i

THE USE OF DIRECT METHOD AND

SUGGESTOPEDIA TO IMPROVE STUDENTS’

VOCABULARY MASTERY

(Comparative Study of the First Year Students of MTs

Darul Ulum Reksosari, Suruh in the Academic Year of

2015/2016)

GRADUATING PAPER

Submitted to the Board of Examiners as a partial Fulfilment of

the Requirements for the Degree of SarjanaPendidikan Islam

(S.Pd.I) in English Education Department of Teacher Training

and Education Faculty State Institute for Islamic Studeis (IAIN)

Salatiga

By

ROISA INDRIANI

113 11 043

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY STATE

INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2015

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MOTTO

Do the best, be good, then you will be the best

Every action has a reaction, every act has a consequence, and every kindness has jind reward.

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DEDICATION

This thesis is whole – heartedly

Dedicated to:

ALLAH SWT

The prophet Muhammad SAW

My beloved mother and father

My brother and sister

All the people

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ABSTRACT

ROISA INDRIANI (2015) “THE USE OF DIRECT METHOD AND

SUGGESTOPEDIA TO IMPROVE STUDENTS‟ VOCABULARY

MASTERY (Comparative Study of the First Year Students of MTs Darul

Ulum Reksosari, Suruh in the Academic Year 2015/2016)”

The objective of the research is to find the difference of Direct Method and

Suggestopedia to improve students‟ vocabulary mastery of first year of MTs

Darul Ulum Reksosari in the academic year 2015/2016; and to know the

significant difference of Direct Method and Suggestopedia to improve students‟

vocabulary mastery of first year of MTs Darul Ulum Reksosari in the academic

year 2015/2016.

This thesis is quantitative research with experimental method. The writer gives the

students pre–test before treatment and post–test after treatment. The students‟

average of experimental group is 62.52 and the average of control group is 62.67.

Then, the result of the t-test above, the pre test shows –0.25 then the result is

compared with the t–table with 1% of significant level 60 shows 2.66. After

giving different treatment, the students were given post test. The students‟

average score of experimental group after treatment is 75.9 and the students‟

average score of control group is 70.09. Then the result of t–test, the post test

shows 10.56. It is compared with the t–table 1 % of significance 60 shows 2.66.

The finding of the study are t–test is lower than t–table. So the writer concluded

students of experimental class who learnt vocabulary through direct method got

higher scores than the students of control class who learn vocabulary trough

suggestopedia. The use of direct method in teaching vocabulary had helped the

students to remember vocabulary. In order words, it had a positive effect on the

students of the first grade of MTs Darul Ulum Reksosari.

Keyword: Vocabulary Mastery, Comparative Study, Direct Method,

Suggestopedia

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TABLE OF CONTENT

TITLE .......................................................................................................... i

DECLARATION ......................................................................................... ii

ATTENTIVE COUNSELOR NOTES ........................................................ iii

STATEMENT OF CERTIFICATION ........................................................ iv

MOTTO ....................................................................................................... v

DEDICATION ............................................................................................. vi

ACKNOWLEDGEMENT ........................................................................... vii

ABSTACT ................................................................................................... ix

TABLE OF CONTENTS ............................................................................ x

LIST OF TABLES ....................................................................................... xii

LIST OF APPENDICES ………………………………………………….. xiii

CHAPTER I INTRODUCTION

A. The Background of the Study …………………… 1

B. The Statement of the Study ……………………… 3

C. The Objectives of the Study ……………………... 4

D. The Significance of the Study …………………… 4

E. The Definition of Term …………………………. 5

F. Review of Related Literacy ……………………... 7

G. Outline of the Graduating Paper ………………… 7

CHAPTER II RESEARCH THEORIES

A. Language Teaching ……………………………… 9

1. The term of language teaching ........................ 9

2. Language teaching stategies ........................... 10

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3. Language teaching methodologies .................. 12

a. Direct Method ...........................................

b. Suggestopedia.......................................

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B. Vocabulary ………………………………………. 28

C. Theoretical Framework …………………………. 32

D. Theoretical Hypothesis (Ha) …………………… 33

CHAPTER III RESEARCH REPORT

A. Research Setting ………………………………… 35

B. Research Methodology ………………………….. 40

CHAPTER IV DATA ANALYSIS AND DISCUSSION

A. Description of MTs Darul Ulum Reksosari........... 50

B. Description of the First Grade Students ................ 51

C. Description of the Research Conduct .................... 51

D. Data Analysis ......................................................... 52

E. Discussion of the Findings……………………….. 67

CHAPTER V CLOSURE

A. Conclusions ……………………………………… 70

B. Suggestion ……………………………………….. 72

BIBLIOGRAPHY

APPENDIX

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LIST OF TABLE

Table 3.1 The Situation of Educational Facilities and Tools ……………. 36

Table 3.2 The Situation of the Teacher and Staffs ……………………….. 37

Table 3.3 The Situation of the Students …………………………………. 38

Table 4.1 The Score of Individual Students‟ of the Experimental Class … 52

Table 4.2 The Score of Individual Students‟ of the Control Class ………. 54

Table 4.3 Distribution of Pre – test Score Experimental Class …………... 57

Table 4.4 Distribution of Pre – test Score Control Class …………............ 58

Table 4.5 Comparison Score of Pre – test ………………………………... 59

Table 4.6 Distribution of Post – test Score Experimental Class ………….. 62

Table 4.7 Distribution of Post – test Score Control Class …………........... 63

Table 4.8 Comparison Score of Post – test ……………………………….. 64

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LIST OF APPENDICES

Appendix 1 Pengajuan Judul Skripsi .................................................................... 74

Appendix 2 Surat Bimbingan Skripsi .................................................................... 75

Appendix 3 Surat Izin Penelitian ........................................................................... 76

Appendix 4 Surat Keterangan Telah melakukan Penelitian .................................. 77

Appendix 5 Lesson Plan ........................................................................................ 78

Appendix 6 Student‟s Worksheet of Pre-test and Post-test ................................... 84

Appendix 7 The Answer Key of Pre-test and Post-test.......................................... 94

Appendix 8 Surat Bimbingan Skripsi .................................................................... 96

Appendix 9 Daftar Nilai SKK ................................................................................ 98

Appendix 10 Skrip Interview Responden ...........................................................102

Appendix 11 Skrip Chek List responden Direct Method ..................................... 103

Appendix 12 Skrip Check List Responden Suggestopedia .................................. 100

Appendix 13 Curriculum Vitae ............................................................................ 104

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CHAPTER I

INTRODUCTION

This chapter presents and discusses background of the study, the statement of

study, the objectives of study, the significant of study, the definition of term,

hypothesis, methodology, and outline of the graduating paper.

A. The Background of the Study

English is one of the most important languages. As we know that

English language become the international language, so many people learn

English for many purposes, such as for English teacher, English Lecturer,

tourism, etc. So, English is very important in communication process

internationally. When we want to go international, we must mastering

English.

English has four skills. They are speaking, reading, writing, and

listening. Beside that the student also study about grammar, structure and

vocabulary. The one of English components taught to the teacher is

vocabulary because it has primary role for all language skills.

Vocabulary is the one of importance to learn foreign language. The

students can improve vocabulary mastery such as by reading book, watching

TV, chatting among the country, watching film video. With mastering

vocabularies, the students will easy to speak and write in English. Not just it,

when the students read English book they will understand because they have

many vocabularies in their mind.

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In fact, all of students often find new word every study English with

their teacher, and they do not know it. The students also difficult differentiate

among verb, adverb, noun and adjective. The difficulty of learning English is

not only at junior high school but also at the senior high school and even at

the university. Because process of learning English as foreign language is

same with the process when the children learn to talk for the first time.

Children with low vocabularies would have to learn words much faster

than their peers, at a rate of three to four root words per day, if they were to

catch up within five or six years. Biemiller (2003).

Many factor which influence the students low of vocabulary was caused

by the teacher can not apply the correct method, low attention from the

students or the place was not comfortable. Here the researcher want to

increase the students‟ vocabulary mastery with apply the method. In the

teaching learning processed the material is important, and the teacher is more

important, but the method is the most important. One of the elements that

influence language teaching learning is method. The success or the failure of

teaching program usually is measured by the method used, because the

method will establish the content and the way to teach language.

In English teaching learning, there are so many kind of method to teach

students. Every method has strengths and weakness. There is no method that

good or worse, but the method is suitable with the material / subject or not.

So, the teacher should choose the best way to improve students mastery.

The writer interested to compare both of method. Because the writer

impossible to compare all of the method, so the researcher chose Direct

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Method and Suggestopedia to increase students‟ vocabulary mastery. With

compare that method the researcher hope it will increase students‟ vocabulary

mastery. Because both of method focus on target language and many

vocabulary taught.

From the statement above the writer knows the important to master

English on vocabulary. So that, the writer interested to conduct a research:

COMPARATIVE STUDY OF STUDENTS‟ VOCABULARY MASTERY

USING DIRECT METHOD AND SUGGESTOPEDIA AT THE FIRST

YEAR OF JUNIOR HIGH SCHOOL.

B. The Research Question of the Research

Based on the background of study, the writer formulates the following

question of the study:

1. How far is the difference of students‟ vocabulary mastery taught by direct

method and those taught suggestopedia in the first year of the first year

of MTs Darul Ulum Reksosari in the academic year 2015/2016?

2. How far is the significance difference of students‟ vocabulary mastery

taught by direct method and those taught suggestopedia in the first year

of the first year of MTs Darul Ulum Reksosari in the academic year

2015/2016?

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C. The Objectives of the Research

The objective of the study is to find out:

1. To find out the difference of the student‟s vocabulary mastery taught by

direct method and those taught suggestopedia in the first year of the

first year of MTs Darul Ulum Reksosari in the academic year

2015/2016.

2. To find out the significance difference of the student‟s vocabulary mastery

taught by direct method and those taught suggestopedia in the first year

of the first year of MTs Darul Ulum Reksosari in the academic year

2015/2016.

D. The Significance of the Research

The writer hopes that this research about comparative study direct

method and suggestpedia produces benefits as:

1. Practically

Identify the current levels of MTs Darul Ulum Reksosari and find

out the best method between Direct Method and Suggestopedia to

improve students‟ vocabulary mastery of the first year of MTs Darul

Ulum Reksosari in the school year 2015/2016.

a. For the researcher

1) To more understand about direct method and suggestopedia.

2) To improve the ability in the use of direct method and

suggestopedia.

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b. For the teachers

1) To recommend teachers to choose and select the correct

method to improve students‟ vocabulary skill.

