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THE EFFECTIVENESS OF USING VARIOUS MEDIA TO TEACH

VOCABULARY OF EIGHTH GRADE AT SMP N 3 LABAKKANG

(A Pre-Experimental Research)

A THESIS

“Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial Fulfillment of Requirement for the Degree of

SarjanaPendidikan in English Department”

PARIDA

10535649915

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH MAKASSAR

2020

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

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SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : PARIDA

NIM : 10535 6499 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi :The Effectiveness of Using Various Media to Teach

Vocabulary of Eighth Grade at SMPN 3 Labakkang

Dengan ini menyatakan bahwa skripsi yang saya ajukan didepan tim

penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan

dibuatkan oleh siapapun.

Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Januari 2020

Yang Membuat Pernyataan

PARIDA

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

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SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini:

Nama : PARIDA

NIM : 10535 6499 15

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

ini.

4. Apabila saya melanggar perjanjian pada butir 1, 2 dan 3 maka saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Januari 2020

Yang Membuat Perjanjian

PARIDA

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MOTTO

So verily, with the hardship, there is relief. (5)

Verily, with the hardship, there is relief, (6)

So, when you have finished, (from your occupation), then stand up for

Allah’s worship, (7)

And to your lord (alone) turn (all you intentions and hopes and) your

invocations, (8)

QS. Al- Insyirah: 5-8

I dedicate this thesis to:

My beloved father, my siblings,

and all my friends for the sincerity and support to conduct this thesis.

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ABSTRACT

PARIDA, 2019. The Effectiveness of Using Various Media to Teach Vocabulary

of Eighth Grade at SMPN 3 Labakkang In Academic Year 2019/2020. A Thesis

English Education Department, Faculty of Teacher Training and Education,

Universitas Muhammadiyah Makassar, Guided by Nurdevi Bte Abdul and

Sujariati.

This research was aimed to find out whether the use of various media

effective to improve student’s vocbulary at SMPN 3 Labakkang or not.

The researcher used quantitative method in form of pre-experimental

research. In this research experimental design used one-group pretest-posttest

design. The researcher took one class at the sample and 25 students as sample.

The data in this research used pre test and post test that used to get score to found

the students’ vocabulary achievement.

The findings of this research showed that the using various media, such

as flashcard, crossword puzzle, word wall media in teaching vocabulary were

improve to the students’ vocabulary achievement. It was proved by t-test formula.

The mean scores of the students’ vocabulary achievement before giving a

treatment was 24.12 and the mean scores of the students’ vocabulary achievement

after giving a treatment was 66.72. Furthermore, the improvement of the students’

vocabulary achievement from the pretest to posttest was 42.6. Therefore, the used

of various media were effective to improve the students’ vocabulary achievement

especially for students at SMPN 3 Labakkang.

Keywords: Vocabulary, Flashcard, Crossword Puzzle, Word Wall Media.

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ABSTRAK

PARIDA, 2020. Keefektipan Penggunaan Media Beragam dalam Mengajarkan

Kosa Kata pada Siswa Kelas Delapan di SMPN 3 Labakkang. Skripsi Jurusan

Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas

Muhammadiyah Makassar, dibimbing oleh Nurdevi Bte Abdul dan Sujariati.

Penelititan ini bertujuan untuk menemukan apakah penggunaan media

beragam efektif atau tidak dalam meningkatkan kemampuan kosa kata siswa di

SMPN 3 Labakkang.

Peneliti ini menggunakan penelitian experimental. Sampel penelitian ini

adalah 25 siswa. Pengambilan data pada penelitian ini menggunakan tes awal dan

tes akhir untuk menemukan hasil peningkatan kosa kata pada siswa.

Berdasarkan penemuan penelitian menunjukkan bahwa penggunaan media

beragam seperti kartu pengingat, teka teki silang, dan dinding kata dalam

pengajaran kosakata dapat meningkatkan kemampuan kosa kata siswa. Skor rata-

rata siswa sebelum menggunakan media adalah 24.12 dan skor rata-rata siswa

setelah menggunakan media adalah 71.52. Oleh karena itu, peningkatan kosa kata

siswa dari tes awal ke tes akhir adalah 47.4. Oleh karena itu, penggunaan media

beragam dapat meningkatkan kemampuan kosa kata siswa di Smp N 3

Labakkang..

Kata Kunci: Kosa Kata, Kartu Pengingat, Teka Teki Silang, Dinding Kata

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ACKNOWLEDGEMENT

Alhamdulillahi Robbil ‘Alamiin, first I would like to express my

deepest praise and gratitude to Allah SWT who has given me his blessing and

merciful to complete this thesis. Shalawat and salam are addressed to the final,

chosen, religious messenger, the Prophet Muhammad SAW.

In preparing complicating this thesis, the researcher found many

problems that could not be solve by the researcher herself. However, the great

help and support from the people around her made everything was running well.

The researcher deeply express many thanks to those who had given their help,

guidance, support, advice, and open constructive criticism. The researcher really

knows without them, the researcher would be unable to finish this thesis, so the

researcher would like to express her deepest gratitude to them. They are as follow:

1. Dr. H. Abd Rahman, SE., MM, the Rector of Muhammadiyah University of

Makassar for his advices during his study at the university.

2. Erwin Akib, S.Pd., Ph.D, the Dean of FKIP Muhammadiyah University of

Makassar for his signature, support and motivation.

3. Ummi Khaeratu Syam, S,Pd., M.Pd, the lead of English Education

Depaerment of FKIP Muhammadiyah University of Makassar for her

signature, support and motivation.

4. The researcher indebted to the first consultant, Nurdevi Abdul Bte, S.Pd.,

M.Pd and the second consultant, Sujariati, S.Pd., M.Pd who had given me

guidance, correction, and support since the preliminary state of manuscript till

the completion of the proposal.

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5. My deep appreciation for the headmaster of SMPN 3 Labakkang ,Pangkep,

Hj. Siti Mardawiyah, S.Pd., M.Pd and English teacher, Riyanto, S.Pd and also

all staffs and the students especially for the VIII C who have spared their

tome and activities for bring subject of this research.

6. My special heartfelt to my beloved father, my beloved brothers and sisters

who always sacrifice, love, care, support for financial and pray for her safety

and every success of mine.

Eventually, the researcher realized that this thesis is still for from perfection

and still needs suggestion and critics. Thus enhancement from this thesis as

strongly needed. I hope that this thesis will be useful for many people who

Allah the almighty needed may bless us. Aamiin.

Makassar, January 2020

The researcher

Parida

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LIST OF CONTENTS

Pages

COVER ............................................................................................................i

LEMBAR PENGESAHAN ..............................................................................ii

APPROVAL SHEET .......................................................................................iii

CONSELLING SHEET ...................................................................................iv

SURAT PERNYATAAN .................................................................................vi

SURAT PERJANJIAN ....................................................................................vii

MOTTO ...........................................................................................................viii

ABSTRACT……………….................................................................................ix

ABSTRAK ........................................................................................................x

ACKNOWLEDGEMENT ...............................................................................xi

LIST OF CONTENTS .....................................................................................xiii

LIST OF TABLE .............................................................................................xv

LIST OF FIGURE ...........................................................................................xvi

LIST OF APPENDICES ..................................................................................xvii

CHAPTER I: INTRODUCTION

A. Background ............................................................................................1

B. Research Problems .................................................................................4

C. Objectives of the Research .....................................................................4

D. Significances of the Research .................................................................4

E. Scope of the Research ............................................................................5

CHAPTER II: REVIEW OF LITERATURE

A. Previous of Related Studies ....................................................................7

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B. Some Pertinent Ideas ..............................................................................9

C. Conceptual Framework ..........................................................................38

D. Hypothesis .............................................................................................39

CHAPTER III: RESEARCH METHOD

A. Research Design .....................................................................................40

B. Research Variable and Operational .........................................................43

C. Population and Sample ...........................................................................45

D. Research Instrument ...............................................................................45

E. Procedure of Data Collection ..................................................................45

F. Data Analysis .........................................................................................46

CHAPTER VI FINDINGS AND DISCUSSION

A. Research Findings ..................................................................................49

B. Discussion .............................................................................................57

CHAPTER V CONCLUSION

A. Conclusion .............................................................................................62

B. Suggestion .............................................................................................63

BIBLIOGRAPHY

CURRICULUM VITAE

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LIST OF TABLE

Pages

3.1 Classification score of students.....................................................................46

4.1 The mean score of students in term of verb ..................................................49

4.2 The mean score of students in term of adjective ...........................................49

4.3 The mean score of students in term of noun ..................................................50

4.4 The Mean Score of Students’ Vocabulary Achievement ...............................51

4.5 Percentage of students in term of verb ..........................................................52

4.6 Percentage of students in term of adjective ...................................................53

4.7 Percentage of students in term of noun .........................................................54

4.8 T-test of students ..........................................................................................55

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LIST OF FIGURE

Pages

Figure 1: Conceptual Framework .......................................................................36

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LIST OF APPENDICES

APPENDIX A: PRE TEST

APPENDIX B: POST TEST

APPENDIX C: LESSON PLAN

APPENDIX D : LIST OF NAME

APPENDIX E: THE VOCABULARY TEST RESULT IN PRE TEST

APPENDIX F: THE VOCABULARY TEST RESULT IN POST TEST

APPENDIX G: THE RAW SCORE OF THE STUDENTS’

VOCABULARY ACHIEVEMENT IN PRE-TEST AND

POST-TEST

APPENDIX H: PRE TEST AND POST TEST RESULT

APPENDIX I: T-TABLE

APPENDIX J: DOCUMENTATION

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CHAPTER I

INTRODUCTION

In this chapter, the researcher presented five sub chapters those were

background of the research, the research problems, the objective of the research,

the significant of the research, and scope of the research.

A. Background

English was one of the subject matters in the schools in Indonesia.

Engllish become the foreign language that has important roles to the beneficial

development of the country. The goverment has apparently understand the

essential of learning English. Nowadays, human come to globalization in which

English was useful to transfer science and technology in the world. English was

the most important to language on the world because it linked the whole world

together. In fact, text book and other publication on science and technology were

mostly written in English.

In Indonesia, English has been taught from junior high school until

university and it has been studied from elementary school and kindergarten right

now. Teaching English in Indonesia becomes more important to learn. In every

school in Indonesia, English as a foreign language was considered difficult in

many students. It really needed creative efforts from the English teachers to

conduct the process of teaching learning become fun learning.

Many schools or courses have given English as one of the lessons. One

of the main problems faced by students in mastering and learning English was a

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lack of vocabulary.Vocabulary was basic to mastery all of English skills. In order

to master all the skills in English included speaking, listening, reading, and

writing, they were afraid in learning English.

Many factors that affecting the students difficult in mastering the

vocabulary. First, the difficulties of students to understand and remember

vocabulary. Many students are obtaining difficult when they spoke because

restrictiveness their vocabulary. Second, learning English stilted or serious that

made the students depress or afraid to develop their ability in vocabulary. Third,

the lack of control memorize students’ vocabulary. They were easy to forget

vocabulary has been taught or learned. Fourth, the useds of media and method

were not appropriate with the situation of students.

Media and method are important in English learning process. Media and

method help to understand the teacher explanation easily. Usually the teachers’

used method or media were not appropriate with students’ need. In using method

or media a theacher must be adjust with the students like. The use of media and

method were not appropriate with situation or condition of the students, it could

be influence the interest and understood of them. Therefore, to be more

interesting, the teachers have to create ways to explain the English material such

as the teachers have to using various media to teach vocabulary.

According to Richard (2001: 4) he said that vocabulary was one of the

most obvious components of language and one of first things applied linguistic

turned their attention to. Meanwhile, Webster (1993: 327) stated that vocabulary

was a list of group of words and phrases, usually in alphabetical order. Moreover,

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Hatch and Brown (1995: 1) defined that terms vocabulary refers to a list or a set

of words for a particular language or a list of words that individual speaker of

language might used. Based on the definitions above, the resercher concluded that

vocabulary was a stock list of words that is used individually or in a group

arranged in alphabetical order and has meanings.

Based on the problems above, the researcher had conducted to implement

media to teach vocabulary by using various media in teaching English process to

improve the students’ vocabulary. Media help the teacher in teaching a material in

order that the teaching learning process could be more interesting.

According to Kasim (2011), media was the part of equipments that were

using by the teacher to help them. Teaching vocabulary by using media can be

used to give practice in all language skill and used to practice many type of

communication. Media as teaching aids were needed to help students’

understanding and to increase the effectiveness in the communication between

teacher and students in teaching and learning process. It is also used to stimulate

the students’ motivation and students’ interest to the lesson.

