improving vocabulary mastery through...
TRANSCRIPT
IMPROVING VOCABULARY MASTERY THROUGH GROUP A VERSUS GROUP B TO THE SEVENTH GRADE STUDENTS
OF SMP NEGERI 1 SELEMADEG BARAT IN ACADEMIC YEAR 2012/2013
BY :
I WAYAN PERY SURYA ADNYANA NPM : 09.8.03.51.31.1.5.3272
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY DENPASAR
2013
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IMPROVING VOCABULARY MASTERY THROUGH GROUP A VERSUS GROUP B TO THE SEVENTH GRADE STUDENTS
OF SMP NEGERI 1 SELEMADEG BARAT IN ACADEMIC YEAR 2012/2013
THESIS
As a Partial fulfillment of the requirements for the Sarjana Pendidikan Degree in English Department
Faculty of Teacher Training and Education Mahasaraswati Denpasar University
BY
I WAYAN PERY SURYA ADNYANA NPM : 09.8.03.51.31.1.5.3272
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY DENPASAR
2013
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TABLE OF CONTENTS
COVER ........................................................................................... ii
APPROVAL SHEET 1 .................................................................... iii
APPROVAL SHEET 2 .................................................................... iv
ACKNOWLEDGMENT ................................................................. v
TABLE OF CONTENTS ................................................................. vi
LIST OF TABLE ............................................................................ viii
LIST OF GRAPH ............................................................................ ix
ABSTRACT ................................................................................... x
CHAPTER I INTRODUCTION
1.1 Background of the Study .......................................................... 1
1.2 Statement of the Research Question .......................................... 4
1.3 Objective of the Study .............................................................. 4
1.4 Limitation of the Study ............................................................. 4
1.5 Significance of the Study .......................................................... 5
1.6 Assumption ............................................................................ 6
1.7 Hypothesis ............................................................................ 6
1.8 Definition of Key Terms ........................................................... 6
1.9 Theoretical Framework ............................................................ 7
CHAPTER II REVIEW OF RELATETD LITERATURE
2.1 Theory of Vocabulary ................................................................ 9
2.2 Classification of Vocabulary ...................................................... 10
2.3 The Importance of Vocabulary Mastery ..................................... 13
2.4 Definition of Group A Versus Group B ..................................... 14
2.5 Teaching Vocabulary through Group A Versus Group B ........... 15
2.6 Assessment of Vocabulary ......................................................... 16
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CHAPTER III RESEARCH METHOD
3.1 Subject of the Study ................................................................... 20
3.2 Research Design ........................................................................ 20
3.2.1 Initial Reflection ..................................................................... 21
3.2.2 Planning ................................................................................. 22
3.2.3 Action .................................................................................... 24
3.2.4 Observation ............................................................................ 25
3.2.5 Reflection ............................................................................... 26
3.3 Research Instrument .................................................................. 27
3.3.1 Test ........................................................................................ 27
3.3.2 Questionnaire ......................................................................... 28
3.4 Data Collection ......................................................................... 28
3.5 Data Analysis ............................................................................ 29
CHAPTER IV THE PRESENTATION OF FINDING
4.1 Data .......................................................................................... 31
4.2 Data Analysis ............................................................................ 34
4.3 Discussion of the Findings ......................................................... 41
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ................................................................................ 46
5.2 Suggestion ................................................................................. 48
REFFERENCES ............................................................................. 50
APPENDICS
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LIST OF TABLE
Table 1. Tabulation of Data Showing the Students’ Progressing
Scores in Vocabulary Mastery through
Group A Versus Group B ........................................................ 32
Table 2. Tabulation of Data Showing the Students’ Changing
Motivation and Attitudes in Vocabulary Mastery
through Group A Versus Group B ........................................... 33
Table 3. Tabulation of Data Showing Frequency Distribution of
Initial Reflection (IR) and Post Test in Vocabulary
Mastery through Group A Versus Group B .............................. 34
Table 4. Summary of the Research Showing the Mean of Each
Session and Grand Mean for Cycle I and Cycle II .................... 39
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LIST OF GRAPH
Graph 1. Mean Score Comparison of Pre-Test
and Post-Test in Cycle I .......................................................... 42
Graph 2. Mean Score Comparison of Pre-Test
and Post-Test in Cycle II ........................................................ 43
Graph 3. Grand Mean Score Comparison of Pre-Test (IR),
Post-Test Cycle I and Cycle II ................................................ 44
Graph 4. Percentage Rate of Questionnaire ........................................... 45
ABSTARCT
Pery Surya Adnyana, I Wayan. Improving Vocabulary Mastery through Group A Versus Group B to the Seventh Grade Students of SMP N 1 Selemadeg Barat in Academic Year 2012/2013. First Advisor: Dra. Ida Ayu Marthini, M.Hum. Second Advisor: Drs. Ketut Sunarta, M.Hum.
Key Words: Improving, Vocabulary Mastery, Group A Versus Group B.
The research was aimed at improving the students’ vocabulary mastery through Group A versus group B to the seventh grade students of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013. They were 27 students, consisted of 14 males and 13 females. The study intended to answer the research question: can vocabulary mastery of the seventh grade students of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013 be improved through Group A versus group B? The present study used a classroom action research design. There were two cycles in which every cycle consisted of two sessions which involved four steps namely planning, action, observation and reflection. There were three instruments used to collect the data in this study such as: pre-test, post-test and quistionare. The undertaking of the present study was based on the preliminary observation, research which showed that the students’ vocabulary mastery in the seventh grade students especially class B of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013 relatively low. In addition, the result of pre-test revealed that students’ vocabulary mastery was unsatisfying, the score only 4.2. The finding showed that there were continuous improvements on the students’ mean score after they were taught by Group A versus group B. In Cycle I, the mean score of session 1 was 5.7 and session 2 was 6.3 then the grand mean score in Cycle I was 6.0. It showed that students’ vocabulary mastery was considered fairly satisfactory. Moreover, the mean score of Cycle II in session 3 was 7.7 and session 4 was 8.3, the grand mean score in Cycle II was 8.0. It meant that the increasing score in every session showed that vocabulary mastery of the students’ was considered very well. The difference score between pre-test (IR) and cycle I was 1.8, while the differences score in cycle I and cycle II was 2.0. Therefore, the difference score from IR to Cycle II was 3.8. The result of the analysis of questionnaires score showed the comparative percentage chosen by students’ such as: 62% for item A, 28% for item B, 11% for item C and 0% for item D. These resulted comparative percentage figures clearly showed the students’ attitudes and motivation in learning vocabulary mastery through Group A versus group B. The result of the present study showed that the use of Group A versus group B could improve the vocabulary mastery of the seventh grade students of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013. It could be seen from the significance improvement of the grand mean score they got in IR was 4.2 then it improved in cycle I became 6.0 and the last improved in cycle II became 8.0. Based on the fact above it could be concluded that Group A versus group B were effective to improve the students’ vocabulary mastery especially in seventh grade students.
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Communication is the most necessary of all in human life interaction.
Language is considered to be a system of communication in expressing ideas,
emotional and desire. Moreover, language is also used for communication and we
need it for daily activity, because in every interaction we need a language.
Language is the most significant possession of human being in
communication to convey their ideas, information, feeling and so on. Language
has many various functions in interaction, such as sending message or information
from one person to another, or from speaker to listener.
In order to communicate with other people around the world, it is a must
to master the International language, especially English. English as an
international language is very important for many people in the world to
communicate with the other people that come from different national language
background. Because of its importance, English has been involved in the school
curriculum of this country, starting from elementary school until university.
Lately it is also taught to children in early age in kindergarten.
Based on school curriculum, the learning of English involves the mastery
of four skills, namely listening, speaking, reading, and writing. Moreover the
other aspects of language are concurrently taught to develop the four language
components above such as grammar, vocabulary, pronunciation, and spelling. The
basic component above cannot be successfully learned or mastered when the
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language skills are not well mastered or vice versa. So, learners will not be able to
communicate well in English particularly in oral and written.
In relation to this study, vocabulary is one linguistic feature which
influences the communicative competence. It has direct contribution on the
mastery of the four language skills. In short, it can be said that, the students who
have good vocabulary mastery will be able to master the language skills well.
Besides that, by mastering the vocabulary, the students’ mastery on language
components also will be improved.
The statement above reveals that vocabulary is very important in
mastering English but the students are very weak in it. This weakness was
frequently caused by the English teachers who not realize the importance of
vocabulary. The study of vocabulary is the most deserted area of all in language
acquisition studies that semantic relationships is more important that the synthetic
for receiving messages.
In addition, Deighton (2005:341) states that vocabulary is the most
important element of language power. He views that vocabulary will effect and
influence how good he/she in communication and how far he/she understand what
other say. He believes that a language is built by number of meaningful words.
Someone who is able to use four English skills (speaking, listening, reading and
writing) well, is considered to be able in mastering vocabulary.
In line with the above statement Nunan (2004:42) note down that English
teachers learn to ignore the significance of vocabulary in their teaching of
speaking or communication performance. In fact the use of suitable vocabulary
can avoid structural incorrectness. Based on this authenticity, recently,
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methodologist and linguistics have increasingly turned their attention to
vocabulary a learning stressing their importance in language teaching and
reassessing some of the ways it is taught and learnt. It means that vocabulary
plays a very essential task in language teaching. As the objectives of language
teaching is to develop students’ skill, the acquisition of meaning also influences
the performance of students on those skills.
Regarding the important of vocabulary, in fact most of Junior High
School students still had some problems in vocabulary. Based on the researcher’s
pre-observation in SMP Negeri 1 Selemadeg Barat, it was found that the seventh
grade students of B class, encountered serious problems in vocabulary. The
teachers just gave them explanations about the components they taught then asked
the students to open bilingual dictionary and found the meaning of the words.
After that, the teacher asked the students to do the tasks in the worksheet and the
activity finished. The teacher did not try to stimulate the students’ interest,
motivation and enjoyment in learning.
In order to overcome the problems above, there are several technique,
tools and media that can be used in teaching vocabulary. One of the ways to
improve vocabulary mastery is by using Group A versus group B. Group A versus
group B are media which used to teach vocabulary. By using Group A versus
group B the teacher can overcome student’s difficulties in mastering vocabulary
and the students are expected to be desire learn new words and build up their
vocabulary. The importances of teaching vocabulary through Group A versus
group B are; the students can found new words, especially in noun and adjective.
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Therefore, in accordance above fact, the researcher is highly motivated to
find the extent of improvement the vocabulary mastery through Group A versus
group B of seventh grade students of SMP Negeri 1 Selemadeg Barat in academic
year 2012/2013.
1.2 Statement of Research Question
Based on the background of the research, the research question can be
formulated as follows: “to what extent is the effectiveness of group A versus
group B in improving vocabulary mastery of the seventh grade students’ of SMP
Negeri 1 Selemadeg Barat in academic year 2012/2013?”
1.3 Objective of the Study
Based on the research question above, the objective of the study is to find
out the effectiveness of group A versus group B in improving vocabulary mastery
to the seventh grade students’ of SMP Negeri 1 Selemadeg Barat in academic year
2012/2013.