2) The teachers know the importance of using different method;

direct method and suggestopedia to improve students‟

vocabulary skill.

c. For the students

1) To motivated students to more active learning vocabulary.

2) The students motivated to learning English.

2. Theoretically

The result of this study is expected to be able to add some concepts

of language teaching, especially the concept of teaching vocabulary and

as a reference to other researchers who want to study more intensively

about this problem.

E. The Definition of Term

1. Vocabulary Mastery

There are many definitions of vocabulary proposed by some

experts. It is very important for one to know what vocabulary is before

discussing vocabulary mastery. Mastering a large number of vocabularies

is very important for foreign language learners. Without mastering it, of

course, foreign language learners will get some difficulties in developing

the four language skills.

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2. Direct Method

The direct method has one very basic rule: No translation is

allowed. In fact, the direct method receives its name from the fact that

meaning is to be conveyed directly in the target language through the use

demonstration and visual aids, with no recourse to the students‟ native

language.

3. Suggestopedia

Suggestopedia is a method of teaching developed by Georgi

Lazanov, a Bulgarian psychiarist educator. It first started purely as a

psychological experiment aimed at increasing memory capacities in the

educational process. Suggestopedia is a specific set of learning

recommendations derived from suggestology, the science of suggestion

which concerns “with the systematic study of the national and/or

conscious influences that human beings are constantly responding to”

(Stevick, 1976: 42).

F. Review of Related Literacy

In this research, the writer reviews several research conducted by the

previous researchers as composition. The first related research is Juhaeriyah

(2010) Comparative Alanysis Between Direct Method and Situational

Language Teaching to English Achievement of the First Year Students of

SMPN 1 Wonosegoro in the Academic Year of 2007 / 2008. Second

Muawanah (2010), The Use of Direct Method to Improve the Students

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Vocabulary Mastery (a Classroom Action Research of the Fifth Year Students

of SD N Wonokerto Bancak, in the Academic Year of 2009 / 2010.

These researches are as literary review by the writer, because she

assumes that those researches will help the writer to carry out and finish her

research. The third study has similarities and differences matter with the

writer‟s. The similarity is the researches applying Direct Method and

Suggestopedia in improving students‟ vocabulary mastery, from the

researches there is different, especially in the purpose of the study.

The first research is done by Siti Juhaeriyah. She used Direct Method

and Situational Language Teaching. This research is to know the differences

of both method. The second is by Siti Muawanah. She also use Direct method

to improve students vocabulary mastery. This research is to know the

effectiveness of Direct Method to improve students‟ vocabulary.

While, the writer‟s research is comparative study which compare two

methods in language learning, Direct Method and Suggestopedia. This

research is done in MTs Darul Ulum Reksosari toward the first year students‟

in academic year 2015/2016. The purpose is to know the difference of two

methods to improve students‟ vocabulary mastery. These treatments are

implemented toward two different classes.

G. Outline of the Graduating Paper

This thesis is divided into five chapters. Each chapter will contain

different topic.

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Chapter I is the introduction. This chapter explains the background of

the study, statements of the problem, the objectives of the study, the

significant of the study, the definition of the study, hypothesis, methodology

and the system of the thesis presentation.

Chapter II is the review to the related research theories. This chapter

describes theories that relevant toward research, theory description, there are;

language teaching, vocabulary, theoritical framework and statistical

hypothesis (Ha).

Chapter III is research report. This chapter includes about research

setting about general description of MTs Darul Ulum Reksosari, and research

methodology such research approach, population and sample, research

variable, data collection method, research instrument, evaluation criteria, data

analyze, and statistical hypothesis.

Chapter IV contains the result of the experimental research in

improving students‟ vocabulary mastery through Direct Method compared

with Suggestopedia of the firt grade of MTs Darul Ulum Reksosari.

Chapter V, the writer tries to give the conclusion and suggestions based

on the research findings that had been gained after conducting the research.

Bibliography

Appendix

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CHAPTER II

RESEARCH THEORIES

Chapter II is the review to the related research theories. This chapter

describes theories that relevant toward research, theory description, there are;

language teaching, vocabulary, theoritical framework and theoritical hypothesis

(Ha).

A. Language Teaching

a. The Terms of Language Teaching

Longman keys to Language Teaching are full of practical

suggestions for lessons and activities which will help you in your daily

teaching. They are written in clear, jargon – free english so you can read

them quickly and refer to them easily as you need them. The authors are

all experienced teachers who give straight forwad advice on basic

teaching techniques.

Language learning is a curious enterprise, effortless for children

while often effortful for adults. This intriguing dichotomy has been the

subject of intense research in linguistics and psychology, and this

dissertation focuses on how children could accomplish the difficult task

of language learning with such unconscious ease.

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b. Language Teaching Strategies

Many researchers and experts have defined language learning

strategies from different points of view. According to Wenden (1987a),

language learning strategies can be defined from the aspect of language

learning behaviours, such as learning and regulating the meaning of a

second or foreign language, cognitive theory, such as learners‟ strategic

knowledge of language learning, and the affective view, such as learners‟

motivation, attitude, etc. It is argued that three points of views can

improve language learning.

Qxford (1990 : 9) claims that language learning strategies have the

following:

1. Contribute to the main goal, communicative competence

2. Allow learners to become more self – directed

3. Expand the role of teacher

4. Are problem – oriented

5. Are specific actions taken by the learner

6. Involve many aspects of the learner, not just the cognitive

7. Support learning both directly and indirectly

8. Are not always observable

9. Are often conscious

10. Can be taught

11. Are flexible

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12. Are influence by a variety of factors.

Based on earlier research into learning strategies, Oxford (1990)

developed a new language learning strategy system, which includes two

main classifications: direct strategies and indirect strategies. Direct

strategies are specific ways that involve use of language, sub-divided into

memory, cognitive and compensation strategies. Indirect strategies do not

directly involve using the language, but they support language learning ,

Oxford (1990), and are further divided into metacognitive, affective, and

social strategies,

These strategies can be specified as follows:

1. Memory strategies for remembering and retrieving new

information.

2. Cognitive strategies for understanding and producing the language.

3. Compensation strategies for using the language despite lack of

knowledge.

4. Metacognitive strategies for coordinating the learning process.

5. Affective strategies for regulating emotions.

6. Social strategies for learning with others

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B. Language Teaching Methodologies

1. Direct Method

a. The Understanding of Direct Method

The Direct Method is not translation and native language.

Student must associate the meaning in target language directly.

Grammar is taught inductively, that is the students are presented

with example and they figure out the rule or generalization from

the example, students practice vocabulary by using new words

in complete sentences.

The Direct Method is not translation and native language.

Student must associate the meaning in target language directly.

Grammar is taught inductively, that is the students are presented

with example and they figure out the rule or generalization from

the example, students practice vocabulary by using new words

in complete sentences.

The direct method has one very basic rule: no translation is

allowed. In fact, the direct method receives its name from the

fact that meaning is to be conveyed directly in the target

language through the use of demonstration and visual aids, with

no recourse to the students‟ native language.

The Direct Method represented the product of enlightened

amateurism. It was perceived to have several drawbacks. First, it

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required teachers who were native speakers or who had

nativelike fluency in the foreign language. It was largely

dependent on the teacher's skill, rather than on a text book, and

not all teachers were proficient enough in the foreign language

to adhere to the principles of the method. Critics pointed out that

strict adherence to Direct Method principles was often

counterproductive, since teachers were required to go to great

lengths to avoid using the native tongue, when sometimes a

sirnple brief explanation in the student‟s native tongue would

have been a more efficient route to comprehension.

b. Technique of Direct Method

What follows are several types of teaching and learning

activities wich can be conducted in Direct Method:

a) Reading Aloud

Students take turns reading section of passage, play, or

dialog out loud. At the end of each student‟s turn, the

teacher uses gestures, picture, realia, examples, or other

means to make the meaning of the section clear.

b) Question and Answer Exercise

This exercise is conducted only in the target languange.

Students are asked questions and answers in full sentences

to that tey practice with new words and gramatical

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structure. They have the opportunity to ask question as well

as answer them.

c) Getting Students to Self-Correct

The teacher can have the students self correct by asking

them to make a choise between what they said and an

alternate answer he supplied. The are, however, other ways

of getting students to self-correct. For example a teacher

might simply repeat what a student has just said, using a

questoning voice to signalto the student that something was

wrong with it. Another possibilityis for the teacher to repeat

what the student said, stopping just before the error. The

student knows that thw next word was wrong.

d) Conversation Practice.

The teacher asks students a number of questions in the

target languange, wich the students have to understand and

to be able to answer correctly. The teacher can ask

individual students questions about themselves. Later, the

students will be able to ask each other they own questions

using the same grammatical structure.

e) Fill-in-the-blank Exercise

This technique has already been discussed in the Grammar

– Translation Methods, but differs in its application in the

Direct Method. All the items are in the target language;

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furthermore, no explicit grammar rule would be applied.

The students would have included the grammar rule they

need to fill in the blanks from examples and practice with

earlier parts of the lesson.

f) Dictation

The teacher reds the passage three times. The first time the

teacher reads it at a normal speed, while tha students just

listen. The second time the reads the passage phrase by

phrase, pausing long enough to allow students to write

down what they hve heard. The last time the teacher again

reads at normal speed, and students check their work.

g) Map Drawing

The class included one example of a technique used to give

students listening comprehension practice. The students

were given a map with the geographical features unnamed.

Then the teacher gave the students directions such as

following, „Find the mountain range in the west. Write the

words “Rocky Mountain” across the mountain range‟. He

gave instruction for all the geographical features of the

United State so that students would have completely

labelled map if they followed his instruction correctly. The

students then instructed the teacher to do the same thing

with a map he had draw on the board. Each student could

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have a turn giving the teacher instructions for finding and

labelling one geographical feature.

h) Paragraph Writing

The teacher in this class asked the students to write a

paragraph in their own words on the major geographical

feature of the United States. They could have done this from

memory, or they could have used the reading pasage in the

lesson as a model.

c. The Principles of Direct Method

Richards and Rodgers (1986:9-10) summarized the

principles of the direct method:

a) Classroom instruction was conducted exclusively in the

target language.

b) Only everyday vocabulary and sentences were taught.

c) Oral communication skills were built up in a carefully

traded progression organized around question – and –

answer exchanges between teachers and students in small,

intensitive classes.

d) Grammar was taught inductively.

e) New teaching points were taught through modelling and

practice.

