THE EFFECT OF USING DUOLINGO APPLICATION

TO DEVELOP STUDENTS’ VOCABULARY KNOWLEDGE

(A Quasi-experimental Study at the Seventh Grade of SMP Islam Taman

Quraniyah Jakarta Selatan in Academic Year 2018/2019)

A “Skripsi”

Presented to the Faculty of Educational Sciences

In a Partial Fulfillment of the Requirements

For the Degree of S.Pd. in English Language Education

By:

CECEP ABDUL FATAH

11140140000002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

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ABSTRACT

Cecep Abdul Fatah. NIM. 1114014000002. “The Effect of Using Duolingo

Application to Develop Students’ Vocabulary Knowledge” (A Quasi-

experimental Study at the Seventh Grade of SMP Islam Taman Quraniyah Jakarta

Selatan in Academic Year 2018/2019) “Skripsi” of the Department of English

Education, the Faculty of Educational Sciences, Syarif Hidayatullah State Islamic

University Jakarta, 2019.

Advisor : 1. Tati Lathipatud Durriyah, MA., Ph.D

2. Drs. Nasifuddin Jalil, M.Ag

Keywords : Vocabulary, Duolingo.

The objective of this study was to get an empirical evidence of the effect

of using Duolingo application to develop on students‟ vocabulary knowledge. The

method of this study was quasi-experimental study. The population of this study

was the seventh grade of SMP Islam Taman Quraniyah Jakarta Selatan. The

sample are consist 20 students from VII A as the experimental class and 20

students from VII B as the controlled class. The experimental class taught by

using Duolingo application and controlled class taught without using Duolingo

application. The research instrument was multiple choice tests for pre-test and

post-test. The data of this study was analyzed by using t-test. Based on the

statistical calculation with the significance level 5%, it showed that to = 2.881 is

higher than tt = 1.672. The result of the study was indicated that the use of

Duolingo application can gives a positive effect to develop students‟ vocabulary

knowledge at the seventh grade students of SMP Islam Taman Quraniyah Jakarta

Selatan in Academic Year 2018/2019.

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ABSTRAK

Cecep Abdul Fatah. NIM. 11140140000002. “The Effect of Using Duolingo

Appliation to Develop Students’ Vocabulary Knowledge” (A Quasi-

experimental Study at the Seventh Grade of SMP Islam Taman Quraniyah Jakarta

Selatan in Academic Year 2018/2019) Skripsi, Pendidikan Bahasa Inggris,

Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta, 2019.

Pembimbing : 1. Tati Lathipatud Durriyah, MA., Ph.D

2. Drs. Nasifuddin Jalil, M.Ag

Kata kunci : Kosa kata, Duolingo.

Tujuan dari penelitian ini adalah untuk mendapatkan sebuah bukti empiris

tentang pengaruh penggunaan aplikasi Duolingo untuk mengembangkan

pengetahuan kosa kata siswa. Metode yang digunakan dalam penelitian ini adalah

metode penelitian semi eksperimen. Populasi penelitian ini adalah siswa kelas

tujuh SMP Islam Taman Quraniyah Jakarta Selatan. Sampel terdiri dari 20 siswa

dari kelas VII A sebagai kelas eksperimen dan 20 siswa dari kelas VII B sebagai

kelas kontrol. Kelas eksperimen diajar dengan menggunakan aplikasi Duolingo

dan kelas kontrol diajar tanpa menggunakan aplikasi Duolingo. Instrumen yang

digunakan pada penelitian ini adalah berupa tes pilihan ganda untuk pre-test dan

post-test. Data dianalisa dengan menggunakan rumus uji-t. Berdasarkan hasil

perhitungan statistik dengan taraf signifikan 5%, bahwa th = 2.881 lebih tinggi

daripada tt = 1.672. Hasil dari penelitian ini telah menunjukkan bahwa

penggunaan aplikasi Duolingo mampu memberikan pengaruh positif dalam

mengembangkan pengetahuan kosa kata siswa pada kelas tujuh SMP Islam

Taman Quraniyah Jakarta Selatan tahun ajaran 2018/2019.

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ACKNOWLEDGEMENT

In the name of Allah, the Most Gracious, the Most Merciful

All praised be to Allah, Lord of the world, for the blessing given in

finishing the “Skripsi” entitled “The Effect of Using Duolingo Application to

Develop Students’ Vocabulary Knowledge” (A Quasi-experimental Study at the

Seventh Grade of SMP Islam Taman Quraniyah Jakarta Selatan in Academic

Year 2018/2019). Peace and blessing be upon to the lovely prophet Muhammad

SAW, his family, his companion and his followers.

This “Skripsi” is presented to The Faculty of Educational Sciences as

partial fulfillment of the requirements for the degree of S.Pd. in the Department of

English Education.

In this opportunity, the writer would like to express the greatest honor and

deepest gratitude to his Parents, Abdullah Muksin and Komariyah also his

beloved brother Ahmad Syukron Fadil and his beloved sister Siti Humaeroh and

all of his family.

The writer also would like to express his gratitude to Tati Lathipatud

Durriyah, MA., Ph.D and Drs. Nasifuddin Jalil, M.Ag. as his advisors for their

time, kindness, suggestions, guidance and patience in correcting and helping him

in finishing this “skripsi”.

His gratitude also goes to those who helped him in finishing this “skripsi”,

among others:

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

Hidayatullah State Islamic University of Jakarta.

2. Didin Nuruddin Hidayat, MA TESOL, Ph.D., the Chairman of the

Department of English Education.

3. Zaharil Anasy, M.Hum., the secretary of the Department of English

Education.

4. All lectures at the Department of English Education, for their knowledge,

guidance, motivation and patient during his study at UIN Jakarta.

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5. Maryani, S.Pd., the Head of SMP Islam Taman Quraniyah, for giving

permission to the writer to do observation and conduct the research.

6. All his friends in the Department of English Education, for sharing their

knowledge, time and being good friends.

7. All his friends in Unit Kegiatan Mahasiswa Pramuka for sharing their

knowledge, time and being good friends.

8. Protokol Kwartir Nasional of National Scout Organization, who has been a

good companion in organization.

9. Dewan Eksekutif Mahasiswa of UIN Jakarta Period 2018, for the support

and motivation.

10. Islamic Students‟ Association, for the knowledge of organization.

Finally, the writer confesses that his writing is still far from being perfect,

hence, he hopes some suggestions and criticisms the readers of this paper for a

better in future.

Jakarta, October 14th

2019

The Writer

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TABLE OF CONTENTS

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

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

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

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

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

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

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

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

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

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

CHAPTER I INTRODUCTION

A. Background of the Study ................................................................................ 1

B. Identification of the Problems ........................................................................ 4

C. Limitation of the Problem ............................................................................... 5

D. Research Question .......................................................................................... 5

E. The Objective of the Research ........................................................................ 5

F. The Significance of the Study ......................................................................... 5

CHAPTER II THEORITICAL FRAMEWORK

A. Vocabulary ..................................................................................................... 7

1. The Definition of Vocabulary ................................................................ 7

2. Vocabulary Knowledge ......................................................................... 8

3. Teaching Vocabulary ............................................................................. 9

4. Learning Vocabulary ........................................................................... 10

5. The Kinds of Vocabulary ..................................................................... 12

B. Learning Media in English as a Foreign Language (EFL) ........................... 13

1. The Definition of Learning Media ........................................................ 13

2. The Types of Media ............................................................................. 13

3. The Advantages of Media .................................................................... 14

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C. Duolingo ....................................................................................................... 15

1. The Definition of Duolingo ................................................................. 15

2. The Characteristics of Duolingo Application ...................................... 16

3. Teaching Vocabulary by Using Duolingo Application ....................... 20

D. Previous Studies ........................................................................................... 23

E. Thinking Framework .................................................................................... 24

F. Research Hypothesis ..................................................................................... 25

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Study ......................................................................... 26

B. Method and Research Design ....................................................................... 26

C. Population and Sample ................................................................................. 27

D. Research Instrument ..................................................................................... 27

E. Data Collection Techniques .......................................................................... 28

F. Data Analysis Techniques ............................................................................. 30

G. The Statistical Hypothesis ............................................................................ 32

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding .......................................................................................... 33

1. The Description of Data ........................................................................... 33

2. The Analysis of Data ................................................................................ 36

3. Hypothesis Test ........................................................................................ 41

B. Discussion ..................................................................................................... 42

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .................................................................................................... 44

B. Limitations .................................................................................................... 45

C. Recommendation .......................................................................................... 45

REFERENCES ..................................................................................................... 46

APPENDICES ...................................................................................................... 49

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LIST OF TABLES

Table 3.1 The Schematic of the Quasi-Experimental Design ................................ 27

Table 4.1 Students‟ Scores of Experimental Class ................................................ 33

Table 4.2 Students‟ Scores of Controlled Class ..................................................... 35

Table 4.3 Normality Test of Pre-Test .................................................................... 36

Table 4.4 Normality Test of Post-Test .................................................................. 37

Table 4.5 Homogeneity Test Result of Pre-Test ................................................... 37

Table 4.6 Homogeneity Test Result of Post-Test .................................................. 38

Table 4.7 T-test Result of Post-Test Scores .......................................................... 38

Table 4.8 Descriptive Statistics ............................................................................. 40

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LIST OF FIGURES

Figure 2.1 Achievements ...................................................................................... 16

Figure 2.2 Lingots .................................................................................................. 17

Figure 2.3 Crown Levels ....................................................................................... 17

Figure 2.4 Daily Goal ............................................................................................. 18

Figure 2.5 Club Users ............................................................................................ 18

Figure 2.6 Score Board .......................................................................................... 18

Figure 2.7 Vocabulary Test ................................................................................... 19

Figure 2.8 Pronunciation Test ................................................................................ 19

Figure 2.9 Listening Test ...................................................................................... 19

Figure 2.10 Translation Test .................................................................................. 19

Figure 2.11 Wallpaper Duolingo ........................................................................... 21

Figure 2.12 Login Account .................................................................................... 21

Figure 2.13 Choose a Language ............................................................................. 21

Figure 2.14 Home Page .......................................................................................... 22

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LIST OF APPENDIXES

Appendix 1 Syllabus .............................................................................................. 49

Appendix 2 Lesson Plan of the Experimental Class .............................................. 59

Appendix 3 Lesson Plan of the Controlled Class .................................................. 75

Appendix 4 Pre-Test and Post-Test Instrument ..................................................... 89

Appendix 5 Instrument Validation ......................................................................... 91

Appendix 6 Result of Pre-Test and Post-Test of Experimental Class ................... 96

Appendix 7 Result of Pre-Test and Post-Test of Controlled Class ....................... 97

Appendix 8 Surat Pengesahan Proposal ................................................................ 98

Appendix 9 Surat Bimbingan Skripsi .................................................................... 99

Appendix 10 Surat Izin Penelitian ....................................................................... 101

Appendix 11 Surat Keterangan Penelitian Sekolah ............................................ 102

Appendix 12 References Examination Paper ....................................................... 103

Appendix 13 Documentations ............................................................................. 107

1

CHAPTER 1

INTRODUCTION

A. Background of the Study

When talking about language or language learning, students always think of

vocabulary development by learning the “words”. Vocabulary, in addition to

grammar and pronunciation, is one of language elements considered necessary

for language mastery.1 Vocabulary is the basic knowledge and very important for

the learners in their lives as well as that they can communicate well. They learn

the language without knowing the vocabulary, communication will not provide

an understanding.

Vocabulary learning is an essential part in foreign language learning as the

meanings of new words are very often emphasized, whether in books or in

classrooms.2 As one of the language components, learning the vocabulary is

necessary because more words students know, the better chance to understand.

The aim of mastering vocabulary is that students are able to acquire language

comprehension well. With enhanced vocabulary, students grow in skills of verbal

fluency, writing, and comprehension.3

Acknowledging the importance of vocabulary through language learning,

Wilkins on Thornbury stated that without mastering grammar, there is only a

small portion of language that can be acquired, but without vocabulary, there is

nothing we can convey.4 It means that vocabulary is the basic of language and

must be mastered first. The size of vocabularies that the students need is about

2000 words.5 It means that after several years of learning in English language,

the students needed to master about 2000 words to be able to communicate with

1 Bambang Y. Cahyono & Utami Widiati., “The Teaching of EFL Vocabulary in the Indonesian

Context: The State of the Art”. TEFLIN Journal. Vol 19, No 1 (2008)

2 Alqahtani, Mofareh., “The Importance of Vocabulary in Language Learning and How to be

Taught” International Journal of Teaching and Education, Vol. III, No. 3/ 2015.

3 Judy Willis, M.D, Teaching the Brain to Read; Strategies for Improving Fluency, Vocabulary,

and Comprehension (Virginia USA: ASCD), P. 80

4 Scott Thornbury, How to Teach Vocabulary, (Middlesex: Longman, Pearson Education,

2002). P.13

5 Ibid., p. 13

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people. Considering the importance of the role of vocabulary mastery, especially

for EFL students, the teacher should find method, technique, and media that can

help the students to learn vocabulary.

In Indonesia, the Ministry of Education and Culture has made many efforts to

make students familiar with English language, because English is considered as

the foreign language. English is officially taught in junior high school especially

in the seventh grade. Students are required to understand English text whether in

written or in spoken form. The problem in learning English for the students is

that they are lack of vocabulary. It was based on the observation at the school,

there are some reasons that make learning vocabulary difficult. Many students

spend their time to learn new vocabulary, but they still complain that it is not

easy to remember the English words and there is no way to avoid forgetting. It

means that the students will not be able to speak, to read, to write even to listen

in English. In other words, mastering the right method and technique in

vocabulary learning is crucial for successful learning of the English language.6

However, in term of learning English many students sometimes are not

interested in a delivered material and still confused to learn English. It is caused

by traditional learning methods, that is teacher which is not support the students

to practice in the class actively. It means that students can not to express their

feeling in English directly, and it is the main problems faced by students in the

class. Therefore, the teacher should be creative to decide an appropriate strategy

that helps students to develop their vocabulary knowledge.