1.4 Limitation of the Study
To narrow down the problem that is discussed in this research, the
researcher limits the present study on improving the students’ vocabulary through
Group A versus group B which is made by the seventh grade students of SMP
Negeri 1 Selemadeg Barat in academic year 2012/2013. The researcher improved
the vocabulary mastery of seventh grade students’ of SMP Negeri 1 Selemadeg
Barat especially in noun and adjective.
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1.5 Significance of the Study
This research is hoped to give the teacher another effective medias of
teaching vocabulary through Group A versus group B to the seventh grade
students of SMP Negeri 1 Selemadeg Barat. Using this media, students will study
vocabulary very challenging and interesting. Therefore, the findings of the present
research are to be beneficial for four main elements as follows:
1. To the Students
This research is expected to be useful for the students in order to improve
their vocabulary and increase their motivation in learning English.
2. To the Teachers
This research is expected to give a contribution especially a new media to
the teacher as the way to improve the students’ vocabulary mastery. The
outcome of this study is meant to give the English teacher a better
understanding of the important of Group A versus group B improving
students’ vocabulary.
3. To the Institution
It is expected that this research result may give contribution in term of
teaching vocabulary for seventh grade students and to increase the number
of catalogues in library.
4. To the other Researchers
The result of this study expects that it can be as a source as well as a guide
for other researchers when conducting a similar research. And the writer
hopes they will get a better result than this study.
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1.6 Assumptions
Because of the limitation of time, finance, and investigator’s ability, not
all variable can be controlled. In order to neutralize the compounding variables, it
is essential to state some assumption as follows:
1. The seventh grade students of SMP Negeri 1 Selemadeg Barat come
from different families and they have different knowledge level. The
students are also assumed to have same learning motivation and same
quality of language environment in learning English as foreign
language.
2. The English teacher of SMP Negeri 1 Selemadeg Barat is assumed to
have been qualified enough in English teaching. Therefore, they have
been able to understand how to provide same quality and quantity of
formal language environment.
1.7 Hypothesis
According the research problem as described above, the researcher draws
the hypothesis as the following: the vocabulary mastery of the seventh grade
students of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013 can be
improved by Group A versus group B.
1.8 Definition of the Key Terms
The terms in this thesis should be precisely and concisely defined, quite
possibly using relevant references. This allows a reader to know exactly what a
research is referring to and intending to investigate. In order to make this research
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is clear enough to be understood, the researcher needs to operationally define the
following terms.
1. Improving
Improving is adding the students’ skill in vocabulary, which is
conducted to make the students ability better.
2. Vocabulary
Vocabulary is a list of words used in a book, usually with definition or
translation (Hornby, 2000:303). Vocabulary is the bulk of human
language. In this study, vocabulary can define list of words which will
be transferred.
3. Group A Versus Group B
Group A versus group B is a classroom game in order to improve the
students ability of the students to think spontaneously appropriately in
vocabulary.
4. SMP Negeri 1 Selemadeg Barat
SMP Negeri 1 Selemadeg Barat is a junior high school, where the
present study is conducted. It is located in Selemadeg Barat district,
Tabanan regency.
1.9 Theoretical Framework
A scientific study should be undertaken on the basis of some relevant
theoretical framework and empirical findings. For the purpose of underlying the
present investigation some theoretical view points as well as empirical evidences
are reviewed in Chapter II. The present study is conducted on the ground of the
following theoretical basis: (1) theory of vocabulary, (2) classification of
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vocabulary, (3) the important of teaching vocabulary, (4) definition of Group A
Versus Group B, (5) teaching vocabulary through Group A versus group B, and
(6) assessment of vocabulary.
All the above headings are briefly discussed in Chapter II which deals
with “review of Related Literature”.
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CHAPTER II
REVIEW OF RELATED LITERATURE
There are some points of concepts that are considered to be the
theoretical review to support this study. Therefore, the descriptions of concepts
are presented as follows: (1) Theory of Vocabulary, (2) Classification of
Vocabulary, (3) The Important of Teaching Vocabulary, (4) Definition of Group
A versus Group B, (5) Teaching Vocabulary through Group A versus Group B
and (6) Assessment of Vocabulary.
2.1 Theory of Vocabulary
In the process of teaching and learning English as a foreign language,
teacher should be creative in finding the interesting ways to teach effectively and
efficiently in the classroom. A game is a powerful tool for presents to use in
teaching children about values, social skills and vocabulary. Strom (2010: 136)
states fantasy interaction enables both parties to share dominance, companionship
and fun. It is the interesting ways in teaching language because the students can
express their language as fun. Moreover, they can’t express their language in the
classrooms well and fun as without knowing and mastering enough word or
vocabulary in their mind, because vocabulary acts as the basic element that is very
important in making up the language.
The researcher uses some conceptions that are related to this study to
support that statement before. A game is an activity with rules, a goal, and an
element of fun. One of games is role-play. Hadfiled (2010:4) states by showing
role-play the students can express their vocabularies. Vocabulary is not only for
expressing the meaning and making it understandable, but also for understanding
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the meaning uttered by other people. Vocabulary as the knowledge of meaning of
word (Hibert and Kamil 2005:5). It was very important to consider about when
students want to make a context. When they choose wrong vocabulary, it means
that they miss the meaning of the text
Graves (2006:2) states vocabulary knowledge is vital to success in
reading, in literacy more generally, in school and in word outside the school.
Vocabulary consists of those words that students use in daily writing and
speaking.
2.2 Classification of Vocabulary
Vocabulary is a large basic component of language. Learning
classification of English means that we learn the part of speech in the first step of
grammar study. By learning the part of speech, we understand of the function of
the word, and know how to use the word into sentences for making a good and
meaningful communication. The fact is most of students are not able to
communicate grammatically correct because they don’t use and function of each
part of speech. Therefore, the first important step is we have learned part of
speech if we want to communicate well.
According to Harmer (2001:36) when considering sentence structure the
teacher needs to know the various things one of them is part of speech.
Noun : Noun is defined as a group of words that is the names of
person, place, thing, activity or quality or idea. Noun can be
used as a subject or object of a verb. These examples of
nouns: (Ricardo, office, shoes, etc).
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Verb : It is defined as a group of word which is used to three kind of
verb, they are auxiliary verb (shall, be, etc), main verb is the
verb that carries the meaning (sit, arrive, eat, etc), and
phrasal verb is the verb that is formed by adding adverb or
preposition to a verb to create a new meaning (traffic light, sit
down, go on, etc).
Adjective : It is defined as a word which describes or gives more
information about noun or pronoun. Adjective describe nouns
in term of such qualities and size, color, number and kind.
The adjective is commonly used in the first time. These
examples of adjective: (good, young, sad, happy, etc).
Pronoun : It is defined as a group of word that is used in place of a noun
or noun phrase. We use pronoun very often, so that we don’t
have keep on presenting it. The examples of pronoun: (they,
her, him, it, etc).
Adverb : It is usually defined as a word that gives more explanation
about verbs, an adjectives, and adverbs in the term of such
qualities as time, frequency and manner. These examples of
adverb: (slowly, quickly, hardly, etc).
Conjunction : It is defined as a word that connects words, phases, clauses or
sentences. The examples: (moreover, therefore, but, so, etc).
Preposition : It is often defined as a word that shows the way in which
other words are connected. The relationship includes
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direction, place, time, manner and amount. For examples: (in,
at, on, etc.) in the class, on the floor, at school.
Determiner : It is the word such as, a, an, the. An article word is usually
used before noun or noun phrase.
Generically vocabulary is the knowledge of meanings of words (Kamil
and Hiebert 2005:3). That definition is the fact that words come in two forms at
least: oral and print. In the rule of language uses oral vocabulary is defined as the
set of words from which we know the meaning when we speak or read orally.
Print vocabulary consists of those words for which the meaning is known when
we write or read silently. These are important distinctions because the set of
words that beginning readers know are mainly oral representations.
As they learn to read, print vocabulary comes to play an increasingly
large role in literacy than dose the oral vocabulary. In the other side vocabulary is
also defined as two forms such as, productive and receptive vocabulary.
Productive vocabulary is the set of words that an individual can use when writing
or speaking, those words are well known, familiar and used frequently.
Receptive/recognition vocabulary is that set of words for which an individual can
assign meanings when listening or reading, that words are often less well known
to students and less frequent in used. Individual may be able to assign some sort
of meaning to them, even though they may not know the full subtleties of the
differences.
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2.3 The Importance of Vocabulary Mastery
As an English teacher, we believe that in learning English as a second
language the learners should mastery the base component of English such as
sound system, the basic structural pattern and a limited number of vocabulary
items. Mastery vocabulary is must be in our life both in interacting and learning.
Without vocabulary we cannot express our idea, it is a tool in our mind to think
and solve the problem. More words you have in your mind give you more ways to
think and solve the problem. We realized that vocabulary is the most importance
think in our life for communication.
Pikulski and Templetion, (2004:5) states that one reason teachers are
concerned about teaching vocabulary is to facilitate the comprehension of a test
which students will be assigned to read. If students do not know the meaning of
many of the words which they will encounter in a text, their comprehension of
that selection is likely to be compromised. When the purpose of the vocabulary
instruction is to facilitate the comprehension of the selection, it is obvious that this
instruction must take place as an introduction before the reading of the selection.
Vocabulary is not a developmental skill or one that can ever be seen as
fully mastered. The expansion and elaboration of vocabularies is something that
extends across a lifetime (Hibert and Kamil 2005:2). Most of teaching program
has a major aims as a process for helping the students to gain more vocabulary of
useful word. As a teacher, we have to introduce the new words or vocabulary and
the students need to do some practice by relating a word to another words or
making in a sentence. Vocabulary is exactly important in mastering English,
because many vocabularies which are mastered, it means more ideas they can
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express or many ideas of people. So the students will realize that a word can show
many meanings and many words have one meaning. If students has know about
that, they will try to make a sentence in other form and try to look for a new word
which the meaning almost same or synonym.
From those statements above, we know as clear that vocabulary is really
needed especially for young learning English in learning a foreign language
because it helps them to know how to express and understand others idea as well.
Students with poor mastery of vocabulary cannot communicate in target language
well; consequently they will not be able to infer any ideas transmitted to them. In
learning English vocabulary as one of the aspects of foreign language component
is deemed to the big problem. If learners have sufficient stock of vocabulary, they
will not be able to graphs any expression to them.
2.4 Definition of Group A Versus Group B
Ayu Rini (2010:36) state that Group A versus group B is a classroom
game in order to improve the students ability to think spontaneously appropriately
in vocabulary. In preparation, divide the players into two groups each consists of
5 to 10 students. The researcher as a leader stand in front of the class. Ask which
group that plays the category of animals and play the category of fruits. For
example, group A is the category of animals, while group B gets the category of
fruits.
When the game starts, the researcher pick a card at random alphabet and
then show it to the each groups. For example, the card drawn is the letter P, then
the player 1 from group A must specify a name of animal beginning with the letter
P, for example puma. Meanwhile, players 1 from group B should mention a name
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of a fruit that also beginning with the letter P, for example pineapple. If player 1
from group A could not answer, he/she should be out of the game and replaced by
his/her friend. Remember, the answer must started by saying I saw, for example, I
saw a puma, I saw a pineapple and others.
If each player 1 of group A and B could answer, the chance to play the
next letter followed by 2 players from each group and so on until a winner is
obtained. The interactive relationship between the test and teach elements is a key
factors in its success.
