the effectiveness of ostensive means method to …
TRANSCRIPT
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THE EFFECTIVENESS OF OSTENSIVE MEANS METHOD TO IMPROVE
STUDENTS’ VOCABULARY MASTERY IN LEARNING ENGLISH AT VII
GRADE IN SMPN 4 MALILI
(A Pre- Experimental Research)
A THESIS
Submitted to the Faculty of Teachers Training and Education Makassar University in
Partial Fullfillment of requirement for the degree of SarjanaPendidikan in English
Department
JHESICA
105351112716
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER AND TRAINING
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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PERNYATAAN KEASLIAN SKRIPSI
Saya yang bertanda tangan dibawah ini:
Nama : Jhesica
Stambuk : 105351112716
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Ostensive Means to Improve
Students’ Vocabulary Mastery at VII Grade in SMPN 4
Malili
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya sayaa
sendiri, bukan hasil ciptakan dan tidak dibuat oleh siapapun.
Demikianlah pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 07 Februari 2021
Yang Membuat Pernyataan
JHESICA
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SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Jhesica
Stambuk : 105351112716
Jurusan : Pendidikan Bahasa Inggris
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai menyusun proposal sampai selesainya skripsi ini, saya yang
menyusun sendiri (tidak dibuat oleh siapapun)
2. Dalam penyusunan skripsi ini, saya akan selalu melakukan konsultasi
dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi
ini
4. Apa bila saya melanggar perjanjian pada butir 1, 2, dan 3 maka saya
bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 07 Februari 2021
Yang membuat perjanjian
JHESICA
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MOTTO AND DEDICATE
“And We will surely give those whose were patient their reward
according to the best of what they used to do” An-Nahl (16:96)
“Everybody needs to be valued. Everyone has the potential to give
something back.”- Princess Diana of Wales
“When you are happy,
You can forgive a great deal.”- Princess Diana of Wales
Dedication
This thesis is dedicate to my parents who hve given me invaluable educational
oppurtunities.
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ABSTRACT
JHESICA. 2021. The Effectiveness Of Ostensice Means to Improve Students’
Vocabulary Mastery at VII Grade in SMPN 4 MALILI. Thesis. English Education
Department Faculty of Teacher and Training Muhammadiyah University of
Makassar. Erwin Akib and Awalia Azis.
This study aimed to determine the effectiveness of students in learning vocabulary
mastery after using the ostensive means that in the process of teaching and learning
vocabulary, teachers can bring real objects according to the theme of lessons. This
research focuses to noun (things at home, part of body, animal, and fruits). The
researcher applied the pre-xperimental method, consist of pre-test treatment, and
post-test design, and collected the data by giving pre-test and posttest. The sample of
the research was VII class SMPN 4 Malili which consisted of 25 students. The
sample was taken by using purposive sampling technique.
The result of the research showed score in the pre-test was 41, and in the post-test
was 75,44. In this research also show that The value t-test was higher than the value
of the t-table (27.04>1.713 ). It mean that the alternative hypothesis (H1) was
accepted and the null hypothesis (H0) was rejected. It was concluded the
implementation of ostensive means in VII grade of SMP Negeri 4 Malili was
effective to improve students’ vocabulary mastery consist noun.
Keywords: Ostensive means, vocabulary, pre-experimental
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ABSTRAK
JHESICA. 2021. Efektif Ostensive Method untuk Meningkatkan Penguasaan
Kosakata Siswa Kelas VII di SMPN 4 Malili. Jurusan Pendidikan Bahasa Inggris
Univerditas Muhammadiyah Makassar, Erwin Akib dan Awalia Azis.
Penelitian ini bertujuan untuk melihat kefectifan siswa dari belajar penguasaan
kosakata setelah menggunakan ostensive means dalam proses belajar dan mengajar
kosakata, guru membawa objek nyata berdasarkan tema pembelajaran. Penelitian ini
fokus pada kata benda (benda di rumah, bagian tubuh, hewan dan buah-buahan).
Peneliti menggunakan metode pre-xperimental, of pre-test treatment, dan post-test,
dan mengumpulkan data dengan memberikan pre-test and posttest. Sampel dari
penelitian ini yaitu kelas VII SMPN 4 Malili berisi 25 siswa. Sampel yang digunakan
yaitu sampel acak.
Hasil dari penelitian menunjukkan bahwa nilai di pre test yaitu 41, dan di post test
yaitu 75.44. Di penelitian ini menunjukkan bahwa nilai t-test lebih tinggi dari nilai t-
table (27.04>1.713). Artinya (H1) diteriman dan (H0) ditolak. Ditarik kesimpulan
bahwa penggunaan dari ostensive means di kelas VII SMPN 4 Malili efektif untuk
meningkatakn penguasaan kosakata siswa khususnya kata benda.
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ACKNOWLEDGMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillahi Rabbil Alamin, the researcher expresses her sincere gratitude
to the almighly God, Allah S. W. T, who has given guidence, mercy, and good health,
so that she could finish writing this thesis. Shalawat and salam are addressed to the
final chosen religious messenger, the Prophet Muhammad SAW who has changed the
human life.
The researcher realizes that many hands had given their helps and useful
suggestion for the completion of this thesis. Without the assistance of these people,
this thesis would never have existed. Therefore, the writer would like to express her
appreciation and sincere thanks to all of them particularly:
1. Prof. Dr. H. Ambo Asse, M.Ag. The Rector of the Makassar Muhammadiyah
University for his advices during the Researcher studies at the University.
2. Erwin Akib, S.Pd., M.Pd, Ph.D, the Dean of the FKIP Unismuh Makassar and also
as the first consultant who gave her valuable time and suggestion in doing this thesis.
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3. Ummi Khaerati Syam S.Pd., M.Pd. the Head of English Education Department of
FKIP UNISMUH Makassar, who gave her valuable authorities and suggestion in
doing this thesis.
4. My high appreciation and great thankful to my second consultant Awalia Azis
S.Pd., M.Pd who has given their valuable time and guidance to finish this thesis .
5. The researcher deep appreciation for the headmaster of SMPN 4 Malili Dra.
Yostina Miri and the English teacher in SMPN 4 Malili, who have spared their time
and activities and gave her valuable authorities and suggestion this research.
6. Many thanks for my beloved parent Nurhana. and Haeruddin, also my brother who
always be my best parents and all of my family for the attention, support and their
love.
7. My heartful thank to all lecturers of the FKIP UNISMUH especially to the
lecturers of English Department and all staffs of Muhammadiyah University of
Makassar for their guidance during the years of the Researcher’s study.