Today‟s technology has developed rapidly, so the technology has become a

necessary in various aspects. It means the technology can make it easier for our

needs, especially to offers the opportunity and to support the students in order to

improve the quality of language learning. Technology can be used as an

engaging, supplementary tool to foster vocabulary learning for ELLs.7 But the

technology certainly has a role or a positive impact is also a negative impact.

6 Shi, Xue., “Application of Multimedia Technology in Vocabulary Learning for Engineering

Students” iJET Journal. Vol 12, No 1, (2017)

7 Clark, Megan., “The Use of Technology to Support Vocabulary Development of English

Language Learners” Thesis (St. John Fisher College, 2013), P.2

3

Therefore, many students do not understand the benefits of technology. Some of

them use that the technology or talking about smartphone it is only for pleasure

especially playing the game. So it is needed for teachers to solve this problem

and also become a challenge of how to use the technology of smartphone

properly and beneficial in order to achieve the maximum result.

One of the technologies to overcome some difficulties in English language

learning, the teachers should have some kinds of teaching technique and media,

so the students can enjoy the English learning, especially in mastering

vocabulary. To make the vocabulary learning fun and interesting, we can use

media. The media are commonly used as an additional support in teacher-

centered teaching. The media that can be applied in teaching vocabulary is by

using Duolingo application. It is an educational mobile application that consists

of many acitivies such as vocabulary, reading, writing, listening, grammar, and

also speaking.

A research that was conducted by Musa Nushi and Mohammad Hosein

Eqbali the researchers from Shahid Beheshti University, Iran, in his study stated

that Duolingo is a useful language application that can provide learners with

practical and systematic steps to learn a new language on their own.8

Furthermore, there have been a study conducted by Natanael and Byron, in his

study stated Duolingo is a practical and useful application that could be used in

English as a Foreign Language courses to improve students‟ language skills.9 It

means that Duolingo application can provides the opportunity to the students to

expand their vocabulary knowledge.

8 Nushi, Musa & Eqbali M. Hosein., “Duolingo: A Mobile Application to Assist Second

Language Learning” Education Resources Information Center, Vol. 89-98

9 Mauricio, Natanael & Gioanni, Bayron., “Duolingo: An Useful Complementary Mobile Tool

to Improve English as a Foreign Language Learning and Teaching” Thesis (Universidad Nacional Abierta y a Distancia, Colombia, 2017) p. 39

4

Ahmad Ridha Fauzi the student from State Islamic University Antasari

Banjarmasin in his research about “The Effectiveness of Duolingo in Improving

Vocabulary Ability” stated that the students who used Duolingo application can

increase their vocabulary ability.10

His research result stated that using Duolingo

application is more effective than not using Duolingo application. Sausan Nafis

Amin the student from State Islamic Institute Tulungagung, in her research about

“The Effectiveness of Duolingo on Students’ Vocabulary Mastery” stated that

Duolingo application is more effective and interesting than the conventional

teaching in teaching English about vocabulary to the students.11

Based on the explanation above, the researcher would like to apply the

Duolingo application that may help students to develop their vocabulary

knowledge and also would like to investigate the effect of using Duolingo

application in teaching vocabulary to develop students‟ vocabulary knowledge at

the seventh grade of SMP Islam Taman Quraniyah Jakarta Selatan in Academic

Year 2018/2019.

B. Identification of the Problems

Based on the background of the study described above, there are some

problems as following:

1. Students think it difficult to learn English because lack of vocabulary and

easy to forget them.

2. Students sometimes are not interested in a delivered material because the

teachers use the traditional learning method in transferring materials to

the students.

10 Ridha Fauzi, Ahmad., “The Effectiveness of Duolingo in Improving Vocabulary Ability at the

Sixth Grade of MI Darul Ilmi Banjarbaru School Year 2017/2018” Thesis (Banjarmasin: Antasari State Islamic University, 2018), p. 69

11 Nafis Amin, Sausan., “The Effectiveness of Duolingo on Students’ Vocabulary Mastery at

the Seventh Grade of MTsN 3 Tulungagung” Thesis (Tulungagung State Islamic Institute, 2019), p. 63

5

3. Students lack knowledge about how to use the technology of smartphone

well, beneficial and some of them use that smartphone only for pleasure

especially playing the games.

C. Limitation of the Problem

Based on the identification of problems, the study focuses on the effect of

using Duolingo application on students‟ vocabulary knowledge in SMP Islam

Taman Quraniyah Jakarta Selatan.

D. Research Question

Based on the background of the study, the research question is indicated as

“Does using Duolingo application give an effect on students‟ vocabulary

knowledge for the seventh grade of SMP Islam Taman Quraniyah Jakarta

Selatan?”

E. The Objective of the Research

The main purpose of this study was to find out the effect of using Duolingo

application on students‟ vocabulary knowledge at the seventh grade of SMP

Islam Taman Quraniyah Jakarta Selatan.

F. The Significance of the Study

In learning English, vocabulary is highly important for students in their lives

as well as that they can communicate well. This issue makes the students need to

practice that is capable of helping them to enrich vocabulary knowledge. By

knowing their vocabulary knowledge, then they are expected to master their

vocabulary successfully. Therefore, this study will be useful:

1. For researcher himself, this research is written to fulfill the prerequisite of

achieving bachelor degree.

2. For the teachers, to give an alternative way to enrich their vocabulary

knowledge in the learning process.

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3. For the learners, to increase the motivation of the learner and provide

more attractive learning environments, and it can also be used to develop

their skills in English because it will give positive effect to learners a lot

of new experiences to be a good English.

4. For the researchers, the results of this study are expected to expand new

insight in conducting research about Duolingo application in teaching and

learning vocabulary.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary

1. The Definition of Vocabulary

According to Oxford advanced learner‟s dictionary, vocabulary can be

defined all the words that a person knows or uses or all the words in a

particular language; the words that people use when they are talking about a

particular subject.12

As one of the language elements, vocabulary can help

someone to understand clearly in communication. Through the process of

recognizing the words in English, the students gain the information easily

based on their own words. When students build vocabulary mastery, they

can more effectively communicate their ideas, knowledge, and voice,13

because they learn vocabulary with a practice that is useful to the individual

needs and English developmental skills.

Vocabulary is one of the most obvious components of language and one

of the first things applied linguists turned their attention to.14

To know their

meanings of the English words, one has to know also how in English

sentence the words work together. Words represent complex and, often,

multiple meanings.15

Therefore, the teachers have to give attention to

support students to learn vocabulary. Before the student master English

vocabulary, the teachers ought to teach them many words until students

have already known all the words that they need without help.

12 A. S Hornby, Oxford Advanced Learner’s Dictionary (Oxford University Press, 2000),

P.1506

13 Judy Willis, M.D, Teaching the Brain to Read; Strategies for Improving Fluency,

Vocabulary, and Comprehension (Virginia USA: ASCD), P. 80

14 Jack C. Richards, Curriculum Development in Language Teaching (Cambridge University

Press, 2001), P. 4

15 Elfrieda H. Hiebert., Michael L. Kamil., Teaching and Learning Vocabulary (Bringing

Research to Practice) (London: Lawrence Erlbaum Associates, 2005), P. 1

8

If the students have mastered of vocabulary, it will help the students to

communicate with everyone, make the students understand all information

from other country, and vocabulary also help the students to can speak and

listen English clearly with native speaker, and then the students understand

when they read the English words from newspaper, book, magazine, etc. It

can be said that the vocabulary as one of facilities to provide and receive

the oral or written information in English is needed.

Based on the definition described above, it can be concluded that

vocabulary is part of language learning and it is very important in a second

and foreign language acquisition. Without knowing a lot of vocabulary,

student will not be able to convey their idea. Moreover, vocabulary should

be taught since young students who learn English first. The other word that

vocabulary is a key which the students can understand all about English

subject such as the students can speak English fluently and can listen or

writing or reading the English easily.

2. Vocabulary Knowledge

Vocabulary knowledge is often viewed as a critical tool for second

language learners because of a limited vocabulary in a second language

impedes successful communication.16

It means that without knowing the

vocabulary, the students cannot to express their ideas and will face some

obstacles in developing the four language skills of English. Additionally,

vocabulary is one indicator of a learner‟s background knowledge.17

It is

also contributed to the understanding of written and spoken text. However,

the students are not just about how much vocabularies know, but also know

the comprehension of the concepts related to the word.

16 Mofareh Alqahtani, The Importance of Vocabulary in Language Learning and How to be

Taught, International Journal of Teaching and Education, Vol. III, No. 3/2015

17 Douglas Fisher, Vocabulary and Background Knowledge: Important Factors in Reading

Comprehension, (McGrawHill Education), p. 3

9

Vocabulary knowledge has the most impact on the capability to

understand what is learnt in the language. It is needed to show one‟s ideas

and to be able to understand other people‟s saying. Their impact can be

indirect, such as the capability in solving problems when meaning is lost, as

well as direct, such as knowledge of the topic. Vocabulary knowledge can

be successful when the students can feel the benefits of learning words by

experiencing.

If the students have more vocabularies that they know, it can help the

students to know the concept of communication and increase their

confidence to express their ideas. But without having the vocabulary, the

students will face an obstacles to understand a text and speech. So that is

the reason why vocabulary knowledge is important.

Furthermore, mastering vocabulary means that completely understand

the knowledge of the words. The students are expected to understand about

part of speech of the word like a noun, verb, pronoun, etc as their

knowledge. So, the students are required to understand how the word used

in a sentence appropriately with the context. It can be said the vocabulary

knowledge is a significant factor in their learning process.

3. Teaching Vocabulary

In English language teaching the teaching of vocabulary is obviously

important, because vocabulary is the main part to support the

communicative goals. Once the students do not master vocabulary well, the

goal cannot be reached. The teaching of vocabulary must be taught first to

help the students to learn the English language. It was also known that

without mastering English vocabulary, they cannot speak, read and write it.

Therefore, for the teachers to help students in getting vocabulary in learning

process by using an attractive media, technique, and strategy in teaching

English in order to make students‟ comprehensive increase in the

10

classroom. According to Agnes, Lucy, and Donohue, there are varied ways

to implement mobile pedagogy in language teaching, as follows:

1) Incorporate tasks relating to learners‟ communicative needs within

and beyond the classroom.

2) Expose learners to language as a dynamic system.

3) Integrate the four skills of speaking, listening, reading and writing.

4) Provide learners with timely feedback and scaffolding.

5) Give opportunities for learners to interact socially, negotiate

meaning and produce varied and creative communication with

peers and with English language users beyond classroom across

boundaries of time and place.

6) Enable learners to rehearse speech and writing, which can be

particularly challenging in a classroom setting.

7) Encourage learners to develop skills in „learning how to learn‟ and

attend mindfully to the learning process.

8) Allow learners choices in what and how to learn.

9) Contribute to learners‟ sense of progress and achievement.18

Teaching is facilitating and guiding the students through the learning

process. The function of teaching vocabulary is the giving of feedback to

students. The teacher should motivate students what they need to focus on.

The students cannot learn English vocabulary well without motivation.

4. Learning Vocabulary

Learning is something of which all students have an understanding and

in which they have all participated.19

Often the students spend their time to

improve understanding and skills that takes place in the formal settings of

the educational systems, such as schools. Learning should make an effect

on their own potential for each individual. Students who are active in the

18 Hulme, Agnes, Norris, Lucy, & Donohue, Jim, “Mobile Pedagogy for English Language

Teaching: A Guide for Teachers”. ELT Research Papers (London: British Council, 2015)p. 13

19 Alan Pritchard, Ways of Learning (London: Routledge, (2008), P. 1

11

learning process will be more to attain success. According to Brown and

Payne, there are five essential steps in vocabulary learning:

1) Encountering new words

The first step, essential step, for vocabulary learning is

encountering new words, that is, having a source for words. The

student strategies here included “learning new words by reading

the book,” “listening to TV and radio,” and “reading newspapers

and magazines.”

2) Getting the word form

The second step essential to vocabulary learning appears to be

getting of a clear image – visual or auditory or both – of the form

of the vocabulary item.

3) Getting the word meaning

The third essential step in the learner‟s reported strategies is the

one which is most often associated with the idea of vocabulary

learning: having the word meaning.

4) Consolidating word form and meaning in memory

The fourth necessary step revealed by Brown and Payne‟s analysis

requires the consolidation of form and meaning in memory.

5) Using the word

The final step in learning words is using the words. Some would

argue that this step is not necessary if all that is desired is a

receptive knowledge of the word.20

In this section, when all the students had completed one of the five

essential steps which students take in vocabulary learning. They felt

confident about knowing the vocabulary being tested. Although there are

some activities and strategies that students use at each step, the necessity of

the steps should be constant. The students need all five essential steps in

20 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education,

(Cambridge: Cambridge University Press, 1995), pp. 372-390

12

order to have a full vocabulary knowledge they want to learn. Thus,

learning is something that occurs naturally. The students will most likely

not possess one style, but as the teachers may be able to see their own

learning style. Many people recognize each student prefers different

learning styles. It is very important to develop their abilities to use as many

learning styles as possible, helping them to succeed.

5. The Kinds of Vocabulary

According to Zainuri stated in English Vocabulary 1, vocabulary is a

component of language that contains all of the information about the

meaning and using the word in a language.21

Jo Ann Aebersold classifies

the vocabulary into active and passive vocabulary:

1) Active vocabulary refers to items which the learner can use

appropriately in speaking or writing and it is also called as

productive vocabulary.

2) Passive vocabulary refers to language item that can be recognized

and understood in the context of reading or listening, and it is also

called as receptive vocabulary.22

From explanation above it can be concluded that there are many kinds

of vocabulary that we should we know. Therefore, the more vocabulary

students know, the easier it is for students to understand parts of the

vocabulary. To understand how students learn the language, they must

understand how the language is very important for communication either

through oral or written language. Communication in a foreign language,

especially English language, it does not only know about form

grammatically but needs to know vocabulary mastery. Without vocabulary,

communication will not provide an understanding well.