2.5 Teaching Vocabulary through Group A Versus Group B
Hiebert and Kamil (2005:112) states that to have an impact on children
learning, vocabulary teaching should be rich, intensive, and full of interesting
information. It needs to cover a great many words and cover them well. Active
vocabulary instruction should permeable in classroom.
To know the comprehension and learn new words, the learners need to:
• Acquiring a critical mass of words for used in both understanding
and producing language.
• Remember words over time, and are able to recall or used that
words.
• Develop strategies for dealing with gaps in words knowledge,
including dealing with unknown words or unfamiliar and try to use
of familiar words.
Harmer (2007:25) states that the teacher must be a good controller when they
teach the students. Being a good controller my work for vocabulary teaching.
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Based on the statements, the researcher decides to use Group A versus
group B in teaching vocabulary. Ayu Rini (2010:36) state that Group A versus
group B is a classroom game in order to improve the students’ ability to think
spontaneously appropriately in vocabulary.
In preparation, The researcher as a leader stand in front of the class.
Divide the players into two groups each consists of 5 to 10 students. The teacher
as a leader stand in front of the class. Ask which group that plays the category of
transportations and plays category of jobs, for example, group A is the category of
transportations, while group B gets the category of jobs.
When the game starts, the researcher pick a card at random alphabet, and
then show it to the each groups. For example, the card drawn is the letter T, then
the player 1 from group A must specify a name of transportation beginning with
the letter T, for example taxy. Meanwhile, players 1 from group B should
mention a name of a job that is also beginning with the letter P, for example
teacher. If player 1 from group A could not answer, he/she should be out of the
game and replaced by his/her friend. Remember, the answer must started by
saying I saw, for example, I saw a taxy, I saw a teacher and others.
If each player 1 of group A and B could answer, the chance to play the
next letter followed by 2 players from each group and so on until a winner is
obtained. Moreover using Group A versus group B is one of many ways to make
the lesson interesting and challenging.
2.6 Assessment of Vocabulary
Milton (2009:17) states that for a long time, there were no standardize
test in the field of vocabulary testing. He also states that there are two main issues
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to be considered in making any test one is reliability and validity. Reliability is the
ability of a test to measure something consistently and accurately. Validity
considers whether a test has the necessary and appropriate to be measured.
Whatever the test we use in measuring vocabulary, there is always a concern that
the test should work and properly. All of the studies presented in this volume are
concerned with establishing what the test tell us so that we can interpret the scores
appropriately.
To measure the students’ ability in mastering vocabulary, we should be
used a test or assessment. The assessment is very important to measure the
effectiveness of teaching learning process. It also helps the English teacher to
decide, to move on the next material or just simply repeat or teach again the
materials have been given to the students. Brown (2004:4) state that assessments
are ongoing process that encompasses a much wider domain.Whenever the
students responds to a question, offer a comment, or tried out a new word or
structure, the teacher subconsciously makes an assessment of the students’
performance. Test may be constructed mostly as strategy to reinforce learning and
to motivate the students or mostly as a means of assessing the students’
performance in the language. In relation to this study, the researcher will focus on
testing the students’ performance in spelling a meaning of word. The researcher
participates that the test will give objective feedback for both students and the
researcher.
Test, then, are subtests of assessment; they are certainly not only form of
assessment that a teacher can make. Test can be useful devices, but they are only
one among many procedures and tasks that teachers can ultimately use to assess
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the students (Brown 2004:4). He specifies some approaches to language
assessment: discrete point, integrated testing, performance-based assessment,
traditional assessment, communicative language testing. In real classroom
situation, however, teachers mostly construct objective test, namely multiple
choice test, as means to assess both their active and passive vocabulary mastery.
Good classroom English test should consist of objective and productive test. The
assessment on vocabulary mastery can be administered by carrying out series of
test. In the present study the assessment of vocabulary is focused only the
acquisition of spelling and meaning.
Knowledge of vocabulary is often tested because it is important for
communication. The test maker should be aware of what he/she doing when
testing vocabulary. Nation (2001:344) explains that there are numerous ways of
testing vocabulary ranging from multiple-choice items to open ended question.
Although multiple choice items are sometimes the most suitable instrument for
testing vocabulary, they should not be over used. Frequently, other item types are
far more interesting and useful. The material itself should always determine the
types of question, which are constructed. Certain material may lend themselves to
multiple choice items, others to ordinary completion items, other to completion of
the information in a table, and yet others to open ended question.
In this learning process, assessment is conducted in order to know
students’ achievement toward the material during teaching vocabulary process.
Furthermore, in this present study, assessment was administered in an ordinary
way by giving them multiple-choice tests. The researcher expects that the
students’ vocabulary mastery will be increased significantly after four sessions are
19
conducted. In addition, every teaching learning process will be completed with
assessment to figure out the success of each teaching and learning activity.
20
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
This study was conducted to the seventh grade students of SMP Negeri
1 Selemadeg Barat. There were 7 classes of the seventh grade students of SMP
Negeri 1 Selemadeg Barat with the total of the students are 250 students. The
students of Class VII B selected as the subjects of the study which consists of 27
students. The subject of the study which totaled of 27 students was considered
to be representative enough for the purpose of this study. The students of Class
VII B selected as the subjects of the study because based on the preliminary
observation, which showed that the students’ ability in vocabulary was very poor,
therefore immediate improvement is really needed.
3.2 Research Design
The design of the present study was Classroom Action Research (CAR).
In this methodology the researcher acted as a teacher which was defined as a cycle
process of action. In this classroom action study, the teaching and learning process
would be devided into two cycles where each cycle consists of two sessions. Each
sessions consisted of four interconected activities, namely: Planning (P), Action
(A), Observation (O) and Reflection (R). Futhermore, before both those cycles the
researcher would do the Initial Reflection (IR). Initial Reflection was used to
measure the pre-existing ability of the students’ vocabulary mastery.
This classroom action research was concerned with teaching vocabulary
by using two kinds of tests. Those are initial reflection or pre-test and reflection or
post-test. Initial reflection must be administered before doing the research, but
21
reflection must be done after the researcher did the teaching learning process. The
means score of the Initial Reflection (IR) must be compared with the
corresponding means score of Reflection (R).
The present classroom action research was intended to find out the
effectiveness of Group A versus group B in improving vocabulary mastery of
SMP Negeri 1 Selemadeg Barat. The result of the reflection or post-test in Cycle I
is used as valuable input to revise planning in Cycle II. Therefore, Cycle II was
started with revised planning (RP) that was hoped to be much more effective and
conductive than Cycle I. To make it clear, the design of present classroom action
research can be illustrated in the following:
Cycle I IR P1 A1 O1 R1
Cycle II RP P2 A2 O2 R2
Notes:
IR : Initial Reflection
P : Planning
A : Action
O : Observation
R : Reflection
RP : Revised Planning
3.2.1 Initial Reflection
Initial reflection (IR) of a classroom action research usually starts from
administering IR and interviewing the English teacher in there. Initial Reflection
refers to pre-test that has main purpose to measure the pre-existing vocabulary
achievement of students’ under study, Classroom Action Research is always
22
problem solving oriented. The result IR and interview were used as starting points
of undertaking action research. In this phase the researcher found out some
problems and tried to solving or gives solution for those problems.
3.2.2 Planning
Before the present classroom action research study could be affectively
carried out, the researcher had to prepare instructional planning for all the session.
As mentioned previously, the subjects of the present study were the seventh grade
students of SMP Negeri 1 Selemadeg Barat. The undertaking of the present study
was substantially based on the fact that the subjects under study still have low
vocabulary mastery in English. Thus, group A versus group B was used to
improve and gradually enhance the student vocabulary mastery. In order to
planned the objective of the present classroom action study. The researcher
planned the instructional activities by doing the followings:
1. Determining the subjects of the study, that was, at the outset the beginning
researcher carried out a preliminary study at SMP Negeri 1 Selemadeg
Barat. In this preliminary study, the researcher asked some questions to the
English teacher there about the difficulties faced by the students in
studying English vocabulary. This preliminary study was actually intended
to meet one of the procedures in making a scientific study.
2. Looking for and preparing a series of English vocabulary teaching
materials and finding some exercises which could be appropriately used in
teaching English vocabulary which could solve the problems faced by the
seventh grade students of SMP Negeri 1 Selemadeg Barat.
23
3. Preparing and administering initial reflections (IR). This activity was
intended to make sure the real pre-existing vocabulary mastery of the
subject under study.
4. Designing some lesson plan or setting teaching scenarios of the present
classroom action study. The researcher designed four lesson plan or
teaching scenarios. They were used for two cycles with four sessions.
Consequently, each lesson plan was used to teach English vocabulary to
the subject under study. The lesson plans or teaching scenarios were used
in every session of both cycles respectively. The topics were adapted from
the current teaching syllabus. The researcher tried his best to create the
classroom activities in such a way in order to help the students under study
could improve and enhance their vocabulary mastery by the time of 90
minutes in each session.
5. Constructing and administering reflection or post-test at the end of each
session on the basis of the diagram used in vocabulary through group A
versus group B which was taught at the time. Each reflection was planned
to last for about 20 minutes. This reflection or post-test was used to
measure the extent of the students’ progress in vocabulary mastery.
6. The next activities were constructing and administering questionnaires to
the subject under study. As mentioned in the previous discussion, the
present classroom action study dealt with the teaching of vocabulary was
divided in two cycles and each cycles consisted of four successive
sessions. The researcher was administered questionnaires to the subject
under study in the end of Cycle II. The administered questionnaire was
24
intended to measure quantitatively the changing learning behaviors of the
subjects in the improving their vocabulary which had been taught through
Group A versus group B.
3.2.3 Actions
This is the one important activities conducted by the researcher in the
part of classroom action study. In this part the researcher acted as a teacher and an
observer. Conducting the previous planned teaching scenarios was the main
activity in this class action study. In line with the objective of the study, action or
classroom activities refer to what the researcher really did in the classroom setting
during the process of teaching vocabulary. What the researcher did successively in
every classroom session was mainly based on the Group A versus group B. Thus,
the classroom activities were classified into three main parts, they are: Pre-
activities, Whilst-activities, and Post-activities, which are briefly elaborated on as
follow:
1. Pre-activities
In this activity, the researcher who also acted as a classroom teacher,
aimed to active and focus the subject’s prior knowledge related to the
topics of new vocabulary which were to be discussed. This part was
planned to last for about 15 minutes or each session.
2. Whilst-activities
the researcher applied group A versus group B as a media for teaching.
After a few minutes over talking the students gave a positive respond in
which they were interested in the topic that was going to be given. The
25
researcher asked some questions to the other students and next the students
gave a good respond by exciting to answer those questions.
3. Post-activities. In this chapter administered reflection. The students were
instructed to answer vocabulary test. Reflection was actually intended to
measure the students progressing ability in vocabulary. In doing the post-
test activities the students were strictly prohibited to cheat to other
student’s answer. The post-test in each cycle was planned to last for about
20 minutes. The answers of the tests were also discussed in the upcoming
session. In this way students were really hoped to learn more from their
weakness.
3.2.4 Observation
During the classroom activities, the researcher also tried to observe the
students behavior in participating teaching and learning process. The observation
was intended to find out whether or not the teaching and learning process being
undertaken could improve and promote their achievement in vocabulary mastery.