Malili, Januari 2021
The Researcher
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TABLE OF CONTENT
Page
TITLE PAGE .............................................................................................. i
APPROVAL SHEET .................................................................................. ii
CONTROLLING SHEET .......................................................................... iii
SURAT PERNYATAAN ............................................................................ iv
SURAT PERJANJIAN ............................................................................... v
ABSTRACT ................................................................................................. vi
ACKNOWLEDGEMENT .......................................................................... vii
TABLE OF CONTENTS ............................................................................ viii
LIST OF TABLE ........................................................................................ ix
LIST OF FIGURE ...................................................................................... x
LIST OF APPENDICES ............................................................................ xi
Chapter I INTRODUCTION
A. Background............................................................................. 1
B. Problem Statement.................................................................. 3
C. Research Objectives ............................................................... 3
D. Significance of the Reseacrh .................................................. 4
E. Scope of the Research ............................................................ 4
Chapter II REVIEW OF THE RELATED LITERATURE
A. Understanding the Literature Review ..................................... 5
B. Presenting the Literature Review ........................................... 7
1. The General Concept of Vocabulary .......................... 7
a. Defintion of Vocabulary ....................................... 7
b. Types of Vocabulary ............................................ 8
c. Kinds of Vocabulary............................................. 9
d. The Importance of Vocabulary ............................. 12
e. Vocabulary Mastery ............................................. 13
2. Noun ........................................................................... 14
a. Definition of Noun .................................................. 14
b.Kind of Noun ........................................................... 14
3. Ostensive Means ......................................................... 17
4. The Advantages of Ostensive Means ......................... 22
C. Conceptual Framework .......................................................... 23
D. Hypothesisi ............................................................................. 25
Chapter III METHODOLOGY
A. Research Design ..................................................................... 26
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B. Population and Sample ........................................................... 26
C. Research Instrument ............................................................... 27 D. Procedure of Collecting Data ........................................................... 27
E. Data Analysis ................................................................................... 28
Chapter IV FINDINGS AND CONCLUSION A. Findings .................................................................................................. 33
B. Discussion ............................................................................................... 37
Chapter V CONCLUSION A. Conclusion .............................................................................................. 40
B. Suggestion .............................................................................................. 40
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
Table 3.1 . Level Score .................................................................................. 32
Table 4.1 . T-test and t-table .......................................................................... 37
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LIST OF CHARTS
Chart 4.1 . Result pre-test and post-test ........................................................ 39
Chart 4.2 Improvement students’ score ........................................................ 35
Chart 4.3 . mean score and standard deviatioan ............................................ 36
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LIST OF FIGURE
Figure 2.1 Conceptual framework ............................................................... 23
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LIST OF APPENDICES
Appendix
A. Lesson plan
B. Instrument test
C. Answer key
D. Students’ pre-test and post-test task
E. Students ‘ score and table achievement
F. The mean score of students
G. Calculating students’ improvement
H. Standard deviation
I. The significant different
J. The distribution of table
K. Absensi
L. Documentation
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CHAPTER I
INTRODUCTION
A. Background
A Language is a communication tool used by humans to give and receive
information that humans can’t live without it. Talk about communication, we
communicate each other by use words or we call it vocabulary. Vocabulary, as one of
the knowledge areas in language is vocabulary, plays a great role for learners in
acquiring a language (Cameron, 2001). It is impossible to master the four language
skills without understanding a number of vocabularies because it is fundamental in
language learning.
Vocabulary as the basic aspect of English supports listening, reading,
speaking, and writing (Leny, 2006: I). Walkins (1972) stated that without grammar
very little can be conveyed, without vocabulary nothing can be conveyed. It shows
that vocabulary is a very important element, even though people have good ability in
structures, but they do not have good enough vocabulary to express their idea, the
structures are nothing.
Mastering vocabulary is very important for students; even they are still in
elementary. Shamrock. (1991) in Wardani that vocabulary mastery is understanding
the utterances of others requires us to make meaningful a string of sound that strikes
our ears requires us to make inferences, using our knowledge of situation and
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language itself- it’s sound, syntax, and semantics. With good vocabulary, students
can be easy to master four skills in learning English; listening, speaking, reading, and
writing. With good vocabulary, students can be easy to master four skills in learning
English; listening, speaking, reading, and writing. It is hoped that they can use
language effectively and join in the global era.
Based on the researcher experienced of students’ of SMPN 4 Malili also their
techer also said that they still have low vocabulary and they had problems in the
class when giving materials to the students, especially the vocabulary such as:
The first problem was that students still unfamiliar with English stuff, they
unfamiliar with English because they are fresh graduated elementary school. The
second problem was students think that learning English is difficult, such as the way
it written is different with the way it pronounces. Another problem was the students
had low motivation and no interesting to learn English.
According to Cross in Mutaqin (2017) states that there are several ways of
making clear the meaning of a word and these may be used alone or a combination.
They are Ostensive Means, Verbal Definition, Audio Presentation, and running
context. Cross cited by Mutaqin (2017) said that “Ostensive Means by showing the
real things in the classroom.” In the process of teaching and learning vocabulary,
teachers can bring real objects according to the theme of lessons.
In reference to the explanations above, the researcher had the motivation to
find out significant of students’ vocabulary by using ostensive means as method. It
was hoped that the technique has significant of effect to students’ vocabulary mastery
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entitled “The Effectiveness of Ostensive Means Method to Improve Students’
Vocabulary Mastery In Learning English at VII Grade at SMPN 4 Malili”. In this
case, the researcher would do research via online to students which were studying
from home because this pandemic of Covid-19.
B. Problem Statement
In this research, the researcher tried to describe the effectiveness students’
vocabulary mastery by using ostensive means. So, the problem was formulated as
follow:
1. Is ostensive means method effective to improve students’ vocabulary mastery
at first-grade students in SMPN 4 Malili?
C. Objective of the Research
Based on the problems stated above, the researcher arranged the objective of
the research. The objective of the research as follows:
1. To find out weather ostensive means method effective to improve
students’ vocabulary mastery at first-grade in SMPN 4 Malili.
D. Significance of the Research
The study was expected to have both academic and practical contributions.
Academically, to help the teachers/researcher to find out the alternative way of
teaching English subject, especially how to teach or learn vocabulary in language as
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a language that is very important in people’s lives. Practically, it can be used as a
model to improve students’ ability in improving students’ vocabulary mastery at first-
grade students in SMPN 4 Malili, and it may guide, help and encourage students to
express their ideas, opinion, and thought onto paper.
E. Scope of the Research
This research taught vocabulary by using ostensive means for first-grade
students at SMPN 4 Malili. The type of vocabulary that used in this study is noun.
The types of noun that taught are related nouns; things at home, parts of body, the
animals, and the fruits.
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CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Understanding the Literature Review
There were some previous research that has a similarity with this research
about an analysis of the effectiveness of ostensive means method of improving
students’ vocabulary mastery.
Mutaqin (2017), in his thesis entitled “Improving Students’ Vocabulary
Mastery by Using Ostensive Means (A Classroom Action Research at the Fifth
Grade Students of SDIT MTA Gemolong in the 2016/2017 Academic Year)”.
The result of his research was the researcher finds that during teaching learning
vocabulary by using ostensive means method, the students look happy and enjoy
joining the teaching learning process. They also more pay attention and were
being active in the class. The improvements of students’ vocabulary mastery also
could be seen from their test in post-test 1 and post-test 2. The students’ mean
score in post-test 1 is 72.08. Then, the students’ mean score in post-test 2 is 80.00.
Based on the data find, it can be concluded that ostensive means can be applied to
improve the students’ vocabulary mastery.
Jannah (2019) in her research entitled “The Effectiveness of Using Picture
Word Inductive Model (PWIM) in Improving the Students’ Vocabulary Mastery”
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the result of her research was picture inductive model (PMIW0 as an effective
medium of teaching English can improve students’ vocabulary mastery.
Verliyani (2016) in her research entitled “The Effect of Ostensive Approach
on Improving Students’ Vocabulary Achievement, A Case of SMPN 10 Kendari”
the result of her research shows that there were significant differences between
students who teach by ostensive approach and students who teach by traditional
approach. It proved by the result, the hypothesis testing show the value of
probability (sig. 2 tailed) 0.004 lower than alpha value (0.05). It means that Ho
was rejected and H1 totally accepted. Therefore, mean score experiment class was
higher than control class (79.5000 > 69.4667). The mean score of experiment
class was included in high criteria whereas the mean score of control class was
included in moderate criteria. It could be concluded that there is a significant
effect of using ostensive approach on improving students’ vocabulary
achievement at the first grade of SMPN 10 Kendari.
From of three findings above, there were significance improvement from
students’ vocabulary mastery by use ostensive means.
The differences between the research above was the reseachers had done at
childhood level and use An Action Research and A Classroom Action Research
while researcher would conduct research at the first grade junior high school
students and will use pre-experimental.
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B. Presenting the literature review
1. The general concept of vocabulary
In this part, the researcher tried to explain the definition of vocabulary,
types of vocabulary, kinds of vocabulary, the importance of vocabulary,
vocabulary mastery, noun.
a. Definition of Vocabulary
Vocabulary is one of the language components is a very important
thing besides other language components. Without vocabulary, people will
not be able to say anything. Starting from words to sentences people are able
to say what they want to say or write. “Vocabulary is a list of words in the
language” ( Hornby: 2000). From denifition stated by Hornby, it can be
concluded that the vocabulary is the basic and most important elements of a
language.