21 A.M. Zainuri, English Vocabulary 1 (Fakultas Ilmu Tarbiyah dan Keguruan, Universitas

Islam Negeri Syarif Hidayatullah Jakarta, 2003), p. 1

22 Ibid. p. 1-2

13

B. Learning Media in English as a Foreign Language (EFL)

1. The Definition of Learning Media

A medium (plural media) is a channel of communication, derived from

the Latin word meaning “between”.23

According to the Big Indonesia

Dictionary, the media is a tool for communication.24

Media are the tool for

delivering content of materials to the students in the learning process, to

reach effective teaching. In formal situations, media can be used effectively

where students are working individually or teacher is working with the

students.

Briefly, media is to deliver the knowledge in an impressive way to

make learning more enjoyable because it provides learning process

becomes the more meaningful way. It also helps the teachers to draw the

attention of students towards teaching.

2. The Types of Media

In determining the appropriate media in students‟ vocabulary

knowledge, the teacher needs to understand the purpose of the media that

can make language learning especially vocabulary is effective and

successful. There are many types of media that can be used based on the

time condition and learning objectives. Each types of media have certain

characteristics that should be understand for the teachers, so it can to

determine the appropriate media based on their needs and conditions in the

classroom. Those classifications types of media as follows:

1) Print Media i.e. News Paper, Magazines, Digest, Journals,

Bulletins, Handouts, Poster etc.

2) Graphics Media i.e. Overhead transparency Charts, Graphs

Models, Dioramas, Maps, Globes

3) Photographic Media i.e. Still Pictures, Slides, Filmstrips, Motion

Pictures, Multi-images etc.

23 Ahsan Akhtar, Rafaqat Ali, “Use of Media for Effective Instruction its Importance: Some

Consideration”, Journal of Elementary Education, Vol. 18(1-2) 35-40

24 Kamus Besar Bahasa Indonesia, (Jakarta: Pusat Bahasa, 2008), p. 931

14

4) Audio Media i.e. Audiotape, Audiocassettes, Records, Radio,

Telecommunication etc.

5) Television/Video i.e. Broadcast Television, Cable Television,

(Videotape, Video Cassettes, Videodiscs, Teletext, Videotext) etc.

6) Computers i.e. Minicomputer, Microcomputer etc.

7) Simulations and Games i.e. Boards, Written, Human, Interaction,

Machine etc.25

The use of media can help the teachers to transfer the knowledge in an

interesting way to language teaching in the classroom and making learning

environment more enjoyable. It also easily motivates the students because it

enhances the attention of students towards teaching. In order to make the

learning process of the students more effective, teachers have to prepare

specific teaching media. It means that teachers make their learning more

productive.

3. The Advantages of Media

Teaching the English language through media is as a pedagogical tool

to aid the learning process. Using media in the learning process can

increase the motivation and new desire of the students. Generally, the

advantages of media are to smooth the interaction between teachers and

students, so it will be more effective and efficient. According to Kemp and

Dayton26

, here are some advantages of using media, there are:

1) Delivering of subject materials can be equalized.

2) Learning process becomes more clear and interesting.

3) Learning process becomes more interactive.

4) Efficiency in time and energy.

5) To improve the quality of the result of the learning process.

6) Using media can be used in learning process wherever and

whenever.

25 Op.cit., Ahsan Akhtar, Rafaqat Ali, Vol. 18(1-2) 35-40

26

Iwan Falahudin, “Pemanfaatan Media dalam Pembelajaran”, Jurnal Lingkar Widyaiswara, Edisi 1 No. 4, 2014, pp. 114-116

15

7) Using media can improve students‟ positive attitude toward the

material and learning process.

8) To change the role of the students in a more positive direction and

productive.

9) Media can make abstract material become more concrete.

10) Media can also overcome the limitations of space and time.

11) Media can help to cope the limitations of the human senses.

Related to the explanation above, media can be utilized for learning

purposes. Media is one component of the learning process, the use of media

should increase students‟ attention in every learning process. Through

various media, students will be able to interact actively to achieve

educational goals.

C. Duolingo

1. The Definition of Duolingo

Duolingo is a free application created by Luis Von Ahn and Severin

Hacker in November 2011. Its slogan is “Free language education for the

world.” According to its website, it has more than 30 million registered

users. It offers several languages for English speakers as well as others for

non-English speakers.27

As one of the language learning applications,

Duolingo can help someone to develop their vocabulary knowledge in

communication. Through the process of Duolingo application, the students

gain new words easily based on their own will.

Moreover, Duolingo was provided vocabulary practice and gave

opportunities for students to evaluate their knowledge and identify the need

to continue improving.28

It means that Duolingo is presented as an

educational tool that can be integrated in the classrooms in order to provide

27 Munday, Pilar, “The Case for Using Duolingo as Part of the Language Classroom

Experience”. Journal of Asociacion Iberoamericana de Educacion Superior a Distancia (AIESAD) Vol. 19: 1, 2016, pp 83-101

28 Guaquet, Cesar & Castro, Angela Yicely, “The Use of Learning Apps as a Didactic Tool for

EFL Vocabulary Building”. ERIC Journal. Vol. 11, No. 2; 2018.

16

a new learning experience for the student, and it is based on content quality,

feedback, and motivation. Thus, Duolingo application is important for the

students to learn language in order to increases their motivation and make

this application more enjoyable. Using Duolingo in learning English can

gain positive feedback from both students and teachers. In addition, the

students who need to develop their vocabulary may use Duolingo

application useful and interesting to use.

2. The Characteristics of Duolingo Application

Duolingo as a free language-learning application can offers a wider

range of features that requires an internet connection during using this

application. Here are the characteristics of Duolingo application, such as:

1) Achievements is a Duolingo application feature given out when

the learners or users has been completed the lessons through best

effort.

Figure 2.1 Achievements

17

2) Lingots is a small jewel icons that the learners have completed the

activities and level successfully to get “lingots”. It can be changed

for bonus extra practices.

Figure 2.2 Lingots

3) Crown Levels are new feature in Duolingo application. Each skill

has a “Crown Levels”. When you have completed a skill, you will

get a crown, and continued to new skills.

Figure 2.3 Crown Levels

Get “Lingots” for users

that have completed

the activities

18

4) Daily Goal is about appreciation for the learners who have

completed a daily goal. Duolingo application gives a rewards to

them with surprising sounds and unique pictures and make the

learners feel more enjoyable.

Figure 2.4 Daily Goal

5) Clubs User Networking is a feature for learners to communicate

and sharing with other users about language learning. It also can

compete to gain (10) XPs and see their friends‟ score.

Figure 2.5 Club Users Figure 2.6 Score Board

19

Duolingo application also provides the learners with various types

of exercises within a lesson or unit, such as:

1) Vocabulary, in which the users see a picture, and be asked to

choose it with correct answer.

2) Pronunciation, in which the users will be asked to repeat or

say a sentences what they hear.

3) Listening, in which the users will hear an audio clip of word or

sentence and have to type it correctly.

4) Translation in which the users will be asked to translate a

word or a sentence into the language they want to know or

learn.

Figure 2.7 Vocabulary Figure 2.8 Pronunciation

Figure 2.9. Listening Figure 2.10. Translation

20

3. Teaching Vocabulary by Using Duolingo Application

Duolingo can help students to develop their vocabulary knowledge

about words in English, students need to have good capability in building

vocabularies. It can be said that at least students can get three beneficial

advantages. First, Duolingo helps students to increases their motivation and

make this application more enjoyable. Second, Duolingo can help students

to easily gain new words, because students can directly see interesting

pictures and wider range of features while they are learning new

vocabulary. In additional, students also can use Duolingo application to

understand the meaning of the word.

Duolingo can be played individually in the class after delivering

material from the teacher. There are some practical and systematic steps for

the students to learn new vocabulary. The teachers can choose and adjust

the materials based on the government curriculum in the class. There are

several steps to teach vocabulary by using Duolingo application:

a. Provide students with materials based on English book without

using Duolingo application. Students can identify the words used in

the text.

b. After the student understand the words, provide the students with

some exercises. The students can be asked to put the words and

detail from the text.

c. After the materials have been delivered to the students, they should

be ready to learn new vocabulary by using Duolingo application.

To simply help the readers to understand the function of each part of

Duolingo application, there are several steps can be conducted in the

classroom learning activities as follows:

21

a. First, to use the application on mobile phone, the students can

download it on Google Play or App Store and install with

Android/iOS operating systems. Users can create an account or

access activities without an account. However, users can only save

their progress by creating an account.

Figure 2.11 Wallpaper Figure 2.12 Login Account

b. Next, after creating an account, the students can choose the English

language to study and immediately begin activities.

Figure 2.13 Choose a language

22

c. Then, the students are able to take a placement exam to progress to

more advanced units. The learning experience is broken up into

themed units which start from “Basics” and can range from

thematic vocabulary sections such as “Food” or “Family” to more

advanced grammar topic such as “Past Perfect” and “Subjunctive

Past”.29

Figure 2.14 Home Page

d. Finally, the students can access their progress through the lessons

or units. Each lesson is around 10 to 20 questions that focus on

improving vocabulary through pronunciation skills, translation,

listening comprehension, and vocabulary knowledge. When each

lesson has completed well, the lesson is leveled-up to the next

lesson and is then unlocked and get a crown.

In the classroom, teacher can start the class with giving the materials

based on English book and how to use Duolingo application. Then, the

students can be asked to determine the meaning of the words. So, the

students firstly get general understanding and new vocabularies. After that,

the students can begin with using Duolingo application, and they choose the

topic which can be given or they can freely choose the topic in their own.

29 Teske, Kaitlyn, “Duolingo”. Computer Assisted Language Instruction Consortium Journal

Vol 34.3, 2017, pp. 393-401

23

D. Previous Study

The first previous study is conducted by Musa Nushi and Mohammad Hosein

Eqbali the researchers from Shahid Beheshti University, Iran. The research talk

about the Duolingo: a mobile application to assist second language learning. In

their research stated that the result of the research shows self-study is obviously

important in language learning and Duolingo is a useful language application that

can provide learners with practical and systematic steps to learn a new language

on their own.30

The second previous study is taken from Ahmad Fauzi Ridha. He was student

of Antasari State Islamic University of Banjarmasin. The research talks about the

effectiveness of Duolingo in improving vocabulary ability at sixth grade of

Madrasah Ibtidaiyah Darul Ilmi Banjarbaru. This research used experimental

research which belongs to quantitative method. The research was implemented in

two classes, which divided into experimental and controlled class. He found that

the students who were taught vocabulary by using Duolingo application is higher

result than the students who were not taught vocabulary by using Duolingo

application. It can be seen the result of mean score from experimental and

controlled class.

He concluded that teaching vocabulary by using Duolingo application can

give a positive effect than not using Duolingo application. According to the data

analysis, that the mean score of post-test of experiment class is 91.4 that is higher

than post-test of control class that is 66.35.31

It means there is an effect in the

students‟ score in learning vocabulary by using Duolingo application.

The next previous study is taken from Sausan Nafis Amin. He was student of

State Islamic Institute of Tulungagung. The research talks about the effectiveness

Duolingo application for improving vocabulary ability at seventh grade of MTsN

3 Tulungagung. This research used pre-experimental research which belongs to

30 Nushi, Musa & Eqbali M. Hosein., “Duolingo: A Mobile Application to Assist Second

Language Learning” Education Resources Information Center, Vol. 89-98

31 Ridha Fauzi, Ahmad., “The Effectiveness of Duolingo in Improving Vocabulary Ability at the

Sixth Grade of MI Darul Ilmi Banjarbaru School Year 2017/2018” Thesis (Banjarmasin: Antasari State Islamic University, 2018), p. 72

24

the quantitative method. The result shows that the mean score of post-test score

(72.80) was larger than the mean of pre-test score (57.20). It means that the use

of Duolingo application has caused in improving students‟ vocabulary.32

From those three previous studies, there are some differences aspects

between them and this research. Those differences are, the research from Musa

Nushi and Mohammed Hosein Eqbali is that they used qualitative research to

describe the advantages of Duolingo and how to use this application, while in

Ahmad Fauzi Ridha‟s research, Duolingo application was used to improving

vocabulary ability at sixth grade of Elementary School. Then, in Sausan Nafis

Amin‟s research they used Duolingo to improve vocabulary ability at seventh

grade of Islamic Junior High School. So, the writer in this research used

Duolingo to develop students‟ vocabulary knowledge at seventh grade students

of junior high school. Even though there are some differences described above,

but this research and those researches have same the variable that is Duolingo.

Therefore, that could be concluded that the Duolingo application could

significantly improve the vocabulary ability of the students. Based on the result

of data analysis showed that the increasing score. It means that there was the

improvement of students‟ vocabulary ability when they were taught by using

Duolingo application.

E. Thinking Framework

The vocabulary can be defined all the words that a person knows. Vocabulary

is also the basic knowledge and important for the students to learn words as

many as possible. By possessing vocabulary, the students are able to create

sentences and share their ideas with each other in spoken or written form.

As one of the language components, students are expected to learn thousands

of words because that vocabulary knowledge is a significant factor in their

learning process for successful communication. The importance of vocabulary

knowledge for students cannot be compared. It means that vocabulary knowledge

32 Nafis Amin, Sausan., “The Effectiveness of Duolingo on Students’ Vocabulary Mastery at

the Seventh Grade of MTsN 3 Tulungagung” Thesis (Tulungagung State Islamic Institute, 2019), p. 57

25

can give a positive impact for students‟ capability in developing their foreign

language.

Teaching language needs good and interesting media in the classroom. In

fact, the use of media in teaching and learning increases the motivation of the

students. Thus, the media offers the opportunity to improving the quality of

language learning and it should be effective and interesting. Therefore, by using

interesting media the students will be easy to understand about the meaning of

vocabulary.

Media is the tool for delivering content of materials to the students in

learning process, to reach effective teaching. One of the media to overcome some

difficulties in English language learning that can be applied in teaching

vocabulary is by using Duolingo application. So it is essential in determining the

success of the teaching and learning process in order to achieve the maximum

result.