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f) Concrete vocabulary was taught through demonstration,

objects and pictures; abstract vocabulary was taught by

association of ides.

g) Both speech and listening comprehension were taught.

h) Correct pronunciation and grammar were emphasized.

d. The Strengths and Weakness of Direct Method

a) The strengths of Direct Method

i. Learners always give attention

ii. Learners know much of words

iii. Learners can have pronunciation like native speaker

iv. Learners get much try on the conversation, especially topics

which have teaching in the classroom.

v. Drawing and giving example make student easy in

understanding new vocabulary

b) The weakness of Direct Method

vi. This method has principles, can used by private schools

which have few the lessons. But, this method can‟t used

by state schools which have more he lessons.

vii. This method require teacher which can speak fluently like

native speaker.

viii. The class is depended on the teacher

ix. Students no allowed to translate where as they still in lower

level

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x. The class situation is boring because there is no role play or

song

2. Suggestopedia

1) The Understanding of Suggestopedia

Suggestopedia is a method developed by the Bulgari an

psychiatrist educator Georgi Lozanov. Suggestopedia tries to

harness these influences and redirect them so as to optimize lea

rning. The most conspicuous characteristics of Suggestopedia are

the decoration, furniture, and arrangement of the classroom, the use

of music, and the authoritative behavior of the teacher. The method

has a somewhat mys tical a ir about it, partically because it has few

direct links with established learning or educational theory in the

West, and partially because of its arcane terminology and

neologisms, which one critic has unkindly called a " package of

pseudo-scientific gobbledygook" (Scovel 1979: 258)

Suggestopedia is a method developed by the Bulgari an

psychiatrist educator Georgi Lozanov. Suggestopedia tries to

harness these influences and redirect them so as to optimize lea

rning. The most conspicuous characteristics of Suggestopedia are

the decoration, furniture, and arrangement of the classroom, the use

of music, and the authoritative behavior of the teacher. The method

has a somewhat mys tical a ir about it, partically because it has few

direct links with established learning or educational theory in the

West, and partially because of its arcane terminology and

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neologisms, which one critic has unkindly called a " package of

pseudo-scientific gobbledygook" (Scovel 1979: 258)

Suggestoped is can perhaps be best understood as one of a

range of theotles that purport to describe how attentiveness is

manipulated to optimize learning and recall. A number of

researchers have attempted to identify the optimal mental states for

facilitating memorization and facilitating recall.

Suggestopedia was critized on a number of fronts. Scovel

(1979) showed quite eloquently that Lozanov‟s experimental data,

in which he reported astounding results with suggestopedia, were

highly questionable. Moreover, the practicality of using

Suggestopedia is an issue that teachers must face where music and

comfortable chairs are not available.

In applications of suggestopedia to foreign language learning,

Lozanov and his followers experimented with the presented with

the presentation of vocabulary, readings, dialogs, role – plays,

drama, and a variety of other typical classroom activities. Some of

the classroom methodology was not particularly unique. Students

were encouraged to be as “childlike” as possible, yielding all

authority to the teacher and sometimes assuming the roles (and

names) of native speakers of the foreign language.

Lozanov does not articulate a theory of language, nor does it

seem he is much concerned with any particular assumptions

regarding language elements and their organization. The emphasis

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on memorization of vocabulary pairs - a target language item and

its native language translation - suggests a view of language in

which lexis is central and in which lexical translation rather than

contextualization is stressed. However, Lozanov does occasionally

refer to the importance of experiencing language material in "whole

meaningful texts".

Lozanov recommends home study of recordings of "whole

meaningful texts (not of a fragmentary nature)" that are, "above all,

interesting." These are listened to "for the sake of the music of the

foreign speech" (Lozanov 1978: 277). The texts should be light

hearted stories with emotional content. Lozanov's

recommendations of such stories seems to be entirely motivational,

however, and does not represent a commitment to the view that

language is preeminently learned for and used in its emotive

function.

Authority is also used to suggest a teacher-student relation like

that of parent to child. In the child's role the learner takes part in

role playing, games, songs, and gymnastic exercises that help "the

older student regain the self-confidence, spontaneity and receptivity

of the child" (Bancroft 1972: 19).

The learner learns not only from the effect of direct instruction

but from the environment in which the instruction takes place. The

bright decor of the classroom, the musical background, the shape of

the chairs, and the personality of the teacher are considered as

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important in instruction as the form of the instructional material

itself.

2) Technique of Suggestopedia

There may be some elements you could usefully adapt to your

own teaching style.

a) Classroom Set – up

The challenge for the teacher is to create a classroom

environtment that is bright and cheerful. This was

accomplished in the clsasroom we visited where the walls

were decorated with scenes from a country where the target

language is spoken. These conditions are not always

possible. However, the teacher should try to provide as

positive an environment as possible.

b) Peripheral Learning

This technique is based upon the idea that we perceive

much more in our environment than we consciously notice.

It is claimed that, by putting posters containing grammatical

information about the target language on the classroom

walls, students will absorb the necessary facts effortlessly.

The teacher may or may not call attention to the posters.

They are changed from time to time to provide grammatical

information that is appropiate to what the students are

studying.

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c) Positive Suggestion

It is the teacher‟s responsibity to orchestrate the suggestive

factors in a learning situation, thereby helping students

break down the barriers to learning that they bring with

them. Teachers can do this through direct and indirect

means. Direct suggestion appeals to the students‟

consciousness: A teacher tells students they are going to be

successful. But indirect suggestion which appeals to the

students‟ subconscious, is actually the more powerful of the

two. For example, indirect suggestion was accomplished in

the class we visited through the choice of the dialogue

entitled, „To want is to be able to.‟

d) Choose a New Identity

The students choose a target language name and a new

occupation. As the course continues, the students have an

opportunity to develop a whole biography about their

fictional selves. For instance, later on they may be asked to

talk or write about their fictional hometown, childhood, and

family.

e) Role – Play

Students are asked to pretend temporarily that they are

someone else and to perform in the target language as if

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they were that person. They are often asked to create their

own lines relevant to the situation. In the lesson we

observed, the students were asked to pretend that they were

someone else and to introduce themselves as that person.

f) First Concert

The two are component of the receptive phase of the lesson.

After the teacher has introduced the story as related in the

dialogue and has called her students‟ attention to some

particular grammatical points that arise in it, she reads the

dialogue in the target language. The students have copies to

it as the teacher is reading.

g) Second Concert

In the second phase, the students are asked to put their

scripts aside. They simply listen as the teacher read the

dialogue at normal speed. The teacher is seated and reads

with the musical accompaniment. Thus, the content governs

the way the teacher reads the script, not the music, which is

pre – Classical or Baroque. At the conclusion of this

concert, the class ends for the day.

h) Primary Activation

24

This technique and the one that follows are components of

the active phase of the lesson. The students playfully reread

the target language dialogue out loud, individually or in

groups. In the lesson we observed, three groups of student

read parts of the dialogue in the particular manner: the first

group, sadly; the next, angrily; the last, cheerfully.

i) Creative Adaption

The students engage in various activities designed to help

them learn the new material and use it spontaneously.

Activities particularly recommended for this phase include

singing, dancing, dramatizations, and games. The important

thing is that the activities are varied and do not allow the

students to focus on the linguistic message, just the

communicative intent.

3) The role of Suggestopedia

The primary role of the teacher is to create situations in

which the learner is most suggestible and then to present

Iinguisitic material in a way most likely to encourage positive

reception and retention by the learner.

Lozanov lists several expected teacher behaviors that

contribute to these presentations.

a) Show absolute confidence in the method.

b) Display fastidious conduct in manners and dress.

25

c) Organized properly and strictly observed the initial stages

of the teaching process – this includes choice and play of

music, as well as punctuality.

d) Maintain a solemn attitude towards the session.

e) Give tests and respond tactfully to poor papers (if any)

f) Stress global rather than analytical attitudes towards

material.

g) Maintain a modest enthusiasm.

As Stevick (1976) points out, there are certain styles of

presentation of material that are important, intricate, and

inaccessible. It appears that teachers have to be prepared to be

initiated into the method by stages and that certain techniques

are withheld until such times as the master teacher feels the

initiate is ready. In addition, Bancroft (1972) suggests that

teachers are expected to be skilled in acting, singing, and

psychotherapeutic techniques and that a Lozanov-taught teacher

will spend three to six months training in these fields.

4) The Strengths and Weakness of Suggestopedia

a) The strengths of suggestopedia

- Comfortable environment in classroom set up build

mental power of student

- The using of native language help student in solving

target language problem

26

- Good suggestion can make student believe to their

ability and be confidence

- The picture is changed regularly depend on the topic

adding student knowledge

- Soft music can bring their mind to the new environment

b) The weakness of suggestopedia

- Little attention is given to grammar

- Student must trust the teacher, if not they will get

difficulties in forming a good environment

- Classroom set up not always possible to provide by the

teacher

- It is expensive because a teacher must change the

poster on the wall every week

- Teacher should proved de a relaxed and comfortable

environment

C. Vocabulary

1. The Understanding of Vocabulary Mastery

Vocabulary is more than a list of words, and although the size of

one‟s vocabulary matters, it is knowing how to use it which matters most.

The best comparison is to an artist‟s palette of colours which can be

mixed and applied to create powerful effects.

From the definition above, it can be concluded that vocabulary is

the total numbers of words, a list or set of words in a particular language

that a person knows or uses.

27

Meanwhile Porter (2001: p. 953) states that mastery is learning or

understanding something completely and having no difficulty in using it.

Mastery is defined as the complete control of knowledge (Oxford

Advanced Dictionary)

Vocabulary mastery is always being an essential part of English.

Lewis and Hill (1990: 12) say that vocabulary mastery is important for

the students. It is more than grammar for communication purpose,

particularly in the early stage when students are motivated to learn the

basic words. Without having proportional English vocabulary, students

will get some difficulties in using English. Vocabulary mastery can be

measured by the requirements of generalization (being able to define

words) and application (selecting an appropriate use of it).

2. The Important of Vocabulary

Vocabulary is one element of the language that should be learnt

and taught. It will be hard to master the language without mastering or

understanding a certain number of vocabularies. Vocabulary is very

important an English teaching ang learning. If the students do not know

the meaning the word, they will have difficulty in understanding what

they see, read and learn. Their vocabulary will increase if the students

read more words. This reason makes vocabulary very important.

A number of criticisms can be made of discrete – point vocabulary

tests.

- It is difficult to make any general statement about a learner‟s

vocabulary on the basis of scores in such a test. If someone gets 20

28

items correct out of 30, what does that say about the adequacy of

the learner‟s vocabulary.