According to Sinclair (1989), the vocabulary of a language is the total
number of words in it and someone’s vocabulary is the total number of words
in the language that he or she knows.
Furthermore, cited by Dewi ( in Lele, 2018) said that vocabulary is:
1) An alphabetical list of words often defined or translate, the vocabulary
includes idioms and two words verb.
2) All the word of the language
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3) The specialized expression is indigenous to a particular field, subject,
trade, or subculture.
According to Muhmuba (2005) cited by Vitasari said that vocabulary
as the concept and function word of language which are so thoroughly that
become part of a child’s understanding speaking, reading, and writing.
Futheremore, Alqahtani (2015) said vocabulary is the total number of words
that are needed to communicate ideas and express the speakers' meaning.
From all of the definitions above, it can be concluded that vocabulary
is an important element consist a list of words in the language that have a
certain meanings and that words are needed to communicate with each other.
b. Types of Vocabulary
Judy K. Montgomery’s book: The Bridge of Vocabulary: Evidence
Based Activities for Academic Success (NCS Pearson Inc, 2007) in their book
divide types of vocabulary into:
1) Listening Vocabulary is the words we hear and understand.
2) Speaking Vocabulary is the words we use when we speak.
3) Reading Vocabulary is the words we understand when we read the
text.
4) Writing Vocabulary is the words we can retrieve when we write to
express ourselves.
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According to Leggest (2001) cited by Vitasari, there are two types of
vocabulary:
1) Passive or recognition vocabulary, which is made up the words,
one recognizes in the context of reading material but does not
actually use him.
2) Active vocabulary which is made is used daily in writing and
speaking.
Based on the explanation above, we get information that the types of
vocabulary are the words that we understand when we read, when we listen,
when we speak, and when we hear.
c. Kinds of Vocabulary
Quoted by Hatch and Brown (1995) in Alqahti, indicate two kinds of
vocabulary, namely receptive vocabulary and productive vocabulary.
1) Receptive Vocabulary is words that learners recognize and understand
when they are used in context, but which they can not produce. It is
vocabulary that learners recognize when they see or meet in the
reading text but do not use it in speaking and writing (Stuart Webb,
2008).
2) Productive Vocabulary is the words that the learners understand and
can pronounce correctly and use constructively in speaking and
writing. It involves what is needed for receptive vocabulary plus the
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ability to speak or write at the appropriate time. Therefore, productive
vocabulary can be addressed as an active process, because the learners
can produce the words to express their thoughts to others (Stuart
Webb, 2005).
Summarizing many kinds of vocabulary elaborated by Thornbury (in
Lele, 2020) states that vocabulary will be divided into:
1) Word classes
Word classes are well known as part of speech in grammatical English.
They include:
a) Nouns : Teacher, Jakarta
b) Pronouns : He, They, us
c) Verbs : do, studying, learned, to write
d) Adjectives : old, young, tall, new
e) Adverbs : there, continuosly, always, yesterday
f) Preposition : on, for, in
g) Conjuction : but, and
h) Article : an, a, the
2) Word Families
A word family compromises the base word plus its inflections and it
most common derivatives.
a) Inflection : plays, playing, played
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b) Derivatives : player, replay, playful
3) Word Formation
a) Compounding : second-hand, word processor,
typewriter
b) Blend : information+entertaiment =
infortaiment
c) Conversion : she upped and left (preposition to the
verb)
d) Clipping : email = electronic mail. Flu (influenza)
4) Multi-words units
Most well-known multi-words units are in the form of phrasal verbs or
idiom.
a) Phrasal verbs : look for, look after
b) Idioms
5) Collocations
When two words are collocates if they occur together with more than
change frequency. Examples: the biggest threat, this week, once again,
once more.
Based on the explanation above, we can conclude that vocabulary
consists of several types. Where researchers have attempted to state the type
of vocabulary with the same intent. We can see this in the opinion of experts,
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according to Hatch and Brown, there are two types of vocabulary, namely
receptive and productive, but Thornbury classifies into five: word classes,
word families, word formation, multi-word units, and collocation.
d. The Importance of Vocabulary
State in Campillo that no matter how well the students learn grammar,
without words to express a wide range of meaning, communication just
cannot happen in any meaningful way.
Timo- Pekka (2015) in their article state that the are some importance
of vocabulary as follows:
1) Vocabulary is the key to communication. According to British
expert, Walkins (1972) said that without grammar, very little can
be conveyed and without vocabulary, nothing can be conveyed.
2) Strong vocabulary allows you to develop other skills. “Vocabulary
is not an end in itself. A rich vocabulary makes the skills of
listening, speaking, reading, and writing easier to perform.” (
Nation: 1994).
3) The more words you know, the more you will learn. Vocabulary is
learned through focused, conscious study, but even more
commonly in an. According to Folse & Keith (2004) that learners
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who know more words are able to use those known words to learn
even more.
Based on the explaination above we conclude that vocabulary
has an important element in humans life. No matter how well your
grammar but if you still have low words you cannot make
conversation.
e. Vocabulary Mastery
According to the Sinclair (1989), the vocabulary of a language is
the total number of words in it and someone’s vocabulary is the total
number of words in language that he or she knows. While mastery
according to Guskey and Anderman (2013) said is a term that all
educators use and believe they understand well. Mosher (2007) said that
mastery is simply reaching a certain level of understanding of particular
content, whereas competence represents the ability to apply what has been
mastered.
Vocabulary mastery is one of the important factors in master
English as a second foreign language. It means that students have the
ability to understanding and using the word and the meaning. Cited in
Wardani that vocabulary mastery is understanding the utterances of others
requires us to make meaningful a string of sound that strikes our ears
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requires us to make inferences, using our knowledge of situation and
language itself- it’s sound, syntax, and semantics ( Shamrock. 1991). With
good vocabulary, students can be easy to master four skills in learning
English; listening, speaking, reading, and writing.
From the definition above we can conclude that vocabulary
mastery is total number of words that have been mastered and have an
ability to understanding to communicate.
d. Noun
1) Definition of Noun
A noun can be difined as a word used to name a person, place, or a
thing. By a thing here, it means that it comprises something which can be
perceived by human senses, or that which cannot be perceived but can be
thought of. Hornby (in Lele: 2020) states that a noun is a word used to name
identify any of a class of things, people, place, or ideas.
Based on the explanation above, we can cocluded that Noun is all types
of objects and things that can be limited.
2) Kinds of Noun
After knowing the definition of noun , it is also necessary to know that
the kinds of noun. In Fundamental English book entitled Cepat & Mudah
Kuasai Parts of Speech (2017) there are several kinds of nouns:
a) Based on form:
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(1) Concrete noun is a noun that indicates any real object, so that it can
be felt by the five human senses. This Concret Noun includes:
(a) Proper noun is a noun that indicates the name of a person,
country, city, day, month, school, company and other place
names. Proper nouns are always capitalized at the beginning of
the word and not preceded by an article (a, an, the).Example :
Anti, Indonesia, Malili, Monday, Danone.
(b) Common noun is a noun that indicates an object that is
general in nature and we often encounter in everyday
life.Example : book, teacher, river, table and other.
(c) Collective noun is a noun that indicates a group or group of
certain objects that are one entity or have multiple meanings.
Collective nouns can be humans, animals or inanimate objects.
Example : a posse o policemen, a band of musicians,a flock of
birds, a pack of cards.
(d) Material noun is a noun denoting raw objects or nouns
derived from mining and other raw materials. Example : gold,
water, iron, silver, oil and wood.
(2) Abstract noun is a noun that cannot be seen, touched and felt by
the five senses. This type of noun always has a single
meaning.Example : love, knowledge, friendship, happiness,
honesty, and brotherhood.