Duolingo is an application technology that can be used to support the

students in learning vocabulary. It is an application to make new learning

environment and increase the motivation of the students. The use of Duolingo

can be practiced anytime and anywhere individually. So, the students will be

easy to remember the new word. Thus, it is important for students to know the

technology to facilitate effective learning and interesting way.

Based on the explanation above, the researcher believes that the use of

Duolingo application could develop students‟ vocabulary knowledge. Therefore,

the researcher would like to do a research by using Duolingo application in

developing students‟ vocabulary.

F. Research Hypothesis

Based on the explanation of the theory and the objective of the research, it

can be assumed that there is a significant effect of Duolingo application on

students‟ vocabulary knowledge.

26

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The study was conducted by the researcher in SMP Islam Taman Quraniyah

which located at Jl. Melati No. 100 Tanjung Barat, Jagakarsa, Jakarta Selatan.

This study was carried out in a month from April 9th

to May 7th

, 2019 where the

researcher focused on the seventh grade students of SMP Islam Taman

Quraniyah. This study was held in six meetings each class; pre-test, treatment in

four times, and post-test.

B. Method and Research Design

This study was conducted a quantitative research and it used a quasi-

experimental design as the method to investigate in this study. According to

Barry Gribbons, a quasi-experimental design is especially useful in addressing

evaluation questions about the effectiveness and impact of programs.33

This

research design is in order to investigate whether the use of Duolingo application

could develop students‟ vocabulary knowledge.

This study used two classes with different treatment between experimental

and controlled class. In the experimental class, the researcher was applied with

the treatment of Duolingo application. Another class was the controlled class

which was taught without using Duolingo application. The formula of quasi-

experimental design is described as follows:34

33 Gribbons, Barry; Herman, Joan., “Practical Assessment, Research & Evaluation”,

Electronic Journal. Vol. 5, No 14, (1997)

34 John W. Creswell, Educational Research: planning, conducting, and evaluating

quantitative and qualitative research, (Pearson Education, Inc. 2012), 4th

Ed., P. 310

27

Table 3.1

The Schematic of the Quasi-Experimental Design

Select Control Group Pretest No Treatment Posttest

Select Experimental

Group Pretest

Experimental

Treatment Posttest

C. Population and Sample

According to Fraenkel and Wallen, population is the group of interest to the

researcher, the group to whom the researcher would like to generalize the results

of the study.35

The population of this research was the seventh grade students of a

private junior high school or SMP Islam Taman Quraniyah Jakarta Selatan. The

students were chosen based on observation that they were still lack of

vocabulary. In this phase, the students need more instruction and learn new

vocabulary with an interesting way.

The sample of this research was two classes of the seventh grade. Class 7A

consisting of 20 students, was the experimental class which received Duolingo

application as a treatment. The second class is 7B consisting 20 students was the

controlled class which did not receive any treatments. Therefore, the researcher

used purposive sampling because two classes cannot be changed and also asking

for recommendation from the teacher in the school.

D. Research Instrument

Generally, the whole process of preparing to collect data is called

instrumentation.36

In this study, the researcher took test. The test is used for

measuring students‟ vocabulary knowledge. The researcher was used multiple

choice tests that consists of 20 questions with a, b, c and d. The researcher was

obtained the instrument from Ahmad Fauzi Ridha's research, then the vocabulary

35 Jack R. Fraenkel, Norman E. Wallen & Helen H. Hyun, How to Design and Evaluate

Research in Education, (McGraw-Hill, 2012), 8th

Ed., P. 92

36 Ibid, P. 111

28

test which was adopted and modified to be appropriate based on the course

objectives in the curriculum.

Before conducting the research in the class, the instrument was examined in

the seventh grade students of MTs Nurul Qolbi Bogor in order to know the

validity, reliability, and difficulty of the instrument items. Then its results were

calculated and analyzed by using ANATES V.4 to obtain the requirement of a

good test. The data was obtained from 40 questions of multiple choices that were

examined and there are 34 questions that were valid.

Instruments that were valid are 1, 2, 3, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16,

18, 19, 20, 21, 22, 23, 24, 26, 27, 28, 29, 31, 33, 34, 35, 36, 37, 38, 39 and 40.

While the instruments that were not valid are 4, 7, 17, 25, 30, and 32. After the

researcher found out the valid questions, the test consists of 20 questions of

multiple choices as the objective test for students in experimental class and

controlled class. The result of validity and reliability test can be seen at appendix.

E. Data Collection Techniques

To collect the data this research used pre-test and post-test. Pre-test was given

to experimental and control class before receiving the treatments in order to

know the students‟ prior knowledge of vocabulary. After giving pre-test, the

researcher gave the treatments to experimental class in order to learn new

vocabulary through Duolingo application, yet the control group did not receive

any treatments. The treatments were held in four meetings. Therefore, the

researcher was used two classes. First class is 7A as experimental class or

treatment group and second class is 7B as controlled class. All these classes were

taught by the researcher for six meetings including pre-test and post-test.

In first meeting, the researcher was conducted a pre-test to experimental and

controlled class in order to know student ability. After that, in both classes the

researcher explains about what they are going to learn at second until sixth

meeting. Then, researcher also explains about the Duolingo application that they

are going to play in the classroom.

29

In second meeting at experimental and controlled class, the researcher

explains about greetings and introduction expressions. In experimental class, the

researcher uses Duolingo application as a medium. This application played in the

classroom individually. The students have selected the lesson on mobile phone

through application, it contains 10 to 15 exercises. The category from exercises is

about Frasa. Meanwhile in controlled class, the researcher explains the materials

with introducing some greetings.

In third meeting, the researcher discusses about family to experimental and

controlled class. In experimental class, the researcher uses Duolingo application

as a medium. After giving an explanation about the materials, the researcher

gives the opportunity for students to play Duolingo application in 15 minutes.

The category from exercises is about Keluarga. Meanwhile in controlled class,

after explaining the materials, the researcher asks students to write the materials

about family.

In fourth meeting at experimental and controlled class, the researcher

explains about date and time. In experimental class, after giving an explanation

about the materials, the researcher asks students to play Duolingo application

through mobile phone. The category is Tanggal dan Waktu. Meanwhile in

controlled class, the researcher asks students to write the materials about date and

time.

In fifth meeting, the researcher discusses about I love things around me. In

this meeting at experimental class, the researcher uses Duolingo application as a

medium. After giving an explanation about the material, the researcher asks

students to do an exercise about things through Duolingo application. Meanwhile

in controlled class, after explaining the materials about things, the researcher asks

students to write the materials

In sixth meeting, the researcher reviews the material what have been learned

by the students, at the end of this meeting the researcher was conducted post-test

to experimental and controlled class. This test is utilized to know students‟

achievement after students are given the treatments. This purpose is to recognize

whether Duolingo application affects students‟ vocabulary knowledge.

30

F. Data Analysis Techniques

After the researcher collected the data of pre-test and post-test. The

researcher compared the result of the score from pre-test and post-test. Then, the

data was analyzed and determined with statistical calculation of t-test formula by

5% degree of significance and gained scores. T-test in this study was used to test

the result of the mean of difference score between the experimental and

controlled class, whether there is a significant difference or not.

Furthermore, the gained score is the difference between pre-test and post-test

score of each class of the experimental and controlled groups. Gain scores are

used to determine the increase or decrease in scores and to determine the

effectiveness of the application used. However, before the tests the hypothesis is

necessary to analyze prerequisite tests first, namely the distribution of normality

test and homogeneity test.

1. Normality Test

A normality test was used in order to know whether the data collection

from experimental and controlled class was normally distributed or not.

This normality test was done by using IBM SPSS Statistic Version 20

which has requirements as follows: if the result of normality test is more

than > 0.05, it can be categorized that the distribution of the data is

normal, but if result scores is less than < 0.05, the distribution of the data

is not normal.

2. Homogeneity Test

After having the results from normality test, the next step was

calculating the homogeneity of data. The homogeneity test was used to

determine whether the data in both of classes were homogenous or not.

This test also was done by using IBM SPSS Statistic Version 20 to have

the homogeneity of data with the significant level more than α = 0.05.

31

3. t-Test

T-test is the data analysis process in order to know the significant

difference between students‟ vocabulary knowledge using Duolingo

application in experimental class and students‟ vocabulary knowledge

without Duolingo application in controlled class. The t-test used in this

study is Independent Samples T-test with two-tailed test of significance by

using IBM SPSS Statistic Version 20. If the result shows Sig. (2-tailed) >

sig α = 0.05 (5%), then the null hypothesis is accepted. But, if Sig. (2-

tailed) < sig α = 0.05 (5%), then alternative hypothesis is accepted.

4. The Effect of Size

In order to know the result of t-test whether the effect is weak or

strong, the writer is used the effect of size calculation by Cohen‟s d; the

formula of calculation as follows:37

d =

;

After finding the results, it can be interpreted based on the criteria of

Cohen‟s d are:

a) 0 – 0.20 = Weak Effect

b) 0.21 – 0.50 = Modest Effect

c) 0.51 – 1.00 = Moderate Effect

d) > 1.00 = Strong Effect

37 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: SAGE

Publications, 2004), p. 139

32

G. The Statistical Hypothesis

According to Kothari, hypothesis means a mere assumption or some

supposition to be proved or disproved.38

The hypothesis of this research could be

used in order to recognize and to draw the conclusion of the research. The

hypotheses are formulated with the assumption of t-test result as follows:

1. Alternative Hypothesis (Ha): There is an effect of using Duolingo

application to students‟ vocabulary knowledge or if p-value < sig α = 0.05

(5%). It means that the alternative hypothesis (Ha) is accepted and the

null hypothesis (Ho) is rejected.

2. Null Hypothesis (Ho): There is no effect of using Duolingo application to

students‟ vocabulary knowledge or if p-value > sig α = 0.05 (5%). It

means that the alternative hypothesis (Ha) is rejected and the null

hypothesis (Ho) is accepted.

38 Kothari, C.R, Research Methodology (Methods and Techniques), (New Delhi: New Age

Publisher, 2004), P. 184

33

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

H. Research Finding

1. The Description of Data

In this chapter, the writer presents the description of the data result from

the sample, the students of the seventh grade of SMP Islam Taman

Quraniyah Jakarta Selatan. The result was used to have empirical evidence

about the effect of using Duolingo application to develop students‟

vocabulary knowledge. The data were collected from students‟ pre-test and

post-test scores of experiment and controlled class.

a. Data Results of Experimental Class

The experimental students was from 7.1 class of SMP Islam Taman

Quraniyah Jakarta Selatan which consists of 20 students taught by using

Duolingo application. The students‟ pre-test scores were collected

before receiving the treatments. Then, students‟ post-test scores were

collected after the writer implemented Duolingo application. The result

can be seen in Table 4.1.

Table 4.1

Students’ Scores of Experimental Class

Nu Students Pre-test Post-test Gained Score

1 S1 55 70 15

2 S2 70 90 20

3 S3 65 85 20

4 S4 55 75 20

5 S5 70 85 15

6 S6 65 75 10

7 S7 75 90 15

34

8 S8 70 85 15

9 S9 65 75 10

10 S10 55 85 30

11 S11 65 70 5

12 S12 70 80 10

13 S13 75 90 15

14 S14 65 75 10

15 S15 70 80 10

16 S16 75 80 5

17 S17 75 85 10

18 S18 65 80 15

19 S19 60 75 15

20 S20 60 70 10

Mean Score 66.25 80.00 13.75

Maximum Score 75 90

Minimum Score 55 70

Based on the Table 4.1 above, it can be seen that the students‟

scores from 20 students in experimental class were different. The mean

of pre-test score was 66.25 and the mean of post-test score was 80.00.

Then, the minimum pre-test score was 55 and the maximum score was

75. Meanwhile, the highest score of the post-test was 90 and lowest

score was 70.

b. Data Results of Controlled Class

The controlled students was from 7.2 class of SMP Islam Taman

Quraniyah Jakarta Selatan which consists 20 students who were not

taught by using Duolingo Application. The data were collected from

both students‟ pre-test and post-test score. The data can be seen in the

table below.

35

Table 4.2

Students’ Scores of Controlled Class

Nu Students Pre-test Post-test Gained Score

1 S1 65 65 0

2 S2 75 90 15

3 S3 55 65 10

4 S4 55 70 15

5 S5 70 75 5

6 S6 75 80 5

7 S7 80 80 0

8 S8 70 80 10

9 S9 70 75 5

10 S10 55 70 15

11 S11 65 75 10

12 S12 65 80 15

13 S13 60 70 10

14 S14 70 75 5

15 S15 65 70 5

16 S16 70 75 5

17 S17 70 70 0

18 S18 60 75 15

19 S19 55 70 15

20 S20 60 75 15

Mean Score 65.50 74.25 8.75

Maximum Score 80 90

Minimum Score 55 65

36

Based on the table 4.2 above, it can be described that in the

controlled class there are 20 students. The mean of pre-test score was

65.50 and the mean of post-test score was 74.25. Then, the maximum

pre-test score was 80 and the minimum score was 55. Meanwhile, the

lowest score of the post-test was 65 and highest score was 90.

2. The Analysis of Data

In this part, the writer analyzes the students‟ gained scores from the

experimental and controlled class by using t-test formula. Before

calculating the T-test value, to look at the difference of significant level, it

was necessary to know the normality and homogeneity value of the data.

The normality test was needed to determine whether or not the data has

been normally distributed. Then, the homogeneity test was needed to know

that the data homogeneous or not.

a. Normality Test

This test is conducted before calculating the t-test. It purposed to

know whether the data is normally distributed or not. The writer used

Kolmogorov-Smirnov as presented in Table 4.3. The data is normally

distributed because the significance is higher than α = 0.05 (5%). The

result can be described as below:

Table 4.3

Normality Test of Pre-test

GROUP Kolmogorov-Smirnov

a Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Pretest Experiment .176 20 .107 .901 20 .043

Control .178 20 .097 .926 20 .131

a. Lilliefors Significance Correction

37

From the table above, it can be seen that the significance of the data

in the table of Kolmogorov-Smirnov from experimental class is 0.107

and controlled class is 0.097. It means that the pre-test data is normally

distributed, because the significance score is higher than α = 0.05.