Generally, media can be subdivided into three kinds, they are visual

media, audio media, and audio visual media. Visual media were the media that

can be watched and touch for example; picture, relia, map, and miniature. Audio

media were the media that can be listened. They used to listen and understand oral

text, for example; radio, cassette, and tape recorder. Then, Audio visual media are

the media that can be watched and listened, for example; TV, OHP, and film.

Based on the statements above the researcher used the visual media.

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This research focus on the students’ vocabulary achievment. This

research using some various of media specially visual media. Teaching

vocabulary by using various media can be made the students to interested on

learning teaching process so that the media helped the students to improve their

vocabulary achievemenet. Moreover, by using various teaching media can be

made the students more enjoyed in learning process.

B. Problem Statement

Based on the background mentioned, the researcher formulated problem

statement was:

1. Is the use of various media can be effective to improve students’ vocabulary

at SMPN 3 Labakkang?

C. Object of the Research

Based on the problem statements above, the researcher intended to found

out wheter the use of various media can be effective to improve student’s

vocbulary at SMPN 3 Labakkang or not.

D. Significance of the Research

The significances of this research were the researcher hoped that the

result of this research gave contribution to:

1. Theoretically

The result may be used to support the existing theory on the teaching of

English as a foreign language, especially teaching vocabulary.

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2. Practically

The findings of this research were expected to gave some advantages for

the students, for the teacher, the researcher and other researchers.

For the students: by learning vocabulary, the students can take some

vocabularies and understand the meaning of the sentences. The researcher hoped

that the using of different media can be helped the students to improve their

vocabulary ability.

For the teachers: a contribution to English teachers concerning how to

improve the teachers quality of teaching and learning process vocabulary

achievement, so that the objectives of the English teaching program especially

vocabulary goals can be achieved.

For the researcher: by doing this research, the researcher hoped that the

researcher may be studied and get more information for the promblems in

mastering vocabulary. Thus, the researcher may be got new experiences and

knowledge for future of her life.

E. Scope of the Research

This research was restricted on the effectiveness of using various media

to teach vocabulary of eighth grade at SMPN 3 Labakkang. This research only

used visual media. The used of visual media in teaching learning process need to

attract students’ attention and to make teaching learning activities more interesting

and also affective. The researcher focused on the students’ vocabulary

achievement specially word classes such as noun, verb, and adjective.

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The researcher limited three kinds of media to improve the students’

vocabulary achievement based on the result of several the researchers were as

follows:

1. Flashcards

2. Crossword Puzzle

3. Word Wall

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CHAPTER II

REVIEW OF RELATED LITERATURE

The whole parts of this chapter discuss all things related to the theories of

the topic discussed in this research. They consist of the previous of related

studied, some pertinent ideas related to the variables research, and conceptual

framework.

A. Previous of Related Studies

There were many studied had been performed by the researchers related

with the usage visual media in encourage students to learn English specially

vocabualry. In this sub chapter, the researcher presented some previous studied

which were done by some previous researcher.

Rokni and Karimi (2013) stipulated that language teachers used different

visual materials that could increase students’ interaction and motivation in the

classroom. They also stated that the usage of visual materials was more effectives

than learning without visual materials. The positive effect of using visual

materials such as, pictures and flash cards became obvious. The students could

remember the words and make sentences than they learned words verbally. Using

pictures in teaching vocabulary would help teacher to obtain an interesting class,

because students were interest in looking at the pictures and this way was

enjoyable for them. The most importants point was memory would be better by

using visual materials for students to learn vocabulary .

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According to Nilawati (2009) reported that mastery of the students’

vocabulary improved after giving the puppets. It was supported by the significant

in his result form the pretest was lower (56.64%) than post-test (96.19%).

Meanwhile, Weisskirch (2006) found that the students were more interest in

completing the puzzles when the teacher gave times to do in class and when given

the chance to work the task collaboratively with others. The students found the

puzzles to be more useful and enjoyable than when doing their own. In his

research also found that by completing crossword puzzle game the students felt

more enjoyable. It means that crossword puzzle game minimize the student’s

problems in the class.

Arianto (2003) in his research entitle The Use of Media in Teaching

Vocabulary to Young Learner concluded that the media should be atractive and

interest for the students. The instructional media could increase students’

motivation in learning vocabulary and the students active to gave respondsenable

of them to repeate what they learned and encourage them to interest with English.

Meanwhile, Ja’afari (2000) in his research concluded that the usage picture in

teaching vocabulary could make a positive contribution in teaching and learning

vocabulary. Students were active in learning process.

Based on the researchers’ findings above, the researcher had used Visual

Media to improve students’ vocabulary. The researcher combined some visual

media in improving students’ vocabulary. The combination some visual media

could increase students’ interaction. The students more active to learn in the class.

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The students were happy, interest, easy to remember and enjoyable to learn

vocabulary.

B. Some Pertinent Ideas

1. Concept of Vocabulary

Vocabulary was a basic of language, it was very important to master

in our language. Aitchitson (2001: 331) said that vocabulary was a set of

words known to a person or other eternity, or parts of specific language. The

vocabulary of a person was defined either as the set of all words that are

understood by that person when constructing new sentences.

Hadfield (2000: 129) said that vocabulary was classified in two

types. First type was active vocabulary. It refers to items that learners can use

appropriately in speaking or writing and it was also called as productive

vocabulary. In fact, it was more difficult to put practice. It means the students

should know how to pronounce it well, how to use grammar, they were hoped

familiar with the collocation and understand the connotation meaning of the

words. This type was often used in speaking and writing skill.

The second type of vocabulary was passive vocabulary, it refered to

a language items than can be recognized and understood in the context of

reading or listening, it was called as respective vocabulary. Passive

vocabulary or comprehension consist of the words comprehend by the people.

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The word “vocabulary” generally represents a summary of words or

their combination in a particular language. Vocabulary teaching was one of

the most important components of any languages class.

Based on the statemenet above, the researcher concluded that vocabulary

was an important role in learning a language, vocabulary was aslo as the core

component of language in form of words and can make language meaningful. To

communicate effectively, the learners need an adequate achievement of

vocabulary. Even though we master the grammar of a certain language but we do

not have any knowledge on this vocabulary, we will not able to communicate or

to express our idea using the language.

In English there were four types of vocabulary, Fries (1974: 45)

categorizes English words into four groups namely: Content words represented

noun was the name of objectives or things for example mouse, motorcycle, and

house. Verb was action by with those thing for example sleep, write and walk.

Adjective was the qualities of these things for example fat, handsome, ugly and

pretty. Adverb was the indication such meaning as frequency, degree, manner,

and place for example right now, diligently, there.

For example:

a. Arabella takes the book

N

b. Ismail drives the car

V

c. She wore a beautiful dress

Adj

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1. Function words were those words were used as a means of expressing relation

of grammar/structure. Sich as conjuction (and, or, but), preposition (in, to, of)

and pronouns (she, they).

For example:

a. You can eat your cake with a spoon or fork

Conj

b. My parents went to the zoo

Prep

c. She is an adorable woban.

Pronoun

a. Aspect of Vocabulary

The concept of a word can be defined in various ways, but three

significant aspects techer need to be aware of and focus on are form, meaning, and

use. According to Nation (2000), the form of a word involved it was

pronunciation (spoken form), spelling (writen form), and any word parts that

make up this particular item. Meanning encompasses the way that form and

meaning word together, in other words, the concept and what items it refers to,

and association that come to mind when people thin about a specific word or

expression. Use, Nation noted, involved the grammatical functions of the word or

phrase, collocation that normally go with it and finally any constraints on its use,

in terms of frequency, level, and so forth. For form, meaning, and use, Nation

(2000) declared there was both a receptive and productive dimension, so knowing

these three aspects for each words or phrases actually involves 18 different types

of lexical knowledge. For covering the test in this research the researcher only

used idea or meaning and use.

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b. Types of Vocabulary

Montgomery (2007) listed four types of vocabulary as follows:

a. Reading vocabulary

A persons’ reading vocabulary was all the words he or she can recognized

when reading. This was the largest type of vocabulary simply because it

includes the other three.

b. Listenig vocabulary

A persons’ listenng vocabulary was all the words he or she can

recognized to speech. This vocabulary was aided in size by context and

tone of voice.

c. Writing vocabulary

A pesrons’ writing vocabulary was all the words he or she can recognized

when employ in writing. Words were used in various forms of writing

form formal essays to social media feeds. Many written words do not

commonly appear in speech. Writers generally used a limited set of words

when communicating, for example:

1) If there are number of synonyms, a writer will have hos own

preference as to which of them to use.

2) He is unliely to use technical vocabulary relating to a subject in which

is he does not interest. Try to the previous vocabulary types, the

writing vocabulary is stimulated by its user.

d. Speaking vocabulary

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A persons’ speaing vocabulary was all the words he or she can used in

speech. Due to the spontaneous nature of the speaing vocabulary, words

were often misused. This misused though slight and unitentional might be

compensated by facial expression, tone of voice, or hand gesture.

Nation (1990) has been divided vocabulary in the specific reference, such

as;

a. Receptive vocabulary

Knowing a word that is able to recognize it when it is heard (what is

the second like?) or when it seen (what does it look like?) and having

an expectation of what grammatical pattern the word will accurrence.

This includes being able to distinguish it from word with a similar

from and being to judge if the word from sounds right or look right.

b. Productive vocabulary

Knowing a word that is able to pronounce, how to write an to spell,

how to use it in grammatical pattern along with the word in usually

collocates with it, it also involves not uaing the word too often if it is

typically a low frequency word and using it in a suitable situation

using the to stand for ythe meaning it reprsents and being able to thin

of suitable for the word if there is any.

Based on the explanations above the researcher can concluded that in

learning English, students should master the language skill and competetence. The

language skill were listening, speaking, reading, and writing. Meanwhile the

language competence were vocabulary, grammar, pronunciation, etc.

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c. Concept of Word Classes

All the words in English can be classified into eights parts of speech:

noun, verb, adjective, adverb, pronoun, preposition, conjunction and interjection.

Each part explains not what the word is, but how the word is used. The researcher

only focused into three parts, they are:

1) Verb

The verb is perhaps the most important part of the sentence. A verb asserts

something about the subject of the sentence and express actions, events, or

states of being. According to Sardian Maharani Asnur (2013), a verb is a

word that denotes action, or a state of being in a sentence. The verb is the

critical element of the predicate of a sentence. Verb is word which shows an

action, but it also shows state/ possession, presence or absence of a person or

thing. The highlighted words in the following sentences are all verb:

a). The pitcher threw the ball to the catcher.

b). They had already bought her present.

c). Most students are usually sitting on the steps when the teacher arrives.

d). My sister is a nurse. I am a teacher.

2) Noun

A noun is a word used to name a person, animal, place, thing, and abstract

idea. Nouns are usually the first words which small children learn. The

highlighted words in the following sentences are all noun:

a). Late last year our neighbors bought a goat.

b). Portia white was an opera singer.

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A noun can function in a sentence as a subject, a direct object, an indirect

object, a subject complement, an object complement, an appositive, an

adjective or an adverb. According to Burton (1982), there are four kinds of

noun:

(1) Common nouns name a member of or an item in a whole class of

persons or thing. Example; man, farmer, letter.

(2) Abstract nouns name qualities or states of mind or feeling. Example;

diligence, benevolence, wealth etc.

(3) Collective nouns group or collections of person or things. Example;

cricketteam.

(4) Possessive Noun is ownership. Example: Hadi’s hand

3). Adjective

An adjective modifies a noun or apronoun by describing, identifying, or

quantifying words. According to Bismo (2016 ), an adjective usually precedes

the noun or the pronoun which it modifies. In the following examples, the

high lighted words are adjectives:

a). The truck-shaped balloon floated over the treetops.

b). Mrs. Morrison papered her kitchen walls with hideous wall paper.

c) The small boat foundered on the wine dark sea.

d. Concept of Teaching vocabulary

There were many theories of teaching vocabulary that have been stated

by the experts. Gnainoska (1998:12) stated that teaching vocabulary can be

meaningful if the teacher can conduct the teaching process by combining the

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available technique of teaching. It was hoped will be more enjoyable, interesting,

and motivating so that, the students will not be bored in the teaching learning

process. In this research will take only four aspects of vocabulary, noun, adjective,

verb and also adverb.

Furthermore, Sutarjo (1998:24) states that there are five possible ways of

teaching vocabulary. First way is teaching vocabulary through creativity. By using

this technique, the teacher allows the students to decide what they want to learn.

