :
“There is a significance difference of students’ vocabulary achievement between
students who are taught by demonstration technique and students who are taught
without using demonstration technique.”
2. Null Hypothesis (Ho) :
“There is no significance difference of students’ vocabulary achievement
between students who are taught by demonstration technique and students who
are taught without using demonstration technique.”
29
CHAPTER IV
RESEARCH FINDING
A. Description of Data
In this part, the writer displays the description of pre-test and post test
data. The data were collected from students pre-test and post-test in both two
classes; experiment and control. It comes which consist of 32 students in each
class. It shows in two tables. Tables 4.1 are the data from experiment class and
table 4.2 is data from control class. It also shows the mean of both classes. The
data which is obtained is described into tables as follow:
a. Experiment Class (VII-F)
Table 4.1
The Score of Experiment Class (see appendix 9)
STUDENTS
PRE-TEST
SCORE
(Y)
POST-TEST
SCORE
(X)
GAIN
SCORE
(D)
1 70 70 0
2 80 63.3 -16.7
3 76.7 96.7 20
4 73.3 100 26.7
5 76.7 96.7 20
6 60 86.7 26.7
7 60 80 20
8 46.7 96.7 50
9 60 100 40
10 73.3 96.7 23.4
11 73.3 76.7 3.4
12 56.7 60 3.3
13 50 100 50
30
14 63.3 73.3 10
15 73.3 100 26.7
16 73.3 93.3 20
17 56.7 96.7 40
18 80 100 20
19 70 66.7 -3.3
20 70 100 30
21 73.3 96.7 23.4
22 76.7 100 23.3
23 53.3 93.3 40
24 73.3 73.3 0
25 20 83.3 63.3
26 66.7 96.7 30
27 73.3 96.7 23.4
28 53.3 100 46.7
29 46.7 90 43.3
30 56.7 96.7 40
31 53.3 96.7 43.4
32 53.3 100 46.7
∑ 2043.2 2876.9 26.05
Mean 63.85 89.90 833.7
In the table above, it can be shown that in experimental class there are 32
students. The mean of the pre-test in experiment class got 63.85 while in post-test
got 89.90. The lowest score in pre-test is 20 and the highest score in pre-test is 80.
While in post-test, the lowest score is 60 and the highest score are 100. Some
students are higher in post-test than pre-test.
31
b. Control class (VII-G)
Table 4.2
The Score of Control Class (see appendix 10)
STUDENTS
PRE-TEST
SCORE
(Y)
POST-TEST
SCORE
(X)
GAIN
SCORE
(D)
1 73.3 73.3 0
2 66.7 86.7 20
3 83.3 56.7 -26.6
4 83.3 83.3 0
5 66.7 80 13.3
6 76.7 86.7 10
7 83.3 86.7 3.4
8 80 66.7 -13.3
9 80 76.7 -3.3
10 70 76.7 6.7
11 60 73.3 13.3
12 66.7 86.7 20
13 70 56.7 -13.3
14 70 66.7 -3.3
15 83.3 66.7 -16.6
16 83.3 76.7 -6.6
17 66.7 90 23.3
18 76.7 86.7 10
19 70 70 0
20 80 70 -10
21 66.7 73.3 6.6
22 83.3 80 -3.3
23 56.7 76.7 20
24 66.7 80 13.3
32
25 63.3 33.3 -30
26 66.7 70 3.3
27 76.7 63.3 -13.4
28 66.7 80 13.3
29 70 76.7 6.7
30 66.7 66.7 0
31 76.7 80 3.3
32 80 63.3 -16.7
∑ 2330.2 2360.3 30.1
Mean 72.82 73.76 0.94
From the table above, it can be shown that in controlled class there are 32
students. The mean of the pre-test in controlled class got 72.82 while in post-test
got 73.76. The lowest score in pre-test is 56.7 and the highest score in pre-test is
83.3. While in post-test, the lowest score is 33.3 and the highest score are 90.
B. Analysis of Data
The writer analyzes the data using T-test formula. This technique is useful to
prove statistically whether there is any significant difference between students’
vocabulary in experiment and control class. The experiment class was X variable
and the control class was Y variable.
Before calculate t-test, the writer needs to make the calculation table, to gain
the value of Mean, Standard Deviation and Standard Error from each variable.
Table 4.3
Students’ Achievement
In both Experiment and Control Class
No. X Y x y x^2 y^2
1 70 73.3 -19.9 -0.46 396.01 0.21
2 63.3 86.7 -26.6 12.94 707.56 167.44
3 96.7 56.7 6.8 -17.06 46.24 291.04
4 100 83.3 10.1 9.54 102.01 91.01
33
5 96.7 80 6.8 6.24 46.24 38.94
6 86.7 86.7 -3.2 12.94 10.24 167.44
7 80 86.7 -9.9 12.94 98.01 167.44
8 96.7 66.7 6.8 -7.06 46.24 49.84
9 100 76.7 10.1 2.94 102.01 8.64
10 96.7 76.7 6.8 2.94 46.24 8.64
11 76.7 73.3 -13.2 -0.46 174.24 0.21
12 60 86.7 -29.9 12.94 894.01 167.44
13 100 56.7 10.1 -17.06 102.01 291.04
14 73.3 66.7 -16.6 -7.06 275.56 49.84
15 100 66.7 10.1 -7.06 102.01 49.84
16 93.3 76.7 3.4 2.94 11.56 8.64
17 96.7 90 6.8 16.24 46.24 263.74
18 100 86.7 10.1 12.94 102.01 167.44
19 66.7 70 -23.2 -3.76 538.24 14.14
20 100 70 10.1 -3.76 102.01 14.14
21 96.7 73.3 6.8 -0.46 46.24 0.21
22 100 80 10.1 6.24 102.01 38.94
23 93.3 76.7 3.4 2.94 11.56 8.64
24 73.3 80 -16.6 6.24 275.56 38.94
25 83.3 33.3 -6.6 -40.46 43.56 1637.01
26 96.7 70 6.8 -3.76 46.24 14.14
27 96.7 63.3 6.8 -10.46 46.24 109.41
28 100 80 10.1 6.24 102.01 38.94
29 90 76.7 0.1 2.94 0.01 8.64
30 96.7 66.7 6.8 -7.06 46.24 49.84
31 96.7 80 6.8 6.24 46.24 38.94
32 100 63.3 10.1 -10.46 102.01 109.41
2876.9 2360.3
4816.61 4110.17
89.90 73.76
34
The formula of T-test as follows:
In order to get the calculation of T-test, there are several steps to be taken;
determining Mean, Standard Deviation and Standard Error from each
variable, the following steps describe as follows:
1. Determining Mean of variable X and Y, the formula in determining Mean
as follow:
∑
∑
2. After getting the Mean in each variable, the next step is determining
Standard of Deviation Score of each variable; X and Y. The formula in
determining Standard deviation as follows:
√∑
√
√
√∑
√
√
3. After getting Standard of Deviation of each variable, the next step is
determining Standard Error Mean of each variable; X and Y, with
formula:
√
√
√
35
√
√
√
4. Determining Standard Error of different Mean of Variable X and Mean of
Variable Y, with formula:
√
√
√
√
5. After getting the Mean of each variable and the Standard Error of
different Mean from each variable, Finally, determining to with formula:
After getting the thitung, it is necessary determining Degrees of Freedom (df),
to know the value of ttabel with formula:
df
The value of df = 62 is as degree of freedom (df). The value of df 62 at the
degree of significance 5% (0.05) = 1.671 (see appendix 11) and at the degree of
significance 1 % (0,01) = 2.38.
1 Budi Susetyo. Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama,
2010), p. 320.
36
C. Hypothesis Testing
In this research, the writer proposes null hypothesis (Ho) and alternative
hypothesis (Ha):
(Ho):
There is no significance difference of students’ vocabulary
achievement between students who are taught by using
demonstration technique and students who are taught without using
demonstration technique.
(Ha): There is a significance difference of students’ vocabulary
achievement between students who are taught by using
demonstration technique and students who are taught without using
demonstration technique.
The assumption of this hypothesis as follows:
If , the Null Hypothesis (Ho) is rejected and alternative
hypothesis (Ha) is accepted. It means there is a significance difference of
students’ vocabulary achievement between students who are taught by using
demonstration technique and students who are taught without using demonstration
technique.
If thitung ttable, the Null hypothesis (Ho) is accepted and alternative
hypothesis (Ha) is rejected. There is no significant difference of students’
vocabulary achievement between students who are taught by using demonstration
technique and students who are taught without using demonstration technique.
Based on the description of data calculation, it can be inferred that:
1. The value of thitung is 5.38
2. The degree of freedom (df) is 62, so the value of ttable in the significance
5% (0.05) = 1.67
It shows that thitung ttable, it means that the Null Hypothesis (Ho) is rejected
and the Alternative Hypothesis (Ha) is accepted.
37
D. Interpretation of Data
Based on data description, in the seventh grade students’ of MTs. Negeri
13 that the students’ vocabulary is improved, especially by using demonstration
technique. The result of data got from test that divided into pre-test and post-test.
It showed from experiment class has the mean of pre-test is 63.85 before giving
demonstration technique. Then, mean increased into 89.90 in post test after given
the treatment by using demonstration technique. Therefore, the students that have
the highest mean score of post-test in experiment class, which is given the
treatment by using demonstration technique.
In analyzing the data, the writer analyzed the hypothesis of pre-test and
post-tests both of class. This step is the main step to know whether demonstration
technique is significant toward the students’ vocabulary achievement or not. The
writer analysis by conducting T-test formula, the significant used 5% (0.05), and
the criteria is value of t-test (thitung) > t-table. The calculation showed that t-test
(thitung) got 5.38 and the value of t-table is 1.67 in t-student table (see appendix
11). It revealed that t-test (thitung) ttable (5.38 > 1.67). Based on the criteria for the
calculation that when value of thitung ttable, it means that the hypothesis null (Ho)
is rejected and the alternative hypothesis (Ha) is accepted. It can be concluded that
there is a significant difference on students’ vocabulary by using demonstration
technique in learning process.
To sum up, the data of research had been conducted based on the
procedures. As the interpretation of data calculation above, there is significance
by using demonstration technique toward the students’ vocabulary, because the
results show that the hypothesis of H0 is rejected and Ha is accepted. The
significance differences are between by using demonstration technique and
without using demonstration technique.