Table 4.4

Normality Test of Post-test

GROUP Kolmogorov-Smirnov

a Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Posttest Experiment .173 20 .120 .912 20 .071

Control .200 20 .036 .906 20 .053

a. Lilliefors Significance Correction

Based on the table 4.4 above, it can be seen that the Kolmogorov-

Smirnov also shows the data result from post-test in experimental class

is 0.120 and controlled class is 0.036. It can be concluded that both of

class or group is higher than α = 0.05 which means the post-test result is

normally distributed.

b. Homogeneity Test

After the writer had the data result in normality test, the next step

was homogeneity test by using the Levene statistic in order to know

whether the data is homogeneous or not. If the result of the data

calculation is higher than α = 0.05, it means the data would be

homogenous. The result can be seen on table below:

Table 4.5

Homogeneity Test Result of Pre-test

Levene Statistic df1 df2 Sig.

.299 1 38 .588

38

Based on the table 4.5 above, it showed that the significance of the

data from pre-test between experimental and controlled class was 0.588.

Therefore, the data of pre-test was homogeneous because it was higher

than α = 0.05 (0.588 > 0.05).

Table 4.6

Homogeneity Test Result of Post-test

Levene Statistic df1 df2 Sig.

.882 1 38 .354

The result of the data in table 4.6 above can be seen that the

significance of post-test between both of classes was 0.354, which is

higher than α = 0.05 (0.354 > 0.05). It means that the data of post-test

was homogeneous.

c. t-Test

As the collected data have been proved its normally and

homogeneity, the writer used t-test in order to know the significant

differences between students‟ vocabulary knowledge in experimental

and controlled class. After examining the data, the result of the t-test

gives answer to the research question on whether or not Duolingo

application is effective way in this research. It can be seen the

recapitulation of the data as follows:

Table 4.7

T-test Result of Post-test Scores

Group Statistics

Class

N Mean Std.

Deviation

Std. Error

Mean

Posttest Experimental Class 20 80.00 6.689 1.496

Controlled Class 20 74.25 5.911 1.322

39

Independent Samples Test

Levene’s

Test for

Equality of

Variances

t-test for Equality of Means

F Sig. T df Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Post

test

Equal

variances

assumed

.882 .354 2.881 38 .006 5.750 1.996 1.710 9.790

Equal

variances

not

assumed

2.881 37.433 .007 5.750 1.996 1.708 9.792

Based on the table above, it can be seen the result of t-test from

post-test in experimental and controlled class. It indicated that there

was significant difference between the mean score from the

experimental class that is 80.00 while the controlled class is 74.25. The

standard deviation of experimental class is 6.689 and controlled class

is 5.911. Meanwhile, the standard error of mean from the experimental

class is 1.496 and the controlled class is 1.322.

The data of independent sample test shows that the result of t (df =

38) = 2.881 and p-value or sig (2-tailed) is 0.006. The researcher uses

α = 0.05 (5%) as the significant standard, therefore the null hypothesis

(Ho) is rejected and the alternative hypothesis (Ha) is accepted since

the p-value or sig (2-tailed) 0.006 is lower than α = 0.05 (5%). It

means that the using Duolingo application is effective to develop

students‟ vocabulary knowledge.

40

d. The Effect of Size

In order to know the effect size level of the study, the writer used

the calculation by Cohen‟s d. In this calculation, the means and the

standard deviations of pos-test from experimental and controlled class

are required which have been obtained from group descriptive statistics

table. It can be seen the data as follows:

Table 4.8

Descriptive Statistics

N Minimum Maximum Mean

Std.

Deviation

Post-test of Experiment 20 70 90 80.00 6.689

Post-test of Control 20 65 90 74.25 5.911

Valid N (listwise) 20

Based on the table 4.8 above, it shows that the mean score of

experimental class is 80.00 while the controlled class is 74.25.

Meanwhile, the standard deviation of experimental class is 6.689 and

the controlled class is 5.911. It can be seen the calculations as follows:

d =

;

(1)

= 6.3

(2) d =

= 0.91

41

After obtaining the results, it can be seen that the effect of size is

0.91. Based on the basis of Cohen‟s d effect size criteria, it indicates

that the students in experimental class are affected by Duolingo

application that their vocabulary knowledge is enhanced.

3. Hypothesis Test

The research was conducted in order to answer the research question:

“Is there any significant effect of using Duolingo application to develop

students‟ vocabulary knowledge?”. The statistical hypothesis is explained

as follows:

a. (Ha): There is a significant effect of using Duolingo application to

develop students‟ vocabulary knowledge.

b. (Ho): There is no significant effect of using Duolingo application to

develop students‟ vocabulary knowledge.

In addition, the assumption of the statistical hypothesis:

a. If t0 > ttable with the significance level 0.05 or if the Sig (2-tailed) > α

= 0.05 (5%). Then, the alternative hypothesis (Ha) is accepted and

the null hypothesis (Ho) is rejected. It means that the mean scores of

the experimental class are higher than the mean scores of the

controlled class. So, it indicated that the using of Duolingo

application is effective to develop students‟ vocabulary knowledge

in the seventh grade students of SMP Islam Taman Quraniyah.

b. If t0 < ttable with the significance level 0.05 or if the Sig (2-tailed) < α

= 0.05 (5%). Then, the alternative hypothesis (Ha) is rejected and

the null hypothesis (Ho) is accepted. It means that the mean scores

of the experimental class are the same or lower than the mean scores

of the controlled class. So, it indicated that the using of Duolingo

application is not effective to develop students‟ vocabulary

knowledge in the seventh grade of SMP Islam Taman Quraniyah.

42

Based on the result of post-test from the experimental and controlled

class, it can be inferred that the t0 (2.881) is higher than the ttable (1.672) in

the significance level of α = 0.05 (5%). Therefore, the t0 > ttable which

means that the alternative hypothesis (Ha) is accepted and the null

hypothesis (Ho) is rejected. Thus, it indicated that the using of Duolingo

application is effective to develop students‟ vocabulary knowledge at the

seventh grade students of SMP Islam Taman Quraniyah Jakarta Selatan.

I. Discussion

Based on the data description of calculation above, the data is normally

distributed and homogenous. In the seventh grades students‟ of SMP Islam

Taman Quraniyah Jakarta Selatan, the students‟ vocabulary knowledge is

improved, especially by using Duolingo application. The result of the data was

taken from 20 students in a class of pre-test and post-test. It can be seen on the

table 4.1 from experimental class that has the mean of pre-test that is 66.25

before doing treatments by using Duolingo application. Then, the mean of post-

test score was increased into 80.00 after doing treatments. Therefore, the

students‟ mean scores of experimental class of post-test were highest scores than

experimental class of pre-test.

After calculating the normality test by using IBM SPSS Statistic Version 20,

it can be proved that the significance of the data from experimental and

controlled class in pre-test and post-test were distributed normally. The pre-test

score showed that the data of Kolmogorov-Smirnov in the experimental class is

0.107 and the controlled class is 0.097. Meanwhile, the post-test score also

showed that the data of Kolmogorov-Smirnov in the experimental class is 0.120

and the controlled class is 0.036. It can be concluded that both of classes is

higher than α = 0.05 which means the result is normally distributed.

Based on the result of the homogeneity test, the data from experimental and

controlled class were proved as the homogeneous. It can be seen that the

significance from pre-test between experimental and controlled class was 0.588

which is higher than α = 0.05 (0.588 > 0.05). Then, the significance from post-

43

test of both experimental and controlled class was 0.354 which is higher than α =

0.05 (0.354 > 0.05). It means that the data from experimental and controlled class

in pre-test and post-test were proved as homogeneous data.

In addition, the data analysis that used independent sample t-test proved

statistically the effect of using Duolingo application used during treatments

period. It can be seen the statistical significance is shown by the analyzed post-

test data that the result of t (df = 38) = 2.881 and p-value or sig (2-tailed) is 0.006

that is lower than α = 0.05 (5%). It means that the alternative hypothesis (Ha) is

accepted and the null hypothesis (H0) is rejected. Therefore, it was proved that

the using Duolingo application has an effect to develop students‟ vocabulary

knowledge. Besides, the result of the effect size value is 0.91, which indicates

that the using Duolingo application is a moderate effect in this research.

From the data analysis above, the writer can be concluded that Duolingo

application can give a significant effect on students‟ vocabulary knowledge

because the score of vocabulary test after the writer doing treatments is higher

than before being taught by Duolingo application. In addition, this application

can be applied in all subjects but it depends on students‟ grade. It means that

using Duolingo application showed a positive effect to be implemented for

students especially for the seventh-grade students of SMP Islam Taman

Quraniyah Jakarta Selatan.

44

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions

This research was conducted to get the empirical evidence about the effect of

Duolingo application on students‟ vocabulary knowledge at the seventh grades

students of SMP Islam Taman Quraniyah Jakarta Selatan in academic year

2018/2019. Based on the experiment which has been processed in teaching

vocabulary by using Duolingo application in experimental class and without

using Duolingo application in controlled class. Then, the writer analyzed the data

of experiment and continues to conclude the research.

Based on the findings and discussion in Chapter IV, teaching vocabulary by

using Duolingo application is appropriate to be implemented in the class. It can

be seen from the students average score of post-test in the experimental class

80.00 which was higher than the controlled class 74.25. Meanwhile in data

analysis, it can be proved that the t0 (2.881) is higher than the ttable (1.672) in the

significance level of α = 0.05 (5%). Besides, it can be seen from the comparison

between the average gained score of experimental class was 13.75 points, higher

than the average gained score of controlled class was 8.75 points. Therefore, the

t0 > ttable which means that the alternative hypothesis (Ha) is accepted and the null

hypothesis (Ho) is rejected.

Thus, the writer can be concluded that the answer of research question is

proven that Duolingo application is effective to develop students‟ vocabulary

knowledge at the seventh grades students of SMP Islam Taman Quraniyah

Jakarta Selatan.

45

B. Limitations

During this research there are a few limitations that the researcher had. First,

the researcher apologizes from the results of the previous empirical studies about

Duolingo application are not enough in the literature to prove this expectation.

More studies are necessary to expand the current research. Second, during the

treatments in the experimental class, the students must have a mobile phone

individually and it can be used in the class after getting permission from

headmaster. Then, the school would facilitate the internet connection to

download and play the application, so it can easily to learn a language through

mobile phone.

C. Recommendations

Keeping in view the importance and impact of using Duolingo application on

teaching and learning in classroom, its suggested that schools at secondary level

should give special internet connection to provide the students easily to learn a

language through mobile phone. The schools may be provided opportunity of

training for teachers in order to know the media use in classrooms effectively.

The education institution or schools should put more emphasis on the learning

activities for teacher in addition to theory i.e. teaching methods and instructional

technology. Thus, it can be concluded that using of Duolingo application as a

media technology may implemented in the schools.

46

REFERENCES

Ahsan Akhtar, Rafaqat Ali, “Use of Media for Effective Instruction its

Importance: Some Consideration”, Journal of Elementary Education.

Alqahtani, Mofareh., “The Importance of Vocabulary in Language Learning and

How to be Taught” International Journal of Teaching and Education,

2015.

Alan Pritchard, Ways of Learning (London: Routledge, (2008).

A. S Hornby, Oxford Advanced Learner’s Dictionary (Oxford University Press,

2000).

A.M. Zainuri, English Vocabulary 1 (Fakultas Ilmu Tarbiyah dan Keguruan,

Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2003).

Bambang Y. Cahyono & Utami Widiati., “The Teaching of EFL Vocabulary in

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Clark, Megan., “The Use of Technology to Support Vocabulary Development of

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Hulme, Agnes, Norris, Lucy, & Donohue, Jim, “Mobile Pedagogy for English

Language Teaching: A Guide for Teachers”. ELT Research Papers

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Widyaiswara, 2014.

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Evaluate Research in Education, (McGraw-Hill, 2012).

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New Age Publisher, 2004). Mauricio, Natanael & Gioanni, Bayron., “Duolingo: An Useful Complementary

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Colombia, 2017)

Mofareh Alqahtani, The Importance of Vocabulary in Language Learning and

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Munday, Pilar, “The Case for Using Duolingo as Part of the Language

Classroom Experience”. AIESAD Journal, Vol. 19: 1, 2016, pp 83-101

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Ridha Fauzi, Ahmad., “The Effectiveness of Duolingo in Improving Vocabulary

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49

APPENDIX 1

SILABUS MATA PELAJARAN

SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH

(SMP/MTs)

MATA PELAJARAN

BAHASA INGGRIS

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

JAKARTA

2016

50

A. KELAS VII

Alokasi Waktu: 4 jam pelajaran/minggu

Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran tidak langsung (indirect teaching) pada pembelajaran Kompetensi Pengetahuan dan Kompetensi Keterampilan melalui keteladanan, pembiasaan, dan budaya sekolah dengan memperhatikan karaktersitik mata pelajaran serta kebutuhan dan kondisi peserta didik. Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang proses pembelajaran berlangsung dan dapat digunakan sebagai pertimbangan guru dalam mengembangkan karakter peserta

didik lebih lanjut. Pembelajaran untuk kompetensi pengetahuan dan kompetensi keterampilan sebagai berikut ini.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyapa, berpamitan, mengucapkan terimakasih, dan meminta maaf, serta menanggapinya, sesuai dengan konteks penggunaannya

4.1 Menyusun teks interaksi interpersonal lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan menyapa,

Fungsi sosial

Menyapa, berpamitan, berterimakasih, meminta maaf, dan menanggapinya, untuk menjaga hubungan interpersonal dengan guru dan teman.

Struktur teks

- Memulai

- Menanggapi (diharapkan/di luar dugaan)

Unsur kebahasaan

- Ungkapan-ungkapan yang lazim digunakan

- Ucapan, tekanan

kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Interaksi antara peserta didik di dalam di luar kelas yang

- Menyimak, menirukan, dan memperagakan beberapa contoh percakapan, dengan ucapan dan tekanan kata yang benar.

