the effectiveness of graphic organizer in learning...
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THE EFFECTIVENESS OF GRAPHIC ORGANIZER IN
LEARNING VOCABULARY
(A Quasi Experimental Study at the Eighth Grade Students of MTsN Tangerang II
Pamulang)
“SKRIPSI”
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial
Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English
Language Education
By:
Muhammad Fadly
NIM. 1111014000120
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
i
THE EFFECTIVENESS OF GRAPHIC ORGANIZER IN
LEARNING VOCABULARY
(A Quasi Experimental Study at the Eighth Grade Students of MTsN Tangerang II
Pamulang)
“SKRIPSI”
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial
Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English
Language Education
By:
Muhammad Fadly
NIM. 1111014000120
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
iv
ABSTRACT
Muhammad Fadly (1111014000120). The Effectiveness of Graphic Organizer
in Learning Vocabulary; An Experimental Research at Eighth Grade Students of
MTsN Tangerang II Pamulang in Academic Year 2015/2016. Skripsi of the
English Education Department at Faculty of Tarbiyah and Teachers’ Training of
Syarif Hidayatullah State Islamic University Jakarta, 2016.
Key Words: Graphic Organizers and learning vocabulary
The objective of this research is finding out the empirical evidence whether
Graphic Organizer is effective in learning vocabulary in the Eighth Grade
Students of MTsN Tangerang II Pamulang.
The method used in this study is quantitative method and the research design is
quasi-experimental study. The sampling technique in this study is Cluster
Sampling. The writer takes two classes as the subject of this study. They are
experimental class and controlled class. The writer has compared the pre-test
score before treatment is given and after the treatment given.
The result of gained score of pre-test and post-test in the experimental class is
11.36 and the controlled class is 5.12. For the testing hypotheses, t-test formula is
used. The calculation of vocabulary test result between the experimental class and
the controlled class can be seen from result of t-test of this research, and the result
is 2.02. The result of t-table is 1.677. It can be seen from significant degree or α
(alpha) = 0.05 and df 48, Ho is rejected and the Ha is accepted because the t-test
(2.02) is higher than t-table (1.677). It can be concluded that Graphic Organizers
(GOs) is effective in learning vocabulary at the eighth grade students of MTsN
Tangerang II Pamulang.
v
ABSTRAK
Muhammad Fadly (1111014000120). Keefektifan Graphic Organizer dalam
Pembelajaran Kosakata; Sebuah Penelitian Eksperimental Semu di kelas VIII
MTsN Tangerang II Pamulang Tahun Ajaran 2015/2016. Skripsi Jurusan
Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas
Islam Negeri Syarif Hidayatullah Jakarta, 2016.
Kata Kunci: Graphic Organizers dan Pembelajaran Kosakata
Penelitian ini bertujuan untuk mengetahui bukti empiris tentang keefektifan
Graphic Organizer dalam pembelajaran kosakata di kelas VIII MTsN Tangerang
II Pamulang.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan desain
penelitian adalah ekperimental semu. Teknik sampling dalam penelitian ini adalah
Cluster Sampling. Peneliti mengambil dua kelas sebagai subjek penelitian. Kelas
tersebut adalah kelas eksperimental dan kelas control. Peneliti telah
membandingkan nilai pre-test sebelum perlakuan diberikan dan setelah perlakuan
diberikan.
Rata-rata nilai peningkatan hasil pre-test dan post-test pada kelas ekperimental
adalah 11.36 dan kelas kontrol adalah 5.12. Untuk pengujian hipotesis, rumus t-
tes digunakan. Perhitungan hasil tes kosakata antara kelas ekperimental dan kelas
kontrol bisa dilihat dari hasil t-tes dalam penelitian ini dan hasilnya adalah 2.02.
Hasil dari t-tabel adalah 1.677. Ini dapat dilihat pada taraf signifikan atau α (alfa)
= 0.05 dan df 48, Ho ditolak dan Ha diteriman karena hasil t-tes (2.02) lebih besar
daripada t-tabel (1.677). Dapat disimpulkan bahwa Graphic Organizer efektif
dalam pembelajaran kosakata siswa kelas VIII MTsN Tangerang II Pamulang.
vi
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful.
Praise be to Allah, Lord of the worlds who has blessed the writer in
completing this skripsi entitled The Effectiveness of Graphic Organizer in
Learning Vocabulary (An Experimental Study at Eighth Students of MTsN
Tangerang II Pamulang). Peace and Blessing be upon the Prophet Muhammad
SAW, his family, his companion, and his followers.
This skripsi is presented to the Department of English Education, Faculty
of Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University,
Jakarta as a partial fulfillment of the requirements for degree of S.Pd in English
Education Department.
First of all, the writer would like to thank his beloved parents, Amir Adlin
and Nurhayati, for their loves, prayers, support, advice, motivation, and patience
for the writer in finishing this paper.
Secondly, the writer would like to address his thanks and great gratitude to
Dr. Ratna Sari Dewi, M.Pd., and Ismalianing Eviyuliwati, M.Hum., as the
advisors, who gave their valuable advice, help and guidance with full of patience
during writing and completing this paper. Hopefully, may Allah SWT always
bless them with their family and grant all of their wishes.
The writer realized that without support and motivation from people
around, he could not finish this skripsi. Therefore, he would like to give his
deepest appreciation for:
1. All lecturers, especially for lecturers in Department of English Education,
for teaching knowledge and giving wonderful study experience.
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
vii
3. Zaharil Anasy, M.Hum., as Secretary of Department of English Education.
4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and
Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
5. Suhardi, M.Ag., the Head Master of MTsN Tangerang II Pamulang
6. Neneng Susilawati, M.Pd., the English teacher of MTsN Tangerang II
Pamulang
7. His beloved brother and sister, Abrar Azis and Latifah Jannah.
8. The big family of MTsN Tangerang II Pamulang who have help him in
collecting the data during the research.
9. The big family of UKM Bahasa-FLAT who has supported him all the
time.
10. The big family of Department of English Education (DEE), especially
DEE C 2011.
11. The writer best friends (Wiyudo Serena, Fahmi Faudzji, Wildan Ahdiyat)
and everyone who had helped him and given great support and suggestion
to the writer in finishing this paper.
May Allah bless them for all what they have done because He is the only
one who knows how much contribution and motivation received by the writer to
finish this paper.
The writer realized that this paper is far from being perfect. It is a pleasure
for him to get some suggestions and critiques from the reader for valuable
improvement.
Jakarta, June 2016
The writer
viii
TABLE OF CONTENTS
TITLE ............................................................................................................ i
APPROVAL SHEET ..................................................................................... ii
ENDORSEMENT SHEET ........................................................................... iii
ABSTRACT ................................................................................................... iv
ABSTRAK ....................................................................................................... v
ACKNOWLEDGEMENT ............................................................................ vi
TABLE OF CONTENTS .............................................................................. viii
LIST OF TABLES ........................................................................................ xi
LIST OF CHARTS ....................................................................................... xii
LIST OF DIAGRAMS .................................................................................. xiii
LIST OF APPENDICES .............................................................................. xiv
CHAPTER I. INTRODUCTION ................................................................. 1
A. Background of the Study ................................................... 1
B. Identification of the Problem ............................................. 3
C. Limitation of the Problems ................................................ 3
D. Formulation of the Problem ............................................... 3
E. Objective of the Problem ................................................... 3
F. Significance of the Study ................................................... 3
CHAPTER II. THEORITICAL FRAMEWORK ...................................... 5
A. Vocabulary ........................................................................ 5
1. Definition of Vocabulary ............................................. 5
2. Kind of Vocabulary ..................................................... 6
3. Learning Vocabulary ................................................... 9
ix
4. Problem in Vocabulary ................................................ 9
B. Graphic Organizer ............................................................. 10
1. Definition of Graphic Organizer ................................. 10
2. Kinds of Graphic Organizer ........................................ 11
3. The Benefit of Graphic Organizer ............................... 14
C. Teaching Vocabulary using Graphic Organizer ................ 15
D. Previous Study ................................................................... 16
E. Conceptual Framework ..................................................... 18
F. Research Hypothesis ......................................................... 19
CHAPTER III. RESEARCH METHODOLOGY ..................................... 20
A. Place and Time of the Research ........................................ 20
B. Method and Research Design ............................................ 21
C. Population and Sample ...................................................... 22
D. Research Instrument .......................................................... 22
E. Technique of Data Collection ............................................ 22
F. Technique of Data Analysis .............................................. 23
1. Normally Test of the Data ........................................... 23
2. Homogeneity Test of the Data ..................................... 23
3. T-test of the Data ......................................................... 24
G. Statistical Hypothesis ........................................................ 26
CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ...... 28
A. Research Finding ............................................................... 28
1. Description of the Data ................................................ 28
a. The Data of Experimental Class ............................ 28
b. The Data of Controlled Class ................................ 34
2. Data Analysis ............................................................... 39
a. Normality Test ....................................................... 39
1) Pre-test Normality Test .................................... 39
2) Post-test Normality Test .................................. 40
x
b. Homogeneity Test ................................................. 41
1) Pre-test Homogeneity Test .............................. 41
2) Post-test Homogeneity Test .............................. 41
c. Hypothesis Test ..................................................... 42
B. Interpretation ..................................................................... 46
CHAPTER V. CONCLUSION AND SUGGESTION ............................... 48
A. Conclusion ......................................................................... 48
B. Suggestion ......................................................................... 48
BIBLIOGRAPHY ......................................................................................... 50
APPENDICES ............................................................................................... 52
xi
LIST OF TABLES
Table 2.1 Part Of Speech ................................................................................... 7
Table 3.1 The Time Line of Research ................................................................ 20
Table 3.1 Research Design ................................................................................. 21
Table 4.1 The Students’ Score Experimental Class ........................................... 28
Table 4.2 Data Description of Pre-test Result of Experimental Class ............... 30
Table 4.3 Frequency Distribution of Pre-test Result of Experimental Class ..... 31
Table 4.4 Data Description of Post-test Result of Experimental Class .............. 32
Table 4.5 Frequency Distribution of Post-test Result of Experimental Class .... 33
Table 4.6 The Students’ Score Controlled Class ............................................... 34
Table 4.7 Data Description of Pre-test Result of Controlled Class .................... 35
Table 4.8 Frequency Distribution of Pre-test Result of Controlled Class .......... 36
Table 4.9 Data Description of Post-test Result of Controlled Class .................. 37
Table 4.10 Frequency Distribution of Post-test Result of Controlled Class ...... 38
Table 4.11 Normality Pre-test Result between Class Experiment and Class
Control .......................................................................................... 39
Table 4.12 Normality Post-test Result between Class Experiment and Class
Control .......................................................................................... 40
Table 4.13 Homogeneity Pre-test Result between Class Experiment and Class
Control .......................................................................................... 41
Table 4.14 Homogeneity Post-test Result between Class Experiment and Class
Control .......................................................................................... 41
Table 4.15 The Statistical Calculation of the Gained Score of Both Experimental
Class and Controlled Class ........................................................... 42
xii
LIST OF CHART
Chart 2.1 Concept Map ................................................................................... 12
Chart 2.2 Concept Map 2 ................................................................................ 12
Chart 2.3 Sequence Chart ................................................................................ 12
Chart 2.4 Contrast Diagram ............................................................................ 13
Chart 2.5 Cause and Effect Diagram ............................................................... 13
Chart 2.6 Main Idea and Details Chart ............................................................ 14
Chart 2.7 Attribute Chart ................................................................................. 14
xiii
LIST OF DIAGRAM
Diagram 4.1 Diagram of Pre-test Result of Experimental Class .................... 31
Diagram 4.2 Diagram of Post-test Result of Experimental Class ................... 33
Diagram 4.3 Diagram of Pre-test Result of Controlled Class ......................... 36
Diagram 4.4 Diagram of Post-test Result of Controlled Class ....................... 38
Diagram 4.5 The Mean of Pre-test, Post-test, and Gained Score of the
Experimental Class and Controlled Class .................................. 39
xiv
LIST OF APPENDICES
1. The Blue Print of the Test ................................................................... 52
2. The Result of Validity and Reliability Instrument .............................. 58
3. The Instrument of Pre-test ................................................................... 60
4. The Instrument of Post-test ................................................................. 65
5. Lesson Plan of Experimental Class ..................................................... 70
6. Lesson Plan of Controlled Class ......................................................... 85
7. The result of Pre-test and Post-test Score of Controlled Class ........... 93
8. The result of Pre-test Score and Post-test of Experimental Class ....... 95
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Vocabulary is one of the English components which is very important in
teaching and learning English subject. It has influence on four English skills;
listening, reading, speaking and writing. If students do not have good
vocabulary mastery, they cannot follow teaching learning process. They are
not able to listen, to read, to speak and also to write English effectively even
they generally have good grammatical and pronunciation knowledge. Paul
Smith in his journal stated that a person who knows the words will usually
succeed better in communicating than the person who knows the word order,
but does not know the words1. Furthermore, the purpose of teaching learning
English in Indonesia, based on Curriculum 2013, is to make students able to
communicate in English orally and in written form. In short, students will
reach the aim of teaching learning process and having good English
performance by mastering vocabulary.
Based on writer’s observation during teachers training (PPKT) period, the
writer found some problems about vocabulary mastery. Firstly, most of the
students in eighth grade of MTsN Tangerang II Pamulang were lack of
vocabulary. It is proved when the writer taught English in the class almost all
students asked the writer about the meaning of many words. This condition
made students get difficulties in learning vocabulary; understanding the
meaning of vocabulary, remembering vocabulary list and organizing the
vocabulary in a sentence. Second, coming from the teacher, the English
teacher should be more creative in creating vocabulary learning strategy in
order to make learning English process more fun, interesting, and also easier
even though she had put the dictionary in the corner of the class and asked the
students to look up the meaning of new words in it. It was not bad but it was
boring and not really useful to master vocabulary because the dictionary only
1 Paul Smith, Teaching Vocabulary, The Modern Language Journal, 53, 1969, p. 531
2
provided one or two meanings of the word. Jeremy Harmer stated that if
students are too often finding the word meaning in dictionary, the teacher
failed showing students how words are used in foreign language2. There
should be more action than the English teacher did to get students comprehend
about vocabulary that is being learnt in every chapter.