In addition, an application of demonstration in learning is a role play that
students or teacher illustrate a procedure and how they do something.2 It is also
make the students get some advantages, they are the students become interested
2 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagody, (New York: Pearson Education Inc, 2007), p. 185
38
and excited in learning, the students have super ordinate relationship each other,
and make mode of fresh and new simulation in learning process.3 Therefore, this
research can give description of the importance of demonstration technique in
teaching and learning vocabulary. It means will be useful for the teachers and the
students that give effect in improving toward the students’ vocabulary.
3 Louis Cohen and Lawrence Manion, Research Methods in Education, (London and New
York: Routledge, 1994), p. 265.
39
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
After doing the experiment in teaching vocabulary by using demonstration
technique and without using demonstration technique, analyzing the data of
experiment, and then the writer continues to conclude it. Based on the data which has
been processed, the writer looks that there is a significance difference of students’
vocabulary between students who are taught by demonstration technique and students
who are taught without using demonstration. It is got from the results of statistic
calculation in previous chapter.
The writer got the result of students’ vocabulary achievement between
students in experiment class by using demonstration technique and students in control
class without using demonstration technique by comparing the post test score of these
two classes. After the writer calculated the data, the writer analyzed the data by using
t-test formula. It is concluded there is a significance of using demonstration technique
toward the students’ vocabulary at seventh grade students of MTs. Negeri 13.
Finally, the use of demonstration technique is effective to seventh grade
students at MTs. Negeri 13 of Jakarta. It means that using demonstration technique in
teaching and learning vocabulary give improvement to students’ vocabulary
achievement with the score.
B. SUGGESTION
Dealing with the conclusion, the writer would like to give some suggestions
as follow:
1. Teacher should improve their ways by using teaching techniques in teaching
vocabulary.
40
2. Teacher should give motivation and stimulate to students by using teaching
technique, which is by using demonstration technique because in order the
students to be active and interested in learning vocabulary.
3. Teacher should make the students to be fun and enjoy when they learn
English subject in the class, especially in learning English vocabulary.
4. By applying this teaching technique, the students could improve their English
vocabulary.
5. For researchers who want to do the same research, it is hoped that they could
develop their study deeply from any sources because the writer realized that
her writing is still far from being perfect. The other suggestion is it is better if
the research just focuses on the only one teaching technique, which is by
using demonstration, in order to get more significant data.
41
BIBLIOGRAPHY
Brown, H. Douglas. Principles of Language Learning and Teaching 4th ed. New
York: Longman, 2000.
--------------------------. Teaching by Principles: An Interactive Approach to Language
Pedagody. New York: Pearson Education, Inc, 2007.
Cohen, Louis., and Manion, Lawrence. Research Methods in Education. London and
New York: Routledge, 1994.
Cook, Charles H. Memorization Revisited, Journal of College English. Vol. 16,
1954.
Florida Literacy and Reading Excellence Professional Paper. Vocabulary. Journal for
Teaching Academy. United State: University of Central Florida, 2000.
Harmer, Jeremy. The Practical of English Language Teaching. Cambridge: Longman
Handbooks, 1991.
Heaton, J.B. Writing English Language Tests. New York: Longman Group UK
Limited, 1988.
Hiebert, Elfrieda H., and Kamil, Michael L. Teaching and Learning Vocabulary.
New Jersey: Lawrence Erlbaum Associates Publishers, 2005.
Linse, Caroline T. Practical English Language Teaching: Young Learners. New
York: Mc-Graw Hill Companies, Inc, 2005.
Madsen, Harold H. Techniques in Testing. New York: Oxford University Press, 1983.
McNeill, David. Language and Gesture. United Kingdom: Cambridge University
Press, 2000.
Petty, Geoffrey. Teaching Today. United Kingdom: Nelson Thomes Ltd, 2004.
Richards, Jack C. Curriculum Development in Language Teaching. New York:
Cambridge University Press, 2002.
----------------------- and Renandya, Willy A,. Methodology in Language Teaching: An
Anthology of Current Practice. New York: Cambridge University Press, 2002.
42
Ruhnke, Reinhardt H. Improvement of Teaching Technique Through the Demonstration
Lesson, Journal of Education by Junior-Senior High School Clearing House. Vol. 10,
1939.
Saengpakdeejit, Rakchanok. Awareness of Vocabulary Learning Strategies among
EFL Students in Khon Kaen University. Electronic Journal of Theory and
Practicce in Language Studies. Vol. 4, 2014.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada,
2005.
Zaenuri, A.M. Vocabulary I. Jakarta: UIN Jakarta Press, 2003.
43
APPENDICES
44
KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)
PPEERRAANNGGKKAATT PPEEMMBBEELLAAJJAARRAANN
SSTTAANNDDAARR KKOOMMPPEETTEENNSSII DDAANN
KKOOMMPPEETTEENNSSII DDAASSAARR
Mata Pelajaran : Bahasa Inggris. Satuan Pendidikan : SMP/MTs.
Kelas/Semester : VII/2
Nama Guru : ...........................
NIP/NIK : ...........................
Sekolah : ...........................
45
STANDAR KOMPETENSI DAN KOMPETENSI DASAR
TINGKAT SMP DAN MTs
Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Pertama (SMP) /
Madrasah Tsanawiyah (MTs)
A. Latar Belakang
Bahasa memiliki peran sentral dalam perkembangan intelektual, sosial, dan
emosional peserta didik dan merupakan penunjang keberhasilan dalam mempelajari
semua bidang studi. Pembelajaran bahasa diharapkan membantu peserta didik
mengenal dirinya, budayanya, dan budaya orang lain. Selain itu, pembelajaran bahasa
juga membantu peserta didik mampu mengemukakan gagasan dan perasaan,
berpartisipasi dalam masyarakat, dan bahkan menemukan serta menggunakan
kemampuan analitis dan imaginatif yang ada dalam dirinya.
Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis.
Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan,
dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan
berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni
kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang
direalisasikan dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara,
membaca dan menulis. Keempat keterampilan inilah yang digunakan untuk
menanggapi atau menciptakan wacana dalam kehidupan bermasyarakat. Oleh karena
itu, mata pelajaran Bahasa Inggris diarahkan untuk mengembangkan keterampilan-
keterampilan tersebut agar lulusan mampu berkomunikasi dan berwacana dalam
bahasa Inggris pada tingkat literasi tertentu.
Tingkat literasi mencakup performative, functional, informational, dan
epistemic. Pada tingkat performative, orang mampu membaca, menulis,
mendengarkan, dan berbicara dengan simbol-simbol yang digunakan. Pada tingkat
functional, orang mampu menggunakan bahasa untuk memenuhi kebutuhan hidup
sehari-hari seperti membaca surat kabar, manual atau petunjuk. Pada tingkat
46
informational, orang mampu mengakses pengetahuan dengan kemampuan berbahasa,
sedangkan pada tingkat epistemic orang mampu mengungkapkan pengetahuan ke
dalam bahasa sasaran (Wells,1987).
Pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta didik
dapat mencapai tingkat functional yakni berkomunikasi secara lisan dan tulis untuk
menyelesaikan masalah sehari-hari, sedangkan untuk SMA/MA diharapkan dapat
mencapai tingkat informational karena mereka disiapkan untuk melanjutkan
pendidikannya ke perguruan tinggi. Tingkat literasi epistemic dianggap terlalu tinggi
untuk dapat dicapai oleh peserta didik SMA/MA karena bahasa Inggris di Indonesia
berfungsi sebagai bahasa asing.
B. Tujuan
Mata Pelajaran Bahasa Inggris di SMP/MTs bertujuan agar peserta didik
memiliki kemampuan sebagai berikut.
1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis
untuk mencapai tingkat literasi functional.
2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk
meningkatkan daya saing bangsa dalam masyarakat global.
3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa
dengan budaya.
C. Ruang Lingkup
Ruang lingkup mata pelajaran Bahasa Inggris di SMP/MTs meliputi:
1. kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan
teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan
berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara
terpadu untuk mencapai tingkat literasi functional;
2. kemampuan memahami dan menciptakan berbagai teks fungsional pendek
dan monolog serta esei berbentuk procedure, descriptive, recount, narrative,
47
dan report. Gradasi bahan ajar tampak dalam penggunaan kosa kata, tata
bahasa, dan langkah-langkah retorika;
3. kompetensi pendukung, yakni kompetensi linguistik (menggunakan tata
bahasa dan kosa kata, tata bunyi, tata tulis), kompetensi sosiokultural
(menggunakan ungkapan dan tindak bahasa secara berterima dalam berbagai
konteks komunikasi), kompetensi strategi (mengatasi masalah yang timbul
dalam proses komunikasi dengan berbagai cara agar komunikasi tetap
berlangsung), dan kompetensi pembentuk wacana (menggunakan piranti
pembentuk wacana).
D. Standar Kompetensi dan Kompetensi Dasar
Kelas VII, Semester 2
Standar Kompetensi Kompetensi Dasar
Mendengarkan
7. Memahami makna
dalam percakapan
transaksional dan
interpersonal sangat
sederhana untuk
berinteraksi dengan
lingkungan terdekat
7.1 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana
secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat yang
melibatkan tindak tutur: meminta dan memberi
jasa, meminta dan memberi barang, serta
meminta dan memberi fakta
7.2 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana
secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat yang
melibatkan tindak tutur: meminta dan memberi
pendapat , menyatakan suka dan tidak suka,
meminta klarifikasi, dan merespon secara
interpersonal.
8. Memahami makna
dalam teks lisan
fungsional dan
8.1 Merespon makna yang terdapat dalam teks
lisan fungsional pendek sangat sederhana
secara akurat, lancar, dan berterima untuk
48
monolog pendek
sangat sederhana
yang berbentuk
descriptive dan
procedure untuk
berinteraksi dengan
lingkungan terdekat
berinteraksi dengan lingkungan terdekat.
8.2 Merespon makna yang terdapat dalam monolog
sangat sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan
lingkungan terdekat dalam teks berbentuk
descriptive dan procedure
Berbicara
9. Mengungkapkan
makna dalam
percakapan
transaksional dan
interpersonal sangat
sederhana untuk
berinteraksi dengan
lingkungan terdekat
9.1 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana
dengan menggunakan ragam bahasa lisan
secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat yang
melibatkan tindak tutur: meminta dan memberi
jasa, meminta dan memberi barang, dan
meminta dan memberi fakta.
