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THE TEACHING OF ENGLISH VOCABULARY (A Case Study at the Seventh Grade Students of MTs Negeri 2 Jakarta)
By:
SITI NURMELIYA BASKARANI
NIM : 1112014000086
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL AND SCIENCES
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
2016
i
ABSTRACT
Siti Nurmeliya Baskarani, 1112014000086. THE TEACHING OF ENGLISH
VOCABULARY. A Case Study at the Seventh Grade Students of MTs Negeri 2
Jakarta. Skripsi of English Education at Faculty of Educational Sciences of State
Islamic University Syarif Hidayatullah Jakarta, 2016.
Keywords: Teaching Vocabulary, Writing Test, Memorization.
The aim of this study is to know and describe the whole process in teaching
English vocabulary at the seventh grade of MTs Negeri 2 Jakarta. The subject of this
research is the English teacher. The method of this study was qualitative and case
study design. The data collecting procedure are observation and interview. One
teacher was observed during teaching in the classroom for eight meetings then the
writer analyzed the data by adopted Matthew B. Miles and A. Michael Huberman
pattern. There were three steps, cover data reduction, data display and
verification/conclusion. The result of this study showed: (1) The material that teacher
taught in teaching English vocabulary is about describing things. She used a textbook
namely An English Course for Junior High School Students (2) MTs Negeri 2 Jakarta
is applying scientific method in teaching English vocabulary. That method was
suitable applied for teaching vocabulary at the seventh grade of MTs Negeri 2
Jakarta, it was proven by students’ achievement. Their ability in learning vocabulary
was increased and they can pass the KKM score. (3) In teaching English vocabulary,
the teacher used media. Based on the writer’s observation and students’ interview,
there are some media that teacher used. They are picture and textbook. (4) The
teacher used writing test and memorization in evaluating teaching vocabulary.
However, some students have low score for writing test and most of students have
high score in memorization. Even though the teacher has explained the material well,
the students’ achievement of writing text is still low, after seeing the result of the test,
from 38 students only 17 students who passed the standardize score (75). It
contrasting to students’ achievement of memorization, most of students passed the
standardize score (75) and only 4 students did not. It can be concluded that students
still stuck to expand their vocabulary in creating sentences, but they seems good in
memorizing some words in learning vocabulary.
ii
ABSTRAK
Siti Nurmeliya Baskarani, 1112014000086. THE TEACHING OF ENGLISH
VOCABULARY. A Case Study at the Seventh Grade Students of MTs Negeri 2
Jakarta. Skripsi of English Education at Faculty of Educational Sciences of State
Islamic University Syarif Hidayatullah Jakarta, 2016.
Kata kunci : Mengajar Kosakata, Tes Tulis, Penghafalan.
Tujuan penelitian ini adalah untuk mengetahui dan mendeskripsikan
keseluruhan proses mengajar kosakata di kelas tujuh MTs Negeri 2 Jakarta. Subjek
penelitian ini adalah guru bahasa Inggris. Metode yang digunakan dalam penelitian
ini adalah metode kualitatif dan pendekatan studi kasus. Cara pengambilan data ialah
dengan pengamatan dan wawancara. Satu guru di amati dalam proses mengajar di
kelas selama delapan kali pertemuan kemudian penulis menganalisa data dengan
menggunakan pola dari Matthew B. Miles dan A. Michael Huberman. Ada tiga
langkah: yaitu data reduksi, penyajian data, verifikasi/kesimpulan. Hasil dari
penelitian ini menunjukkan: (1) Materi yang guru ajarkan di dalam belajar kosakata
adalah tentang mendeskripsikan benda. Dia menggunakan buku “An English Course
for Junior High School Students.” (2) MTs Negeri 2 Jakarta menggunakan metode
ilmiah dalam belajar kosakata bahasa Inggris. Metode itu telah cocok digunakan
untuk mengajar kosakata di kelas tujuh MTs Negeri 2 Jakarta, ini dibuktikan oleh
pencapaian siswa. Kemampuan mereka dalam belajar kosakata telah meningkat dan
mereka dapat melewati standarisasi nilai. (3) Dalam mengajar kosakata bahasa
Inggris, guru menggunakan media. Menurut pengamatan penulis dan wawancara
dengan siswa, ada beberapa media yang guru gunakan yaitu gambar dan buku
pelajaran. (4) Guru menggunakan tes tulis dan penghafalan dalam mengevaluasi
mengajar kosakata. Tetapi beberapa siswa masih mendapatkan nilai yang rendah
untuk tes tulis dan hampir seluruh siswa mendapatkan nilai tinggi dalam penghafalan.
Walaupun guru telah menjelaskan materi dengan baik, nilai murid dalam tes tulis
masih rendah. Setelah melihat hasil dari tes, dari 38 siswa hanya 17 siswa yang dapat
lulus dari standarisasi nilai (75). Itu sangat berbeda dengan pencapaian siswa dari
penghafalan, kebanyakan siswa dapat melewati standarisasi nilai (75) dan hanya 4
siswa tidak. Dapat disimpulkan bahwa siswa masih kesulitan dalam mengembangkan
kosakata mereka dalam membuat kalimat tetapi mereka cukup baik dalam menghafal
beberapa kata dalam belajar kosakata.
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Acknowledgement
In the name of Allah, the Beneficent and Merciful. All praise be to Allah,
Lord of the universe, who has given the writer his Mercies, blesses, and
permission to accomplish this research paper “Skripsi”. Peace and Salutation be
upon the last prophet Muhammad, his family, his companion, and his followers.
This research paper is presented to Department of English Education, the
Faculty of Educational Sciences State Islamic University Syarif Hidayatullah
Jakarta as a partial fulfillment of the requirements for degree of Strata 1 in English
Language Education.
The writer would like to express her special great honor and the deepest
gratitude to her beloved parents H. Moch Afandi and Eka Yuliati, her brothers
Faysal Rachmat Rubiyanto and Fauzan Ardhi Gustama, who always give big
supports and moral encouragement to the writer to finish her study.
Next, the writer would like to express her gratitude an appreciation to her
advisors, Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., for their valuable
guidance, motivation, attention, correction, suggestion for completing of this
research.
Furthermore, the writer would like to convey her sincere gratitude to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational
Sciences, Syarif Hidayatullah State Islamic University.
2. Dr. Alek, M.Pd., the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., the Secretary of Department of English
Education.
4. All lecturers of Department of English Education, who have taught and
educated the writer during her study in UIN Jakarta.
5. Siti Suryani, S.Pd., the English teacher at the seventh grade of MTs
Negeri 2 Jakarta.
6. The principle, all teachers, staffs, and the students of MTs Negeri 2
Jakarta.
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7. The big family of PBI C 2012 who have accompanied the writer
during the process of study with their big support and precious
friendship.
8. Wisnuadi Sony Pradana, S.E., her beloved motivator who always give
the writer support, motivation, and precious attention.
9. Her beloved foolish sisters Azizah Nurafni Rizky, Dinar Septiningrum,
Nur Ariza, S.Pd., Rifqah Amalia, S.E., Bunga Putri Gustini, S.K.M.,
and Lorna Zelfa, S.Kom. who have accompanied the writer in every
situation for almost 7 years with their precious friendship.
10. All people whose names cannot be mentioned one by one who always
give support and pray to the writer.
The writer realizes that this skripsi is far from being perfect. Therefore, the
writer would highly welcome any suggestions or critics to make this skripsi better.
Jakarta, October 19th
, 2016
SNB
iv
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TABLE OF CONTENTS
ABSTRACT .............................................................................................................. i
ABSTRAK ................................................................................................................ ii
ACKNOWLEDGEMENT ....................................................................................... iii
TABLE OF CONTENTS ......................................................................................... v
LIST OF APPENDICES ......................................................................................... vii
LIST OF TABLES ................................................................................................... viii
CHAPTER I INTRODUCTION ........................................................................... 1
A. Background of the Study .................................................................... 1
B. Identification of the Problem .............................................................. 4
C. Research Focus and Research Question ............................................. 4
1. Research Focus ............................................................................. 4
2. Research Question ........................................................................ 4
D. Research Objective ............................................................................. 5
E. The Significances of the Study ........................................................... 5
CHAPTER II THEORETICAL FRAMEWORK .............................................. 6
A. Teaching Learning Process................................................................. 6
1. The Meaning of Learning ............................................................. 6
2. The Factors May Affect the Success of Learning ........................ 7
B. Vocabulary ......................................................................................... 10
1. Definition of Vocabulary .............................................................. 10
2. Vocabulary Mastery ..................................................................... 12
3. Definition of Vocabulary Mastery................................................ 13
4. Kinds of Vocabulary..................................................................... 14
5. The function of Vocabulary.......................................................... 16
6. Importances of Learning Vocabulary ........................................... 17
7. What Students Need to Know ...................................................... 18
8. Problem in Learning Vocabulary ................................................. 19
9. How to Teach Vocabulary ............................................................ 19
10. Media in Teaching vocabulary ..................................................... 20
11. Technique in Teaching Vocabulary .............................................. 21
12. Material in Teaching Vocabulary ................................................. 23
C. Evaluation and Assessment ................................................................ 25
D. Previous Study .................................................................................... 26
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CHAPTER III RESEARCH AND METHODOLOGY ..................................... 28
A. Research Setting ................................................................................. 28
1. Setting of Place ............................................................................. 28
2. Setting of Time ............................................................................. 28
B. Method and Design of Study .............................................................. 28
C. Participant ........................................................................................... 29
D. Data Collecting Procedure .................................................................. 29
E. Data Analysis Procedure .................................................................... 30
CHAPTER IV RESEARCH FINDING AND INTERPRETATION ................ 32
A. Research Finding ................................................................................ 32
1. Method of Teaching ..................................................................... 31
2. The Instructional Material ............................................................ 35
3. Media in Teaching ........................................................................ 35
4. Evaluation and Achievment ......................................................... 36
a. Evaluation ............................................................................... 36
b. Students Achievment .............................................................. 37
B. Interpretation ...................................................................................... 40
1. Teacher’s Role and Instruction ..................................................... 41
2. Teaching and Learning Difficulties during the Lesson ................ 42
CHAPTER V CONCLUSION AND SUGGESTION ......................................... 43
A. Conclusion .......................................................................................... 43
B. Suggestion .......................................................................................... 44
REFERENCES ......................................................................................................... 45
APPENDICES .......................................................................................................... 47
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LIST OF APPENDICES
Appendix 1. Permission Letter for Doing Research .................................................. 47
Appendix 2. The Interview ........................................................................................ 48
Appendix 3. The Observational Notes ....................................................................... 61
Appendix 4. RPP ........................................................................................................ 66
Appendix 5. English Core Competencies and Base Competencies ........................... 83
Appendix 6. English Syllabus for Seventh Grade Curriculum 2013 ......................... 86
viii
LIST OF TABLES
Table 4.1 Steps of Scientific Method ......................................................................... 31
Table 4.2 Media Use in Teaching Vocabulary........................................................... 35
Table 4.3 Students’ Score in Writing Descriptive Text ............................................. 36
Table 4.4 Students’ Score in Memorization ............................................................... 38
1
CHAPTER I
INTRODUCTION
A. Background of The Study
Vocabulary is one of the important aspects in teaching English language.
Another aspects should teacher know is to be creative and patient in finding,
choosing, and simplifying the materials which make the students mastery the
vocabulary.
Mastering vocabulary is not easy, moreover other aspects of the language are
considered such as; sound, and structure.1 According to Harmer, when the grammar
or the structure of one language plays role to build up the skeleton of language, then it
is vocabulary be the component that provide the vital organ and the flesh.”2 From this
statement, we can conclude that vocabulary is the one item that has to be mastered in
learning English, because we cannot speak the language well if we do not master it.
No matter how well we learn grammar, how successfully the sound of the foreign
language is mastered, without words to express a wider range of meanings,
communication in the foreign language cannot happen in any meaningful way.
Students need to master some basic of vocabularies to help them to
understand the real life activities related language skills such as reading a text,
writing essay, responding an exam question, and participating in class discussion.
However, there are many factors that make the students’ vocabulary is low. They
came from the internal factor and the external one. The internal means factors from
the inside of the students themselves such as motivation, interest, intelligence etc.
And the external is factors from the outside of the students that affect their learning
1Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University
Press, 2000), p. 1. 2Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
publishing, 1991), p. 135.
2
process such as, learning materials, and teachers’ performance including their
teaching strategy.
The problem is student commonly stuck in expanding their English. They tend
to be silent while being asked several question in English rather than answering the
question. Based on the descriptions above, that the more vocabularies students
achieved the more undestandable the English language skill will be.
In developing vocabulary, English teacher should have innitiative to motivate
students to make them more active and comprehend about basic vocabulary which
crave to be mastered by students. Therefore, the technique of teaching and learning
English vocabulary also crave to be maximized to get students’ vocabulary
achievment improved in the teaching.
Good teachers should always plan carefully and thoroughly for every aspect
of instruction from the first lesson of the first day to the last lesson of the last day.
They know what they are going to do, how they intend to do it, what they hope to
achieve, what has been done. Good teaching does not just happen. It is a product of
meticulous organization combined with solid knowledge of subject, an awareness of
various methods and a through understanding of and liking for the students with
whom the teacher works.
Teaching English as a foreign language is not similar to teaching of
vernacular. We know English is different from other languages whether on the
vocabulary, phonology, and structure system. Those have great deal of influence to
Indonesian students in learning English. Developing student’s interest in learning
vocabulary has always been one of the principal challenges for the teachers. In
addition, to help students in mastering English, many teachers have used different
methods and strategies for the same purpose, to understand, to learn and to remember
vocabulary more easily.
In Indonesia, the usual technique to handle this problem is by supplying a list
of words added with the definition of them, or allows the students to consult a
3
bilingual dictionary or teacher mentions the definition of every single word of the
passage.
Technique are consider as the crucial element in delivering material design for
learners and will be effective if it is made according to circumstances of the class.
Due to this fact, the English teacher in junior high school need theoritical bases on
teaching and learning English language. Thus, teacher with good skills are needed to
apply the technique of meaningful teaching and learning.
Moreover, strategies in teaching vocabulary usually help the students to
memorize, and give the opportunity for students to self-assess their progress in
learning vocabularies.3 The teacher is hoped to be smart to choose an approach and
strategy of teaching that is suitable for the condition and the need of the learners, so
the goal of teaching and learning can be achieved.
According to the writer’s experiences in MTs Negeri 2 Jakarta, most of
students assumed that English is a difficult material. Their motivation in learning
English also low, because the class situation is very boring. Some teachers also still
use the old method in teaching vocabulary such as translation method. The teacher
thought that the objective of learning English, especially vocabulary is just to make
students understand about the meaning of words.
From the description above the writer chooses this study to examine the
teaching of English vocabulary in enhancing the students’ English achievement
especially on vocabulary achievement.
B. Identification of the Problem
Based on the background above, there are many problems that can be
identified in this research such as:
1. Students still confused in learning English because the teacher delivered a lot
of materials in one meeting.
3Ibid., p. 3.
4
2. Teacher still used the old method in teaching English, especially teaching
vocabulary.
3. It is boring activity in learning English.
4. Students commonly stuck in expanding their English because they have
limited vocabulary.
C. Research Focus and Research Question
1. Research Focus
This research will be focused only in teaching English Vocabulary at the
seventh grade of Mts Negeri 2 Jakarta.
2. Research Question
According the background, the writer formulated the research question as
follows:
1. What materials are taught at the seventh grade of MTs Negeri 2 Jakarta?
2. What method is used in teaching English vocabulary at the seventh grade of
MTs Negeri 2 Jakarta?
3. How does the teacher use the media while teaching vocabulary at the
seventh grade of MTs Negeri 2 Jakarta?
4. How does the teacher evaluate the students’ ability in learning vocabulary at
the seventh grade of MTs Negeri 2 Jakarta?
D. Research Objective
The objective of this study is to know the whole process of teaching English
vocabulary at the seventh grade of MTs Negeri 2 Jakarta.
5
E. The Significance of the Research
The result of this research were expected to give some significances go to:
1. For teacher
Hopefully the results of this study are useful for the English teacher at the
seventh grade to get clearly information about how to conduct teaching
vocabulary and can increase students’ ability in learning English.
2. For students
This research is hoped to be useful input for students to encourage them to
master their English vocabulary.
3. For further researcher
This study can be the reference for researcher who are interested in doing
research related to teaching English vocabulary.
6
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Teaching Learning Process
The most decisive activity in the successful implementation of curriculum
is a learning process or learning activity. Learning is a process that must be taken
by students, but basically it should be understood by teachers in its
implementation, so that teachers can organize and guide the learning process in
accordance with the rules for the effective learning.
Teaching learning are two concepts that cannot be separated from each
other. Learning indicates what should be done by learner as a subject who
receives lessons, while teaching indicates what should be done by the teacher to
his/her student. Both concepts will be integrated in one even when the interaction
between teacher and student occur during process of learning. It is called by
learning as a process.
1. The Meaning of Learning
Most people identify learning by activities such as reading, writing,
explaining, observing, listening, memorizing and so on. However, these activities
are basically a learning understanding in the limits of methodical, which means
that these activities are forms of learning methods. So, it is not the meaning of
learning itself.
According to Jack C Richard and Schmidt Richard, learning is the
process by which change in behavior, knowledge, skill etc, comes about through
practice, instructions or experience and the result of such as process.1 From that
definition, learning is an activity done by human being as an effort to get
knowledge (cognitive), to create attitudes (affective), and to raise concept and
skills (psychomotor) as a result of the interaction with the environment.
1 Jack C. Richards and Schmidt Richard, Longman Dictionary of Language Teaching &
Applied Linguistics, (New York: Pearson Educated Limited, 2002), p. 298.