- Mengidentifikasi ungkapan yang sedang dipelajari

- Belajar menanyakan hal-hal yang tidak diketahui atau yang berbeda.

- Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa.

- Membiasakan menerapkan yang

sedang dipelajari. dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas.

- Melakukan refleksi tentang proses dan

51

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

berpamitan, mengucapkan terimakasih, dan meminta maaf, dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks

melibatkan tindakan menyapa, berpamitan, berterimakasih, meminta maaf yang dapat menumbuhkan perilaku yang termuat di KI

hasil belajar.

3.2 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, pendek dan sederhana, sesuai dengan konteks penggunaannya. Perhatikan unsur kebahasaan dan kosa kata terkait hubungan keluarga; pronoun (subjective,

objective, possessive)

4.2 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana

Fungsi sosial

Berkenalan, memperkenalkan diri sendiri/orang lain.

Struktur teks

- Memulai - Menanggapi

(diharapkan/di luar dugaan)

Unsur kebahasaan

- Sebutan anggota keluarga inti dan yang lebih luas dan orang-orang dekat lainnya

- Verba: be, have, go, work, live (dalam simple present tense)

- Subjek Pronoun: I, You, We, They, He, She, It

- Kata ganti possessive my, your, his, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Deskripsi diri sendiri sebagai bagian dari

- Menyimak dan menirukan beberapa contoh pemaparan jati diri, dengan ucapan dan tekanan kata yang benar

- Mengidentifikasi ungakapan-ungkapan penting

- Menanyakan hal-hal yang tidak diketahui atau yang berbeda.

- Mempelajari contoh teks pemaparan jati diri oleh figur-figur terkenal

- Memaparkan jati dirinya yang sebenarnya.

- Saling menyimak dan bertanya jawab tentang jati diri masing-masing dengan teman-temannya

- Melakukan refleksi tentang proses dan hasil belajarnya

52

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks,

dan unsur kebahasaan yang benar dan sesuai konteks

keluarga: ayah, ibu, kakak, adik,yang dapat menumbuhkan perilaku yang termuat di KI

3.3 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, sesuai dengan konteks penggunaannya. (Perhatikan kosa kata terkait

angka kardinal dan ordinal)

4.3 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana

Fungsi sosial

Menyebutkan/ menanyakan waktu dari keadaan/ peristiwa/kegiatan

Struktur teks

- Memulai

- Menanggapi (diharapkan/di luar dugaan)

Unsur kebahasaan

- Pernyataan dan pertanyaan terkait hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun

- Angka ordinal dengan the untuk menyebut tanggal (lisan): a.l. the first, the second, the twenty third, the thirty first of May)

- Angka ordinal tanpa the untuk menyebut tanggal (lisan): a.l. 1st, 2nd, 23rd, 31st, of May)

- Menyimak dan menirukan pemaparan tentang waktu terjadinya keadaan/kejadian/ peristiwa, mencakup nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun

- Menyebutkan semua nama hari, bulan, tanggal 1-31, waktu, bagian hari, tahun dengan ucapan dan tekanan kata yang benar, satu per satu.

- Menyatakan secara lisan waktu terjadinya berbagai keadaan/peristiwa/ kegiatan

- Menanyakan hari,

tanggal, bulan, dan waktu terjadinya keadaan/peristiwa/ kegiatan dengan unsur kebahasaan yang benar

- Membuat tulisan tentang waktu-

53

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

yang melibatkan tindakan memberi dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan

tahun, dengan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dansesuaikonteks

- Waktu (lisan): at one, at two fifteen, at ten to seven, at a quarter past eight

- Waktu (tulis): 01:00; 02:15; 06:50; 08:15

- Artikel the untuk menyebut waktu dalam hari, in the morning, in the afternoon, in the evening

- Preposisi untuk in (bulan, tahun, waktu dalam hari), on (hari dan tanggal), at (jam, at noon, at night)

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Waktu kejadian/peristiwa/ kegiatan terkait kehidupan di sekolah, rumah, dan lingkungan sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di KI

waktu terjadinya peristiwa penting yang diketahui umum. Hasilnya dipublikasikan di kelas atau di majalah dinding sekolah

- Melakukan refleksi tentang proses dan hasil belajarnya

3.4 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait

Fungsi sosial

Mengidentifikasi dan menyebutkan berbagai benda, binatang, dan

bangunan umum di lingkungan sekitar.

Struktur teks

- Memulai

- Menanggapi (diharapkan/di luar dugaan)

- Mencermati beberapa teks pendek berisi penyebutan benda-benda di kelas dan

sekolah untuk kemudian membaca dengan ucapan dan tekanan kata yang benar

- Menyimak dan menirukan guru menanyakan dan

54

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari, sesuai dengan konteks penggunaannya.

(Perhatikan unsur kebahasaan dan kosa kata terkait article a dan the, plural dan singular)

4.4 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial, struktur teks,

dan unsur kebahasaan yang benar dan sesuai konteks

Unsur kebahasaan

- Pernyataan dan pertanyaan terkait benda, binatang, bangunan publik

- Penyebutan benda dengan a, the, bentuk jamak (-s)

- Penggunaan kata penunjuk this, that, these, those ...

- Preposisi untuk in, on, under untuk menyatakan tempat

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Benda, binatang, dan bangunan yang biasa dijumpai dalam kehidupan nyata di rumah, sekolah, dan lingkungan sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di KI

menyebutkan benda-benda yang terdapat di dalam kelas dan di sekolah, dengan tata bahasa, ucapan dan tekanan kata yang benar

- Bertanya jawab tentang beberapa benda di dalam dan sekitar rumah

- Membaca beberapa teks pendek tentang rumah dan sekitarnya, terutama keberadaan benda dan binatang

- Bertanya jawab tentang beberapa bangunan dan benda-benda dan binatang-binatang di dalam dan sekitarnya

- Melakukan refleksi tentang proses dan hasil belajarnya

3.5 Mengidentifikasi fungsi sosial, struktur teks,

Fungsi sosial

Mendeskripsikan, mengidentifikasi,

- Menyimak dan menirukan guru menanyakan dan

55

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait dengan sifat

orang, binatang, benda sesuai dengan konteks penggunaannya (Perhatikan unsur kebahasaan be, adjective)

4.5.Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait sifat orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks

mengkritisi, memberikan penilaian tentang orang, binatang, dan benda dari segi sifatnya.

Struktur teks

- Memulai - Menanggapi

(diharapkan/di luar dugaan)

Unsur kebahasaan

- Pernyataan dan pertanyaan terkait sifat orang, benda, binatang

- Kosa kata, terkait dengan ciri fisik (a.l. red, big, dark, loud), selera (a.l. nice, beautiful, cute), mental (a.l. clever, smart), psikologis (a.l. happy, sad, disappointed, angry, wild), budi (a.l. kind, good, polite)

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Sifat dan keadaan orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan sekitar peserta didik

yang dapat menumbuhkan perilaku yang termuat di KI

menyebutkan sifat orang dan binatang yang terdapat di rumah, sekolah, dan sekitarnya, dengan tata bahasa, ucapan dan tekanan kata yang benar

- Mencermati beberapa teks pendek yang mendeskripsikan sifat orang, benda, dan binatang di kelas dan sekolah untuk kemudian membaca dengan ucapan dan tekanan kata yang benar

- Bertanya jawab tentang sifat beberapa benda di dalam dan sekitar rumah

- Membaca beberapa teks pendek tentang sifat orang, benda, binatang di dalam dan di sekitar rumah dan sekolah sekitarnya

- Bertanya jawab tentang sifat orang, benda, binatang terkenal

- Melakukan refleksi tentang proses dan hasil belajarnya

3.6 Mengidentifikasi fungsi sosial, struktur teks,

Fungsi sosial

Mendeskripsikan,

- Menyimak guru membacakan beberapa teks

56

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait dengan tingkah

laku/tindakan/ fungsi orang, binatang, benda, sesuai dengan konteks penggunaannya (Perhatikan unsur kebahasaan kalimat declarative, interrogative, simple present tense)

4.6 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait tingkah laku/tindakan/fungsi orang, binatang, dan

benda, dengan fungsi sosial, struktur teks, dan unsurkebahasaan yang benar dan sesuai konteks

mengidentifikasi, mengkritisi orang, binatang, dan benda dari segi sifatnya.

Struktur teks

- Memulai - Menanggapi

(diharapkan/di luar dugaan)

Unsur kebahasaan

- Pernyataan dan pertanyaan terkait tingkah laku/tindakan/fungsi orang, binatang, benda

- Kalimat deklaratif (positif dan negatif) dalam simple present tense

- Kalimat interogative: Yes/No question; Wh-question

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Tingkah laku/tindakan/ fungsi orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di KI

pendek kebiasaan yang dilakukan orang dan binatang yang terdapat di rumah, sekolah, dan sekitarnya, dan kemudian menirukannya kalimat-kalimat dengan tata bahasa, ucapan dan tekanan

kata yang benar - Didiktekan guru,

peserta didik menulis teks-teks tersebut dengan tulis tangan, dengan ejaan dan tanda baca yang benar

- Membuat teks-teks pendek tentang kebiasaan yang dilakukan beberapa orang dan binatang yang sangat dikenal

- Bertanya jawab tentang isi teks yang telah ditulis dengan kelompok lain.

- Melakukan refleksi tentang proses dan hasil belajarnya

57

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta

informasi terkait dengan deskripsi orang, binatang, dan benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya

4.7. Teks Deskriptif

4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda

4.7.2 Menyusun teks deskriptif lisan dan tulis

sangat pendek dan sederhana, terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial,

Fungsi sosial

Mendeskripsikan, mengenalkan, memuji, mengidentifikasi, mengkritik

Struktur teks

Dapat mencakup:

- identifikasi (nama keseluruhan dan bagian)

- sifat yang menjadi pencirinya

- fungsi, perilaku, manfaat, tindakan, kebiasaan yang menjadi penciri orang, binatang, atau benda yang dibicarakan.

Unsur kebahasaan

- Kalimat deklaratif (positif dan negatif), dan interrogative (Yes/No question; Wh-question), dalam simple present tense

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan sekitar peserta didik, termasuk bangunan publik yang dapat menumbuhkan

- Membaca beberapa teks deskriptif tentang sekolah termasuk benda-benda dan binatang-binatang yang ada yang disertai foto atau gambar yang menarik

- Bertanya tentang informasi yang terkait di dalam teks tersebut.

- Menggunakan alat analisis (tabel atau bagan mind-map) untuk mempelajari sistematika deskripsi yang diterapkan

- Mengamati suatu benda/binatang/orang yang sangat dikenal, untuk mengumpulkan data tentang jumlah, sifat, perilaku, dll. Untuk mengritik/ menyatakan kekaguman/ mempromosikan

- Dalam kelompok membuat proyek kecil: dengan bantuan mind-map, membuat teks deskripsi tentang kota atau desanya untuk

mempromosikan

- Menempelkan teks di dinding kelas dan bertanya jawab dengan pembaca (siswa lain, guru) yang datang membacanya

58

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

perilaku yang termuat dalam KI

- Melakukan refleksi tentang proses dan hasil belajarnya

3.8 Menafsirkan fungsi sosial dan unsur kebahasaan dalam lirik lagu

terkait kehidupan remaja SMP/MTs

4.8 Menangkap makna secara kontekstual terkait dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs

Fungsi sosial

Mengembangkan nilai-nilai kehidupan dan karakter yang

positif

Unsur kebahasaan

- Kosa kata dan tata bahasa dalam lirik lagu

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Hal-hal yang dapat memberikan keteladanan dan menumbuhkan perilaku yang termuat di KI

- Membaca, menyimak, dan menirukan lirik lagu secara lisan.

- Menanyakan hal-hal yang tidak diketahui atau berbeda

- Menyebutkan pesan yang terkait dengan bagian-bagian tertentu

- Melakukan refleksi tentang proses dan hasil belajarnya.

59

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

EXPERIMENTAL CLASS

Satuan Pendidikan : SMP Islam Taman Quraniyah

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/2

Materi Pokok : Greetings

Pertemuan : Pertama

Alokasi Waktu : 2x40 menit

Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin

tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah

lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori

Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

60

3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada

ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan serta

responnya, sesuai dengan konteks penggunaannya.

Indikator Pencapaian Kompetensi

1.1.1 Siswa dapat mengikuti pelajaran dengan baik.

2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.

3.1.1. Siswa dapat mengidentifikasi ungkapan sapaan, pamitan, ucapan

terimakasih, dan permintaan maaf serta responnya.

3.1.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur

kebahasaan pada ungkapan sapaan, pamitan, ucapan terimakasih, dan

permintaan maaf, serta responnya, sesuai dengan konteks

penggunaannya.

3.1.3. Siswa mampu melatih pelafalan ungkapan sapaan, pamitan, ucapan

terimakasih, dan permintaan maaf, serta responnya.

Materi Pembelajaran

1. Ungkapan Sapaan

Greeting Response

Hello! Hello!

Hi! Hi!

Good Morning Good Morning

Good Afternoon Good Afternoon

Good Evening Good Evening

How are you? I'm fine, thanks

Parting Response

Good bye Good night

See you later See you tomorrow

Bye Good night

See you See you

61

2. Ungkapan Berpamitan

Expression Response

Good bye

Bye

Bye bye

See you

Take care

So long

Farewell

I really have to go now

Sorry I have to go

Good bye

Bye

Bye bye

see you

take care

so long

farewell

ok, take care

ok, bye

3. Ungkapan Terimakasih

Expression Response

Thank you

2. Thank you very much

3. Thank a lot

4. Thank for your ride

5. Thank a million

You are welcome

2. Don‟t mention it

Not at all

4. Forget it

5. That‟s all right

4. Ungkapan Meminta Maaf

Expression Response

I am sorry

Forgive me

I I apologize

Sorry for my mistake

Never mind

Oh, that‟s all right

No problem

That‟s OK

Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry/Experimental learning

3. Teknik : Observing, Asking-Question, Practicing.

Media, Alat, dan Sumber Pembelajaran

Ponsel Pintar, Infokus, dan Buku Teks Bright an English

62

Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan (10 Menit)

Guru memberi salam dan tegur sapa

Guru menanyakan kehadiran siswa.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menyampaikan tujuan pembelajaran pertemuan hari ini.