9.2 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat sederhana
dengan menggunakan ragam bahasa lisan
secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat yang
melibatkan tindak tutur: meminta dan memberi
pendapat, menyatakan suka dan tidak suka,
meminta klarifikasi, merespon secara
interpersonal.
10. Mengungkapkan
makna dalam teks
lisan fungsional dan
monolog pendek
sangat sederhana
berbentuk descriptive
dan procedure untuk
berinteraksi dengan
lingkungan terdekat
10.1 Mengungkapkan makna yang terdapat
dalam teks lisan fungsional pendek sangat
sederhana dengan menggunakan ragam
bahasa lisan secara akurat, lancar, dan
berterima untuk berinteraksi dengan
lingkungan terdekat
10.2 Mengungkapkan makna dalam monolog
pendek sangat sederhana dengan
menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan
procedure
49
Membaca
11. Memahami makna
teks tulis fungsional
dan esei pendek
sangat sederhana
berbentuk descriptive
dan procedure yang
berkaitan dengan
lingkungan terdekat
11.1 Merespon makna yang terdapat dalam teks
tulis fungsional pendek sangat sederhana
secara akurat, lancar dan berterima yang
berkaitan dengan lingkungan terdekat
11.2 Merespon makna dan langkah retorika secara
akurat, lancar dan berterima dalam esei sangat
sederhana yang berkaitan dengan lingkungan
terdekat dalam teks berbentuk descriptive dan
procedure
11.3 Membaca nyaring bermakna teks fungsional
dan esei pendek dan sangat sederhana
berbentuk descriptive dan procedure dengan
ucapan, tekanan dan intonasi yang berterima
Menulis
12. Mengungkapkan
makna dalam teks
tulis fungsional dan
esei pendek sangat
sederhana berbentuk
descriptive dan
procedure untuk
berinteraksi dengan
lingkungan terdekat
12.1Mengungkapkan makna dalam teks tulis
fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara
akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
12.2Mengungkapkan makna dan langkah retorika
dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat dalam teks
berbentuk descriptive dan procedure
50
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Tahun Ajaran 2013-2014
Sekolah : MTs. Negeri 13 - Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / II (Dua)
Skill : Menulis (Writing)
Alokasi Waktu/Jenis Kelas : 1 x 80 menit / Experiment Class
Pertemuan ke- : 1 (Satu)
I. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.
II. Kompetensi Dasar :
12.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat dalam teks
berbentuk descriptive dan procedure
III. Materi Pembelajaran :
Mempelajari sebuah tempat dan benda-benda disekitar (thing around
us) dalam bentuk descriptive.
Mendeskripsikan teks descriptive mengenai sebuah tempat dan benda-
benda disekitar dengan cara mendemonstrasikan di depan kelas.
51
IV. Indikator :
1. Kognitif
Menulis teks/kalimat berbentuk descriptive, yaitu mengenai sebuah
tempat dan benda-benda disekitar.
Menyebutkan kosakata/ungkapan yang terkait berdasarkan
kalimat/teks berbentuk descriptive tersebut.
Melakukan monolog dalam bentuk descriptive.
2. Afektif
Mengatakan kosakata dalam bentuk descriptive dengan sikap yang
baik.
Mendengarkan bentuk ungkapan/kosakata dalam teks/kalimat
descriptive tersebut dengan sikap yang baik dan sopan.
3. Psikomotor
Mendemonstrasikan kosakata/ungkapan suatu makna dalam
teks/kalimat berbentuk descriptive yang berhubungan dengan materi
ajar.
V. Model dan Metode Pembelajaran : ‘Active Learning’
1. Model pembelajaran : Pendekatan Kontekstual
2. Metode pembelajaran : Demonstration
VI. Proses Belajar Mengajar : 1 x 80 menit
a. Pendahuluan (10 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
1. Memberikan salam pembuka kepada siswa
2. Mengkondisikan kelas (mempersiapkan siswa
52
untuk mengikuti kegiatan belajar mengajar
yang akan dilakukan)
3. Apersepsi
4. Jika diperlukan, guru memberikan pesan
moral/berita singkat yang dapat memotivasi
siswa dalam memulai belajar.
b. Inti (60 menit)
c. P
e
n
u
t
u
p
(
1
0
m
e
n
i
)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
5. Guru menyampaikan materi yang akan
dipelajari.
6. Guru mencontohkan kalimat/teks dalam bentuk
descriptive.
7. Siswa memperhatikan bentuk kalimat/teks
berbentuk descriptive.
8. Guru meminta siswa untuk membuat teks
berbentuk descriptive mengenai sebuah tempat
dan benda-benda disekitar.
9. Selanjutnya, guru meminta siswa untuk
mendemonstrasikan kalimat/teks tersebut baik
dalam mime, action, or gesture.
10. Guru memfasilitasi dan membantu siswa dalam
melakukan demonstrasi untuk mempermudah
siswa dalam memahaminya.
11. Guru dapat memberikan penilaian kepada
siswa baik individu/kelompok.
53
Ket. Penilaian:
Sangat baik : 4 Kurang baik : 2
Baik : 3 Sangat kurang : 1
VII. Sumber Pembelajaran :
Buku paket siswa
Kamus
Buku pegangan guru
LKS (Jika diperlukan)
Tape recorder/LCD (Jika diperlukan)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
12. Guru mereview kegiatan belajar siswa
dalam mendeskripsikan suatu
tempat/benda.
13. Guru memberikan kesempatan kepada
siswa untuk bertanya sebelum kegiatan
belajar mengajar berakhir.
14. Guru dapat memberikan tindak lanjut
berupa pekerjaan rumah (PR) jika
diperlukan.
15. Guru mengucapkan salam penutup
54
Mengetahui, Jakarta, 1 April 2014
Guru Bahasa Inggris Kelas VII Guru Bahasa Inggris
MTs. Negeri 13 Jakarta Mahasiswi UIN - Jakarta
Reni Wahyuni, S.Pd Amelia Sartikarani
NIP. 197803102009012003 NIM. 109014000018
55
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Tahun Ajaran 2013-2014
Sekolah : MTs. Negeri 13 - Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / II (Dua)
Skill : Menulis (Writing)
Alokasi Waktu/Jenis Kelas : 1 x 80 menit / Control Class
Pertemuan ke- : 1 (Satu)
I. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.
II. Kompetensi Dasar :
12.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat dalam teks
berbentuk descriptive dan procedure.
III. Materi Pembelajaran :
Mempelajari sebuah tempat dan benda-benda disekitar (thing around
us) dalam bentuk descriptive.
Menghafalkan kalimat/teks dalam bentuk descriptive mengenai sebuah
tempat dan benda-benda disekitar.
56
IV. Indikator :
1. Kognitif
Menulis kalimat/teks dalam bentuk descriptive tentang sebuah tempat
dan benda-benda disekitar.
Menghafal kosakata yang terkait dalam teks/kalimat descriptive
tersebut.
Melakukan monolog mengenai teks/kalimat descriptive.
2. Afektif
Mengatakan kalimat/teks tersebut dengan kosakata yang terkait dalam
bentuk descriptive dengan sikap yang baik.
Menghafalkan kalimat/teks tersebut dengan kosakata yang terkait
dalam bentuk descriptive dengan sikap disiplin.
Mendengarkan bentuk teks/kalimat descriptive tersebut dengan
kosakata yang terkait dengan sikap yang sopan.
3. Psikomotor
Mengatakan/menyebutkan kalimat/teks dalam bentuk descriptive
tersebut yang berhubungan dengan tema ajar, yaitu sebuah tempat dan
benda disekitar.
V. Model dan Metode Pembelajaran : ‘Active Learning’
1. Model pembelajaran : Pendekatan Kontekstual
2. Metode pembelajaran : Menghafal dan mengingat (Remembering)
57
VI. Proses Belajar Mengajar : 1 x 80 menit
a. Pendahuluan (10 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
1. Memberikan salam pembuka kepada siswa
2. Mengkondisikan kelas (mempersiapkan siswa
untuk mengikuti kegiatan belajar mengajar
yang akan dilakukan)
3. Apersepsi
4. Guru memberikan pesan moral/berita singkat
yang dapat memotivasi siswa dalam memulai
belajar (jika diperlukan).
b. Inti (60 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
5. Guru menyampaikan dan menjelaskan materi
yang diajarkan, yaitu bentuk kalimat/teks
descriptive.
6. Siswa memperhatikan penjelasan dari guru dan
merespon apa yang disampaikan oleh guru,
mengenai deskripsi sebuah tempat dan benda
disekitar.
7. Siswa memahami bentuk kalimat/teks
descriptive yang disampaikan oleh guru.
8. Guru meminta siswa untuk membuat teks
58
c. Penutup (10 menit)
Ket. Penilaian :
Sangat baik : 4 Kurang baik : 2
Baik : 3 Sangat kurang : 1
descriptive berdasarkan materi kemudian
dihafalkan kosakata yang terkait.
9. Selanjutnya, guru meminta siswa untuk
mendeskripsikan teks yang sudah dibuat dan
dihafalkan, didepan kelas/guru.
10. Guru memfasilitasi dan membantu siswa dalam
menghafal dan menyebutkan
kosakata/ungkapan tersebut.
11. Guru dapat memberikan penilaian kepada
siswa baik individu/kelompok.
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
12. Guru mereview pembelajaran yang sudah
diajarkan.
13. Guru memberikan kesempatan kepada
siswa untuk bertanya sebelum kegiatan
belajar mengajar berakhir.
14. Pemberian tindak lanjut berupa pekerjaan
rumah (PR) jika diperlukan.
15. Guru mengucapkan salam penutup
59
VII. Sumber Pembelajaran :
Buku paket siswa
Kamus
Buku pegangan guru
LKS (Jika diperlukan)
Tape recorder/LCD (Jika diperlukan)
Mengetahui, Jakarta, 1 April 2014
Guru Bahasa Inggris Kelas VII Guru Bahasa Inggris
MTs. Negeri 13 Jakarta Mahasiswi UIN- Jakarta
Reni Wahyuni, S.Pd Amelia Sartikarani
NIP. 197803102009012003 NIM. 109014000018
60
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Tahun Ajaran 2013-2014
Sekolah : MTs. Negeri 13 - Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / II (Dua)
Skill : Berbicara (Speaking)
Alokasi Waktu/Jenis Kelas : 1 x 80 menit / Experiment Class
Pertemuan ke- : 2 (Dua)
I. Standar Kompetensi
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.