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b) Based on the accounting:
(1) Countable nouns are nouns whose numbers can be counted.
Example : book, pen, table, car, teacher, student.
(2) Uncountable noun is a noun that shows objects whose
numbers cannot be counted with numbers. Example : coffee,
iron, milk, money, oil, rice, and ink.
c) Based on the quantity:
(1) Singular noun is a noun which indicates that the object is single and
not more than one. Example : house, teacher, car, chair.
(2) Plural noun is a noun which indicates that the noun is plural or
more than one. Plural nouns can generally be formed by adding s or
ice to the singular shape. Example : a book = two books, a city =
five cities.
d) Based on the gender:
(1) Masculine gender is a noun that indicates the name of an object that is
male. Example : father, son, gentleman, uncle, cock.
(2) Feminine gender is a noun that indicates the name of the object that is
female. Example : mother, sister, step-daughter, niece, widow.
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(3) Common gender is a noun that indicates the name of an object that is
of general gender, meaning that it can be male or female. Example:
friend, student, teacher, child, pupil, animal.
(4) Neutral gender is a noun that refers to objects that do not have a
gender. As for what is included in this noun are: material noun,
abstract noun, and collective. Example : sea, river, gold, table,
happiness, honesty, school.
From the understanding explanation above, it can be concluded that
the types of nouns consist of 4 parts which include: based on the form
(concrete and abstract), based on the accounting (countable and uncountable),
based on the quantity (singular and plural), and based on the gander
(masculine gender, feminine gender, common gender, and neutral gender.
2. Ostensive Means
Ostensive Means is a technique that uses some Media like drawing, body
movement, and reali, applied on beginner classes (Cross, 1995: 6). One way of
improving vocabulary mastery is using Ostensive Means. Cross cited by Aza
(2017) said that “Ostensive Means by showing the real things in the classroom.”
In the process of teaching and learning vocabulary, teachers can bring real objects
based on the theme of lessons. In Ostensive Means, there are also ways to show
the meaning of words and concepts from the world outside the school, such as
18
real things, pictures, and body movement. This approach is widely used for the
beginner classes. So the children will be interested and easy to remember.
Ostensive means is teaching visual aids. Wittich and Sceuller in Fanny
(2007) said that children begin to develop a visual vocabulary that takes on
meaning as they interact with and affect things or processes they see. Teaching by
ostensive means also gives expressional vocabulary learning.
Based on the explaination above, it could be concluded that ostensive
means is teaching vocabulary by using real things or visually.
Cross (in Verliyanti: 2016) stated that there are some ways to show the
meaning of a word from the world outside the school inside the classroom,
namely:
a. Realia
Realia means real things. Teacher use real things to show meaning of a
word to the students. State in Celce and Hilles (1988: 87) characterizes
realia as an associative bridge between the classroom and the world, an
old and versatile resource of language teachers.
The real object being learnt and it can possibly show to the student,
such as, stationeries (book, pencil, eraser, bag, ruler, etc), things in the
classroom (chair, whiteboard, chalk, etc), parts of the body (hair, eyes,
19
nose, foot, etc), etc. The teacher show and hold the object and say several
words about the objects he / she holds and get the students to repeat it.
The objects of realia deal with the real things. These objects can often
be brought to schools which are easily carried in order to create children’s
interest. Cross adds that imagination can be used too. Halliwell (1998: 7)
says that language teaching should be concerned with real life.
b. Pictures
Object or things that are not easily carried or which are difficult to
found it (unavailable) can be presented pictorially. There are abundant
sources to get pictures; magazines, newspaper, sketch, etc.
Objects that are not easily carried or which are unavailable can be
represented pictorially. Teachers can collect useful pictures from
magazines as a matter of course, but often teachers will not have the one
they need, or the one they have may contain too many unnecessary details.
For presentation purposes, simple pictures are better because the focus is
clearer and the meaning is less ambiguous. Abstract concepts such as last
week, tomorrow, late or early can be conveyed by use of a cardboard
clock and a calendar.
c. Body movement
Our body can be used to get meaning across, particularly to explain
the meaning of a word that could not be presented through realia or
20
picture. Experience for learners is able to understand what is being said to
them even before they understand the individual words. Gesture, facial
expressions, actions and circumstances all help to tell them what the
unknown words and phrases probably mean. These are the techniques that
teachers can use:
1). Facial expression
To show our feeling, for examples: happy, hot, thirsty, angry, tired,
etc.
2). Gesture
Using hands and arms to show a range of meaning, for examples: fast,
small, wide, etc.
3). Mime and actions
To show many verbs and some adverbs, for examples: to eat, to sleep,
to wake up, slowly, angrily, etc.
Based explainaiton above, it can be concluded that ways to show the
meaning of a word by realia, pictures, and body movement.
Using ostensive approach to teach vocabulary can be presenting
through this four step (Cross, as cited in Anita Mei Nurjanah 2011:19), as
follow
a. Sound and meaning.
21
Teacher pronounces the new word clearly, two or three more times. He
also shows a meaning at the same time, ostensively or verbally. There is
no point in making learners listen to the stranger noises which are
meaningless.
b. Repetition
In this step, the teacher gets the class repeat the new words a few
times. Check the pronunciation carefully. If the teacher is using visual,
keep it in front of the students to ensure that they associate with the sound
and meaning.
c. Written form
The teacher writes the new word on the blackboard and has the class
read it aloud, without distorting pronunciation. First, choosing two or
three individuals to repeat it, and then getting chorus repetition so that
everyone in the class has the opportunity to associate with the written
form and pronunciation
d. Illustrative sentence
Put a short illustrative sentence on the board so that the meaning will
be clear to anyone reading the notess afterwards. The students will enjoy
trying to compose good illustrative sentences themselves. If the teachers
have shown the meaning, stick the picture to the side of the board next to
the illustrative sentence. Students will enjoy drawing a similar one in their
exercise books.
22
Based explanation above, it could be concluded that the are four steps
to teaching by use ostensive means. They are sound and meaning,
repetition, written form, illustrative sentence.
3. The Advantages of Ostensive means
According to Verliyanti based on her research, she concludes that the
using of realia, pictures, and body movement (ostensive approach) give many
advantages as follows:
1) The use of ostensive approach offers fun learning activities that can
motivate the students to learn English. Therefore, it can improve the students’
vocabulary particularly helping them to find the meaning of words.
2) The use of ostensive approach helps the students memorizing
vocabulary easier because they can see, smell, and touch the objects at the
same time as hearing the new words.
3) The use of ostensive approach can improve students’ pronunciation
because besides pointing realia, picture and also performs body movement at
the same time directly teacher to teach the students how to pronounce the
words well and correctly which related to vocabularies target.
23
C. Conceptual Framework
The coceptual framework in this research was shown in the diagram below:
Figure 2.1 Conceptual Framework
In this research, the researcher focused on teaching vocabulary by
applying ostensive means for first-grade students at SMPN 4 Malili. The
scheme above shown the steps of the researcher, in conducting this research.
1. The first step the researcher gave pre-test to students to know the basic
ability of students’ vocabulary. In the pre-test, the researcher gave
vocabulary test in translate and matching test form about noun material of
things at home, parts of body, animals, and fruits. This pretest was given
to the experiment class. This pre-test test would be doing by the researcher
visits the students’ home and wait fot them to finish the test.
24
2. The next step was the application of ostensive means in teaching
vocabulary to experiment class. This step called by give treatment and this
treatment would be doing via online. In this step, the researcher conducted
in four meetings to tech vocabulary with ostensive means to improve
students’ vocabulary. In each meeting, the researcher gave different
themes of a noun (things at home, parts of body, animals, and fruits) then
asked them to translate.