From the description above, the writer is concerned about appropriate
medium in learning vocabulary process. Although there are many media in
teaching vocabulary, graphic organizer is suitable to get students’ vocabulary
mastery in the classroom. ”Graphic organizers are important and effective
pedagogical tools for organizing content and ideas and facilitating learners’
comprehension of newly acquired information3.” Gardner’s theory in
McKnight also posits that students are better able to learn and internalize
information when more than one learning modality is employed in an
instructional strategy. Graphic organizer basically presents materials by two
learning modality; visual and spatial modalities, so it helps students to
internalize what they are leaning, stated by McKnight4. It provides students
with strong visual picture. It can be the medium in mastering vocabulary for
students because graphic organizer gives view of connection and relationships
between facts, information and terms which needed by students.
The writer chose eighth grade in MTsN Tangerang II Pamulang as the
subject of the research. They have low vocabulary mastery, so they still have
some difficulties in learning English. Moreover, this school was the place that
the writer found the problems.
Based on the phenomena above, the writer chose the study by the title
The Effectiveness of Using Graphic Organizer in Learning Vocabulary (A
Quasi Experimental Study at Eighth Grade of MTsN Tangerang II
Pamulang).
2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
Publishing, 1991), 3rd
Edition, p. 168 3 Katherine S. McKnight, The Teacher’s BIG BOOK of Graphic Organizers, (San
Fransisco: Jossey-Bass, 2010), p. 1 4 Ibid
3
B. Identification of the Problem
Based on the background of study described, the writer would like to
identify the problems as follow:
1. Most of eighth grade student in MTsN Tangerang II Pamulang are lack of
vocabulary.
2. They have difficulties in developing their vocabulary.
3. The teacher provides less attractive medium for students.
C. Limitation of the Problem
Based on the problems that have been identified above, this study is
focused on the effectiveness of using Graphic Organizer in learning
vocabulary at eighth grade of MTsN Tangerang II Pamulang
D. Formulation of the Problem
The writer formulated the problem as follow:
“Is Graphic Organizer effective to use in learning vocabulary on eighth grade
students of MTsN Tangerang II Pamulang?”
E. Objective of the Study
The objective of the study is to find out empirical evidence whether
Graphic Organizer is effective in learning vocabulary. It is found by observing
the distinction of two classes in the result of using Graphic Organizer as a
medium.
F. Significance of the Study
Hopefully the result of the study can give some significance for students,
teachers, and other researchers. They are:
For students, by learning vocabulary using graphic organizer, the
students can get new interesting medium. It can motivate them to know further
4
about the new word so they never feel bored during the teaching learning
process.
For teacher, this study is expected to provide an effective medium for
teaching vocabulary. It will give teacher various tools in delivering new words
for the class.
For other researchers, it will help any further study to get
recommendation for conducting about the effectiveness of Graphic Organizer
in learning vocabulary.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary
Nowadays, English is more and more familiar in Indonesia. There are
so many stuffs using English as the language delivering. Indonesian
people have opened their eyes that English is important and prestigious
for better future. Indonesian students have learnt English since they are in
Junior High School. They learnt form a basic level, learning vocabulary.
Actually, vocabulary is one of language components that has significant
influence in language itself. However, grammar is also language
component that should be learnt in the early stage. Without grammar very
little can be covered, without vocabulary nothing can be covered.1
Vocabulary is the first and foremost important step in language
acquisition.2 Learning vocabulary has clearly important effect the
language learner.
According to Cambridge Advanced Learners’ Dictionary, by the
author Daniel Jones, Peter Roach, Jane Setter and John Esling, vocabulary
is all the words known and used by a particular person. Then according to
Oxford advanced Learners’ Dictionary vocabulary can be defined as the
total number of words that (with ruler for combining them) make up the
language.
In addition, Ur said that vocabulary can be defined as the word we
teach in foreign language. However, a new item of vocabulary may more
than a single word. There are made of two or three words but express only
a single idea, and there are also multi word idioms.3
1 Scott Thornbury, How to Teach Vocabulary, (Malaysia: Longman Pearson Education
Limited, 2002), p.13 2 Naveen Kumar Mehta, Vocabulary Teaching: Effective Methodologies, The Interest
TESL Journal, XV, 2009. p.1. 3 Penny Ur, A Course in Language Teaching; Practice and Theory. (Cambridge:
Cambridge University Press, 1996), p.60.
6
Based on the definitions above, the writer can conclude that
vocabulary is the first step to learn foreign language. It has important role
in the teaching learning English. Mastering vocabulary will make students
to be easier in studying language skill; listening, reading, speaking and
writing.
2. Kind of Vocabulary
Vocabulary is one of components in language. It has important role in
teaching learning process. Four language skills cannot be implied well
when someone has lack of vocabulary. The experts have categorized them
in some kinds of.
When we use a word, it can be substituted by another word that has a
same meaning. It is caused there is various relationships between the
words, here are some of the main ones:4
a. Synonyms: items that have same meaning.
E.g: smart = clever, big = huge.
b. Antonyms: items that have opposite meaning.
E.g: good >< bad, tall >< short.
c. Hyponyms: items that serve as specific example of a general
concept.
E.g: cat, dog, sheep, horse are hyponyms of animal.
It can be concluded that vocabulary has many classifications based on
its field. The experts have their own category which is actually have
almost similar understanding about vocabulary in both practically and
theoretically.
English sentences consist of predication about a subject. The main
grammatical divisions of a sentence are therefore the subject and the
4 Penny Ur, A course in Language Teaching: Practice and Theory. (New York:
Cambridge University Press. 1996), p.62.
7
predicate.5 When considering sentence grammar we need to know
various things that is called part of speech.6 Here they are:
Table 2.1
Part of Speech
Part of
Speech
Description Examples
(Words)
Example
(Sentences)
Noun
A word or group of
words that name of
person, a place, a
thing, or activity or a
quality or idea; nouns
can be used as the
subject or object of a
verb.
Robert
Book
Sense
Town Hall
Robert is a good boy
I recommend this
book
Use your common
sense!
Meet me at the hall
town!
Pronoun
A word that is used in
place of a noun or
noun phrase.
Her
She
Him
Nadia’s husband
loves her.
She met him two
years ago.
Look at him!
Verb
A word or group of
words which is used
in describing an
action, experience or
state.
Write
Ride
Be
He writes a poem
I like riding horses
We are not amused
Adjective
A word that gives
more information
about a noun or
pronoun.
Kind
Better
Best
What a kind man!
We all want a better
life!
That is the best thing
5 Marcella Frank, Modern English: A Practical Reference Guide. (New Jersey: Prentice-
Hall, Inc, 1972), p.1 6 Jeremy harmer, How to Teach English, (Malaysia: Addison Wesley Longman, 2001),
p.36
8
about her.
Adverb
A word or group of
words that describes
or adds to the
meaning of a verb,
adjective, another
adverb or a whole
sentence.
Sensibly
Carefully
At home
Please talk sensibly!
He walked across the
bridge carefully.
I like listening to
music at home.
Preposition
A word or group of
words which is used
to show the way in
which other words are
connected.
For
In
On top of
There is always a
plan for life.
Put it in the box!
You will find the
pen on top of the
table.
Conjunction
A word that connects
sentences, phrases or
clauses.
And
So
But
She buys fish and
chips
I am hungry, so I eat.
I like it, but I cannot
afford it.
Determiner
Definite article
Indefinite article
Possessive
Demonstrative
Quantifiers
The
a/an
my, your
this, that
some,
many
The queen of hearts
An article in the
paper
Look at my eyes!
Look at that
rainbow!
She has some fruits.
He get many books.
9
3. Learning Vocabulary
Foreign language learners usually have problem when they want to
express their idea in the language their learnt. They prefer to read some
books or article than to get conversation with native speaker because they
still have lack vocabulary even in fact they understand what the speaker
talk about. The receptive vocabulary they have is more than productive
vocabulary they can produce.
The size of vocabulary that learners memorized sometimes does not
really have significant influence if the words are not in line to the topic
that is being discussed. However, the leaners should at least have 2000
words to cover the number of words that native speaker use in their daily
conversation and to provide them in understanding some English written
text.7
From the description above, it can be concluded that learning
vocabulary is to understand large number of vocabulary. Moreover, the
large of vocabulary should be matched with learners’ needs.
4. Problems in Learning Vocabulary
Mastering vocabulary is not easy work for the learners, especially
foreign language learners, because they have to know the meaning of the
words based on the context and how to use them in different situation.
Zainuri stated that once student has to master the basis of grammatical
patterns of language, he master its vocabulary.
To master vocabulary, students have to deal with so many words that
they have to understand both the meaning and using. Furthermore, there
are some factors making some words more difficult than the others:8
a. Pronunciation. Research shows that the words which are difficult
to pronounce are more difficult to learn.
b. Spelling. Sound-spelling mismatches are likely to the cause of
errors and can contribute to word’s difficulty.
7 Scott Thornbury, How to Teach Vocabulary, (Malaysia: Longman Pearson Education
Limited, 2002), p.21. 8 Thomas.R.Hornor, The Vocabulary Problem, The Clearing House, 19, 1944. p.231.
10
c. Length and Complexity. Long words seem to be no more
difficult to learn than short ones.
d. Grammar. It is associated with the word, especially if this differs
from that of its L1 equivalent.
e. Meaning. When two or more words overlap in meaning, learners
are likely to confuse them.
f. Range, Connotation, and Idiomaticity. Words that can be used in
a wide range of context will generally be perceived as easier than
their synonyms with a narrower range.
B. Graphic Organizer
1. Definition of Graphic Organizer
Graphic Organizers (GOs) is a medium in teaching learning process.
It provides the schematic design in understanding a concept. It can help
learners to find the connection between the previous knowledge of the
learners and the new idea that will be learnt. Some teachers use GOs to
test pupils whether they have comprehended the materials or not.
Graphic Organizers are successful medium in organizing information
and providing learners to get novel idea comprehensively.9 It makes
teaching learning activity more interesting and easier to be understood by
learners. Moreover, Broomley, Devitis and Modlo, in Egan’s journal,
defined that Graphic Organizer is visual presentation of knowledge, a way
of structuring information and of arranging essential aspects of an idea or
topic into a pattern using labels.10
The idea can be seen more apparent,
distinct and articulate for the learners because GOs give charts, tables,
maps, flowchart, and other structure in its presentation. Teachers can
design GOs by themselves based on the information which will be tought.
It also can be used as a notebook. It has visual presentation which help
9 Katherine S. McKnight, The Teacher’s BIG BOOK of Graphic Organizers, (San
Fransisco: Jossey-Bass, 2010), p. 1 10
Margaret Egan, Reflection on Effective Use of Graphic Organizer, Journal of
Adolescent & Adult Literacy, 42, 1999. p. 641
11
students comprehend what they have read. A Graphic Organizers
Notebook is a collection of teacher-developed blank webs and organizer
for student to complete after reading chunks of content material taught in
a unit.11
The other experts, Estes, Mills and Barron, defined that
characteristic of Graphic Organizers is a visual and verbal representation
of the key of vocabulary of a learning task in relation to more inclusive or
subsuming vocabulary concepts that have previously been learnt by
students.12
Based on definitions of some experts above, it can be concluded that
Graphic Organizer is effective pedagogical medium for students and
teachers in understanding a topic learnt. It has strong power in teaching
learning activity because of its visual and verbal views.
2. Kinds of Graphic Organizer
Graphic Organizer (GOs) is a tool to create effective teaching learning
process. It provides students with visualization to comprehend a concept
or to understand unknown words. It can simply be a space to present text
concept.13
There are some kinds of graphic organizer which can be used
by a teacher:14
a. Concept Map.
A concept map is corresponding characteristic that is linked into
main idea as the center.
11
Andrea L. Fisher. Implementation Graphic Organizer Notebooks: The Art and Science
of Teaching Content, The Reading Teacher, 55, 2001. p. 116 12
Moore & Readence., A Quantitative and Qualitative Review of Graphic Organizer
Research, The Journal of Educational Research, 78, 1984. p. 11 13
Daniel H. Robinson, Optimal Presentation of Graphic Organizers and Text: A Case for
Large Bites?. Educational Technology Research and Development, 51, 2003. p.26. 14
Brad Baxendell. Graphic Organizers: Guiding Principles and Effective Practices.
http://education.wm.edu/centers/ttac/index.php.
12
Chart 2.1
Concept Map
Chart 2.2
Concept Map 2
b. Sequence Chart.
A flow diagram or sequence chart is the graphic that provides
some steps or events start from the first till the end. It can help
students to know the series of event bringing to the main idea.
Chart 2.3
Sequence Chart
13
c. Compare/Contrast Diagram.
Compare diagram or Venn diagram is used to recognize the
differences and similarities between two concepts or more. It is
usually found in textbooks or standardized test.
Chart 2.4 Contrast Diagram
d. Cause and Effect Diagram.
Cause and effect diagram exhibits the relation between two
concepts that the one influence to the other concept. It is so useful
in many subject areas such as social history and science.
Chart 2.5
Cause and Effect Diagram
e. Main Idea and Details Chart.
Details chart indicates the hierarchical relationship between some
concepts, one is the main concept and the others are subordinate
elements.
14
Chart 2.6
Main Idea and Details Chart
f. Attribute Chart
An attribute chart displays major concept that has common groups
in which each of them has different details. It helps students to
distinguish each concept from their details.
Chart 2.7
Attribute Chart
Those are the kind of graphic organizer and each of them has different
function. The teacher should prepare graphic organizer based on the
material going to be learnt. Appropriate graphic organizer will gave
student good understanding about the materials.