- Being proficient in a second language is not just a matter of

knowing a lot of words – or grammar rules, for that matter – but

being able to exploit that knowledge effectively for various

communicative purposes. Learners can build up an impressive

knowledge of vocabulary (as reflected in high test scores) and yet

be incapable of understanding a radio news broadcast or asking for

assistance at an enquiry counter.

- Learners need to show that they can use words appropriately in

their own speech and writing, rather than just demonstrating that

they understand what a word can mean. To put it another way, the

standard discrete – point items test receptive but not productive

competence.

- In normal language use, words do not occur by themselves or in

isolated sentences but as integrated elements of whole texts and

discourse.

- In communication situation situations, it is quite possible to

compensate for lack of knowledge of particular words.

3. Problem in teaching and learning vocabulary

There are some problems in learning vocabulary faced by the

students. Roger (1995: 43) states that the ease or difficulty of vocabulary

items depends on a number of factors. They are:

a) Similarity to L1

29

The difficulty of vocabulary items often depends on how a similar

item is in form and meaning to the students‟ first language. There

are many examples of these: someone described as sensible in

English will be understood sensitive by many European and if you

say an embarrased to a Spanish speaker, they may will think that

you are expecting a baby.

b) Similarity to English words already known

Once the students have some English words that relate to an

English word that they are already familiar which is easier than

one, which is not. For example, if students have already met the

word friendly, they should be able to guess the meaning of

unfriendly.

c) Conotation

Connotation of the word is another difficult aspect that the learners

have to get to grip. For example, either skinny or slim could be used

to describe someone who is thin. But these two words have very

different in their connotation and by choosing one of them

however; the speaker actually conveys a particular attitude. Skinny

is negative connotation, while slim is positive connotation.

d) Spelling and pronunciation

The spelling of English word can cause problems for students who

speak languages with very regular spelling systems. Particular

spelling patterns can also cause confusion where the pronunciation

concerned. For example: through, though, tough.

30

e) Multi – word items

A lexical item may consist of more than one word, as in a

compound like tennis shoes, or rally car or a phrasal verb such as

to put some one up.

f) Collocation

How a lexical item collocates can also cause difficulty. For

example we say that people injured or wounded but things are

damaged.

31

D. Theoretical Framework

The theory of learning of Direct Method is not translation and native

language. Student must associate the meaning in target language directly.

Grammar is taught inductively, that is the students are presented with

example and they figure out the rule or generalization from the example,

students practice vocabulary by using new words in complete sentences.

In helping student eliminate their feeling about the barriers to learning

the classes set up to make student comfortable to environment and relax, that

is why in the class there are soft music, dim light, and arm chair in semi

circle. There are some pictures on the wall that support into one topic that

will be taught, and it changes few weeks based on the topic or theme. This

class use target language and sometime native language is still used.

The using of target language is a must in Direct Method, no translation

and native language that used. Students must think in the target language. The

primary language is spoken not written. Vocabulary is emphasized over

grammar. Practicing target language is the purpose but in suggestopedia

native language is still used to help student to understand the meaning in

target language. Grammar is showed by putting poster on the walls which

display information. The grammar is dealt with explicitly but minimally. In

fact it is believed that student will learn best if their conscious attention is

focused not on the language form, But on using the language.

32

In Direct Method there is not native language that use during teaching

and learning process. Teacher and student use target language. No translation

teacher ask student to think in target language directly. To make the meaning

of something clear the teacher use realia, gestures, pantomime or draw it on

the blackboard.

In suggetopedia class native language is still used to help student

understand more about target language, student may translate the meaning but

the use of native is reduce from time to time till student master vocabulary in

target language. Student errors are not corrected directly by the teacher she

explains it later on the next lesson or on the last meeting by herself.

The result both of direct method and suggestopedia have many difference

in the learning process, there for they still have correlation at least everything

that the teacher do is to make student can be able to communicate in target

language on their daily activity, to make this succeed student must think by

using target language directly and student confidence is need to facing their

barriers of learning that is why they need suggestion.

E. Theoretical Hypothesis (Ha)

Hypothesis is the problem estimate or answer proposed of problem

statements. According Arikunto (2010; 43 - 44) hypothesis is as a temporary

answer to research problems, until it is proved by founding data. In a

research, the writer has to find the problem solutions by collect much

information. In order to focuses to research problem, the researcher has to

33

organize the alternative answer and explanation to the problems. Then, the

writer searches information by research to strengthen and finds the evidences.

Alternative Hypothesis (Ha): There is significant difference between

teaching vocabularies by using Direct Method compared with Suggestopedia.

34

CHAPTER III

RESEARCH REPORT

Chapter III is research report. This chapter includes about research setting

about general description of MTs Darul Ulum Reksosari, and research

methodology such research approach, population and sample, research variable,

data collection method, research instrument, evaluation criteria, data analyze, and

statistical hypothesis.

A. Research Setting

1. The place and Time of the Research

This study was conducted at first grade of MTs Darul Ulum reksosari

Rt.05/01 Kec. Reksosari, Suruh, Kab. Semarang, Provinsi Jawa Tengah.

The writer do the research in first semester in the academic year of

2015 – 2016. The research was held over period of time from August,

31st 2015 to september 30th 2015.

2. Brief Information of MTs Darul Ulum Reksosari

MTs Darul Ulum Reksosari is an educational organization under

institute Darul Ulum. The location is at Reksosari Rt.05/01, Reksosari,

Suruh, Kab.Semarang, central Java 50776. This width of this location is

about 2.775 m2. This location is strategie,because in the roadside Tingkir

– Karanggede. So, this location is easy to reach from any direction.

The name of the school is Madrasah Tsanawiyah Darul Ulum (MTs

DU) Reksosari. The headmaster of this school in the academic of

35

2015/2016 is Drs. Hisyam and the head of administration is Umi

Zumroh.

MTs Darul Ulum Reksosari is permanently subsidized by the

government. The facilities are text book, teachers and officials. The

students of MTs Darul Ulum Reksosari in academic year 2015/2016 are

278 students.

3. The situation of Educational Facilities and Tools

TABLE 3.1

The situation of Educational Facilities and Tools

of MTs Darul Ulum Reksosari

No Type Total Good

Condition

Damage

Comdition

Damage Categorize

Litle Medium Serious

1 Clasroom 9 7 2 2

2 Library 1 1

3 Sains Lab 1 1

4 Biologi Lab

5 Fisika Lab

6 Kimia Lab

7 Computer Lab 1 1

8 Language lab

9 Chief room 1 1

10 Teacher‟s room 1 1

11 Officer‟s room 1 1

12 Counseling

room 1 1 1

13 Mosque

14 UKS 2 2 2

15 Toilet 4 1 3 3

16 Warehouse 1 1 1

17 Sirculation

Room

18 Yield 1 1

19 OSIS Room

36

4. The situational of the Teachers and Staffs

Education in general is combined effort of several forces to achieve

common goals. One of those forces is teacher. Formal education needs

qualified people as teachers and staffs as administrators to run on the

teaching learning process well. The teachers and staffs of MTs Darul

Ulum are follow:

TABLE 3.2

The situation of the teacher and staffs

of MTs Darul Ulum Reksosari

No Name Subject

1. Drs. Hisyam Indonesian Language Teacher

2. Hj.SitiNgatikoh, S.PdI Hadist and Holy Qur‟an Teacher

3. M.Chazim As Fiqih Teacher

AqidahAkhlak Teacher

4. M.Musta‟in

Indonesian Language Teacher

Civic Society Teacher

AqidahAkhlak Teacher

5. M.AbdulHaris, s.s

Arabic Teacher

IPS Teacher

Civic Society Teacher

6. Maryati, S.Pd Mathematics Teacher

7. SitiMasrifah, S.Ag IPS Teacher

8. Sitakhasunah, S.Pd Sains Teacher

9. Sholikin, S.PdI English Teacher

Javanese Teacher

10. Karmani, S.Ag

The history of Islamic Teacher

AkidahAkhlak Teacher

BTA Teacher

11. M. Ikhwanudin

Sport Teacher

Civic Social Teacher

Art and culture Teacher

12. UmiZumroh Art and culture Teacher

13. Listinawati, S.Pd

Sains Teacher

TIK Teacher

Mathematics Teacher

14. Arwan, S.Pd

English Teacher

BTA Teacher

Computer Teacher

37

5. The Situation of the Students

In academic year 2015/2016, the total students of MTs Darul Ulum

Reksosari is 278, consists of male and female. The students are divided

in three grades, as follow:

TABLE 3.3

The situation of the Students

of MTs Darul Ulum Reksosari In Academic Year 2015/2016

No Grade Male Female Total

1. 7A 14 18 32

2. 7B 17 15 31

3. 7C 18 13 31

4. 8A 15 9 24

5. 8B 12 10 22

6. 8C 15 12 27

7. 9A 12 15 27

8. 9B 17 11 28

9. 9C 14 14 28

Total 161 117 278

38

6. School Organization Structure

Kepala Perpustakaan

Siti Masrifah, S.Ag

Petugas Lab. IPA

Listinawati, S.Pd

Petugas Lab.Komputer

Arwan, S.Pd

Wakasek Kesiswaan

Musta‟in

Wakasek Kurikulum

Hj.St Ngatikoh

Wakasek Sarpras

M.Abdul Haris,S.S

Wakasek Humas

M.Chazim As

Kepala Madrasah

Drs.Hisyam

Kepala Tata Usaha

Umi Zumroh

Pimpinan Yayasan

Drs. A. M Tontowi

Guru

Siswa

39

B. Research Methodology

1. Research Approach

A quantitative approach is one in which the investigator primarily

uses postpositivist claims for developing knowledge (i.e., cause and

effect thinking, reduction to specific variables and hypotheses and

questions, use of measurement and observation, and the test of theories),

employs strategies of inquiry such as experiments and surveys, and

collects data on predetermined instruments that yield statistical data.

Quantitative approach: post positivist knowledge claims,

experimental strategy of inquiry, and pre- and posttest measures of

attitudes.

The type of this research is a comparative research. It is a research

which has a purpose to know differences of conditions in two method

whether both of which have different conditions or not. This research

compare direct method and suggestopedia to increase students‟

vocabulary mastery of first year students of MTs Darul Ulum Reksosari

in academic year of 2015/2016.

2. Sampling Technique

The technique of this research is random sampling. Because In this

research, the sample is representative. To get representative sample, the

researcher also uses sampling technique. According to Sutrisno Hadi

(1981; ), random sampling is taking sample randomly without prejudice.

The random sampling in this research is restricted random sampling or

40

conditional random sampling. This random sampling is not random

sampling toward individual, but random sampling to sub – population of

individuals, group populations, area populations, or cluster populations.