3. The last step was to gave post-test to experiment class. In post-test, the
researcher gave the same with the pretest, as same as the pre-test, the post-
test visited students’ home. Which the researcher gave test vocabulary and
matching test form about noun material of some of things at home, the
profession, parts of body, animals, and fruits. The expectation of the
researcher in this research is the use of ostensive means was effective in
teaching vocabulary of the first-grade students at SMP Negeri 4 Malili.
D. Hypothesis of the Research
Based on the review literature and conceptual framework describe before, the
researcher tried to formulate the hypothesis of research as follow:
1. Null Hypothesis (H0): The ostensive means method is not effective to
improve students vocabulary mastery at VII grade in SMPN 4 Malili.
2.
25
3. Alternative Hypothesis (H1): The ostensive means method is effective to
improve students vocabulary mastery at VII grade in SMPN 4 Malili.
Based on the hypothesis above, if there was a significant improvement
by ostensive means toward the students’ vocabulary mastery. It mean that the
alternative hypothesis (H1) was accepted and the null hypothesis (H0) was
rejected. Meanwhile, if there was no significant improvement by ostensive
means toward the students’vocabulary mastery. It mean that the null
hypothesis (H0) was accepted and (H1) was rejected.
26
BAB III
RESEARCH METHODOLOGY
A. Research design
This research used pre-experimental to know the effectiveness of ostensive
means method to improve students’ vocabulary mastery in learning English. The
object would be taught by using methods to students, there was experiment class by
using ostensive means. Pre-experimental design is a design that includes only one
group or class given pre and post test. The one group pre-test and post-test design was
carried out on one group without any control or comparison groups. The experiment
design as follows:
O1 X O2
Description:
O1: pre-test
X: Treatment
O2 : post-test
B. Research Variables
There were two variables of this experiment research. They were
Independent variable was ostensive means,and Dependent variable was vocabulary
mastery.
27
C. Population and sample
1. Population
The population of this research was students of VII class at SMPN 4 Malili
in the academic year 2020/2021. There were four classes, which each class consists
of VII A = 25 students, VII B = 25 students, VII C =25 students, VII D = 25
students. Thus, the population of this research is 108 students.
2. Sample
In determining the sample of this research, the researcher used cluster
sampling. Sample of this research chose one class. The researcher took one class (7B
class) of first-grade students at SMPN 4 Malili which low in vocabulary.
D. Research Instrument
In collecting the data, the researcher used instrument test. The test instruments
were the vocabulary list in English which must be translated English into Indonesian,
Indonesian into English, and matching test form. They were 3 numbers of the test
used in this research and students must answered it in 30 minutes. This test used in
pre-test and post-test to find out the students' vocabulary ability.
E. Procedure of Collecting Data
Procedure of collecting data in this research ,focused on vocabulary test. In this
research the researcher gave treatment in four meetings and each meeting consist of
30 minutes. The procedures of this research were:
1. Giving pretest
28
The pretest was a vocabulary test to make sure the basic students’ ability in
vocabulary, students gave 37 vocabularies in English related to nouns. The
researcher visited students’ home to gave them test and it needed time around 30
minutes. The vocabulary test consists of the theme of things at home, parts of body,
the animals, and the fruits. After the test, the researcher told the students what
media would be used.
2. Giving treatment
The treatment conducted in six meetings with different themes.
a. First meeting
In this first meetings, the steps as follows :
1) The researcher informed the students that learning and teaching would be
in 10.15 am.
2) The researcher gave simple explaination about teaching vocabulary use
ostensive means
3) The researcher asked the students what things that in their house
4) The researcher gave pictures of things at home then asked them to find
out the meaning
4) the researcher sent her voices note to the students how things pronounce.
5) The researcher sent videos about how to pronounce the things of noun
29
For the next step repeating exactly by the first meeting. The second, third, and
fourth meetings would be given topic such as parts of body, animal, and fruits.
3. Giving posttest
After finishing the treatment, the researcher gave post-test in vocabulary test
form by visit students’ home. The post-test was about noun, the test was 3 numbers
and the students had finished it in 30 minutes, it was given to measure students’
achievement after giving treatment in four meetings. The vocabulary test consists of
the theme of things at home, parts of body, the animals, and the fruits.
F. Data Analysis
In this research, the researcher analysied the data that have been collect from
the sampel by using following thecniques.
1. Converting students’ score by using the following formula:
Number of Test Score
1-37 1
Total Score 37
If students get right answer then get 1 point
If students get wrong answer then get 0 point
30
students’ correct answer
Score = X 100
total of question
Source : (Rosmala Sari, 2004)
2. Converting mean of experiment class, the formula was:
�̅� = ∑ 𝑋
𝑁
Where : �̅� = Mean
∑ 𝑋 = Sum all of scores
𝑁 = Number of students
(Gay, 2016)
3. Converting students’ improvement, the formula was:
𝑃 = 𝑋2− 𝑋1
𝑋1 𝑋 100
Where :
P= The percentage of students improvement
𝑋1 = The mean score of the pre-test
𝑋2 = The mean score of post-test
(Gay, 2016)
4. Computing the frequency and the rule percentage of the students’s score
P= 𝐹
𝑁𝑋 100
31
Where :
P= Percentage
F= Frequency
N= The total number of students
(Gay, 2016)
5. To find out the standard deviation of the students’ score in pre-test and post-
test, the formula was:
SD= √∑ 𝑋2−
∑(𝑋)2
𝑁
𝑁−1
Where:
SD= Deviation standard
∑ 𝑥 = The sum of all score
∑ 𝑋2 = The sum square of all the score
N = Total number of students
(Gay, 2016)
6. The formula used in finding out the difference between students’ in pre-test and
in post-test:
𝑡 = �̅�
√∑ 𝐷2 − (
(∑ 𝐷)2
𝑁 )
𝑁(𝑁 − 1)
Where:
t= Test of significant
32
�̅�= Mean of the score of total deviation
∑ 𝐷 =the sum of total score difference
∑ 𝐷2 =The square of the sum the score difference
N= The number of students
1= constant number
2. Classifying the students’ score into the following classification :
Table 3.1 level score
SCORE CLASSIFIED
96-100 Excellent
86-95 Very good
76-85 Good
66-75 Average
56-65 Fair
46-55 Poor
0-45 Very poor
(Source : Depdikbud, 2016)
33
CHAPTER IV
FINDING AND DISCUSSION
A. Findings
The findings of this study were related to the results of the analysis of the pre-
test and post-test scores, the mean score, standard deviation and, t-test. value and
hypothesis testing. The findings were described as follows:
1. The Classification of Students’ Pre-Test and Post-Test Scores This section
describes the result of the students’ vocabulary achievement. The Students' score of
pre-test and posttest scores was classified into several criteria and percentages as
follows:
Chart 4.1.The Result Of The Students’ Pre-Test and Post-test
0
2
4
6
8
10
12
14
Excellent Very good Good Average Fair Poor Very poor
Pre-test
Post-test
34
Based on the table 4.1 above shows the score of students before and after
using ostensive means, it showed the students’ score in pre-test there was 1 (4%)
students that got “Average”, 2 (8%) students got “Fair”, was 6 (24%) that the students
that “Poor”, 16 (64%) the students that got “Very Poor”.
While for the post-test score it shows the students’ score in pre-test there was
4 (16%) the student that “Got Fair”, 8 (32%) the students got “Average”, 10 (40%)
the students got “Good”, 2 (8%) the students got “Very Good”, and 1 (4%) the
student got “Excellent”.
Based on the explanation above the score and the presentage of the students
vocabulary mastery mastery of the post test were better than the pre-test because in
the percentage of the post-test was higher than percentage of the pre-test.
2. The Mean Score and Standard Deviation Students’ Vocabulary Mastrey
Chart 4.2 Mean Score and Standard Deviation
41
2.6
75.44
3.4
0
10
20
30
40
50
60
70
80
Mean Score Standar deviation
Pre-test
Post-test
35
Table 4.2 shows that he students mean score of pre-test before treatment was
41, while the score of post-test after treatment was 75.44 and the standard deviation
of pre-test was 2.6 while the standard deviaton of post-test wad 3.4. It means that was
increase of students’ vocabulary mastery after using ostensive means method.