The teacher can use such a technique, to encourage the students to be creative for

producing the vocabulary, such as using picture, puzzle, providing keywords, and

game. The second is teaching vocabulary through context clues. In this technique,

the teacher can use a context clue in surrounding context, for example give the

antonym and synonym. The third is teaching vocabulary through translation. This

technique is considered as ancient one and here the teacher teaches the meaning of

the word through translation. The fourth way is teaching vocabulary through

guessing. In this case, the teacher can encourage the students to guess the word

first and then consult it. To guess the right word, a student should have a good

rationale. The teacher can draw five pictures on the board and then teacher

pronounces the word and asks a student to point the picture mean. The last is

teaching vocabulary through derivation. This technique requires the teacher to

involve the four classes of words on the basis of their position of occurrences in

English sentence pattern. The teacher can give noun, verb, adjective and adverb.

According to those five possible ways of teaching vocabulary, the researcher

applied picture series as a technique in this research. Teaching vocabulary is the

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vocabulary teaching process in order to help the students get the meaning and use

the words. It also including meaning, pronunciation and spelling to teach the

vocabulary.

In order to improve students’ vocabulary mastery the teacher should use

appropriate technique, teaching method, and teaching aid. By using them, it will

be easy for the students to be active and motivated in learning process, which can

be hoped as the way to explore their interest and progress in addition it can be

used to overcome the monotonous teaching and learning process.

2. Concept of Teaching Media

1. Definition of Teaching Media

According to Arsyad (2009) said that the media (plural of the word

medium), a word derived from the Latin medium, which literally means middle,

intermediate. Therefore, media can be interpreted as an intermediary or an

introductory message from the sender to the receiver. Media can be something

material (software) and tools (hardware). Media also used to learning process to

be successful and add interests students to study English in classroom. Besides

that, media help student to remember vocabulary with easily. At least, the teacher

able to use cheap and efficient media although simple and simply because it is a

duty in the effort to get what the process of teaching.

2. The kind of media

According to Fachrurrazy (1992:36) media can be subdivided into three

kinds, they were:

1) Visual media

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Visual media were the media that can be watched and touch for example,

picture, realia, map, miniature, graphic and poster.

2) Audio media

Audio media were the media that can be listened. They are used to listen

and understand oral text, for example, radio, cassette recorder, and tape

recorder.

3) Audio visual media

Audio visual media were the media that can be watched and listened, for

example TV and film.

Based on the explanation above the researcher used the visual media. The

used of visual media in teaching learning process need to attract students’

attention and to make teaching learning activities more interesting and also

affective.

3. The Function of Teaching Media

According to Munadi (2008: 6), there were five functions of teaching

media:

1) As learning sources: it means that to replace teachers’ attendance and

function. For example task sends in E-mail.

2) Semantic function: it means to enrich some vocabularies, to visualize

some nonverbal vocabularies (symbol). For example Tiger as a symbol of

braveness.

3) Manipulative function: it means to overcome the limitation of people

sense.

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4) Psychological function: (a) Attention function, it means that visual media

made students enjoy in the teaching and learning process. They can grow

the student’s emotion. (b) Imaginative function, it means can increase or

develop students’ imagination and as an illustration of storytelling. (c)

Motivate function the teaching media motivate and stimulate the students

to do and be responsible. The purpose is to influence the attitude, value,

emotion of the students and invite students to come to the topic. (d)

Affective functional, it means make students enjoy in the teaching and

learning process. They can grow the student’s emotion. (e) Cognitive

function, it means that brings the students to understand and remember

the information quickly.

5) Socio-cultural function: to give the same perception for students who

come from many cultural background.

4. Advantages of Teaching Media

According to Munadi (2008: 6), there were some advantages of teaching

media:

a. Simplify the materials.

b. Reduce the use of mother tongue

c. Attract students motivation and attention

d. Give varieties teaching methods

e. Create more activities

f. Giving the real experience and environment

g. More attractive teaching

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h. Flexible to give materials (anytime and anymore)

i. Increase the students positive attitudes towards teacher

j. Used as assessment

k. Help to do physical exercise

Teaching media help the teacher easier to teach. The teacher can choose

what the media which are suitable with the subject. The teacher can choose simple

or modern media to help the students. For the teachers with limited facilities, may

they can make their own media as well as they can. Their creativity is needed in

the teaching and learning process. By having creativity, they can make their own

media although the media are simple and cheap.

5. Concept of Various Teaching Media

This research will use three differences media to improve the students’

vocabulary based on the result of the several researchers, they were:

1. Flashcards Media

a. Definion of Flaschards

According to Suyanto (2008:109), flashcards is the cards that usually

use on thin paper and stiff. Flashcards show picture or words. Usually

flashcards include of group with kind or classes. Flashcard is a piece of

cardboard about 18 X 6 inches on which appears a word, a sentence or a

simple outline drawing. The lettering should be large, net and clear so that

it can be seen from the rear of the room. Meanwhile, Edwards (2006: 98)

said that flashcards were a powerful memory tool write questions on one

side of the cards and the answer on the other side.

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Moreover, According to Cross (1991: 119), flashcard is a simple

picture on a piece of card or paper, which is probably the most widely used

visual aids in language teaching. It means that flashcard is one of media

which can help the teacher to teaching English easily. Meanwhile,

According to Haycraft (1978: 102), flashcards can be used for

consolidating vocabulary, practicing structure and words order or a variety

of games.

Based on many definitions above the researcher can conclude that

flashcard is one of the media education. Flashcard is a little piece of paper.

Flashcard is the cards on which words and picture and printed or drawn.

Flashcard is one of the best tools for memorizing information.

The flashcard must always be brief, large, neat and clear so that it can

be seen from the rear of the room. Capital letters are preferred print should

be used since it is easy to read at a distance. The cards can be displayed by

the teacher or by a pupil. The letter is preferred since it makes for activity.

The set of cards should be field away under given subject. They will be

found very useful for review for dill and as a warming up exercise at the

beginning of the period.

b. Types of Flashcard

Flashcard can be divided into several types by Scott (1990:109-111),

they are:

1) Picture Card

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Picture cards are useful for the teaching of vocabulary and reading

(Nasr, 1972: 67). These picture cards can be drawings or cut outs

from magazines or perhaps photos. It is easiest to sort these picture

cards according to size really big ones for class work, and smaller

ones for individual or group work.

a. The kind of picture card

These can be used in many ways; just a few would include:

a) Picture card match up

b) Picture card treasure hunt

c) Picture and word match up

d) Picture card snap games

e) Picture cards can be used as part of a communication aid

f) Picture flashcards designed to: encourage a child to say that

word, identify pictures with certain starting sounds, encourage

a child to discuss what is shown in the picture

2) Card Games

A card game is any game using playing cards as the primary

things with which the game is played, be they traditional or

gamespecific. Almost all card games can be made into language card

game and while we want to concentrate on games where some sort of

language interaction is taking place, we can also play card game

simply for relaxation. A simple snap game using picture cards is one

of kind of card game. To play this game are follow:

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a. Mix the sets of cards

b. Divide between the players

c. Each player places a card down in turn and says what is shown on

the picture e.g. cat

d. If the pictures match, the first player to shout snap gets the pile of

cards put down so far.

e. The winner is the last player to still have cards

Puzzle card is also one of game that can use in teaching learning

process after using of flashcard.

3) Word or Sentence cards

Word cards are useful for displays and for work on the flannel

graph. Sentence cards should only be used for the beginners and only

with sentences which are use a lot of. Students can simply write the

question on one side and the answer on the opposite side and test

themselves repeatedly. Word or sentence cardusually consist of two

sides, on the front of card appears the word entry plus whatever

supplementary information is needed, on the back appear a concise

definition and an illustration of the word use. In the using word card

and sentence card the students can match a word with the definition in

the other sentence cards. By this manner the student can more interest

to learning English.

Sometimes the word or sentence on the cards were commands.

And the learners are used to giving and obeying these commands

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orally and they are learning to recognize them as whole. The

command on the cards such as: Open the door, Sing a song, Stand up,

clean the blackboard etc. By using this word or sentence card, we can

make a simple game. The teacher or student holds up a card, waits

until several students have put their hands up, and say name of

someone. Someone who called of name performs the action required

and scores a point for his team. If he performs the wrong action, he

has not read card successfully, and there will be others eager to show

that they have. Somebody in another team is given a chance.

In addition, Haycraft (1978: 102-106) states two types of

flashcards. They are word flashcards and picture flashcards. Word

flashcards are cards on which words have been printed. When practicing

word order, the teacher can use a number of cards representing all the

words in a sentence. The cards can be fixed to the board, or given to a

student, and arranged correctly either by the class a whole or individual

students. The word flashcards also can be used to practice structure. Then,

picture flashcards are useful for presenting, practicing and revising

vocabulary or as prompts for other activities for example, to illustrate the

characters in a dialogue, to help students improvise. Picture flashcards can

be used as prompts for simple substitution drills. Picture flashcards are

also useful for identifying verbs on action

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c. The Advantages of Flashcard

According to Haycraft (1978: 102) and Cross (1991: 120) there were

some advantages of using flashcards in language teaching.

1. Flashcards can be used for consolidating vocabulary;

2. Flashcards are motivating and eye-catching;

3. Flashcards are effective that can be used for any level students;

4. Flashcards can be taken almost everywhere and studied when are has

free moment;

5. Flashcards can be arranged to create logical grouping of the target

words;

6. Flashcards are cost effective or inexpensive;

7. Flashcards provide visual link between L1 and the target language;

and

8. Flashcards also can be used for practicing structure and word order or

for a variety of games.

Based on the explanations above, it can be concluded that flashcards

have many advantages when used in teaching learning process. Flashcards

have a great power in motivating and stimulating the students. Meanwhile,

flashcards are easy media to help students and teacher in learning process,

especially to teach the students of elementary school. Teacher can use it at

any time and in any situation when he wants to teach.

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d. The procedure of using flashcard

The procedures of the use flashcard are bellow

1. Sit comfortably facing the students.

2. Arrange the flash cards in the order you would like to present

them.

3. Starting with the first flash card, hold it up so the students can

clearly see the front. Keep the back of the flash card toward you so

your child cannot see it.

4. Shows the flash card front to the students that consist of picture

and said in English and asked the students to repeat after several

time to make sure that they could say it in a correct pronunciation.

5. Give question to them by showing flashcards one by one

randomly, if your students give a correct answer, place the

correctly answered flash card in a pile on your left.

6. If the students give an incorrect response or no response, tell him

the correct answer, and place these flash cards in a pile on your

right side.

7. After the teacher had finished showing the students all of the flash

cards, you may continued your flash card teaching session by

using the stack of incorrectly answered cards. Continue in the

same manner, placing correctly answered flash cards on the left

and incorrectly answered flash cards on the right.

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8. Once your students have mastered the full set of flash cards,

practice them periodically to ensure your child remembers them.

Based on the explanations about the procedure of using flashcards

above, the researcher concluded that the step in using flashcards in English

learning process showed of flashcards, sounds, repetition and practice. The

procedure of using flashcards was simple, so the students or parents can

practice it in their home to improve their vocabulary.

e. The Example Models of Flashcard Media

2. Crossword Puzzle Media

a. Definiton of Crossword Puzzle

Crossword puzzle can be used in teaching learning process. Tarigan

(2011:229) said crossword puzzle is a kind of a play on words by filling in

the empty boxes as an answer to the question or question specified in the

crossword puzzle. Crossword puzzle has been proposed as one of

alternatives game in teaching-learning. Whereas, Dhand (2008: 55)

defined a crossword puzzle as a puzzle with sets of squares to be filled in

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words or numbers, one letter or number to each square. Synonyms or

definitions of words are given with number corresponding to numbers in

the squares. Letters or words are fitted into a pattern of numbered squares

in answer to clues.

According to Moursund (2007:8) crossword puzzle is a popular puzzle

games which in every case, the puzzle-solver’s goal is to solve a particular

mentally challenging problem or accomplish a particular mentally

challenging task.

There were many studied have been performed by the researchers

related to the usage crossword media one of them, Florenchia (2015)

concluded that Crossword Puzzle could improve the students’ vocabulary

mastery at the seventh grade students of SMP N 1 Andong Boyolali in

2014/2015 Academic Year. Crossword Puzzle created a fun and enjoyable

situation in teaching learning process and it improved the students’

motivation in learning vocabulary. Therefore, Crossword Puzzle can be

used as great media in teaching learning vocabulary in classroom

From the statements above the researcher concluded that in teaching

learning process by using crossword puzzle, the students can be more

interested in their learning. When the students interest in learning, they got

more attention to the lesson. That condition give a good chance for both

the teacher and the students to practice a better teaching and learning

activity.