II. Kompetensi Dasar :
10.2. Mengungkapkan makna dalam monolog pendek sangat sederhana
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk
descriptive dan procedure.
III. Materi Pembelajaran :
Mempelajari nama-nama anggota keluarga dengan kosakata terkait.
Mendeskripsikan sebuah anggota keluarga dengan cara
mendemonstrasikan.
61
IV. Indikator :
1. Kognitif
Menjelaskan nama-nama anggota keluarga dalam bentuk descriptive.
Menyebutkan kosakata yang terkait dengan materi ajar.
Melakukan monolog dalam bentuk descriptive.
2. Afektif
Mengatakan kosakata yang terkait dalam bentuk descriptive dengan
sikap yang baik.
Mendengarkan bentuk ungkapan/kosakata dalam bentuk descriptive
dengan sikap yang baik dan disiplin.
3. Psikomotor
Mendemonstrasikan kosakata tersebut dalam bentuk descriptive yang
berhubungan dengan materi ajar, yaitu sebuah anggota keluarga.
V. Model dan Metode Pembelajaran : ‘Active Learning’
1. Model pembelajaran : Pendekatan kontekstual
2. Metode pembelajaran : Demonstration
VI. Proses Belajar Mengajar : 2 x 40 menit
a. Pendahuluan (10 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
1. Memberikan salam pembuka kepada siswa
2. Mengkondisikan kelas (mempersiapkan siswa
untuk mengikuti kegiatan belajar mengajar
yang akan dilakukan)
3. Apersepsi
62
4. Guru memberikan pesan moral/berita singkat
yang dapat memotivasi siswa dalam memulai
belajar (bila diperlukan).
b. Inti (60 menit)
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
5. Guru menyampaikan materi yang akan
dipelajari.
6. Guru meminta siswa untuk mendemonstrasikan
sebuah keluarga dengan nama-nama anggota
keluarga dan profesinya melalui mime, action,
or gesture.
7. Setelah tugas yang diberikan selesai, guru baru
menjelaskan mengenai cara
mendemonstrasikan sebuah keluarga.
8. Guru memberikan reward kepada siswa dalam
memberikan penilaian, baik secara
individu/kelompok untuk memotivasi siswa
dalam mengerjakan tugas yang diberikan.
9. Jika waktu mencukupi, guru dapat memberikan
games sebagai bahan refreshing untuk siswa
sesuai dengan materi ajar.
63
c. Penutup (10 menit)
Ket. Penilaian :
Sangat baik : 4 Kurang baik : 2
Baik : 3 Sangat kurang : 1
VII. Sumber Pembelajaran :
Buku paket siswa
Kamus
Buku pegangan guru
LKS (Jika diperlukan)
LCD (Jika diperlukan)
Mengetahui, Jakarta, 4 April 2014
Guru Bahasa Inggris Kelas VII Guru Bahasa Inggris
MTs. Negeri 13 Jakarta Mahasiswi UIN - Jakarta
Reni Wahyuni, S.Pd Amelia Sartikarani
NIP. 197803102009012003 NIM. 109014000018
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
10. Guru mereview pelajaran yang sudah
diajarkan.
11. Guru mengucapkan salam penutup
64
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Tahun Ajaran 2013-2014
Sekolah : MTs. Negeri 13 - Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / II (Dua)
Skill : Berbicara (Speaking)
Alokasi Waktu/Jenis Kelas : 1 x 80 menit / Control Class
Pertemuan ke- : 2 (Dua)
I. Standar Kompetensi
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.
II. Kompetensi Dasar :
10.2. Mengungkapkan makna dalam monolog pendek sangat sederhana
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk
descriptive dan procedure.
III. Materi Pembelajaran :
Mempelajari nama-nama anggota keluarga dengan kosakata terkait.
Menghafalkan nama-nama anggota keluarga dalam bentuk descriptive.
65
IV. Indikator :
1. Kognitif
Menghafal kosakata tentang sebuah anggota keluarga.
Menyebutkan kosakata tersebut yang sudah dihafalkan.
Melakukan monolog dalam bentuk descriptive.
2. Afektif
Mengatakan kosakata yang terkait yang ada dalam teks descriptive
dengan sikap yang baik.
Menghafalkan kalimat/teks tersebut dengan kosakata yang terkait
dalam bentuk descriptive dengan sikap disiplin.
Mendengarkan bentuk kosakata tersebut dengan sikap yang baik dan
disiplin.
3. Psikomotor
Mengatakan/menyebutkan kosakata yang sudah dihafalkan tersebut
dalam bentuk descriptive yang berhubungan dengan tema ajar, yaitu
nama-nama anggota keluarga.
V. Model dan Metode Pembelajaran : ‘Active Learning’
1. Model pembelajaran : Pendekatan Kontekstual
2. Metode pembelajaran : Menghafal dan mengingat (Remembering)
VI. Proses Belajar Mengajar : 1 x 80 menit
a. Pendahuluan (10 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
1. Memberikan salam pembuka kepada siswa
2. Mengkondisikan kelas (mempersiapkan siswa
66
untuk mengikuti kegiatan belajar mengajar
yang akan dilakukan)
3. Apersepsi
4. Guru memberikan pesan moral/berita singkat
yang dapat memotivasi siswa dalam memulai
belajar (jika diperlukan).
b. Inti (60 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
5. Guru menjelaskan nama-nama anggota
keluarga dalam bentuk descriptive.
6. Siswa memperhatikan penjelasan dari guru dan
merespon apa yang disampaikan oleh guru.
7. Guru meminta siswa untuk menghafal kosakata
tentang nama-nama anggota keluarga yang
sudah disampaikan oleh guru.
8. Selanjutnya, siswa menyebutkan kosakata yang
sudah dihafal didepan kelas/guru.
9. Guru memfasilitasi dan membantu siswa dalam
menghafal dan menyebutkan suatu kosakata
tersebut.
10. Guru memberikan reward kepada siswa baik
individu/kelompok untuk memotivasi siswa
dalam mengerjakan tugas yang diberikan.
11. Jika waktu mencukupi, guru memberikan
games sebagai bahan refreshing untuk siswa.
67
c. Penutup (10 menit)
Ket. Penilaian :
Sangat baik : 4 Kurang baik : 2
Baik : 3 Sangat kurang : 1
VII. Sumber Pembelajaran :
Buku paket/LKS siswa
Kamus
Buku pegangan guru
LCD (Jika diperlukan)
Mengetahui, Jakarta, 4 April 2014
Guru Bahasa Inggris Kelas VII Guru Bahasa Inggris
MTs. Negeri 13 Jakarta Mahasiswi UIN - Jakarta
Reni Wahyuni, S.Pd Amelia Sartikarani
NIP. 197803102009012003 NIM. 109014000018
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
12. Guru mereview pelajaran yang sudah
diajarkan.
13. Guru memberikan kesempatan kepada
siswa untuk bertanya sebelum kegiatan
belajar mengajar berakhir..
14. Guru mengucapkan salam penutup
68
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Tahun Ajaran 2013-2014
Sekolah : MTs. Negeri 13 - Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / II (Dua)
Skill : Berbicara (Speaking)
Alokasi Waktu/Jenis Kelas : 1 x 80 menit / Experiment Class
Pertemuan ke- : 3 (Tiga)
I. Standar Kompetensi
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.
II. Kompetensi Dasar :
10.2. Mengungkapkan makna dalam monolog pendek sangat sederhana
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk
descriptive dan procedure.
III. Materi Pembelajaran :
Mempelajari procedure teks tentang ‘how to make toast bread with
chocolate and cheese’.
Melakukan demonstrasi dalam membuat toast bread with chocolate-
cheese.
69
IV. Indikator :
1. Kognitif
Menjelaskan bentuk procedure text sesuai materi ajar, yaitu ‘how to
make toast bread with chocolate cheese’.
Menyebutkan bahan dan cara dalam membuat toast bread tersebut.
Melakukan monolog dalam bentuk procedure.
2. Afektif
Mengatakan kosakata yang terkait dalam procedure text dengan sikap
yang baik.
Mendengarkan bentuk kosakata dalam procedure text dengan sikap
yang baik dan disiplin.
3. Psikomotor
Mendemonstrasikan procedure text tersebut yang berhubungan dengan
materi ajar, yaitu ‘how to make toast bread with chocolate cheese’.
V. Model dan Metode Pembelajaran : ‘Active Learning’
1. Model pembelajaran : Pendekatan kontekstual
2. Metode pembelajaran : Demonstration
VI. Proses Belajar Mengajar : 1 x 80 menit
a. Pendahuluan (10 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
1. Memberikan salam pembuka kepada siswa
2. Mengkondisikan kelas (mempersiapkan siswa
untuk mengikuti kegiatan belajar mengajar
yang akan dilakukan)
70
3. Apersepsi
4. Guru memberikan pesan moral/berita singkat
yang dapat memotivasi siswa dalam memulai
belajar.
b. Inti (60 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
5. Guru menyampaikan materi yang akan
dipelajari.
6. Guru memulai mencontohkan procedure
bagaimana membuat toast bread.
7. Siswa mendengarkan dan merespon apa yang
guru contohkan dan ucapkan.
8. Selanjutnya, guru meminta siswa untuk
mendemonstrasikan procedure tersebut dalam
membuat toast bread melalui mime, action, or
gesture dengan caranya masing-masing.
9. Guru memfasilitasi dan membantu siswa dalam
melakukan demonstrasi untuk mempermudah
siswa memahaminya.
10. Setelah tugas yang diberikan guru selesai, guru
dapat memberikan penilaian kepada siswa
dalam mendemonstrasikan suatu procedure.
71
c. Penutup (10 menit)
Ket. Penilaian :
Sangat baik : 4 Kurang baik : 2
Baik : 3 Sangat kurang : 1
VII. Sumber Pembelajaran :
Buku paket siswa
Kamus
Buku pegangan guru
LKS (Jika diperlukan)
Tape recorder/LCD (Jika diperlukan)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
11. Guru mereview kegiatan belajar yang sudah
diajarkan.
12. Guru memberikan kesempatan kepada
siswa untuk bertanya sebelum kegiatan
belajar mengajar berakhir.