3. The Benefits of Graphic Organizer
Graphic organizer has significant use in teaching learning process. It
represents the connection between the concept and sub-concept. It also
highlights the correlation with other concept area. In short, it allows
15
student an active role in their learning. However, both students and
teachers reach specific benefits from graphic organizer.
For students, they can understand the concept of part to whole, start
from the upper level to the lower level and vice versa. Then, GO can
record relationship. They effectively memorize the connection between
each part. It uses relative spatial location to communicate hierarchical and
coordinate concept relation.15
For teachers, GOs can firstly show and explain the relationship
between and among content. Secondly, it takes the lessons interactive.
Teacher can make the class interactive by using graphic organizer because
it is suitable for learning class arrangement, individual, paired or
grouped.16
By working cooperatively, students learn to respect one
another. Next, it helps teachers in motivating students. Then, it assists
student in prewriting techniques. GO makes visually explicit the
organizational patterns of text so it can enlist to facilitate pre-reading,
post-reading, prewriting, revising, discussing and reasoning. It helps
teachers in assessing what students know.17
C. Teaching Vocabulary using Graphic Organizer
Teaching vocabulary towards GOs is appropriate because words and the
meaning might come together in the chart. Keatinge in Egan firmly believed
that meaningful way is a must in teaching vocabulary and the meaning.18
The
teachers have opportunity to explore their ability in applying GOs. They can
decide suitable chart that is used for the materials. There are some
suggestions proposed by Egan in planning to use graphic organizer:19
15
Daniel H. Robinson, et.al., Optimal Presentation of Graphic Organizers and Text: A
Case for Large Bites?, Educational Technology Research and Development, 51, 2003. p.26 16
Margaret Egan, Reflections on Effective Use of Graphic Organizers, Journal of
Adolescent & Adult Literacy, 42, 1999. p.643 17
Karen Bromley, et.al., Graphic Organizer: Visual Strategies for Active Learning.
(USA: Scholastic, 1995), p.6. 18
Egan, op. cit. p.641 19
Ibid., pp.641-644
16
1. Be authentically prepared.
The teacher should have experience of graphic organizer will be
used because it forces teacher to activate schema, decide how much
knowledge should be attached, verify choice of the task and achieve
obtaining additional information.
2. Promote Interaction among Student
GOs can be applied in cooperative arrangement. Students might be
work in paired or group. It aids students to acquire knowledge and
love learning. It can be a tool to promote positive social interaction
among students.
3. Use graphic organizers with discrimination
A graphic organizer used today is not always compatible
tomorrow. It means that teachers have responsibility to choose which
one of so many graphic organizers that will be appropriate for the
materials next.
4. Expand use of graphic organizer
The tool, graphic organizer, is exactly used to be an active learning
strategy with form of information rather than the printed words.
Harmer and Grave in Rosdiana stated that students will remember
words best when they have actually done something with the words
they are learning.20
Some expert, such as Cooper and Frynt, Richardson and Morgan, and
Ruddel, stated that to construct effective GOs, there should be following
steps. Firstly.
D. Previous Study
Some students of university had conducted similar research about the
effect of graphic organizer in learning process. Firstly, Enisa Mede had
20
Ina Rosdiana. “The effectiveness of mnemonic device in vocabulary learning process”.
Skripsi, (Tangerang Selatan: Perpustakaan Utama UIN Syarif Hidayatullah Jakarta, 2009), . p.14
(not published)
17
conducted the research by the title “The Effect of Instruction of Graphic
Organizer in Terms if Students’ Attitude towards Reading in English.” The
purpose of the research is to find out the possible effect of instruction on
graphic organizer on L2 learners’ application of those visual aids in a text.
The participants of this research were 54 intermediate students (33 females
and 21 males) enrolled in a one year course offered by Foreign Language
Department at private university in Istanbul, Turkey. The data of the study
were collected through a questionnaire, treatment, and a focus group
interview. The treatment applied four instructions of graphic organizer,
namely series of events chart, semantic map, compare/contrast matrix and
storyboard. The result of the study was descriptive analyses including mean
and standard deviation were used to investigate L2 learners’ attitudes towards
reading. The data from focus group interviews were analyzed by means of
pattern coding. The result of the research was graphic organizer had positive
influence on their attitudes towards reading in English.21
Secondly, the research had the title “The Effectiveness of Personal
Vocabulary Notes (PVN) Technique on Students’ Vocabulary
Understanding.” The aim of the research is to know empirical evidence about
the effectiveness of Personal Vocabulary Notes technique on students’
vocabulary understanding in the seventh grade of MTs. Salafiyah Bedahan.
The participants of the research comprise 80 students that was divided into
two classes, controlled class and experimental class. The experimental group
received personal vocabulary notes treatment and the controlled class does
not. Before starting the treatment, two similar test were prepared as the pre-
test and post-test which revealed significant differences between the two
groups. The result showed that Personal Vocabulary Notes (PVN) technique
21
Mede Enisa, The Effect of Instruction of Graphic Organizer in Terms if Students’
Attitude towards Reading in English, Prodecia Journal of Social and Behavioral Sciences, 2,
2010. pp. 322-325
18
is effective on students’ vocabulary understanding in the seventh grade of
MTs. Salafiyah Bendahan. It is reached by t-test analyzing.22
Based on the two studies above, the first study is concerned on the effect
graphic organizer towards students reading skill. The difference from this
research is in content area. This research focuses on vocabulary, whereas the
first study is about reading skill although the graphic organizer used in both
of the study. Furthermore, the distinction from the second study is the
medium that used in learning vocabulary. The medium that is used in this
study is Graphic Organizer and the medium of second study is Personal
Vocabulary Notes (PVN). In addition, this study had different place and
samples from both first and second study.
E. Conceptual Framework
Vocabulary is one significant element in learning foreign language. By
having good knowledge about vocabulary students are expected to produce
the language, written and oral form and have ability in understanding many
resources in English form. Moreover, learning vocabulary is not easy for
students because it is different with their mother tongue. There are many
vocabularies which cannot be remembered by students rapidly. Then students
also do not have well medium which might help them. Therefore, as the
teachers, they need to own attractive and enjoyable way to solve the problem.
One of the ways is using visual media in learning vocabulary.
Graphic organizer is one of visual media that can be used by teacher in
learning vocabulary. Graphic organizer is important and effective pedagogical
tools for organizing content and ideas and facilitating leaners’ comprehension
of newly acquired information. It proposes student to be active in class
because students need to connect the knowledge they had before to the new
idea of vocabulary being learnt. By connecting the previous and the new
22
Priska Aprilianty. The Effectiveness of Personal Vocabulary Notes (PVN) Technique on
Students’ Vocabulary Understanding.Skripsi (Tangerang Selatan: Perpustakaan Utama UIN Syarif
Hidayatullah Jakarta, 2014), . p. 39 (not published)
19
ideas, students will reach long memory and deep understanding about the
vocabulary.
From the explanation above, the writer believes that the use graphic
organizer could improve students’ achievement in learning vocabulary.
Hence, the writer would like to do study by using graphic organizer in
learning vocabulary.
F. Research Hypothesis
A hypothesis is a temporary answer or a conclusion of the research. The
theoretical hypothesis of this research is using Graphic Organizer is effective
on students’ vocabulary understanding in the eighth grade students of MTsN
Tangerang II Pamulang.
The hypothesis as follow:
H0 : It is not effective using Graphic Organizer in learning
vocabulary at the eighth grade students of MTsN Tangerang II
Pamulang.
Ha : It is effective using Graphic Organizer in learning vocabulary at
the eighth grade students of MTsN Tangerang II Pamulang.
20
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This research was conducted at MTsN Tangerang II Pamulang. It is at
Jalan Pajajaran no.31 Pamulang, Tangerang Selatan. This research was held
from April to May 2016. There were two classes observed in second semester
of school academic year 2015/2016. They were controlled and experimental
class. Each of them had 6 meetings which consists of two meetings for pre-
test and post-test and the others for treatment.
Table 3.1
The Timeline of Research
No Date Activity
1 Monday,
March 28th 2016
Asking Permission to the principal of the school
2 Tuesday,
March 29th 2016
Doing validity test in eighth class of MTs
Jami’iyyatul Khair Ciputat Timur.
3 Monday, April 4th 2016 Giving Pre-test in controlled class
4 Tuesday, April 5th 2016 Giving Pre-test in experimental class.
5 Wednesday, April 6th 2016 Starting first treatment to controlled and
experimental class
6 Monday, April 11th 2016 Doing second treatment to controlled class
7 Tuesday, April 12th 2016 Doing second treatment to experimental class
8 Wednesday, April 13th
2016
Doing third treatment to controlled class and
experimental class.
9 Monday, May 2nd
2016 Doing fourth treatment to controlled class
10 Tuesday, May 3rd
2016 Doing fourth treatment to experimental class
11 Monday, May 16th 2016 Giving post-test to controlled class
12 Thursday, May 19th 2016 Giving post-test to experimental class
21
B. Method and Research Design
The kind of research which was used by the writer is quantitative
research. In this research the writer did experimental study. Crasswell stated
that experimental study is the traditional approach to conducting quantitative
research and the design will test an idea to determine whether it influences an
outcome or dependent variable.1 This study focused on comparing the
experimental class using Graphic Organizer as a medium with the controlled
class without using the medium.
In this study, the writer used a quasi-experimental design with one
controlled class and experimental class. Nunan asserted that has both pre-test
and post-test and experimental and controlled groups, but no random
assignment of subjects.2 Experimental group is a group using innovated
materials and controlled group is a group using traditional material.3 Pre-test
and post-test were given to know students’ competence of their vocabulary
mastery after and before the treatment. Pre-test provided a measure on some
attribute that was assessed for participant in an experiment before the
treatment and post-test is otherwise. The research design was:
Table 3.2
Research Design
Class Pre-test Treatment Post-Test
Experimental O1 X O2
Controlled O3 - O4
O1 : Pre-test of Experimental Class
O 2 : Post-test of Experimental Class
O 3 : Pre-test of Controlled Class
O 4 : Post-test of Controlled Class
X : Treatment
1 John W. Creswell, Educational Research Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. (New Jersey: Pearson Education, Inc., 2008), 4th Edition,
pp. 294-295 2 David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge
University Press, 1992), p. 41 3 Ibid. p. 27
22
C. Population and Sample
The population of this study was eighth grade student of MTsN Tangerang
II Pamulang. There are about 350 students in total and it divided into eleven
classes, start from 8.1 to 8.11. To take sample of the research, the writer
applied cluster sampling because the population of the students is quite large.4
There were two classes as the sample of the research. They were being one
experimental class and one controlled class. The classes were 8.2 and 8.3.
The controlled class was 8.2 and the experimental class was 8.3. In addition,
both of them consist of 30 students.
D. Research Instrument
The research instrument was test. There was 50 questions multiple choice
that is designed not only validity but also reliability. The material of the test
used for the test was developed from syllabus of English lesson at the eighth
grade of junior high school. It was expanded by the writer into several points
of indicator. The questions were attempted toward other eighth grade students
to know whether the questions are valid and reliable by analyzing them at
ANATES software before it was applied to the test. However, there were only
25 valid and reliable questions that were put into the test.
E. Technique of Data Collection
The writer used test as the instrument to gain the data of the research. The
tests were pre-test and post-test. The result of the test measured the students’
ability in learning vocabulary. Pre-test was applied in both experimental and
controlled class. The aim of this test were to know knowledge sample of the
research before they use Graphic Organizer as the medium in learning
vocabulary and to see that in both classes have homogenous skill in English.
Furthermore, both experimental class and controlled class were given post-
4 Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif dan R&D.
(Bandung: Alfabeta, 2012), p. 121.
23
test. The test was purposed to find out the influence of Graphic Organizer in
learning vocabulary. The result showed that the differences between
achievement of experimental and controlled class. It explained whether the
Graphic Organizer effective or not in the experimental class.
F. Technique of Data Analysis
1. Normality Test of the Data
The writer had to analyze the normality and homogeneity of the
data which was achieved from pre-test and post-test. This analysis of
normality was used to know whether the data normally distributed or
not. The writer gained the data normality by using SPSS version 22.0
for windows. In SPSS, there are two kinds of normality test,
Kolmogrov Smirnov and Shapiro Wilk.
a. Kolmogrov Smirnov Test is applied if respondents ≥ 50.
b. Shapiro Wilk Test is used if respondents ≤ 50.
Because the respondents of this research were below 50, the
normality test that could be used was Shapiro Wilk Test. the
result of normality could be seen by comparing the significant
value α (0.05) and significant value of the Shapiro Wilk Test. If
the Shapiro Test is greater than 0.05, the data is normal. If the
value was close to 0.05 but still below, the data is approximately
normally distributed.
2. Homogeneity Test of the Data
The homogeneity test was conducted after analyzing normality of
the data. This test was purposed to see whether the data of the
research is homogeneous or heterogeneous.5
The criteria of the test:
α = 0.05
5 Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refika Aditama,
2010), pp. 160-161.
24
is accepted if ( )( )< F <
( )( )
is rejected if
( )
The formula used can be seen as follows:
F =
or F=
The writer used SPSS version 22.0 for Windows to calculate
homogeneity test.