7
2. The Factors May Affect the Success of Learning
The main duty of learners is to learn. The learners try to get knowledge,
to create attitudes and to raise concept and skills. Some factors may affect how
successfully a course is received by learners. The factors are:2
a. View of Learning
Learner enter a course with their own views of teaching and learning and
these may not be identicial to those of their teachers. Therefore, what they see,
feel, and expect about learning process may affect how successfully a course is
received by learners.
b. Learning Styles
Learners have various ways of learning, because learners’ learning styles
may be an important factor in the success of teaching. There are four different
learner types in the population:
1) Concrete learners
These learners prefered learning in pairs, learning using media such as
video, film, pictures and games.
2) Analytical learners
These learners liked studying grammar, English book, and studying
alone, learning through reading newspaper.
3) Communicative learners
These learners liked learning English by hearing and by conversations.
4) Authority-oriented learners
These learners liked learning English by seeing their teacher explain
material to them, then they writing it on their notebook, and learning to read.
Learning styles also divide into three categories according to Leaver, Ehrman, and
shekhtman. They are:
1) Sensory Preference
Sensory preference refer to channels through which we percieve
information which consists of visual, auditory, and motor modalities as minimum.
2 J. C. Richards, Curriculum Development, (Cambridge: Cambridge University Press:
2001), p. 223.
8
2) Cognitive styles
Cognitive styles describe how the individual acquires knowledge and how
and individual processess information.
3) Personality types
Personality types learning style that involves affective factors. For some
people, one of these catagories may be more important than others. For other
people, the catagories have more or less equal valance.
By the diversity of learners’ learning styles, it is important to teachers to
know it. By knowing the styles of students, teachers can choose teaching methods
and media that are appropriate for their students. In this case, teachers need to be
more creative in varying methods in the terms of educational media selection.
Thus the differences in learning styles among students can be
accommodated properly. Aside teacher, it is important to students to know their
own learning styles. Therefore they can create the atmosphere they like. Thus, it is
expected that motivation increase.
c. Motivation
Students will enjoy learning and will study the lesson seriously when they
are motivated. They will attentively listen to what the teacher has explained,
because they are confortable with such situation.3
Motivation to learn English that is internally driven is more powerful
than externally driven motivation. There are some factors influencing learners’
motivation:4
a) The Status of English
It is usefulness percieved in school and after school. When the students
think that English is not useful for them, they will be less motivated.
b) Past Learning Experience
Experience of success provide students with more power to persue a new
goal. It allows language learners to understand the purpose of trying and have
3 Betty L. Leaver, Madeline Ehrman, Boris Shekthman, Achieving Success in Second
Language Acquisition, (Cambridge: Cambridge University Press, 2005), pp. 67—80. 4 Clare Lavery, Language Assistant, (London: The British Council, 2001), p. 24.
9
pleasure in learning it. Students who have negative experience about English
learning need to regain interest and faith in their ability to learn it.
c) Success and Reward
If students have successfully completed previous tasks and lessons and
been praised for their achievment then they are more inclined to make an effort.
d) The Content of the Lesson
This must to inherently of interest to the age range. They need to be able
to identify with the topic choosen.
e) Self-confidemce
Self-confidence provides learners with the motivation and energy to
become possitive about their own learning. It also creates the drive in them to
acquire the target language, enjoy the learning process. Some learners are
dissapointed in making failure and some are very nervous about making mistakes,
so it hampers their progress.
f) Length of Time Studying English
At the early stage of language learning everything is new and progress
can seem rapid. This sense of achievement is lost or gets slower as the years pass.
This is one of the reasons why children in primary school seem so much more
motivated than adolescents in upper secondary shool.
g) Lack of Challenge
To have a sense of progress and to create the feelings of effort that
students associate with learning, we need to stretch them, e.g. do not tell learners
something they can tell you, given a little guidance and encouragement. Help
them to guess new words instead of jumping in with translation, or encourage
them to try to correct their own mistakes on the basis of their knowledge.
h) A Sense of Difficulty
English learner can create a feeling that English is difficult language
without realizing it. It is commen to hear students of their own language, ‘English
is very difficult’, ‘Grammar is complicated’. More often than not these negative
feelings have been induced by learning approaches which over emphasized
difficulties and over-highlighted learners’ errors.
10
Motivation is vital in language learning. It makes language learners
positive about their own learning. It also creates drive acquire target language and
enjoy the learning process. Moreover, experience of success and satisfaction has a
strong connection with motivation. By realizing their improvement and
achievement, students always gain the feeling of success. In order for language
students to become satisfied with the lesson, it is required to produce a stress-free
classroom and develop integrated-tasks lesson. It is necessary that there is a trust
between a teacher and students so that much communication in a target language
is developed.
B. Vocabulary
Vocabulary is very important in English teaching and learning. If the
learners do not know the meaning of the words, they will have the difficulty in
understanding about what they see, read, and learn. Their vocabulary will increase
if they read more words. This reason makes vocabulary very important; a bad
vocabulary will cause bad understanding of a text.
Vocabulary has an important role in determining the successful
achievement of each skill. Daily communication needs vocabulary. The more
vocabulary the learners have, the more easily they will communicate and express
what they want to say. The language skills that are listening, speaking, reading
and writing always include vocabulary in their activities. By having a lot of
vocabularies learner will easier to express or show their ideas, make a
composition and many other activities dealing with language.
In conclusion, by knowing and understanding the vocabulary, learners
successfully achieve the four language skills.
1. Definition of Vocabulary
Vocabulary is considered to be the main focus of learning a foreign
language since there is a belief that learning a foreign language is similar to
learning it’s vocabulary, in order to comprehend more about why vocabulary has
11
an important role in learning the language, it is better to look at the definition of
the vocabulary first.
Webster’s dictionary defined vocabulary as follows: A list or collection of
words and phrases usually alphabetically arranged and explained or defined, a
sum or stock of words employed by a language group individual work or in
relation to a subject: scope of language, and a list of a foreign language textbook
of the words and phrases taught or used. 5
According to Hornby, vocabulary is:
a. All the words that a person knows or uses.
b. All the words in a particular language.
c. The words that people use when they are talking about particular subject.
d. A list of words with their meaning, especially in a book for learning
foreign language.6
It is observed that this definition is different from the definition before.
The writer summarizes that vocabulary is all the words that a person knows and
uses in a language with their meanings. In this definition the writer get complete
meaning.
Knowledge of new words and new meaning keep increasing as we grow
older and we are often very conscious of this growth and change. As we all may
know, vocabulary is very important to improve our knowledge. We can find all
information that we want by understanding our reading. As the English teachers,
we can give our student some ways to make them interested in mastering their
vocabulary. We do not much time just for looking up the difficult word in
dictionary.
Schmitt Broadly defined, “We must consider what we mean by
vocabulary. The first idea that probably springs to mind is words, a formulation
that is admirably adequate for the layperson.”7
5Philip Babvock Gove, Webster’s Third New International Dictionary, (Massachusetts:
Heinle Publisher, 1996), p. 2560. 6A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth Edition,
(London: Oxford University Press, 2000), p. 1447.
12
Acquiring vocabulary is a very important tool to master a language. It is
impossible to learn a language without vocabulary, as Zimmerman said:
Vocabulary is central to language and of critical importance to the typical
language learner.8
From the previous definitions above, it has come into the conclusion that
vocabulary is a set of words known to a person or other entity, or that are parts of
a specific language. Vocabulary gives a big even the biggest contribution in
learning new language. However, learning vocabulary is not an easy thing
especially. The students often face difficulties in memorizing and using the word
in a sentence. That is why teachers should encourage themselves to be creative in
selecting the approach and the method of teaching English in order to make it
easier and fun in learning a new vocabulary.
2. Vocabulary Mastery
Vocabulary mastery is how the teachers teach a list of a word with their
meanings, especially in a book for learning a foreign language to the students. By
having and mastering it, we will know the meaning of vocabulary in the context.
It can also help to avoid making the mistakes in identifying a language with
dictionary and guide us in making the equivalence of the second language to
native language.
In relation to the importance of vocabulary second on foreign language
learners need various strategies to improve their vocabulary in establishing the
meaning of new words when they encounter them. There are 5 essential steps in
vocabulary learning that are suggested by Hatch and Brown namely:9
a. Having sources for encountering new words.
b. Getting a clear image, either visual or auditory or both for the forms of
the new words.
7Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University
Press, 2000), p. 1. 8Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching,
(Cambridge: Cambridge University Press. 2002), p. 255. 9Evelyn Hatch & Cheryl Brown, Vocabulary, Semantics and Languages Education,
(Washington: America Educational Research Association, 1995), p. 373.
13
c. Learning the meaning of the words.
d. Making a strong memory connection between the forms and meanings
of the words.
e. Using the words.
These steps would make learners easier in improving their vocabulary and
make them more proficient in English.
Vocabulary teaching includes some of the most complex problems in the
field of education. Vocabulary teaching is influenced by ideas on the nature of
language in general, by ideas on the particular language being taught, and by ideas
on how the language is learned.
According to Allen, three techniques can be used for teaching vocabulary:
1) Alphabetical order: Even for a list of new words, alphabetizing way is appropriate
in helping students to find a word.
2) Showing the meaning of words through pictures, explanations in mothertongue,
and definitions in simple English.
3) Drawing attention to meanings before drilling words.10
The characteristic of students is complex. So it makes the teacher difficult
to engage with them. Before the teacher teach the students new word, they is
hoped to understand the characteristic of their students. Teaching vocabulary
through objects and actions, the teacher has to do a great deal of talking and acting
in order to establish some link in learners’ mind between what is said and what is
done.
3. Definition Vocabulary Mastery
Mastering vocabulary is the ability to get and receive a lot of words, by
having and mastering it, we will know the meaning of vocabulary in the context it
can also help to avoid making the mistakes in identifying a language with
10
Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University
Press, 1983), pp. 10—13.
14
dictionary and guide us in making the equivalence of the second language to
native language, so that mean:
a. Helping us master kinds or levels of meaning. In mastering the kinds or levels
of meaning such as the words with their lexical meaning are, they are by no
means the only essential meaning in the symbols and devices of a language and
also the lexical content the various words as listed and defined in a
dictionary.11
b. Vocabularies find in a language, this is because the languages we use consist of
vocabularies. Whatever else people may do when, they come together whether
they play, flight, they talk; we live in a world of words.
c. Words can express our ability. When a person demonstrated his speech in front
of the public, his word can bring ourselves to the other world, his ability in
speech is well known all over the world, and that all start from word.
d. Vocabulary is involved in all aspects in student learning and that can improve
their skill in English, whether in listening, in speaking, reading or writing.
Student cannot speak well if they do not know vocabulary, they also do not
listen carefully if they do not know vocabulary, they may stuck in reading if
they do not know vocabulary. So it is mean that vocabulary helps students to
learn the language and improve it. In writing vocabulary function as a tool to
express a successful learning, it shows a good feedback to the learning.12
From those can be conclude that vocabulary is involved in each aspects of
our live, and that mean it is crucial to be acquire, especially when we talk.
4. Kinds of Vocabulary
Vocabulary is an essential component that links the four skills of listening,
speaking, reading and writing. There are many kinds of vocabulary made by the
11
Victoria Fromkin and Robert Rodman, An Introduction to Language, (Victoria: Holt
Rineheart and Winston, Inc, 1974), p. 1. 12
Ibid., p. 23.
15
expert. Harmer distinguishes two kinds of vocabulary, there are active vocabulary
and passive vocabulary.13
Active vocabulary is also called as the productive vocabulary. Learner
more commonly use it appropriately in speaking and writing. Although when in
practice, it seems more difficult to be carried out, but at least learner must know
how to pronounce it appropriately, able use the words with good structure in
target language. Vocabulary can be called as an Active Vocabulary when students
have already learned it and they are expected to be able to use it properly.
Passive vocabulary is called as receptive vocabulary as well. It is words
that commonly are uneasy to be recognized and understood in the context of
listening and reading either by learners. The passive vocabulary refers to items
that learners will propbably find it difficult or even not able to produce it and they
only recognize it when they meet them. 14
In short active vocabulary is easier to use because probably someone has
already learned it properly and practiced it a lot, while passive vocabulary will
tend to be difficult to use.
Nation states, students may acquire vocabulary in two ways; direct and
indirect learning. In direct learning, students do exercise and activities that focus
on vocabulary, for instance: word building exercise, learning words in lists, and
vocabulary games. While in indirect vocabulary learning, the learners’ attention is
focused on some other features such as reading and listening activities.15
Whereas
Hatch and Brown used the term of intentional learning and incidental learning for
kids of vocabulary learning. The define intentional learning, “As being designed,
planned for, or intended by teacher or students. While incidental learning as the
type of learning that is byproduct of doing or learning something else”.16
In other
words, intentional learning is particular intruction in the learning of words. While,
13
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman
Group, 1993), p. 153. 14
Ibid., p. 159. 15
I. S. P, Nation, Teaching Learning Vocabulary, (Boston: Heinle & Heonle Publisher,
1990), p. 2. 16
E Hatch & Brown, Vocabulary, Semantics and Languages Education, (Washington:
America Educational Research Association, 1995), pp. 368 – 369.
16
indental vocabulary learning has focused on the vocabulary which is learn through
reading, writing, speaking, and listening.
According to Elfrieda H. Hiebert and Michael L. Kamil, vocabulary is
devided into three. There are oral vocabulary, print vocabulary, and productive
vocabulary. Oral vocabulary means the set of words for which we know the
meaning when we speak or read only. Print vocabulary, it consists of those words
for which the meaning is known when we write or read only. Then productive
vocabulary is the set of words that individual can use when writing or speaking.
They are words that are well-known, familiar, and used frequently.17
So, no matter how many experts classifying kinds of vocabulary, words
are a part of language elements or language tools of communication which are
used by person for showing and telling their opinion and ideas. And the writer
concludes that the most important thing in learning vocabulary is the learner have
to know vocabulary as many as possible in order to increase their ability in using
the target language.
5. The function of vocabulary
Before discussing vocabulary function, first of all we should know the
meaning of it. Vocabulary is total number of words which (with rules for
combining them) make up a language, or (range of) words known to, or used by, a
person, in trade, profession, etc.18
The word “use” has a meaning as the function or the advantage. So we can
say that from the definition-above the vocabulary use is the function or the use of
words which are used in language. It means that when we use words, we should
know the function or the use of our words our vocabularies because it can guide
us in understating the language which we learn.
Moreover, vocabulary is central to both the system and the use of
language. The words that we pronounce write and organize into sentences and
17
Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary;
Bringing Research to Practice, (London: Lawrence Erlbaum Associates, 2005), p. 3. 18
A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth
Edition, (London: Oxford University Press, 2000), p. 1959.
17
other grammatical combinations. Words are also, what ordinary users think of as
language. For, they are accessible and reflected more fully the whole culture and
respond more quickly to changes in society than do other aspects of language.19
6. Importance of Learning Vocabulary
Vocabulary mastery is really important in learning English. Vocabulary,
much more than grammar, is the key to students understanding what they hear and
read in school and then communicating successfully with other people. Although
their structure is low, if they master on vocabulary, it will make them better on
their English skills. Recently methodologists and linguists emphasize and
recommend teaching vocabulary because of its importance in language teaching.
Ur states “Vocabulary is the most important aspect of language to teach. You can
understand a reading text and make your self understood with almost no grammar,
but you can not get anywhere without vocabulary. It is more important than
reading strategies for understanding a text. It is also the best single measure of
proficiency.”20
Thornby quotes Wilkins’ statement that “Without grammar very little can
be conveyed, without vocabulary nothing can be conveyed.”21
A good store of
words is crucial for understanding and communication. A major aim of most
teaching programs is to help students to gain a large vocabulary of useful words.
In every lesson, students have to introduce new words and practice them, making
clear the meanings and the ways in which each can be used.
Furthermore, a good mastery of vocabulary helps the learners to express
their ideas precisely. By having many stocks of word, learners will be able to
comprehend the reading materials, catch other talking, give response, speak
fluently and write some kind of topics. On the contrary, if the learners do not
recognize the meaning of the words used by those who address them, they will be
19
Suzanne Romaine, The Cambridge History of the English Language, Vol. IV,
(Cambridge: UK, 1998), p. 57. 20
Penny Ur, Teaching Vocabulary: Going Beyond the Textbook, Some Research-Based
Fact about Vocabulary Teaching, 2009, p. 1. 21
Scott Thornbury, How to Teach Vocabulary, (Essex: Longman Pearson Education,
2002), p. 19.
18
unable to participate in conversation, unable to express some ideas, or unable to
ask for information.
7. What Student Need to Know
Learning vocabulary is not more than just the meaning of words but also
understanding the knowledge implied both in general and for certain words in
particular. As stated in Harmer, writes some components of vocabulary that
students need to know, they are:22
a. Meaning
The first thing to realize about vocabulary items is that they frequently have more
than one meanings. The words ‘book’, for example, refers to a noun as something
you see to read from, or as a thing to be read, but it s also has meaning as a verb.
b. Word use
Students need to recognize metaphorical language use and they need to know
words collocate. They also need to understand what stylistic and topical contexts
words and expressions occur in. for example, if you meet your friend on the strret
you may say “Hi”, or “Hello”(informal term) but if you meet your teachers you
should great them with formal espression, “Good Morning Sir”.
c. Word formation
Word formation means knowing how words are written and spoken, and knowing
they can change their form. Students need to know how words are spelt, how they
sound, the way words are stressed because the way the words are stressed can
change when their grammatical function is different, like a word “present” as in a
gift has different stress with the word “present” as in low.
d. Word grammar
Language learners also need to master grammar because the aim of language
learning is preparing the learners to higher level of education. It can summarize
“Knowing a word”.