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Using crossword puzzle in teaching learning process did not require

the teacher to explain too many materials. The teacher just explained the

materials and played the game and then the students can be followed the

teaching process. Crossword media was very effective in teaching

vocabulary and it can be more interesting for the students. The students

might enjoy the game very much.

b. The Kind of Crossword Puzzle

In teaching vocabulary by using crossword puzzle, there were some

kinds of crossword puzzle which can be done the students, they were:

1. Oral crossword.

The oral crossword is the crossword which is the clue is given orally

by the teacher, and the students just get the blank crossword. Only give the

students the puzzle with no clues what so ever. Give the clues orally. In a

foreign language class, this can be an excellent listening activity. Tell

students to fill in what they can and then repeat the clues once more at the

end.

2. Picture crossword

Picture crossword is the crossword which is the clue consist of picture.

Only give the students the puzzle with no clues. For each clue, hold up a

picture. This works especially well with a unit that involves a lot of new

vocabulary.

3. Object crossword

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The object crossword is the crossword in which the clue is written on

the object. Only give students the blank puzzle with no clues. Place the

items around the room, each labeled with their clue number. Have students

rotated around the room to different stations; allow them to pick up the

objects as they complete the puzzle. This tactile version of the puzzle is

great for those students who are handson learners. This type of puzzle

works well for units with a lot of vocabulary.

Based on the kinds above the researcher used the object crossword

kind because the picture crossword more easy than the other kinds because

the students more interested.

c. The Benefits of Crossword Puzzle

According to Moursund (2007) it was clear that solving crossword

puzzles helps to maintain and improve one’s vocabulary, spelling skills,

and knowledge of many miscellaneous tidbits of information. Solving

crossword puzzles tends to contribute to one’s self esteem. For many

people, their expertise in solving crossword puzzles plays a role in their

social interaction with other people.

Dhand (2008: 55) explained how crossword puzzles help the students

in learning, as follows:

a. The technique of crossword puzzle was a good way to teach and

enrich vocabulary because the definition or synonyms of the words are

right there to provide reinforcement.

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b. Crossword puzzle can also be used to encourage the use of dictionary

or thesaurus or to learn terminology used in a particular subject. They

can be used as a quiz or review at the end of a unit/ chapter or a

lesson.

c. Crossword puzzles can be easily made by the teacher and presented to

students.

Additionally, crossword puzzles are available for different classroom

management of students‟ activities. Hill and Popkin (in Little 1986: 78)

proposed some options of procedural suggestions in using crossword

puzzles. They are usually to 1) have students to do the crosswords

individually, or 2) have them do the same crossword in pairs, or small

groups, with discussion of possible answers, or 3) have them do the puzzle

as a whole-class activity.

Crossword puzzle is considered useful in teaching-learning because it

maintain someone‟s vocabulary. Moreover, it is helpful to enrich

someone’s vocabulary mastery. Additionally, it is useful to improve

someone’s spelling knowledge of information, and encouraging the use of

dictionary. In term of classroom teaching- learning Crossword puzzle

provides fun learning that can be used for different classroom management

of students.

d. The Procedure of Using Crossword Puzzle

According to Soeparno (1998:72), steps of teaching vocabulary using

crossword puzzle were as follows:

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1. The teacher explained the rules of the media.

2. The students divided into several groups and each group consists of

four or five persons.

3. Each group gets a crossword puzzle frame which is completed with

questions.

4. Students worked the crossword puzzle with their group members.

5. The fastest group finishes the crossword puzzle without an error is

declared the winner.

Meanwhile, according to Lee (1963: 135) the procedure of presenting

crossword puzzle were as follow:

1. The teacher gave the same crossword for each student. They solve

individually with the help of written clues.

2. The teacher divided the class into groups. Then the teacher gives a

different crossword for each group. Everyone in the group helped to

solve it. However, if there was a more active member in one group,

they tend to do all the work. In otherwise, if there is a more passive

member in one group, they will difficult to do all the work.

3. The Teacher gave crossword puzzle for all of students. They done the

crossword individually. Then the teacher divided the class into groups

and then they worked in groups. The students can share their answer

to finish their crossword in their group.

4. The teacher write crossword on the board, but no written clues. The

teacher gives clues orally and solves the crossword step by step with

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the class. The class divided into groups and each group come to the

board and writes the words in one by one.

Furthermore, the teacher can be creative in presenting crossword

puzzle. For example, the teacher divided the class into groups. Then the

teacher gave the same crossword for each group. The group who finished

in the first time and all of the answer is right will be given a point. It can

be more interesting, if there is a prize for the winner.

The procedures of using crossword puzzle in irregular verbs teaching

were as the following:

1. The English teacher gave the example of crossword puzzle to the

students.

2. The English teacher explained the crossword puzzle to the students.

3. The English teacher asked the students to fill the crossword puzzle

individually with a deadline that will be given before students do the

crossword puzzle.

4. The English teacher asked the students to exchange their work with

their friends.

5. The English teacher discussed with the students about the correct

answer of the crossword puzzle.

6. The English teacher collected the students’ work.

7. Discussing the correct answer.

Based on the explanation above, it can be concluded that crossword

puzzle is a words guessed game fitted into a diagram which is effective as

34

teaching tool of terminology, definitions, spelling and pairing key concepts

with related names, resulting in greater retention and memorization of facts

that makes the teaching-learning process attractive and funny, and also gives

much opportunity for students to practice and repeat the sentence pattern and

vocabulary.

In the case of this research, crossword puzzle was used as a medium

in teaching vocabulary in control class when in experimental class word wall

will be used.

e. The Example Models of CrossWord Media

3. Word Wall

a. Definition of Word Wall

Word Wall is considered as an effective approach in teaching

vocabulary. According to Cronsberry (2004: 1) defined that word wall is a

group of words that are displayed on wall, bulletin board, chalkboard, or

whiteboard in a classroom. Meanwhile, Indrayana (2014) said they a word

35

wall is an ongoing, organized display of key words that provides visual

reference for students through out a unit of study or a term. These words

are used continually by teachers and students during a variety of activities.

Furthermore, Jerry in Kasim explains that teaching vocabulary by

using word wall consists of some activities:

a. Make words accessible by putting them where every student can see

them. They should be written in large black letter using a variety of

background colours to distinguish easily confused words;

b. Teachers should be selective about the words that go on the word wall.

Try to include words that children use most commonly in their writing.

Words should be added gradually;

c. Use the word wall to practice words incorporating a variety of

activities such as: chanting, snapping, cheering, clapping, tracing, word

guessing games as well as writing them; and

d. Provide enough practice so that words are read and spelled

automatically and make sure that word walls are always spelled

correctly in the students’ daily writing.

Therefore, the researcher concluded that word wall was a set of

organized printed words that are clung on the classroom wall in order to be

learning medium (visual one) as well as display during vocabulary class.

b. The Advantages of Word Wall

There are some advantages of teaching word wall were:

1. It creates enjoyable situation.

36

2. It challenged the students’ ability.

3. It increased the students’ vocabulary mastery.

Kathy Gursky in Nuzulina also stated two advantages of word wall,

they are:

1. The word wall can be attracted the students’ attention to master

vocabulary;

2. The word wall activities can make the classroom atmosphere seem to

be more interesting.

According to Crosnberry (2004:3) there were many functions of

word wall:

1. Provide an approach to meaningful teaching of vocabulary with an

emphasis on student engagement and higher level thinking skills;

2. Build vocabulary, there by improving reading comprehension and

writing style;

3. Reinforce understanding of subject-specific terminology with a focus

on students internalizing key concepts;

4. Help students improve spelling and awareness of spelling patterns;

5. Provide visual cues for students;

6. Encourage increased student independence when reading and writin

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c. The Example Models of Word Wall

C. Conceptual Framework

MEDIA

Flashcard,

Crossword

Word Wall

Students’

Vocabulary

Achievement

Pretest

Treatment

Posttest

Verb

Adjective

Noun

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Figure 1: Conceptual Framework

The conceptual framework above described about all of the research

which conducted by the researcher. The tittle of this research was “The

Effectiveness of using various media to teach vocabulary of eighth grade at

SMPN 3 Labakkang”. The conceptual framework was media divided into three

differences media such as Flashcards Media, Crossword Media, and Word Wall

Media. In conducting this research, the researcher focused on the students’

vocabulary achievement specially word classes such as noun, verb and

adjactive. D. Hypothesis

H0 (Null hypothesis) there is no significant result of the students

vocabulary mastery before and after giving treatment.

H1 (alternative hypothesis) there is a significant different of

students’ vocabulary mastery before and after giving treatment.

39

CHAPTER III

RESEARCH METHOD

In this chapter, the researcher explained about research design, research

variable and operational definition, research population and sample, research

instrument, procedure of collecting data, and data analysis.

A. Research Design

This research used quantitative method in form of pre experimental

design. In this research the experimental design used One-Group Pretest-Posttest.

A diagram of One-Group Pretest-Posttest design:

O1 X O2

Pre-test Treatment Post-test

(Independent variable) (Dependent variable)

The One Group design usually involves three steps were:

1. Administering a pretest to measuring dependent variable.

It was the first method of data gathering used by the researcher. The

researcher gave pre-test to the subjects (eighth grade students at SMPN 3

Labakkang) as the sample of research. Pre-test as a purpose to found out the

students’ vocabulary achievement before apply the treatment.

2. Applying the experimental treatment to the subject.

It was the second method of data gathering used by the researcher. In

this method the researcher applied the experimental treatment to the subjects.

The steps of treatment in this research as follows:

40

1) The researcher done by giving a pretest to the students. The test were

multiple choice, fill in the blank, and matching test. The researcher gave

the students time allocation about 45 minutes before giving a treatment.

2) The researcher explained the rules of media.

a. The first media used by the reseracher was Flashcard Media, the steps

of this media were:

1. The resercher asked the students to sit comfortably facing.

2. The researcher arranged the flash cards in the order will like to

present them.

3. The researcher started with the first flash card, the researcher hold

it up so the students can clearly see the front. Keep the back of the

flashcard so the students cannot see it.

4. The teacher showed the flashcard front to the students that consist

of picture and the researcher said in English and asked the

students to repeat after several time to make sure that they can

said it in a correct pronunciation.

5. The teacher showed a question to the students by showing

flashcards one by one randomly, if the students gave a correct

answer, place the correctly answer flash card in a pile on your

left.

6. If the students gave an incorrect response or no response, tell him

the correct answer, and place these flash cards in a pile on your

right side.

41

7. After the researcher has already conducted the research, the

researcher showed to the students all of the flash cards, you can

continue flash card teaching session by using the stack of

incorrectly answered cards. Continue in the same manner, placing

correctly answer flash cards on the left and incorrectly answer

flash cards on the right.

8. Once your students have mastered the full set of flash cards,

practice them periodically to ensure your child remembers them.

b. The second media used by the researcher was Crossword Puzzle

media according to Soeparno (1998:72), the procesdure are:

1. The researcher explained the rules of media.

2. The students divided into several groups and each group consists

of four or five persons.

3. The researcher made crossword from the word that has been found

from the media before.

4. The researcher asked each group to found out the word based on

the picture.

5. The students worked the crossword puzzle with their group

members.

6. The fastest group finished the crossword puzzle without an error is

declared the winner.

c. The last media used by the researcher was Word Wall Media, the steps

were:

42

1. The researcher expalained the rules of media.

2. The researcher asked each group to bring a streo form.

3. The students stuck the word on the word wall media

4. After that, the researcher asked the students to memorize the new

words.

5. The researceher asked the students to memorising one by one

randomly.

3. Administering a posttest again to measuring the dependent variable.

It was the last method of data gathering used by the researcher. Post test

is the last determining to measure the students’ vocabulary achievement

before and after the treatment.

This research intends to investigated the effectiveness of Using Various

Media to Teach Vocabulary at the Eighth Grade Students of SMPN 3 Labakkang

in the academic year 2019/2020. The aim of this research was to found out wheter

or not the use of various media effective to improve the students’ vocabulary

achievement before and after treatment by using various teaching media.

B. Research Variables and Operational Definition

1. Research Variables

This research had two kinds of variables, namely independent

variable and dependent variable:

a. Independent variable

The independent variable was the use of various media in teaching

vocabulary.

43

b. Dependent variable

The dependent variable was the vocabulary achievement of students.

2. Indicator

The indicator of this research was the students’ vocabulary

achievement in comprehending verb, adjective, and noun vocabulary that

the students learned by using various media.