3. T-test of the data
In the last of data calculation, the writer conducted T-test
formula. This last test was purposed to find out the degree of
significant differences between increase of pre-test and post-test result
and the achievement in both controlled and experimental class. The
calculation indicated whether Graphic Organizer is effective in
students’ leaning vocabulary
The formula as follows:6
Mx = Mean of experimental group (Variable X)
My = Mean of controlled group (Variable Y)
SEMx = Standard error of mean Variable X
SEMy = Standard error of mean Variable Y
Afterwards, the calculation goes to several processes as follows:7
1. Determining Mean of Variable X
6 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2014), p. 315. 7 Ibid., pp. 325--326
25
2. Determining Mean of Variable Y
3. Determining Standard of Deviation Score of Variable X
√
4. Determining Standard of Deviation Score of Variable Y
√
5. Determining Standard Error of Mean of Variable X
√
6. Determining Standard Error of Mean of Variable Y
√
7. Determining Standard Error of Difference of Mean of Variable X
and Mean of Variable Y
SEMx-My =√
8. Determining
26
9. Determining ttable in the significance degree of 5%, with df ( degree
of freedom)
df = (Nx + Ny) – 2
Meanwhile, not every significant result refers to an effect with a
high impact. It may describe a phenomenon that is not really
perceivable in reality. Therefore, in order to describe the effects have a
relevant magnitude, effect size are used to describe the strength of
treatment. The most popular effect size measure is Cohen’s d.8 The
formula for this effect size can be seen as follows:
Determining d (Cohen’s d)
(
)
The criteria of the effect size are as follows:
d = 0 - 0.20 = weak effect
d = 0.21 – 0.50 = modest effect
d = 0.51 – 1.00 = moderate effect
d = >1.00 = strong effect9
G. Statistical Hypothesis
There are two statistical hypothesis of the research to be tested. They are:
1. Null Hypothesis (H0); H0 = µ1 = µ2. It means that Graphic Organizer is not
effective in learning vocabulary at the eighth grade of MTsN Tangerang II
Pamulang.
2. Alternative Hypothesis (Ha); Ha = µ1 ≠ µ2. It means that Graphic
Organizer is effective in learning vocabulary at the eighth grade of MTsN
Tangerang II Pamulang.
8 Lenhard, W. & Lenhard, A, Calculation of Effect Sizes, 2015,
(https://www.psychometrica.de/effect_size.html). 9 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage
Publications, 2004), pp. 136-139.
27
The criteria used as follows:
1. If t-test (t0) > t-table (tt) in significant degree or alpha (α) of 0.05, the Null
Hypothesis (H0) is rejected. It means that the rates of mean score of the
experimental class are higher than the controlled class. The using of
Graphic Organizer is effective in students’ vocabulary learning.
2. If t-test (t0) > t-table (tt) in significant degree or alpha (α) of 0.05, the Null
Hypothesis (H0) is accepted. It means that the rates of mean score of the
experimental class are same as or lower than the controlled class. The
using of Graphic Organizer is effective on students’ vocabulary learning.
28
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Research Finding
1. Description of The Data
The writer had made the table to show the result of the research. There
are two tables that framed the data, which are from controlled class and
experimental class. The first table is pre-test and post-test score of
controlled class which is not implemented by using graphic organizers.
The second table is pre-test and post-test score of experimental class that
is implemented by using graphic organizers as medium in learning
vocabulary.
The validity and reliability instrument test was conducted before the
researcher administered the test to the both class. There were 40 numbers
of question given to the 30 eighth grade students of MTs Jami’iyyatul
Khair Ciputat Timur. From the validity and reliability test, there were 25
valid questions gained. The result of validity and reliability test can be
seen in Appendix.
a. The Data of Experimental Class
Table 4.1
The Students’ Score of Experimental Class
No Score Gained
Score Pre-test Post-test
1 84 88 4
2 68 76 8
3 72 92 20
4 60 80 20
5 56 76 20
6 76 80 4
7 80 80 0
8 84 88 4
9 72 88 16
29
No Score Gained
Score Pre-test Post-test
10 68 80 12
11 76 92 16
12 68 88 20
13 80 96 16
14 60 68 8
15 60 64 4
16 76 92 16
17 72 68 -4
18 72 80 8
19 80 80 0
20 64 88 24
21 72 88 16
22 72 84 12
23 56 64 8
24 60 84 24
25 76 84 8
Total 1764 2048 284
Average 70.56 81.92 11.36
Based on the result of pre-test and post-test on experimental class,
there are the lowest and the highest score from the students. The
lowest score of the pre-test was 56 and the highest score was 84. Then
the researcher gave the treatment to the experimental class by using
graphic organizers in learning vocabulary. Furthermore, the researcher
gave the post-test and the results showed that there are significant
differences, the lowest score was 64 and the highest score was 96.
Before analyzing the hypothesis, the researcher had to analyze the
result of the data. This analysis was used SPSS v.22 for windows. The
results of pre-test and post-test on experimental class were reached by
the steps as follow: Analyze – Description Statistics – Frequencies
Statistic. They are presented in table below:
30
Table 4.2
Data Description of Pre-test Result of Experimental Class
Statistics
Score class
N Valid 25 25
Missing 0 0
Mean 70.5600 2.00
Median 72.0000 2.00
Mode 72.00 2
Std. Deviation 8.39682 .000
Variance 70.507 .000
Minimum 56.00 2
Maximum 84.00 2
Sum 1764.00 50
Percentiles 25 62.0000 2.00
50 72.0000 2.00
75 76.0000 2.00
The table 4.2 shows that the mean of 25 students is 70.56. The
median is the numerical value separating the higher half of data
simple. The median score from the table is 72.00. The mode is defined
as the element that appears most frequently in a given set of elements.
The mode score from the table is 72.00. The set of scores constitute a
population determine as variance score is 70.507. Standard deviation
is a quantity calculated to indicate the extent of deviation for a group
as a whole and it is 8.3968. Then the sum gained from the total score
is 1764.
According to the table above, it can be made a table of frequency
distribution which is presented as follow:
31
Table 4.3
Frequency Distribution of Pre-test Result of Experimental Class
Frequency Percent Valid Percent
Cumulative
Percent
Valid 56.00 2 8.0 8.0 8.0
60.00 4 16.0 16.0 24.0
64.00 1 4.0 4.0 28.0
68.00 3 12.0 12.0 40.0
72.00 6 24.0 24.0 64.0
76.00 4 16.0 16.0 80.0
80.00 3 12.0 12.0 92.0
84.00 2 8.0 8.0 100.0
Total 25 100.0 100.0
The table 4.3 is a tool of presentation consisting of columns and
rows and there are numbers which describe the division and
percentage of frequency distribution. It is also can be described by a
diagram which is presented as follow:
Diagram 4.1
Diagram of Pre-test Result of Experimental Class
32
Results reached from the post-test in class 8.3 as an experimental
class of this research are presented in a table below:
Table 4.4
Data Description of Post-test Result of Experimental Class
Statistics
Score class
N Valid 25 25
Missing 0 0
Mean 81.92 2.00
Median 84.00 2.00
Mode 80a 2
Std. Deviation 8.803 .000
Variance 77.493 .000
Minimum 64 2
Maximum 96 2
Sum 2048 50
Percentiles 25 78.00 2.00
50 84.00 2.00
75 88.00 2.00
The table 4.4 shows that the mean of 25 students is 81.92. The
median score from the table is 84.00. The mode is 80. The set of
scores constitute a population determine as variance score is 77.493.
Standard deviation is a quantity calculated to indicate the extent of
deviation for a group as a whole and it is 8.803. Then the sum gained
from the total score is 2048.
According to the table above, it can be made a table of
frequency distribution which is presented as follow:
33
Table 4.5
Frequency Distribution of Post-test Result of Experimental Class
Score
Frequency Percent Valid Percent
Cumulative
Percent
Valid 64 2 8.0 8.0 8.0
68 2 8.0 8.0 16.0
76 2 8.0 8.0 24.0
80 6 24.0 24.0 48.0
84 3 12.0 12.0 60.0
88 6 24.0 24.0 84.0
92 3 12.0 12.0 96.0
96 1 4.0 4.0 100.0
Total 25 100.0 100.0
The diagram from the data above is presented as follow:
Diagram 4.2
Diagram of Pre-test Result of Experimental Class
34
b. The Data of Controlled Class
Table 4.6
The Students’ Score of Controlled Class
No Score
Gained Score Pre-test Post-test
1 56 64 8
2 72 80 8
3 60 64 4
4 84 92 8
5 88 88 0
6 72 72 0
7 72 72 0
8 72 76 4
9 88 92 4
10 60 64 4
11 80 84 4
12 76 76 0
13 80 84 4
14 76 80 4
15 80 84 4
16 80 84 4
17 72 76 4
18 64 72 8
19 76 88 12
20 88 92 4
21 72 76 4
22 88 92 4
23 64 80 16
24 76 88 12
25 76 80 4
Total 1872 2000 128
Average 74.88 80 5.12
In controlled class, the result of pre-test showed that the lowest
score from the students was 56 and the highest score was 88. The
controlled class did not gain the treatment by using graphic organizer.
The students were only given vocabulary list in their learning
35
vocabulary. Moreover, the post-test data of controlled class showed
that the lower score was 64 and the highest score was 92.
The writer had to analyze the result of data of controlled class
before analyzing the hypothesis. This analysis was used SPSS v.22 for
windows. The results of pre-test and post-test on controlled class were
achieved by the steps as follow: Analyze – Description Statistics –
Frequencies Statistic. The table is below:
Table 4.7
Data Description of Pre-test Result of Controlled Class
Statistics
Score
N Valid 25
Missing 0
Mean 74.88
Median 76.00
Mode 72
Std. Deviation 9.057
Variance 82.027
Minimum 56
Maximum 88
Sum 1872
Percentiles 25 72.00
50 76.00
75 80.00
The table 4.7 shows that the mean of 25 students is 74.88. The
median score from the table is 76.00. The mode is 72. The set of
scores constitute a population determine as variance score is 82.027.
Standard deviation is a quantity calculated to indicate the extent of
deviation for a group as a whole and it is 9.057. Then the sum gained
from the total score is 1872.
36
According to the table above, the table of frequency distribution
which is presented as follow:
Table 4.8
Frequency Distribution of Pre-test Result of Controlled Class
Score
Frequency Percent Valid Percent
Cumulative
Percent
Valid 56 1 4.0 4.0 4.0
60 2 8.0 8.0 12.0
64 2 8.0 8.0 20.0
72 6 24.0 24.0 44.0
76 5 20.0 20.0 64.0
80 4 16.0 16.0 80.0
84 1 4.0 4.0 84.0
88 4 16.0 16.0 100.0
Total 25 100.0 100.0
It can be presented also by the diagram as follow:
Diagram 4.3
Diagram of Pre-test Result of Controlled Class
37
Results achieved from the post-test in class 8.2 as a controlled class
of this research are presented in a table below:
Table 4.9
Data Description of Post-test Result of Controlled Class
Statistics
Score
N Valid 25
Missing 0
Mean 80.00
Median 80.00
Mode 76a
Std. Deviation 8.794
Variance 77.333
Minimum 64
Maximum 92
Sum 2000
Percentiles 25 74.00
50 80.00
75 88.00
The table 4.6 shows that the mean of 25 students is 80.00. The
median score from the table is 80.00. The mode is 76. The set of
scores constitute a population determine as variance score is 77.333.
Standard deviation is a quantity calculated to indicate the extent of
deviation for a group as a whole and it is 8.794. Then the sum gained
from the total score is 2000.
The table of frequency distribution which reached depend on the
table is presented as follow:
38
Table 4.10
Frequency Distribution of Post-test Result of Controlled Class
Frequency Percent Valid Percent
Cumulative
Percent
Valid 64 3 12.0 12.0 12.0
72 3 12.0 12.0 24.0
76 4 16.0 16.0 40.0
80 4 16.0 16.0 56.0
84 4 16.0 16.0 72.0
88 3 12.0 12.0 84.0
92 4 16.0 16.0 100.0
Total 25 100.0 100.0
The data presented in diagram:
Diagram 4.4
Diagram of Post-test Result of Controlled Class
39
Beside the table of calculation of the gained score of both
experimental class and controlled class, it also can be described by a
diagram which is presented as follow:
Diagram 4.5
The mean of Pre-test, Post-test and Gained Score of the
Experimental Class and Controlled Class
2. Data Analysis
a. Normality Test
1) Pre-test Normality Test
The normality test in this research use Saphiro Wilk because the
participant ≤ 50. The data was analyzed by using SPSS v.22 for
windows with the criteria ρ ˃ 0.05. The results of normality test of
the data are presented as follows:
Table 4.11
Normality Pre-test result between
Experimental and Controlled Class
class
Shapiro-Wilk
Statistic df Sig.
Score Controlled class .937 25 .125
Experimental class .939 25 .143
0
10
20
30
40
50
60
70
80
90
Pre-test Post-test GainedScore
Experimental Class
Controlled Class
40
From the table 4.11, it can be seen that the significance of
normality pre-test score in experimental class is 0.143. It can be
concluded that the data are normally distributed because 0.143 >
0.05. Meanwhile, the significance of pre-test score in controlled
class is 0.125. Therefore, the data are normally distributed because
0.125 > 0.05. In other words, the pre-test results in both
experimental and controlled class are normally distributed.
2) Post-test Normality Test
The normality test in this research used Saphiro Wilk. The data
was analyzed by using SPSS v.22 for windows. The results of
normality test of the data are presented as follows:
Table 4.12
Normality Post-test result between
Experimental and Controlled Class
class
Shapiro-Wilk
Statistic df Sig.
Score Controlled class .931 25 .094
Experimental class .922 25 .057
Table 4.12 shows that both significance experimental and
controlled class. The significance of post-test in experimental
class is 0.057. It means that the data are normally distributed
because 0.057 > 0.05. Moreover, the significance of post-test in
controlled class is 0.094. It can be concluded that the data
distributed normally because 0.094 > 0.05. In conclusion, the
results of post-test in both controlled and experimental class are
normally distributed.
41
b. Homogeneity Test
1) Pre-test Homogeneity Test
Based on the calculation of normality, the researcher reached the
results that all data in pre-test and post-test both experimental and
controlled class had been distributed normally. The next step of
the calculation was finding the pre-test and post-test homogeneity
of the data by using SPSS v.22 for windows, specifically by using
Saphiro Wilk method. The result of pre-test homogeneity test of
the data is presented as follows:
Table 4.13
Homogeneity Pre-test Result between Controlled and
Experimental Class
Score
Levene Statistic df1 df2 Sig.
.013 1 48 .909
The table 4.13 showed that the significance of pre-test
homogeneity result between controlled and experimental class is
0.909. Therefore, it can be concluded that there is no significance
difference between experimental class and controlled class
because 0.909 > 0.05.