2. Kegiatan Inti (60 menit)

Guru meminta siswa untuk memperhatikan materi tentang greeting.

Guru menyampaikan materi tentang greeting.

Guru meminta siswa untuk memainkan aplikasi Duolingo melalui

ponsel pintar.

Guru meminta siswa untuk membuka kategori yang akan dipelajari

hari ini. Kategori tentang frasa.

Guru memberikan waktu untuk latihan di aplikasi Duolingo selama

15 menit.

Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan

tugas.

Guru meminta siswa untuk menyebutkan kosa kata yang ada di

aplikasi.

Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.

Guru melafalkan kosa kata dalam bahasa Inggris.

Guru meminta siswa untuk melafalkan ulang apa yang diucapkan

oleh guru.

Guru memeriksa pemahaman siswa beserta tanggapan.

3. Penutup (10 menit)

Guru bersama siswa merefleksikan apa yang telah dipelajari dalam

pertemuan ini dan sebelumnya.

Guru menyampaikan rencana kegiatan pembelajaran untuk

pertemuan berikutnya.

Guru meminta siswa untuk selalu memainkan aplikasi Duolingo

dimanapun dan kapanpun.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menutup dengan salam.

63

RENCANA PELAKSANAAN PEMBELAJARAN

EXPERIMENTAL CLASS

Satuan Pendidikan : SMP Islam Taman Quraniyah

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/2

Materi Pokok : I Love People around Me

Pertemuan : Kedua

Alokasi Waktu : 2x40 menit

Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin

tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah

lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori

Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan

meminta informasi terkait jati diri, pendek dan sederhana, sesuai dengan

konteks penggunaannya.

64

Indikator Pencapaian Kompetensi

1.1.1. Siswa dapat mengikuti pelajaran dengan baik.

2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.

3.1.1. Siswa dapat mengidentifikasi terkait jati diri, hubungan keluarga, dan

pronoun.

3.1.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur

kebahasaan terkait jati diri, hubungan keluarga, dan pronoun, sesuai

dengan konteks penggunaannya.

3.1.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait jati diri,

hubungan keluarga, dan pronoun, sesuai dengan konteks penggunaannya.

Materi Pembelajaran

1. Keluarga Inti (Immediate Family)

Masculine Feminine

Father Mother

Son Daughter

Brother Sister

Husband Wife

Grandfather Grandmother

2. To Be Affirmative

Pronoun To Be

I

You

She

He

It

We

They

am

are

is

is

is

are

are

65

3. Kata Ganti Kepemilikian (Possessive Pronoun)

Personal

Pronoun

Possessive

Determiner

Possessive

Pronoun

I

You

He

She

It

We

They

My

Your

His

Her

Its

Our

Their

Mine

Yours

His

Hers

Its

Ours

Theirs

Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry/Experimental learning

3. Teknik : Observing, Asking-Question, Practicing.

Media, Alat, dan Sumber Pembelajaran

Ponsel Pintar, Infokus, dan Buku Teks When English Rings the Bell

Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan (10 Menit)

Guru memberi salam dan tegur sapa

Guru menanyakan kehadiran siswa.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menyampaikan tujuan pembelajaran pertemuan hari ini.

2. Kegiatan Inti (60 menit)

Guru meminta siswa untuk memperhatikan materi tentang family dan

pronoun.

Guru menyampaikan materi tentang family dan pronoun.

Guru meminta siswa untuk memainkan aplikasi Duolingo melalui

ponsel pintar.

66

Guru meminta siswa untuk membuka kategori yang akan dipelajari

hari ini. Kategori tentang keluarga.

Guru memberikan waktu untuk latihan di aplikasi Duolingo selama

15 menit.

Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan

tugas.

Guru meminta siswa untuk menyebutkan kosa kata yang ada di

aplikasi.

Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.

Guru melafalkan kosa kata dalam bahasa Inggris.

Guru meminta siswa untuk melafalkan ulang apa yang diucapkan

oleh guru.

Guru memeriksa pemahaman siswa beserta tanggapan.

3. Penutup (10 menit)

Guru bersama siswa merefleksikan apa yang telah dipelajari dalam

pertemuan ini dan sebelumnya.

Guru menyampaikan rencana kegiatan pembelajaran untuk

pertemuan berikutnya.

Guru meminta siswa untuk selalu memainkan aplikasi Duolingo

dimanapun dan kapanpun.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menutup dengan salam.

67

RENCANA PELAKSANAAN PEMBELAJARAN

EXPERIMENTAL CLASS

Satuan Pendidikan : SMP Islam Taman Quraniyah

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/2

Materi Pokok : It‟s My Birthday

Pertemuan : Ketiga

Alokasi Waktu : 2x40 menit

Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin

tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah

lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori

Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulisan yang melibatkan tindakan memberi

dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari,

waktu dalam bentuk angka, tanggal, dan tahun, sesuai dengan konteks

penggunaannya.

68

Indikator Pencapaian Kompetensi

1.1.1. Siswa dapat mengikuti pelajaran dengan baik.

2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.

3.1.1. Siswa dapat mengidentifikasi terkait angka ordinal dan waktu.

3.3.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur

kebahasaan terkait angka ordinal dan waktu, sesuai dengan konteks

penggunaannya.

3.3.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait angka ordinal dan

waktu, sesuai dengan konteks penggunaannya.

Materi Pembelajaran

1. Days of the Week

Weekdays

Monday

Tuesday

Wednesday

Thursday

Friday

Weekend Saturday

Sunday

2. Months of the Year

1. January 4. April 7. July 10. October

2. February 5. May 8. August 11. November

3. March 6. June 9. September 12. December

3. Angka Ordinal

Angka Bahasa Inggris Bahasa Indonesia

1st First Pertama

2nd

Second Kedua

3rd

Third Ketiga

4th

Fourth Keempat

69

Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry/Experimental learning

3. Teknik : Observing, Asking-Question, Practicing.

Media, Alat, dan Sumber Pembelajaran

Ponsel Pintar, Infokus, dan Buku Teks When English Rings the Bell

Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan (10 Menit)

Guru memberi salam dan tegur sapa

Guru menanyakan kehadiran siswa.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menyampaikan tujuan pembelajaran pertemuan hari ini.

2. Kegiatan Inti (60 menit)

Guru meminta siswa untuk memperhatikan materi tentang tanggal

dan waktu.

Guru menyampaikan materi tentang tanggal dan waktu.

Guru meminta siswa untuk memainkan aplikasi Duolingo melalui

ponsel pintar.

Guru meminta siswa untuk membuka kategori yang akan dipelajari

hari ini. Kategori tentang tanggal dan waktu.

Guru memberikan waktu untuk latihan di aplikasi Duolingo selama

15 menit.

Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan

tugas.

Guru meminta siswa untuk menyebutkan kosa kata yang ada di

aplikasi.

Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.

Guru melafalkan kosa kata dalam bahasa Inggris.

70

Guru meminta siswa untuk melafalkan ulang apa yang diucapkan

oleh guru.

Guru memeriksa pemahaman siswa beserta tanggapan.

3. Penutup (10 menit)

Guru bersama siswa merefleksikan apa yang telah dipelajari dalam

pertemuan ini dan sebelumnya.

Guru menyampaikan rencana kegiatan pembelajaran untuk

pertemuan berikutnya.

Guru meminta siswa untuk selalu memainkan aplikasi Duolingo

dimanapun dan kapanpun.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menutup dengan salam.

71

RENCANA PELAKSANAAN PEMBELAJARAN

EXPERIMENTAL CLASS

Satuan Pendidikan : SMP Islam Taman Quraniyah

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/2

Materi Pokok : I Love Things around Me

Pertemuan : Keempat

Alokasi Waktu : 2x40 menit

Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin

tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah

lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori

Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.4. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan

meminta informasi terkait nama dan jumlah binatang, benda, dan bangunan

publik yang dekat dengan kehidupan peserta didik sehari-hari, sesuai dengan

konteks penggunaannya.

72

Indikator Pencapaian Kompetensi

1.1.1. Siswa dapat mengikuti pelajaran dengan baik.

2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.

3.4.1. Siswa dapat mengidentifikasi terkait benda, binatang, dan bangunan publik.

3.4.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur

kebahasaan terkait penyebutan benda dengan a, the, dan penggunaan kata

this, that, these, those, dsb. sesuai dengan konteks penggunaannya.

3.4.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait benda, binatang,

bangunan publik, sesuai dengan konteks penggunaannya.

Materi Pembelajaran

1. My Classroom

Clock : Jam Table : Meja

Cupboard : Lemari Door : Pintu

Globe : Bola (peta) bumi Window : Jendela

Book : Buku Board : Papan tulis

2. My Bag

Pencil : Pensil Eraser : Penghapus

Ruler : Penggaris Pen : Pulpen

Glue : Lem Scissor : Gunting

Bottle : Botol Sharpener :Alat pengasah

3. The Articles

The words a and an are indefinite articles. They are used with

singular nouns. Use a before nouns that begin with a consonant. Use

an before nouns that begin with a vowel.

The word the is called the definite article. Use the before a noun

when you are talking to someone who already knows which person

or thing you mean.

73

4. Demonstrative Determiners

The word this, that, these and those are also special pronouns called

determiners. They are used to point out which thing or person you

mean.

Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry/Experimental learning

3. Teknik : Observing, Asking-Question, Practicing.

Media, Alat, dan Sumber Pembelajaran

Ponsel Pintar, Infokus, dan Buku Teks When English Rings the Bell

Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan (10 Menit)

Guru memberi salam dan tegur sapa

Guru menanyakan kehadiran siswa.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menyampaikan tujuan pembelajaran pertemuan hari ini.

2. Kegiatan Inti (60 menit)

Guru meminta siswa untuk memperhatikan materi yang akan

disampaikan.

Guru menyampaikan materi tentang I Love Things around Me.

Guru meminta siswa untuk memainkan aplikasi Duolingo melalui

ponsel pintar.

Guru meminta siswa untuk membuka kategori yang akan dipelajari

hari ini. Kategori tentang Benda.

Guru memberikan waktu untuk latihan di aplikasi Duolingo selama

15 menit.

Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan

tugas.

Guru meminta siswa untuk menyebutkan kosa kata yang ada di

aplikasi.

74

Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.

Guru melafalkan kosa kata dalam bahasa Inggris.

Guru meminta siswa untuk melafalkan ulang apa yang diucapkan

oleh guru.

Guru memeriksa pemahaman siswa beserta tanggapan.

3. Penutup (10 menit)

Guru bersama siswa merefleksikan apa yang telah dipelajari dalam

pertemuan ini dan sebelumnya.

Guru menyampaikan rencana kegiatan pembelajaran untuk

pertemuan berikutnya.

Guru meminta siswa untuk selalu memainkan aplikasi Duolingo

dimanapun dan kapanpun.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menutup dengan salam.

75

APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN

CONTROLLED CLASS

Satuan Pendidikan : SMP Islam Taman Quraniyah

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/2

Materi Pokok : Greetings

Pertemuan : Pertama

Alokasi Waktu : 2x40 menit

Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin

tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah

lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori

Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada

ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan serta

responnya, sesuai dengan konteks penggunaannya.

76

Indikator Pencapaian Kompetensi

1.1.1. Siswa dapat mengikuti pelajaran dengan baik.

2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.

3.1.1. Siswa dapat mengidentifikasi ungkapan sapaan, pamitan, ucapan

terimakasih, dan permintaan maaf serta responnya.

3.1.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur

kebahasaan pada ungkapan sapaan, pamitan, ucapan terimakasih, dan

permintaan maaf, serta responnya, sesuai dengan konteks penggunaannya.

3.1.3. Siswa mampu melatih pelafalan ungkapan sapaan, pamitan, ucapan

terimakasih, dan permintaan maaf, serta responnya.

Materi Pembelajaran

1. Ungkapan Sapaan

Greeting Response

Hello! Hello!

Hi! Hi!

Good Morning Good Morning

Good Afternoon Good Afternoon

Good Evening Good Evening

How are you? I'm fine, thanks

Parting Response

Good bye Good night

See you later See you tomorrow

Bye Good night

See you See you

2. Ungkapan Berpamitan

Expression Response

Good bye

Bye

Bye bye

See you

Take care

So long

Farewell

I really have to go now

Sorry I have to go

Good bye

Bye

Bye bye

see you

take care

so long

farewell

ok, take care

ok, bye

77

3. Ungkapan Terimakasih

Expression Response

Thank you

2. Thank you very much

3. Thank a lot

4. Thank for your ride

5. Thank a million

You are welcome

2. Don‟t mention it

Not at all

4. Forget it

5. That‟s all right

4. Ungkapan Meminta Maaf

Expression Response

I am sorry

Forgive me

I I apologize

Sorry for my mistake

Never mind

Oh, that‟s all right

No problem

That‟s OK

Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry/Experimental learning

3. Teknik : Observing, Asking-Question, Practicing.

Media, Alat, dan Sumber Pembelajaran

Dua boneka, Power Point, Infokus, dan Buku Teks Bright an English

Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan (10 Menit)

Guru memberi salam dan tegur sapa

Guru menanyakan kesiapan belajar siswa.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menyampaikan tujuan pembelajaran pertemuan hari ini.

2. Kegiatan Inti (60 menit)

Guru menyampaikan isi materi ungkapan sehari-hari dalam bentuk

dialog percakapan melalui dua boneka oleh kedua tangan sebanyak

dua kali.

Guru memberikan kesempatan kepada siswa yang terbagi pada dua

kelompok (A dan B) untuk mengikuti apa yang diucapkan oleh guru

78

secara berulang-ulang. Kemudian setelah itu mengucapkan ungkapan

sehari-hari secara berkelompok.