13. Pemberian tindak lanjut berupa pekerjaan
rumah (PR) jika diperlukan.
14. Guru mengucapkan salam penutup
72
Mengetahui, Jakarta, 7 April 2014
Guru Bahasa Inggris Kelas VII Guru Bahasa Inggris
MTs. Negeri 13 Jakarta Mahasiswi UIN - Jakarta
Reni Wahyuni, S.Pd Amelia Sartikarani
NIP. 197803102009012003 NIM. 109014000018
73
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Tahun Ajaran 2013-2014
Sekolah : MTs. Negeri 13 - Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / II (Dua)
Skill : Berbicara (Speaking)
Alokasi Waktu/Jenis Kelas : 1 x 80 menit / Control Class
Pertemuan ke- : 3 (Tiga)
I. Standar Kompetensi
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.
II. Kompetensi Dasar :
10.2. Mengungkapkan makna dalam monolog pendek sangat sederhana
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk
descriptive dan procedure.
III. Materi Pembelajaran :
Mempelajari procedure teks tentang ‘how to make toast bread with
chocolate-cheese’.
Menghafalkan bahan-bahan dan cara dalam membuat toast bread with
chocolate-cheese.
74
IV. Indikator :
1. Kognitif
Menjelaskan bentuk teks procedure sesuai materi ajar, yaitu ‘how to
make toast bread with chocolate cheese’.
Menyebutkan bahan dan cara dalam membuat toast bread tersebut.
Melakukan monolog dalam bentuk procedure.
Menilai kegiatan yang dilakukan dalam bentuk procedure.
2. Afektif
Mengatakan ungkapan/kosakata dalam bentuk procedure dengan sikap
yang baik.
Mendengarkan bentuk ungkapan/kosakata dalam teks procedure
dengan sikap yang disiplin.
Menjawab bentuk ungkapan/kosakata yang sesuai dengan materi ajar
tersebut dengan benar dan sopan.
3. Psikomotor
Mengatakan/menyebutkan kosakata yang sudah dihafalkan dalam teks
pocedure tersebut yang berhubungan dengan materi ajar, yaitu ‘how to
make toast bread with chocolate cheese’.
V. Model dan Metode Pembelajaran : ‘Active Learning’
1. Model pembelajaran : Pendekatan kontekstual
2. Metode pembelajaran : Menghafal dan mengingat (Remembering)
75
VI. Proses Belajar Mengajar : 1 x 80 menit
a. Pendahuluan (10 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
1. Memberikan salam pembuka kepada siswa
2. Mengkondisikan kelas (mempersiapkan siswa
untuk mengikuti kegiatan belajar mengajar
yang akan dilakukan)
3. Apersepsi
4. Guru memberikan pesan moral/berita singkat
yang dapat memotivasi siswa dalam memulai
belajar (bila diperlukan).
b. Inti (60 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
5. Guru menyampaikan materi yang akan
dipelajari.
6. Guru menjelaskan bagaimana membuat toast
bread tersebut.
7. Siswa mendengarkan dan merespon apa yang
guru contohkan.
8. Guru meminta siswa untuk menghafalkan
bahan, alat yang digunakan, dan cara dalam
membuat toast bread tersebut.
9. Selanjutnya, siswa menyebutkan kosakata yang
76
c. Penutup (10 menit)
Ket. Penilaian :
Sangat baik : 4 Kurang baik : 2
Baik : 3 Sangat kurang : 1
VII. Sumber Pembelajaran :
Buku paket siswa/LKS siswa
Kamus
Buku pegangan guru
LCD (Jika diperlukan)
sudah dihafal tersebut didepan kelas/guru.
10. Setelah tugas yang diberikan guru selesai, guru
dapat memberikan reward kepada siswa untuk
memotivasi siswa dalam mengerjakan tugas
yang diberikan guru.
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
11. Guru mereview pembelajaran yang sudah
diajarkan.
12. Guru memberikan kesempatan kepada
siswa untuk bertanya sebelum kegiatan
belajar mengajar berakhir.
13. Pemberian tindak lanjut berupa pekerjaan
rumah (PR) jika diperlukan.
14. Guru mengucapkan salam penutup
77
Mengetahui, Jakarta, 7 April 2014
Guru Bahasa Inggris Kelas VII Guru Bahasa Inggris
MTs. Negeri 13 Jakarta Mahasiwi UIN - Jakarta
Reni Wahyuni, S.Pd Amelia Sartikarani
NIP. 197803102009012003 NIM. 109014000018
78
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Tahun Ajaran 2013-2014
Sekolah : MTs. Negeri 13 - Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / II (Dua)
Skill : Menulis (Writing)
Alokasi Waktu/Jenis Kelas : 1 x 80 menit / Experiment Class
Pertemuan ke- : 4 (Empat)
I. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.
II. Kompetensi Dasar :
12.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat dalam teks
berbentuk descriptive dan procedure
III. Materi Pembelajaran :
Mempelajari teks procedure tentang ‘how to use a rice cooker’.
Mendemonstrasikan teks berbentuk procedure tersebut mengenai cara
menggunakan rice cooker.
79
IV. Indikator :
1. Kognitif
Menulis teks berbentuk procedure tentang cara menggunakan rice
cooker.
Menyebutkan kosakata yang terkait dengan materi ajar tersebut, yaitu
mengenai alat/cara menggunakan rice cooker.
Melakukan monolog dalam bentuk procedure.
2. Afektif
Mengatakan kosakata yang terkait dalam teks berbentuk procedure
dengan sikap yang baik.
Mendengarkan bentuk ungkapan/kosakata dalam procedure text
tersebut dengan sikap yang baik dan disiplin.
3. Psikomotor
Mendemonstrasikan teks berbentuk procedure yang berhubungan
dengan materi ajar, yaitu ‘how to use a rice cooker’.
V. Model dan Metode Pembelajaran : ‘Active Learning’
1. Model pembelajaran : Pendekatan Kontekstual
2. Metode pembelajaran : Demonstration
VI. Proses Belajar Mengajar : 1 x 80 menit
a. Pendahuluan (10 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
1. Memberikan salam pembuka kepada siswa
2. Mengkondisikan kelas (mempersiapkan siswa
untuk mengikuti kegiatan belajar mengajar
80
yang akan dilakukan)
3. Apersepsi
4. Guru memberikan pesan moral/berita singkat
yang dapat memotivasi siswas dalam memulai
belajar jika diperlukan.
b. Inti (60 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
5. Guru menyampaikan materi yang akan
dipelajari.
6. Guru mencontohkan terlebih dahulu dalam
melakukan procedure bagaimana
menggunakan rice cooker.
7. Siswa memperhatikan apa yang guru
contohkan melalui procedure tersebut.
8. Guru meminta siswa untuk mendemonstrasikan
kembali procedure tersebut, yaitu
menggunakan rice cooker.
9. Guru memfasilitasi dan membantu siswa dalam
melakukan demonstrasi untuk mempermudah
siswa dalam memahaminya.
10. Setelah tugas yang diberikan guru selesai, guru
dapat menjelaskan mengenai procedure text.
11. Kemudian, guru dapat memberikan reward
dalam menilai kegiatan siswa baik
individu/kelompok. Hal ini untuk memotivasi
81
c. Penutup (10 menit)
Ket. Penilaian :
Sangat baik : 4 Kurang baik : 2
Baik : 3 Sangat kurang : 1
VII. Sumber Pembelajaran :
Buku paket/LKS siswa
Kamus
Buku pegangan guru
LCD (Jika diperlukan)
siswa dalam mengerjakan tugas yang diberikan
selanjutnya.
12. Jika waktu mencukupi, guru dapat memberikan
games sebagai bahan refreshing untuk siswa.
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
13. Guru mereview kegiatan belajar yang sudah
diajarkan.
14. Guru memberikan kesempatan kepada
siswa untuk bertanya sebelum kegiatan
belajar mengajar berakhir.
15. Guru mengucapkan salam penutup
82
Mengetahui, Jakarta, 8 April 2014
Guru Bahasa Inggris Kelas VII Guru Bahasa Inggris
MTs. Negeri 13 Jakarta Mahasiswi UIN - Jakarta
Reni Wahyuni, S.Pd Amelia Sartikarani
NIP. 197803102009012003 NIM. 109014000018
83
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Tahun Ajaran 2013-2014
Sekolah : MTs. Negeri 13 - Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / II (Dua)
Skill : Menulis (Writing)
Alokasi Waktu/Jenis Kelas : 1 x 80 menit / Control Class
Pertemuan ke- : 4 (Empat)
I. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.
II. Kompetensi Dasar :
12.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat dalam teks
berbentuk descriptive dan procedure.
III. Materi Pembelajaran :
Mempelajari procedure text tentang ‘how to use rice cooker’
Menghafal kosakata dalam langkah-langkah/cara menggunakan rice
cooker.
84
IV. Indikator :
1. Kognitif
Menulis teks dalam bentuk procedure mengenai cara menggunakan
rice cooker.
Menghafal teks descriptive tersebut berupa langkah-langkah/cara
menggunakan rice cooker.
Menilai kegiatan yang dilakukan siswa tersebut.
2. Afektif
Mengatakan teks procedure tersebut dengan sikap yang baik.
Mendengarkan bentuk kosakata dalam procedure text tersebut dengan
sikap yang baik dan disiplin.
3. Psikomotor
Mengatakan/menyebutkan kalimat/teks procedure tersebut yang
berhubungan dengan tema ajar, yaitu how to use rice cooker.
V. Model dan Metode Pembelajaran : ‘Active Learning’
1. Model pembelajaran : Pendekatan Kontekstual
2. Metode pembelajaran : Menghafal dan mengingat (Remembering)
VI. Proses Belajar Mengajar : 1 x 80 menit
a. Pendahuluan (10 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
1. Memberikan salam pembuka kepada siswa
2. Mengkondisikan kelas (mempersiapkan siswa
untuk mengikuti kegiatan belajar mengajar
yang akan dilakukan)
85
3. Apersepsi
4. Guru memberikan pesan moral/berita singkat
yang dapat memotivasi siswa dalam memulai
belajar (jika diperlukan).
b. Inti (60 menit)
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
5. Guru menjelaskan mengenai teks procedure.
6. Siswa memperhatikan penjelasan dari guru dan
merespon apa yang disampaikan oleh guru.