3. Operational Definition

a. Media

Media was originate from the word “medium” it means

“middle” or “introduction” it mean an introductory tool or media from

the source of information to receiving information. It means that media

needs in an English language teaching learning process.The usage of

visual media in teaching vocabulary was facility to interact between

the teacher and the students.

b. Vocabulary

Vocabulary was a main component to increase all English skills.

Vocabulary was one important term to support the communication

because if vocabulary was low, it means that it is difficult to

communicate. Not having large of vocabulary, someone will feel

difficult to express the ideas, thought, and feeling. So the researcher

assumed that mastering vocabulary will support to learn English. If the

students practice their ability in English, they need English and this

term makes the teacher to use strategy in the classroom.

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C. Population and Sample

The population of this research included the first year students of SMPN

3 Labakkang in the academic year 2019/2020. The sample of this research was the

students of the class VIII C at SMPN 3 Labakkang. This research used cluster

sampling technique where the researcher took one class from SMPN 3

Labakkang.

D. Research Instrument

In this research, the instrument used a test of vocabulary ability. The tests

were mutliple choices, fill in the blank and matching test. Each test consisted of

15 items of verb, 10 items of adjactive and 10 items of noun. The researcher used

pre test and post test that used to get score to found the students’ vocabulary

achievement. The pre test was given before applied the treatment and the post test

was given after applied the treatment.

The test in the form were multiple choices, fill in the blank, and matching

test. Each student has to choose the correct answer. The time allocation was 45

minutes. The test gave twice. The first test uses gain the score of pre test and the

second test uses gain the score of post test after the treatment. In other hand, the

researcher also used documentation to being evidenced.

E. Procedure of Data Collection

In data collection, there were five stages used by the researcher as

follows:

1. The researcher gave pretest to the students for 45 minutes to know their

previous of vocabulary pre-test.

45

2. After that, the researcher applied the treatment.

a. The first media the researcher used Flashcard.

b. The second media the researcher used Crossword.

c. The third media the researcher used Word wall.

3. After giving a treatment the reseracher gave posttest to measure the

students’ progress.

4. After that, the researcher collectinng the data of the students’ progress.

5. The last, the researcher comparing the result of the students’progress

before and after the treatment.

F. Data Analysis

In this research, the researcher used a quantitative data analysis

technique. The quantitative data of this research was analyzing by using statistical

method. The quantitative data of this research in analyzing was using statistical

computation. This technique used to found the significant differences on the

students’ vocabulary achievement after used treatment by using different teaching

media.

To know the students’ vocabulary achievement, the researcher used

statistics analysis. The steps were below:

1. Scoring the students’ answer of test by using this formula (Pusat Kurikulum,

2006:32) in Julita (2011):

Score =Students′correct answer

Total number of item!X100

46

2. Classifying the score of the students’ based on Depdikbud standard

evaluation as follow:

Table 3.1: Classification Score of Students

No. Classification Score

1. Excellent 96-100

2.. Very good 86-95

3. Good 76-85

4. Average 66-75

5. Fair 56-65

6. Poor 36-55

7. Very poor 0-35

(Depdikbud, 1985: 8)

3. Calculating the rate percentage of the students score:

P =𝑓

NX 100 %

Where:

P : Percentage

ƒ : Frequency

N : The total number of the students

(Gay, 1981:448)

4. The mean score of the students’ achievement:

X =∑x

N

Where:

X : Mean score

47

∑x: The sum of all score

N : The number of students

(Gay, 1981:298)

5. The significant of the students’ result of pretest and posttest by calculating the

value of t-test by using the formula:

Ḋ

𝑡 = √𝐷2 −(∑D)2

N

N(n−1)

Where:

t = score of computation

Ḋ = average difference between pre-test and post-test

∑D2= different scores squared, then summed

(∑D)2= difference scores summed then squared

N = Subject of sample

d.b= Decided by N-1

(Gay, 1980: 33)

48

48

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of the findings of the research and discussion of the

research. The finding of the research is cover classification of the result of the data

collected through the test. In the discussion part, the researcher presents the

interpretation of the finding.

F. The Findings

The findings of the research that the teaching using various media could

improve students’ vocabulary. The research report are based on the analysis of

data by using the test (Pretest and Posttest) for further interpretation of the data

analysis are given below:

1. The Improvement of Students’ Vocabulary in Terms of Verb,

Adjective, and Noun

a. The Mean Score of Students’ Vocabulary in Term of Verb.

Students’ vocabulary had different in pre-test and post-test. In

pre-test the students still less understand about vocabulary but after

applied various teaching media, the students more understand about

vocabulary. The improvement of vocabulary achievement viewed from

verb can be seen in table 4.1.

49

Table 4.1: The Mean Score of Students’ Vocabulary in Term of

Verb.

Variable

The students’ Score Improvement

Pre-test Post-test Vocabulary

Students’

Vocabulary in

terms Verb

22.4

69.7

47.3

The table above showed that the mean score of the students’

vocabulary achievement before giving a treatment was 22.4 and the mean

scores of the students’ vocabulary achievement after giving a treatment

was 69.7. Therefore, the improvement of the students’ vocabulary in term

of verb from the pretest to posttest was 47.3.

b. The Mean Score of Students’ Vocabulary in Term of Adjective.

The mean score and improvement of the students’ vocabulary in

terms of adjective by using various media in teaching vocabulary could

be seen in the following table 4.2:

Table 4.2: The Mean Score of Students’ Vocabulary in Term of

Adjective.

Variable

The Students’ Score Improvement

Pre-test Post-test Vocabulary

Students’

Vocabulary in

term of adjective

23.2

63.6

40.4

50

The table above showed that the mean score of the students’

vocabulary achievement before giving a treatment was 23.2 and the mean

scores of the students’ vocabulary achievement after giving a treatment

was 63.6. Therefore, the improvement of the students’ vocabulary in term

of adjective from the pretest to posttest was 40.4.

c. The Mean Score of Students’ Vocabulary in Term of Noun.

The mean score and improvement of the students’ vocabulary in

term of noun by using various media in teaching vocabulary could be

seen in the following table 4.3:

Table 4.3: The Mean Score of Students’ Vocabulary in Term of

Noun.

Variable The Students’ Score Improvement

Pre-test Post-test Vocabulary

Students’

Vocabulary in

term of noun

30

67.6

37.6

The table above showed that the mean score of the students’

vocabulary achievement before giving a treatment was 30 and the mean

scores of the students’ vocabulary achievement after giving a treatment

was 67.6. Therefore, the improvement of the students’ vocabulary

achievement in term of noun from the pretest to posttest was 37.6.

51

d. The Mean Score of Students’ Vocabulary Achievement

The mean score and improvement of the students’ vocabulary

achievement by using various media in teaching vocabulary could be

seen in the following table 4.4:

Table 4.4: The Mean Score of Students’ Vocabulary Achievement

Variable The Students’ Score Improvement

Pre-test Post-test Vocabulary

Students’

Vocabulary

Achievement

24.12

66.72

42.6

The table above showed that the mean score of the students’

vocabulary achievement before giving a treatment was 24.12 and the

mean scores of the students’ vocabulary achievement after giving a

treatment was 66.72. Therefore, the improvement of the students’

vocabulary achievement from the pretest to posttest was 42.6.

2. The Rate Percentage of Students’ Scores Through the Test

The classification of the students score in terms of verb, adjective,

and noun was presented in following table.

52

Table 4.5: The Percentage of Students’ Vocabulary in Terms of Verb

No. Classification Score

Pre-test Post-test

Freq % Freq %

1. Excellent 96-100 0 0 0 0

2. Very good 86-95 0 0 1 4

3. Good 76-85 0 0 4 16

4. Average 66-75 0 0 16 64

5. Fair 56-65 0 0 4 16

6. Poor 36-55 6 24 0 0

7. Very poor 0-35 19 76 0 0

Total 25 100 25 100

The table above showed that the percentage of the students’

vocabulary achievement in term of verb indicated that 6 (24%) students

got poor classification, 19 (76%) students got very poor and none of the

students got the other classification.

After the researcher gave a treatment by using various media in

teaching vocabulary, the percentage of the students’ vocabulary in term

of verb increase became where 4 students (16%) got fair classification,

16 students (64%) got average classification, 4 students (16%) got good

classification, 1 students (4%) got very good classification, and none of

the student got excellent, poor, and very poor classifications.

53

Table 4.6: The Percentage of Students’ Vocabulary in Terms of

Adjective

No. Classification Score

Pre-test Post-test

Freq % Freq %

1. Excellent 96-100 0 0 0 0

2. Very good 86-95 0 0 0 0

3. Good 76-85 0 0 2 8

4. Average 66-75 0 0 10 40

5. Fair 56-65 1 4 9 36

6. Poor 36-55 1 4 4 16

7. Very poor 0-35 23 92 0 0

Total 25 100 25 100

The table above showed that the percentage of the students’

vocabulary achievement in term of adjective indicated that 23 students

(92%) got very poor classification, 1 student (4%) got poor, 1 student

(4%) got fair classification, and none of the students got the other

classification.

After the researcher gave a treatment by using various media in

teaching vocabulary, the percentage of the students’ vocabulary in term

of adjective increase became where 4 students (16%) got poor

classification, 9 students (36%) fair classification, 10 students (40%) got

54

average classification, 2 students (8%) got good classification, and none

of the student got excellent, very good, and poor classification.

Table 4.7: The Percentage of Students’ Vocabulary on Terms of

Noun

No. Classification Score

Pre-test Post-test

Freq % Freq %

1. Excellent 96-100 0 0 0 0

2. Very good 86-95 0 0 2 8

3. Good 76-85 0 0 4 16

4. Average 66-75 1 4 10 40

5. Fair 56-65 3 12 5 20

6. Poor 36-55 6 24 4 16

7. Very poor 0-35 15 60 0 0

Total 25 100 25 100

The table above showed that the percentage of the students’

vocabulary achievement in term of noun indicated that 15 students (60%)

got very poor classification, 6 students (24%) got poor, 3 students (12%)

got fair classification, 1 student (4%) got average classification and none

of the students got the other classification.

After the researcher gave a treatment by using various media in

teaching vocabulary, the percentage of the students’ vocabulary in term

55

of noun increase became where 4 students (16%) got poor classification,

5 students (20%) fair classification, 10 students (40%) got average

classification, 4 students (16%) got good classification, 2 students (32%)

got very good, 3 students (12%) got excellent classification and none the

student got excellent and very poor classification.

3. The Effectiveness of Using Various Media

To know the effectiveness of using various media to improve the

students’ vocabulary in term of verb, adjective, and noun, the researcher

used t-test analysis. The result of the data analysis t-test of the students’

vocabulary through various media was shown in the table below:

Table 4.8: The t-test of Students’ Vocabulary by Using Various

Media

Variable t-test t-table Comparison Classification

Vocabulary 23.3 2.064

t-test > t-table

23.3 > 2.064

Significantly

Different

The researcher compared t-test value and t-table value to know

whether the used of various media in teaching vocabulary was significant

or not, to find out the degree of freedom (df) the researcher used formula

N – 1 (25-1=24), for the level the significant (p) = 0.05 and df = 24, t-

table got score 2.064. After calculating the t-test value, it got score 23.3,

therefore the value of t-test and t-table was (23.3 > 2.064). It means that

there was different result of the value of t-test and t-table.

56

4. Hypothesis Test

The result of statistical analysis at the level significant 0.05 with

degree of freedom (df) = N-1, where df = 25-1 and df = 24 indicated that

there was a significant difference between the mean score of posttest and

pretest. In addition the t-test value was bigger than t-table value (23.3 >

2.064). It means that there was significant difference between the

students’ vocabulary before and after used of various media. Therefore,

the null hypothesis was rejected, while alternative hypothesis was

accepted.

G. Discussion

In this part, the discussion dealing with the interpretation of findings

derived from the result of finding about observation result of the students’

vocabulary in terms verb, adjective, and noun.

1. The Improvement of the Students’ Vocabulary Achievement in Terms of

Verb, Adjective and Noun.

In improving the students’ vocabulary achievement in terms of verb,

adjective and noun, the researcher used of various media in teaching

vocabulary. Where using various media such as flashcard, crossword, and

word wall media can help the students improve their vocabulary achievement

and it can also help the students to differentiate between verb, adjective and

noun.

The findings of this research similar to Ridho (2013) found that Word

Wall can be used to increase students’ vocabulary mastery. It statically had

57

been proven by the increase of the students’ mean score in posttest that was

higher than the mean score in pretest. In participant class, the mean score

increased from 54in pre test to 81.07 in post test.