2) Post-test Homogeneity Test
The data was analyzed by using SPSS v.22 for windows. The
result is as follow:
Table 4.14
Homogeneity Post-test Result between Controlled and
Experimental Class
Test of Homogeneity of Variances
Score
Levene Statistic df1 df2 Sig.
.003 1 48 .958
42
In the table 4.14, it can be seen that the significance of post-test
homogeneity between controlled class and experimental class is
0.958. It is higher than α 0.05 (0.958 > 0.05). It means the sample
in controlled and experimental class was homogenous.
c. Hypothesis Test
The last calculation was testing the hypotheses. This was crucial
calculation to answer the problem formulation of this research that
whether there is significant difference between students’ learning
vocabulary using graphic organizer and students’ learning vocabulary
in controlled class which were not. The researcher calculated the data
using t-test formula. Two classes were compared, the experimental
class was X variable and the controlled class was Y variable.
The table below is statistical calculation of the gained score from
both experimental class using graphic organizer and controlled class
without using graphic organizer.
Table 4.15
The Statistical Calculation of the Gained Score of Both
Experimental Class and Controlled Class
No (X) (Y) x2 y
2
1 4 8 16 64
2 8 8 64 64
3 20 4 400 16
4 20 8 400 64
5 20 0 400 0
6 4 0 16 0
7 0 0 0 0
8 4 4 16 16
9 16 4 256 16
10 12 4 144 16
11 16 4 256 16
12 20 0 400 0
13 16 4 256 16
14 8 4 64 16
43
No (X) (Y) x2 y
2
15 4 4 16 16
16 16 4 256 16
17 -4 4 16 16
18 8 8 64 64
19 0 12 0 144
20 24 4 576 16
21 16 4 256 16
22 12 4 144 16
23 8 16 64 256
24 24 12 576 144
25 8 4 64 16
Total 284 128 4720 1024
From the table 4.15, the writer calculated the data based on the
steps of t-test formula, the calculation can be seen as follows:
1. Determining Mean of Variable X
2. Determining Mean of Variable Y
3. Determining Standard of Deviation Score of Variable X
√
4. Determining Standard of Deviation Score of Variable Y
√
√
√
5. Determining Standard Error of Mean of Variable X
√
√
44
6. Determining Standard Error of Mean of Variable Y
√
√
7. Determining Standard Error of Difference of Mean of Variable X
and Mean of Variable Y
√
√
√
√
8. Determining
9. Determining ttable in the significance degree of 5% or 0.05, with df
(degree of freedom)
( ) ( )
Df value is 48 of the degree of significant value 0.05 or ttable is
1.677.
The statistical hypothesis of this research can be seen as:
(H0) : means there is no significant difference after graphic
organizer is used in learning vocabulary in eighth grade students
of MTsN Tangerang II Pamulang.
(Ha) : means there is a significant difference after graphic
organizer is used in learning vocabulary in eighth grade students
of MTsN Tangerang II Pamulang.
45
The criteria used as follows:
1. If tobservation (t0) > ttable (tt) in significant degree of 0.05, H0 (the null
hypothesis) is rejected and Ha is accepted.
2. If tobservation (t0) < ttable (tt) in significant degree of 0.05, H0 (the null
hypothesis) is accepted.
Based on the description of the data calculation, it can be inferred that:
1. The value of t0 is 2.02
2. The degree of freedom (df) is 48, so the value of ttable in the
significance 5% is 1.677
It shows that t0 ≥ ttable , 2.02 ≥ 1.677. It means that the null
hypothesis ((H0) is rejected and the alternative hypothesis (Ha) is
accepted.
Meanwhile, to know how effective graphic organizer in learning
vocabulary, the calculation of Cohen’s formula can be seen as
follows:
(
)
(
)
The result of calculation of “Cohen’s d” formula to measure how
effective graphic organizer in learning vocabulary showed that the
effectiveness value obtained is 0.620. Based on criteria of effect size,
it can be said the effect of graphic organizer in learning vocabulary is
categorized into moderate effect. It means that graphic organizer has
moderate effect in learning vocabulary on eighth students of MTsN
Tangerang II Pamulang.
46
B. Interpretation
Based on the description of the data, graphic organizer is effective in
learning vocabulary on eighth grade students of MTsN Tangerang II
Pamulang. The result of the data was gained from test, pre-test and post-test.
In the data description which taken from 25 students of experimental class
has the mean of pre-test 70.56. It was before using graphic organizer.
Moreover, the writer got mean of post-test 81.92. It was caused after getting 4
meetings as the treatments. During the treatment, the writer used graphic
organizer as the medium in learning vocabulary. So, the mean of gained score
is 11.36. It can be concluded that the mean of post-test is higher than the
mean of pre-test.
In the controlled class, there were 25 students who produce the data
description. It showed that mean of pre-test score was 78.88. Then, the
controlled class got 4 meetings as treatment of the research. During the
treatment, graphic organizer was not used by the researcher. Next, controlled
class was given post-test. The mean in post-test was 80. The mean of gained
score was 5.12. In conclusion, the mean of pre-test was higher than the mean
of post-test.
The first step in analyzing the data was analyzing the data of normality
and homogeneity both pre-test and post-test in controlled and experimental
class. The data showed that pre-test and post-test in both controlled and
experimental class were normally distributed and homogenous. It was caused
significant score of pre-test (0.143) and post-test (0.057) of experimental
class was higher than 0.05. Furthermore, the significant score of pre-test
(0.125) and post-test (0.94) of controlled class were also higher than 0.05. In
other hand, the result of homogeneity calculation showed that significant
score were 0.909 for pre-test and 0.958 for post-test were higher than 0.05 as
the α.
The next calculation is testing the hypothesis of the research. The writer
used t-test formula in the significant degree (α) of 5%. The result showed that
ttest (t0) > ttable (tt) or (2.02 > 1.677). It highlights that the alternative
47
hypothesis (Ha) is accepted; there is significant difference between using
graphic organizer in learning vocabulary and without graphic organizer. It
also can be seen that the average gained score of experimental class is higher
than gained score of controlled class. Therefore, graphic organizer is effective
in learning vocabulary on eighth grade students of MTsN Tangerang II
Pamulang.
The last calculation was about the result of “Cohen’s d” formula to
measure how effective graphic organizer in learning vocabulary. The result
showed value was 0.620 and it categorized into moderate effect. It means
graphic organizer had significant influence in learning vocabulary.
48
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In teaching learning activities in vocabulary subject it is very important
to choose suitable media to improve students’ skill. Based on the data, it can
be concluded that it is effective to use Graphic Organizers (GOs) in learning
vocabulary process and it had proved towards the eighth grade students of
MTsN Tangerang II Pamulang. From the four meetings that had been
conducted in both of experimental and controlled class in which experimental
class was given using graphic organizer and controlled class was only given
list of vocabulary. The result showed that the average of gained score of
experimental class was 11.36. Meanwhile, the average of gained score of
controlled class was 5.12. It means that the average gained score of
experimental class was higher than average gained score of controlled class.
In conclusion, from the findings above Graphic Organizers (GOs) was
effective in learning vocabulary. Hence, the finding of this research answers
the research question, “is Graphic Organizer (GOs) effective in learning
vocabulary on eighth grade students of MTsN Tangerang II Pamulang?”
B. Suggestion
Based on the finding in this research, some suggestions need to be put
forward in order to get good quality of teaching and learning process. The
suggestions are as follow:
1. English teachers in junior high score are advised to use Graphic Organizer
as alternative medium in learning vocabulary to their students. It had been
proved in this research.
2. English teachers should use attractive media in learning vocabulary. It is
meant to attract students’ attention, so they can remember vocabulary
well.
49
3. English teacher should hung graphic organizer made on the wall. It will
help students to remember the vocabulary.
4. Students should add some artistic touch to make the graphic organizer
interesting always to be seen.
5. It is necessary to other researchers apply graphic organizer into other
language skill, area or subject.
50
BIBLIOGRAPHY
Aprilianty, Priska, “The Effectiveness of Personal Vocabulary Notes Technique
on Students’ Vocabulary Understanding, Skripsi presented to Faculty of
Tarbiyah and Teachers’ Training in UIN Syarif Hidayatullah Jakarta:
2014. Not published.
Cresswell, J.W. Educational Research Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Third Edition. New Jersey:
Pearson Education, Inc., 2008.
Egan, Margaret. Reflection on Effective Use of Graphic Organizers. Journal of
Adolescent & Adult Literacy, 42, 1999.
Fisher, A.L. Implementing Graphic Organizer Notebooks: The Art and Science of
Teaching Content. The Reading Teacher, 55, 2001.
Frank, Marcella. Modern English: A Practical Reference Guide. New Jersey:
Prentice-Hall, Inc., 1972.
Hornor, TR. The Vocabulary Problem. The Clearing House,19, 1944
Jeremy, Harmer. The Practice of English Language Teaching. Third Edition.
London: Longman Group, 1996.
-----. How to Teach English An Introduction to the Practice of English Language
Teaching. Malaysia: Addison Wesley Longman Limited, 1998.
McKnight, Katherine S. The Teacher’s Big Book of Graphic Organizers 100
Reproducible Organizers that Help Kid with Reading, Writing, and the
Content Areas. San Francisco: Jossey-Bass, 2010.
Mede, Enisa. The Effect of Instruction of Graphic Organizers in Terms of
Students’ Attitudes towards reading in English. Procedia Social and
Behavioral Sciences, 2010.
Moore, D.W and Readence, J.E., A Quantitative and Qualitative Review of
Graphic Organizer Research. The Journal of Educational Research, 78,
1984.
Muijs, Daniel. Doing Quantitative Research in Education with SPSS. London:
Sage Publication, 2004.
Nunan, David. Research Method in Language Learning. Cambridge: Cambridge
University Press, 1992.
Robinson, D.H., et al., Optimal Presentation of Graphic Organizers and Text: A
Case for Large Bite?. Educational Technology Research and Development,
51, 2003.
51
Rosdiana, Ina, “The Effectiveness of Mnemonic Device in Vocabulary Learning
Process”, Skripsi presented to Faculty of Tarbiyah and Teachers’ Training
in UIN Syarif Hidayatullah Jakarta: 2009. Not published.
Smith, Paul. Teaching Vocabulary. The Modern Language Journal, 53, 1969.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja
Grafindopersada, 2014.
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta,
2012.
Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT. Refika
Aditama, 2010.
Thornbury, Scott. How to Teach Vocabulary. Middlesex: Longman, Pearson
Education, 2002.
Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge:
Cambridge University Press. 1991.
52
Appendix 1. The Blue Print of the Test
KISI-KISI INSTRUMEN TES
Nama Sekolah : MTsN Tangerang II Pamulang
Mata Pelajaran/Kelas : Bahasa Inggris/VIII `
Kurikulum Acuan : Kurikulum Tingkat Satuan Pendidikan (KTSP)
Jenis Soal : Pilihan Ganda
Kompetensi Dasar : 11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar
No. Indikator
Soal Soal
Kunci
Jawaban Nilai
1. Menjawab
pertanyaan
dari gambar
yang
disediakan
What does the sign mean?
a. Don’t put your trash anyway!
b. Be careful!
c. Children are still allowed
d. Don’t feed the animal!
A 4
2. Menjawab
pertanyaan
dari gambar
yang
disediakan
Where do you usually find this sign?
a. Classroom c. Park
b. Beach d. Mountain
B 4
A bank
A bank is an institution with a twofold function. First, it (3) … people’s
money safe and readily available in this way it functions as a saving bank.
Secondly, it (4) … money to people who need it. It is also, therefore, a money
lender.
Anyone can go to any bank and deposit money, that is, ask the bank to look
after it. He becomes a customer of the bank. When he (5) … money, we say he
opens a bank account.
3. Menjawab
pertanyaan
mengenai
a. Keeping c. Kept
b. Keeps d. Keep B
4
53
No. Indikator
Soal Soal
Kunci
Jawaban Nilai
generic
structure in
report text.
4. Menjawab
pertanyaan
mengenai
generic
structure in
report text.
a. Borrows c. Gives
b. Lends d. Takes
B 4
5. Menjawab
pertanyaan
mengenai
generic
structure in
report text.
a. Spends c. Deposits
b. Buys d. Takes C
4
A hotel
people sometimes need hotels if they (6) … far from homes.
They sometimes need hotels when they arrive in cities late at night and
they (7) … have any relatives there.
hotels are places that provide lodging and usually meals and
various personal services for the public. A good hotel provides many
comforts and conveniences. Travel is usually safe and pleasant.
hotels with hundreds of rooms (8) … common. People can find
the advertisements of the hotels in newspapers, brochures, the internet,
and magazines. Downtown hotels survive and prosper because of two
important factors. First, business travellers wish to stay close to the
offices or industrial plants they plan to visit. Second, the location of the
airport is close to the hotels.
as the pace of jet travel grows, hotels spring out near airports.
Some travellers stay at the airport inns when their flights are delayed. To
save time, business executives often select airport hotels for meetings or
conferences. Once the plane lands, the hotel is only minutes away.
6. Menjawab
pertanyaan
mengenai
generic
structure in
report text.
a. Traveled c. Traveling
b. Travels d. Is Traveled
B 4
7. Menjawab
pertanyaan
mengenai
generic
structure in
report text.
a. Is not c. Do not
b. Will not d. Does Not
C 4
54
No. Indikator
Soal Soal
Kunci
Jawaban Nilai
8. Menjawab
pertanyaan
mengenai
generic
structure in
report text.
a. Were c. Was
b. Is d. Are
D 4
9. Menjawab
pertanyaan
mengenai
Synonym of
word.
a. Gift c. Uncomfortable
b. Enjoyable d. Harmful
D 4
10. Menjawab
pertanyaan
mengenai
Public
Transportation
We can find the … in the harbor.
a. Delman c. Plane
b. Train d. Ship C
4
11. Menjawab
pertanyaan
mengenai
generic
structure in
report text.