7. Guru meminta siswa menuliskan kembali
procedure text tersebut dan menghafalkannya.
8. Selanjutnya, guru meminta siswa untuk
menyebutkan didepan kelas tentang langkah-
langkah/cara menggunakan rice cooker yang
sudah dihafalkan berdasarkan kosakata yang
terkait.
9. Guru memberikan reward kepada siswa baik
individu/kelompok untuk memotivasi siswa
dalam mengerjakan tugas yang diberikan.
10. Jika waktu mencukupi, guru dapat memberikan
games sebagai bahan refreshing untuk siswa.
86
c. Penutup (10 menit)
Ket. Penilaian :
Sangat baik : 4 Kurang baik : 2
Baik : 3 Sangat kurang : 1
VII. Sumber Pembelajaran :
Buku siswa
Kamus
Buku pegangan guru
LKS (Jika diperlukan)
LCD (Jika diperlukan)
Mengetahui, Jakarta, 8 April 2014
Guru Bahasa Inggris Kelas VII Guru Bahasa Inggris
MTs. Negeri 13 Jakarta Mahasiswi UIN - Jakarta
Reni Wahyuni, S.Pd Amelia Sartikarani
NIP. 197803102009012003 NIM. 109014000018
Kegiatan
Penilaian oleh
Pengamat
1 2 3 4
11. Guru mereview pembelajaran yang sudah
diajarkan.
12. Guru memberikan kesempatan kepada
siswa untuk bertanya sebelum kegiatan
belajar mengajar berakhir.
13. Guru mengucapkan salam penutup
87
KISI-KISI PENULISAN SOAL
UJI VALIDITAS INSTRUMENT
Nama Sekolah : SMP Negeri 89 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/2 (Genap)
Jumlah Soal/Waktu : 45/80 menit
Standar Kompetensi
Kompetensi Dasar Indikator Soal Jenis Soal Soal
Nomor Jumlah
12. Mengungkapkan
makna dalam teks tulis
fungsional dan esei
pendek sangat
sederhana berbentuk
descriptive dan
procedure untuk
berinteraksi dengan
lingkungan terdekat.
12.2 Mengungkapkan makna
dan langkah retorika dalam
esei pendek sangat sederhana
dengan menggunakan ragam
bahasa tulis secara akurat,
lancar dan berterima untuk
berinteraksi dengan
lingkungan terdekat dalam
teks berbentuk descriptive
dan procedure.
1. Mengidentifikasi definisi/makna
yang dimaksud dalam bentuk
descriptive.
2. Menentukan makna kata yang
sama (synonym)
3. Menentukan makna kata yang
berbeda (antonym)
4. Menentukan verb berdasarkan
gambar
5. Menentukan idiom dalam
melengkapi kalimat
Multiple
choices
1, 3, 7, 8, 9, 10,
11, 12, 14, 16, 17,
26, 27, 28, 29, 36,
37, 38
2, 13, 15, 22, 24
4, 5, 6, 23, 25
18, 19, 20, 21
41, 42, 43, 44, 45
18
5
5
4
5
88
6. Menentukan verb dalam
melengkapi kalimat/teks.
7. Menentukan noun dalam
melengkapi kalimat/teks.
30, 32, 33, 36
31, 35, 39, 40
4
4
Jumlah Soal 45
89
SOAL BAHASA INGGRIS - UJI VALIDITAS
KELAS VII SMP/MTs - SEMESTER II
Name :
Class/School :
Day/date :
A. Choose the correct answer by crossing a, b, c, or d which suitable for the question!
Read the text and answer the questions number 1-6!
Tom’s Pets
Tom has very cute pets. They are Blecky and Rushel. Blecky is a Russian dog and
Rushel is a Persian cat. Blecky has white and spotted black fur. He is three years old now. He
is not only smart but also adroit in moving. Blecky is a loyal pet that Tom ever had. Then,
Rushel is twenty four months. She is cute and spoil pet. She has beautiful eyes when light in
the night. Blecky and Rushel are good friends for Tom. They always accompany Tom to go
anywhere, play football, run, etc. In short, Tom loves them.
Source : Doc. Pribadi
1. What is the meaning of “Pets” (in line
1)?....
a. tame animals
b. wild animals
c. danger animals
d. cute animals
2. “He is not only smart but also adroit in
move.” (in line 3)
The word of “Adroit” is closest meaning
to...
a. quite c. active
b. weak d. slow
3. “Rushel is twenty four months.” (in line
4)
The underlined words means ....
a. one year c. two years
b. three years d. four years
4. “He is not only smart but...” (in line 3)
The antonym of “smart” is ....
a. clever c. brave
b. sly d. foolish
5. “She has beautiful eyes when light in the
night.” (in line 4)
The antonym of “beautiful” is ....
a. damage c. pretty
b. ugly d. cute
6. “She has beautiful eyes when light ...”
(in line 4)
The word of “light” has antonym is ...
a. shine c. bright
b. dark d. dim
90
7. The man is my mother’s brother. He is
my....
a. father c. uncle
b. grandfather d. brother
8. Riana is James’ sister. James is Riana’s
....
a. brother c. uncle
b. aunt d. cousin
9. Sam is Susan’s son. Susan is Sam’s ...
a. uncle c. aunt
b. niece d. Mother
10. Lolly is my aunt’s daughter. She is my
...
a. grandmother c. aunt
b. cousin d. niece
11. Mr. John is my father’s father. He is
my ...
a. uncle c. brother
b. grandfather d. nephew
Read the text and answer the question number 12-17!
Violet’s Family
Violet is a seventh grade students. She lives with her parents, grandparents, one sister, and
one brother. Her father’s name is Mr. Brown. He is a doctor at Hospital. Her mother’s name
is Mrs. Brown. She is a Chef. Blue is Violet’s brother. Her brother is ten years old and his
hobby is playing football. Her sister’s name is Pink. She likes cooking some Asian foods.
Violet’s grandparents also help at violet’s home. They like gardening at violet’s home. So,
the garden is beautiful with flowers. They live happily.
Source : Doc. Pribadi
12. “Violet is a seventh grade students.”
The underlined words means ...
a. elementary school
b. senior high school
c. junior high school
d. university
13. “His hobby is playing football.” (in
line 4)
The word of “football” is best replaced
with...
a. hockey c. running
b. badminton d. soccer
14. “She lives with her parents,
grandparents, sister, and brother.” (in
line 1)
The word of “grandparents” is
meaning to...
a. sister-brother
b. father-mother
c. aunt-uncle
d. grandfather-grandmother
15. “They live happily.” (in line 6)
The word of “happily” could best
replaced by....
a. badly c. jealously
91
b. gladly d. proudly
16. An activity that we can do in the
garden is called ...
a. gardening c. cooking
b. flowering d. planting
17. An activity of preparing foods by
heating is called ...
a. blending c. cooking
b. sauteing d. Selling
18. Sam .... every sunday morning.
a. swims
b. writes
c. paints
d. runs
19. My hobby is ... with my sister.
a. rolling
b. dancing
c. singing
d. moving
20. She always .... some beautiful views on
canvas.
a. sits
b. draws
c. paints
d. writes
21. Ray prefer ... to go to school with his
friends.
a. playing
b. bicycling
c. dancing
d. riding
Read the procedure text and answer the question number 22-25!
How to Insert SIM Card Cellphone
When inserting the SIM Card to cell phone, make sure that it has been switched off. First,
press the locking catch and slide the cover then lift it off the phone. After that, push two
catches in the opposite directions and remove the battery. Next, slide the SIM carefully into
the slot and make sure that the golden connect arson are facing to the connector of the phone.
Then, put the battery and align it until snaps into its place. Finally, insert the two catches of
the back cover corresponding slot in the phone and slide the cover forward button of the
phone until locks into place. Don’t forget to switch on the cell phone.
Source: http://www.kursusmudahbahasainggris.com
22. “Push two catches in the opposite
directions and ....” (in line 2)
The word of “directions” is similar to...
a. warnings c. clues
b. features d. signs
23. “...make sure that the golden connect
arson are facing to ...” (in line 4)
The antonym of “connect” is ...
a. relate c. lost
b. disconnect d. discrete
92
24. “Insert the two catches of the back
cover corresponding slot ....” (in line 6)
The word of “cover” is best replaced
with ...
a. casing c. arbiter
b. opener d. connector
25. “Don’t forget to switch on the cell
phone.” (in line 7)
The antonym of “switch on” is ...
a. turn on c. turn off
b. switch off d. put on
26. My uncle works bring hoe. He has corn
fields, rice fields, and cassava fields.
He is a ....
a. gardener c. farmer
b. teacher d. sailor
27. A person who works on a plane and
serve the passengers friendly is a ...
a. waitress c. receptionist
b. pilot d. stewardess
28. My mother works in a hospital. She
treats the patients and helping the
patients’ needs. She is a ....
a. doctor c. waitress
b. secretary d. nurse
29. A person who types letters, make
arrangements and appointments is a...
a. secretary c. operator
b. typewriter d. receptionist
Read the passage of procedure and answer the questions number 30-35!
How to Make a Sauted Green (Kangkung) Shrimp
Before make it, prepare the ingredients and utensils that will be used. There are
Vegetables (kangkung), shrimps, garlics, oil, frying pan, spatula, and plate. First, ..... (30) the
vegetables, garlics, and ... (31) by water. Then, chop the vegetables and ... (32) the garlic very
thin. Prepare the shrimps. Next, ... (33) the oil in a frying pan with medium flame. Saute the
garlic, shrimp, and finally the vegetables one by one. Cook all then serve it on a ... (35). (36)
... while warm.
Source: Buku Departement Pendidikan Nasional
30. a. slice c. wash
b. brush d. throw
31. a. vegetables c. onions
b. chili d. shrimps
32. a. slice c. peel
b. eat d. press
33. a. put c. saute
b. heat d. cool
34. a. bowl c. plate
b. pan d. box
35. a. mix c. put
b. eat d. take
93
36. A thing which comfortable and used to
sleep by people. It has big or small size.