Meanwhile, Eslahcar (2012) in his research found that flashcard can

be used to improve the students’ achievement in vocabulary. By using

flashcard the students became more interested to learn vocabulary. The

students could remember the vocabularies easily.

The other researcher, Decy Anggraini (2013) in her research found

that word walls can be a solution for students in facing difficulties of

vocabulary learning. The students looked enjoyed the class and active in

learning process. This media was very useful to help the students to improved

their vocabulary which was lack of stocks of English words.

The students thought that the teaching vocabulary through using

various media was very helpful to improve their vocabulary. The effective at

this method was that it should fulfill what they need to memories the

vocabulary, how to make the subject interesting to it is easy to save in their

mind.

The data had been showed in pretest there were many students’

inadequate score. In pretest, some students found many difficulties in

vocabulary. It made them could not distinguish between verb, adjective, and

noun. It was too different with posttest that some of students got higher than

the value in pretest. The students got a significant development after giving

treatment. The students could improve their vocabulary.

58

From the result of pretest, the mean score of the students’ vocabulary

achievement in terms of verb, adjective, and noun was 24.12, it can be

concluding that the students’ achievement in vocabulary were classify as

inadequate. The result of the post-test was 66.72, it can be classified average.

Based on the result of the data, the researcher concluded that after the

treatment by using various media the students were in good category. It

means that by using various media in teaching vocabulary the students can

improve their vocabulary.

On the other hand, the result of the posttest showed that the students

had significant progress, some of the students got very good classification. In

other words, the students’ vocabulary increased by using various media.

Therefore, the used of various media in this research had an influence in

students’ vocabulary because it can help the students to improve their

vocabulary.

The data described the most of them success to improve their score

into the students’ achievement in vocabulary in terms of verb, adjective, and

noun by using various media. The improvement was also following by the

significance. The t-test value (23.3) was greater than t-table (2.064) for the

degree of freedom (0.05), it means that the null hypothesis (Ho) was rejected

and alternative Hypothesis (H1) was accepted.

2. The Effectiveness of Using Various Media to Improve the Students’

Vocabulary

59

To improve the students’ vocabulary by using various media, the

researcher used flashcard, crossword puzzle, and word wall media in teaching

vocabulary. Where the using various media could help the students to

improved their vocabulary in terms of verb, adjective and noun.

The findings of this research similar to Anggriani (2013) had

conducted a research by using word wall as media to improve students’

vocabulary achievement. It showed positive result. While, Eslahcar (2012) in

his research found that flashcard can be used to improve the students’

achievement in vocabulary. By using flashcard the students became more

interested to learn vocabulary. The students could remember the vocabularies

easily.

Weisskirch (2006) found that students were more interested in

completing the puzzles when given time to do them in class, and when given

the chance to work collaboratively with others, students found the puzzles to

be more useful and enjoyable than when doing them on their own.

Weisskirch’s research found that with completing crossword puzzle game the

students felt more enjoyable, it means that crossword puzzle game minimized

the student’s problems in the class.

The data had been showed that in pre-test there were many students’

inadequate score. In pre-test most of students found many difficulties in

vocabulary, it was so different with the post-test some of them got the higher

than the value in pre-test. In addition to, the researcher also found novelty

during observation. The novelty this research was the students interaction

60

speaking was improve because the teacher active gave question to the

students about the new vocabulary.

Based on the discussion above, the researcher can concluded that there

was different result between pre-test and post-test in teaching English

vocabulary through different media in form of visual media learning. The

researcher might say that the teaching English vocabulary by using various

media was a good way to improve the students’ vocabulary at the eighth

grade of SMP Negeri 3 Labakkang, Pangkep. By using various media, the

students became more interested to learn vocabulary. The students could

remember the new vocabularies easily. In addition was to have positive

attitude toward the application in teaching vocabulary.

61

CHAPTER V

CONSLUSSION AND SUGGESTION

A. Conclusion

As has been stated on the previous chapter, the present research

investigated the use of visual media in teaching vocabulary to improve

students’ vocabulary which focused on verb, adjective and noun. The

researcher employed pre-experimental design in SMPN 3 Labakkang,

Pangkep. Therefore, the findings and discussion in the previous chapter, the

researcher concluded as follows:

1. Using various media teaching vocabulary were effective to improve the

students’ vocabulary. It was proved by 42.6 of improvement which

included that post-test value was higher than the pre-test where pre-test

was 24.12 and post-test was 66.72.

2. The used of various media had significant different value between t-test

and t-table was (23.3 > 2.064) with degrees of freedom (df) was 24. It was

proved by the result of the statistical analysis at the level of significance

0.05 which indicated t-test value of verb, adjective, and noun were higher

than t-table. Furthermore there was significant improvement between the

students’ vocabulary before and after using Various Media. Therefore, the

conclusion was null hypothesis was rejected, while the alternative

hypothesis was accepted.

62

B. Suggestion

Based on the conclusion above, the researcher presented some suggestion

as follows:

1. The English teachers are suggested to apply visual media teaching and

learning process especially in teaching vocabulary.

2. In teaching English vocabulary, teacher should use certain model,

because vocabulary is not easy thing in teaching English.

3. For the further the other researchers can apply flashcard, crossword

puzzle, and word wall as a media to improve students’ achievement in

memorizing and getting the new vocabulary.

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APPENDIX A

Pre-test

Task 1: Multiple Choice Test.

Choose the correct answer from the option a, b, c, or d below!

1. A school is the place where students … with their teacher.

a. Teach

b. Work

c. Play

d. Study

2. My little sister and brother are very hungry, so I … lunch for them.

a. Prepare

b. Wear

c. Throw

d. Kick

3. Thomas … the competition in a National Olimpiade. He looks very happy.

a. Jumped

b. Lost

c. Celebrated

d. Won

4. Rena: can you lend me a hand?

Lissa: yes, of course. What can I help you?

Rena: please, … these textbooks to my office

Lissa: yes, sure mam.

a. Put

b. Give

c. Bring

d. Read

5. The garden that works at my school … the grass and plants a very

beautiful flower every Friday.

a. Throws

b. Plants

c. Cuts

d. Go

6. Bunga is celebrating her birthday. Now Bunga feels …

a. Happy

b. Easy

c. Angry

d. Hungry

7. The exam was too … for her. She got an A!

a. Easy

b. Expensive

c. Difficult

d. High

8. There is a clown in my friend’s birthday party. He is very … He makes all

children laugh and happy.

a. Angry

b. Noisy

c. Funny

d. Quiet

9. Tina’s bicycle is broken. Tina is really … now.

a. Charm

b. Happy

c. Sad

d. Confused

e.

10. Zayn is a … student, so he gets first rank in the school

a. Boring

b. Smart

c. Big

d. Cold

11. We must call the ... to catch the robber

a. Hospital

b. Post office

c. Police

d. Ambulance

12. My younger brother went to dentist two days ago because his … were in

pain.

a. Teeth

b. Ears

c. Hands

d. Fingers

13. We cancel having dinner at the restaurant because all ... are booked

a. Tables

b. Rooms

c. Chairs

d. Foods

14. We buy a book in a ...

a. Supermarket

b. Fruitsall

c. Bookstore

d. Music studio

15. ... is the place fo students to study

a. Library

b. Classroom

c. Teacher’s office

d. School canteen

Task 2: Fill in the Blank

Complete the sentences by choosing the words below!

1. My uncle will holiday to Europe next month.

2. I bread everyday.

3. The baby milk every morning.

4. My parents will be for Canada tomorrow.

5. I am so hungry. So, a meal.

6. My grandmother always tell me to wash my before eating

something.

7. is a spicy food from indonesia.

8. We need to bring our school books.

9. Before entering someones house, we must on the door.

10. Will you go with me to the to watch a movie?

Go Eat Leave knock

Teeth Drinks Rendang

Cinema Bag prepare

Task 3: Matching test.

Identify verb and adjective words in column A and B. find out the synonyms of

the word from column A in column B. write your answer by writing the letter of

the alphabet which preceding each phrase or word in column B. write your answer

by giving archery of the correct answer.

Column A

1. Begin

2. Choose

3. Clean

4. Come

5. Do

6. Big

7. Happy

8. Near

9. Sick

10. Little

Column B

A. Large

B. Glad

C. Close

D. Ill

E. Small

F. Start

G. Select

H. Clear

I. Arrive

J. Make

APPENDIX B

Post-test

Task 1: Multiple Choice Test.

Choose the coorect answer from the option a, b, c, or d below!

1. Katherine didn’t study hard. He didin’t ... the exam

a. Study

b. Give

c. Pass

d. break

2. The teacher’s duty is to ... the students in the school

a. Teach

b. Play

c. Make

d. Work

3. Rina: I went to wear my white gown to Amanda’s birthday party. What do

you think?

Lisa: I think the red one is better.

Rina: Ok. I will ... the red gown.

a. Wrap

b. Go

c. Wear

d. Give

4. Lina ... the match in Olympic Games. She si so sad.

a. Won

b. Lost

c. Jumped

d. Celebrated

5. The gardener ... the grass every Monday and Thursday.

a. Cuts

b. Plans

c. Trains

d. Comes

6. Luna is celebrating her birthday. Now Luna feels...

a. Angry

b. Dusty

c. Easy

d. Happy

7. Sugar is ... , but honey is sweeter than sugar.

a. Salty

b. Small

c. Sweet

d. Smooth

8. The carpet is ... I went to clean it.

a. Large

b. Shiny

c. Dirty

d. Soft

9. The clown is so ... he makes all kids laugh and happy.

a. Funny

b. Quiet

c. Noisy

d. Disgusting

10. Diana’ berbie is broken. Diana is very... now

a. Confuse

b. Sad

c. Happy

d. Charm

11. I went to dentist yesterday because my... were in plan

a. Hands

b. Fingers

c. Teeth

d. Ears

12. I can’t hear anything since my ... are sick.

a. Eyes

b. Ears

c. Nose

d. Mouth

13. Something that you can find in your bedroom is a ...

a. Blackboard

b. Bed

c. Stove

d. Garden

14. Grant is a tailor. He makes ...

a. Clothes

b. Bag

c. Belt

d. Ice cream

15. My father always reads ... every morning.

a. Radio

b. Newspaper

c. Computer

d. Television

Task 2: Fill in the Blank.

Complete the sentences by choosing the words below!

1. Every morning the watchman turns off all the lights and around

the building every half an hour.

2. I at five o’clock every morning.

3. The exam is important. You must

4. My sister and brother seldom shirts.

5. She the house every day.

6. My little cousin broke in my grandmother’s house.

7. Yesterday we went to Atlantis and saw

8. Don’t play with the in the kitchen.

9. Before entering someone’s house, we must on the door.

10. We cancel having dinner at the restaurant because all are booked.

Knife Wears Tables Wake up

Walks Fish Knock

Clean Study Vas

Task 3: Matching test.

Identify verb and adjective words in column A and B. find out the synonyms of the

word from column A in column B. write your answer by writing the letter of the

alphabet which preceding each phrase or word in column B. write your answer by

giving archery of the correct answer.

Column B

K. Quit

L. Tell

M. Talk

N. Hit

O. Fast

P. Hard

Q. Study

R. High

S. Correct

T. Inexpensive

Column A

11. Learn

12. Quick

13. Tall

14. Say

15. Stop

16. Right

17. Beat

18. Speak

19. Cheap

20. Difficult

74

APPENDIX C

RENCANA PELAKSANAAN PEMBELAJARAN

( R P P )

Nama Sekolah : SMPN 3 L abakkang

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / 1

Pokok Bahasan : What are you doing?

Alokasi Waktu : 4 Pertemuan (8 JP)

A. KOMPETENSI INTI (KI)

KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI-2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam dalam

jangkauan pergaulan dan keberadaannya

KI-3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI-4 : Mengolah, menyaji, dan menalar 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

B. KOMPETENSI DASAR (KD)

3.7 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan

fungsi sosial menyatakan dan menanyakan tindakan /kejadian yang

sedang dilakukan/berlangsung saat ini, sesuai dengan konteks

penggunaannya

4.8 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan

tentang tindakan/kejadian yang sedang dilakukan/ berlangsung saat ini,

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan

yang benar dan sesuai konteks

C. INDIKATOR PENCAPAIAN KOMPETENSI

1. Peserta didik mampu mengidentifikasi kosakata yang ada dalam menyatakan

dan menanyakan tindakan/kejadian yang sedang dilakukan/berlangsung saat

ini, sesuai dengan konteks penggunaannya.

D. MATERI PEMBELAJARAN

Fungsi Sosial dari ungkapan

- Menjelaskan, memberi alasan, memberi contoh tindakan, dsb.