We can check our condition … Sari Asih
Hospital.
a. In c. At
b. On d. Or C
4
12. Menjawab
pertanyaan
mengenai
Public Places
Where do the students usually go for a
vacation?
a. Eka Hospital c. Modern Market
b. Ocean Park d. School
D 4
13. Menjawab
pertanyaan
mengenai
Public Places
Taman Kota 1 is one of the …
a. Public Service
b. Public Transportation
c. Public Figure
d. Public Relation
A 4
14. Menjawab
pertanyaan
mengenai
occupation
from public
service
National library is a library in Jakarta.
Library is a place for ....... to work.
a. Doctor c. Librarian
b. Travelers d. Farmers B 4
15. Menjawab
pertanyaan
mengenai
occupation
from public
service
Paramitha : “what do you do?”
Adrian : “I’m a … . I drive bus
Transjakarta around city.”
a. Farmer
b. Bus driver
c. Doctor
d. Teacher
B 4
55
No. Indikator
Soal Soal
Kunci
Jawaban Nilai
16. Menjawab
pertanyaan
mengenai
Public Places
Usman was caught by policeman. He was
brought to the … because he stole some
wallets.
a. Cinema c. Police Office
b. Theater d. Hospital
B 4
17. Menjawab
pertanyaan
mengenai
Public Places
Ali : “where do you go?”
Syarif : “I am going to …. I want to buy
some new novels.”
a. Library
b. University
c. Market
d. Bookstore
A 4
a : “excuse me, where is the police station?”
b: “oh… you can (18) … on the brook street then (19) … on the jade street. it is
(20) … the bakery.
18. Menjawab
pertanyaan
mengenai
asking and
giving
direction
a. Turn left c. Turn around
b. Turn Right d. Turn back
A 4
19. Menjawab
pertanyaan
mengenai
asking and
giving
direction
a. Turn left c. Turn around
b. Turn Right d. Turn back
A 4
56
No. Indikator
Soal Soal
Kunci
Jawaban Nilai
20. Menjawab
pertanyaan
mengenai
location of
public service
a. Beside c. Between
b. Next to d. Opposite
C 4
21. Menjawab
pertanyaan
mengenai
traffic sign
What does the sign mean?
a. No towed caravans
b. No right turn
c. No U-turn
d. No parking
B 4
22. Menjawab
pertanyaan
mengenai
antonym of
the word
What is the opposite of the word
“hazardous”? a. Danger
b. Dangerous
c. Harmless
d. Harmful
C 4
23. Menjawab
pertanyaan
mengenai
location of
public service
The bus station is located … the Italian
restaurant.
a. Opposite c. Right Side
b. Beside d. In the back A
4
Hazardous! Keep away from the reach of
children under 3 years old
57
No. Indikator
Soal Soal
Kunci
Jawaban Nilai
A: “Excuse me, how do I get the book
shop?”
B: “Well, you just (24) … bond street,
then you will find the (25) …, so you have
to turn right in the King’s road. It is in the
left side”.
B 4
24. Menjawab
pertanyaan
mengenai
asking and
giving
direction
a. Turn Left c. Go straight ahead
b. Turn right d. Go back
C 4
25. Menjawab
pertanyaan
mengenai
traffic sign
a. U turn
b. Intersection
c. Roundabout
d. Traffic Lamp
B 4
Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 4
2. Jumlah soal 25
3. Nilai maksimal = 100
4. Nilai Siswa = jawaban benar X 4 = 100
58
Appendix 2. The Result of Validity and Reliability Instrument
REKAP ANALISIS BUTIR
=====================
Rata2= 13.12
Simpang Baku= 5.28
KorelasiXY= 0.57
Reliabilitas Tes= 0.72
Butir Soal= 40
Jumlah Subyek= 26
Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\VALIDASI MTS JAMI KHAIR.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 42.86 Sangat Mudah 0.683 Sangat Signifikan
2 2 28.57 Sangat Mudah 0.380 Signifikan
3 3 42.86 Sangat Mudah 0.683 Sangat Signifikan
4 4 57.14 Mudah 0.539 Sangat Signifikan
5 5 14.29 Sangat Sukar 0.343 Signifikan
6 6 0.00 Sangat Sukar 0.150 -
7 7 57.14 Sukar 0.523 Sangat Signifikan
8 8 0.00 Sedang 0.173 -
9 9 28.57 Sangat Sukar 0.387 Signifikan
10 10 42.86 Sukar 0.404 Sangat Signifikan
11 11 0.00 Sangat Sukar 0.150 -
12 12 0.00 Sangat Sukar NAN NAN
13 13 57.14 Sedang 0.532 Sangat Signifikan
14 14 14.29 Sangat Sukar 0.108 -
15 15 57.14 Mudah 0.730 Sangat Signifikan
16 16 28.57 Sukar 0.341 Signifikan
17 17 57.14 Mudah 0.730 Sangat Signifikan
18 18 14.29 Sangat Sukar 0.225 -
19 19 28.57 Sangat Sukar 0.412 Sangat Signifikan
20 20 0.00 Sedang 0.143 -
21 21 14.29 Sukar 0.197 -
22 22 57.14 Sedang 0.594 Sangat Signifikan
23 23 71.43 Sangat Mudah 0.468 Sangat Signifikan
24 24 57.14 Sukar 0.517 Sangat Signifikan
25 25 57.14 Sukar 0.482 Sangat Signifikan
26 26 0.00 Sukar 0.046 -
27 27 28.57 Sangat Sukar 0.364 Signifikan
28 28 42.86 Sukar 0.385 Signifikan
29 29 -14.29 Sedang 0.016 -
30 30 57.14 Sukar 0.485 Sangat Signifikan
31 31 28.57 Sukar 0.094 -
32 32 0.00 Sangat Sukar -0.055 -
33 33 42.86 Sukar 0.341 Signifikan
34 34 42.86 Sukar 0.523 Sangat Signifikan
35 35 42.86 Mudah 0.435 Sangat Signifikan
36 36 14.29 Sangat Sukar 0.245 -
37 37 42.86 Sukar 0.279 -
38 38 28.57 Sangat Sukar 0.434 Sangat Signifikan
39 39 0.00 Sangat Sukar -0.043 -
40 40 57.14 Sedang 0.374 Signifikan
59
RELIABILITAS TES
================
Rata2= 13.12
Simpang Baku= 5.28
KorelasiXY= 0.57
Reliabilitas Tes= 0.72
Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\VALIDASI MTS JAMI KHAIR FIX.ANA
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total
1 6 Anggi Aviyanti 12 10 22
2 24 Nasrullah Ram... 11 10 21
3 23 M. Lutfi 12 8 20
4 26 Sekar Frisila 11 7 18
5 3 M. Hasybi Khoir 11 6 17
6 12 Dwi Putri 8 9 17
7 13 Dina Amelia 9 8 17
8 22 Putri Dea 7 10 17
9 25 M. Khayamu 10 7 17
10 1 N. Indra 8 7 15
11 7 Afifah Anis 8 7 15
12 18 Rifdah Namiera 10 5 15
13 21 A. Gofar 6 9 15
14 15 Riska Ameliana 8 6 14
15 11 M. Zaki 8 4 12
16 2 Anni M 7 4 11
17 10 Doni Hermawan 8 3 11
18 16 M. Richan 8 3 11
19 20 Adinda 8 3 11
20 17 Itta Dwi 6 4 10
21 19 Reiva Suci 7 3 10
22 8 Aulia Farha 6 2 8
23 9 M. Ardika 4 3 7
24 4 Muhammad Syahrul 0 5 5
25 14 Sati Nurahman 2 1 3
26 5 Sultan Fardan 0 2 2
Pre-Test
Subject : English
Theme : Public Service
Choose the best answer, A, B, C or D, to following questions!
1. What does the sign mean?
a. Don’t put your trash anyway!
b. Be careful!
c. Children are still allowed
d. Don’t feed the animal!
2. Where do you usually find this sign?
a. Classroom c. Park
b. Beach d. Mountain
Questions 3 through 5 are based on the following passage.
A Bank
A bank is an institution with a twofold function. First, it (3) … people’s money safe
and readily available. In this way it functions as a saving bank. Secondly, it (4) … money to
people who need it. It is also, therefore, a money lender.
Anyone can go to any bank and deposit money, that is, ask the bank to look after it.
He becomes a customer of the bank. When he (5) … money, we say he opens a bank
account.
3. a. Keeping c. Kept
b. Keeps d. Keep
4. a. Borrows c. Gives
b. Lends d. Takes
5. a. Spends c. Deposits
b. Buys d. Takes
Questions 6 through 9 are based on the following passage.
A Hotel
People sometimes need hotels if they (6) … far from homes. They sometimes need
hotels when they arrive in cities late at night and they (7) … have any relatives there.
Hotels are places that provide lodging and usually meals and various personal services
for the public. A good hotel provides many comforts and conveniences. Travel is usually safe
and pleasant.
Hotels with hundreds of rooms (8) … common. People can find the advertisements of
the hotels in newspapers, brochures, the internet, and magazines. Downtown hotels survive
and prosper because of two important factors. First, business travellers wish to stay close to
the offices or industrial plants they plan to visit. Second, the location of the airport is close to
the hotels.
As the pace of jet travel grows, hotels spring out near airports. Some travellers stay at
the airport inns when their flights are delayed. To save time, business executives often select
airport hotels for meetings or conferences. Once the plane lands, the hotel is only minutes
away.
6. a. Traveled c. Traveling
b. Travels d. Is traveled
7. a. Is not c. Do not
b. Will not d. Does Not
8. a. Were c. Was
a. Is d. Are
9. The underline word means …
a. Gift c. Uncomfortable
b. Enjoyable d. Harmful
10. We can find the … in the harbor.
a. Delman c. Plane
b. Train d. Ship
11. We can check our condition … Sari Asih Hospital.
a. In c. At
b. On d. Or
12. John: “Hi.. Where are you going?”
Bella: “Hi.. I’m looking for Anis”
John: “oh.. I see her … the cinema few minutes ago”
Bella: “Thank you, John.”
a. In c. Into
b. On d. Through
13. Where do the students usually go for a vacation?
a. Eka Hospital c. Modern Market
b. Ocean Park d. School
14. National library is a library in Jakarta. Library is a place for ....... to work.
a. Pilot c. Librarian
b. Travelers d. Journalist
15. Paramitha : “What do you do?”
Adrian : “I’m a … . I drive bus Transjakarta around city.”
a. Farmer
b. Bus driver
c. Doctor
d. Teacher
16. Usman was caught by policeman. He was brought to the … because he stole some
passengers’ wallets.
a. Cinema c. Police Office
b. Theater d. Hospital
17. Ali : “where do you go?”
Syarif : “I will go to … . I want to buy some new novels.”
a. Library
b. University
c. Market
d. Bookstore
Questions 18 through 20 are based on the following map.
A: “Excuse me, where is the Police station?”
B: “Oh.. you can (18)… on the Brook Street then (19) ... on the Jade Street.
It is (20) … the bakery.”
18. a. Turn left c. Turn around
b. Turn Right d. Turn back
19. a. Turn left c. Turn around
b. Turn Right d. Turn back
20. a. Beside c. Between
b. Cross d. Opposite
21.
What does the sign mean?
a. No towed caravans
b. No right turn
c. No U-turn
d. No parking
22.
What is the opposite of the word “hazardous”?
a. Danger
b. Dangerous
c. Harmless
d. Harmful
Hazardous! Keep away from the reach of
children under 3 years old
Questions 23 through 25 are based on the map above.
23. The bus station is located … the Italian restaurant.
a. Opposite c. Right side
b. Beside d. In the back
A: “Excuse me, how do I get the book shop?”
B: “Well, you just (24) … bond street, then you will find the (25) …, next you
have to turn right in the King’s road. It is in the left side.”
24. a. Turn Left c. Go straight ahead
b. Turn right d. Go back
25. a. U turn
b. Intersection
c. Roundabout
d. Traffic lamp
Post-Test
Subject : English
Theme : Public Service
Choose the best answer, A, B, C or D, to following questions!
1. What does the sign mean?
a. Don’t put your trash anyway!
b. No entry for motorcycle.
c. No Parking.
d. Be careful!
2. Where do you usually find this sign?
a. School Road c. Hospital
b. Classroom d. Mountain
Questions 3 through 5 are based on the following passage.
Becaks
Becaks were banned within Jakarta’s city limits in 1994. At the time, President
Soeharto wanted to eradicate Becaks from the city street because they caused traffic
problems. However, you can find an occasional Becaks driver in certain locations within
Jakarta. Becaks can also be found at the junction of the main roads and smaller country lanes.
Becaks (3) … widely missed by people who live in housing complexes off the
main roads and small roads which are not serviced by bus routes-as their means of
transportation. A Becak’s seat is for two passengers. If we want to ride in one or more
comfortably, choose one with a plastic sheet that protects passengers when it rains. Bargain
before you get on and (5) … small change to pay
3. a. Are c. Were
b. Is d. Was
4. Synonym of the underlined word is …
a. Sidewalk c. Street
b. Bridge d. Zebra cross
5. a. Prepared c. Prepares
b. Preparing d. Prepare
Questions 6 through 10 are based on the following passage.
Supermarket
There is a new supermarket in the town center. People like to shop there
because it is accessible, very clean and has a large parking lot. It (6) … from 9 a.m.
until 9 p.m.
This two storeyed building is large. The spaces between racks are wide
enough so customers feel comfortable while shopping. The ground floor (7) …
stationery, daily needs, household equipment and toys. When customers are shopping,
they don’t have to worry about their children. Their children may play in the
playground, not far from the shopping area.
To reach the first floor, customer may use the elevator instead of stairs. There,
they can find all kind of fashion, bag and shoes. The products (8) … complete and
affordable. To attract customer, the supermarket often offers discount on certain
product in December.