3. Population and Sample

The population in this research is students of first grade of MTs

Darul Ulum, there are 94 students of first grade. But the writer took 62 of

them.

The writer took two classes as sample for research. First is 7A class

as experiment class of which its students were taught vocabulary using

Direct Method. Second is 7B class of which the students were taugh

vocabulary using Suggestopedia.

4. Research Variable

There are two variables in this research dependent variable and

independent variable. Dependent variable is observed to determine what

effect. Independent variable is variables selected by the research to

determine their effect on or relationship with the dependent variable

(Dean Brown, 1987: 10).

The independent variable in this research are the type of methods,

there are direct method and suggestopedia. The dependent variable in this

research is the ability in vocabulary mastery.

41

5. Data Collection Method

In this study, several procedures would be used in order to get the

empirical data required. Collecting data in this research, the researcher

use observation and interview.

a. Test

Test is a series of question or exercise and the other instruments

which is used to measure skill, intelligent knowledge,

comprehension or talent which is had by individual or group.

The writer made multiple choice test and easay test of

vocabulary as pre-test and post-test to know the students‟ ability.

After conducting the test, the writer scores the test result to

explore the score of each individual. Through this scoring it will be

easier to distinguish students score among high, middle and low. The

result of the test will be analyze with t-test formula.

b. Observation

The data that is got from this activity will be used by the

researcher to know the condition when the treatment is done. So that

it will be addition of data which is used to make conclusions. In this

research, this method is used to find the comparative between using

of direct method and suggestopedia in teaching vocabulary for the

first year of MTs Darul Ulum Reksosari in academic year

2015/2016.

c. Interview

42

Collecting data use interview and observation because the

researcher cans explore the different interpretation, interaction, and

variety opinion about the fact. The interview method has goal to

getting information through verbal communication between an

interviewer and respondent. The interviewer get information from

the soure. This technique is applied to find conclusion or the

comparative between direct method and suggestopedia.

6. Research Instrument

Data collection instrument is an invaluable tool in data collection.

For several data collection methods, incidentally term for the instrument

is the same as the method.

a. Test Questioning

The test are objective in the sense that they can be scored

without requiring any judgement by the scorer as to whether an

answer is correct or not. These tests assessed vocabulary knowledge

by presentinglearners with a list of foreign words to be matched with

their English translations. Other early tests used multiple – choice

items in a similar way, with a 12 words in the stem and four or five

L1 words as the options.

Multiple choice vocabulary tests proved to have excellent

technical characteristics, in relation to the requirements of

psychometric theory. Well – written items could discriminate

effectively among learners according to their level of ability, and

43

thus the tests were highly reliable. Reliability was the great virtue of

a psychometric test.

In this research the writer will give the students 20 number

multiple choice and 10 number for complete a text with correct verb.

b. Check List

An observation checklist is a list of things that an observer is

going to look at when observing a class. This list may have been

prepared by the observer or the teacher or both. Observation

checklists not only give an observer a structure and framework for an

observation but also serve as a contract of understanding with the

teacher, who may as a result be more comfortable, and will get

specific feedback on aspects of the class.

c. Interview Guide

This guide is designed to help prepare for these encounters.

Remember that a moderate amount of anxiety associated with the

interview process is good. Following these guidelines will increase

the effectiveness in the interview. Remember, the employer is

actually on your side. She has a need and has every reason to hope

that you will fill it.

44

7. Research Design

No Experimental Group Control Group

1. Pre – test Pre – test

2. Calculating the test result Calculating the test result

3. Concluding the test result Concluding the test result

4.

Teaching learning using Direct

Method

Teaching learning using

Suggetopedia

5. Post – test Post – test

6. Calculating the test result Calculating the test result

7. Concluding the test result Concluding the test result

The test used by the writer in collecting data are:

b. Pre – Test

The writer did the pre – test when the teacher for the first time

entered the class. It is aimed to know the students ability in

material vocabulary.

c. Treatment

The researcher gives different treatment for two different classes.

Class A as an experimental group is use direct method in learning

English vocabulary. While, Class B as a control group use

suggestopedia in learning process.

45

d. Post – Test

Post – test was done in order to know the changeable on student‟s

vocabulary mastery between use direct method and

suggestopedia.

8. Evaluation Criteria

1. Pre – test

a. Multiple choice, there are 20 items and each item is scored 3, so

the total score of this type is 60

b. Completing, there are 10 questions and each item is scored 4, so

the total score of this type is 40

2. Post – test

a. Multiple choice, there are 20 items and each item is scored 3, so

the total score of this type is 60

b. Completing, there are 10 questions and each item is scored 4, so

the total score of this type is 40

9. Data Analysis

In analyzing the data, the writer uses statistical calculating of t-test to

find out the difference score of student‟s achievement in teaching

vocabulary using Direct Method compared with Suggestopedia. Data

processing is the step to know the result of both experimental class using

Direct Method as variable X and controlled class using Suggestopedia as

variable Y, and their differences.

46

The writer used statistical method to analyze the data. The data used

was pre-test and post-test score. In this research, the writer used the data

to analyze central tendency and t-test analyze then comparing t-test with

t-table.

Central tendency is a statistical explanation used to represent the

distribution of sample or population. The score represents all of

distribution scores being researched. There are three particulars of central

tendency, that are mean, median, and modus.

The formula is:

M = N

fx

Explanation:

M : Average of score

fx : Sum of students‟ score

N : The number of the students

The next step is to count the standard deviation of group A, then to

count the SD of group B. after that, the researcher accounts the

coefficient of the mean difference by using the formula as follow:

to =

NbNaNbNa

XbXa

MbMa

11

2

22

Explanation:

Ma : The average of group A (experimental group)

Mb : The average of group B (control group)

Σ Xa2 : Standard Deviation of group A

47

ΣXb2 : Standard Deviation of group B

Na : The numbers of subject in group A (experimental group)

Nb : the numbers of subject in group B (control group)

t0 : Coefficient of the mean difference

Then the result will be consulted with t – table. But, before

consulting with t – table the researcher have to determine the degree of

freedom (df) by using formula;

df = Na + Nb – 2

Explanation:

df : degree of freedom

Na : The number of group A

Nb : The number of group B

The researcher choose 1 % of the significant degree, it means that

the researcher is still willing accept conclusion of research though of

population there are 1 % which is inappropriate with the conclusion. If

the result shows that t0 equal t – table, it means that there is a significant

difference between the two groups. If the result shows that t0 is less than t

– table, it means that there is no significant difference between them

(Suharsimi Arikunto: 2005; 392).

10. Statistical Hypothesis

The writer states the hypothesis as follows:

48

Ha (Alternative hypothesis): there is significance difference between

teaching vocabularies mastery by using Direct Method compared with

Suggestopedia.

The hypothesis criterion states that: if to > tt = Ha is accepted. Ha is

the alternative hypothesis, to is t observation, and tt is t test.

49

CHAPTER IV

RESEARCH FINDINGS

This chapter contains the result of the experimental research in improving

students‟ vocabulary mastery through Direct Method compared with

Suggestopedia of the firt grade of MTs Darul Ulum Reksosari.

A. Description of MTs Darul Ulum Reksosari

The research compare two methods of using Direct Method and

Suggestopedia in improving students‟ vocabulary mastery was divided in two

class. Every class was held in once meeting. Both for the first class and

second class, the researcher took the same topic which was about “Time”. It

was held in September 4th

until 5th

, 2015.

The writer was carried out among the two class students of A class and B

class of MTs Darul Ulum Reksosari. In gathering the data of pre-research

wanted by the researcher, there were several ways done by him such as:

interviewing the teacher, interviewing the students, observing the teaching –

learning process and giving pre-test to the students.

Based on the interview and observation, There are some important

information the researcher got. The English teacher of MTs Darul Ulum,

meaning that he has not got any related educational the teacher used usual or

less varied technique such as translation. He did the same way from one

meeting to the next meeting covering: explaining in Indonesian about some

vocabulary in target language, translating them in English, asking students to

repeat the words after him, and doing the tasks from the book.

50

B. Description of the First Grade Students

From the interview, observation and pre-test it can be concluded that the

students got low vocabulary mastery, Students got difficulties in memorizing

the meaning of words and the students were bored with monotonous class

atmosphere.

The students‟ problem as mentioned above, which were got from several

ways such as interview, observation and pre-test, came from the rising

indicators and some factors causing those problems during the teaching-

learning process. The indicators were: (1) They have limitation number of

vocabulary mastered, (2) It was hard for them to memorize the meaning of

words, (3) Their scores of English tests were low. Those were mostly coming

from the students‟ point of view.

C. Description of the Research Conduct

The research was conducted in once per each in two class. The first was

in A class as experimental class and the second in B class as control class. It

was done in order to identify the problems during the teaching learning

process dealing with students vocabulary mastery before using a new

technique, to know the technique applied by the teacher in teaching and to

find out the students‟ respond to the lesson including their problems in

learning English.

When teaching, a lot of students do not know the meaning of words that I

gave in the pre-test. So I just focus on one topic that is on “time”. In the class

direct method, slowly they know the meaning of those words. Be different

51

with the class suggestopedia, they just feel comfortable because of the music

that I gave but yet so familiar because they do not focus on the material.

D. Data Analysis

The writer used statistical method to analyze the data. The data used was

pre test and post test scores. In this research, the researcher used the data to

analyze central tendency and t – test analyzes, and then comparing t – test

with t – table.

The writer obtained the result of the students‟ score in experimental and

controlled class. The writer held field research observes the teaching –

learning process and the writer got the data from pre – test and post – test.

The writer makes the table of the students‟ score in order to know the result

of the research in the following, the writer gives the report concerning the

score of the students‟ score. Here with the result of the test are presented in

the following table.