22
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman
Group, 1993), p. 156.
19
8. Problem in Learning Vocabulary
Learning vocabulary is not easy for students. Building up vocabulary is a
complicated process, and one that takes a long time.23
There are a lot of problems
that students face while they are learning vocabulary. One of the problem is well
known. Students might get some difficulties in learning vocabulary. Some factors
that often cause these problems are:
1. Pronounciation
Research shows that words are difficult to pronounce and more difficult to
learn. Potentially difficult words will typically be those that contain sounds that
are unfamiliar to some groups of learners.
2. Spelling
Words are containts silent letters are particulary problematic, such as
listen, honor, foreign, honest, etc.
3. Grammar
Grammar associated with the words also problematic, especially if this
differs from that of it is first language equivalent.
4. Meaning
When two words overlap in meaning, learners are likely to confuse them.24
Learning vocabulary seems to be one of the easiest things about learning a
language, but it is also one of the hardest things to do. It is because learning
vocabulary does not only learn about the meaning of word. When learning
vocabulary, students will also learn about other aspects of word such as usage,
pronunciation, grammatical, and so on. So it often makes difficulties for the
students to comprehend the vocabulary.
9. How to Teach Vocabulary
Vocabulary is basic to communication. If people do not recognize the
meaning of the key words used by those who address them, they will not be able
23
Ronald Carter, Vocabulary, Applies Linguistic Perspective Second Edition, (London:
Routledge, 1998), p. 184. 24
Scott Thornbury, How to Teach Vocabulary, (Middlesex: Longman, Pearson
Education, 2002), pp. 27—28.
20
to participate in the conversation. If they want to express ideas or ask for
information, they must be able to produce words to convey their meaning. Thus
vocabulary learning is very crucial in developing competence in a second or
foreign language.
Teaching vocabulary is clearly more than just presenting a new word. In
teaching vocabulary, the teachers are hoped to have some technique in order to
make students familiar with the vocabulary so that they understand new word
easily. The techniques functions not only to help the students grasp the meaning
of new words quite easily, but also to vary the teaching activity in order to avoid
the boredom on the part of students.
10. Media in Teaching Vocabulary
Harmer mentions that the following aids can help to explain new
vocabulary are:25
1) Realia
This is the word to refer the use of real objects in the classroom. Thus the
words book, pencil, or chair, can be easily explained by showing students a book,
a ruler, or a chalk. This is clearly satisfactory for certain single words, but the use
of realia is limited to things that can be taken easily from the classroom.
2) Pictures
Pictures are clearly indispensable for the language teacher since they can
be used in so many ways. Pictures can be used to explain the meaning of
vocabulary items: the teacher can draw pens, rulers, pencils, and books inthe
blackboard/whiteboard, or have magazines picture of trucks, bicycle, train, or bus
onto cardboard. The teacher might bring in a wall picture showing three people in
a room that could be used for introducing the meaning of the sentence, for
instance: there are three people in the classroom.
3) Mime, action, and gesture
It is often impossible to explain the meaning of words or meaning either
with realia or in picture. An action, in particular, is probably better explained by
mime. Gesture is useful for explaining word like ‘from’, ‘to’, etc. or indicating
25
Harmer, op. cit., p. 161.
21
that the past is being talked about (the teacher gestures backwards over his/her
shoulder).
4) Contrast
A visual element sometime may not be sufficient to explain meaning and
contrast can be used. Thus, the meaning of “full” is better understood in the
context of “empty”, “big” in the context of “small”, etc.
5) Enumeration
The word “vegetable” is difficult to be explained visually. However
teacher rapidly lists (or enumerates) a number of vegetables, the meaning will
become clear.
6) Explanation
Explaining the meaning of vocabulary items can be extremely difficult just
as grammatical explanations. It will be important in giving such explanations to
make sure that the explanations include information about when the item can be
used. For example, it would be unsatisfactory just to say that “mate” is a word for
“friend” unless you point out that it is colloquial informal English and only be
used in certain context.
7) Translation
For many years, translation went out of fashion and was considered as
something of sin. Clearly, if the teacher is always translating, this will impede the
students‟ learning since they want to hear and use the target language, not their
own. Nevertheless, it seems silly not to translate if by doing so; a lot of time can
be saved. If the students do not understand a word and the teacher cannot think
how to explain it, he can quickly translate it.
11. Technique in Teaching Vocabulary
Base on Adrian Doff, the techniques in teaching vocabulary are:26
1) Say the word clearly and write it on the board
26
Adrian Doff, Teach English a Training Course for Teacher on Teacher’s Work Book,
(New York: Cambridge University Press, 1988), p. 1.
22
2) Get the class repeat the word in chorus
3) Translate the word into students’ own language
4) Ask the students to translate the word
5) Draw a picture to show what the word means
6) Give an English example to show how the word is used
7) Ask a question using new word
From statement above the writer gives a little clarification that some basic
techniques for showing the meaning of words are:
Writing noun words on the board: “pencil”, “table”, etc. Now the question is
how the students can easily to understand meaning of the words? In this case
many ways to explain about that, for example:
By showing the real object of pencil, table and etc.
By showing pictures. This way can be done by drawing picture of pencil or
table on the board and by showing the picture of pencil, table which have been
already prepared before (photograph).
Writing verb words on the board: “stand”, “dance”, “close”, etc. Now the
question is how the students can easily to understand meaning of these words?
For this case teacher can not show the thing to students because this is not a
noun, so teacher show the students by practicing or showing pictures that
related to the words.
Writing adjective words on the board: “sad”, “happy”, “angry”, etc. Now the
question is how the students can easily to understand meaning of these words?
In this case, teacher can use mime to show it or give the simple explanation
like “someone is crying, she is sad”. Teacher also can use a picture to show the
meaning of that word, for example picture of emoticon that can describe happy,
sad, angry and etc.
From explanation above general points about presenting vocabulary is
using real object, mime or picture. There are many kinds of techniques in
presenting vocabulary to the learners such as mentioned above. The writer
summarized that the way in teaching English vocabulary is depend on the teacher
23
to choose the best way in order to make students feel enjoy in learning process,
because as a facilitator, a teacher has to be able to choose the right technique to
teach vocabulary.
12. Material in teaching vocabulary
At the seventh grade, there are so many material that teacher taught.
Narrative text and descriptive text are some of text that teacher used in teaching
vocabulary.
1. Descriptve text
a. Definition of descriptive text
Descriptive text is a text which describes something. According to
Djuharie, he said that descriptive text is a text which describes and
gives more detail information about particular people, thing, place and
animal.27
It means that descriptive text tells the readers to know about
something specifically by giving characteristic of something which
described.
Meanwhile, according to Oshima, descriptive text tells about the
senses how something looks, feels, smells, tastes, and sound.28
In sum up, descriptive text is a text which describes something and
includes of the characteristic of something. It tells the readers with
detail information that can help them to imagine and to describe in
their mind about what the content of the text.
b. Purpose of descriptive text
Every text has own purpose. The purpose of descriptive text is to
describe people, thing, place, and animal. It means that descriptive text
wants to give the
27
Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung:
Yrama Widya, 2007), p. 24.
28 Alice Oshima and Ann Hogue, Introduction to Academic Writing 3
rd Edition, (New
York: Pearson Longman, 2007), p. 61.
24
description of something. According to Anderson‟s statement, the
purpose of descriptive text is to tell about subject by describing the
characteristic without including personal opinions, the example of
descriptive text are description of a particular building, description of
a specific animal, description of a particular place, and description of a
specific person.29
In sum up descriptive text has a purpose to describe a particular
person, places, animals, and things that tells about their
characteristics. Next, it helps the reader to imagine what the text is
about.
c. Schematic structure of descriptive text
Generally, descriptive text has a schematic structure, there
are:30
Identification and Description.
2. Narrative text
a. Definition of narrative text
The narrative text type tells a story. Its purpose is to present a view
of the world that entertains or informs the reader or listener.31
Mark and Kathy Anderson said that there are some examples of
Narrative text that can be founded are: fantasy novels, bedtime stories,
historical fiction, and stories.32
b. Schematic structure of narrative text
Narrative text has a schematic structure, there are: orientation,
evaluation, complication, resolution and reorientation.33
c. Purpose of narrative text
The social function of narrative text is to amuse, entertain and to
deal with actual or vicarious experience in different ways; narratives
deal with problematic events which lead to a crisis or turning point of
29
Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra:
Machmillan Education Australia, 1998), p. 26. 30
Djuharie, op. cit., p. 24. 31
Anderson, op. cit., p. 6. 32
Ibid., p. 7. 33
Ibid., p. 12.
25
some kind, which is in turn finds a resolution. It has the following
characteristics.34
Research has shown that narrative constitutes an
important discursive resource used by speakers across a range of social
contexts and setting to accomplish many different social functions. It is
clearly the case that “narratives are highly portable discursive units”.
Stories can be told to entertain (jokes, folktales, anecdotes), to justify
and explain (accounts, and descriptions of events), to instruct (the
‘cautionary’ tale, fables), and to establish social norms (gossip). But
even more importantly, stories tell us who we are: they are central to
our social and cultural identity.35
C. Evaluation and Assessment
Evaluation or assessment or test, must be conducted in the teaching-
learning activities to know how well the students’ understanding about the
materials which has given by the English teachers, as a general evaluation is the
process of systematic information collecting through the numbers, verbal
description, analysis and information interpretation to give a score to the students’
work result. As Muslich stated about (class evaluation): “Collecting process and
using information by the teacher for giving decision of student learning result
based on the step of learning progress.So, it can be gained profile of student’s
ability with competency that fixed in curriculum.”36
According to Brown, assessment has two main categories, they are:37
Formative assessment : The teachers applied this assessment whn
the have explained one or two chapters of the material and the
students give the feedback to improve their abilty.
Summative assessment : In this assessment, the teachers give two
types of test, middle test examination and final test examination.
34 Wido H. Toendan, Reading Comprehension 2, (Bandung: Global House Publications,
2009), p. 105. 35
Joanna Thorn borrow and Jennifer Coates, The Sociolinguistics of Narrative,
(Amsterdam: John Benjamin Publishing Company, 2005), p.3. 36
Masnur Muslih, KTSP (Kurikulum Tingkat Satuan Pendidikan), (Jakarta: Bumi
Aksara, 2007), p. 78. 37
H. Douglas Brown, Language Assessment: Principles and Classroom Practices,
(Longman: Pearson Education, Inc, 2001), p. 6.
26
The essential purpose of formative assessment is to move students’
learning forward while their learning is still in the process of developing. It
operates as a feedback loop in which both teachers and students can play active
roles enabling learning by consistently working to build and consolidates student
understanding and skill during the course of a lesson.
D. Previous Study
The writer has found two relevant studies which related to this research.
The first study is conducted by student’s of UIN Syarif Hidayatullah Jakarta by
the title “The Teaching of Vocabulary through communicative language teaching
(A Case Study at The First Grade of SMU 1 Ciputat)” written by Erwan. The
objective of this study are to know more about the teaching English in the class,
and about the evaluation in the class. The techniques used to collect the data are
observation, questionnaire, documentation.
From the research above, the writer finds some differences and similarities
things with the writer study. The differences are on objective, place, time and the
way he collect the data. The writer used observation and interview in this study to
collect the data while the study above used observation, questionnaire and
documentation. The similarity on this study is vocabulary as a material and
method that the writer used.
The second study was conducted by M. Adrian. The student of UIN Syarif
Hidayatullah has studied and analyzed Teaching vocabulary by using cooperative
learning (An Experimental study at first year of SMP Darussalam Ciputat
Tangerang Selatan). He has studied to find the empirical data whether or not there
is significant difference between students’ score in learning vocabulary by using
cooperative learning and by using grammar translation method. The conclusion
that the Students Team achievement Division (STAD) in teaching vocabulary is
really helpful in increasing the students’ ability and achievement in English
vocabulary.
27
From the research above, the writer finds some differences and similarities
things with the writer study. The differences are an objective, place, time, and
method of the study. The objective of study above is to find the empirical data
whether there is significant difference between students’ score in learning
vocabulary by using cooperative and by using grammar translation method, while
the writer’s objective is to know and describe the whole process of teaching
English vocabulary. Then, the study above used quantitative method and an
experimental approach while the writer used qualitative method and case study
approach. The similarity is vocabulary as a material.
28
CHAPTER III
RESEARCH METODOLOGY
A. Research Setting
1. Setting of Place
The place of the study was MTs Negeri 2 Jakarta. It is junior secondary
school which located on Jalan RM. Kahfi I, Jalan Benda no.34 Ciganjur, Jakarta
Selatan, Jakarta. The school was established in 1989 and has been operated since
1990. There are fifteen classes registered from grade VII to IX. English is taught
as a compulsory subject. There are two meeting in a week with time allocation 80
minutes for each meeting.
2. Setting of Time
The study conducted at MTs Negeri 2 Jakarta from April 1st to May 6
th ,
2016. It consists of interview with the teacher and classroom observation in class
7.1. The first three weeks were used for classroom observation and the rest of the
weeks were used for interview.
B. Method and Design of Study
This study employed the qualitative method with case study approach.
Qualitative method was choosen because this study aim at providing insight into
the case of the teaching of English vocabulary at the seventh grade of MTs Negeri
2 Jakarta.
According to Fraenkel and Wallen, case study is a qualitative study
approach that studies a single individual, group, or important example to
formulate interpretation to the specific case or to provide useful generalization.1
Therefore, the case study approach allowed the writer to study particular teachers
in an attempt to understand the case of the teaching of English vocabulary.
1Jack C. Richards and Willy A. Renandya, How to design and Evaluate Research in
Education: Seventh Edition, (New York: The McGraw-hill companies, 2009), p. 13.
29
C. Participant
The participant in this study is English teachers of MTs Negeri 2 Jakarta.
The number of English teachers of MTs Negeri 2 Jakarta are 4. The writer only
took an English teacher who teach the seventh grade of MTs Negeri 2 Jakarta. The
reason why the writer only took an English teacher because at the seventh grade,
mastering vocabulary is become the main objective in study English while another
teacher at the eighth grade teaching about tenses, text and dialog not vocabulary
anymore. So, it is decided not to take whole participans in this study.
D. Data Collecting Procedure
To obtain the data the writer use two data collecting procedure . Since
study is a case study, the writer use in-depth interview technique as a primary
technique and then it is followed by the classroom observation for a validity
check.
1. Interview
Interview is data collecting technique by way interviewing selected
individual as a respondent. Furthemore, it is the direct face to face attempt to
obtain the reliable and valid measures in the form of verbal respons of a
respondent. According to Bungin, in-depth interview is a process to obtain
information for the purpose of the research by face to face questioning between
the interviewer and the informant, with or without the use of the interview guide.2
Before conducting interview, the writer observed the class in order to find
the way teacher teach, teaching strategies, and also to know the condition of the
class whether students understanding or students motivation in learning
vocabulary.
Later on, one respondent was interviewed. The respondent was an English
teacher at the seventh grade.
2. Observation
2 Burhan Bungin, PenelitianKualitatif, edidsi kedua, (Jakarta:Kencana Prenada Media
Group, 2007), p. 111.
30
The classroom observation is used to find out the practice of learning and
teaching vocabulary.
Another data collecting technique is observation. Bungin states, data
collection used to collect the data through observation and sensing.3
The writer role in observation was non-participant. She observed an
English teacher who teach the seventh grade. In three weeks, eight meetings were
observed. Each observation lasted approximately 80 minutes, following the
duration a meeting.
E. Data Analysis Procedure
The analyzing of the data is process to find out and arrange systematically
the acquired data from the interview which has been done, documentation, and
field notes by organazing the data into some category , selecting the most crucial
subject to be studied, and making the understandable conclusion for the reader or
anyone else.4
Miles and Huberman give a concept of analyzing the data. There are some
components that build up model of analyzing the data:5
1) Data reduction
According to Miles and Huberman, data reduction is reffers to the process
selecting, focusing and transforming the data.
In reduction data, the writer has to choose which aspect of the data that appeared
in interview trancription.
2) Data display
Data display is the second phase’s Miles and Huberman model of
qualitatve data analysis. This phase provides an organized and asembly of data
information that permits for conclusion drawing.
3) Conclusion drawing and verification
3 Ibid., p. 118.
4 Prof. Dr. Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif,
dan R&D, (Bandung: Alfabeta, 2009), cet. IX, p. 241. 5 Matthew B. Miles, and A. Micheal Huberman, Qualitative Data Analysis: Second
Edition an Expanded Sourcebook, (London: SAGA Publication, 1994), p. 11.
31
Conclusion drawing includes stepping back to consider what analized data
mean and to assess their implication for the research question. In this phase, the
writer drew meaning from the data in a display.
Furthermore, the data have to be checked for their sturdiness and
confirmability. The writer check validation of the data using triangulation
strategy. According to Miles and Huberman, triangulation is a tactic for
confirming findings by using multiple sources or mode of evidence.6 The writer
examined multiple source, such as interview responses and observational as many
time as necessary to obtain a valid findings in this study.
6 Bungin, op. cit., p. 241.
32
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
The presenting of data description in this section are based on the research
questions which focus on the whole process in teaching English vocabulary. The data
description of the observation and interview are presented in separated description
coordinated to each research question.
The result of teaching classroom observation is presented after the presenting
of interview is done. Some kinds of techniques are written down based on teaching
and learning activity by the teachers during the observation.
A. Research finding
1. Method of Teaching
The Using of Scientific Method in Implementing Curriculum 2013 for
Junior High School
Table 4.1
Steps of Scientific Method
No. Lesson Plan Teacher’s did
1 Observing
To maximize senses by seeing,
hearing and watching.
Activity: The teacher divides the
example of descriptive text to
each group.