6. a. Opens c. Open
b. Opened d. Is traveled
7. a. Have c. Had
b. Has d. Had been
8. a. Were c. Was
a. Is d. Are
9. The underline word means …
a. Wide c. Small
b. Narrow d. Short
10. We can find the … in the airport.
a. Delman c. Plane
b. Train d. Ship
11. We can check our condition … Sari Asih Hospital.
a. In c. At
b. On d. Or
12. John: “Hi.. Where are you going?”
Bella: “Hi.. I’m looking for Anis”
John: “oh.. I see her … the cinema few minutes ago”
Bella: “Thank you, John.”
a. In c. Into
b. On d. Through
13. Where do the students usually go for a vacation?
a. Eka Hospital c. Modern Market
b. Ocean Park d. School
14. National library is a library in Jakarta. Library is a place for ....... to work.
a. Pilot c. Librarian
b. Travelers d. Journalist
15. Paramitha : “What do you do?”
Adrian : “I’m a … . I drive sailing ship around the ocean.”
a. Sailor Man
b. Bus driver
c. Doctor
d. Rider
16. Usman was caught by policeman. He was brought to the … because he stole some
passengers’ wallets.
a. Cinema c. Police Office
b. Theater d. Hospital
17. Ali : “where do you go?”
Syarif : “I will go to … . I want to buy some vegetables.”
a. Library
b. University
c. Market
d. Bookstore
Questions 18 through 20 are based on the following map.
• A: “Excuse me, Can you tell me the way to the Police station?”
B: “Oh.. you can (18)… on the Brook Street then (19) ... on the Jade Street.
It is (20) … the bakery.”
18. a. Turn left c. Turn around
b. Turn Right d. Turn back
19. a. Turn left c. Turn around
b. Turn Right d. Turn back
20. a. Beside c. Between
b. Cross d. Opposite
21.
What does the sign mean?
a. No parking
b. No smoking
c. No eating and drinking
d. No entrance
22.
What is the opposite of the word “hazardous”?
a. Danger
b. Dangerous
c. Harmless
d. Harmful
Hazardous! Keep away from the reach of
children under 3 years old
Questions 23 through 25 are based on the map above.
23. The Italian restaurant is located … the cafe.
a. Opposite c. On the left of
b. Next to d. In the back
A: “Excuse me, how do I get the hospital?”
B: “Well, you just (24) … bond street, then you will find the (25) …, next you
have to turn left in the King’s road. It is in the right side.”
24. a. Turn Left c. Go straight on
b. Turn right d. Go back
25. a. U turn
b. Intersection
c. Roundabout
d. Traffic lamp
70
Appendix 5. Lesson Plan of Experimental Class
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMP/MTS : MTsN Tangerang II Pamulang
Kelas/Semester : VIII (Delapan) / II
Alokasi Waktu : 2 x 40 menit
Materi Pokok : Public Service
Pertemuan ke : 1
Standar Kompetensi :11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar : 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek
sederhana berbentuk report dengan ucapan, tekanan dan intonasi yang
berterima yang berkaitan dengan lingkungan sekitar
A. Indikator
1. Mengidentifikasi kosa kata berhubungan dengan public services berdasarkan teks
report
2. Menuliskan kosa kata berhubungan dengan public services berdasarkan teks report
B. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi kosa kata berhubungan dengan public services
berdasarkan teks report
2. Siswa dapat menuliskan kosa kata berhubungan dengan public services berdasarkan
teks report
C. Materi Pembelajaran
Vocabulary tentang public service dan teks report.
D. Metode Pembelajaran:
Metode : Communicative Language Teaching
E. Media, Alat, dan Sumber Pembelajaran
Media : Graphic Organizer, PPT (Power Point)
Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual
Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English
in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
71
F. Langkah-langkah Kegiatan
1. Kegiatan pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Penjelasan tentang topik yang akan dibahas
2. Kegiatan Inti (60 menit)
Guru menstimulus siswa tentang materi public service
Siswa diminta untuk menyebutkan kosa kata bahasa inggris yang berkaitan
tentang public service yang ada dalam teks.
Guru memberikan penjelasan tentang metode pembelajaran vocabulary dengan
menggunakan graphic organizer
Tahapan dalam menggunakan Graphic Organizer untuk pembelajaran
vocabulary:
1. Daftar vocabulary sesuai dengan tema pembelajaran public service .
2. Kategorikan vocabulary sesuai dengan kategorinya masing-masing,
misal: Places– type (library, cinema, hospital).
3. Masukan vocabulary yang telah dikategorikan ke dalam bentuk graphic
organizer yang sebelumnya dicontohkan oleh guru
4. Dapat ditambahkan dengan membuat graphic organizer lebih berwarna
dengan menggunakan spidol warna atau dengan yang lainnya
5. Lengkapi vocabulary yang kurang sesuai dengan tema pembelajaran
72
Guru memberikan contoh graphic organizer
Siswa diminta untuk mendaftar kosa kata yang berkaitan tentang public service
Siswa diminta untuk mengkategorikan kosa kata berhubungan dengan public
service ke dalam bentuk graphic organizer.
3. Kegiatan Penutup (10 menit)
Siswa diminta untuk menyimpulkan materi pelajaran
Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung
4. Penilaian
a. Teknik : Test
b. Bentuk : Pilihan ganda
c. Instrumen : Terlampir
5. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 4
2. Jumlah soal 25
3. Nilai maksimal = 100
4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Ciputat, 6 April 2016
Researcher,
Muhammad Fadly
73
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMP/MTS : MTsN Tangerang II Pamulang
Kelas/Semester : VIII (Delapan) / 2
Tema : Public Service
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 40 menit
Pertemuan Ke : 2
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalam esei pendek
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar dalam teks berbentuk report.
A. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat merespon makna dalam:
1. Siswa dapat menerjemahkan kosa kata tentang public service berdasarkan teks
report.
2. Siswa dapat menguraikan kosa kata tentang sign road
B. Indikator
1. Menerjemahkan kosa kata tentang public service berdasarkan teks report.
2. Menguraikan kosa kata tentang public service berdasarkan teks report
C. Materi Pembelajaran
1. Kosakata yang berhubungan dengan public service
2. Teks tulis fungsional berbentuk report
D. Metode Pembelajaran
Metode: Communicative Language Teaching
E. Media, alat dan sumber pembelajaran
Media : Graphic Organizer
Alat : Proyektor, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran bahasa Inggris kelas VIII, dan buku lain yang
relevan.
74
Label the picture with the correct word.
1. No enterance
2. Slippery road
3. Traffic light
4. No eating or drinking
5. Keep clean
6. Turn right
7. Becareful of children
8. No smoking
9. Don’t blow the horn
10.Don’t stop
11.Go straight
12.Road repairs
13.Turn left
14.No trespassing
75
76
77
F. Langkah-langkah Kegiatan
1. Kegiatan Pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Guru menanyakan kepada siswa tentang pembelajaran di pertemuan
sebelumnya
2. Kegiatan Inti (60 menit)
Eksplorasi
Memberikan stimulus mengenai materi public service
Membagi siswa dalam dua kelompok besar, kemudian membuat 8 kelompok
kecil
Memberikan bacaan teks fungsional berbentuk report kepada dua kelompok
besar siswa
Memfasilitasi siswa untuk memahami teks yang diberikan.
Elaborasi
Memberikan kesempatan kepada siswa untuk memamahi teks yang diberikan
Memfasilitasi siswa untuk melakukan diskusi mengenai teks yang diberikan
Memberikan kesempatan siswa untuk melakukan Tanya jawab antar
kelompok.
Memberikan latihan dalam bentuk graphic organizer, siswa diminta untuk
menjawab kosakata yang ditanyakan berdasar teks.
Memberikan kesempatan kepada siswa untuk mengisi graphic organizer yang
diberikan
Konfirmasi
Memberikan penjelasan mengenai latihan dalam graphic organizer yang telah
dijawab.
Memberikan penjelasan mengenai cara menggunakan graphic organizer
Memberikan kesempatan kepada siswa untuk mengajukan pertanyaan.
3. Kegiatan Penutup (10 menit)
Bersama dengan siswa membuat kesimpulan dari materi pelajaran.
Melakukan refleksi dari kegiatan yang telah dilakukan.
78
Memberikan latihan di rumah untuk membuat graphic organizer.
Menyampaikan rencana pembelajaran selanjutnya.
G. Penilaian
Teknik : Test
Bentuk : Pilihan Ganda
Instrumen : Terlampir
H. Pedoman Penilaian
Untuk tiap nomor, tiap jawaban benar skor 4
Jumlah soal 25
Nilai maksimal = 100
Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Ciputat, 12 April 2016
Researcher,
Muhammad Fadly
79
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMP/MTS : MTsN Tangerang II Pamulang
Kelas/Semester : VIII (Delapan) /II
Alokasi Waktu : 2 x 40 menit
Materi Pokok : Public Service
Pertemuan ke : 3
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
A. Indikator
1. Mengindentifikasi generic structure mengenai teks report
2. Mengidentiikasi kosa kata tentang public service (transportation) berdasarkan teks
report
3. Mengkategorikan kosa kata tentang public service (transportation) berdasarkan teks
report
B. Tujuan Pembelajaran
1. Siswa mampu mengindentifikasi generic structure mengenai teks report
2. Siswa dapat mengidentiikasi kosa kata tentang public service (transportation)
berdasarkan teks report
3. Siswa dapat mengkategorikan kosa kata tentang public service (transportation)
berdasarkan teks report.
C. Materi Pembelajaran
1. Vocabulary about transportation
2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report
D. Metode Pembelajaran:
Metode : Communicative Language Teaching
E. Media, Alat, dan Sumber Pembelajaran
Media : Graphic Organizer
Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual
Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English
in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
F. Langkah-langkah Kegiatan
80
1. Kegiatan pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya
2. Kegiatan Inti (60 menit)
Guru menstimulus siswa tentang materi transportation
Transportasion
Private:
Motorcylcle
Bicycle
Car
Ship
Public:
Bus
Public Car
Train
Plane
Transportasion
Short Distance:
Motorcylcle
Bicycle
Car
Becak
Andong
Long Distance:
Bus
Public Car
Train
Plane
Ship
81
Siswa diminta mengidentiikasi kosa kata tentang, transportation berdasarkan teks
Siswa diminta mengkategorikan kosa kata tentang transportation menggunakan
Graphic Organizer
Guru menjelaskan generic structure dari teks report.
3. Kegiatan Penutup (10 menit)
Siswa diminta untuk menyimpulkan materi pelajaran
Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung
Siswa diminta untuk berdoa penutup pembelajaran
4. Penilaian
d. Teknik : Test
e. Bentuk : Pilihan ganda
f. Instrumen : Terlampir
5. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 4
2. Jumlah soal 25
3. Nilai maksimal = 100
4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 13 April 2016
Researcher,
Muhammad Fadly
Private
Long Distance
Public
Short Distance
82
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMP/MTS : MTsN Tangerang II Pamulang
Kelas/Semester : VIII (Delapan) /II
Alokasi Waktu : 2 x 40 menit
Materi Pokok : Public Service
Pertemuan ke : 4
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar
G. Indikator
4. Mengidentiikasi kosa kata tentang Public Place berdasarkan teks report
5. Mengkategorikan kosa kata tentang Public Place
6. Menerjemahkan teks report mengenai public service
H. Tujuan Pembelajaran
4. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report
5. Siswa dapat mengidentiikasi kosa kata tentang Public Place
6. Siswa dapat menerjemahkan teks report tentang Public service
I. Materi Pembelajaran
3. Vocabulary about Public Place
4. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report
J. Metode Pembelajaran:
Metode : Communicative Language Teaching.
K. Media, Alat, dan Sumber Pembelajaran
Media : Graphic Organizer
Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Teks Report, Buku teks pelajaran Bahasa Inggris kelas VIII “BSE
Contextual Teaching and Learning SMP), “BSE Scaffolding SMP),
“BSE English in Focus SMP), dan Internet yang bersifaat relevan
dengan materi ajar.
83
Becaks
Becaks were banned within Jakarta’s city limits in 1994. At the time, President
Soeharto wanted to eradicate Becaks from the city street because they caused traffic
problems. However, you can find an occasional Becaks driver in certain locations within
Jakarta. Becaks can also be found at the junction of the main roads and smaller country lanes.
Becaks are widely missed by people who live in housing complexes off the main
roads and small roads which are not serviced by bus routes-as their means of transportation.
A Becak has seats for two passengers. If we want to ride in one or more comfortably, choose
one with a plastic sheet that protects passengers when it rains. Bargain before you get on and
prepare small change to pay.
Supermarket
There is a new supermarket in the town centre. People like to shop there because it is
accessible, very clean and has a large parking lot. It opens from 9 a.m. until 9 p.m.
This two storeyed building is large. The spaces between racks are wide enough so
customers feel comfortable while shopping. The ground floor has stationery, daily needs,
household equipment and toys. When customers are shopping, they don’t have to worry
about their children. Their children may play in the playground, not far from the shopping
area.
To reach the first floor, customer may use the elevator instead of stairs. There, they
can find all kind of fashion, bag and shoes. The products are complete and affordable. To
attract customer, the supermarket often offers discount on certain product in December.