Tabble 4.1

The score of individual students’ of the experimental class

No Name Pre-test Post-test

1. Ahmad Balya 72 90

2. Bastian Azhar 67 75

3. Cinta Novita Sari 57 72

4. Desi Siswati 62 70

5. Dwi Kholisatul Jamilah 70 75

6. Dimas Adi Prasetyo 57 70

7. Fariz Muhammad R 65 82

8. Farida Asdiati 60 87

52

9. Galih Trapsilo 60 72

10. Hasan Ali Muthohar 62 70

11. Handi Setyawan 67 85

12. Kavita Nur Kayani 65 77

13. Khikmatul Azizah 60 72

14. Lailatul Fatiyah 72 85

15. M. Khoirul Amin 55 65

16. M. Wildan Firman S. 62 77

17. M. Khazim Muhlisin 67 80

18. M. Nurul Haq 60 73

19. Muflikhin 55 70

20. Novi Arynda R 72 80

21. Nur Maksum Khoirul F 50 72

22. Nia Fajriati Khasanah 60 77

23. Rijal Badruzzaman 65 82

24. Rois Nur Aziz 67 80

25. Shohib Nur Rohmah 55 70

26. Septian Ananing K 70 80

27. Siti Kholifah 60 77

28. Sidrotul Muntaha 62 75

29. Sugatmono 72 85

30. Yuliani 55 72

31. Wahyu Adi Putra 72 87

53

Tabble 4.2

The score of individual students’ of the control class

No Name Pre-test Post-test

1. Arwidatul Latifah 62 65

2. Ahmad Efendi 60 72

3. Anida Khumaeroh 55 62

4. Ainul Rofiq 60 67

5. Amala Mulyana 67 70

6. Akhsanul Huluq 70 77

7. Ardila Lulu Pramesti 72 62

8. Ahmad Kozin 55 60

9. Abdurrahman 50 67

10. Diah Nur Aini 67 70

11. Dini Hidayati Nafiah 67 72

12. Fina Idamatus Silmi 70 70

13. Fitri Maghfiroh 65 67

14. Halimatus Sa'diyah 67 72

15. Himatul Afida 65 77

16. Kaina Kayla Salsabila 60 67

17. Laras Budiarti 70 77

18. M. Yusuf Arifin 67 80

19. Mega Setyaningsih 67 75

20. M. Irkham 65 77

21. M. Abdul Khalim 52 77

54

22. Muhammad Rizal 55 67

23. M. Syaiful Hidayatul M 65 80

24. Muhammad Hikam B 67 75

25. Muhammad Miftahul H 57 75

26. Muhammad Surya U 65 72

27. Nur Faaza Sholihin 62 70

28. Safik Saifullah 57 67

29. Sintya Fina Febriyana 65 72

30. Sena Emelia 75 77

31. Uswatun Khasanah 60 65

In this research, mean was main position beside the others. Mean is an

average of division between sum of students‟ score and total numbers of

respondent or samples.

The formula is:

M = N

fx

Then the result will be consulted with t – table. But, before consulting

with t – table the researcher have to determine the degree of freedom (df) by

using formula;

df = Na + Nb – 2

Explanation:

df = degree of freedom

55

Na = the number of group A

Nb = the number of group B

The researcher choose 1 % of the significant degree, it means that the

researcher is still willing accept conclusion of research though of population

there are 1 % which is inappropriate with the conclusion. If the result shows

that t0 equal t – table, it means that there is a significant difference between

the two groups. If the result shows that t0 is less than t – table, it means that

there is no significant difference between them. Df = 31 + 31 – 2 = 60, shows

2,66.

56

1. The analysis of pre – test

a. Central Tendency Analyzes

The writer used distribution of pre – test score to calculate the

mean (average) of students in pre – test.

Table 4.3 Distribution of Pre – Test Score

Class A (Experimental Group)

No Interval X F Fx

1. 46 – 50 48 1 48

2. 51 – 55 53 4 212

3. 56 – 60 58 8 464

4. 61 – 65 63 7 441

5. 66 – 70 68 6 408

6. 71 – 75 73 5 365

7. f =31 xf =1938

Mean (Ma) =

f

fx

= 31

1938

= 62,52

57

Table 4.4 Distribution of Pre – Test Score

Class C (Control Group)

No Interval X F Fx

1. 46 – 50 48 2 96

2. 51 – 55 53 4 212

3. 56 – 60 58 5 290

4. 61 – 65 63 7 441

5. 66 – 70 68 9 612

6. 71 – 75 73 4 292

7. f =31 xf =1943

Mean (Mb) =

f

fx

= 31

1943

= 62,67

Based on the distribution of pre – test scores of experimental

and control group, the writer got the average of students‟ score of pre

– test. In experimental group, the average score of students was

62,52. While, the average score of students in control group was

62,67. The average of students in experimental group is lower than

the average of students in control group.

58

b. t – test

The results of pre – test will be compared with t – test. It is to

help the researcher in analyzing the significant difference of Direct

Method and Suggestopedia to improve students‟ vocabulary mastery.

Table 4.5 Comparison Score of Pre – test

Experimental Group Control Group

No Xa

Xa – Ma

=Xa

Xa2 No Xb

Xb – Mb

=Xb

Xb2

1. 72 9,48 89,87

1. 62 -0,67 0,44

2. 67 4,48 20,07

2. 60 -2,67 7,12

3. 57 -5,52 30,47

3. 55 -7,67 58,82

4. 62 -0,52 0,27

4. 60 -2,67 7,12

5. 70 7,48 55,95

5. 67 4,33 18,74

6. 57 -5,52 30,47

6. 70 7,33 53,72

7. 65 2,48 6,15

7. 72 9,33 87,04

8. 60 -2,52 6,35

8. 55 -7,67 58,82

9. 60 -2,52 6,35

9. 50 -12,67 160,52

10. 62 -0,52 0,27

10. 67 4,33 18,74

11. 67 4,48 20,07

11. 67 4,33 18,74

12. 65 2,48 6,15

12. 70 7,33 53,72

13. 60 -2,52 6,35

13. 65 2,33 5,42

14. 72 9,48 89,87

14. 67 4,33 18,74

15. 55 -7,52 56,55

15. 65 2,33 5,49

16. 62 -0,52 0,27

16. 60 -2,67 7,12

59

17. 67 4,48 20,07

17. 70 7,33 53,72

18. 60 -2,52 6,35

18. 67 4,33 18,74

19. 55 -7,52 56,55

19. 67 4,33 18,74

20. 72 9,48 89,87

20. 65 2,33 5,42

21. 50 -12,52 156,8

21. 52 -10,67 113,84

22. 60 -2,52 6,35

22. 55 -7,67 58,82

23. 65 2,48 6,15

23. 65 2,33 5,42

24. 67 4,48 20,07

24. 67 4,33 18,74

25. 55 -7,52 56,55

25. 57 -5,67 32,14

26. 70 7,48 55,95

26. 65 2,33 5,42

27. 60 -2,52 6,35

27. 62 -0,67 0,44

28. 62 -0,52 0,27

28. 57 -5,67 32,14

29. 72 9,48 89,87

29. 65 2,33 5,42

30. 55 -7,52 56,55

30. 75 12,33 152,03

31. 72 9,48 89,87

31. 60 -2,67 7,12

31N 2Xa = 1143,06 31N 2Xb = 1108,66

The result of the comparison:

Ma = 62,52

Mb = 62,67

2Xa = 1143,06

2Xb = 1108,66

Na = 31

Nb = 31

60

t0 =

NbNaNbNa

XbXa

MbMa

11

2

22

=

3131

11

23131

66,110806,1143

67,6252,62

=

31

2

60

4,34

15,0

= 06,057,0

15,0

= 34,0

15,0

= 58,0

15,0

= - 0,25

Based on the comparing score of pre – test of Experimental

group and Control group, the writer calculate t – test. The result of t

– test is = – 0,25

c. Comparing t – test and t – table analysis

After getting t – test value, the writer compared the test value

with t – table. The result of t – test, pre – test shows – 0,25. Then,

this result is compared with t – table with 1% of significance 60

shows 2,66.

2. The analysis of post – test

a. Central Tendency Analyzes

61

Table 4.6 Distribution of Post – Test Score

Class A (Experimental Group)

No Interval X F Fx

1. 61 – 65 63 2 126

2. 66 – 70 68 5 340

3. 71 – 75 73 8 584

4. 76 – 80 78 8 624

5. 81 – 85 83 5 415

6. 86 – 90 88 3 264

7. f =31 xf =2353

Mean (Ma) =

f

fx

= 31

2353

= 75,9

62

Table 4.7 Distribution of Post – Test Score

Class A (Control Group)

No Interval X F Fx

1. 56 – 60 58 1 58

2. 61 – 65 63 2 126

3. 66 – 70 68 9 612

4. 71 – 75 73 10 730

5. 76 – 80 78 6 468

6. 81-85 83 3 249

7. f =31 xf =2235

Mean (Mb) =

f

fx

= 31

2235

= 72,09

b. t – test

the result of post – test will be compared with t – test. It is to

help the researcher in analyzing the significant difference of Direct

Method and Suggestopedia in improving students‟ vocabulary

mastery after giving treatment. To calculate t – test, the researcher

will compare the score of post – test of experimental group and

control group.

63

Table 4.8 Comparison Score of Post – test

Experimental Group Control Group

No Xa

Xa – Ma

=Xa

Xa2 No Xb

Xb – Mb

=Xb

Xb2

1. 90 14,1 198,81

1. 65 -5,09 25,9081

2. 75 -0,9 0,81

2. 72 1,91 3,6481

3. 72 -3,9 15,21

3. 62 -8,09 65,4481

4. 70 -5,9 34,81

4. 67 -3,09 9,5481

5. 75 -0,9 0,81

5. 70 -0,09 0,0081

6. 70 -5,9 34,81

6. 77 6,91 47,7481

7. 82 6,1 37,21

7. 62 -8,09 65,4481

8. 87 11,1 123,21

8. 60 -10,09 101,8081

9. 72 -3,9 15,21

9. 67 -3,09 9,5481

10. 70 -5,9 34,81

10. 70 -0,09 0,0081

11. 85 9,1 82,81

11. 72 1,91 3,6481

12. 77 1,1 1,21

12. 70 -0,09 0,0081

13. 72 -3,9 15,21

13. 67 -3,09 9,5481

14. 85 9,1 82,81

14. 72 1,91 3,6481

15. 65 -10,9 118,81

15. 77 6,91 47,7481

16. 77 1,1 1,21

16. 67 -3,09 9,5481

17. 80 4,1 16,81

17. 77 6,91 47,7481

18. 73 -2,9 8,41

18. 80 9,91 98,2081

19. 70 -5,9 34,81

19. 75 4,91 24,1081

64

20. 80 4,1 16,81

20. 77 6,91 47,7481

21. 72 -3,9 15,21

21. 77 6,91 47,7481

22. 77 1,1 1,21

22. 67 -3,09 9,5481

23. 82 6,1 37,21

23. 80 9,91 98,2081

24. 80 4,1 16,81

24. 75 4,91 24,1081

25. 70 -5,9 34,81

25. 75 4,91 24,1081

26. 80 4,1 16,81

26. 72 1,91 3,6481

27. 77 1,1 1,21

27. 70 -0,09 0,0081

28. 75 -0,9 0,81

28. 67 -3,09 9,5481

29. 85 9,1 82,81

29. 72 1,91 3,6481

30. 72 -3,9 15,21

30. 77 6,91 47,7481

31. 87 11,1 123,21

31. 65 -5,09 25,9081

2Xa 1219,91 2Xb 915,31

The result of the comparison:

Ma = 75,9

Mb = 70,09

2Xa = 1219,91

2Xb = 915,31

Na = 31

Nb = 31

t0 =

NbNaNbNa

XbXa

MbMa

11

2

22

65

=

3131

11

23131

31,91591,1219

09,709,75

=

31

2

60

6,304

81,5

= 06,008,5

81,5

= 30,0

81,5

=

55,0

81,5

10,56

Based on the comparing score of pre – test of control grouo and

experimental group, the researcher calculate t – test. The result of t –

test id 10,56

c. Comparing t – test and t – table analysis

While, in the post – test the result of calculation shows 10,56.