Besides, it was also meant perceive whether there were any positive changing
behaviors, motivation and attitudes.
By using group A versus group B in teaching vocabulary to the subject
under study, it hopefully could make good sense to the students’ behaviors and
include their attitudes toward the positive changing of studying, higher motivation
in learning English vocabulary. The researcher made use questionnaire to measure
the students the changing degrees of their behaviors, attitudes and motivation after
accomplishing each session in Cycle I. the researcher constructed the
questionnaires in the form of multiple choices. In order to avoid confusion and
26
misunderstanding the questionnaires were written in Bahasa Indonesia. The items
of the questionnaires were scored in rating scale of 0-3 (A=3, B=2, C=1, D=0) and
the result of the questionnaires which were considered as the additional data
required for the present classroom action study were descriptively analyzed in the
form of comparative percentages. The comparative percentage figures showed the
subjects’ different degree of changing behavior toward vocabulary learning
activities and were used as informative feedback and a basis to make some
remedial revisions for the sessions in Cycle II. The questionnaires were
administered to the subjects as soon as sessions in Cycle I had been accomplished.
Some of the revision made for the sessions in Cycle II included the following:
1. The researcher prepared more challenging and interesting teaching
materials and exercises.
2. The researcher divided the students into new group so that the students had
an experience in practicing the vocabulary items.
3. The researcher gave more serious attention to the students who were less
active; they were more frequently encouraged to share their ideas during
teaching and learning process.
4. The researcher minimized his talking and involvement at the expense of
increasing the students’ practice in using English.
3.2.5 Reflection
In this action research, reflections which are actually post-test in
vocabulary are given to the subject being studied in the basis of teaching
vocabulary through group A versus group B. The present classroom action study
was divided into 2 cycles were each cycle consisted of 4 successive sessions. Each
27
reflection was administered by the end of each cycle. The subjects’ answer of the
reflections were corrected and scored dichotomously at home and their errors
were discussed in the following cycle. The result of the reflection or post-test in
Cycle I as feedback and based to plan and carry out the actions in Cycle II. In this
way the result of teaching vocabulary through Group A versus group B in Cycle II
were expected to be much better than the result of Cycle I.
3.3 Research Instruments
The selection and construction of appropriate, valid and reliable
research instrument are very essential step of a scientific investigation. This is
on account of the fact merely valid and reliable research instruments can be
used to collect the valid and reliable required data for the study being
undertaken. The study deals with research question: “to what extend is the
effectiveness of group A versus group B in improving vocabulary mastery of the
seventh grade students’ of SMP Negeri 1 Selemadeg Barat in academic year
2012/2013?” This research question logically suggests that there were two sets
of data or raw scores, which were required for the study. They are tests, and
questionnaires.
3.3.1 Test
According to Brown (2004: 3) a test is a method of measuring a
person’s ability; knowledge, or performance in a given domain. The goal
in giving the test is to measure the students’ achievement in vocabulary.
There were two types of test that the researcher was given to the students;
Diagnostic test/pre-test and post-test. Diagnostic test/pre-test was
conducted before the treatment and designed to find out the basic data of
28
the students (in what level the competence of the students are) in
vocabulary before being given the treatment. For instance, the test consists
of 20 items in the form of multiple choices. The Post-Test was used to
measure the students’ achievement and was given to the students after
treatment were conducted. This test was administered at the end of the
cycle. For instance, the test consists of 20 items in form of multiple
choices. It is hopes that by giving the test to the students, the researcher
can access the degree of success in teaching and learning process, can
identify areas of weaknesses and difficulties, and to know the students
achievement.
3.3.2 Questionnaires
Questionnaires were prepared to find out the students’ problem.
Why such problem occurred and to know whether the students were
enjoyable or not to perform and follow the activity. It was given after
conducting the treatment. It was intended to get information of the
students’ response toward the technique which is implemented by the
researcher. It was conducted at the end of the last second session.
3.4 Data Collection
The data collection in this study in the form of qualitative and
quantitative data, where the qualitative data is presented in means score. The
qualitative analysis and quantitative data is presented in mean score. The
qualitative data was gained through administering questionnaires and doing
observation during the teaching learning process. Furthermore, the quantitative
29
data was collected by means of the administering test. The mean score was
obtained from Initial Reflection (IR), Reflection 1 (R1) and Reflection 2 (R2).
3.5 Data Analysis
In this research, there were two kinds of data gained namely: quantitative
and qualitative data. The quantitative data was obtained from the result of pre-test
and post-test. The qualitative data was obtained from the result of the
questionnaire.
The quantitative data are analyzed descriptively by using the following
formula (Djiwandono 2008:212):
M = NΣX
Where:
M = Mean score/ the average score of students’ mastery in vocabulary
∑X = The total score of students
N = The total number of students
From the mean scores, Group A versus group B would be effective to
improve the students’ ability in vocabulary.
The qualitative data were analyzed descriptively by using the following
formula:
Where:
X = Score in percentage
R = Score of total item chosen
N = Total of all item chosen
30
Determining the qualification of the students’ achievement and evaluate the
students’ progress in English vocabulary by using questionnaire or survey.
The researcher measured the students’ ability, it showed in the following
table based on curriculum of education unit level (KTSP, 2006:23).
Table of score qualification
Score internal Mark Qualification
86 – 100 A Excellent
71 – 85 B Good
56 -70 C Sufficient
41 – 55 D Insufficient
> 40 E Failure
31
CHAPTER IV
THE PRESENTATION OF FINDINGS
The present study was an action based research aimed at improving the
vocabulary mastery through Group A Versus Group B by seventh grade students
of SMP Negeri 1 Selemadeg Barat in academic year 2012/2013. This research
was conducted in two kinds of collection, such as: qualitative and quantitative
data. The quantitative data showed the students’ result on the pre-test and post-
test. The qualitative data were collected from the observation during the
treatments from questionnaire at the end of Cycle I. This questionnaire purposed
to know the students’ responds toward the treatment given by the researcher to
them; moreover, it purposed to continue the Cycle I into Cycle II.
4.1 Data
The data required in the present classroom action research need to be
analyzed in order to the students’ achievement after having taught by the
researcher. There were three kinds of instrument used to gather the data of the
present classroom action study, such as pre-test, post-test and questionnaire to
seventh grade students of SMP Negeri 1 Selemadeg Barat. The pre-test or IR in
vocabulary was administered to the subject under study to get their pre-existing
ability in vocabulary. Post-test or reflection was administered for four times, they
were: two times in Cycle I and two times in Cycle II. As a result, there were five
sets of raw scores obtained for the progressing scores, and reflection scores for all
session tabulated as follows:
32
Table 1
Tabulation of Data Showing the Subjects’ Progressing Scores in
Vocabulary mastery through Group A Versus Group B.
Subjects IR Cycle 1 Cycle II
S1 S2 S3 S4 1 - - - - - 2 5 6 7 7.5 8 3 4 5 6.5 8 9 4 5 5 6 7.5 8.5 5 5 6 6 7 8 6 3 5 6 7.5 8 7 4 6 6 8 9 8 5 6 6.5 7 8 9 5 7 7 8.5 7.5 10 4 5 6 8 9 11 4 6 6 7 8 12 3 6 6 7 8 13 4 6.5 6.5 8 8.5 14 5 5 7 7.5 8.5 15 5 6 6 8.5 9 16 5 6.5 7 8 8 17 3 5 6 8 9 18 4 5.5 6 7 8.5 19 4 5.5 6.5 8 8 20 5 6.5 7 8.5 9 21 4 5 6.5 8 8 22 5 7 6 8.5 8.5 23 3 6 6 7 8 24 3 5 6 7 8 25 4 5.5 6.5 8 8.5 26 3 5 6 8.5 9 27 5 6 7 7.5 8 28 5 6 6.5 7 8
TOTAL 114 155 171.5 208 225.5
Furthermore, the qualitative data in this research was intended to know
the students’ response toward the treatment given by the researcher to them. In
33
this research, qualitative data was gathered by the researcher through
questionnaire administration. The answers to the questionnaires were qualitatively
scored using the rating scale 0-3. The scores gathered from administering
questionnaire showed the subjects’ changing attitude and motivation in
vocabulary through group A versus group B. The obtained data showing the
subjects total scores for items of the questionnaires were tabulated as the
following table:
Table 2
Tabulation of Data Showing the Students Changing Motivation and
Attitudes in Vocabulary through Group A Versus Group B.
Items No.
Scores A (3) B (2) C (1) D (0)
1 - - - - 2 15 8 1 0
3 12 4 4 0
4 9 8 3 0
5 12 6 3 0
6 15 8 1 0
7 3 6 6 0
8 21 2 2 0
9 18 4 2 0
10 12 6 3 0
11 24 2 1 0
12 12 10 1 0
13 18 4 2 0
14 12 8 2 0
15 9 6 4 0
16 15 8 1 0
17 24 2 1 0
18 12 8 2 0
19 9 8 3 0
20 12 8 2 0
21 9 6 4 0
22 12 6 3 0
34
23 12 6 3 0
24 12 8 2 0
25 18 6 1 0
26 12 8 2 0
27 12 8 2 0
28 12 6 3 0
TOTAL 363 170 64 0
TOTAL A+B+C+D 597
4.2 Data Analysis
Based on the research instruments in which the researchers administered
pre-test and post-test in each session. Consequently, there were ten sets of raw
scores, which showed the students’ progress in vocabulary mastery through Group
A versus group B. These data should be analyzed and the results of the analysis
were to be discussed. Before the above data was analyzed what they were all
tabulated as the following:
Table 3
Tabulation of the Data Showing Frequency Distribution of Initial
Reflection (IR) and Post Test in Vocabulary through
Group A Versus Group B.
IR Cycle I Cycle II S0 S1 S2 S3 S4
X0 F0 X1 F1 X2 F2 X3 F3 X4 F4 3 6 5 9 6 14 7 8 7.5 1 4 9 5.5 3 6.5 7 7.5 5 8 13 5 12 6 10 7 6 8 9 8.5 6 6.5 3 8.5 5 9 7 7 2
Where:
S = Sessions
35
X = Range of the students’ score
F = Frequency distribution
All of data that obtained on the initial reflection and reflection Cycle I
and Cycle II were analyzed descriptively by using the following formula:
M =
Where:
M = Mean score/the average score of student’s mastery in vocabulary
X = The total score of students
N = The total number of the students
In this section there were three stages of computing and analyzing the
data obtained during the teaching learning process in the classroom. Those were
clarified as follows:
The first step was computing and analyzing the data that were obtained on
the initial reflection. On the initial reflection there were 27 subjects who followed
the test given by the researcher. There was no subject who was absent on this
meeting, so all of students’ joined the test. The total score from the whole subject
was 114. From the total score was obtained, and then the mean score could be
found outs as follows:
M =
M = 27
114
M = 4.2
36
Based on the computation above, the mean score that obtained by the
students on initial reflection was 4.2. If it was seen from the score qualification in
Chapter III, it could be categorized into “low enough” level of mastery. It meant
that students’ mastery in vocabulary on initial reflection was still low. Knowing
that result of the mean score on initial reflection was low, then the researcher
decided to conduct Cycle I to improve the students’ vocabulary mastery.
The next step was computing and analyzing the data of Cycle I. In this
cycle there were two sessions carried out by the researcher. Moreover, at the end
of each session, the researcher gave post-test to the students for checking the
result of the treatment that had just been done to them.