Struktur Teks dari percakaan yang menggunakan ungkapan kegiatan

yang sedang dilakukan yaitu:

- What are you doing here? Waiting for her; Don’t play around.

- Look! Everybody is doing their task.

- I need to see the Principal. May I see him now? No,

- he’s having a meeting.;

- Be quiet, please. The baby is sleeping. , dan semacamnya.

Unsur Kebahasaan dari , yaitu:

- Kata kerja untuk kegiatan dan tindakan dalam Present Continous tense.

- Kosa kata: kata benda, kata kerja, dan kata sifat yang terkait dengan

orang, binatang, benda di kelas, sekolah, rumah, dan sekitarnya

- Kata kerja untuk keadaan: be, have, dalam Present Continuous Tense.

- Adverbia: now

- Kata ganti obyek: me, you, him, her, us, dst.

- Penggunaan nominal singular dan plural secara tepat, dengan atau

tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal

- Ucapan, tekanan kata, intonasi,

- Ejaan dan tanda baca

- Tulisan tangan.

E. MEDIA ALAT DAN SUMBER BELAJAR

1) Media/Alat

Flshcard media

Crossword media

Wordwall media

Spidol

Papn tulis

2) Sumber Belajar

Buku Guru dan Buku Siswa Kelas VIII Bahasa Inggris, When English

Rings a Bell, Kementerian Pendidikan dan Kebudayaan, Jakarta : 2014

Kamus Bahasa Inggris

F. LANGKAH – LANGKAH PEMBELAJARAN

PERTEMUAN KE-1

a. Kegiatan Pendahuluan

Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti

proses pembelajaran dengan memberi salam, mengajak peserta didik

untuk merapikan kelas dan penampilan mereka, mengajak peserta didik

untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran

peserta didik.

Sebelum memasuki pelajaran guru memberikan soal pretest selama 30

menit.

Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang

dipelajari atau telah dikenal sebelumnya.

Guru menyampaikan tentang tujuan pembelajaran atau kompetensi

dasar yang akan dicapai.

Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.

b. Kegiatan Inti

Peserta didik membaca dialog singkat berkaitan tentang kegiatan yang

sedang dilakukan

Peserta didik mengamati pola kalimat dan struktur kalimat yang

digunakan dalam dialog tersebut

Peserta didik mengidentifikasi kosakata yang digunanakan dalam dialog

tersebut

Guru menjelaskan kepada peserta didik mengenai kosakata dalam

dialog tersebut dengan menggunkan media flashcard

Guru menyusun media flashcard yang akan di jelaskan.

Guru memulai dengan media flashcard pertama sambil menahan media

tersebut keatas.

Guru menunjukan gambar sambil mengucapkan nama gambar tersebut

dan meminta siswa untuk mengulanginya.

Guru memberikan pertanyaan terkait dengan materi yang telah

diajarkan secara acak

Guru meminta siswa mengulang kosakata baru yang telah dipelajari.

c. Kegiatan Penutup

Guru dan peserta didik secara bersama-sama membuat ringkasan bahan

yang sudah dipelajari pada pertemuan ini.

Guru mengajukan pertanyaan kepada peserta didik untuk membantu

mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka

lakukan.

Guru memberikan tugas kepada peserta didik

Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.

PERTEMUAN KE-2

a. Kegiatan Pendahuluan

Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti

proses pembelajaran dengan memberi salam, mengajak peserta didik

untuk merapikan kelas dan penampilan mereka, mengajak peserta didik

untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran

peserta didik.

Guru mengajukan pertanyaan tentang materi yang dipelajari

sebelumnya.

Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar

yang akan dicapai.

Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.

b. Kegiatan Inti

Peserta didik membaca dialog singkat berkaitan tentang kegiatan yang

sedang dilakukan

Peserta didik mengamati pola kalimat dan struktur kalimat yang

digunakan dalam dialog tersebut

Peserta didik mengidentifikasi kosakata yang digunanakan dalam dialog

tersebut

Guru menggunakan media crossword puzzle

Guru membagi siswa menjadi beberapa kelompok.

Guru meminta setiap kelompok menemukan kata pada crossword

puzzle

Setiap kelompok menuliskan kosakata baru yang ditemukan dilembaran

kerja

Setiap kelompok mempresentasikan kosakata baru yang ditemukan

c. Kegiatan Penutup

Guru dan peserta didik secara bersama-sama membuat ringkasan bahan

yang sudah dipelajari pada pertemuan ini.

Guru mengajukan pertanyaan kepada peserta didik untuk membantu

mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka

lakukan.

Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.

PERTEMUAN KE-3

a. Kegiatan Pendahuluan

Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti

proses pembelajaran dengan memberi salam, mengajak peserta didik

untuk merapikan kelas dan penampilan mereka, mengajak peserta didik

untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran

peserta didik.

Guru mengajukan pertanyaan tentang materi yang dipelajari

sebelumnya.

Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar

yang akan dicapai.

Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.

b. Kegiatan Inti

Peserta didik membaca dialog singkat berkaitan tentang kegiatan yang

sedang dilakukan

Peserta didik mengamati pola kalimat dan struktur kalimat yang

digunakan dalam dialog tersebut

Peserta didik mengidentifikasi kosakata yang digunanakan dalam dialog

tersebut

Guru menggunakan media crossword puzzle

Guru membagi siswa menjadi beberapa kelompok.

Guru meminta setiap kelompok menemukan kata pada crossword

puzzle

Setiap kelompok menuliskan kosakata baru yang ditemukan dilembaran

kerja

Setiap kelompok mempresentasikan kosakata baru yang ditemukan

c. Kegiatan Penutup

Guru dan peserta didik secara bersama-sama membuat ringkasan bahan

yang sudah dipelajari pada pertemuan ini.

Guru mengajukan pertanyaan kepada peserta didik untuk membantu

mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka

lakukan.

Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.

PERTEMUAN KE-4

a. Kegiatan Pendahuluan

Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti

proses pembelajaran dengan memberi salam, mengajak peserta didik

untuk merapikan kelas dan penampilan mereka, mengajak peserta didik

untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran

peserta didik.

Guru mengajukan pertanyaan tentang materi yang dipelajari

sebelumnya.

Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar

yang akan dicapai.

Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.

b. Kegiatan Inti

Guru menjelaskan materi mengenai dialog singkat berkaitan tentang

kegiatan yang sedang dilakukan

Peserta didik mengamati pola kalimat dan struktur kalimat yang

digunakan dalam dialog tersebut

Peserta didik mengidentifikasi kosakata yang digunanakan dalam dialog

tersebut

Guru membagi siswa menjadi beberapa kelompok.

Guru meminta setiap kelompok membawa stereform.

Guru meminta setiap kata yang ditemukan ditempelkan ke media word

wall.

Guru meminta peserta didik untuk menghafalkan kosakata yang ada di

media word wall.

Siswa diminta untuk menghafalkan kosa kata di depan kelas.

c. Kegiatan Penutup

Guru dan peserta didik secara bersama-sama membuat ringkasan bahan

yang sudah dipelajari pada pertemuan ini.

Guru mengajukan pertanyaan kepada peserta didik untuk membantu

mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka

lakukan.

Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.

Guru meberikan post test.

G. PENILAIAN HASIL PEMBELAJARAN

1. Kompetensi Sikap Spiritual

a. TeknikPenilaian : Observasi dan Penilaian Diri

b. Bentuk Instrumen : Lembar observasi dan Lembar Penilaian Diri

c. Kisi-kisi :

No. Butir Nilai Indikator Jumlah Butir

Instrumen

1

Bersyukur Bersemangat dalam melaksanakan setiap

kegiatan pada pembelajaran Bahasa

Inggris. 1

Serius dalam melaksanakan setiap

kegiatan pada pembelajaran Bahasa

Inggris 1

JUMLAH 2

d. Instrumen: lihat Lampiran 1A dan Lampiran 1B.

e. Petunjuk Penentuan Skor: lihat Lampiran 3.

2. Kompetensi Sikap Sosial

a. Teknik Penilaian : Observasi dan Penilaian Diri

b. Bentuk Instrumen : Lembar observasi dan Lembar Penilaian Diri

c. Kisi-kisi :

No. Butir Nilai Indikator Jumlah Butir

Instrumen

1. Santun

Menyapa guru dan teman menggunakan

Bahasa Inggris yang berterima.

1

Merespon perintah guru dan peserta didik

menggunakan Bahasa Inggris yang

berterima

1

2. Peduli Menjawab atau menjelaskan pertanyaan

teman yang kurang paham dengan

konteks/materi ungkapan memberi perintah

dan larangan beserta responsnya

1

Merespon perintah dari guru dan teman

menggunakan Bahasa Inggris yang

berterima

1

Merespon larrangan guru dan teman

menggunakan Bahasa Inggris yang

berterima

1

Jumlah 5

d. Instrumen: lihat Lampiran2A dan Lampiran2B.

e. Petunjuk Penentuan Skor: lihat Lampiran 3.

3. Kompetensi Pengetahuan

a. Teknik Penilaian :TesTertulis

b. Bentuk Instrumen : Pilihan Ganda, Menjodohkan, dan Melengkapi.

c. Kisi-kisi :

No. Indikator Jumlah

Butir Soal

Nomor

Butir Soal

1 Disajikan pernyataan terkait dengna kata benda, kata

sifat, dan kata kerja. 15 I.1-15

2

Disajikan pernyataan terkait dengan melengkapi kata

benda, kata sifat, dan kata kerja.

15

II.1-15

3

Disajikan pertanyaan terkat dengan mencocokkan

kata. 10 III.1-10

JUMLAH 40

d. Instrumen: lihat Lampiran 4A.

e. Petunjuk Penentuan Skor: lihat Lampiran 4B.

4. Keterampilan

a. TeknikPenilaian :Tes Tertulis dan Praktik

b. Bentuk Instrumen : (Tes Tertulis)

c. Tes Praktik Keterampilan Berbicara), dan Rubrik Penilaian Tes

Praktik

d. Kisi-kisi:

1) Tes Tertulis

No. Indikator Jumlah

Butir Soal

Nomor

Butir Soal

1

Disajikan beberapa gambar peserta didik melengkapi

teks tabel berdasarkan gambar dengan menuliskan

huruf I untuk Instruksi dan P untuk Prohibition

8

1-8

2

Disajikan teks rumpang ungkapan memberi perintah

dan larangan siswa melengkapi dengan memilih kata

yang sesuai

6

9-14

3

Disajikan kalimat yang menyatakan situasi, siswa

membuat kalimat ungkapan memberi instruksi dan

larangan .

2 14-15

JUMLAH 14

2) Tes Praktik

No.

Indikator

Jumlah

Butir Soal

Disajikan beberapa kartu 2 untuk masing-masing peserta didik,

dengan menggunakan kartu tersebut, peserta didik dapat

menambah kosa kata pada kata benda, kata sifat dan kata kerja.

2

e. Instrumen: lihat Lampiran 5Adan Lampiran 5B.

f. Petunjuk Penentuan Skor: lihat Lampiran 5C.