3. Hypothesis Test
If t-test score is bigger than t-table, the alternative hypothesis (H1) is accepted
and null hypothesis (H0) is rejected. It means that there is significant different score
of the students’ vocabulary mastery before and after being taught by using ostensive
means. If t-test score is smaller than t- table, the null hypothesis (H0) is accepted and
alternative hypothesis (H1) is rejected. It means that there is no significant different
score of the students’ vocabulary mastery before and after being taught by using
ostensive means.
To determine the level of significance between the two variables (pre-test
and post-test), the researcher used t-test analysis at a significance level (p) = 0.05
with degrees of freedom (df) = N-k, where N = number of students (25 students)
and k= The number of variabel . Thus the result of the t-table value obtained is
1.713 t-test statistic, the analysis for the independent sample is applied. The
following table shows the results of the t-test calculation
36
Table 4.1 T-test, and T-table
Vocabulary
Mastery
T-test T-table Comparison Classification
27,04 1.713 T-test> t-table Significantly
Diffrerent
Based on the table above, it could be concluded that the t-test value was
greater than the t-table (T-Test> T-Table), so the final result shows that the t-test
score for the final score of students' vocabulary achievement was (27,04>1.713 ) .
This shows that there is a significant difference between the students' vocabulary
before and after using the ostensive means. It was also said that the null hypothesis
(H0) is rejected and the alternative hypothesis (H1) is accepted.
From the table above, there was a high difference between the t-table and the
t-test, so the researchers concluded that teaching vocabulary with the ostensive means
was effective in improving students' vocabulary achievement.
B. Discussion
At this stage, the result of the research on the use of ostensive means learning
method in improving students’ vocabulary mastery of VII grade in SMPN 4 Malili,
by referring to the research objective, are to explain the process of applying ostensive
means in improving vocabulary mastery of VII grade also describes the improvement
37
of students’ vocabulary mastery by applying ostensive means. To reach the objectives
of the research, the researcher conducted some steps. The researcher used test as
instrument of the research to get the data. The steps to collect the data there are pre-
test, giving treatment for four meetings, and post-test in the last meeting in the class
The explanation before, it shows that students’ vocabulary mastery is
improve, it was supported by students’ means score before and after treatment by
using ostensive means. Based on the finding above, students’ vocabulary mastery is
signifantly increase after getting the treatment by using ostensive means method.
The form of data is students score from pre-test and post-test. The researcher
analyzed the data by using paired sample t-test. The output of paired sample statistic
showed that the mean score of pre-test wa t-test. The output of paired sample statistic
showed that the mean score of pre-test was 41 and the mean score of post-test wa
75.44. it can be conclude that students’ vocabulary mastery had been increased after
using the treatment Ostensive Means.
The finding was supported by two previous studies that used ostensive means
in teaching vocabulary. In the previous study, Mutaqin (2017) stated that used
Ostensive Means was effective to improve students’ vocabulary mastery in teaching
and learning vocabulary at the Fifth Grade Students of SDIT MTA Gemolong. From
other previous study Verliyani (2016) in her research entitled “The Effect of
Ostensive Approach on Improving Students’ Vocabulary Achievement, A Case of
38
SMPN 10 Kendari” the result of her research shows that there were significant
differences between students who teach by ostensive approach and students who
teach by traditional approach.
According to Cross in Mutaqin (2017) states that there are several ways of
making clear the meaning of a word and these may be used alone or a combination.
They are Ostensive Means, Verbal Definition, Audio Presentation, and running
context. Cross cited by Mutaqin (2017) said that “Ostensive Means by showing the
real things in the classroom.” In the process of teaching and learning vocabulary,
teachers can bring real objects according to the theme of lessons.
Based on the findings, the result of pre-test and post-test showed that
Ostensive Means is very effective in learning and teacing vocabulary mastery
process. Shamrock. (1991) in Wardani that vocabulary mastery is understanding the
utterances of others requires us to make meaningful a string of sound that strikes our
ears requires us to make inferences, using our knowledge of situation and language
itself- it’s sound, syntax, and semantics. With good vocabulary, students can be easy
to master four skills in learning English; listening, speaking, reading, and writing.
With good vocabulary, students can be easy to master four skills in learning English;
listening, speaking, reading, and writing. It is hoped that they can use language
effectively and join in the global era.
The Ostensive Means cab be one of strategies that the teachers can use to
challenge their slves to improve students vocabulary mastery, because during the
39
research, the researcher could see some adventages of using Ostensive Means for
students’ vocabulary mastery, there are;
1. Students were not bored in learning process because they see pictures and
make them curious about the meaning of the words.
2. Students were motivated to find the meaning about things around them or
thing that commonly they see.
3. Students were active in learning process about questening the things that they
didn’t see before.
40
BAB V
CONCLUSION AND SUGGESTION
This chapter discusses two parts, the first section contains conclusions based
on the research findings and discussion in the previous chapter, and the second
section contains suggestions based on the conclusions.
A. Conclusions
From the explanation above the researcher concluded that the ostensive means
method in the teaching and learning process was effective to improve vocabulary
achievement VII grade students of SMPN 4 Malili, by using ostensive means the
students could improve their participant in teaching and learning process and also the
knew the meaning of things at home, parts of body, animals, and fruits. It was proved
that there was a significant difference between the value of t-test (27,04) which was
higher than the value of t-table (1.713).
B. Suggestion
Based on the conclusion above, the researcher gave several suggestion
including:
1. The teacher should be more creative in preparing learning design so that the
sutdents don’t get bored.
41
2. The teacher should control the students that don’t have smartphone because
some students use their family’s smartphone.
3. The teacher should be patient with the students’ questioning and reasoning
while learning and teaching process.
4. This ostensive means method can be used by teacher to improving students’
vocabulary mastery
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Appendix A : Lesson Plan
RENCANA PELAKSANAAN
PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 4 MALILI
Mata Pelajaran : Pendidikan Bahasa Inggris
Kelas/ Semester : VII/I
Alokasi Waktu : 5 X 40 menit
Topik Pembelajaran : Noun
Pertemuan : 1
Tujuan Pembelajaran :
Melalui pembelajaran berbasis teks dengan menggunakan model Discovery Learning,
peserta didik diharapkan mampu :
1. Mengidenitifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks untuk menyatakan dan menanyakan nama benda (things at home, things
at school, parts of body, animals, dan fruits).
2. Mengemukakan dan melihat nama benda dan benar
3. Merincikan nama-nama benda yang ada di sekitarnya
4. Menemukan benda disekitanya dan dapat menangkap arti benda tersebut lalu
menuliskan di sticky note dan menempelnya di benda tersebut
5. Merangkum benda-benda yang ditemukan oleh siswa lainnya dan
mencatatnya le buku masing-masing
A. Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.1 Memahami fungsi sosial, struktur
teks, dan unsur kebahasaan pada
teks untuk menyatakan dan
menanyakan nama dan jumlah
binatang, benda, dan bangunan
publik yang dekat dengan
kehidupan siswa sehari-hari.
3.1.1 Mengidenitifikasi fungsi sosial,
struktur teks, dan unsur kebahasaan
pada teks untuk menyatakan dan
menanyakan nama benda (things at
home, things at school, parts of body,
animals, dan fruits).
3.1.2 Mengemukakan dan melihat nama
benda dan benar
3.1.3 Merincikan nama-nama benda yang ada di sekitarnya
4.6 Menyusun teks lisan dan tulis
untuk menyatakan dan menanyakan
nama binatang, benda, dan bangunan
publik yang dekat dengan kehidupan
siswa sehari-hari, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
4.6.1 Menemukan benda disekitanya
dan dapat menangkap arti benda tersebut
lalu menuliskan di sticky note dan
menempelnya di benda tersebut
4.6. 2 Merangkum benda-benda yang
ditemukan oleh siswa lainnya dan
mencatatnya le buku masing-masing
dan sesuai konteks.