From the Table 1, the sum of total scores that was got by students in first
session was 155. Meanwhile in session two the sum of total scores was 171.5.
From the total score that was got by the students in each session of Cycle I,
the mean score could be found out as follows:
Session 1: M= = 27
155= 5.7
Session 2: M = = 27
171.5= 6.3
Based on the computation from the all of sessions above, it was known
that mean score students in Session 1 was 5.7 and in Session 2 was 6.3. If those
two mean scores were summed up, the result was 12. From the total scores of
11.3, the average/the grand mean score of Cycle I could be obtained as follows:
M = = 2
12 = 6.0
37
Therefore, the grand mean score of the Cycle I was 6.0. From the level of
mastery, this score was classified into “enough” category. Although there was an
improvement of students means score from initial reflection to Cycle I, it was not
still satisfying yet for the researcher because the maximum score had not been
achieved yet. The maximum passing score should be 75%, so that the researcher
could stop the action/treatment.
Finally, the last step was computing and analyzing the data obtained in
Cycle II. This cycle was the continuation of Cycle I. The activity in this cycle was
done as same as the cycle I, there were also two sessions carried out by the
researcher at the end of each session. There were post-test that were administered
to the students for knowing the result of the treatment given at every session.
From the whole subject under study, all of them joined the treatments and test that
were given on each session. There was no student who was absent starting from
three sessions to four sessions in Cycle II, it means that there were 27 students
who joined the treatments and post-test administered in each session in this cycle.
Therefore, the result of the post-tests in Cycle II was clearly seen in Table
1. From the Table 1, the sum of total scores that was got by students in third
session was 208, and then the last in session four, the table showed that the sum of
total score was 225.5.
For finding out the mean score of each session in Cycle II, the calculation
could be draw as follows:
Session 3: M = = 27208
= 7.7
38
Session 4: M = = 27
225.5= 8.3
From the computation above, it was obviously known that the mean got
by the students in Session 3 was 7.7 and in the Session 4 was 8.3. If all of the
mean scores that were obtained by students in Cycle II were summed up, the
result would be 16. From the total score of Cycle II can be found out as follows:
M = = = 8.0
Therefore, the grand mean score of the whole session in Cycle II that was
obtained by the students was 8.0. It means that the grand mean of Cycle II was
comparatively much higher that the grand mean of IR scored and the grand mean
of Cycle I.
The grand mean obtained by the subject under study for both Cycle I and
Cycle II was the grand mean figure of XI = 6,0 and XII = 8,0 respectively. The
grand mean of Cycle II was also significantly much higher than the grand mean of
Cycle I the difference of the grand mean figure of Cycle I and II were 2.0.
If it is seen from the score qualification table in Chapter III, the grand
mean of Cycle II was classified as “good” category. Seeing from this score that
was classified into “good” category, the researcher felt so much satisfied as the
mean score obtained by the students in Cycle II was that the minimum mean score
targeted by the researcher.
Because the minimum score targeted by the researcher had been achieved
by the student in Cycle II, the researcher taught that it was not necessary anymore
to continue the research by conducted the next cycle (Cycle III). Therefore, the
39
researcher decided to stop the research up to Cycle II as there had been very
significant improvement of the mean score got by the students in Cycle II
compared to the mean score obtained by the students in Initial Reflection and in
Cycle I.
Based on the all of the discussion of the computation of the scores and
also the analysis of the data above, then the researcher put all of the data analysis
above into a summary of data analysis. The purpose was to make it looks simpler
and to make the researcher and the readers were easier to read and understand the
student’s achievement in the Initial Reflection, Cycle I and Cycle II.
The summary of the data analysis from the Initial Reflection, Cycle I and
Cycle II as mentioned on the following table:
Table 4
Summary of the Research Showing the Mean of Each Session and
GrandMean for Cycle I and Cycle II
Cycle Session Total Raw
Score Mean Score Total Mean
Score Grand Mean
Score IR S0 114 4.2 4.2 4.2
Cycle I
S1 155 5.7 12 6.0 S2 171.5 6.3
Cycle II
S3 208 7.7 16 8.0 S4 225.5 8.3
The further supporting data were gathered by means of administering
questionnaire at the end of Cycle I to the subject under study. The data collected
from administration of questionnaire had to be calculated and then analyzed. The
calculation of the comparative percentages for the scores of the items of the
questionnaire showing the subjects’ total answers for item of A, B, C, and D. The
40
options specified that A was excellent response, B was basic response, C was
neutral response and D was negative response. The scores of the options in the
questionnaire were shown as follows:
• Total percentages of item A = 597363 X 100% = 62%
• Total percentages of item B = 597170 X 100% = 28%
• Total percentages of item C = 59764 X 100% = 11%
• Total percentages of item D = 597
0 X 100% = 0%
The analysis of the questionnaire score showed the comparative
percentages of 62%, 28%, 11%, and 0% for the total responds of questionnaires
items options A, B, C and D. These findings definitely supported the major
findings of the present classroom action study. Clearly, the comparative
percentages of the items of the questionnaire indicated the subjects’ positive
changing attitudes and motivation in mastering vocabulary through Group A
versus group B. These findings also convincingly proved the effectiveness of
Group A versus group B in teaching vocabulary of seventh grade students of SMP
Negeri 1 Selemadeg Barat in academic year 2012/2013.
As shown clearly in the table 3 that the findings of this classroom action
research were first, the mean of pre-test or IR score was obtained by the seventh
grade students was 4.2. This showed obviously the low ability of the subjects
under study in mastering vocabulary. Second, the means of the Reflection or post-
test in Cycle I (S1 and S2) that were obtained by the subjects under study showed
the mean figures of 5.7 and 6.3. The mean figure obtained by the subjects for each
41
session was comparatively higher than the mean figure or the IR score. Third, the
means of reflection or post-test scores for Cycle II (S3 and S4) that were obtained
by the students under study pointed out the mean figures of 7.7 and 8.3. This
mean figure showed of each session in Cycle II was still comparatively much
higher than the mean figure of the IR score and Cycle I.
The grand mean figure obviously showed the pre existing ability of the
subject under study for both Cycle I and Cycle II showed the grand mean figure of
XI = 6.0 and XII = 8.0 are realistically much higher than their corresponding pre-
test mean score.The difference of grand mean figure of Cycle I and Cycle II was
2.0. These research finding suggested that through of Group A versus group B as
a media in teaching vocabulary of seventh grade students of SMP Negeri 1
Selemadeg Barat in academic year 2012/2013 could progressively and
significantly improve the students achievement in learning vocabulary.
4.3 Discussions of the Findings
The data analysis leads to the establishment of the finding of the present
class action study which investigated the effectiveness of Group A versus group B
in improving the vocabulary mastery of seventh grade students of SMP Negeri 1
Selemadeg Barat in academic year 2012/2013. The data was tabulated in Table 5
which revealed the progress of the subject under study through the mean scores of
Pre-test and Post-test of each session in Cycle I and Cycle II.
The mean of IR or pre-test score (X0) that was obtained by the students
in vocabulary pointed out the mean figure of 4.2. This mean clearly showed that
the pre existing students’ vocabulary was still low. The result of the data analysis
from all of the Reflections or post-tests in Cycle I showed the increasing means
42
figures of X1 = 5.7 and X2 = 6.3. The mean figures that were obtained by the
students of two sessions in Cycle I, was clearly higher than mean figure of IR
score. It clearly showed that Group A versus group B had improved students’
achievement in vocabulary mastery. The comparative mean scores of the Pre-test
and Pos-test in Cycle I was shown on the following graph:
Graph 1: Mean Score Comparison of Pre-Test
and Post-Test in Cycle I
The result of the data analysis from all of the Reflections or post-tests in
Cycle II showed the increasing mean figures of X3 = 7.7 and X4 = 8.3. The mean
figures that were obtained by the students of two sessions in Cycle II, was clearly
higher than mean scores of Pre-test and Post-test of Cycle I. It clearly showed that
Group A versus group B had improved students’ achievement in vocabulary
mastery and successfully encouraged their confidence to learn vocabulary. The
comparative mean scores of the Pre-test and Post-test in Cycle I was shown on the
following graph:
01234567
X0 X1 X2
6.3 5.7
4.2
Cycle I Pre-Test
Mea
n Sc
ore
43
Graph 2: Mean Score Comparison of Pre-Test
and Post-Test in Cycle I
Afterward, the grand mean scores of the students’ achievement in Cycle I
and Cycle II was shown on Table 4. The first series showed the result of grand
mean score in Cycle I which reached 6.0. This score indicated an increase from
Pre-test score to the grand mean score of Cycle I that was 1.4. The second series
showed the result of grand mean score in Cycle II which reached 8.0. This score
made another difference from Pre-test score was 4.2 and from the grand mean
score of Cycle I that was 2.0. The finding of the resent classroom action research
had proved that the mastery of students in studying vocabulary was improved
significantly throughout the sessions after they have been taught through Group A
versus group B. The mean score of Pre-test and Grand mean score in Cycle I and
Cycle II can be graphically presented as the following:
0123456789
X0 X3 X4
Mea
n Sc
ore
Pre-Test Cycle II
8.3 7.7
4.2
44
Graph 3: Grand Mean Score Comparison of IR, Cycle I and Cycle II
In addition, the proportional figures the total response of the
questionnaire for item A, B, C, and D. The data were collected through
questionnaire and the result had been analyzed on Table 6, the table was evaluated
to reveal the percentage rates. This finding clearly showed that 62% students
absolutely liked or agreed the Group A versus group B in learning English
vocabulary, 28% students liked or agreed it, 11% showed that students little bit
agreed and 0% students did not agree it. Clearly, the obtained comparative
percentages of items questionnaire indicated that the students’ positive changing
their attitudes and motivation in vocabulary mastery through Group A versus
group B. The findings of present classroom action research were in line with the
existing research findings, which have discovered vocabulary through Group A
versus group B was significantly effective and gave significant improvement to
the student’s mastery in vocabulary. To make it clear, the percentage rate of the
questionnaire was presented on the following graph:
0123
456
789
IR CYCLE I CYCLE II
8.0
4.2
Gra
nd M
ean
45
Graph 4: Percentage Rate of Questionnaire
In relation to the findings above, the researcher could make a conclusion
that the Group A versus group B could improve the achievement of the students in
vocabulary mastery. Furthermore, since the target score had been succeeded by
the students, the researcher decided to finish this study until Cycle II and the
hypothesis could be improved in which the students’ vocabulary mastery can be
improved through Group A versus group B.
0%
10%
20%
30%
40%
50%
60%
70%
A B C D
62%
28%
11%
0%
Perc
enta
ge R
ate
46
CHAPTER V
CONCLUSION AND SUGGESTION
As already stated at preceding chapter, the researcher conducted to the
seventh grade students of SMP Negeri 1 Selemadeg Barat which dealt with
teaching vocabulary through Group A versus group B. Finally it could be
conclude in this chapter. Some practical suggestions in reference to the
significance of the established research findings were also recommended in the
chapter. The findings of this study throughout could really provide benefits for the
English teachers and the seventh grade students of SMP Negeri 1 Selemadeg
Barat.