3) PENILAIAN SOAL INSTRUMENT= 𝑗𝑢𝑚𝑙𝑎ℎ 𝑗𝑎𝑤𝑎𝑏𝑎𝑛 𝑦𝑎𝑛𝑔 𝑏𝑒𝑛𝑎𝑟

𝑗𝑢𝑚𝑙𝑎ℎ 𝑠𝑜𝑎𝑙×

100

Makassar, September 2019

Mahasiswa Peneliti

PARIDA

APPENDIX D

The list of name of the students of Class VIII C SMPN 3 Labakkang

No. Name Meeting

1 2 3 4 5 6

1 Abd. Rahman √ √ √ √ √ √

2 Abd. Aziz Ali √ √ √ √ √ √

3 Andi Faizah √ √ √ √ √ √

4 Bintang √ √ √ √ √ √

5 Duta Putra √ √ √ √ √ √

6 Fitriana √ √ √ √ √ √

7 Firman √ √ √ √ √ √

8 Ida √ √ √ √ √ √

9 Mantasia √ √ √ √ √ √

10 Muh.Ilyan √ √ √ √ √ √

11 Muhammad Ainun √ √ √ √ √ √

12 Nur Aliyah √ √ √ √ √ √

13 Nur Najma √ √ √ √ √ √

14 Nurpadillah √ √ √ √ √ √

15 Radiatul Adawiyah √ √ √ √ √ √

16 Rezky Aurin √ √ √ √ √ √

17 Rianty √ √ √ √ √ √

18 Rosa Maulia P √ √ √ √ √ √

19 Sahrul Ramadan √ √ √ √ √ √

20 Saifullah √ √ √ √ √ √

21 Sinta √ √ √ √ √ √

22 Sri Wahyuni √ √ √ √ √ √

23 Suhardi √ √ √ √ √ √

24 Umar √ √ √ √ √ √

24 Syandi Syarif √ √ √ √ √ √

APPENDIX E

THE VOCABULARY TEST RESULT

The students’ achievement of pre-test in terms of verb, adjective, and noun

Name Verb Adjective Noun Total Mean

Score

Abd. Rahman 40 30 40 110 36.7

Abd. Aziz Ali 7 10 0 17 5.7

Andi Faizah 40 60 70 170 56.7

Bintang 27 20 0 47 15.7

Duta Putra 40 30 30 100 33.3

Fitriana 13 20 50 83 27.7

Firman 13 10 40 63 21

Ida 33 20 20 73 24.3

Mantasia 20 20 30 70 23.3

Muh.Ilyan 7 20 10 37 12.3

Muhammad Ainun 7 20 50 77 25.7

Nur Aliyah 27 10 30 67 22.3

Nur Najma 13 20 10 43 14.3

Nurpadillah 33 20 60 113 37.7

Radiatul Adawiyah 7 30 20 57 19

Rezky Aurin 27 10 30 67 22.3

Rianty 7 30 20 57 19

Rosa Maulia P 40 30 60 130 43.3

Sahrul Ramadan 20 50 10 80 26.7

Saifullah 13 20 50 83 27.7

Sinta 7 30 20 57 19

Sri Wahyuni 40 30 60 130 43.3

Suhardi 13 0 0 13 4.3

Umar 27 20 0 47 15.7

Syandi Syarif 40 20 40 100 33.3

TOTAL 561 580 750 1891 629.9

Average 22.4 23.2 30 25.2

Data analysis of Pre-test in Vocabulary in terms of Verb, Adjective, and

Noun

A. Verb

X = ∑x

N

X =561

25= 𝟐𝟐. 𝟒

Where:

X : Mean score

∑x: The sum of all score

N : The nusmber of students

B. Adjective

X = ∑x

N

X = 580 = 23.2

25

Where:

X : Mean score

∑x: The sum of all score

N : The number of students

C. Noun

X = ∑x

N

X = 750 = 30

25

Where:

X : Mean score

∑x: The sum of all score

N : The number of students

D. Vocabulary Achievement

X = ∑x

N

X = 603 = 24.12

25

Where:

X : Mean score

∑x: The sum of all score

N : The number of students

APPENDIX F

THE VOCABULARY TEST RESULT

The students’ achievement of post-test in terms of verb, adjective, and noun

Name Verb Adjective Noun Total Mean

Score

Abd. Rahman 67 70 70 207 69

Abd. Aziz Ali 53 50 60 163 54.3

Andi Faizah 73 80 80 233 77.6

Bintang 67 60 60 187 62.3

Duta Putra 87 50 90 227 75.7

Fitriana 67 70 80 217 72.3

Firman 73 50 60 183 61

Ida 80 60 70 210 70

Mantasia 80 70 70 220 73.3

Muh.Ilyan 60 60 50 170 56.7

Muhammad Ainun 60 70 70 200 66.7

Nur Aliyah 73 70 70 213 71

Nur Najma 67 60 70 197 65.6

Nurpadillah 80 70 80 230 76.6

Radiatul Adawiyah 60 60 80 200 66.7

Rezky Aurin 73 70 70 213 71

Rianty 67 60 50 177 59

Rosa Maulia P 67 70 90 207 69

Sahrul Ramadan 73 80 60 213 71

Saifullah 67 70 70 207 69

Sinta 67 60 70 197 65.6

Sri Wahyuni 73 60 70 203 67.7

Suhardi 60 50 50 160 53.3

Umar 67 60 40 167 55.7

Syandi Syarif 80 70 60 210 70

TOTAL 1741 1590 1690 5011 1670.1

Average 69.64 63.6 67.6 66.8

Data analysis of Pre-test in Vocabulary in terms of Verb, Adjective, and

Noun

A. Verb

X = ∑x

N

X =1743

25= 𝟔𝟗. 𝟔𝟒

Where:

X : Mean score

∑x: The sum of all score

N : The number of students

B. Adjective

X = ∑x

N

X = 1550 = 63.6

25

Where:

X : Mean score

∑x: The sum of all score

N : The number of students

C. Noun

X = ∑x

N

X = 1650 = 67.6

25

Where:

X : Mean score

∑x: The sum of all score

N : The number of students

D. Vocabulary Achievement

X = ∑x

N

X = 1635 = 66.72

25

Where:

X : Mean score

∑x: The sum of all score

N : The number of students

APPENDIX G

The Raw Score of the Students’ Vocabulary achievement in Pre-Test and

Post-Test

No. RESPONDENTS

PRE-TEST POST-TEST

D D2

X1 X1

2 X2 X22 X2-X1 (X2-X1)2

1 Abd. Rahman 37 1369 68 4624 31 961

2 Abd. Aziz Ali 5 25 55 2916 50 2500

3 Andi Faizah 54 2916 77 5929 23 529

4 Bintang 17 289 63 3969 46 2116

5 Duta Putra 34 1156 77 5929 43 1849

6 Fitriana 25 625 71 5041 46 2116

7 Firman 20 400 63 3969 43 1849

8 Ida 25 625 71 5041 46 2116

9 Mantasia 22 484 68 4624 46 2116

10 Muh.Ilyan 11 121 48 2304 37 1369

11 Muhammad Ainun 22 484 68 4624 46 2116

12 Nur Aliyah 17 289 71 5041 54 2916

13 Nur Najma 14 196 66 4352 52 2704

14 Nurpadillah 37 1369 77 5929 40 1600

15 Radiatul Adawiyah 17 289 68 4624 51 2601

16 Rezky Aurin 22 484 71 5041 49 2401

17 Rianty 17 289 60 3600 43 1849

18 Rosa Maulia P 42 1764 74 5476 32 1024

19 Sahrul Ramadan 25 625 71 5041 46 2116

20 Saifullah 25 625 68 4624 43 1849

21 Sinta 17 289 71 5041 54 2916

22 Sri Wahyuni 42 1764 60 3600 18 324

23 Suhardi 5 25 54 2916 49 2401

24 Umar 17 289 57 3249 40 1600

25 Syandi Syarif 34 1156 71 5041 34 1156

TOTAL 603 17947 1668 112545 1062 47094

APPENDIX H

The Significance Difference of the Students’ Vocabulary Achievement by

Using Various Media between the Score of Pre-Test and Post-Test

Ḋ

𝑡 = √𝐷2 −(∑𝐷)²

N

N(n−1)

Ḋ =∑D

N

Ḋ =1062

25

Ḋ = 𝟒𝟐. 𝟒𝟖

Ḋ

𝑡 = √𝐷2 −(∑𝐷)²

N

N(n−1)

42.48

𝑡 = √47094 −(1062)²

25

25(25−1)

42.48

𝑡 = √47094 −45113.76

600

42.48

𝑡 = √1980.24

600

42.48

𝑡 = √3.30

𝑡 =42.48

1.82

𝑡 = 23.3

APPENDIX I

tTable

cum. prob

one-tail

two-tails

t.50 t.75 t.80 t.85 t.90 t.95 t.975 t.99 t.995 t.999 t.9995

0.50 0.25 0.20 0.15 0.10 0.05 0.025 0.01 0.005 0.001 0.0005

1.00 0.50 0.40 0.30 0.20 0.10 0.050.02 0.01 0.002 0.001 df

1

2

3

4

5

0.000 1.000 1.376 1.963 3.078 6.314 12.71 31.82 63.66 318.31 636.62

0.000 0.816 1.061 1.386 1.886 2.920 4.303 6.965 9.925 22.327 31.599

0.000 0.765 0.978 1.250 1.638 2.353 3.182 4.541 5.841 10.215 12.924

0.000 0.741 0.941 1.190 1.533 2.132 2.776 3.747 4.604 7.173 8.610

0.000 0.727 0.920 1.156 1.476 2.015 2.571 3.365 4.032 5.893 6.869

6

7

8

9

10

0.000 0.718 0.906 1.134 1.440 1.943 2.447 3.143 3.707 5.208 5.959

0.000 0.711 0.896 1.119 1.415 1.895 2.365 2.998 3.499 4.785 5.408

0.000 0.706 0.889 1.108 1.397 1.860 2.306 2.896 3.355 4.501 5.041

0.000 0.703 0.883 1.100 1.383 1.833 2.262 2.821 3.250 4.297 4.781

0.000 0.700 0.879 1.093 1.372 1.812 2.228 2.764 3.169 4.144 4.587

11

12

13

14

15

0.000 0.697 0.876 1.088 1.363 1.796 2.201 2.718 3.106 4.025 4.437

0.000 0.695 0.873 1.083 1.356 1.782 2.179 2.681 3.055 3.930 4.318

0.000 0.694 0.870 1.079 1.350 1.771 2.160 2.650 3.012 3.852 4.221

0.000 0.692 0.868 1.076 1.345 1.761 2.145 2.624 2.977 3.787 4.140

0.000 0.691 0.866 1.074 1.341 1.753 2.131 2.602 2.947 3.733 4.073

16

17

18

19

20

0.000 0.690 0.865 1.071 1.337 1.746 2.120 2.583 2.921 3.686 4.015

0.000 0.689 0.863 1.069 1.333 1.740 2.110 2.567 2.898 3.646 3.965

0.000 0.688 0.862 1.067 1.330 1.734 2.101 2.552 2.878 3.610 3.922

0.000 0.688 0.861 1.066 1.328 1.729 2.093 2.539 2.861 3.579 3.883

0.000 0.687 0.860 1.064 1.325 1.725 2.086 2.528 2.845 3.552 3.850

21

22

23

24

25

0.000 0.686 0.859 1.063 1.323 1.721 2.080 2.518 2.831 3.527 3.819

0.000 0.686 0.858 1.061 1.321 1.717 2.074 2.508 2.819 3.505 3.792

0.000 0.685 0.858 1.060 1.319 1.714 2.069 2.500 2.807 3.485 3.768

0.000 0.685 0.857 1.059 1.318 1.711 2.064 2.492 2.797 3.467 3.745

0.000 0.684 0.856 1.058 1.316 1.708 2.060 2.485 2.787 3.450 3.725

26

27

28

29

30

0.000 0.684 0.856 1.058 1.315 1.706 2.056 2.479 2.779 3.435 3.707

0.000 0.684 0.855 1.057 1.314 1.703 2.052 2.473 2.771 3.421 3.690

0.000 0.683 0.855 1.056 1.313 1.701 2.048 2.467 2.763 3.408 3.674

0.000 0.683 0.854 1.055 1.311 1.699 2.045 2.462 2.756 3.396 3.659

0.000 0.683 0.854 1.055 1.310 1.697 2.042 2.457 2.750 3.385 3.646

40

60

80

100

1000

0.000 0.681 0.851 1.050 1.303 1.684 2.021 2.423 2.704 3.307 3.551

0.000 0.679 0.848 1.045 1.296 1.671 2.000 2.390 2.660 3.232 3.460

0.000 0.678 0.846 1.043 1.292 1.664 1.990 2.374 2.639 3.195 3.416

0.000 0.677 0.845 1.042 1.290 1.660 1.984 2.364 2.626 3.174 3.390

0.000 0.675 0.842 1.037 1.282 1.646 1.962 2.330 2.581 3.098 3.300

z 0.000 0.674 0.842 1.036 1.282 1.645 1.960 2.326 2.576 3.090 3.291

0% 50% 60% 70% 80% 90% 95% 98% 99% 99.8% 99.9% ConfidenceLevel

APPENDIX J

CURRICULUM VITAE

Parida was born in Pulau Saugi Kel. Liukang

Tupabiring Utara 25th Juni 1994. She is the fiveth child of

six siblings, 3 sisters and 2 brothers, from lovely couple of

her parents Badollahi and Sohrah.

She began her study at SDN 5/43 Pulau Saugi and graduated in 2007. Then

she joined Junior High School at SMP Negeri 3 Labakkang and graduated in

2010. Afterwards, she continued her study at SMA Negeri 1 Labakkang and

graduated in 2013. After finishing her study from Senior High School, she was

registered as a student of English Education Department, faculty of teacher

training and education, Universitas Muhammadiyah Makassar. At the end of her

study, she could finish her thesis by the tittle The Effectiveness of Using Various

Media to Teach Vocabulary of Eighth Grade at Smpn 3 Labakkang.