In this activity, the teacher did
the activity appropriate the
procedure, even though she gave
the example of descriptive text
directly to all group in front of
the class. However, the students
could pay attention well and
were not noisy. (see Appendix
3)
33
No. Lesson Plan Teacher’s did
2 Questioning
The process of building the
knowledge such as a concept
trough group discussion and the
students are demanded to be
active.
Activity :
The teacher gives a chance to the
students to ask freely about
descriptive text.
In this activity, the teacher did
appropriate with lesson plan.
Before explaining and giving the
example, the teacher directly
gave a chance to the students ask
freely, however, they have to be
polite. (see Appendix 3)
3 Collecting information
To deepen the knowledge and
skill that they have got.
Activity: The students mention
the characteristics that used in
descriptive sentence, and mention
all the things in the classroom.
In this step, the teacher applied
the lesson plan well, the teacher
asked the students to mention
adjective in the text and teacher
asked all students to mention all
the things in classroom and the
students can answer well. (see
Appendix 3)
4 Association
The process to develop the
eagerness to make a group and
compare many idea and
phenomenon.
Activity: The students do the task
by grouping, arrange some
sentences that have been prepared
by the teacher.
In this step, the teacher did
appropriate with the lesson plan.
The teacher gave the exercise
after giving the example, she
aske students to work in group.
Each group have to arrange
sentences into a good paragraph
then translate it. (see Appendix
3)
34
No. Lesson Plan Teacher’s did
5 Communication
Developing ability to present all
the knowledge and skill that have
been mastered or not, either oral
or written.
Activity: The teacher asks every
group to make a paragraph about
description things then translate
it.
In this step, the teacher did the
step appropriate as the lesson
plan. The teacher asked the
students to mention things in the
classroom. After find the things,
they have to describe and make
a paragraph. The last, they have
to translate it. (see Appendix 3)
Adapted from RPP of describing things at the seventh grade of MTs Negeri 2 Jakarta, 2016
The first step of scientific method is appropriate with the teachers’ did. The
teachers’ role in this step was give the example in front of the class. By saying
“………sekarang ada tambahan baru, untuk mendeskripsikan itu harus ada
subjeknya, sama preposisi atau kata depan. Contohnya, The cupboard is big or my
chair is broken, apa artinya? bisa juga the blackboard so dirty”. (See appendix 3).
Then, the second step is also appropriate with the teachers’ did. The teachers’
role in this step was after giving the explanation and example, the teacher directly
gave a chance to the students asked freely, however no one student asked.
Next, the third step is also appropriate with the teachers’ did. The teachers’
role in this step was asked the students to mention the language feature of descriptive
text and the students can answer well. It can stimulate the students to be more active.
In fact, the students can answer the teachers’ question together and seem enthusiasm.
The fourth step, the students were offered by the teacher to mention the
adjective of descriptive text and wrote one of descriptive sentence then translate it.
35
The students did the task with their group, even though in some groups there were
some students who did not give a contribution to answer the question.
In the last step, the teacher also did appropriate the procedure of scientific
approach step where the teachers’ role was asked the students to write one sentence
of descriptive text for each group then translate it. However the students did it long
enough, the teacher decided to mention it together. Besides that, by mentioning the
answer together, the teacher expects the student who did not understand can be
understand.
2. The Instructional Material
The Material that The Teacher Use in Teaching Vocabulary
The teacher use a book in teaching English namely, An English Course for
Junior High School Students. In teaching vocabulary, teacher focused teach students
about describing things. It similar with the classroom observation.
3. Media in Teaching
The Media that Teacher Use in Teaching Vocabulary
In applying teaching vocabulary, the teacher should use the media to get
students’ response and interest. However, there are the differences between the
teachers’ interview result, the teachers’ observation result and students’ interview. In
interview, she said that she used picture, textbook, tape recorder, things in the class,
realia and internet, (see appendix 2). However in the real condition of the field, the
teacher did not bring many things to teach, she just bring her gadget and sometime
used the media from the textbook (see appendix 3). The textbook is An English
Course for Junior High School Students. In the other side, the students’ interview
result, some of students answered that they just used picture and textbook as the
media. The table 4.2 showed the result of comparing the teachers’ observation,
teachers’ interview and students’ interview.
36
Table 4.2
Media Use in Teaching Vocabulary
No Media The Writer’s
observation
Teacher’s
interview
Students’
interview
1. Realia - √ -
2. Picture √ √ 4 students
3. Tape recorder - √ -
4. Textbook √ √ 4 students
5. Things in the
class - √ 1 student
6. Internet - √ -
From the table above, we can see the similar opinion both teacher and
students in teaching learning process especially in teaching vocabulary by using
picture and textbook.
4. Evaluation and Achievement
a. Evaluation
Based on the answer of teacher’s interview, she conducted the test for the
students were the written text about describing things and memorization. Before
starting to deliver a new material, she gave HVS paper to all students in the class.
Then, he gave a clear picture and instruction; she put the picture on the whiteboard.
She asked students to describe it in 25 minutes by making a simple sentence. (See
Appendix 2)
The second evaluation that teacher did was memorization. The teacher gave
lists of words that realated to the material, then she wrote on the whiteboard and
asked her student to memorize it. She gave 10 minutes to memorize it before she
called students one by one in front of the class to memorize it.
37
b. Student Achievement
The teacher gave clear explanation and example, but students still stuck in
expanding their idea in create a text, therefore the students’ achievement still low. It
was because of many factors. After knowing the result of the test, the teacher gave the
srudents score of descriptive text and memorization. It can be seen in the table below:
Table 4.3
Students’ Score in Writing Descriptive Text
No Name Gender Score
1. 0033914209 L 70,5
2. 0025674620 P 72,5
3. 0031490198 L 70
4. 0027190703 P 73
5. 0027190704 P 77*
6. 0032917963 P 65
7. 0033196349 L 75*
8. 0032136349 P 76*
9. 0033409788 P 79*
10. 9017173019 L 70
11. 0035686316 P 74
12. 0033627685 L 72
13. 0033914187 P 76*
14. 0027311236 L 70
15. 0028217986 P 69
16. 0032136353 P 75*
17. 0027911608 P 77*
38
No. Students Number Gender Score
18. 9011316102 L 78*
19. 0031891654 L 71
20. 0033756193 L 62
21. 0034692185 P 71
22. 0022726355 P 73,5
23. 0030557081 P 78*
24. 0033713298 P 75*
25. 0025158820 P 75*
26. 0028578574 L 74
27. 0033914229 P 79*
28. 0033957493 P 78*
29. 0033350473 P 65
30. 0031170113 P 70
31. 0032458208 P 76*
32. 0033713283 P 68
33. 0032918006 P 75,5*
34. 0032136352 P 69
35. 0033196339 P 77*
36. 0030832214 P 75*
37. 0037035402 P 73
38. 0027078198 P 75*
*Student passed KKM (Standardize Score: 75)
39
Table 4.4
Students’ Score in Memorization
No Students Number Gender Score
1. 0033914209 L 88*
2. 0025674620 P 89*
3. 0031490198 L 78*
4. 0027190703 P 80*
5. 0027190704 P 85*
6. 0032917963 P 80*
7. 0033196349 L 70
8. 0032136349 P 74
9. 0033409788 P 84*
10. 9017173019 L 78*
11. 0035686316 P 88*
12. 0033627685 L 70
13. 0033914187 P 82*
14. 0027311236 L 88*
15. 0028217986 P 76*
16. 0032136353 P 79*
17. 0027911608 P 81*
18. 9011316102 L 83*
19. 0031891654 L 90*
20. 0033756193 L 89*
21. 0034692185 P 88*
40
No. Students Number Gender Score
22. 0022726355 P 84*
23. 0030557081 P 75*
24. 0033713298 P 76*
25. 0025158820 P 80*
26. 0028578574 L 73
27. 0033914229 P 76*
28. 0033957493 P 75*
29. 0033350473 P 80*
30. 0031170113 P 81*
31. 0032458208 P 77*
32. 0033713283 P 79*
33. 0032918006 P 79*
34. 0032136352 P 76*
35. 0033196339 P 88*
36. 0030832214 P 87*
37. 0037035402 P 89*
38. 0027078198 P 90*
*Student passed KKM (Standardize Score: 75)
5. Interpretation
Teaching is not a simple activity. It is not only transferring knowledge from
the teacher to students, but also the process how the students’ behavioral changes. In
teaching her/his students, the teacher must consider their roles towards students’
41
development in learning, especially in teaching vocabulary. The various strategies
and technique must be prepared by the teacher when she/he will teaching vocabulary.
Teaching material, teaching method, teaching media and teaching assessment
are the components of teaching learning process. However the main essential aspect
come from the teacher itself in teaching approaches. If the teacher does not conduct
the aspect above well, the students will not get anything. As a good teacher, she/he
should deliver the material appropriate the steps of effective teaching, in order to
make students can get cleary material. Some teachers perhaps have known about the
way of teaching, moreover they also must know the objective of teach the material.
Thornbury stated in teaching vocabulary there are some steps that teachers should
mastered, they are:1 (1). Using translation, (2). How to illustrate meaning, (3). How to
explain meaning, (4). How to highlight the form, (5). How to involve the learners
By using these steps in teaching vocabulary, teacher will give clearly
explanation to the students. So the students can understand the material well.
a. Teachers’ Role and Instruction
According to Harmer, “Teacher must be a good role player in the class. Such a
motivator, resources and feedback provider”2 it means, one of the teacher principal
roles in vocabulary task will be to motivate the students, creating the right condition
for the generation of ideas, persuading them of the usefulness of the activity, and
encouraging them to make as much as effort as possible for maximum benefit.
Based on the result of observation and students’ interview, the teacher has lack
motivation in teaching-learning process. In pre-teaching, we can see that she did not
have spirit to teach; she just check the absent of her students and she is not retell the
last material to students. In while-teaching, the teacher explained the material too fast,
it made some of students did not understand, after giving the example she directly
1 Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, Pearson Education, 2002),
pp. 75—87. 2 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group,
1993), pp. 261—262.
42
gave the exercise. After that she let them to discuss by their group, meanwhile, she
played her gadget. Besides that, she was less movement to check the students doing.
In post-teaching, teacher sometimes gave students questions which are related to the
material at that day and after that she make sure that students still remember some
vocabulary which she has given.
Moreover, based on the result of students’ interview, the students said that the
teacher has good instruction to do the tasks but speed in teaching was too fast and the
time was too short. Therefore, the students can not complete the answer and teaching-
learning process seems did not maximal. (see Appendix 2)
b. Teaching and Learning Difficulties during the Lesson
Based on teacher’s interview, the teacher said that there is difficulty in teaching
vocabulary, such as; find naughty and lazy students. They tend to be more silent and
did not spirit to study. Then to anticipate it, she invited them to drilling in order to
they can remember the words.
Based on students’ interview result, learning vocabulary was so easy but for
remember the words and apply it in the sentence was quite hard. Students also said
that in teaching vocabulary, the teacher seldom using media and it was not interesting
for students. In addition, teacher also too fast in delivering material about vocabulary
to students and she just gave students short time to memorize some words.
From all data which have been gotten by observation and interview, it has
answered the research questions. The first question dealing with method which is
used by the respondent in teaching English vocabulary at the seventh grade of MTs
Negeri 2 Jakarta to make teaching become more interesting. Next questions are
dealing with the material and media which teacher used in teaching English
vocabulary to make students more understand and active in teaching learning process.
The last question is dealing with the evaluation, teacher used writing descriptive text
and memorization to make students easy to remember the words and apply it in
writing.
43
44
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on findings and interpretation, it can be concluded from the teacher
are: (1) The material that teacher taught in teaching English vocabulary is about
describing things. The teacher used a textbook namely An English Course for
Junior High School Students. (2) MTs Negeri 2 Jakarta is applying scientific
method in teaching English vocabulary. That method was suitable applied for
learning vocabulary at the seventh grade of MTs Negeri 2 Jakarta, it was proven
by students’ achievement. Their ability in learning vocabulary was increased and
they can pass the KKM score. (3) In teaching English vocabulary, the teacher used
media. Based on the writer’s observation and students’ interview, there are some
media that teacher used. They are picture and textbook. (4) The teacher used
writing test and memorization in evaluating teaching vocabulary. However, some
students got low score for writing test and most of students got high score in
memorization. It can be concluded that students still stuck to expand their
vocabulary in creating sentences, however they seems good in memorize some
words in learning vocabulary.
Moreover, the teacher still found the difficulties in teaching English
vocabulary such as found naughty and lazy students. The writer thought, all
difficulties were caused of lack motivation from teacher. However, the difficulties
can be solved if teacher has high motivation and always improve her/his idea in
teaching English vocabulary to make students more active.
44
B. Suggestion
After doing the research about teaching English vocabulary at the seventh
grade, the writer tries to give some suggestions, especially to the English teacher,
to the other person who concern on the teaching-learning activities and also the
other elements of education. Here are some suggestions which can be given by the
writer for the teacher, first is the teacher should give the students high motivation
in teaching English especially in teaching vocabulary, next is teacher should used
a proper method in teaching vocabulary in order to make students interest in
teaching learning process. Teaching vocabulary is need a time, to make students
understand and remember it well, teacher should give more time to students in
memorize some new words. Teacher also should deliver material slowly and
clearly. Using picture is a good media in teaching vocabulary, it should be used in
teaching learning activities because it will encourage the students’ interest and
also can present abstract into the real one. Therefore, the materials can be clearly
understood by the students.
In addition, the writer have some suggestion for the principal in Junior High
School. It is necessary to the schools’ principal to send the English teacher to join
in any activities which can improve their quality of teaching by taking part in
seminar, workshop etc.
45
45
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TEACHER’S INTERVIEW
Place of Interview : Mosque of MTs N 2 Jakarta
Date of Interview : April 26th
, 2016
Time of Interview : 13.00–13.45
Teacher’s Name : Mrs. SS, S.Pd (Initial)
Interviewer : SNB (initial)
Material :Teaching Vocabulary
SNB : Kurikulum yang digunakan di sekolah ini apa bu?
Mrs. SS : Oh disini kurikulum 2013 untuk kelas VII dan kurikulum KTSP untuk kelas
VIII&IX.
SNB : Bagaimana ibu menerapkan metode dalam mengajar vocabulary untuk
kelas 1 MTs?
Mrs. SS : Saya mengajar bahasa inggris untuk kelas 7 atau 1 MTs dengan
menggunakan scientific method.
SNB : Scientific method itu maksudnya gimana ya bu?
Mrs. SS : Oh iya, metode scientific itu semacam pendekatan secara apa ya…
mengobservasi sesuatu, jadi sebelum anak belajar, siswa dituntut untuk
mengobservasi tentang sesuatu, misalnya tentang teks yang berhubungan
dengan teks deskripsi, mulai deskripsi benda, hewan dan tempat.
SNB : Langkahnya hanya observasi saja?
Mrs. SS : Oh tidak, ada 5 langkah dalam metode ini. Dengan itu, RPP baru bisa
dibilang sempurna dan sudah layak digunakan sesuai dengan materi yang
siap diajarkan kepada siswa.
49
SNB : Lalu apa saja langkahnya bu?
Mrs. SS : Observing, questioning, collecting information, association, dan
communication.
SNB : Bisa dijelaskan bu maksud dan contoh dari langkah-langkah tersebut dalam
pelajaran vocabulary?
Mrs. SS :Ya, artinya begini, untuk obsrvasi itu… kegiatan yang memaksimalkan
panca indera dengan cara melihat, mendengar, membaca dan menonton.
Biasanya dalam tahap ini guru harus menyiapkan panduan pengamatan
berupa tugas, contohnya, di observing guru membagikan contoh teks ke
masing-masing kelompok,untuk belajar vocabulary biasanya saya
mengambil teks deskripsi karna lebih mudah untuk anak seusianya. dari
observasi ini nanti pasti siswa akan bertanya-tanya, “ini tentang apa bu?
Teksnya mengenai apa? Bagaimana cara membuatnya?” dari situ saya akan
terbuka bagaimana cara bikinnya.
Questioning atau menanya, itu artinya tahap ini adalah proses membangun
pengetahuan si anak berupa konsep lewat diskusi kelompok atau diskusi
kelas, yang saya terapin tadi tu.. nah proses ini juga harus dikembangkan
rasa ingin tahu dam kemampuan dia mikir, jadi intinya siswa dituntut aktif
gitu loh. Contohnya, saya memberikan kesempatan kepada siswa untuk
bertanya tentang teks yang sudah dibagikan,saya membebaskan mereka
untuk bertanya tanpa ada rasa takut atau malu bahkan mereka pun bertanya
mengenai kosakata yang belum mereka mengerti.
Lalu untuk collecting information, saya menyuruh siswa untuk mencari kata
kerja atau kata sifat dari kalimat yang digunakan dalam teks deskriptif, nanti
sedikit banyak saya rinci di papan tulis. Kemudian collecting informasi, itu
setelah siswa mengumpulkan informasi, pasti dia mau mencoba kan.. jadi
dia mencoba atau mengeksplorasi pengetahuan dan keterampilan yang baru
aja dia dapet. Nah saya juga biasa nya nyuruh mereka menyebutkan benda
yang ada di dalam kelas.
50
Lalu association, dalam langkah ini saya menyuruh siswa bekerja secara
kelompok, saya memberikan mereka beberapa kalimat yang masih acak
untuk bisa urutkan mejadi kalimat deskripsi yang benar. Lalu saya meminta
mereka untuk terjemahkannya ke dalam bahasa Indonesia.