C. Materi Pembelajaran
Fungsi Sosial
Mengenalkan, mengidentifikasi benda, binatang, bangunan umum.
Structure teks
Ungkapan hafalan, tidak perlu dijelaskan tata bahasanya
Topik
Teks lisan dan tulis untuk menyatakan dan menanyakan nama benda ( Things
at school, things at home, parts of body, animals, fruit) yang dekat dengan
kehidupan siswa sehari-hari
1. Things at home
2. Parts of body
3. Animals
4. Fruits
D. Media Pembelajaran
Pendektan : Scientific
Model Pembelajaran : Problem based learning, discovery learning, E-
Leraning
Motode : ostensive means
E. Media Pembelajaran
1. Media : Google form, WhatsApp
2. Alat/bahan : Quota, smartphone, internet
3. Sumber belajar : www.easypeacelearning.com
www.agendaweb.org
opendipart.org
ESL.com
www.camenlu.com
F. Kegiatan Pembelajaran
3.1.1 Mengidenitifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan nama benda (things at home, things at school,
parts of body, animals, dan fruits).
3.1.2 Mengemukakan dan melihat nama benda dan benar
3.1.4 Merincikan nama-nama benda yang ada di sekitarnya
4.6.1 Menemukan benda disekitanya dan dapat menangkap arti benda.\
4.6. 2 Merangkum benda-benda yang telah diberikan dan menangkap arti benda lalu
menyalin di buku masing-masing.
G. Langkah-langkah kegiatan
a. First meeting
In this first meetings, the steps as follows :
1) The researcher informed the students that learning and teaching would be
in 10.15 am.
2) The researcher gave simple explaination about teaching vocabulary use
ostensive means
3) The researcher asked the students what things that in their house, this step
students were asked to explore their house than saw the things direcly
(Realia) than asked them to find the meaning
4) The researcher gave pictures, some pictures that not include or haven’t
seen daily from them, the teacher asked them see then asked them to find
out the meaning (Picture)
5) The researcher sent her voices note to the students how things pronounce
(Repeating)
6) The researcher sent videos about how to pronounce the things of noun
correctly
7) The researcher asked students to remember the meaning than asked them to
write it down to their own book.
For the next step would be repeating exactly by the first meeting. The second
meeting would be giving parts of body, animals, and the last meeting is fruits.
H. Penilaian
Teknik penilaian : Translate Indonesian into English, translet English into
Indonesian, and matching form.
Rubrik Penilaian :
students’ correct answer
Score = X 100
total of question
Rentang nilai :
SCORE CLASSIFIED
96-100 Excellent
86-95 Very good
76-85 Good
66-75 Average
56-65 Fair
46-55 Poor
0-45 Very poor
Appendix B: Pretest post-test
Pretest to Experimental Class
1. Translet these word from Indonesian into English
a. Tangan : i. Sendok :
b. Hidung : j. Kelas :
c. Semut : k. Kuku :
d. Anjing : l. Anggur :
e. Nangka : m. Jendela :
f. Jam dinding : n. Buku :
g. Meja : o. Ular :
h. Rambut : p. Jeruk :
2. Translet these word from English into Indonesian
a. Door : i. Book :
b. Ear : j. Banana :
c. Stomach : k. Eyes :
d. Monkey : l. Elbow :
e. Apple : m. Arms :
f. Chair : n. Mouse :
g. Head : o. Giraffe :
h. Pen : p. Blackboard :
3. Match these words correctly!
Foot
Elephant
Alvoocado
Cat
Kitchen
Yard
Kaki
Dapur
Kucing
Lapangan
Gajah
Alpukat
Instrument post-test
Nama :
1. Translate these words Indonesian into English
Ranjang : Tangan :
Kipas Angin : Kambing :
Gelas : Bebek :
Bantal : Ikan :
Rambut : Kucing :
Kepala : Apel :
Kaki : Anggur :
Buah naga : Kelapa :
2. Translate these word English into Indonesian
Table : Elephant :
Washing Machine : Bird :
Chair : Monkey :
Hat : Shark :
Nose : Orange :
Eyes : Papaya :
Eyelashes : Mango :
Neck : Banana :