L. Langkah-langkah Kegiatan
6. Kegiatan pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya
84
7. Kegiatan Inti (60 menit)
Guru menstimulus siswa tentang materi Public Place
Siswa diminta mengidentiikasi kosa kata tentang Public Place
Guru menjelaskan kosa kata tentang Public Place menggunakan Graphic
Organizer
Siswa diminta merinci kosa kata tentang Public Place menggunakan Graphic
Organizer
Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana
8. Kegiatan Penutup (10 menit)
Siswa diminta untuk menyimpulkan materi pelajaran
Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung
Siswa diminta untuk berdoa penutup pembelajaran
9. Penilaian
g. Teknik : Test
h. Bentuk : Pilihan ganda
i. Instrumen : Terlampir
10. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 4
2. Jumlah soal 25
3. Nilai maksimal = 100
4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 3 May 2016
Researcher,
Muhammad Fadly
•Doctor
•Nurse
•Patient
•Teacher
•Student
•Staff Administation
•Policeman
•Thieft
•Librarian
•Student
Library Police
Station
Hospital School
85
Appendix 6. Lesson Plan of Controlled Class
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMP/MTS : MTsN Tangerang II Pamulang
Kelas/Semester : VIII (Delapan) /II
Alokasi Waktu : 2 x 40 menit
Materi Pokok : Public Service
Pertemuan ke : 1
Standar Kompetensi :11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar : 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek
sederhana berbentuk report dengan ucapan, tekanan dan intonasi yang
berterima yang berkaitan dengan lingkungan sekitar
A. Indikator
1. Mengidentifikasi kosa kata berhubungan dengan public services berdasarkan teks
report
2. Menuliskan kosa kata berhubungan dengan public services berdasarkan teks report
B. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi kosa kata berhubungan dengan public services
berdasarkan teks report
2. Siswa dapat menuliskan kosa kata berhubungan dengan public services berdasarkan
teks report
C. Materi Pembelajaran
Vocabulary tentang Public Service
D. Metode Pembelajaran:
Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
Model : Ceramah
E. Media, Alat, dan Sumber Pembelajaran
Media : PPT (Power Point)
Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual
Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English
in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
86
F. Langkah-langkah Kegiatan
1. Kegiatan pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Penjelasan tentang topik yang akan dibahas
2. Kegiatan Inti (60 menit)
Guru menstimulus siswa tentang materi Public Service
Siswa diminta untuk menyebutkan kosa kata bahasa inggris yang berkaitan
tentang Public Service
Siswa diminta untuk mendaftar kosa kata yang berkaitan tentang Public Service
Siswa secara individu diminta untuk melengkapi kosa kata berkaitan dengan
Public Service
Siswa diminta untuk mengkategorikan kosa kata berhubungan dengan Public
Service.
3. Kegiatan Penutup (10 menit)
Siswa diminta untuk menyimpulkan materi pelajaran
Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung
4. Penilaian
a. Teknik : Test
b. Bentuk : Pilihan ganda
c. Instrumen : Terlampir
5. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 4
2. Jumlah soal 25
3. Nilai maksimal = 100
4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 6 April 2016
Researcher,
Muhammad Fadly
87
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMP/MTS : MTsN Tangerang II Pamulang
Kelas/Semester : VIII (Delapan) /II
Alokasi Waktu : 2 x 40 menit
Materi Pokok : Public Service
Pertemuan ke : 2
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalam esei pendek
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar dalam teks berbentuk report.
A. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat merespon makna dalam:
1. Siswa dapat menerjemahkan kosa kata tentang public service berdasarkan teks
report.
2. Siswa dapat menguraikan kosa kata tentang sign road
B. Indikator
1. Menerjemahkan kosa kata tentang public service berdasarkan teks report.
2. Menguraikan kosa kata tentang public service berdasarkan teks report
C. Materi Pembelajaran
1. Vocabulary about Public Service
2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report
D. Metode Pembelajaran:
Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
Model : Ceramah
E. Media, Alat, dan Sumber Pembelajaran
Media : PPT (Power Point)
Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis
88
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual
Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English
in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
F. Langkah-langkah Kegiatan
1. Kegiatan pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya
2. Kegiatan Inti (60 menit)
Guru menstimulus siswa tentang materi transportation
Siswa diminta guru untuk melengkapi kosa kata tentang public service yang telah
diberikan di pertemuan pertama
Siswa diminta mengidentiikasi kosa kata tentang sign road
Siswa diminta mengkategorikan kosa kata tentang sign
Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana
3. Kegiatan Penutup (10 menit)
Siswa diminta untuk menyimpulkan materi pelajaran
Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung
Siswa diminta untuk berdoa penutup pembelajaran
4. Penilaian
d. Teknik : Test
e. Bentuk : Pilihan ganda
f. Instrumen : Terlampir
5. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 4
2. Jumlah soal 25
3. Nilai maksimal = 100
4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 12 April 2016
Researcher,
Muhammad Fadly
89
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMP/MTS : MTsN Tangerang II Pamulang
Kelas/Semester : VIII (Delapan) /II
Alokasi Waktu : 2 x 40 menit
Materi Pokok : Public Service
Pertemuan ke : 3
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
A. Indikator
1. Mengindentifikasi generic structure mengenai teks report
2. Mengidentiikasi kosa kata tentang public service (transportation) berdasarkan teks
report
3. Mengkategorikan kosa kata tentang public service (transportation) berdasarkan teks
report
B. Tujuan Pembelajaran
1. Siswa mampu mengindentifikasi generic structure mengenai teks report
2. Siswa dapat mengidentiikasi kosa kata tentang public service (transportation)
berdasarkan teks report
3. Siswa dapat mengkategorikan kosa kata tentang public service (transportation)
berdasarkan teks report.
A. Materi Pembelajaran
3. Vocabulary about Public Service
4. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk deskriptif
B. Metode Pembelajaran:
Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
Model : Ceramah
C. Media, Alat, dan Sumber Pembelajaran
Media : PPT (Power Point)
Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis
90
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual
Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English
in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
D. Langkah-langkah Kegiatan
1. Kegiatan pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya
2. Kegiatan Inti (60 menit)
Guru menstimulus siswa tentang materi transportation
Guru membuat vocabulary list mengenai transportation
Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana
Siswa diminta memperluas kosa kata tentang Public Service
Siswa diminta untuk menggunakan kosa kata tentang Public Service untuk
membuat kalimat report
3. Kegiatan Penutup (10 menit)
Siswa diminta untuk menyimpulkan materi pelajaran
Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung
Siswa diminta untuk berdoa penutup pembelajaran
4. Penilaian
g. Teknik : Test
h. Bentuk : Pilihan ganda
i. Instrumen : Terlampir
5. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 4
2. Jumlah soal 25
3. Nilai maksimal = 100
4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 13 April 2016
Researcher,
Muhammad Fadly
91
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMP/MTS : MTsN Tangerang II Pamulang
Kelas/Semester : VIII (Delapan) /II
Alokasi Waktu : 2 x 40 menit
Materi Pokok : Public Service
Pertemuan ke : 4
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report
untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar
C. Indikator
4. Mengidentiikasi kosa kata tentang Public Place berdasarkan teks report
5. Mengkategorikan kosa kata tentang Public Place berdasarkan teks report
6. Menerjemahkan teks report mengenai public service
D. Tujuan Pembelajaran
4. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report
5. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report
6. Siswa dapat menerjemahkan teks report tentang Public service
A. Materi Pembelajaran
1. Vocabulary about Public Service
2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report
B. Metode Pembelajaran:
Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
Model : Graphic organizer
C. Media, Alat, dan Sumber Pembelajaran
Media : PPT (Power Point), Video
Alat : LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual
Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English
in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
92
D. Langkah-langkah Kegiatan
1. Kegiatan pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya
2. Kegiatan Inti (60 menit)
Guru menstimulus siswa tentang materi public place
Siswa diminta mengidentifikasi kosa kata tentang public place
Siswa diminta untuk menggunakan kosa kata tentang public place untuk membuat
kalimat report
Siswa diminta untuk menyimpulkan materi tentang kalimat report
3. Kegiatan Penutup (10 menit)
Siswa diminta untuk menyimpulkan materi pelajaran secara keseluruhan
Siswa diminta untuk berdoa penutup pembelajaran
4. Penilaian
j. Teknik : Test
k. Bentuk : Pilihan ganda
l. Instrumen : Terlampir
5. Pedoman Penilaian
1. Untuk tiap nomor, tiap jawaban benar skor 4
2. Jumlah soal 25 dan nilai maksimal = 100
3. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 2 May 2016
Researcher,
Muhammad Fadly
93
Appendix 7. The result of Pre-test and Post-test Score of Controlled Class
SKOR DATA DIBOBOT
=================
Jumlah Subyek = 25
Butir soal = 25
Bobot utk jwban benar = 4
Bobot utk jwban salah = 0
Keterangan: data terurut berdasarkan skor (tinggi ke rendah)
Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\PRETEST_CONTROL.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot
1 8 Brando... 22 3 0 22 88
2 13 Shania... 22 3 0 22 88
3 14 Rafi N... 22 3 0 22 88
4 26 Inggit... 22 3 0 22 88
5 19 Belind... 21 4 0 21 84
6 30 M. Ari... 21 4 0 21 84
7 11 Nahla ... 20 5 0 20 80
8 23 Mulia ... 20 5 0 20 80
9 28 M. Abrar 20 5 0 20 80
10 32 Naura ... 20 5 0 20 80
11 7 Yahya ... 19 6 0 19 76
12 16 Syifa ... 19 6 0 19 76
13 20 Putri ... 19 6 0 19 76
14 21 Nabila... 19 6 0 19 76
15 15 Farras... 18 7 0 18 72
16 18 Allyan... 18 7 0 18 72
17 24 Rizky ... 18 7 0 18 72
18 25 Daniar... 18 7 0 18 72
19 29 Ilham TS 18 7 0 18 72
20 31 Nazwa ... 18 7 0 18 72
21 4 Sultha... 16 9 0 16 64
22 9 Pradip... 16 9 0 16 64
23 3 Karuni... 15 10 0 15 60
24 27 Annisa... 15 10 0 15 60
25 6 Agfia ... 14 11 0 14 56
94
SKOR DATA DIBOBOT
=================
Jumlah Subyek = 25
Butir soal = 25
Bobot utk jwban benar = 4
Bobot utk jwban salah = 0
Keterangan: data terurut berdasarkan skor (tinggi ke rendah)
Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\POSTTEST_CONTROL.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot
1 19 Belind... 23 2 0 23 92
2 26 Inggit... 23 2 0 23 92
3 14 Rafi N... 23 1 0 24 92
4 13 Shania... 23 2 0 23 92
5 8 Brando... 22 2 0 23 88
6 20 Putri ... 22 2 0 23 88
7 16 Syifa ... 22 2 0 23 88
8 28 M. Abrar 21 2 0 23 84
9 23 Mulia ... 21 2 0 23 84
10 11 Nahla ... 21 2 0 23 84
11 32 Naura ... 21 3 0 22 84
12 18 Allyan... 20 3 0 22 80
13 21 Nabila... 20 4 0 21 80
14 4 Sultha... 20 3 1 21 80
15 7 Yahya ... 20 4 0 21 80
16 29 Ilham TS 21 4 0 21 76
17 30 M. Ari... 21 4 0 21 76
18 31 Nazwa ... 21 4 0 21 76
19 24 Rizky ... 20 5 0 20 76
20 25 Daniar... 20 5 0 20 72
21 15 Farras... 20 5 0 20 72
22 9 Pradip... 20 5 0 20 72
23 6 Agfia ... 20 5 0 20 64
24 27 Annisa... 19 6 0 19 64
25 3 Karuni... 19 6 0 19 64
95
Appendix 8. The result of Pre-test Score and Post-test of Experimental Class
SKOR DATA DIBOBOT
=================
Jumlah Subyek = 25
Butir soal = 25
Bobot utk jwban benar = 4
Bobot utk jwban salah = 0
Keterangan: data terurut berdasarkan skor (tinggi ke rendah)
Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\PRETEST_EXPERIMENT.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot
1 16 Aurell... 21 4 0 21 84
2 17 Albi A... 21 4 0 21 84
3 2 Ghina ... 20 5 0 20 80
4 3 Nadira... 20 5 0 20 80
5 22 Arrila... 20 5 0 20 80
6 1 Ma'wa ... 19 6 0 19 76
7 15 Yasyfa... 19 6 0 19 76
8 19 Alfayr... 19 6 0 19 76
9 21 Annisy... 19 6 0 19 76
10 27 Fajar ... 19 6 0 19 76
11 4 Nabila... 18 7 0 18 72
12 10 Alifia... 18 7 0 18 72
13 11 Bellgh... 18 7 0 18 72
14 13 Nia Mu... 18 7 0 18 72
15 14 Silfi ... 18 7 0 18 72
16 28 Muhamm... 18 7 0 18 72
17 5 Fahira... 17 8 0 17 68
18 23 Farhan... 17 8 0 17 68
19 7 Navisy... 16 9 0 16 64
20 8 Kareen... 15 10 0 15 60
21 9 Isnaen... 15 10 0 15 60
22 12 Anisa ... 15 10 0 15 60
23 20 Yasmin... 15 10 0 15 60
24 18 Annisa... 14 11 0 14 56
25 26 Wulan ... 14 11 0 14 56
96
SKOR DATA DIBOBOT
=================
Jumlah Subyek = 29
Butir soal = 25
Bobot utk jwban benar = 4
Bobot utk jwban salah = 0
Keterangan: data terurut berdasarkan skor (tinggi ke rendah)
Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\POSTTEST_EXPERIMENT.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot
1 21 Ghina ... 23 2 0 23 96
3 23 Alifia... 23 2 0 23 92
4 13 Fajar ... 23 2 0 23 92
5 1 Ma'wa ... 23 2 0 23 92
6 12 Navisy... 22 3 0 22 88
7 13 Fajar ... 22 3 0 22 88
8 25 Nia Mu... 22 3 0 22 88
9 26 Bellgh... 22 3 0 22 88
10 27 Aurell... 22 3 0 22 88
11 29 Yasmin YN 22 3 0 22 84
12 2 Annisa... 21 4 0 21 84
13 9 Yasyfa... 21 4 0 21 84
14 11 Silfi ... 21 4 0 21 80
15 6 Annisy... 20 5 0 20 80
16 7 Nabila... 20 5 0 20 80
17 8 Wulan ... 20 5 0 20 80
18 15 Annisa... 20 5 0 20 80
19 18 Fahira H 20 5 0 20 80
20 28 Nadira... 20 5 0 20 76
21 14 Alfayr... 19 6 0 19 76
22 17 Isnaen... 19 6 0 19 68
23 4 Muhamm... 17 8 0 17 68
24 16 Kareen... 17 8 0 17 64
25 19 Arrila... 15 10 0 15 64