That is a ...
a. sofa c. floor
b. carpet d. bed
37. A thing which has numbers and many
types. It used to people’s life to show the
time. It is a ....
a. calculator c. phone
b. clock d. timer
38. A thing which used to write or draw
and it made from wood. The shape is
square or rectangular. It is a ...
a. chair c. whiteboard
b. table d. cupboard
39. I need a cup of .... in order not sleepy.
a. sauce c. milk
b. coffee d. Honey
40. Could you buy me a bouquet of .... at
Marina’s florist?
a. flowers c. fruits
b. vegetables d. Plants
41. I have .... the lamps and television
before we gone, because nobody at
home.
a. turned off c. took off
b. turned on d. put away
42. He had .... who sent the gift.
a. gone out c. found out
b. watched out d. pointed out
43. “Please, don’t .... before you complete
this task!”
a. show up c. give up
b. take up d. shut up
44. He was .... her shoes when you called
a. putting off c. getting off
b. putting on d. taking off
45. She .... early morning, because
she was going to meeting with clients.
a. took up c. woke up
b. hand up d. fed up
94
KISI-KISI PENULISAN
SOAL PRE-TEST
Nama Sekolah : MTs. Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/2 (Genap)
Jumlah Soal/Waktu : 30/50 menit
Standar Kompetensi
Kompetensi Dasar Indikator Soal Jenis Soal Soal
Nomor Jumlah
12. Mengungkapkan
makna dalam teks tulis
fungsional dan esei
pendek sangat
sederhana berbentuk
descriptive dan
procedure untuk
berinteraksi dengan
lingkungan terdekat.
12.2 Mengungkapkan makna
dan langkah retorika dalam
esei pendek sangat sederhana
dengan menggunakan ragam
bahasa tulis secara akurat,
lancar dan berterima untuk
berinteraksi dengan
lingkungan terdekat dalam
teks berbentuk descriptive
dan procedure.
1. Mengidentifikasi definisi/makna
yang dimaksud dalam bentuk
descriptive.
2. Menentukan makna kata yang
sama (synonym)
3. Menentukan makna kata yang
berbeda (antonym)
4. Menentukan verb berdasarkan
gambar
5. Menentukan idiom dalam
melengkapi kalimat
Multiple
choices
2, 5, 6, 7, 8, 9, 10,
18, 19, 24, 25, 26
1, 11, 14, 16,
3, 4, 15, 17
12, 13
28, 29, 30
12
4
4
2
3
95
6. Menentukan verb dalam
melengkapi kalimat/teks.
7. Menentukan noun dalam
melengkapi kalimat/teks.
20, 22, 23
21, 27
3
2
Jumlah Soal 30
96
SOAL PRETEST BAHASA INGGRIS
KELAS VII SMP/MTs SEMESTER II
Name :
Class/School :
Day/date :
A. Choose the correct answer by crossing a, b, c, or d which suitable for the question!
Read the text and answer the questions number 1-4!
Tom’s Pets
Tom has very cute pets. They are Blecky and Rushel. Blecky is a Russian dog and
Rushel is a Persian cat. Blecky has white and spotted black fur. He is three years old now. He
is not only smart but also adroit in moving. Blecky is a loyal pet that Tom ever had. Then,
Rushel is twenty four months. She is cute and spoil pet. She has beautiful eyes when light in
the night. Blecky and Rushel are good friends for Tom. They always accompany Tom to go
anywhere, play football, run, etc. In short, Tom loves them.
Source : Doc. Pribadi
1. “He is not only smart but also adroit in move.” (in line 3)
The word of “Adroit” is closest meaning to...
a. quite c. active
b. weak d. slow
2. “Rushel is twenty four months.” (in line 4)
The underlined words means ....
a. one year c. two years
b. three years d. four years
3. “He is not only smart but...” (in line 3)
The antonym of “smart” is ....
a. clever c. brave
b. sly d. foolish
4. “She has beautiful eyes when light in the night.” (in line 4)
The antonym of “beautiful” is ....
a. damage c. pretty
b. ugly d. cute
97
5. Riana is James’ sister. James is Riana’s
....
a. brother c. uncle
b. aunt d. cousin
6. Sam is Susan’s son. Susan is Sam’s ...
a. uncle c. aunt
b. niece d. mother
7. Lolly is my aunt’s daughter. She is my
...
a. grandmother c. aunt
b. cousin d. niece
8. Mr. John is my father’s father. He is
my ...
a. uncle c. brother
b. grandfather d. nephew
Read the text and answer the question number 9-11!
Violet’s Family
Violet is a seventh grade students. She lives with her parents, grandparents, one sister, and
one brother. Her father’s name is Mr. Brown. He is a doctor at Hospital. Her mother’s name
is Mrs. Brown. She is a Chef. Blue is Violet’s brother. Her brother is ten years old and his
hobby is playing football. Her sister’s name is Pink. She likes cooking some Asian foods.
Violet’s grandparents also help at violet’s home. They like gardening at violet’s home. So,
the garden is beautiful with flowers. They live happily.
Source : Doc. Pribadi
9. “Violet is a seventh grade students.”
The underlined words means ...
a. elementary school
b. senior high school
c. junior high school
d. university
10. “She lives with her parents, grandparents, sister, and brother.” (in line 1)
The word of “grandparents” is meaning to...
a. sister-brother
b. father-mother
c. aunt-uncle
d. grandfather-grandmother
98
11. “They live happily.” (in line 6)
The word of “happily” could best replaced by....
a. badly c. jealously
b. gladly d. proudly
12. Sam .... every Sunday morning.
a. swims
b. writes
c. paints
d. runs
13. She always .... some beautiful views on
canvas.
a. sits
b. draws
c. paints
d. writers
Read the procedure text and answer the question number 14-17!
How to Insert SIM Card Cellphone
When inserting the SIM Card to cell phone, make sure that it has been switched off. First,
press the locking catch and slide the cover then lift it off the phone. After that, push two
catches in the opposite directions and remove the battery. Next, slide the SIM carefully into
the slot and make sure that the golden connect arson are facing to the connector of the phone.
Then, put the battery and align it until snaps into its place. Finally, insert the two catches of
the back cover corresponding slot in the phone and slide the cover forward button of the
phone until locks into place. Don’t forget to switch on the cell phone.
Source: http://www.kursusmudahbahasainggris.com
14. “Push two catches in the opposite directions and ....” (in line 2)
The word of “directions” is similar to...
a. warnings c. clues
b. features d. signs
99
15. “...make sure that the golden connect arson are facing to ...” (in line 4)
The antonym of “connect” is ...
a. relate c. lost
b. disconnect d. discrete
16. “Insert the two catches of the back cover corresponding slot ....” (in line 6)
The word of “cover” is best replaced with ...
a. casing c. arbiter
b. opener d. connector
17. “Don’t forget to switch on the cell phone.” (in line 7)
The antonym of “switch on” is ...
a. turn on c. turn off
b. switch off d. put on
18. A person who works on a plane and serve the passengers friendly is a ...
a. waitress c. receptionist
b. pilot d. stewardess
19. My mother works in a hospital. She treats the patients and helping the patients’ needs.
She is a ....
a. doctor c. waitress
b. secretary d. nurse
Read the passage of procedure and answer the questions number 20-23!
How to Make a Sauted Green (Kangkung) Shrimp
Before make it, prepare the ingredients and utensils that will be used. There are
Vegetables (kangkung), shrimps, garlic, oil, frying pan, spatula, and plate. First, ..... (20) the
vegetables, garlic, and ... (21) by water. Then, chop the vegetables and ... (22) the garlic very
thin. Prepare the shrimps. Next, heat the oil in a frying pan with medium flame. Saute the
garlic, shrimp, and finally the vegetables one by one. Cook all then serve it on a plate. (23) ...
while warm.
Source: Buku Departement Pendidikan Nasional
20. a. slice c. wash
b.brush d. throw
100
21. a. vegetables c. onions
b. chili d. shrimps
22. a. slice c. peel
b. eat d. press
23. a. mix c. put
b. eat d. take
24. A thing which comfortable and used to
sleep by people. It has big or small size.
That is a ...
a. sofa c. floor
b. carpet d. bed
25. A thing which has numbers and many
types. It used by people to show the
time. It is a ....
a. calculator c. phone
b. clock d. timer
26. A thing which used to write or draw
and it made from wood. The shape is
square or rectangular. It is a ...
a. chair c. whiteboard
b. table d. cupboard
27. Could you buy me a bouquet of .... at
Marina’s florist?
a. flowers c. fruits
b. vegetables d. plants
28. I have .... the lamps and television
before we gone, because nobody at
home.
a. turned off c. took off
b. turned on d. put away
29. He was .... her shoes when you called
a. putting off c. getting off
b. putting on d. taking off
30. She .... early morning, because
she was going to meeting with clients.
a. took up c. woke up
b. hand up d. fed up
101
KISI-KISI PENULISAN
SOAL POST-TEST
Nama Sekolah : MTs. Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/2 (Genap)
Jumlah Soal/Waktu : 30/50 menit
Standar Kompetensi
Kompetensi Dasar Indikator Soal Jenis Soal Soal
Nomor Jumlah
12. Mengungkapkan
makna dalam teks tulis
fungsional dan esei
pendek sangat
sederhana berbentuk
descriptive dan
procedure untuk
berinteraksi dengan
lingkungan terdekat.
12.2 Mengungkapkan makna
dan langkah retorika dalam
esei pendek sangat sederhana
dengan menggunakan ragam
bahasa tulis secara akurat,
lancar dan berterima untuk
berinteraksi dengan
lingkungan terdekat dalam
teks berbentuk descriptive
dan procedure.
1. Mengidentifikasi definisi/makna
yang dimaksud.
2. Menentukan makna kata yang
sama (synonym)
3. Menentukan makna kata yang
berbeda (antonym)
4. Menentukan verb berdasarkan
gambar
5. Menentukan idiom dalam
melengkapi kalimat
Multiple
choices
1, 2, 3, 9, 10, 11,
12, 16, 24, 25, 26,
27, 28
4, 5, 7, 17
6, 8, 18, 19
13, 14, 15
29, 30
13
4
4
3
2
102
6. Menentukan verb dalam
melengkapi kalimat/teks.
7. Menentukan noun dalam
melengkapi kalimat/teks.
20, 23
21, 22
2
2
Jumlah Soal 30
103
SOAL POSTTEST BAHASA INGGRIS
KELAS VII SMP/MTs - SEMESTER II
Name :
Class/School :
Day/date :
A. Choose the correct answer by crossing a, b, c, or d which suitable for the question!
Read the text and answer the questions number 1-4!