3. Match these words correctly!
a. Clothes 1. Ayam
b. Watermelon 2. Baju
c. Ant 3. Singa
d. Chicken 4. Semangka
e. Ear 5. Semut
f. Lion 6. Telinga
Appendix C: Key answer for pretest and post-test
Pretest to Experimental Class
1. Translet these word from Indonesian into English
i. Tangan : hand i. Sendok : spoon
j. Hidung : nose j. Kelas : class
k. Semut : ant k. Kuku : nail
l. Anjing : dog l. Anggur : grape
m. Nangka : jackfruit m. Jendela : window
n. Jam dinding : clock n. Buku : book
o. Meja : table o. Ular : snake
p. Rambut : hair p. Jeruk : orange/lime
2. Translet these word from English into Indonesian
i. Door : pintu i. Book : buku
j. Ear : telinga j. Banana : pisang
k. Stomach : perut k. Eyes : mata
l. Monkey : monyet l. Elbow : siku
m. Apple : apel m. Arms : tangan
n. Chair : kursi n. Mouse : tikus
o. Head : kepala o. Giraffe : jerapah
p. Pen : polpen p. Blackboard : papan tulis
3. Match these words correctly!
Foot
Elephant
Alvoocado
Cat
Kitchen
Yard
Kaki
Dapur
Kucing
Lapangan
Gajah
Alpukat
Instrument post-test
1. Translate these words Indonesian into English
Ranjang : bed Tangan : hand
Kipas Angin : fan Kambing : goat
Gelas : glass Bebek : duck
Bantal : pillow Ikan : fish
Rambut : hair Kucing : cat
Kepala : head Apel : apple
Kaki : foot Anggur : grape
Buah naga : dragon fruit Kelapa : coconut
4. Translate these word English into Indonesian
Table : meja Elephant : gajah
Washing Machine : mesin cuci Bird : burung
Chair : kursi Monkey : monyet
Hat : topi Shark : hiu
Nose : hidung Orange : jeruk
Eyes : mata Papaya : papaya
Eyelashes : bulu mata Mango : mangga
Neck : leher Banana : BONUS
5. Match these words correctly!
g. Clothes 1. Ayam
h. Watermelon 2. Baju
i. Ant 3. Singa
j. Chicken 4. Semangka
k. Ear 5. Semut
l. Lion 6. Telinga
Appendix D : Students’ pre-test
Students’ post-test
Appendix E: Students’ score in pretest and post-test
1. Post-test
No Name Items Pre-test
𝑋1 𝑋12
1 Abd. Karim 37 40 1600
2 Agwinda Prawinanda 37 70 4900
3 Ahmad Maulana 37 43 1849
4 Asnawati Arsyad 37 32 1024
5 Belinda 37 51 2601
6 Cahya Zalsabila 37 54 2916
7 Citra Aulia 37 21 441
8 Dea Putri Rante Saluh 37 48 2304
9 Dede Irawan 37 48 2304
10 Dedi Pagau 37 29 841
11 Depi 37 16 256
12 Edi Kadjima 37 48 2304
13 Fadli 37 29 841
14 Gian Tandi Kulla 37 32 1024
15 Gilbert Febri 37 57 3249
16 Gusni Anhaleka 37 45 2025
17 Jessen Tappi Sialla 37 45 2025
18 Meisa 37 37 1369
29 Nelchy Maysari 37 40 1600
20 Nurhikma Ramadani 37 62 3844
21 Nurul Utami 37 40 1600
22 Raisya Ramadhani 37 54 2916
23 Rifaldi 37 27 729
24 Safira S 37 37 1369
25 Sisi Herli 37 54 2916
Total score 1059 48847
Mean score ∑ 𝟒𝟐, 𝟐𝟒 ∑ 𝟏, 𝟕𝟖𝟐
1. Post-test
No Name Items Post-test
𝑿𝟐 𝑿𝟐𝟐
1 Abd. Karim 37 78 6,084
2 Agwinda Prawinanda 37 78 6,084
3 Ahmad Maulana 37 89 7,921
4 Asnawati Arsyad 37 81 6,561
5 Belinda 37 70 4,900
6 Cahya Zalsabila 37 81 6,561
7 Citra Aulia 37 81 6,561
8 Dea Putri Rante Saluh 37 81 6,561
9 Dede Irawan 37 75 5,625
10 Dedi Pagau 37 70 4,900
11 Depi 37 70 4,900
12 Edi Kadjima 37 62 3,844
13 Fadli 37 70 4,900
14 Gian Tandi Kulla 37 70 4,900
15 Gilbert Febri 37 62 3,844
16 Gusni Anhaleka 37 72 5,184
17 Jessen Tappi Sialla 37 81 6,561
18 Meisa 37 81 6,561
19 Nelchy Maysari 37 84 7,056
20 Nurhikma Ramadani 37 59 3,481
21 Nurul Utami 37 81 6,561
22 Raisya Ramadhani 37 62 3,844
23 Rifaldi 37 81 6,561
24 Safira S 37 97 9,409
25 Sisi Herli 37 72 5,184
Mean score 1,888 149,548
Total Score ∑ 𝟕𝟓, 𝟓𝟐 ∑ 𝟓, 𝟗𝟖𝟏
Table Students Achievements
N
o
Name
𝑋1 𝑋2 𝐷
= 𝑋2
− 𝑋1
𝑋12 𝑋22 𝐷2
1 Abd. Karim 40 78 38 1600 6,084 1,444
2 Agwinda
Prawinanda
70 78 8 4900 6,084 16
3 Ahmad
Maulana
43 89 46 1849 7,921 2.116
4 Asnawati
Arsyad
32 81 49 1024 6,561 2,401
5 Belinda 51 70 19 2601 4,900 361
6 Cahya
Zalsabila
54 81 27 2916 6,561 729
7 Citra Aulia 21 81 60 441 6,561 1,200
8 Dea Putri
Rante Saluh
27 81 54 729 6,561 2,916
9 Dede Irawan 48 75 38 2304 5,625 1,444
10 Dedi Pagau 29 70 27 841 4,900 729
11 Depi 16 70 54 256 4,900 2,916
12 Edi Kadjima 48 62 14 2304 3,844 196
13 Fadli 29 70 41 841 4,900 1,681
14 Gian Tandi
Kulla
32 70 38 1024 4,900 1,444
15 Gilbert Febri 57 62 5 3249 3,844 25
16 Gusni
Anhaleka
45 72 27 2025 5,184 729
17 Jessen Tappi
Sialla
45 81 36 2025 6,561 1,296
18 Meisa 37 81 44 1369 6,561 1,938
19 Nelchy
Maysari
40 84 44 1600 7,056 1,936
20 Nurhikma
Ramadani
62 59 -3 3844 3,481 -9
21 Nurul Utami 40 81 41 1600 6,561 1,681
22 Raisya
Ramadhani
54 62 8 2916 3,844 64
23 Rifaldi 27 81 54 729 6,561 2,916
24 Safira S 37 97 60 1369 9,409 1,200
25 Sisi Herli 54 72 16 2916 5,184 256
Total score 1038 1888 845 47272 149,54
8
29,511.11
6
Mean score ∑ 𝟒𝟏, 𝟕 ∑ 𝟕𝟓, 𝟒𝟒 ∑ 𝟑𝟑, 𝟖 ∑ 𝟏, 𝟗𝟓𝟑 ∑ 𝟓, 𝟗𝟖𝟏 ∑ 𝟏, 𝟏𝟖𝟎
APPENDIX. F The Mean Score of the students
The formula of mean:
�̅� = ∑ 𝑋
𝑁
1. Pre-test
�̅� = ∑ 𝑋
𝑁
= 1,038
25= 41
2. Post-test
�̅� = ∑ 𝑋
𝑁
= 1888
25= 75,44
APPENDIX G Calculating the students’ score improvement
The formula is:
𝑃 = 𝑋2− 𝑋1
𝑋1 𝑋 100
𝑃 = 1888−1038
1038 𝑥 100
𝑃 =850
1038 𝑥 100
𝑃 = 0,81 𝑥 100
𝑃 = 81%
APPENDIX. H
Standard Deviation
The formula is:
SD= √∑ 𝑋2−
∑(𝑋)2
𝑁
𝑁−1
a. Pre-test
𝑆𝐷 = √47272−
(1038)2
25
𝑛−1
𝑆𝐷 = √47272−
1077444
25
24=
𝑆𝐷 = √4175
24=
64
24= 2,6
b. Post-test
𝑆𝐷 = √149548−
(1888)2
25
𝑁−1
𝑆𝐷 = √149548−
3564544
25
24
𝑆𝐷 = √6967
24=
83,46
24= 3,4
APPENDIX. I The significant Different
Finding out the difference between students’ in pre-test and in post-test:
𝑡 = �̅�
√∑ 𝐷2 − (
(∑ 𝐷)2
𝑁 )
𝑁(𝑁 − 1)
𝑡 = 33,8
√29511 − (845)2
25𝑁(𝑁 − 1)
𝑡 = 33,8
√950600
𝑡 = 33,8
√1,58=
33,8
1,25= 27,04
𝑡 = 29,7
APPENDIX. J
T-table
For level of significance (D) =0,05
Degree of freedom (df) = (N-2) = 25-2 = 23
t-Table = 1.71387
THE DISTRUBUTION OF T-TABLE
Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001
df 0.50 0.20 0.10 0.050 0.02 0.010 0.002
1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884
2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712
3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453
4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318
5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343
6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763
7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529
8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079
9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681
10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370
11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470
12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963
13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198
14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739
15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283
16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615
17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577
18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048
19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940
20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181
21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715
22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499
23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496
24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678
25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019
26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500
27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103
28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816
29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624
30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518
31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490
32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531
33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634
34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793
35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005
36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262
37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563
38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903
39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279
40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688
APPENDIX L
ABSENSI KELAS
TP: 2020/2021
NO NAMA SISWA Pertemuan
Pre-
test
11/
11
14/
11
18/
11
21/
11
7/
12
1 Abdul Karim √ √ √ √ √ √
2 Agwinda
Prawinanda √ √ √ √ √ √
3 Ahmad Maulana √ √ √ √ √ √
4 Ariiqah Salwa
Nuraziizah Z
√ √ √ √ √ √
5 Asnawati Arsyad √ √ √ √ √ √
6 Citra Aulia √ √ √ √ √ √
7 Dea Putri Rante
Saluh
√ √ √ √ √ √
8 Dede Irawan √ √ √ √ √ √
9 Dedi Pagau √ √ √ √ √ √
10 Depi √ √ √ √ √ √
11 Fadli √ √ √ √ √ √
12 Gian Toding Kulla √ √ √ √ √ √
13 Gilbert Febri √ √ √ √ √ √
14 Gusni Anhaleka √ √ √ √ √ √
15 Iva √ √ √ √ √ √
16 Jessen Tappi Sialla √ √ √ √ √ √
17 Meisa √ √ √ √ √ √
18 Nayla Sahara √ √ √ √ √ √
19 Nelchy Maysari √ √ √ √ √
20 Nurhikmah
Ramadani
√ √ √ √ √ √
21 Nurul Utami √ √ √ √ √ √
22 Raisya Ramadhani
B
√ √ √ √ √ √
23 Rifaldi √ √ √ √ √ √
24 Safira S √ √ √ √ √ √
25 Sisi Herli √ √ √ √ √ √
APPENDIX. K
DOCUMENTATION
The researcher gave pre-test to students
Researcher gave post-test
CURRICULUM VITAE