Then, this result is compared with t – table with 1% of significance

60 shows 2,66.

E. Discussion of the Findings

The writer states the hypothesis as follows:

1. Ha = “There is a significant difference between the students‟ vocabulary

scores taught by Direct Method and taught by Suggestopedia”.

66

2. Ho = “There is no significant difference between the students‟ vocabulary

scores taught by Direct Method and taught by Suggestopedia”.

The hypothesis criterion states that: if to > tt = Ha is accepted and Ho is

rejected, and if to < tt = Ha is rejected and Ho is accepted. Ha is the alternative

hypothesis, Ho is the null hypothesis, to is t observation and tt is t – test.

The result of the statistic indicates that the value of df (60) on degree of

significance of 1% is 2,66.

Based on the distribution of pre –test, the mean (average) of experimental

group shouw 62,52. And the mean (average) of control group shows 62,67. It

shows that the students‟ ability in vocabulary mastery.

Then, the groups (experimental group and control group) were given

different technique. The result of the treatment can be seen in post – test

score. In the distribution of post – test, the mean (average) of control group is

70,09. And the mean (average) of experimental group is 75,9. Based on this

test, H0 is rejected and Ha is received. Because the average score of

experimental group is higher than control group. It is seen that there is

difference of the average of students score in control group with group work.

It means that before and after giving different treatment there is difference of

Direct Method and Suggetopedia to improve students vocabulary mastery of

the first year students of MTs Darul Ulum Reksosari in academic year of

2015/2016.

While, to know whether there is or there is no significant difference of

Direct Method and Suggestopedia to improve students‟ vocabulary mastery,

the writer compares the score of pre – test and post – test. The writer calculate

67

t – test. The result of t – test, pre test shows – 0,25. Then it is compared with t

– table. The t – table with 1 % of significance 60 shows 2,66. The t – test

value is lower than t – table. Based on this test, H0 is received and Ha is

rejected. It means there is no significance different, because based on the

calculation the t – test value is lower than t – table. It shows that the students‟

ability before giving treatment was relative same.

In the post test, the result of calculation in t – test shows 10,56. Then, this

result is compared with t – table. The t – table with 1 % of significance 60

shows 2,66. Based on this test, H0 is rejected and Ha is received, because the t

– test value is higher than t – table. It means that there is significance

different of Direct Method and Suggestopedia

Based on the research, shows that Direct Method is better than

Suggestopedia to improve students‟ vocabulary mastery for the first year

students of MTs Darul Ulum reksosari in the academic year of 2015/2016.

F. Research Limitation

To avoid misunderstanding in interpreting the problem, it is necesarry for

the writer to make the limitation of the problem. The writer limits the

problem only on compare the method of Direct Method and Suggestopedia to

improve students‟ vocabulary mastery in first grade of MTs Darul Ulum

Reksosari. It is likely will different conclusion when the method will be

68

applied in other school or other grades. Because the result of this study is just

applicable in MTs Darul Ulum Reksosari, it can be different with other

schools in the similar case.

This study is concerned on comparison o two methods of direct method

and suggestopedia in First Year Students of MTs Darul Ulum Reksosari in

academic year 2015 / 2016 to improve students‟ vocabulary mastery. To

know the result of students mastery in vocabulary, the writer uses an

experimental research to investigate the study.

The writer chooses two heterogenic classes to know the significant of this

research. The writer hopes the measure of the students‟ ability will give

contributions to their English Teacher in teaching and learning process.

69

CHAPTER V

CLOSURE

This chapter, the writer tries to give the conclusion and suggestions based on

the research findings that had been gained after conducting the research.

A. Conclusions

Teaching vocabulary by using Direct Method has given a positive

influence, shown from mean from post-test (75.09). The mean of

experimental class which use Direct Method is higher than the mean of

control class which use Suggestopedia.

The result of the analysis in the research. Showed that the value of to is

higher than tt at significance level. It means that the Null Hypothesis (Ho) is

rejected and the Alternative Hypothesis (Ha) is accepted. Thus, there is

positive significant difference between teaching vocabulary by using Direct

Method and Suggestopedia.

B. Suggestion

In this chapter, the writer also would like to propose some suggestions

that hopefully would be used for English teaching learning.

1. For the institution

The number of books and references dealing methods in language

teaching in the library should be increased.

2. For the teacher

a. English teachers are hoped to develop their creativity in teaching

English, so that students‟ have not bored in learning English,

especially in memorizing new vocabulary.

70

b. The English teacher should not always use the source language on

the entire of the teaching learning process in the classroom, because

the students will be difficult to memorizing new vocabulary.

c. The teacher has to considerate the different characteristics of

students and applies the suitable teaching learning strategy and

technique based the characteristics.

d. The teacher gives motivation to students, so that they can be more

motivated in English learning.

3. For the students

a. The students have motivation in English learning, because it is one

of international language.

b. The students should be active in learning English not just depending

on the materials given by the teacher in the class.

c. They have to more active in the classroom.

d. The students have to brave in exploring their creativity, particularly

in English language, and others field generally.

71

BIBLIOGRAFI

Richards, Jack C. Approach and Methods in Language Teaching: A

Description and Analysis. Cambridge University Press

Arikunto, Suharsini. 1998. Prosedur Penelitian Suatu Pendekatan Praktik.

Yogyakarta: PT. Rineka Cipta

Bogdan, Robert. 1992. Pengantar Metode Penellitian Kualitatif. Surabaya:

Usaha Nasional

Fauiziati, Endang. 2005. Teaching Of English as Foreign Language (TEFL).

Surakarta: Muhammadiyah University Press 2005

Larsen – Freeman, D. and Marti Anderson. 2011. Techniques & Principles in

Language Teaching. United Kingdom: Oxford University Press

Sumardi, Muljanto. 1975. Pengajaran Bahasa Asing, Sebuah Tinjauan dari

Segi Metodologi. Jakarta: Bulan Bintang

Brown, H.Douglas. 2000. Teaching by Principles (An Interactive Approach to

language Pedagogy). California: Pearson Longman

Richards, Jack C. Approach and Methods in Language Teaching: A

Description and Analysis. Cambridge University Press

Oxford, R. (1990). Language learning strategies: What every teacher should

know. New York: Newbury House.

Nunnan, David. 1992. Research Methods in Language Learning. UK:

Cambridge University Press.

Hornby, A.S. 1984. Oxford Advanced Learner’s Dictionary of Current

English. London: Oxford University Press.

72

Harmer, Jeremy. 1998. How to teach English. England. Pearson Education

limited.

Brown, James Dean, Understanding Research in Second Language Learning;

Cambridge University press.

McCarten, Jeanne. 2007. Teaching Vocabulary (Lesson from the Corpus,

Lessons for the Classroom). USA: Cambridge University Press

O‟Malley, J.Michel and Anna Uhl Chamot. 1995. Learning Strategies in

Second Language Acquisition. Cambridge University Press

Rebecca L. 2005. Language Learning Styles nd Strategies: An Overview.

Oxford

Read, John. 2000. Assessing Vocabulary. UK: Cambridge University Press

Hackman, Sue, 2008. Teaching Effective Vocabulary: (Online),

(http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.

education.gov.uk/publications/eOrderingDownload/TEV_A4.pdf, diakses

30 Juli 2015).

Lee, Chien K. 2010. An Overview of Language Learning Strategies. Vol.7

(online). (http://research.ncl.ac.uk/ARECLS/volume7/lee_vol7.pdf

Diakses 14 Agustus 2015)

73

74

75

76

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Experimental Class menggunakan Direct Method)

Madrasah

Mata Pelajaran

: MTs Darul Ulum Reksosari

: Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 1

Jenis Teks : Transactional / Interpersonal

Tema : Unit 2 (Where do you live?)

Aspek/Skill : Vocabulary

Alokasi Waktu : 2 x 40 menit

I. Standar Kompetensi

1. Memahami makna dalam teks tulis fungsional pendek sangat sederhana

yang berkaitan dengan lingkungan terdekat

II. Kompetensi Dasar

1.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat

sederhana secara akurat, lancar dan berterima yang berkaitan dengan

lingkungan terdekat

III. Indikator

Siswa mampu memahami kosakata tentang waktu (Jam dan hari)

Siswa mampu bercakap saat menanyakan waktu

IV. Materi Pembelajaran

a. Communication Practice

Percakapan-percakapan memuat ungkapan-ungkapan berikut:

A: What’s the time?

B: It’s a quarter to five.

A: What’s the time?

77

B: It’s half past five.

Teks tentang kegiatan sehari-hari dan waktu pelaksanaanya

b. Grammar Practice

Pengejaan (spelling) abjad

Waktu / jam (1)

Present simple

V. Metode Pembelajaran: Direct Method

VI. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

Greeting (Memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Memberi motifasi kepada siswa

b. Kegiatan Inti

Guru memberikan soal pre – test

Membaca percakapan tentang waktu (jam)

Guru membawa alat peraga berupa jam yang bisa di putar dan

menjelaskan menggunakan bahasa inggris.

Siswa maju untuk praktek secara langsung menggunakan jam

Mengerjakan dan membahas soal latihan terkait kosa kata

Guru memberikan soal post –test

c. Kegiatan Penutup

Menanyakan kesulitan siswa selama KBM saat mempelajari kosa kata

Menyimpulkan materi pembelajaran

Guru menutup pelajaran dengan mengucap salam.

VII. Sumber belajar

a. Buku LKS Focus

b. Gambar-gambar yang relevan

78

c. Jam dinding

VIII. Penilaian

a. Teknik : Tes tulis

b. Bentuk : Tertulis

c. Instrumen : Terlampir

Mengetahui Suruh, 2 September 2015

Kepala Madrasah

Drs.Hisyam

NIP.1961051519910

Guru Mata Pelajaran

Maryati, S.Pd

79

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Controlled Class menggunakan Suggestopedia)

Madrasah

Mata Pelajaran

: MTs Darul Ulum Reksosari

: Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 1

Jenis Teks : Transactional / Interpersonal

Tema : Unit 2 (Where do you live?)