Nah, langkah terakhir communication, disini saya meminta setiap kelompok
membuat 1 teks deskriptif. Saya meminta mereka menyebutkan sesuatu
benda yang ada di kelas ataupun sekolah, lalu meminta mereka untuk
mendeskripsikannya ke dalam sebuah kalimat lalu di terjemahkan.
SNB : Oh.. ya ya bu..tapi semua siswa dalam kelompok ikut bekerja kan bu? Karna
biasanya dalam 1 kelompok, ada beberapa siswa yang mengandalkan saja.
Mrs. SS : Iyasih memang terkadang ada yang seperti itu, tapi saya suka memantaunya,
dan saya biasanya memberikan tugasnya untuk menulis di buku masing-
masing, jadi buat kelompok itu hanya formalitas saja.
SNB : Baiklah bu, materi apa saja yang ibu ajarkan dalam mengajar vocabulary?
Mrs. SS : Oh untuk vocabulary, paling hanya medeskripsikan fisik seseorang, benda
dan hewan. Untuk sementara itu saja materinya. Paling ya lihat di buku
paket yang setiap hari diajarkan untuk mereka.
SNB : Seharusnya untuk belajar vocabulary ada berapa materinya bu?
Mrs. SS : Wah belajar vocabulary itu luas banget, kan kita butuh tau arti dari kata
tersebut untuk bisa mengerti suatu bacaan atau teks kan? Nah makanya kalo
ibu ngajarin vocabulary mah mengalir begitu aja, dan mengikuti buku
bacaan anak anak. Pasti kan itu baru bagi mereka, nah ibu ajarkan deh.
SNB : Oh gitu, itu ibu sesuai dengan buku cetak?
Mrs. SS : Iya kami pakai buku cetak..
SNB : Namanya apa bu?
Mrs. SS : An English Course for Junior High School Students.
51
SNB : Dalam mengajar vocabulary ibu pakai media atau tidak?
Mrs. SS : Oh tentu pake dong, Medianya benda hidup kalo untuk mendeskripsikan
seseorang, bisa juga pake gambar/poto sesorang. Selain itu saya pakai media
buku paket saja yang siswa beli di sekolah, mubazir kan kalau ga ke pake.
Nah kadang juga saya pake tape recorder dan realia supaya anak semakin
paham belajarnya.
SNB : Hmm begitu.. ada kesulitan atau masalah gak bu ketika mengajar
vocabulary?
Mrs. SS : Kesulitannya bertemu dengan anak badung dan anak males, itu apaya..
mereka cenderung untuk agak diam ya, karena mungkin ketidaktahuannya
dan kemalasan dia dalam belajar, mereka menjadi kurang antusias, mereka
berpikir bahwa belajar bahasa inggris tuh ribet.
SNB : Kira-kira menurut ibu, kesulitan siswa dalam belajar vocabulary tuh apa bu?
Mrs. SS : Siswa tuh males menghafal, makanya mereka jadi kesulitan belajar
vocabulary. Nah makanya tuh saya buat setoran hafalan tiap minggu.
SNB : Bagaimana ibu memotivasi siswa yang bermasalah tadi dalam memproses
belajar vocabulary?
Mrs. SS : Saya jarang memotivasi siswa dengan teori, atau kata-kata, tapi saya lebih
memotivasi mereka dengan cara mengulang-ngulang kosakata saja,
contohnya,saya meminta mereka untuk menulis kosakata apa yang mereka
tidak tahu, nanti saya bantu mereka menjawab dan kami ulang bersama
sama di kelas, hingga mereka yang tidak tahu tadi bisa mengikuti pelajaran
dengan baik.
SNB : Bagaimana ibu mengevaluasi siswa dalam belajar vocabulary?
Mrs. SS : Seperti yang tadi saya bilang, saya suka membuat hafalan untuk siswa,
misalnya baru mau masuk ke chapter baru, saya kasih list kosa kata di papan
52
tulis supaya keesokan harinya mereka bisa menghafal dan langsung
nyambung kalo bahas teks.
SNB : Apakah itu ga membebankan siswa bu? Selain PR mereka jadi punya
hafalan.
Mrs. SS : Engga ko kan hafalannya ga banyak paling 10-15 kata aja.
SNB : Test seperti apa yang ibu berikan kepada siswa?
Mrs. SS : Saya sudah menyiapkan foto, saya berikan mereka kertas HVS, lalu mereka
mendeskripsikannya secara detil dan jelas juga sederhana. Itu saja sih. Jadi
setelah mereka menguasai kosakata yang sudah dihafal, mereka
menerapkannya dalam membuat teks deskriptif.
SNB : Oo begitu ya bu, terus gimana tuh bu hasil dari test yang ibu berikan? Sudah
mencapai KKM semua kah?
Mrs. SS : Nah untuk hasil dari test tulis sih masih banyak banget anak yang dibawah
KKM, tapi untuk memorize sudah banyak anak yang memenuhi KKM
bahkan ada yg diatas rata rata.
SNB : Baiklah bu, terimakasih banyak atas informasinya dan waktunya.
Mrs. SS : Iya sama-sama.
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STUDENTS’ INTERVIEW 1
Place of Interview : Class
Date of Interview : April 26th
, 2016
Time of Interview : 12.30–13.00
Student’s Name : AZM (Initial)
Interviewer : SNB (initial)
Material : Teaching Vocabulary
SNB : Suka pelajaran bahasa Inggris de?
AZM : Biasa aja kak
SNB : Oh ya, kenapa?
AZM : Abisnya susah ka terus gurunya juga kurang jelas hehe
SNB : Oh begitu.. tadi kan kamu abis belajar deskriptif teks ya sama vocabulary,
kamu paham gak materi yang dijelaskan tadi?
AZM : Paham ka dikit
SNB : Apa itu? Coba jelasin dikit ke kaka.
AZM : Iya jadi itutuh kita disuruh mendeskripsikan benda didalam kelas ka
SNB : Oke, Selama belajar Mrs.SS jelasin pake bahasa apa de?
AZM : Oh pake campuran ka, kadang inggris, kadang Indonesia
SNB : Terus kamu ada kesulitan ga belajar vocabulary de?
AZM : Susah ka apalagi kalau disuruh buat cerita, duh aku gabisa banget deh.
Ditambah lagi kan aku ga jago bahasa inggris.
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SNB : Ms.SS jelas ga jelasinnya apa kecepetan?
AZM : Kalo menurut aku sih lumayan jelas ka , nah kecepetan banget
SNB : Jadi kamu bingung gitu ya?
AZM : Iya bingung ka haha kadang saya iya iya aja
SNB : Terus, apakah Ms.SS kasih kesempatan untuk bertanya?
AZM : Iya.. kak.
SNB : Oo gitu ya. Terus Ms.SS suka ngulangin pelajaran yang udah diajarkan ga?
AZM : Kayanya ga pernah deh ka. Atau mungkin saya nya aja ga denger hehe
SNB : Waktu ngajar vocabulary Ms.SS pake media apa aja?
AZM : Pake gambar seringnya ka sama buku paket aja. Eh kadang pake benda
dikelas deh
SNB : Oke hehe. Lalu, biasanya kalo belajar bahasa inggris terutama vocabulary
Ms.SS nyuruh kalian ngapain lagi de?
AZM : Maju satu satu buat hafalan ka.
SNB : Okedeh, makasih ya
55
STUDENTS’ INTERVIEW 2
Place of Interview : Class
Date of Interview : April 27th
, 2016
Time of Interview : 10.30–11.00
Student’s Name : OM (Initial)
Interviewer : SNB (initial)
Material :Teaching Vocabulary
SNB : Suka pelajaran bahasa Inggris de?
OM : Suka banget ka
SNB : Oh ya, kenapa?
OM : Pertamanya saya gak suka ka, tapi kaka saya suka denger lagunya Ariana
Grande.
SNB : Oh begitu.. tadi kan kamu abis belajar deskriptif teks ya sama vocabulary,
kamu paham gak materi yang dijelaskan tadi?
OM : Paham kok ka
SNB : Apa itu? Coba jelasin dikit ke kaka.
OM : Iya jadi itutuh kita disuruh sebutin benda kesayangan, terus disuruh
deskripsiin deh ka.
SNB : Oke, Selama Mrs.SS jelasin pake bahasa apa de?
OM : Oh pake campuran ka, kadang inggris, kadang Indonesia
SNB : Terus kamu ada kesulitan ga belajar vocabulary de?
56
OM : Biasa aja, gampang kok, Cuma dikasih gambar terus kita disuruh sebutin
kosa katanya aja ka.
SNB : Ms.SS jelas ga jelasinnya apa kecepetan?
OM : Jelas kok, tapi suka kecepetan
SNB : Jadi kamu bingung gitu ya?
OM : Bukan, saya jadinya setengah-setengah dengernya.
SNB : Terus, apakah Ms.SS kasih kesempatan untuk bertanya?
OM : Iya.. kak. Malahan nyuruh nanya mulu.
SNB : Oo gitu ya. Terus Ms.SS suka ngulangin pelajaran yang udah diajarkan ga?
OM : Ngga ka, jarang, kalo udah selesai biasanya langsung pamit keluar aja.
SNB : Waktu ngajar vocabulary Ms.SS pake media apa aja?
OM : Pake buku paket, kadang poto juga sih ka.
SNB : Oke hehe. Lalu, biasanya kalo belajar bahasa inggris terutama vocabulary
Ms.SS nyuruh kalian ngapain lagi de?
OM : Keseringan nyatet ka terus dipanggil maju satu satu buat hafalan ka.
SNB : Okedeh, makasih ya
57
STUDENTS’ INTERVIEW 3
Place of Interview : Class
Date of Interview : May 3rd
, 2016
Time of Interview : 10.30–11.00
Student’s Name : USA (Initial)
Interviewer : SNB (initial)
Material :Teaching Vocabulary
SNB : Suka pelajaran bahasa Inggris de?
USA : Suka banget ka
SNB : Oh ya, kenapa?
USA : Ya gampang aja ka, kalo di tempat les tuh baru susah banget.
SNB : Oh begitu.. tadi kan kamu abis belajar deskriptif teks ya sama vocabulary,
kamu paham gak materi yang dijelaskan tadi?
USA : Paham dong ka.
SNB : Apa itu? Coba jelasin dikit ke kaka.
USA : Iya jadi itutuh kita disuruh sebutin benda apa aja yang ada didalam tas kita,
terus disuruh translate ke bahasa inggris ka. Nah disuruh presentasiin deh ke
depan.
SNB : Oke, Selama Mrs.SS jelasin pake bahasa apa de?
USA : Oh pake campuran ka, kadang inggris, kadang Indonesia
SNB : Terus kamu ada kesulitan ga belajar vocabulary de?
58
USA : Alhamdulillah engga ko ka, bahasa inggris di sekolah lumayan gampang
hehe.
SNB : Ms.SS jelas ga jelasinnya apa kecepetan?
USA : Bagi saya sih jelas ka, tapi banyak temen yang bilang bu SS kecepetan
jelasinnya..
SNB : Terus, apakah Ms.SS kasih kesempatan untuk bertanya?
USA : Iya.. kak.
SNB : Oo gitu ya. Terus Ms.SS suka ngulangin pelajaran yang udah diajarkan ga?
USA : Jarang banget deh kayanya ka.
SNB : Waktu ngajar vocabulary Ms.SS pake media apa aja?
USA : Pake gambar dan buku paket aja tuh ka.
SNB : Oke hehe. Lalu, biasanya kalo belajar bahasa inggris terutama vocabulary
Ms.SS nyuruh kalian ngapain lagi de?
USA : Biasanya tuh disuruh bikin cerita terus presntasi, nah kalo seringnya mah
hafalan ka.
SNB : Okedeh, makasih ya
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STUDENTS’ INTERVIEW 4
Place of Interview : Class
Date of Interview : May 4th
, 2016
Time of Interview : 12.30–13.00
Student’s Name : RMA (Initial)
Interviewer : SNB (initial)
Material : Teaching Vocabulary
SNB : Suka pelajaran bahasa Inggris de?
RMA : Lumayan ka
SNB : Oh ya, kenapa?
RMA : Ya kadang materinya susah kadang gampang.
SNB : Oh begitu.. tadi kan kamu abis belajar vocabulary ya, kamu paham gak
materi yang dijelaskan tadi?
RMA : Lumayan paham ka.
SNB : Apa itu? Coba jelasin dikit ke kaka.
RMA : Kita disuruh nyocokkin gambar sama vocabulary nya ka.
SNB : Oke, Selama Mrs.SS jelasin pake bahasa apa de?
RMA : Kadang inggris, kadang Indonesia
SNB : Terus kamu ada kesulitan ga belajar vocabulary de?
RMA : Sebenernya gampang ka tapi saya suka lupa mulu apalagi kalo hafalan.
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SNB : Ms.SS jelas ga jelasinnya apa kecepetan?
RMA : Kadang kecepetan ka jelasinnya. Jadi saya suka belum mengerti banget deh.
SNB : Terus, apakah Ms.SS kasih kesempatan untuk bertanya?
RMA : Iya.. kak.
SNB : Oo gitu ya. Terus Ms.SS suka ngulangin pelajaran yang udah diajarkan ga?
RMA : Jarang ka.
SNB : Waktu ngajar vocabulary Ms.SS pake media apa aja?
RMA : Buku paket aja tuh ka. Eh sama gambar deh.
SNB : Oke hehe. Lalu, biasanya kalo belajar bahasa inggris terutama vocabulary
Ms.SS nyuruh kalian ngapain lagi de?
RMA : Biasanya tuh disuruh hafalan ka.
SNB : Okedeh, makasih ya
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OBSERVATIONAL NOTES
(CLASS 7.1)
1. First meeting
The observation was firstly carried out to class 7.1 with the respondent of MTs
Negeri 2 Jakarta. At the first meeting of observation, the teaching learning process was
started by greeting to students and checked who was absent at that day.
“Assalamualaikum, hello good morning class.. How are you? Ada yang gak masuk hari
ini?”. All students answer the greeting and told the teacher who was absent.
“Waalaikumsalam miss, im fine thank you and you? Yang ga masuk Cuma saori miss,
dia sakit”.
Then the teacher explained to students why the writer come to their class. “Oke
anak-anak, kita sekarang kedatangan tamu nih yang sudah ga asing lagi bagi kalian. Udah
sering ketemu kaka ini kaan? Yap, kaka ini setiap hari disekolah kita tapi sayangnya ga
ngajar dikelas kalian. Yaudah miss persilahkan untuk ka melly menyampaikan maksud
tujuannya aja ya”. After that, the writer explained to students the purposes why she came
to their class.
Sepending around 15 minutes to open the class and introduce the writer, the
teacher continue to the lesson. At this meeting, the teacher only brought her textbook and
her gadget. The writer did not see the teacher brought some media to teaching.
The first activity that teacher conducted was asked the students about the things in
the class. “Ayo coba sebutkan benda apa saja yang ada dikelas”. Some students
answered, “meja, kursi, papan tulis, lemari”. The teacher asked students again, “try to
metion it in English come on”. After that, all students anthusiast to answered, “cupboard,
whiteboard, chair, table, audio, marker and so on”. “smart!”, said teacher.
Then teacher gave explanation what they are going to talk at this meeting. “jadi,
hari ini kita akan belajar tentang deskripsi. Lebih tepatnya mendeskripsikan benda benda
yang ada disekeliling kita”. After that, the teacher asked students to opened their book
and looked at the descriptive text. They were read aloud together, then teacher want to
hear one of students to read aloud by herself, “Stop, Olivia please read it again”. After
Olivia read, the teacher gave the question to students “Ada yang tahu arti dari kalimat
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yang oliv baca?”. Students was quiet, the writer thought that students still did not know
what the meaning of the text. However, the teacher explained the meaning of that text. It
was took 30 minutes, before finally the teacher gave students a list of questions. After
finished read together and identified the meaning of the text, students must answered that
question. And it was took 20 minutes to finish it.
During the teaching learning process, the writer did not see the teacher talked
much about vocabulary. Therefore, she just explained about descriptive text. For teaching
vocabulary, the teacher only asked students to mention then translate it into English.
Finally, after the students answered a list of questions, the teacher checked it. The
bell was rang, and the teacher closed the class by saying hamdallah.
2. Second meeting
At the second meeting, the teacher did the same activity for opening class like the
first meeting. The material was same as 1st meeting about descriptive text, but
submaterial that she delivered was different. In this meeting, the teacher asked students to
make a group. After that, the teacher gave students a chance to ask freely about
descriptive text. Because nobody wants to ask, the teachers continue the activity and gave
an explanation to students, “sekarang ada tambahan baru, untuk mendeskripsikan itu
harus ada subjeknya, sama preposisi atau kata depan. Contohnya, the cupboard is big or
my chair is broken, apa artinya? Bisa juga the blackboard so dirty”. Students gave full
attention to the teacher. They seems really understand what the teacher says.
Then she directly asked students to see the text “My Shaun The Sheep Bolster”,
she wanted students to find the adjective words in that text. Students worked in group,
however the teacher did not checked her students’ work, she only sit on her chair and
checked her gadget. After 30 minutes, the teacher looked at her students’ work and asked
them to collect their work. After that, she mentioned the adjective words from the
text,and asked one of students about the meaning of that word. “Habna, coba artinya dari
slim apa?” and student answered, “guling ya miss?”. “Yap, betul sekali. Sekarang ayo
coba salin semua vocab yang miss tulis lalu dihafalkan ya”.
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The teacher wrote some words on the whiteboard, and asked students to
memorize it. If time is over, the students should memorize it next meeting. Before closing
the class, students have to translate that text into Bahasa.
3. Third meeting
At the third meeting, the teacher still taught descriptive text and vocabulary to
students. But before delivered the next topic, she invited students to memorize some
words that has be given yesterday. One by one students came to front of the class and
memorize it. Surprisingly, the can memorize it well. They seems very like this way in
learning vocabulary.