Guru memerintahkan pada setiap perwakilan kelompok (1 orang)

untuk maju kedepan kelas dan membentuk pasangan dengan

kelompok lain (2 orang) untuk memerankan tokoh A (Expression)

dan tokoh B (Responses).

Guru meminta siswa untuk mengulang kembali ucapan apa yang

mereka katakan, kemudian guru menilai mereka dalam kecakapan

speaking berdasarkan pendengaran guru dari siswa.

Guru memberikan rangsangan belajar kepada siswa dengan tujuan

agar lebih memahami terhadap materi yang diajarkan.

3. Penutup (10 menit)

Guru bersama siswa merefleksikan apa yang telah dipelajari dalam

pertemuan ini dan sebelumnya.

Guru menyampaikan rencana kegiatan pembelajaran untuk

pertemuan berikutnya.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menutup dengan salam.

79

RENCANA PELAKSANAAN PEMBELAJARAN

CONTROLLED CLASS

Satuan Pendidikan : SMP Islam Taman Quraniyah

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/2

Materi Pokok : I Love People around Me

Pertemuan : Kedua

Alokasi Waktu : 2x40 menit

Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin

tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah

lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan

meminta informasi terkait jati diri, pendek dan sederhana, sesuai dengan

konteks penggunaannya.

80

Indikator Pencapaian Kompetensi

1.1.1. Siswa dapat mengikuti pelajaran dengan baik.

2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.

3.1.1. Siswa dapat mengidentifikasi terkait jati diri, hubungan keluarga, dan

pronoun.

3.1.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur

kebahasaan terkait jati diri, hubungan keluarga, dan pronoun, sesuai dengan

konteks penggunaannya.

3.1.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait jati diri, hubungan

keluarga, dan pronoun, sesuai dengan konteks penggunaannya.

Materi Pembelajaran

1. Keluarga Inti (Immediate Family)

Masculine Feminine

Father Mother

Son Daughter

Brother Sister

Husband Wife

Grandfather Grandmother

2. To Be Affirmative

Pronoun To Be

I

You

She

He

It

We

They

am

are

is

is

is

are

are

81

3. Kata Ganti Kepemilikan (Possessive Pronouns)

Personal

Pronoun

Possessive

Determiner

Possessive

Pronoun

I

You

He

She

It

We

They

My

Your

His

Her

Its

Our

Their

Mine

Yours

His

Hers

Its

Ours

Theirs

Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry/Experimental learning

3. Teknik : Observing, Asking-Question, Practicing.

Media, Alat, dan Sumber Pembelajaran

Infokus, Power Point, dan Buku Teks When English Rings the Bell

Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan (10 Menit)

Guru memberi salam dan tegur sapa

Guru menanyakan kehadiran siswa.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menyampaikan tujuan pembelajaran pertemuan hari ini.

2. Kegiatan Inti (60 menit)

Guru meminta siswa untuk memperhatikan materi tentang family dan

pronoun.

Guru menyampaikan materi tentang family dan pronoun.

Guru meminta peserta didik untuk menuliskan kosa kata tentang

family dan pronoun.

82

Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan

tugas.

Guru melafalkan kosa kata dalam bahasa Inggris.

Guru meminta siswa untuk melafalkan ulang apa yang diucapkan

oleh guru.

Guru memeriksa pemahaman siswa beserta tanggapan.

3. Penutup (10 menit)

Guru bersama siswa merefleksikan apa yang telah dipelajari dalam

pertemuan ini dan sebelumnya.

Guru menyampaikan rencana kegiatan pembelajaran untuk

pertemuan berikutnya.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menutup dengan salam.

83

RENCANA PELAKSANAAN PEMBELAJARAN

CONTROLLED CLASS

Satuan Pendidikan : SMP Islam Taman Quraniyah

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/2

Materi Pokok : It‟s My Birthday

Pertemuan : Ketiga

Alokasi Waktu : 2x40 menit

Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin

tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah

lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulisan yang melibatkan tindakan memberi

dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari,

waktu dalam bentuk angka, tanggal, dan tahun, sesuai dengan konteks

penggunaannya.

84

Indikator Pencapaian Kompetensi

1.1.1. Siswa dapat mengikuti pelajaran dengan baik.

2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.

3.1.1. Siswa dapat mengidentifikasi terkait angka ordinal dan waktu.

3.3.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur

kebahasaan terkait angka ordinal dan waktu, sesuai dengan konteks

penggunaannya.

3.3.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait angka ordinal dan

waktu, sesuai dengan konteks penggunaannya.

Materi Pembelajaran

1. Days of the Week

Weekdays

Monday

Tuesday

Wednesday

Thursday

Friday

Weekend Saturday

Sunday

2. Months of the Year

1. January 4. April 7. July 10. October

2. February 5. May 8. August 11. November

3. March 6. June 9. September 12. December

3. Angka Ordinal

Angka Bahasa Inggris Bahasa Indonesia

1st First Pertama

2nd

Second Kedua

3rd

Third Ketiga

4th

Fourth Keempat

85

Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry/Experimental learning

3. Teknik : Observing, Asking-Question, Practicing.

Media, Alat, dan Sumber Pembelajaran

Power Point, Infokus, dan Buku Teks When English Rings the Bell

Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan (10 Menit)

Guru memberi salam dan tegur sapa

Guru menanyakan kehadiran siswa.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menyampaikan tujuan pembelajaran pertemuan hari ini.

2. Kegiatan Inti (60 menit)

Guru meminta siswa untuk memperhatikan materi tentang tanggal

dan waktu.

Guru menyampaikan materi tentang tanggal dan waktu.

Guru meminta siswa untuk menulis kosa kata di buku catatan.

Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan

tugas.

Guru melafalkan kosa kata dalam bahasa Inggris.

Guru meminta siswa untuk melafalkan ulang apa yang diucapkan

oleh guru.

Guru memeriksa pemahaman siswa beserta tanggapan.

3. Penutup (10 menit)

Guru bersama siswa merefleksikan apa yang telah dipelajari dalam

pertemuan ini dan sebelumnya.

Guru menyampaikan rencana kegiatan pembelajaran untuk

pertemuan berikutnya.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menutup dengan salam.

86

RENCANA PELAKSANAAN PEMBELAJARAN

CONTROLLED CLASS

Satuan Pendidikan : SMP Islam Taman Quraniyah

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/2

Materi Pokok : I Love Things around Me

Pertemuan : Keempat

Alokasi Waktu : 2x40 menit

Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli santun rasa ingin

tahu, percaya diri, toleran motivasi internal, pola hidup sehat dan ramah

lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori

Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.4. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan

meminta informasi terkait nama dan jumlah binatang, benda, dan bangunan

publik yang dekat dengan kehidupan peserta didik sehari-hari, sesuai dengan

konteks penggunaannya.

87

Indikator Pencapaian Kompetensi

1.1.1. Siswa dapat mengikuti pelajaran dengan baik.

2.3.1. Siswa dapat bertanggungjawab selama proses pembelajaran.

3.4.1. Siswa dapat mengidentifikasi terkait benda, binatang, dan bangunan publik.

3.4.2. Siswa dapat mengemukakan fungsi sosial, struktur teks, dan unsur

kebahasaan terkait penyebutan benda dengan a, the, dan penggunaan kata

this, that, these, those, dsb. sesuai dengan konteks penggunaannya.

3.4.3. Siswa mampu melatih pelafalan unsur kebahasaan terkait benda, binatang,

bangunan publik, sesuai dengan konteks penggunaannya.

Materi Pembelajaran

1. My Classroom

Clock : Jam Table : Meja

Cupboard : Lemari Door : Pintu

Globe : Bola (peta) bumi Window : Jendela

Book : Buku Board : Papan tulis

2. My Bag

Pencil : Pensil Eraser : Penghapus

Ruler : Penggaris Pen : Pulpen

Glue : Lem Scissor : Gunting

Bottle : Botol Sharpener :Alat pengasah

3. The Articles

The words a and an are indefinite articles. They are used with

singular nouns. Use a before nouns that begin with a consonant. Use

an before nouns that begin with a vowel.

The word the is called the definite article. Use the before a noun

when you are talking to someone who already knows which person

or thing you mean.

4. Demonstrative Determiners

The word this, that, these and those are also special pronouns called

determiners. They are used to point out which thing or person you

mean.

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Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry/Experimental learning

3. Teknik : Observing, Asking-Question, Practicing.

Media, Alat, dan Sumber Pembelajaran

Power Point, Infokus, dan Buku Teks When English Rings the Bell

Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan (10 Menit)

Guru memberi salam dan tegur sapa

Guru menanyakan kehadiran siswa.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menyampaikan tujuan pembelajaran pertemuan hari ini.

2. Kegiatan Inti (60 menit)

Guru meminta siswa untuk memperhatikan materi yang akan

disampaikan.

Guru menyampaikan materi tentang I Love Things around Me.

Guru menulis materi I Love Things around Me di papan tulis.

Guru meminta siswa untuk menulis ulang kosa kata di buku catatan.

Guru memberikan apresiasi kepada siswa yang sudah menyelesaikan

tugas.

Guru melafalkan kosa kata dalam bahasa Inggris.

Guru meminta siswa untuk melafalkan ulang apa yang diucapkan

oleh guru.

Guru memeriksa pemahaman siswa beserta tanggapan.

3. Penutup (10 menit)

Guru bersama siswa merefleksikan apa yang telah dipelajari dalam

pertemuan ini dan sebelumnya.

Guru menyampaikan rencana kegiatan pembelajaran untuk

pertemuan berikutnya.

Guru meminta salah satu siswa untuk memimpin doa.

Guru menutup dengan salam.

89

APPENDIX 4

Choose A, B, C or D for the correct answer!

Name : Score :

Class :

1. Adi : Hi. Good morning, I am Adi.

Ida : ________, I am Ida.

A. I‟m fine. Thank you C. Get well soon

B. Good night D. Good morning

2. Rahma : How are you?

Farhan : _______, thank you.

A. Nice to meet you C. Good evening

B. I‟m fine D. Yes, I‟m

3. Rudi : Hello. I am Rudi. I’m from Surabaya. Where are you from?

Gary : ________. It is nice to meet you.

A. I am Gary C. I‟m from Jakarta

B. Pleased to meet you D. Good Morning

4. Susi : Good bye, Mom!

Mom : ________.

A. Bye, Honey! C. Good Night

B. I‟m fine. Thanks D. Good Evening

5. Mom : Rudi, can you help me?

Rudi : Of course, Mom.

Mom : Thank you, Dear.

Rudi : ___________.

A. You‟re welcome C. Yes, I did

B. Thanks a lot D. No, I don‟t know

6. My father‟s brothers are my ____

A. Uncle C. Nephew

B. Cousin D. Aunt

7. Mother and father together are?

A. Nephew C. Uncle

B. Parent D. Grandfather

8. The mother of my father is?

A. My nephew C. My uncle

B. My grandmother D. My brother

9. This is my father. ___ is a teacher.

A. They C. He

B. We D. You

90

10. Have you lost ___ book, Tom?

A. Hers C. Theirs

B. Yours D. Mine

11. Before Tuesday is Monday, and after Tuesday is?

A. Wednesday C. Sunday

B. Friday D. Monday

12. What are the days in the week?

A. Five C. Six

B. Eight D. Seven

13. Before May is?

A. October C. July

B. April D. June

14. How do you say this number 3rd

?

A. Third C. First

B. Second D. Fourth

15. I go to school at _____ in the morning.

A. Nine o‟clock C. Ten o‟clock

B. Six thirty o‟clock D. Eight thirty o‟clock

16. My friend is reading _____ in the class.

A. A television C. A radio

B. A book D. A speaker

17. I need _____ to bring our school books.

A. Wallet C. Bag

B. Shirt D. Pen

18. Before entering someone‟s house, we must knock on _____

A. The door C. The table

B. The room D. The chair

19. I have read _____ amazing life story.

A. The C. A

B. An D. Been

20. I like _____ history books.

A. This C. These

B. That D. The

91

APPENDIX 5

INSTRUMENT VALIDATION

92

93

94

95

96

APPENDIX 6

PRE-TEST AND POST-TEST SCORE IN EXPERIMENT CLASS

Nu Students Pre-test Post-test Gained Score

1 S1 55 70 15

2 S2 70 90 20

3 S3 65 85 20

4 S4 55 75 20

5 S5 70 85 15

6 S6 65 75 10

7 S7 75 90 15

8 S8 70 85 15

9 S9 65 75 10

10 S10 55 85 30

11 S11 65 70 5

12 S12 70 80 10

13 S13 75 90 15

14 S14 65 75 10

15 S15 70 80 10

16 S16 75 80 5

17 S17 75 85 10

18 S18 65 80 15

19 S19 60 75 15

20 S20 60 70 10

Mean Score 66.25 80.00 13.75

Maximum Score 75 90

Minimum Score 55 70

97

APPENDIX 7

PRE-TEST AND POST-TEST SCORE IN CONTROLLED CLASS

Nu Students Pre-test Post-test Gained Score

1 S1 65 65 0

2 S2 75 90 15

3 S3 55 65 10

4 S4 55 70 15

5 S5 70 75 5

6 S6 75 80 5

7 S7 80 80 0

8 S8 70 80 10

9 S9 70 75 5

10 S10 55 70 15

11 S11 65 75 10

12 S12 65 80 15

13 S13 60 70 10

14 S14 70 75 5

15 S15 65 70 5

16 S16 70 75 5

17 S17 70 70 0

18 S18 60 75 15

19 S19 55 70 15

20 S20 60 75 15

Mean Score 65.50 74.25 8.75

Maximum Score 80 90

Minimum Score 55 65

98

APPENDIX 8

SURAT PENGESAHAN PROPOSAL

99

APPENDIX 9

SURAT BIMBINGAN SKRIPSI

100

101

APPENDIX 10

SURAT IZIN PENELITIAN

102

APPENDIX 11

SURAT KETERANGAN PENELITIAN SEKOLAH

103

104

105

106

107

APPENDIX 13

DOCUMENTATIONS