My Beloved Siblings
I am Nada. I’m a student of 21 Junior High School in Semarang. In my family, I’m
the elder from four children. So, I have three siblings, two sisters and a brother.
Lala is my little sister. She is five years younger than me. Now, she is in 3rd
grade.
She is thin, cute, and a little bit annoying. She has long straight hair. She is likes to playing
piano and riding bicycle. The next is Haikal, my little brother. He is thin and not too tall, but
not too short. Now he is still in kindergarten. He is smart and funny. He likes to write on the
notes. He usually brings notes everywhere. My last sibling is Aluna, she is still baby now.
She has short curly hair. She is very cute and likes to do anything she want. She likes to sing,
dance, and imitate othe people do. She is very talkative.
They have different characteristics each other. However, I love they all very much.
Source : http://descriptiveblog.blogspot.com
1. “I’m the elder from four children.” (in
line 2)
The sentence above is meaning to...
a. first child c. last child
b. second child d. young child
2. “I have three siblings.” (in line 2)
The word of “siblings” means....
a. aunts-uncles
b. brothers-sisters
c. nieces-nephews
d. girls-boys
3. “Now, she is in 3rd
grade.” (in line 3)
The underlined words means ....
a. junior high school
b. elementary school
c. kindergarten
d. senior high school
4. “He is thin and not too tall,...” (in line 9)
The word of “thin” is closest meaning
to....
a. fat c. slim
b. tall d. short
104
5. “They have different characteristics each other.” (in line 4)
The word of “characteristics” is best replaced with ....
a. features c. types
b. models d. sizes
Read the text and answer the question number 6-8!
My Bedroom
My bedroom is at the beck part of the house. It is only three meters long and two and
half meters wide. Both the door and the small window face a narrow corridor. There is a bed
across from the door. A table and an old chair stands near the window. On the wall above the
table a ten-Watt tube lamp lights the room and functions as a reading lamp as well. In the
corner near the table there is a small cupboard where I put my clothes and some of my books,
especially the old ones. Although the room is not large, I live comfortably in it.
Source : http://englishstory83.blogspot.com
6. “....an old chair stands near the window.” (in line 3)
The antonym of “near” is ....
a. far c. short
b. long d. wide
7. “A table and an old chair ....” (in line 3)
The word of “old” is closest meaning to...
a. young c. weak
b. small d. elder
8. “Although the room is not large,...” (in line 6)
The antonym of “large” is ...
a. thin c. small
b. short d. near
105
9. My sister has a daughter. Her daughter is my ...
a. cousin c. nephew
b. child d. niece
10. George is my brother’s son. George is my mother’s ...
a. nephew c. niece
b. grandson d. granddaughter
11. Rene is my mother’s mother. She is my...
a. grandmother c. mother
b. aunt d. sister
12. James and Revan are Brian’s nephew. Brian is their ....
a. brother c. uncle
b. grandfather d. nephew
13. Mrs. Reva is .... mathematic in the classroom.
a. teaching
b. speaking
c. studying
d. reading
14. She went to .... with her sister last month.
a. Bandung
b. Bali
c. Eiffel
d. Monas
15. David wants to be a ... like his grandfather.
a. driver
b. police
c. pilot
d. soldier
106
Read the procedure text and answer the question number 16-19!
How to Use a Rice Cooker
To cook rice using a rice cooker, you should follow the following steps. First, wash
the rice in a separate bowl. Second, place the washed rice in the cooker pan. Third, add water
into the pan. Next, place the pan into the body. Then, close the outer lid. Make sure to press
the lid until it clicks. Plug the cord into AC outlet. The light will turn on. After that press the
switch and the cooking process will start. Finally, when the rice is cooked, the switch will
pop up and the light will turn on to show that the rice warmer function is working. Wait about
15 minutes and the rice will be ready to be served.
Source: http://www.bagustenanaku.wordpress.com
16. “Next, place the pan into the body.” (in
line 3)
The words of “the body” is meaning to...
a. rice warmer c. rice cooker
b. cooker pan d. the pan
17. “...you should follow the following
steps.” (in line 1)
The word of “steps” is similar meaning
to...
a. models c. instruments
b. ways d. activities
18. “The light will turn on.” (in line 4)
The antonym of “turn on” is...
a. turn off c. take off
b. get off d. show off
19. “...the cooking process will start.” (in
line 5)
The antonym of “start” ...
a. earlier c. last
b. begin d. finish
Read the passage of procedure and answer the questions number 20-23!
How to Make Toast Bread with Chocolate Cheese
Ingredients : Utensils :
- 2 – 4 slices of bread - Toaster
- A slice of cheese - Plate
- Chocolate jam - Spoon/fork/knife
- Butter
How to make :
.... (20) all ingredients and utensils. Take a tablespoon of chocolate jam and spread it
into the breads. Add topping a slice of .... (21). Combine into loaves of breads. Then,
open the toaster and preheat it with spread the butter into toaster. Put the loaves of
107
breads into the toaster. Close the .... (22) and wait until the led is off. After the led was
off, ..... (23) the toaster and take the breads by using a fork or knife. Put it on plate and
ready to be served.
Source: Doc. Pribadi
20. a. serve b. prepare
c. buy d. wash
21. a. bread b. butter
c. cheese d. chocolate
22. a. plate b. oven
c. toaster d. microwave
23. a. open b. touch
c. close d. change
24. A person who works to send letters,
documents, or packages is a ...
a. driver c. sender
b. fireman d. postman
25. Nikita works to entertain people on
television program such as sinema
electronic (sinetron), she is an ...
a. actor c. artist
b. actress d. entertainer
26. Mr. Jono works makes furnitures, he is
a ...
a. carpenter c. sailor
b. shopper d. butcher
27. A thing which long, has numbers, and
to measure. It is a ...
a. ruler c. metre
b. rope d. compass
28. A thing which brings the things, made
of fabric, and has many models. It is a
...
a. sack c. box
b. basket d. bag
29. The plane will ...... at 09.30 a.m to
Singapore.
a. put off c. get off
b. take off d. show off
30. She .... early morning because she was
going to airport.
a. closed up c. got up
b. pick d. fed up
KELAS : VII F
No. Nama Nilai Pre-test Nilai Post-test
1 AISYAH RAHMAWATI 70 70
2 AJENG PUTRI KUMALA 80 63.3
3 ALYA MUTMAINAH FARHANI 76.7 96.7
4 ANA SETYANINGSIH 73.3 100
5 ANDRIANSYAH 76.7 96.7
6 ATTIFA FADILAH AHMAD 60 86.7
7 DIENI ISLAMIYATI 60 80
8 DIMAS DWI SANYOTO 46.7 96.7
9 DINA ADRIANI 60 100
10 FAJAR SHADIQ G. 73.3 96.7
11 KHAERANI SAFITRI 73.3 76.7
12 MEISYA FITRI YADILLAH 56.7 60
13 MUHAMMAD ANDHIKA FARHAN 50 100
14 MUHAMMAD ARDHIANSYAH 63.3 73.3
15 MUHAMMAD DAFFA ALQAWIYYU 73.3 100
16 MUHAMMAD FATIH ZAIDAN 73.3 93.3
17 MUHAMMAD FIRMAN HABIBI 56.7 96.7
18 NIKEN PUSPITA SARI 80 100
19 NINDA ALFEINA 70 66.7
20 NURAFITA INDAH SARI 70 100
21 NUR FADJRI 73.3 96.7
22 OKTAVIANDRI SAPUTRA 76.7 100
23 PUPUT YUSAFIRA NASUTION 53.3 93.3
24 PUTRI ALIFFIANTIA S. 73.3 73.3
25 RAFFI AIZIDANSYAH 20 83.3
26 RAFIKUASLAM PRAYOGI 66.7 96.7
27 RAIHAN K.A. 73.3 96.7
28 RORO ZAHRA ANGEL SHINO S. 53.3 100
29 SABRINA TIARA A. 46.7 90
30 SARAH TSAQILA 56.7 96.7
31 TASYA YULIANDARI 53.3 96.7
32 YULIANTI MUTMAINAH 53.3 100
Σ 2043.2 2876.9
AVERAGE 63.85 89.903125
DAFTAR NILAI HASIL PRETEST DAN POSTTEST
MTs. NEGERI 13 JAKARTA
TAHUN 2014
KELAS : VII G
No. Nama Nilai Pre-test Nilai Post-test
1 ADZKIA GUSTIAWAN 73.3 73.3
2 AHMAD GERNANDO 66.7 86.7
3 ALFANDI WILIKUSUMA 83.3 56.7
4 ASSYIFA AZZAHRA 83.3 83.3
5 AQMAR TSABITA H. 66.7 80
6 DANI DWI PRASETYO 76.7 86.7
7 BULAN NOVIA PARASTUTI 83.3 86.7
8 DEVI FITRIANI 80 66.7
9 HAESCA AD-DANID 80 76.7
10 HENRICO DIMAS S. 70 76.7
11 IMAN TEGAR PRIBADI 60 73.3
12 KHAERINA AZIZAH 66.7 86.7
13 KHOIRUNNISA 70 56.7
14 KRISHNA HENDRO K. 70 66.7
15 MUHAMMAD AGUNG ALAMSYAH 83.3 66.7
16 MUHAMMAD AKHWAL DAMAR 83.3 76.7
17 MUHAMMAD ARRIZAL PRATAMA 66.7 90
18 MUHAMMAD ASRO 76.7 86.7
19 MUHAMMAD SETIADI 70 70
20 NABIL FARIS 80 70
21 NAUFAL RIZKY 66.7 73.3
22 NUR HASAN MAULANA S. 83.3 80
23 NURSELA ISNAINI 56.7 76.7
24 RADITYA DWI PRASETYO 66.7 80
25 RIKY TEGAR PAMBUDI 63.3 33.3
26 ROSITA CARMAILIA AGATHA 66.7 70
27 TSAITSAH KHOIRIYAH 76.7 63.3
28 VIRONICA TRI K. 66.7 80
29 WAHYU DWI S. 70 76.7
30 WIWI ALAWIYAH 66.7 66.7
31 YUNI SARAH 76.7 80
32 ZAHRA MELANINGTYAS 80 63.3
Σ 2330.2 2360.3
AVERAGE 72.81875 73.759375
DAFTAR NILAI HASIL PRE-TEST DAN POST-TEST
MTs. NEGERI 13 JAKARTA
TAHUN 2014