For memorize, it was took time too long. It effected to the next topic that would
teacher delivered, it can not be clearly explained because the time was so limited.
However the teacher only asked students to go out the class for a while and found another
things which is not exist in the class. Then they have to mention and translate it.
She closed the class by saying hamdalah together and asked students to read some
vocabulary that she has given again.
4. Fourth meeting
At the fourth meeting, the teacher brought media to the class. She brought a
picture. At the beginning of class, she gave greeting to students the gave students chance
to ask. Some students asked her, “Miss bawa apa sih itu? Foto saya ya miss?”. Some
students looks curious but anothers looks do not care what is the teacher bring. And the
teacher answer, “Ada yang tau ini gambar apa? Ayo coba keluarkan kertas selembar dan
trying to describe this thing”. Students followed teacher’s direction and started to write
some sentence in a paper.
After spent 30 minutes to write, the teachers asked them to stop. One student was
invited to front of the class, he should told what he has written. After that, the teacher
mentioned some vocabulary from her student’s text then asked to another students what
the meaning of it. Finally, she wants all students to write and memorize it again. The time
was over then teacher closed the class.
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5. Fifth meeting
At the fifth meeting, teacher opened the class by greeting. After that, teacher
called students one by one to come in front of the class and memorize some words that
yesterday she has given.
In this meeting, the teacher gave students random words and picture. The duty of
students is to arrange them into a sentences then translate it. This activity was took time
and made students more active than before.
After finished that activity, as usual the teacher gave an explaination about that
material that they have learned. The writer thought that the teacher too fast in giving
explanation, and students prefer quiet to ask. Because the time was so limited, so the
teacher can not explained a lot of material. Then she closed the class by saying hamdalah
together.
6. Sixth meeting
Same as the previous meeting, in this meeting the teacher still teach about
vocabulary in descriptive text. The topic at that meeting was about the own things.
Activity in opening was still same as usual. Then the teacher started to talk about own
things. The teacher asked students to open their bag and collect things as much as they
have. After collecting their own things, they have to make a list of theirs and translate it
into English. The teacher gave 20 minutes to do it, before asked them to present their list
in front of the class.
The students started to present their own things to their friends. After present,
they have to create a descriptive text about their own things. The time was over, and the
teacher closed the class.
7. Seventh meeting
Different with another meeting, in this meeting after opened the class by greeting,
the teacher asked students to play a game. This game is called mystery game. Teacher
gave some clue about something, then students have to guest what is it. In writer opinion,
this way can increase students motivation in learning vocabulary, and make students
more active.
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After that, the teacher did not forget to ask students about the meaning of things
that she has mentioned. The students mentioned all the things that they have heard.
However, in this meeting the teacher did not explain material anything. She just invited
students to play the game and mentioned it until the time was over.
8. Eighth meeting
At the eight meeting, for the first the teacher opened the class by greeting and
asking students about homework. Then she asked students about what the lovely things
that they had. “miss mau tau, kalian punya barang kesayangan ga? Kalau punya, apa
barangnya?”. Students answered, “punya dong miss, boneka, hp, tempat pensil”. The
teacher said, “say it in English please”. Then students mentioned all the things in English.
After knowing about that, the teacher explained students about her lovely things
and made a short paragraph on the whiteboard. “Nah miss juga mau tau dong cerita
kalian tentang barang kesukaan kalian, you have to describe it minimal one paragraph”
said the teacher. Some students look lazy and did not want to do it, meanwhile the teacher
can not make them interest to do that task.
The students seems like got the difficulties in every create a text, however they
was so happy if the teacher asked them to memorize. One of students said, “miss.. bosan
deh bikin cerita mulu susah tau miss, mending hafalan aja deh atau main game miss”.
However the teacher did not care about that. She still wants her students to do that task
and then present it in front of the class.
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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMP Mata Pelajaran : Bahasa Inggris Kelas/semester : VII/2 (dua)
Materi Pokok : Teks lisan dan tulis untuk menyatakan dan menanyakan tingkah
laku/tindakan/fungsi dari benda.
Alokasi Waktu : 8 pertemuan (16 JP)
A. Kompetensi Inti
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No Kompetensi Dasar Indikator Pencapaian Kompetensi
1
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2 2.2 Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori
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bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3
3.7 3.8 3.10
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan benda sesuai dengan konteks penggunaannya.
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan tingkah laku/tindakan/fungsi benda, sesuai dengan konteks penggunaannya.
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya.
3.7.1 3.8.1 3.10.1
Mendengarkan atau membaca ungkapan atau tutur kata yang digunakan untuk menyatakan dan menanyakan benda sesuai dengan konteks penggunaannya.
Mengidentifikasi ungkapan yang digunakan untuk untuk menyatakan dan menanyakan fungsi benda sesuai dengan konteks penggunaannya.
Mengidentifikasi struktur penyusunan frasa kata benda dalam mendeskripsikan suatu benda.
4
4.8 4.9
Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan sifat benda dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tingkah
4.8.1 4.9.1 4.12.1
Mengidentifikasi nama benda dan karakteristiknya. Membuat teks tulis pendek yang menggunakan ungkapan untuk untuk mendeskripsikan benda. Menjawab pertayaan teks
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4.12 4.13
laku/tindakan/fungsi dari benda dengan unsur kebahasaan yang benar dan sesuai konteks.
Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek dan sederhana.
Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang benda dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
4.13.1
deskriptif tentang benda. Menggunakan struktur teks dan unsur kebahasaan untuk mendeskripsikan benda.
C. Tujuan Pembelajaran Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat: 1) Mendengarkan atau membaca ungkapan atau tutur kata yang digunakan untuk
menyatakan dan menanyakan benda sesuai dengan konteks penggunaannya.
2) Mengidentifikasi ungkapan yang digunakan untuk untuk menyatakan dan
menanyakan fungsi benda sesuai dengan konteks penggunaannya.
3) Mengidentifikasi struktur penyusunan frasa kata benda dalam mendeskripsikan
suatu benda.
4) Mengidentifikasi nama benda dan karakteristiknya.
5) Membuat teks tulis pendek yang menggunakan ungkapan untuk untuk
mendeskripsikan benda.
6) Menggunakan struktur teks dan unsur kebahasaan untuk mendeskripsikan benda.
D. Materi Pembelajaran
Fungsi sosial
Membanggakan, mengenalkan, mengidentifikasi, memuji, mengkritik, dsb.
Struktur text (gagasan utama dan informasi rinci)
a. Menyebutkan nama benda dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
b. Menyebutkan sifat benda.
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c. Menyebutkan tindakan dari atau terkait dengan benda yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Panjang teks: kurang lebih 3 (tiga) kalimat.
Unsur kebahasaan
(1) Penyebutan kata benda singular dengan a dan the, dan plural (-s).
(2) Kata ganti it, they, she, we, dst.; our, my, your, their, dst.
(3) Kata sifat yang sangat lazim old, big, small, tired, tall, short, beautiful, dll.
(4) Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple present tense: be, have, go, play,get, take, dll.
(5) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
(6) Ucapan, tekanan kata, intonasi
(7) Ejaan dan tanda baca
(8) Tulisan tangan
Topik
Benda di sekitar dan relevan dengan kehidupan siswa, dengan memberikan keteladanan tentang perilaku disiplin, percaya diri, bertanggung jawab, cinta damai, dan kerja sama.
E. Metode Pembelajaran
1. Scientific Method
F. Media, Alat, dan Sumber Pembelajaran
1. Media Gambar, benda dikelas, foto, buku pelajaran.
2. Alat
Gambar.
3. Sumber Pembelajaran
a. Zaida, Nur. Bright: An English Course for Junior High School Students. Jakarta:
Penerbit Erlangga.Hal. 136-150.
b. Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan
komunikasi interpersonal/ transaksional dengan benar dan akurat.
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c. Sumber dari internet, seperti:
- www.dailyenglish.com
- http://americanenglish.state.gov/files/ae/resource_files
- http://learnenglish.britishcouncil.org/en/
G. Langkah-langkah Kegiatan Pembelajaran Pertemuan Kesatu
Pendahuluan (10 menit ) 1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (60 menit) Mengamati 1) Peserta didik mengamati serta menyebutkan benda-benda yang ada di dalam kelas.
2) Peserta didik mengamati penjelasan guru mengenai kata sifat (adjective) untuk
mendeskripsikan benda.
3) Peserta didik bersama guru bersama-sama mengidentifikasi bentuk benda-benda
yang ada di dalam kelas (small chair, big whiteboard, long ruler, dll.) dengan
menggunakan kata sifat
Penutup (10 menit) 1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
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3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.
Pertemuan Kedua
Pendahuluan (10 menit ) 1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (60 menit) Mengamati 1) Peserta didik mengamati penjelasan guru mengenai struktur teks deskriptif.
2) Peserta didik membuat grup diskusi.
3) Peserta didik mengamati teks deskriptif yang ada di activity 2 kemudian
mengidentifikasi struktur teks tersebut.
4) Peserta didik mengidentifikasi kata sifat yang ada pada teks deskriptif ’My Shaun
the Sheep Bolster’ (activity 3).
Penutup (10 menit) 5) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
6) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
7) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
8) Peserta didik dan guru mengucapkan salam perpisahan.
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Pertemuan Ketiga
Pendahuluan (10 menit ) 1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (60 menit) Mengamati 1) Peserta didik dipanggil satu persatu untuk menghafalkan beberapa kosakata
didepan kelas.
2) Peserta didik berkeliling sekolah untuk mengamati benda-benda yang ada di sekitar
sekolah kemudian membuat daftar benda tersebut (menggunakan adjective untuk
menyebutkan benda-benda tersebut).
3) Peserta didik diminta untuk menyebutkan benda benda tersebut lalu
mengartikannya ke dalam bahasa Indonesia.
Penutup (10 menit) 1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.
Pertemuan Keempat
Pendahuluan (10 menit ) 1) Guru memberi salam (greeting);
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2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (60 menit) Mengamati 1) Peserta didik diminta untuk mendeskripsikan gambar yang telah disediakan oleh
guru.
2) Peserta didik diminta untuk maju ke depan kelas dan mempresentasikan apa yang
sudah mereka buat.
3) Peserta didik mengamati penjelasan guru mengenai kosakata baru.
4) Peserta didik menulis dan menghafalkan kosakata baru tersebut.
Penutup (10 menit) 1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.
Pertemuan Kelima
Pendahuluan (10 menit ) 1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
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4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (60 menit) Mengamati 1) Peserta didik menghafalkan beberapa kosakata yang telah guru berikan.
2) Peserta didik diberikan gambar dan kata acak.
3) Peserta didik membuat kalimat dari kata acak, lalu menterjemahkannya.
Penutup (10 menit) 1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.
Pertemuan Keenaam
Pendahuluan (10 menit ) 1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
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7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (60 menit) Mengeksplorasi 1) Peserta didik mengumpulkan benda-benda yang ada di dalam tasnya dan
kemudian bertanya jawab mengenai kepunyaan benda-benda tersebut (activity 13).
2) Peserta didik membuat daftar benda yang ada didalam tas, lalu menterjemahkannya
ke dalam nahasa Indonesia.
3) Peserta didik mempresentasikan apa yang sudah mereka buat.
Penutup (10 menit)
1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.
Pertemuan Ketujuh
Pendahuluan (10 menit ) 1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
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Kegiatan inti (60 menit) Mengasosiasi 1) Peserta didik secara berpasangan menebak clue dari guru
2) Peserta didik bermain ’Mystery game’ (activity 17).
3) Peserta didik menyebutkan apa arti dari setiap clue tersebut.
Penutup (10 menit) 1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Guru menyuruh peserta didik untuk membawa benda kesayangan mereka pada
pertemuan selanjutya.
5) Peserta didik dan guru mengucapkan salam perpisahan.
Pertemuan Kedelapan Pendahuluan (10 menit ) 1) Guru memberi salam (greeting);
2) Guru memeriksa kehadiran siswa;
3) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
4) Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan
aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh
dan perbandingan lokal, nasional dan internasional;
5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (60 menit) Mengkomunikasikan 1) Peserta didik peserta didik menulis tentang benda kesayangan mereka (activity 18).
2) Peserta didik mempresentasikan benda kesayangan mereka di depan kelas (activity
19).
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Penutup (10 menit) 1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
3) Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
4) Peserta didik dan guru mengucapkan salam perpisahan.
H. Penilaian
1. Rubrik Penilaian Sikap Spiritual
a. Pedoman Penskoran:
2. Rubrik Penilaian Sikap Sosial
Deskripsi sikap sosial Nilai Berperilaku santun,
peduli, dan percaya diri
dalam melaksanakan
komunikasi interpersonal dengan
guru dan teman.
Selalu 2
Kadang-kadang 1
Jarang 0.5
No Indikator Skor
1 Menggunakan 8 kata positif dan dua diantaranya adalah kata “God” dan “Thank”
5
2 Menggunakan 6 kata positif dan dua diantaranya adalah kata “God” dan “Thank”
4
3 Menggunakan 4 kata positif dan dua diantaranya adalah kata “God” dan “Thank”
3
4 Menggunakan 4 kata positif tanpa kata “God” dan “Thank” 2
5 Menggunakan kurang dari 4 kata positif tanpa kata “God” dan “Thank”
1
78
a. Pedoman Penskoran
3. Pengetahuan
a. Teknik penilaian : Tes tertulis
b. Bentuk instrumen :Mengisi teks rumpang, menentukan benar atau salah,
mencocokkan, dan menjawab pertanyaan
c. Kisi-kisi :
No Indikator Butir Instrumen
1. Peserta didik dapat mengidentifikasi kata sifat Activity 3
2. Peserta didik dapat mengidentifikasi antonim kata sifat
Activity 4
3. Peserta didik dapat melengkapi teks dengan menggunakan possessive pronouns.
Activity 8
4. Peserta didik dapat mengidentifikasi penggunaan possessive pronouns dalam kalimat dengan tepat
Activity 9
5. Peserta didik dapat mencocokkan gambar dengan katanya.
Activity 11
6. Peserta didik dapat melengkapi teks rumpang. Activity 15
4. Keterampilan
d. Teknik Penilaian : Unjuk Kerja e. Bentuk Instrumen : Tes kemampuan mendengarkan, berbicara, dan menulis.
f. Kisi-kisi:
No. Keterampilan/Indikator Butir Instrumen
Mendengarkan
1. Peserta didik dapat melengkapi teks rumpang sesuai dengan teks yang didengarnya.
Activity 6
2. Peserta didik dapat melengkapi lirik lagu yang rumpang sesuai dengan yang didengarnya.
Activity 20
Berbicara
1. Peserta didik dapat bertanya jawab mengenai bahan baku suatu benda.
Activity 12
2. Peserta didik dapat bertanya jawab mengenai kepunyaan suatu benda.
Activity 13
3. Peserta didik dapat bertanya jawab mengenai bahan baku suatu benda.
Activity 14
4. Peserta didik dapat mendeskripsikan benda kesayangannya
Activity 19
79
No. Keterangan/ Indikator Butir Instrumen
Membaca
1. Peserta didik dapat mengidentifikasi benar atau salah suatu pernyataan.
Activity 2
Menulis
1. Peserta didik dapat mendeskripsikan benda kesayangannya.
Activity 18
2. Peserta didik dapat menjawab pertanyaan mengenai teks.
Activity 5
g. Konversi keterampilan membaca dan mendengarkan.
Setiap jawaban benar diberi skor 1 (satu)
h. Rubrik untuk penilaian keterampilan berbicara
Aspek Keterangan Skor
Pelafalan
Sangat jelas sehingga mudah dipahami
Mudah dipahami meskipun pengaruh bahasa ibu
dapat dideteksi
Ada masalah pengucapan sehingga pendengar
perlu konsentrasi penuh
Ada masalah pengucapan yang serius sehingga
tidak bisa dipahami
4 3
2
1
Tatabahasa
Tidak ada atau sedikit kesalahan tatabahasa
Kadang-kadang ada kesalahan tetapi tidak
mempengaruhi makna
Sering membuat kesalahan sehingga makna sulit
dipahami
Kesalahan tatabahasa sangat parah sehingga tidak
bisa dipahami
4 3
2
1
80
Aspek Keterangan Skor
Kosakata Menggunakan kosakata dan ungkapan yang tepat
Kadang-kadang menggunakan kosakata yang
kurang tepat sehingga harus menjelaskan lagi
Sering menggunakan kosakata yang tidak tepat
Kosakata sangat terbatas sehingga percakapan
tidak mungkin terjadi
4 3
2 1
Kelancaran Sangat lancar.
Kelancaran sedikit terganggu oleh masalah bahasa
Sering ragu-ragu dan terhenti karena keterbatasan
bahasa
Bicara terputus-putus dan terhenti sehingga
percakapan tidak mungkin terjadi.