5.1 Conclusion
The classroom action research dealt with the teaching vocabulary through
Group A versus group B of the seventh grade students of SMP Negeri 1
Selemadeg Barat in academic year 2012/2013. The seventh class (VIIB) was
selected as the subject of this study based on the preliminary research. According
to the research it was found that the seventh grade students of SMP Negeri 1
Selemadeg Barat academic year 2012/2013 faced big problem in vocabulary,
therefore, they were really difficult to express their ideas or opinion because of
their weakness in mastering vocabulary. The application of Group A versus group
B could improve the students’ motivation in learning vocabulary. Their learning
motivation effectively led them to a better achievement. They also could learn the
words independently choosing the words and defining the meaning of the words.
When the media was applied a relaxed classroom atmosphere was created.
47
In order to get those objective fulfilled, the researcher then conducted a
classroom action research by directly teaching the students. In this research, the
researcher designed two cycles which consisted of two sessions in each cycle.
Before doing the research, the research administered the Initial Reflection or pre-
test first to know the pre existence of their ability invocabulary before the
treatment was carried out. Then, to know the result of the treatments, he
administered four post tests in the end of every treatment. The result of post tests
and also questionnaire in the end of Cycle I were clearly discussed in Chapter IV.
Based on the clear discussion in Chapter IV, the researcher concluded that
Group A versus group B could improve the students’ vocabulary mastery of
seventh grade students of SMP Negeri 1 Selemadeg Barat in academic year
2012/2013. In this case Group A versus group B was very effective as a good way
in teaching vocabulary. It could be seen from the Initial reflection to Cycle I, and
from Cycle I to Cycle II. Before the treatments were given in Initial Reflection,
the students’ ability in vocabulary was low, where it was proved by result of their
mean score in Pre-test which was only 4.2. Then in Cycle I, after treatments were
given two sessions with Post-test at the end of each session, the mean score got by
students were 6.0. Based on the category that explained in Chapter III, it was
grouped as “enough” category.
It means that their mean score improved 1.8 point in Cycle I. as the
research target had not been achieved yet, and then the researcher conducted
Cycle II. Same as Cycle I, in Cycle II there were also two sessions and the
researcher also gave the students Post-test in the end of each sessions. In this
cycle there was a great improvement on the students’ vocabulary mastery. It was
48
shown by significant increase of the mean score they got in this cycle compared to
the mean score they got in Cycle I. their mean score in Cycle II was 8.0 (good). It
was 2.0 point higher to their mean score in Cycle I. In summary, their mean score
improved 3.8 point from IR to Cycle II. This significant improvement was high
because of the Group A versus group B used by the researcher during the
treatments in Cycle II.
Based on what have been stated above, the attitude and the learning
motivation of the subjects under study changed and heightened positively. The
researcher who acted as a classroom teacher observed that the students were
active in participating and involving themselves in the teaching learning process.
It can be said that Group A versus group B was effectiveness in improving the
students’ vocabulary mastery. Furthermore, the hypothesis which was stated in the
previous chapter was proved by the significant improvement on the students mean
score in Cycle I compared to mean score of Cycle II.
5.2 Suggestion
Based on the result of the study that has been stated on the conclusions
above, the researcher gives some suggestions as follows:
a. For the teachers
The suggestion is intended to the English teacher, especially for the
English teacher who teaches in SMP Negeri 1 Selemadeg Barat, to use
Gorup A versus group B as the one alternative in teaching English
vocabulary since it can build up the students interesting and motivated
them in learning vocabulary. The English teacher should be more active
and creative in experimenting different kind of teaching media because the
49
use of varied media can greatly in creating the motivation and the
interesting of the students to learn English.
b. For the students
The students should develop their vocabulary mastery because vocabulary
is an important and basic component in learning English. Due the
advancement of knowledge nowadays, the students have to be ready in
communicating by English language. People cannot communicate each
other and express their idea without having enough vocabularies.
c. For the institution
In order to improve the students’ vocabulary mastery, carry out English
competition in the school to give more knowledge about English for the
students. Moreover, the competition also very important to increased the
number of teaching media in order to teachvocabulary.
d. For the other researchers
Because of the limitation of time the researcher had was very much limited
during this research, then researcher suggested to other researcher to
conduct the same research using this media to improved the students
knowledge about English vocabulary but with the longer time allotment
and do to higher level of students or do in other school.
50
REFERENCES
Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom
Practices. White Plains, NY: Pearson Education.
Burns, Anne. 2010. Doing Action Research in English Language Teaching. New York: Taylor & Francis. UK.
Butler, Susan. 2001. Assessment Vocabulary and Performance Assessment. North
Carolina: NC University. Carter and Nunan. 2004. Language Teaching Methodology, A Text Book
Teacher’s London: Prentice – Hall. Canon and Linse. 2005. Education English Language Learners. United States:
The National Council of La Raza. Brown University. Colman, Ruth. 2005. The Briefest English Grammar Ever. Australia: University
of New South Wales Press. Ltd. Deighton. 2005. Vocabulary development: A morphological analysis.
Morphograph Society for research children. Djiwandono, Prof. Dr. M.S. 2008. Tes Bahasa:Panduan Guru Bahasa. Jakarta: PT Indeks. Graves, Michael F. 2006. The Vocabulary Book: Learning and Instruction.
Teacher College, Colombia University. Hadfield, Jill. 2010. Elementary Vocabulary Games: A Collection of Vocabulary Games and Activities for Elementary Students of English. Longman. Harmer, Jeremy. 2001. How to Teach English. Addision Wesley Longman Limited. Harmer, Jeremy. 2007. The Practice of English Language Teaching. Pearson
Education Limited. Longman. Hiebert, Elfrieda H and Kamil, Michael L. 2005. Teaching and Learning Vocabulary: Bringing Research to Practice. Lawrence Erlbaum Associates Publishers: London. Hornby. 2000. Vocabulay Studies in First and Second Language Acquisition. The
Interface Between Theory and Application. KTSP. 2006. Pemerintah Kabupaten Badung. Dinas Pendidikan Pemuda dan
Olahraga Kabupaten Badung.
51
Leaver, Betty. 2005. Achieving Success in Second Language Acquisition. United
States: Cambridge University Press. Milton, James. 2009. Measuring Second Language Vocabulary Acquisition,
Britain: Short Run Press Ltd. Nation, I.S.P. 2001.Learning Vocabulary in Another Language. United States:
Cambridge University Press. Nunan, David. 2004. Task-Based Language Teaching. Cambridge: Cambridge
University. Pikulski and Templetion. 2004. Teaching and Developing Vocabulary. Key to
long-Term. Reading Success. Haughton Milfian Company: U.S.A. Rini, Ayu. 2010. Be Smart and Fun with English Game. Jakarta: Kesaint Blanc. Strom, Robert D and Strom, Paris S. 2010. Parenting Young Children: Exploring Internet, Television, Play and Reading. Information Age Publishing, inc. Thornbury, Scott. 2002. How To Teach Vocabulary. England: Person Education
Limited. .
LIST OF APPENDICES
Appendix 1 : List of the Students’ Name
Appendix 2 : Initial Reflection (Pre-Test)
Appendix 3 : Lesson Plan (All Cycle)
Appendix 4 : Reflection (Post-Test) All Cycle
Appendix 5 : Key Answer of Pre-Test and Post-Test
Appendix 6 : Questionnaire
Surat Permohonan Ijin Penelitian Universitas Mahasaraswati Denpasar
Surat Keterangan Penelitian dari SMP Negeri 1 Selemadeg Barat
Surat Keterangan Keaslian Tulisan
Autobiography
Appendix 1
LIST OF THE STUDENTS’ NAME
No.
Name (Subjects)
1 Ni Ketut Ada Asih 2 I Made Aditya Saputra 3 Agus Eko Purnomo 4 I Gede Agus Pujawan 5 I Made Agus Wirya Bakti 6 Gst. Ayu Made Aristina Ariyanti 7 I Putu Gede Arta Widyana 8 Ni Kadek Ayu Dea Sariani Dewi 9 Luh Ayu Trisnayanti 10 Made Bhujangga Wismantari 11 I Made Candra Pradana 12 I Gede Darma Wiranata 13 I Gede Dede Fendy Anggriawan 14 I Putu Egi Setiawan 15 I Gede Eka Putra Perdana 16 I Nyoman Indrawan 17 Ni Putu Indrayani 18 Nanda Novitasari 19 I Made Oko Dwi Antara 20 Ni Luh Putu Krisna Sari 21 Ni Luh Putu Puspa Dewi 22 Luh Gede Ria Anggreni 23 Ni Made Risa Dwi Lestari 24 Ni Putu Ristian Armayani 25 Ni Made Rosalia Dewi 26 I Wayan Wahyu Putra Anggara 27 I Putu Wahyu Suryawan 28 Ni Made Widya Lestari
PRE-TEST
Subject : English
Class/Semester : VII/2
Time Allotment : 20 Minutes
Choose the correct answer by crossing A, B, C, or D on the answer sheet!
1. Dewi : what do you call of animal that eat plants?
Rina : We call them …….
A. fauna C. herbivore
B. omnivore D. flora
2. Snakes are likes eels. They eat fish or other small animals. They are ……..
A. tame animals C. friendly animal
B. wild animal D. funny animal
3. The tourists, domestics or foreigner usually visits the place where they can
enjoy many kinds of animals. The place is a……..
A. jungle C. garden
B. forest D. zoo
4. Birds are kinds of animal. They can protect the body with their feathers
and they can ……..on the sky because have two wings.
A. fly C. walk
B. sit D. sing
5. Kangaroo is an animal that has ………in front of the belly to keep the
baby.
A. pouch C. beak
B. ear D. trunk
6. Collie, sheepdog, and terrier are all kinds of………
A. cats C. pigs
B. dogs D. birds
Appendix 2
7. Heru : What do you call something related to animals and plans live?
Vera : We call them ……..
A. carnivore and herbivore C. flora and fauna
B. herbivore and omnivore D. plants and flora
8. When the lion in the circus, he is not dangerous, he is …….
A. wild C. existance
B. tame D. sparse
9. If we go to the beach, we can see …………scenery.
A. wave C. wonderful
B. sand D. sunset
10. When the full moon time comes, people can enjoy the Ramayana Dance.
The opposite of underlined word is ……..
A. bored C. happy
B. exciting D. sad
11. Someone who shows interesting places to the tourists is ……….
A. guide C. driver
B. foreigners D. visitor
12. The tourists come to enjoy the beautiful view and many monkeys in
Uluwatu Temple. The underlined word means ……
A. panorama C. wave
B. visitor D. sea
13. Bali is an amazing island and it is famous in the world. As a person who
……in Bali, we should be proud of it.
A. drink C. sit
B. lives D. put
14. The Taman Ayun Temple was ……….in 1634 by I Gusti Agung Anom.
A. make C. maintain
B. built D. keep
15. There are many tourists like to enjoy the Kecak Dance, because it is really
an …….dance.
A. bored C. happy
B. attractive D. sad
16. Many people say that, Bali is an island of …………….
A. hundred temples C. thousand temple
B. thousand buildings D. thousand tourism objects
17. Mr. Rudy is a teacher. He ……………..his students in front of the class.
A. teaches C. greet
B. teach D. check
18. The students are having a biology lesson. They are doing some
……………
A. experiments C. works
B. exercises D. teach
19. Poppy is my classmate. So she ……….me to come to her birthday party
tonight.