Aspek/Skill : Vocabulary

Alokasi Waktu : 2 x 40 menit

IX. Standar Kompetensi

2. Memahami makna dalam teks tulis fungsional pendek sangat sederhana

yang berkaitan dengan lingkungan terdekat

X. Kompetensi Dasar

2.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat

sederhana secara akurat, lancar dan berterima yang berkaitan dengan

lingkungan terdekat

XI. Indikator

Siswa mampu memahami kosakata tentang waktu (Jam dan hari)

Siswa mampu bercakap saat menanyakan waktu

XII. Materi Pembelajaran

a. Communication Practice

Percakapan-percakapan memuat ungkapan-ungkapan berikut:

A: What’s the time?

B: It’s a quarter to five.

A: What’s the time?

80

B: It’s half past five.

Teks tentang kegiatan sehari-hari dan waktu pelaksanaanya

b. Grammar Practice

Pengejaan (spelling) abjad

Waktu / jam (1)

Present simple

XIII. Metode Pembelajaran: Suggestopedia

XIV. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

Greeting (Memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa

Mengabsen siswa

Memberi motifasi kepada siswa

b. Kegiatan Inti

Guru memberikan soal Pre – test

Guru memainkan musik agar siswa merasa relax dan nyaman saat

pelajaran

Siswa membaca percakapan tentang waktu (jam)

Guru memnyuruh siswa untuk mencari kosa kata yang susah kemudian

di terjemahkan dalam bahasa indonesia menggunakan kamus.

Siswa mengerjakan soal Post – test

c. Kegiatan Penutup

Menanyakan kesulitan siswa selama KBM saat mempelajari kosa kata

Menyimpulkan materi pembelajaran

Guru menutup pelajaran dengan mengucap salam.

XV. Sumber belajar

a. Buku LKS Focus

b. Gambar – gambar yang relevan

81

c. Kamus

XVI. Penilaian

d. Teknik : Tes tulis

e. Bentuk : Tertulis

f. Instrumen : Terlampir

Mengetahui Suruh, 2 September 2015

Kepala Madrasah

Drs.Hisyam

NIP.1961051519910

Guru Mata Pelajaran

Maryati, S.Pd

82

VOCABULARY PRE TEST

Name : Date :

Class : Score :

A. Multiple Choice

1.

What time is it?

a. A quarter past eight

b. A half past seven

c. A half past eight

d. A half past seven

2.

What time is it?

a. Seven past

b. Seven o‟clock

c. Seven

d. Seven to seven

3.

What time is it?

a. A quarter to eight

b. Forty five to eight

c. A half eight

d. A quarter eight

4.

What time is it?

a. A quarter to ten

83

b. A quarter past ten

c. A half to ten

d. A half past ten

5.

What time is it?

a. Eight past ten

b. Eight to ten

c. Ten past eight

d. Ten to eight

6. It is twenty past seven.

a. 07.20

b. 20.07

c. 70.20

d. 20.70

7. It is a quarter past two.

a. 15.02

b. 02.30

c. 02.45

d. 02.15

8. It is a half to six.

a. 06.30

b. 05.30

c. 06.15

d. 06.15

9. It is twenty five to six.

a. 05.25

b. 06.25

c. 05.35

d. 06.35

10. I ceremony every….

a. Sunday

b. Monday

c. Friday

d. Saturday

11. I clean my room every….

a. Do

b. Thing

c. Day

d. Some

12. I breakfeast in the.....

a. Morning

b. Afternoon

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c. Evening

d. Night

13. I sleep at....

a. Morning

b. Afternoon

c. Evening

d. Night

14. I dinner in the….

a. Night

b. Evening

c. Good day

d. Afternoon

15. How many days a week?

a. 5

b. 12

c. 7

d. 30

16. I go to school at…

a. 11.00am

b. 11.00pm

c. 06.30am

d. 06.30pm

17. I always wake up….

a. 05.00am

b. 05.00pm

c. 10.00am

d. 10.00pm

18. Before going to bed I….first

a. Running

b. Sweeping

c. Take a bath

d. Studying

19. …… I go to mosque

a. Everyday

b. Everyone

c. Every thing

d. Everywhere

20. I take a bath ...

a. Two day once

b. Twice a day

c. Twice a week

d. Never

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B. Complete the following paragraph using words provide in the box.

Eddy gets up at a……………. (1) Then, he takes a bath and

gets……….. (2) He has breakfast at a quarter to eight with……... (3)At a

quarter past eight he goes to school by……(4). The …….. (5) starts at nine

o‟clock. Eddy goes home at 4 o‟clock after the school is…….. (6) At a half

past five he does his………. (7) At seven o‟clock he has……….. (8) Then, he

………(9) TV until nine o‟clock. Before going to bed, he ……… (10) for

about one and a half hour.

a. Dinner

b. School

c. Bus

d. Watches

e. Quarter past seven

f. Studies

g. Dressed

h. His family

i. Over

j. Homework

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KEY ANSWER VOCABULARY PRE TEST

I. .

1. D

2. B

3. A

4. B

5. C

6. A

7. D

8. B

9. C

10. A

11. C

12. A

13. D

14. B

15. C

16. C

17. A

18. D

19. A

20. B

II. .

1. E (Quarter past seven)

2. G (Dressed)

3. H (His family

4. C (Bus)

5. B (School)

6. I (Over)

7. J (Homework)

8. A (Dinner)

9. D (Watches)

10. F (Studies)

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VOCABULARY POST TEST

Name : Date :

Class : Score :

C. Multiple Choice

Choose the best answer by crossing a, b, c, or d!

Text for number 1 – 6

Eddy gets up at a quarter past seven. Then, he takes a bath and gets

dressed. He has breakfast at a quarter to eight with his family. At a quarter

past eight he goes to school by bus. The school starts at nine o‟clock. Eddy

goes home at 4 o‟clock after the school is over. At a half past five he does his

homework. At seven o‟clock he has dinner. Then, he watches TV until nine

o‟clock. Before going to bed, he studies for about one and a half hour.

1. What time does Eddy get up?

a.

b.

2. What does he do then?

a b c d

3. What time does he have his breakfast?

a b c d

d

c

88

4. What does Eddy do at 17.30?

a. Menyapu

b. Mengerjakan PR

c. Mandi

d. Pergi ke masjid

5. What time does Eddy go to bed?

a. 22.30

b. 22.15

c. 21.45

d. 21.30

6. What he do after studies?

a b c d

7. X : Good morning, madam? Can I .......you.

Y: Well,I buy a kilogram of eggs.

a. Need

b. Buy

c. Pay

d. Help

8. I have breakfast in the …

a. Bathroom

b. Dinning room

c. living room

d. Garden

9. I usually watch … at five o‟clock p.m.

a. Television

b. Tape

c. radio

d. Car race

10. On Sunday I don‟t go to …

a. Bathroom

b. Home

c. Dinning room

d. School

11. Do you get up at six o‟clock a.m. ? No. …

a. I do

b. I do not

c. You do not

d. You do

12. “A half past seven” in Indonesia are …

a. jam setengah tujuh

b. jam setengan Sembilan

c. jam setengah delapan

d. jam setengah sepuluh

13. I want to get a good mark in English test, so I …..every day.

a. Study b. Watching television

89

c. play football d. Listen to the radio

14. I always go to my school by …

a. Train

b. plane

c. Bicycle

d. Ship

15. I have … at one o‟clock p.m.

a. Dinner

b. Lunch

c. Breakfast

d. Singing

16. A quarter past ten = …

a. 10.00

b. 10.30

c. 10.15

d. 10.45

17. Ten to seven = …

a. 06.10

b. 07.10

c. 06.50

d. 07.15

18. I go to school at ….. (setengah tujuh pagi)

a. a quarter past six

b. seven o‟clock

c. a half past six

d. ten to seven

19. There are … minutes in a hour.

a. Fifteen

b. sixty

c. twenty

d. forty five

20. I do not go to school on …

a. Friday

b. Monday

c. Tuesday

d. Sunday

90

D. Complete the following paragraph using words provide in the box.

Every day I usually ……… (1) in the morning. I always start my habit

to wake up early. I usually get up at …………(2) and immediately smoothed

my bed. after that I started helping mom in the kitchen like………..(3). after

that around ……………..(4) I had a shower immediately. Straight out of the

shower I use the……….(5) . Then I breakfast directly, I use the shoes and

immediately rushed to the……….. (6)

in school until I met with …………(7) after I save the bags and take a

broom to sweep the…………..(8). After that, I immediately prepared to

march and sembayang. then me and my friends go straight into the classroom

for a lesson.

after recess bell rang, I and my friends and the rest to ……….(9) food

and drinks in the cafeteria. then we ………(10) back to the last studying.

after school I change clothes and rest.

a. Cooking

b. Uniform

c. Five o‟clock

d. My friends

e. Buy

f. Wake up

g. a half past five

h. Went

i. School

j. School grounds

91

KEY ANSWER VOCABULARY POST TEST

III. .

21. B

22. C

23. A

24. B

25. A

26. C

27. D

28. C

29. A

30. D

31. B

32. C

33. A

34. C

35. B

36. C

37. C

38. C

39. B

40. D

IV. .

1. F ( Wake up)

2. C (Five o‟

3. A (Cooking)

4. G (a half past five)

5. B (Uniform)

6. I (School)

7. D (My friends)

8. J (School grounds)

9. E (Buy)

10. H (Went)

-

92

DAFTAR RIWAYAT HIDUP

Nama Lengkap : Roisa Indriani

Tempat / Tanggal lahir : Kab. Semarang. 28 September 1993

Jenis Kelamin : Perempuan

Kebangsaan : Indonesia

Agama : Islam

Status Perkawinan : Belum Menikah

Alamat Rumah : Sumbersari RT.12/04 Bakalrejo, Susukan,

Kab.Semarang

Riwayat Pendidikan:

1. SDN 1 Bakalrejo, lulus tahun 2005

2. MTs N Susukan, lulus tahun 2008

3. SMK “Bhinneka Karya” 1 Boyolali, lulus tahun 2011

4. Jurusan Tarbiyah, Program Studi Tadris Bahasa Inggris IAIN Salaiga,

Angkatan tahun 2011.

Salatiga, 27 Agustus 2015

Penulis,

Roisa Indriani