4 3 2
1
i. Pedoman Penskoran:
j. Rubrik Tes Ketrampilan Menulis
No Aspek yang Dinilai Kriteria Skor
1 Kesesuaian isi dengan
tujuan penulisan pesan
100% isi sesuai 5
80% isi sesuai 4
60% isi sesuai 3
40% isi sesuai 2
20% isi sesuai 1
2 Pilihan kata 100% pilihan kata tepat 5
80% pilihan kata tepat 4
60% pilihan kata tepat 3
40% pilihan kata tepat 2
20% pilihan kata tepat 1
3 Penulisan kosa kata
100% penulisan kosa kata tepat 5
80% penulisan kosa kata tepat 4
60% penulisan kosa kata tepat 3
40% penulisan kosa kata tepat 2
20% penulisan kosa kata tepat 1
4 Ketepatan tata bahasa 100% penggunaan tata bahasa tepat 5
80% penggunaan tata bahasa tepat 4
60% penggunaan tata bahasa tepat 3
40% penggunaan tata bahasa tepat 2
20% penggunaan tata bahasa tepat 1
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k. Pedoman Penskoran:
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Predikat Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4 SB
A- 3.66 3.66
B+ 3.33 3.33
B B 3 3
B- 2.66 2.66
C+ 2.33 2.33
C C 2 2
C- 1.66 1.66
D+ 1.33 1.33 K
D- 1 1
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KI-KD Bahasa Inggris Kelas VII 18 April 2013 Final
KOMPETENSI INTI DAN KOMPETENSI DASAR BAHASA INGGRISSMP KELAS VII
KELAS VII
KOMPETENSI INTI KOMPETENSI DASAR
1. Menghargai dan
menghayati ajaran
agama yang dianutnya
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
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.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru
dan teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3. Memahami pengetahuan
(faktual, konseptual, dan
prosedural) berdasarkan
rasa ingin tahunya
tentang ilmu
pengetahuan, teknologi,
seni, budaya terkait
fenomena dan kejadian
tampak mata.
3.1 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan maaf,
serta responnya, sesuai dengan konteks penggunaannya.
3.2 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
ungkapan perkenalan diri, serta responnya, sesuai dengan konteks
penggunaannya.
3.3 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
untuk menyatakan dan menanyakan nama hari, bulan, nama waktu
dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
pemaparan jati diri, sesuai dengan konteks penggunaannya.
3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks untuk menyatakan dan menanyakan nama dan jumlah binatang,
benda, dan bangunan publik yang dekat dengan kehidupan siswa
sehari-hari.
3.6 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
label nama (label) dan daftar barang (list), sesuai dengan konteks
penggunaannya.
3.7 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks untuk menyatakan dan menanyakan sifat orang, binatang, benda
sesuai dengan konteks penggunaannya.
3.8 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi
orang, binatang, benda, sesuai dengan konteks penggunaannya.
3.9 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
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KI-KD Bahasa Inggris Kelas VII 18 April 2013 Final
KOMPETENSI INTI KOMPETENSI DASAR
instruksi (instruction), tanda atau rambu (short notice), tanda
peringatan (warning/caution), sesuai dengan konteks penggunaannya.
3.10 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, sangat pendek dan sederhana, sesuai
dengan konteks penggunaannya.
3.11 Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
4. Mencoba, mengolah, dan
menyaji dalam ranah
konkret (menggunakan,
mengurai, merangkai,
memodifikasi, dan
membuat) dan ranah
abstrak (menulis,
membaca, menghitung,
menggambar, dan
mengarang) sesuai
dengan yang dipelajari di
sekolah dan sumber lain
yang sama dalam sudut
pandang/teori.
4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon
sapaan, pamitan, ucapan terimakasih, dan permintaan maaf, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks.
4.2 Menyusun teks lisan dan tulis sederhana untuk menyatakan,
menanyakan, dan merespon perkenalan diri, dengan sangat pendek
dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks.
4.3 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka,
tanggal, dan tahun, dengan unsur kebahasaan yang benar dan sesuai
konteks.
4.4 Menangkap makna pemaparan jati diri lisan dan tulis sangat pendek
dan sederhana.
4.5 Menyusun teks lisan dan tulis untuk memaparkan dan menanyakan
jati diri, dengan sangat pendek dan sederhana, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks.
4.6 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
nama binatang, benda, dan bangunan publik yang dekat dengan
kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.7 Menyusun teks tulis label nama (label) dan daftar barang (list),
dengan memperhatikan fungsi sosial, struktur teks dan unsur
kebahasaan yang benar dan sesuai konteks.
4.8 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
sifat orang, binatang, dan benda, dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan yang benar dan sesuai konteks.
4.9 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tingkah laku/tindakan/fungsi dari orang, binatang, dan benda, dengan
unsur kebahasaan yang benar dan sesuai konteks.
4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu
(short notice), tanda peringatan (warning/caution), lisan dan tulis
sangat pendek dan sederhana.
4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short notice),
tanda peringatan (warning/caution), lisan dan tulis, sangat pendek dan
sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks.
4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek
85
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KI-KD Bahasa Inggris Kelas VII 18 April 2013 Final
KOMPETENSI INTI KOMPETENSI DASAR
dan sederhana.
4.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana, tentang orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
4.14 Menangkap makna lagu.
86
SILABUS SMP/MTs Mata Pelajaran : Bahasa Inggris Kelas : 7 Kompetensi Inti : 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 pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata. KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
3.1 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan maaf, serta responnya, sesuai dengan
Teks lisan dan tulis untuk sapaan, pamitan, ucapan terimakasih, dan permintaan maaf
Fungsi sosial
Menjaga hubungan interpersonal dengan guru dan teman
Struktur teks
(ungkapan hafalan, tidak perlu dijelaskan tata bahasanya)
a. Good morning. How are you?, Fine, thank you. And you? dan semacamnya
b. Goodbye. Bye. See you later. See you. Take care., dan semacamnya
c. Thank you. You are
Mengamati
Siswa mendengarkan/ menonton interaksi sapaan, pamitan, ucapan terimakasih, dan permintaan maaf
Siswa mengikuti interaksi sapaan, pamitan, ucapan terimakasih, dan permintaan maaf.
Siswa menirukan model interaksi sapaan, pamitan, ucapan terimakasih, dan permintaan maaf.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi sapaan, pamitan, ucapan terimakasih, dan permintaan maaf (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan sapaan, pamitan,
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial sapaan, pamitan, ucapan terimakasih, dan permintaan maaf
Tingkat kelengkapan dan keruntutan struktur teks sapaan, pamitan, ucapan terimakasih, dan permintaan maaf
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi
CARA PENILAIAN:
Unjuk kerja
Bermain peran (role
3 x 4 JP
model ucapan dan tindakan guru menggunakan setiap tindakan komunikasi transaksional dan fungsional dengan benar, tepat, dan dengan sikap yang sesuai.
Contoh peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset
Contoh interaksi tertulis
Contoh teks tertulis
Teks atau latihan dari buku teks Bahasa Inggris
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
konteks penggunaannya.
4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon sapaan, pamitan, ucapan terimakasih, dan permintaan maaf, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
welcome., dan semacamnya
d. I’m sorry. That’s fine, okay. Allright., dan semacamnya
Unsur kebahasaan
Kosa kata, tata bahasa, ucapan, tekanan kata, dan intonasi.
Topik
Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses pembelajaran, di dalam maupun di luar kelas.
ucapan terimakasih, dan permintaan maaf dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. Mengeksplorasi Siswa menyapa, berpamitan, mengucapkan terimakasih, dan merminta maaf dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur. Mengasosiasi
Siswa membandingkan ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan maaf yang telah dipelajari dengan yang ada di berbagai sumber lain.
Siswa membandingkan antar ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan maaf dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa menyapa, berpamitan, mengucapkan terimakasih, dan merminta maaf dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyapa, berpamitan, mengucapkan terimakasih, dan merminta maaf dalam jurnal belajar (learning journal).
play) dalam bentuk interaksi sapaan, pamitan, ucapan terimakasih, dan permintaan maaf.
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam ungkapan sapaan, pamitan, ucapan terima kasih, dan permintaan maaf serta responnya
Pengamatan (observations):
Upaya menggunakan bahasa Inggris untuk menyapa, berpamitan, mengucapkan terimakasih, dan merminta maaf ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Kesantunan dan kepedulian dalam melaksanakan komunikasi
Teks dari buku non-teks
Sumber dari internet, seperti: - www.dailyenglish.
com
- http://americanenglish.state.gov/files/ae/resource_files
- http://learnenglish.britishcouncil.org/en/
88
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
1 1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar..
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.2 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan perkenalan diri, serta responnya, sesuai dengan konteks penggunaannya.
4.2 Menyusun teks lisan dan tulis sederhana untuk menyatakan, menanyakan, dan merespon perkenalan diri, dengan sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks,
Teks lisan dan tulis sederhana untuk menyatakan, menanyakan, dan merespon perkenalan diri
Fungsi sosial
Memperkenalkan diri untuk menjalin hubungan interpersonal dengan guru dan teman
Struktur teks
My name is ..., I’m ..., I live in ... dan semacamnya.
Unsur kebahasaan
Kosa kata,
Tata bahasa (be, have, kata ganti I, he, she, they; kata ganti kepunyaan, my, your, his, their)
ucapan,
tekanan kata,
dan intonasi.
Topik
Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses pembelajaran, di dalam maupun di luar kelas.
Mengamati
Siswa mendengarkan/ menonton interaksi perkenalan diri
Siswa mengikuti interaksi perkenalan diri
Siswa menirukan model interaksi perkenalan diri.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi perkenalan diri (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara ungkapan perkenalan diri dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.
Mengeksplorasi
Siswa memperkenalkan diri dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan perkenalan diri yang telah dipelajari dengan yang ada di berbagai sumber lain.
Siswa membandingkan antara ungkapan
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial perkenalan diri
Tingkat kelengkapan dan keruntutan struktur teks perkenalan diri
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi
CARA PENILAIAN:
Unjuk kerja
Bermain peran (role play) dalam bentuk interaksi perkenalan diri.
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam interaksi perkenalan diri serta responnya
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
1 x 4 JP
Sesuaikan dengan kemampuan siswa, guru, sekolah, serta tujuan pembelajaran.
Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi transaksional dan fungsional dengan benar, tepat, dan dengan sikap yang sesuai.
Contoh peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset
Contoh interaksi tertulis
Contoh teks tertulis
Teks atau latihan dari buku teks Bahasa Inggris
Teks dari buku non-teks
Sumber dari internet, seperti: - www.dailyenglish.
com
- http://americanenglish.state.gov/files/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
dan unsur kebahasaan yang benar dan sesuai konteks.
perkenalan diri dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa memperkenalkan diri dengan bahasa Inggris, di dalam dan di luar kelas. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memperkenalkan diri dalam jurnal belajar (learning journal
Upaya menggunakan bahasa Inggris untuk memperkenalkan diri ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Perilaku santun dan peduli dalam melaksanakan komunikasi
Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi
ae/resource_files
- http://learnenglish.britishcouncil.org/en/
1. 1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku
Teks lisan dan tulis menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun
Fungsi sosial
Menyadari pentingnya nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun untuk mengelola kehidupan manusia
Mengamati
Siswa mendengarkan dan membaca banyak kalimat menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
Siswa mengikuti interaksi menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
Siswa menirukan contoh-contoh kalimat menyebutkan dan menanyakan nama
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial penyebutan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun Tingkat kelengkapan dan keruntutan struktur teks perkenalan diri
Tingkat ketepatan unsur kebahasaan: tata
3 x 4 JP
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.3 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks untuk menyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
4.3 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan unsur kebahasaan yang benar dan sesuai konteks.
Struktur teks
a. What day is it today? It’s Monday today. It is Tuesday tomorrow. When do we have English?, dan semacamnya.
b. What month is it? What month is before July? After March is April. I was born in January, dan semacamnya
c. in the morning, at noon, in the afternoon, in the evening, at night, at midnight
d. What time is it? What time do we have English on Tuesday? one, two thirty, half past eight, a quarter to five, dan seterusnya
e. What date is it? What date is the Kartini Day? When were you born? the first, the second, the third, the fourth, the fifth, the twenty first dan seterusnya
f. What year is it? When were you born? Nineteen ninety eight. Two
hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi kalimat menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan kalimat menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dalam bahasa Inggris, dan perbedaan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.
Mengeksplorasi
a. Siswa menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dalam konteks simulasi, role-play, dan kegiatanlain yang terstruktur.
b. Siswa berusaha menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dalam bahasa Inggris dalam proses pembelajaran.
bahasa, kosa kata, ucapan, tekanan kata, intonasi
CARA PENILAIAN:
Unjuk kerja
Bermain peran (role play) dalam bentuk interaksi menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
Upaya menggunakan bahasa Inggris untuk
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
thousand and three. dan semacamnya.
Unsur kebahasaan:
(1) Kata terkait hari, bulan, waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun
(2) Kata kerja dalam simple present tense: be, have.
(3) Kata tanya What, When (4) Kata ganti it dan artikel
the. (5) Cardinal number dan
ordinal number (6) Ucapan, tekanan kata,
intonasi, ejaan, tulisan tangan yang rapi
Topik
Hari, tanggal, jam, bulan, tahun, dsb., yang penting dan relevan dengan kehidupan siswa, dengan memberikan keteladanan tentang perilaku disiplin, percaya diri, tanggung jawab, dan jujur.
Mengasosiasi
Siswa membandingkan antara menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dalam bahasa ibu atau bahasa Indonesia.
Mengkomunikasikan
Siswa menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dalam jurnal belajarnya.
menyebutkan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Perilaku santun dan peduli dalam melaksanakan komunikasi
Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi
1 1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam
Teks lisan dan tulis untuk memaparkan jati diri
Fungsi sosial
Mengenalkan, menyebutkan identitas, untuk menjalin hubungan antar pribadi
MENGAMATI
Siswa mendengarkan/ menonton interaksi memaparkan jati diri dan
Siswa mengikuti interaksi memaparkan jati diri.
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial memaparkan jati diri
Tingkat kelengkapan dan keruntutan struktur
2 x 4 JP
92
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
semangat belajar
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya.
4.4 Menangkap makna pemaparan jati diri lisan dan tulis sangat pendek dan sederhana.
4.5 Menyusun teks lisan dan tulis untuk memaparkan dan menanyakan jati diri, dengan sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
dengan guru dan teman
Struktur teks
(ungkapan hafalan, tidak perlu dijelaskan tata bahasanya)
a. My name is Arif, a-r-i-f. My father is Mr. Zainal. How do you spell your name? Who is she? I have two brothers, Siska and Muti., Is she your friend? dan seterusnya
b. My dad is a nurse? He helps the doctors. His father is a gardener. She is the janitor, and she cleans the classrooms., dan semacamnya.
Unsur kebahasaan
(1) Nama status hubungan keluarga dan kekerabatan
(2) Nama profesi pekerjaan. (3) Kata tanya Who? Which?
How? (4) Kata ganti I, you, we, she, it,
they, we. dan seterusnya. (5) Kata ganti my, your, our,
her, their, his, dan seterusnya.
(6) Kata kerja yang menunjuk tindakan yang sangat lazim dan terkait dalam simple present tense: be, have, work, live, dan sebagainya.
Siswa menirukan model interaksi memaparkan jati diri.
Siswa membaca beberapa kartu identitas
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi memaparkan jati diri (fungsi sosial, struktur teks, dan unsur kebahasaan)
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara memaparkan jati diri dalam bahasa Inggris, dengan perbedaan ungkapan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.
Mengeksplorasi Siswa memaparkan jati diri dengan bahasa Inggris dalam konteks simulasi dan kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan memaparkan jati diri yang telah dipelajari dengan yang ada di berbagai sumber lain.
Siswa membandingkan antara ungkapan memaparkan jati diri dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa memaparkan jati diri dengan bahasa Inggris, di dalam dan di luar
teks memaparkan jati diri
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi
CARA PENILAIAN:
Unjuk kerja
Bermain simulasi untuk berinteraksi memaparkan jati diri
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam memaparkan jati diri
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
(7) Penyebutan kata benda singular dan plural (-s), dan children
(8) Ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan.
Topik kalimat
Diri sendiri, orang tua, kaka, adik, famili, tetangga, dan orang terdekat lainnya, dengan memberikan keteladanan tentang perilaku disiplin, percaya diri, tanggung jawab, dan jujur.
kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memaparkan jati diri dalam jurnal belajar (learning journal).
Pengamatan (observations):
Upaya menggunakan bahasa Inggris untuk memaparkan jati diri ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Perilaku santun dan peduli dalam melaksanakan komunikasi
Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
1 1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2 Menunjukkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional..
3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan
Teks lisan dan tulis untuk menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa sehari-hari Fungsi sosial
Mengenalkan, mengidentifikasi.
Struktur teks (ungkapan hafalan, tidak perlu dijelaskan tata bahasanya)
It’s my cricket. They are my cats. There are many fireflies in the farm., What is it? Are they your toys? Which one is your book? How many cows do you have? The hospital is near the post office. The police station is in the corner. dan semacamnya.
Unsur kebahasaan
(1) Nama benda dan binatang di sekitar rumah dan sekolah siswa: hen, chicks, house lizard, dragon fly, cockroaches, mosquitoes.
Mengamati
Siswa mendengarkan dan membaca banyak kalimat menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik, dalam berbagai konteks.
Siswa mengikuti interaksi menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik selama proses pembelajaran, dengan bimbingan guru.
Siswa menirukan contoh-contoh kalimat yang menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar penyebutan dan pertanyaan nama dan jumlah binatang, benda, dan bangunan publik yang ada dalam bahasa Inggris, dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.
Mengeksplorasi
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik
Tingkat kelengkapan dan keruntutan struktur menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi
CARA PENILAIAN:
Unjuk kerja
Bermain peran (role play) dalam bentuk interaksi menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik.
Ketepatan dan kesesuaian
6 x 4 JP
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
siswa sehari-hari.
4.6 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
(2) Nama bangunan umum: the post office, the bank, the hospital.
(3) Kata tanya What?Which one? How many?
(4) Penyebutan kata benda singular dengan a dan the, dan plural (-s).
(5) Kata ganti it, they, this, that, those, these.
(6) Ungkapan There is/are..., Are there ...?
(7) Kata kerja yang menunjuk tindakan yang sangat lazim dan terkait dalam simple present tense: be, have, go, play,get, take, dan sebagainya.
(8) Ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan.