A. Given C. invited
B. Attended D. went
20. My mother is a good woman. She works as a teacher. She always goes to
school to …..the students.
A. Makes C. sits
B. Gives D. teaches
Lesson Plan 1 of cycle I
Educational level : SMP Negeri 1 Selemadeg Barat
Subject : English
Class/Semester : VII/II
Time : 2 x 35 Minutes
Theme : Vocabulary
Academic year : 2012/2013
I. Standard Competency
Comprehending various forms of vocabulary by using an appropriate
variety of language in daily context.
II. Basic Competency
Understanding various vocabulary used in variety of daily context.
III. Indicators
a. Mentioning the kinds of jobs.
b. Finding new vocabulary of jobs.
c. Answering the question about jobs.
IV. Learning Objective
a. The students are able to mention and remember the kinds of jobs
through Group A Versus Group B.
b. Students are able to find out the meaning of new vocabularies in
Indonesia.
c. Students are able to answer the questions about jobs by the teacher.
V. Learning Material
- Vocabulary about jobs.
Appendix 3
VI. Teaching Method/Technique
Technique: Three phase Technique
VII. Teaching Material
English book of seventh grade students of junior high school, white board,
board marker, eraser.
VIII. Teaching learning activities
Session 1
No Teacher activities Time
I Pre-Activities
1. Teacher greets the students
2. Cheking the students attendant
10
Minutes
II Whilst-Activities
1. Introducing about jobs.
2. Asking the students some question about jobs.
3. Asking the students to find out the meaning of
receptionist, photographer, postman, etc.
4. Asking the students to mention the kinds of jobs by
using Group A versus group B.
45
Minutes
III Post-Activities
1. The teacher gives time to learn and memorize the
kinds of jobs that has been discussed.
2. Asking the students to recall the kinds of jobs.
20
Minutes
3. Telling the students that they will get the post test
4. Distributing the post-test
5. Asking the students to submit the test if they finished
6. The teacher asks if there is any question.
7. Closing the class with leaving taking
IX. Learning Sources
English book of seventh grade students of junior high school.
X. Evaluation
a. Form of istrument : objective test
b. Kinds of evaluation : if the correct answer the score is 1 and the
incorect answer the score 0.
c. Instrument : post-test
Choose the correct answer by crossing (x) A, B, C, or D on the answer
sheet!
d. Guidelines
1. The number of correct answer, score 1
2. Total score maximum 1 x 10 = 10
3. Maximum score = 20
The number of correct answer
= x 10
Maximum score
Rubric of Evaluation
Explanation Score
Each of correct answer 1
Each of incorrect answer 0
Selemadeg Barat, June 2013
Researcher
I Wy Pery Surya Adnyana NPM: 09.8.03.51.31.1.5.3272
Lesson Plan 2 of cycle I
Educational level : SMP Negeri 1 Selemadeg Barat
Subject : English
Class/Semester : VII/II
Time : 2 x 35 Minutes
Theme : Vocabulary
Academic year : 2012/2013
I. Standard Competency
Comprehending various forms of vocabulary by using an appropriate
variety of language in daily context.
II. Basic Competency
Understanding various vocabulary used in variety of daily context.
III. Indicators
a. Mentioning the kinds of animals.
b. Finding new vocabularies of animals.
c. Answering the question about animals.
IV. Learning Objective
a. The students are able to mention and remember the kinds of
animals through Group A versus Group.
b. Students are able to find out the meaning of new vocabularies in
Indonesia.
c. Students are able to answer the questions about animals by the
teacher.
V. Learning Material
- Vocabulary about the animals.
VI. Teaching Method/Technique
Technique: Three phase Technique
VII. Teaching Material
English book of seventh grade students of junior high school, white board,
board marker, eraser.
VIII. Teaching learning activities
Session 2
No Teacher activities Time
I Pre-Activities
1. Teacher greets the students
2. Cheking the students attendant
10
Minutes
II Whilst-Activities
1. Introducing about animals.
2. Asking the students some question about the animals.
3. Asking the student to find out the meaning of
crocodile, shark, monkkey, etc.
4. Asking the students to mention the kinds of animals
by using Group A versus group B.
45
Minutes
III Post-Activities
1. The teacher gives time to learn and memorize the
kinds of animals that has been discussed.
2. Asking the students to recall the kinds of animals.
3. Telling the students that they will get the post test
4. Distributing the post-test
5. Asking the students to submit the test if they finished
6. The teacher asks if there is any question.
7. Closing the class with leaving taking
20
Minutes
IX. Learning Sources
English book of seventh grade students of junior high school.
X. Evaluation
a. Form of istrument : objective test
b. Kinds of evaluation : if the correct answer the score is 1 and the
incorrect answer the score is 0.
c. Instrument : post-test
Choose the correct answer by crossing (x) A, B, C, or D on the answer
sheet!
d. Guidelines
1. The number of correct answer, score 1
2. Total score maximum 1 x 10 = 10
3. Maximum score = 20
The number of correct answer
= x 10
Maximum score
Rubric of Evaluation
Explanation Score
Each of correct answer 1
Each of incorrect answer 0
Selemadeg Barat, June 2013
Researcher
I Wy Pery Surya Adnyana NPM: 09.8.03.51.31.1.5.3272
Lesson Plan 3 of cycle II
Educational level : SMP Negeri 1 Selemadeg Barat
Subject : English
Class/Semester : VII/II
Time : 2 x 35 Minutes
Theme : Vocabulary
Academic year : 2012/2013
I. Standard Competency
Comprehending various forms of vocabulary by using an appropriate
variety of language in daily context.
II. Basic Competency
Understanding various vocabulary used in variety of daily context.
III. Indicators
a. Mentioning about the transportation.
b. Finding out the meaning of new vocabularies.
c. Answering the question about the transportation.
IV. Learning Objective
a. The students are able to mention and remember kinds of
transportationthrough Group A versus Group B.
b. Students are able to find out the meaning of new vocabularies in
Indonesia.
c. Students are able to answer the questions about transportation by
the teacher.
V. Learning Material
- Vocabularies about the transportations.
VI. Teaching Method/Technique
Technique: Three phase Technique
VII. Teaching Material
English book of seventh grade students of junior high school, white board,
board marker, eraser.
VIII. Teaching learning activities
Session 3
No Teacher activities Time
I Pre-Activities
1. Teacher greets the students
2. Cheking the students attendant
10
Minutes
II Whilst-Activities
1. Introducing about the transportations.
2. Asking the students some question about the
transportations.
3. Asking the student to find out the meaning of
motorcycle, plane, train, etc.
4. Asking the students to mention the kinds of
transportations by using Group A versus group B.
45
Minutes
III Post-Activities
1. The teacher gives time to learn and memorize the
kinds of transportations that has been discussed.
2. Asking the students to recall the kinds of
transportations.
3. Telling the students that they will get the post test
4. Distributing the post-test
5. Asking the students to submit the test if they finished
6. The teacher asks if there is any question.
7. Closing the class with leaving taking
20
Minutes
IX. Learning Sources
English book of seventh grade students of junior high school.
X. Evaluation
a. Form of instrument : objective test
b. Kinds of evaluation : if the correct answer the score is 1 and the
incorrect answer the score is 0.
c. Instrument : post-test
Choose the correct answer by crossing (x) A, B, C, or D on the answer
sheet!
d. Guidelines
1. The number of correct answer, score 1
2. Total score maximum 1 x 10 = 10
3. Maximum score = 20
The number of correct answer
= x 10
Maximum score
Rubric of Evaluation
Explanation Score
Each of correct answer 1
Each of incorrect answer 0
Selemadeg Barat, June 2013
Researcher
I Wy Pery Surya Adnyana
NPM: 09.8.03.51.31.1.5.3272
Lesson Plan 4 of cycle II
Educational level : SMP Negeri 1 Selemadeg Barat
Subject : English
Class/Semester : VII/II
Time : 2 x 35 Minutes
Theme : Vocabulary
Academic year : 2012/2013
I. Standard Competency
Comprehending various forms of vocabulary by using an appropriate
variety of language in daily context.
II. Basic Competency
Understanding various vocabulary used in variety of daily context.
III. Indicators
a. Mentioning the kinds of hobbies
b. Finding new vocabularies about hobbies
c. Answering the question about hobbies
IV. Learning Objective
a. The students are able to mention and remember the kinds of
hobbies places through Group A versus Group B.
b. Students are able to find out the meaning of new vocabularies in
Indonesia.
c. Students are able to answer the questions about hobbies by the
teacher.
V. Learning Material
- Vocabularies about hobbies.
VI. Teaching Method/Technique
Technique: Three phase Technique
VII. Teaching Material
An English Book for Junior High School (seventh grade), white board,
board marker, eraser.
VIII. Teaching learning activities
Session 4
No Teacher activities Time
I Pre-Activities
1. Teacher greets the students
2. Cheking the students attendant
10
Minutes
II Whilst-Activities
1. Introducing about hobbies.
2. Asking the students some question about the hobbies.
3. Asking the student to find out the meaning of dancing,
philately, traveling, etc.
4. Asking the students to mention the kinds of hobbies
by using Group A versus group B.
45
Minutes
III Post-Activities
1. The teacher gives time to learn and memorize the
kinds of hobbies that has been discussed.
2. Asking the students to recall the kinds of hobbies.
3. Telling the students that they will get the post test
4. Distributing the post-test
5. Asking the students to submit the test if they finished
6. The teacher asks if there is any question.
7. Closing the class with leaving taking
20
Minutes
IX. Learning Sources
English book of seventh grade students of junior high school.
X. Evaluation
a. Form of istrument : objective test
b. Kinds of evaluation : if the correct answer the score is 1 and the
incorrect answer is 0.
c. Instrument : post-test
Choose the correct answer by crossing (x) A, B, C, or D on the answer
sheet!
d. Guidelines
1. The number of correct answer, score 1
2. Total score maximum 1 x 10 = 10
3. Maximum score = 20
The number of correct answer
= x 10
Maximum score
Rubric of Evaluation
Explanation Score
Each of correct answer 1
Each of incorrect answer 0
Selemadeg Barat, June 2013
Researcher
I Wy Pery Surya Adnyana
NPM: 09.8.03.51.31.1.5.3272
POST-TEST 1
SESSION 1 OF CYCLE I
Subject : English
Class/semester : VII/2
Time Allotment : 20 minutes
Choose the correct answer by crossing A, B, C, or D on the answer sheet!
1. A person who takes a picture is …….
A. a receptionist C. a photographer
B. a pilot D. an electrician
2. A person who sets electric systems is ……..
A. a tailor C. an electrican
B. a carpenter D. a singer
3. A singer needs……….. to sing.
A. a microphone C. a stage
B. a guitar D. a stick
4. ……….is someone who is search for information and write for newspapers and
magazine.
A. a soldier C. a postman
B. a journalist D. a secretary
5. A person who works in a workshop and he repairs cars. His occupation is........
A. nurse C. carpenter
B. soldier D. mechanic
6. This woman accompanies guest who want to visit beautiful places. Who is she?
A. dancer C. guide
B. teacher D. police
7. This man’s job is protecting our country from enemies. What does he do?
Appendix 4
A. driver C. soldier
B. teacher D. postman
8. Mr. Edwin works as a doctor. He work in......?
A. hospital C. office
B. travel agency D. school
9. A tailor is a person who……
A. buys a clothes C. washes clothes
B. sells a clothes D. makes clothes
10. He is a farmer. He works at….
A. a market C. a rice field
B. a library D. a hospital
11. A person who answers the phone and receives guests in a hotel or in an office is
…..
A. a farmer C. a receptionist
B. a carpenter D. a pilot
12. Where does a waitress work?
A. school C. restaurant
B. hospital D. office
13. ……..is a woman who works in hospital. She helps a doctor.
A. a shopkeeper C. a teacher
B. a seller D. a nurse
14. ……is a person who works in the garden. He keeps the garden clean and
beautiful.
A. a carpenter C. a gardener
B. a teacher D. a driver
15. Where does the doctor work?
A. in the garden C. hospital
B. at school D. office
16. What does a hairdresser do?
A. makes clothes C. sells clothes
B. cuts and arrange hair D. washes clothes
17. This man always makes chairs and tables. What is his job?
A. barber C. carpenter
B. shopkeeper D. police
18. This man delivers letter by using his motor cycle. What is his occupation?
A. postman C. doctor
B. teacher D. nurse
19. …….is a girl who works in a shop, she serves the customer.
A. an artist C. a teacher
B. a nurse D. a shopkeeper
20. ……is a man who directs the traffic.
A. a driver C. a barber
B. a police D. a nurse
POST-TEST 2
SESSION 2 OF CYCLE I
Subject : English
Class/semester : VII/2
Time Allotment : 20 minutes
Choose the correct answer by crossing A, B, C, or D on the answer sheet!
1. This animal lives in the lakes and river. What kind of animal is it?
A. crocodile C. shark
B. octopus D. bear
2. This animal likes banana. What kind of animal is it?
A. bat C. monkey
B. cat D. pig
3. Doni has a dog at home. It is small, fluffy and cute. The underlined word
means ......
A. thin C. hard
B. soft D. thick
4. Elephant is the………...animal.
A. short C. strong
B. long D. big
5. The cat usally.............. with dog.
A. forgets C. fights
B. stays D. runs
6. This animal has long neck. What kind of animal is it?
A. deer C. zebra
B. kangaroo D. giraffe
7. This animal puts her babies in her pouch. What kind of animal is it?
A. monkey C. cow
B. kangaroo D. camel
8. This animal produces milk for us. What kind of animal is it?
A. cow C. sheep
B. dog D. horse
9. This animal can climb trees. What kind of animal is it?
A. dog C. goat
B. cat D. snake
10. This animal likes jump. What kind of animal is it?
A. pig C. frog
B. snake D. sheep
11. This animal is a big cat. It lives in jungle. What kind of animal is it?
A. tiger C. bear
B. horse D. dog
12. This animal is the king of jungle. What kind of animal is it?
A. wolf C. snake
B. tiger D. lion
13. A cowboy likes to ride on it. What kind of animal is it?
A. elephant C. horse
B. camel D. giraffe
14. This animal lives in the houses. It eats cheese in the kitchen. What kind of animal
is it?
A. frog C. dog
B. mouse D. cat
15. It doesn’t like dog very much. What kind of animal is it?
A. bird C. cat
B. snake D. mouse
16. This animal can sing and fly. It lives on the tree. What kind of animal is it?
A. bird C. camel
B. bat D. cow
17. This animal likes honey very much. What kind of animal is it?
A. bear C. bird
B. bee D. dragonfly
18. This animal lives in two places: water and land. What kind of animal is it?
A. mouse C. frog
B. bird D. fish
19. This bird can not fly but it can swim. What kind of animal is it?
A. squirrels C. penguin
B. butterfly D. bat
20. This animal only lives in Australia. What kind of animal is it?
A. kangaroo C. camel
B. monkey D. cat
POST-TEST 3
SESSION 1 OF CYCLE II
Subject : English
Class/semester : VII/2
Time Allotment : 20 minutes
Choose the correct answer by crossing A, B, C, or D on the answer sheet!
1. There are buses in the….. A. airport C. bus station
B. harbor D. beach
2. We can do cycling by using….
A. bicycle C. plane
B. car D. train
3. We can take the plane in the…..
A. harbor C. bus station
B. market D. airport
4. My father goes to the office by…… it has four wheels.
A. bicycle C. train
B. horse D. car
5. Ship is a kind of……..transportation.
A. air C. land
B. water/sea D. street
6. My Father goes to the harbor, he will take the…..
A. ferry C. helicopter
B. plane D. bus
7. Our country distributes oil and petrol by using….
A. bus C. tanker
B. motorcycle D. bicycle
8. …….can carries many things such as, sand, stones, passengers etc.
A. a truck C. a plane
B. a car D. a train
9. Plane is kind of……. transportation.
A. land C. water
B. air D. street
10. It is a vehicle driven by electricity that runs on rail along the streets of a town and
carries passengers. What is it?
A. train C. car
B. ship D. plane
11. I buy a new sport……for my son.
A. ship C. car
B. plane D. train
12. It is a vehicle with two or four wheels that is pulled by a horse and used for
carrying load. What is it?
A. cart C. car
B. helicopter D. bus
13. Ruben is a student. He rides his……to go to school
A. bicycle C. car
B. bus D. ship
14. Yamaha is type of………..My father likes to ride it.
A. bicycle C. motorbike
B. boat D. plane
15. Long time ago, when there was no car. People traveling by using….
A. plane C. horse cart
B. helicopter D. cruise
16. You can go around this lake by using this…….because the lake is not large.
A. boat C. car
B. horse cart D. bus
17. Many students in this town go to school by…. now.
A. train C. school bus
B. ship D. plane
18. The tourists travel in the ocean to see many different islands. They
use……..because it more comfortable.
A. sea cruise C. car
B. boat D. plane
19. People like to use…….to travel on land.
A. boat C. ship
B. train D. plane
20. Bali is an island. You can find cars, planes, and ship but you can not
see……..here.
A. bus C. train
B. car D. plane
KEY ANSWERS
A. KEY ANSWER OF PRE-TEST
1. C 11. A 2. B 12. A 3. D 13. B 4. A 14. B 5. A 15. B 6. B 16. C 7. C 17. A 8. B 18. A 9. C 19. C 10. A 20. D
B. KEY ANSWER OF POST TEST 1 SESSION 1 OF CYCLE I
1. C 11. A 2. C 12. C 3. A 13. D 4. B 14. C 5. D 15. C 6. C 16. B 7. C 17. C 8. A 18. A 9. D 19. D 10. C 20. B
C. KEY ANSWER OF POS TEST 2 SESSION 2 OF CYCLE I
1. A 11. A 2. C 12. D 3. B 13. C 4. D 14. B 5. C 15. C 6. D 16. A 7. B 17. B 8. A 18. C
Appendix 5
9. D 19. C 10. C 20. A
D. KEY ANSWEROF POST TEST 3 SESSION 1 OF CYCLE II
1. C 11.C 2. A 12. A 3. D 13. A 4. C 14. C 5. B 15. C 6. A 16. A 7. C 17. C 8. A 18. A 9. B 19. B 10. A 20. C
E. KEY ANSWER POST TEST 4 SESSION 2 OF CICLE II
1. C 11. A 2. A 12. B 3. A 13. B 4. A 14. C 5. C 15. C 6. A 16. B 7. A 17. D 8. A 18. B 9. A 19. A 10. C 20. C
QUESTIONNAIRE
Petunjuk Jawaban :
1. Jawablah Pertanyaan dibawah ini dengan memberika tanda silang (X)
pada salah satu pilihan yang tersedia berdasarkan pendapat dan keadan
sendiri.
2. Semua pilihan jawaban yang disediakan adalah benar, oleh karena itu
jawablah denan jujur sesuai dengan hati nurani kamu dan jangan
meniru jawaban teman anda.
3. Terimakasih atas bantuan kalian dalam menjawab setiap pertayaan
yang ada dalam kuisioner ini.
Pertanyaan
1. Bagaimanakah perasaanmu bila mendapat pelajaran Bahasa Inggris ?
A. sangat suka
B. suka
C. biasa saja
D. tidak suka
2. Apakah anda suka belajar kosa kata Bahasa Inggris?
A. sangat suka
B. suka
C. biasa saja
D. tidak suka
Appendix 6
3. Apakah penjelasan guru tentang kegiatan pembelajaran kosa kata dapat
dipahani dengan jelas dengan mengerjakan tugas mendengarkan dan
menulis sebagai teknik pembelajaran?
A. sangat jelas
B. jelas
C. biasa saja
D. tidak jelas
4. Bagaimana kesanmu terhadap Group A versus Group B teknik?
A. sangat menarik
B. menarik
C. biasa saja
D. tidak menarik
5. Apakah kamu menyenangi pembelajaran kosa kata Bahasa Inggris dengan
menggunakan Group A versus Group B teknik?
A. sangat menyukai
B. menyukai
C. biasa-biasa saja
D. kurang menyukai
6. Apakah situasi pembelajaran melalui Group A versus group B teknik dapat
meningkatkan daya ingatmu terhadap kosa kata Bahasa Inggris?
A. sangat membantu
B. membantu
C. biasa saja
D. kurang membantu
7. Apakah cara pembelajaran kosakata dengan mengunakan Group A versus
Group B teknik ini bermanfaat bagi anda?
A. sangat bermanfaat
B. bermanfaat
C. kurang bermanfaat
D. tidak bermanfaat
8. Bagaimana menurut anda cara guru mengunakan Group A versus Group B
teknik dalam mengajar kosakata dalam bahasa inggris?
A. sangat jelas
B. jelas
C. biasa saja
D. tidak jelas
9. Apakah dengan cara pembelajaran kosakata melalui Group A versus
Group B teknik, kamu merasa ada kemajuan dan belajarmu meningkat?
A. sangat meningkat
B. meningkat
C. cukup meningkat
D. tidak meningkat
10. Apakah dengan cara pembelajaran kosakata melalui Group A versus
Group B teknik.membuatmu merasa bersemangat dalam belajar?
A. sangat bersemangat
B. bersemangat
C. biasa saja
D. tidak bersemangat
AUTOBIOGRAPHY
I Wayan Pery Surya Adnyana, was born in Tabanan
on January 16 1991. I live at Jl. Ratna, Gg. Dewi Kunti No.
6. Tonja. I’m Balinese; I grew up in Hindus family and
small family consisted of my father, mother, me and
younger brother. My father is I Wayan Suarya as a business
man and my mother is Ni Wayan Sedani as a housewife.
I’m oldest children in my family. My parent hopes their
entire children graduate at least until senior high school. I started my first study in
elementary school at SD No 2 Antap, I spent 6 years for finishing my first grade
until six grades in 1997 until 2003. Moreover, I spent 3 years for finishing my
seventh grade until ninth grade in junior high school at SMP Negeri 1 Selemadeg
in 2003 until 2006. Then I started my senior high school at SMA Negeri 1
Selemadeg in 2006 until 2009 that also spent 3 years to finish my tenth grade until
twelfth grade. After finishing my study in senior high school, I continue my study
and started it at Mahasaraswati University Denpasar in 2009 until 2013. I took
English Education Study Program, Faculty of Teacher Training and Education.
During study there, I got lots of knowledge and experiences in English. I want
make my parent proud of me. I want to be English teacher.