Topik
Benda, binatang, bangunan umum yang terdapat di lingkungan siswa, dengan memberikan keteladanan tentang perilaku ramah lingkungan, percaya diri, dan tanggung jawab.
a. Siswa menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik dalam bahasa Inggris dalam konteks simulasi, role-play, dan kegiatanlain yang terstruktur.
b. Siswa berusaha menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik dalam bahasa Inggris dalam proses pembelajaran
Mengasosiasi
Siswa membandingkan ungkapan menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik yang telah dipelajari dengan ungkapan-ungkapan lainnya.
Siswa membandingkan antara ungkapan menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik dalam bahasa Inggris dengan ungkapan keharusan dalam bahasa ibu atau bahasa Indonesia.
Mengkomunikasikan
Siswa menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik dalam jurnal belajarnya.
menggunakan struktur dan unsur kebahasaan dalam memaparkan jati diri
Pengamatan (observations):
Upaya menggunakan bahasa Inggris untuk menyebutkan dan menanyakan nama dan jumlah binatang, benda, dan bangunan publik ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Perilaku santun dan peduli dalam melaksanakan komunikasi
Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.11 Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
4.14 Menangkap makna lagu.
Lagu
Fungsi sosial
Menghibur, mengungkapkan perasaan, menghayati pesan moral
Unsur kebahasaan
(1) Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu.
(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik
Hal-hal yang memberikan keteladanan tentang perilaku yang menginspirasi.
Mengamati
Siswa mendengarkan berbagai lagu berbahasa Inggris dan menyalinnya
Siswa menirukan penguncapan dengan menyanyikan sesuai dengan lagu yang didengar
Mempertanyakan
Dengan pertanyaan pengarah dari guru, siswa terpancing untuk mempertanyakan pada lagu yang didengar atau dibaca.
Siswa mempertanyakan cara menemukan informasi rinci dalam lirik.
Mengeksplorasi
Siswa membacakan lirik lagu yang disalin kepada teman sebangku
Siswa menyanyikan lagu yang disalin dengan pengucapan dan tekanan kata yang tepat
Siswa berdiskusi tentang pesan lagu yang dibaca
Mengasosiasi
Secara berkelompok siswa membandingkan pesan yang terdapat dalam beberapa lagu yang dibaca/didengar
Siswa membuat kumpulan lagu- lagu yang bertema perdamaian dengan menyalin
Mengkomunikasikan
Siswa melaporkan kumpulan lagu yang
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial menghibur, mengungkapkan perasaan, menghayati pesan moral
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi
CARA PENILAIAN:
Unjuk kerja
Pertunjukkan menyanyikan lagu dengan ucapan yang tepat.
Pengamatan (observations):
Upaya menggunakan bahasa Inggris untuk menampilkan lagu dan memahami makna lagu tersebut dalam berbagai kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap
2 x 4 JP
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
sudah dianalis pesan di dalam lugu-lagu tersebut
Antar siswa melakukan penilaian terhadap kumpulan lagu yang dibuat.
tahapan.
1 1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.6 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks label nama (label) dan daftar barang (list), sesuai dengan konteks penggunaannya.
4.7 Menyusun teks tulis label nama (label) dan daftar barang (list), dengan memperhatikan fungsi
Teks tulis label nama (label) dan daftar barang (list)
Fungsi sosial
Mengenalkan, mengidentifikasi, menginventarisasi.
Struktur text
Nama benda, dengan atau tanpa jumlah.
Unsur kebahasaan
(1) Artikel a, kata benda plural
(2) angka kardinal, 1 s.d. 100, one, two, three, … one hundred
(3) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik
Mengamati
Siswa membaca /mendengar contoh nama-nama benda / daftar barang sesuai dengan pengelompokannya dengan memperhatikan fungsi sosial, struktural teks dan unsur kebahasaan
Siswa meniru/menyalin contoh-contoh secara terbimbing.
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Siswa memperoleh pengetahuan tambahan tentang fungsi sosial, ungkapan dan struktur teks, unsur kebahasaan, serta format penulisan/penyampaian dari berbagai sumber.
Mengeksplorasi
Siswa Membaca/ mendengar/ menulis contoh-contoh teks tulis label nama
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial penggunaan teks
Tingkat kelengkapan dan keruntutan struktur teks
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Tingkat kesesuaian format penulisan/ penyampaian
CARA PENILAIAN:
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan.
2 x 4 JP Sesuaikan dengan kemampuan siswa, guru, sekolah, serta tujuan pembelajaran.
Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi transaksional dan fungsional dengan benar, tepat, dan dengan sikap yang sesuai.
Contoh peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset
Contoh interaksi tertulis
Contoh teks tertulis
Teks atau latihan dari buku teks Bahasa Inggris
Teks dari buku non-
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks.
Benda-benda di sekitar dan relevan dengan kehidupan siswa, dengan memberikan keteladanan tentang perilaku disiplin, peduli, pola hidup sehat, dan ramah lingkungan.
Multimedia:
Layout dan dekorasi yang membuat tampilan teks lebih menarik.
(label) dan daftar barang (list), dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan
Mengasosiasi
Dalam kerja kelompok terbimbing siswa menganalisis teks dengan memperhatikan fungsi sosial, ungkapan dan struktur teks, unsur kebahasaan, serta format penulisan dari jenis teks yang sedang dipelajari.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.
Mengkomunikasikan
Siswa memperoleh balikan dari guru dan teman tentang karya yang dihasilkan/ pesan yang ditangkap dan disampaikan, dll.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyapa, berpamitan, mengucapkan terimakasih, dan merminta maaf dalam jurnal belajar (learning journal).
Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
Ketepatan dan kesesuaian dalam menulis teks tulis label nama (label) dan daftar barang (list)
Portofolio
Kumpulan pekerjaan siswa yang mendukung proses teks tulis label nama (label) dan daftar barang (list) berupa:draft, revisi, dan editing
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar teks tulis label nama (label) dan daftar barang (list)
Catatan atau rekaman evaluasi diri dan evaluasi sejawat, berupa komentar, checklist, penilaian.
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar,
teks
Sumber dari internet, seperti:
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
atau bentuk penilaian lain.
1 1. Mensyukuri kesempatan
dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.7 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai dengan konteks penggunaannya.
4.8 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan sifat orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang
Teks lisan dan tulis untuk menyatakan dan menanyakan sifat orang, binatang, dan benda
Fungsi sosial
Mengidentifikasi, mengenalkan, memuji, mencela, mengagumi
Struktur teks (ungkapan hafalan, tidak perlu dijelaskan tata bahasanya)
young, old, clever, big, small, easy, difficult, dilligent, tired, tall, short, beautiful, dan semacamnya.
It’s…, They’re…, I’m…, dan semacamnya.
Is it small? What is he like? What are they like?Are you tired? What do you think? dan semacamnya.
Unsur kebahasaan
(1) Kata tanya What? Which? How?
(2) Nama benda-benda yang sangat lazim di sekitar ruman dan sekolah dan
Mengamati
Siswa mendengarkan/ membaca berbagai teks untuk menyatakan dan menanyakan sifat orang, binatang, benda
Siswa mengikuti interaksi teks untuk menyatakan dan menanyakan sifat orang, binatang, benda
Siswa menirukan model teks untuk menyatakan dan menanyakan sifat orang, binatang, benda
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri teks untuk menyatakan dan menanyakan sifat orang, binatang, benda (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai dengan konteks penggunaannya dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial penggunaan teks
Tingkat kelengkapan dan keruntutan struktur teks
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Tingkat kesesuaian format penulisan/ penyampaian
CARA PENILAIAN:
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan.
Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
4 x 2 JP
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
benar dan sesuai konteks.
terkait. (3) Kata ganti it, they, this,
that, those, these. (4) Kata kerja dalam simple
present tense: be, have. (5) Ucapan, tekanan kata,
intonasi, ejaan, dan tulisan tangan.
Topik
Orang, binatang, benda di sekitar dan relevan dengan kehidupan siswa, dengan memberikan keteladanan tentang perilaku disiplin, jujur, peduli, pola hidup sehat, dan ramah lingkungan.
lain, dsb.
Mengeksplorasi Siswa menyusun teks untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai dengan konteks penggunaannya dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan untuk menyatakan dan menanyakan sifat orang, binatang, benda yang telah dipelajari dengan yang ada di berbagai sumber lain.
Siswa membandingkan antar ungkapan untuk menyatakan dan menanyakan sifat orang, binatang, benda dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa menyatakan dan menanyakan sifat orang, binatang, benda dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai dengan konteks penggunaannya dalam jurnal belajar (learning journal).
Ketepatan dan kesesuaian dalam menulis teks untuk menyatakan dan menanyakan sifat orang, binatang, benda
Portofolio
Kumpulan pekerjaan siswa yang mendukung proses penulisan teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution) berupa:draft, revisi, dan editing
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar teks untuk menyatakan dan menanyakan sifat orang, binatang, benda
Catatan atau rekaman evaluasi diri dan evaluasi sejawat, berupa komentar, checklist, penilaian.
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
khusus, komentar, atau bentuk penilaian lain.
1 1. Mensyukuri kesempatan
dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.8 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda, sesuai dengan konteks penggunaannya.
Teks lisan dan tulis untuk menyatakan dan menanyakan tingkah laku/tindakan/fungsi dari orang, binatang, dan benda
Fungsi sosial
Mengidentifikasi, mengenalkan, memuji, mencela, mengagumi
Struktur teks (ungkapan hafalan, tidak perlu dijelaskan tata bahasanya)
We exercise in the morning. The cat jumps to the tree., We don’t say bad words. He doesn’t like noodles., dan semacamnya.
What do you do every morning? Do you help your dad? Where do you put your shoes? When does she clean up her house? Where does the dog poo? dan semacamnya.
Unsur kebahasaan
(1) Kata tanya dan pernyataan negatif What?Do you ...?Does he
Mengamati
Siswa mendengarkan/ membaca ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda.
Siswa mengikuti interaksi ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda.
Siswa menirukan model ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda dalam bahasa Inggris, perbedaan
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial penggunaan teks
Tingkat kelengkapan dan keruntutan struktur teks
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Tingkat kesesuaian format penulisan/ penyampaian
CARA PENILAIAN:
Pengamatan (observations): Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan.
Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
3 x 4 JP
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
4.9 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tingkah laku/tindakan/fungsi dari orang, binatang, dan benda, dengan unsur kebahasaan yang benar dan sesuai konteks.
...? He doesn’t ... They don’t ...
(2) Penyebutan kata kerja yang sangat lazim dan terkait dalam simple present tense untuk menyatakan kebiasaan, tanpa dan dengan –s.
(3) Preposisi: in, at, on untuk menunjukan tempat
(4) Preposisi in, at, on untuk menunjukkan waktu
(5) Ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan.
Topik
Orang, binatang, benda di sekitar dan relevan dengan kehidupan siswa, dengan memberikan keteladanan tentang perilaku disiplin, jujur, peduli, pola hidup sehat, dan ramah lingkungan.
ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.
Mengeksplorasi
Siswa menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda yang telah dipelajari dengan yang ada di berbagai sumber lain.
Siswa membandingkan antar ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda dalam jurnal belajar
Ketepatan dan kesesuaian dalam menulis ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda
Portofolio
Kumpulan pekerjaan siswa yang mendukung proses ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda berupa:draft, revisi, dan editing
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar ungkapan untuk menyatakan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format
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(learning journal).
khusus, komentar, atau bentuk penilaian lain
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.9 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), sesuai dengan konteks penggunaannya.
4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis sangat pendek dan sederhana
4.11 Menyusun teks instruksi (instruction), tanda atau
Teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis
Fungsi sosial
Mencapai tujuan, menjaga ketertiban dan keselamatan pribadi dan publik.
Struktur teks
Ungkapan baku dari sumber-sumber otentik:
a. Instruksi: Read the report carefully. No students should be late. Always come on time. Shake well before use.
b. Rambu (short notice): Keep the room clean and tidy. Keep door closed at all times. Do not enter. An email has been received. No mobile phones in the library.
c. Peringatan (warning/caution): Caution - Very hot water. Danger, 240 volts. Slippery when wet. Warning – Dangerous chemicals.
Mengamati
Siswa membaca beberapa teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution) dari berbagai sumber
Siswa mengamati fungsi sosial, struktur, dan unsur kebahasaan teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution) dari berbagai sumber.
Siswa belajar membaca memindai untuk mendapatkan informasi tertentu dari teks (scanning) dan menentukan jeda pada tempatnya untuk membaca dengan bermakna
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.
Siswa mempertanyakan cara menemukan informasi tertentu dalam teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial penggunaan teks
Tingkat kelengkapan dan keruntutan struktur teks instruksi, tanda atau rambu, tanda peringatan
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Tingkat kesesuaian format penulisan/ penyampaian
CARA PENILAIAN:
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan.
Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
4 x 4 JP
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis, sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Unsur kebahasaan
(1) Kata dan tata bahasa yang lazim digunakan
(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik
Tindakan di sekolah dan di rumah dengan memberikan keteladanan tentang perilaku disiplin, jujur, peduli, pola hidup sehat, dan ramah lingkungan.
Multimedia:
Layout dan dekorasi yang membuat tampilan teks lebih menarik
Mengeksplorasi
Siswa membacakan teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)kepada teman dan guru dengan tekanan, intonasi, dan pengucapan yang tepat.
Siswa berlatih menemukan informasi tertentu dan rinci dalam teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)
Siswa menulis/menyalin teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution) yang ditulis.
Siswa melakukan perbaikan terhadap teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution) yang ditulis berdasarkan masukan dari teman dan guru
Ketepatan dan kesesuaian dalam menulis teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)
Portofolio
Kumpulan pekerjaan siswa yang mendukung proses penulisan teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution) berupa:draft, revisi, dan editing
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)
Catatan atau rekaman evaluasi diri dan evaluasi sejawat, berupa komentar, checklist, penilaian.
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
Mengasosiasi
Siswa menganalisis berbagai teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution) dan membandingkannya dengan contoh yang diberikan.
Siswa menganalisis bentuk kalimat yang digunakan dalam teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)
Dalam kerja kelompok terbimbing siswa membahas kesulitan yang dihadapi pada saat membaca dan menulis teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution) dalam bahasa Inggris dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap permasalahan yang disampaikan dalam kerja kelompok.
Mengkomunikasikan
Siswa menggunakan kalimat perintah dalam menulis teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain.
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
Siswa mempresentasikan teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution)yang sudah diperbaiki berdasarkan masukan dari guru dan teman
Siswa menyampaikan kesimpulan hasil belajar secara lisan
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.10 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, sangat pendek dan sederhana, sesuai dengan konteks penggunaannya.
Teks deskriptif lisan dan tulis, tentang orang, binatang, dan benda,
Fungsi sosial
Membanggakan, mengenalkan, mengidentifikasi, memuji, mengkritik, dsb.
Struktur text
(1) Penyebutan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
(2) Penyebutan sifat orang, binatang, benda dan bagiannya, dan
(3) Penyebutan tindakan dari atau terkait dengan orang, binatang, bendayang semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Mengamati
Siswa membaca /mendengarkan/ menonton berbagai macam teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, sangat pendek dan sederhana.
Siswa memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisan teks deskriptif
Siswa belajar membaca cepat untuk mendapatkan gambaran umum dari teks (skimming) dan menentukan jeda pada tempatnya untuk membaca dengan bermakna
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks deskriptif, dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan
KRITERIA PENILAIAN:
Tingkat ketercapaian fungsi sosial penggunaan teks
Tingkat kelengkapan dan keruntutan struktur teks deskriptif
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Tingkat kesesuaian format penulisan/ penyampaian
CARA PENILAIAN:
Unjuk kerja
Melakukan monolog tentang deskripsi orang, binatang dan benda di depan kelas /
6 x 4 JP
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek dan sederhana.
4.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
Panjang teks: kurang lebih 3 (tiga) kalimat.
Unsur kebahasaan
(1) Penyebutan kata benda singular dengan a dan the, dan plural (-s).
(2) Kata ganti it, they, she, we, dst; our, my, your, their, dst.
(3) Kata sifat yang sangat lazim, young, old, clever, big, small, easy, difficult, dilligent, tired, tall, short, beautiful, dan semacamnya
(4) Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple present tense: be, have, go, play,get, take, dan sebagainya.
(5) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
(6) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
Topik
Orang, binatang, benda di sekitar dan relevan dengan kehidupan siswa, dengan memberikan keteladanan
ungkapan lain, dsb.
Siswa mempertanyakan cara menemukan gagasan pokok, informasi tertentu, informasi rinci dan kesimpulan dalam teks deskriptif.
Mengeksplorasi
Siswa membaca/mendengarkan beberapa teks deskriptif dari berbagai sumber.
Siswa membacakan teks deskriptif kepada teman dengan menggunakan unsur kebahasaan yang tepat
Siswa berlatih menemukan gagasan utama, informasi tertentu dan makna kata dalam teks deskriptif.
Siswa secara berkelompok menuliskan teks deskriptif tentang orang, binatang, dan benda, terkait dengan mata pelajaran lain di Kelas VII dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan
Mengasosiasi
Secara berpasangan siswa saling menganalisis teks deskriptif yang tulis dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok.
berpasangan
Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur kebahasaan dalam membuat teks deskriptif
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian
Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks deskriptif
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
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tentang perilaku disiplin, jujur, peduli, pola hidup sehat, dan ramah lingkungan.
Mengkomunikasikan
Siswa menuliskan deskripsi teman teman sebangkunya dan mempresentasikan di depan kelas.
Siswa membuat jurnal belajar (learning journal)
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks deskriptif.
Kumpulan karya siswa yang mendukung proses penulisan teks diskriptif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain