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TEACHING VOCABULARY USING IRDHIAWATI’S DESIGN
MATERIALS FOR THIRD GRADERS OF SDN GUMUL 1
KLATEN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to obtain the Sarjana Pendidikan Degree
in English Language Education
`
By
Sella Devi Aryani
Student Number: 121214027
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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This thesis is dedicated to:
Myself, my beloved parents, my dearest husband, my little sunshine,
and all of my friends.
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ABSTRACT
Aryani, Sella Devi. 2016. Teaching Vocabulary Using Irdhiawati’s Design
Materials for Third Graders of SDN Gumul 1 Klaten. Yogyakarta: Sanata Dharma
University.
This research investigated the use of picture materials for the third graders
of SDN Gumul 1 Klaten who learned English in their school for the first time. The
researcher tried to find out whether the use of pictures helped the students learning
English by conducting an experimental research. The researcher used the
vocabulary materials designed by Irdhiawati (2013) which is available in the Sanata
Dharma University library. The researcher formulated two questions which should
be answered in this study. The questions were: what are the strengths of
Irdhiawati‟s (2013) design materials? and to what extent does the implementation
of Irdhiawati‟s (2013) design help the third graders of SDN Gumul 1 Klaten to
learn English vocabulary?
This research is based on experimental research. The participants of this
research were 14 students. The researcher did an observation before giving the pre–
test to the students. After having the observation, the researcher conducted the pre-
test. In the following days, the researcher implemented the vocabulary materials.
The materials used pictures to teach occupation vocabulary (e.g. doctor, nurses,
farmer, etc.) to third graders of elementary school students. In the end of the
learning process, the researcher conducted a post-test in order to know the result of
implementing the vocabulary materials design.
Based on the research, there were two strengths of the vocabulary material
design. The materials design helped students in speaking skill and helped students‟
vocabulary transfer knowledge. In addition, there were significant differences
between the comparison of pre-test and the post test for all of the students before
and after the implementation process. From the result of the test before the
implementation process the mean value of T-tes was, -2.138. After the researcher
did the implementation of vocabulary material design, the mean value of T-test
increase to, -5,204 in “multiple choice question” and 2,160 in the “fill in the blank
questions”. The researcher inferred that there was a significant difference between
the pre-test and the post-test because the mean number of T obtained was higher
than the mean number of T critical in the pre-test.
The result of this research showed that there was a significant improvement
on vocabulary understanding of the students who had been taught using picture as
the media. It can be concluded that using pictures in teaching vocabulary could
facilitate better improvement of the students‟ vocabulary size. Hence, pictures
could be used as the teaching media to improve the students‟ vocabulary
knowledge.
Keywords : experimental research, teaching, vocabulary, media, picture
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ABSTRAK
Aryani, Sella Devi. 2016. Teaching Vocabulary Using Irdhiawati’s Design
Materials for Third Graders of SDN Gumul 1 Klaten. Yogyakarta: Sanata Dharma
University.
Penelitian ini bertujuan untuk meneliti penggunaan gambar sebagai media
untuk siswa kelas III SDN Gumul 1 Klaten yang baru belajar bahasa Inggris untuk
pertama kalinya. Peneliti menggunakan metode penelitian eksperimental untuk
mengetahui apakah penggunaan gambar sebagai media membantu siswa belajar
bahasa Inggris. Peneliti menggunakan materi belajar kosakata yang dirancang oleh
Irdhiawati (2013) yang terdapat di perpustakaan Universitas Sanata Dharma.
Peneliti merumuskan dua pertanyaan yang akan dijawab dalam penelitian ini.
Yaitu: Apa kelebihan materi kosakata karya Irdhiawati (2013)? dan sejauh mana
pelaksanaan materi kosakata karya Irdhiawati (2013) membantu siswa kelas III
SDN Gumul 1 Klaten untuk belajar kosakata bahasa Inggris?
Penelitian ini didasarkan pada metode penelitian eksperimental. Peserta
penelitian ini adalah 14 siswa. Sebelum memberikan pre-test kepada siswa, peneliti
melakukan pengamatan terhadap kondisi kelas. Setelah melakukan pengamatan,
peneliti melakukan pre-test. Pada pertemuan berikutnya, peneliti menerapkan
materi kosakata tersebut. Materi tersebut menggunakan gambar untuk membantu
menjelaskan kosakata tentang pekerjaan (misalnya dokter, perawat, petani, dll).
Pada akhir proses pembelajaran, peneliti melakukan post-test untuk mengetahui
hasil dari penerapan dari materi kosakata tersebut.
Berdasarkan penelitian yang sudah dilakukan, ada dua kelebihan dari materi
kosakata karya Irdhiawati (2013). Materi kosakata membantu siswa untuk lebih
memahami kosakata bahasa Inggris dan membantu siswa dalam aspek berbicara.
Dari hasil tes sebelum dilakukan proses penggunaan materi kosakata, peneliti
mendapatkan hasil nilai T -2,138. Nilai hasil uji T meningkat setelah dilakukan
mengaplikasian materi kosakata. Nilai rata-rata uji T meningkat menjadi -5204 di
bagian soal pilihan ganda dan 2.610 dibagian mengisi bagian yang kosong. Peneliti
menyimpulkan bahwa ada perbedaan yang signifikan antara pre-test dan post-test
karena jumlah rata-rata T diperoleh lebih tinggi dari jumlah rata-rata T dalam pre-
test.
Hasil penelitian ini menunjukkan bahwa ada peningkatan yang signifikan
pada pemahaman kosakata siswa yang diajarkan menggunakan gambar sebagai
media. Dapat disimpulkan bahwa menggunakan gambar dalam mengajar kosakata
bisa memfasilitasi peningkatan pemahaman kosakata siswa. Oleh karena itu,
gambar dapat digunakan sebagai media pembelajaran yang dapat membantu
meningkatkan pengetahuan kosakata siswa.
Keywords : experimental research, teaching, vocabulary, media, picture
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ACKNOWLEDGEMENTS
First of all, I would like to address my deepest gratitude to Jesus Christ for
His love and grace so I could finish my thesis. I know that it had been very hard but
He always comes in the right time.
I would not be able to finish my thesis well without the help of other people.
So, I would give my deepest gratitude to those who have helped me during the
process of my thesis writing.
First, I would like to thank my thesis advisor, Paulus Kuswandono, Ph.D.
for helping me in writing my thesis, for his patience, motivation and advice so I
could finish my thesis. I also thank all of PBI lecturers for the knowledge,
experiences during my study in PBI. I would also thank PBI staff, Mbak Danik
and Mas Yudo, for their cooperation. I would like to show my deepest gratitude as
well to Dourlan Sitorus, S.Pd., the headmaster of SDN Gumul 1 Klaten, who gave
me the permission to conduct the research. I would like to extend my gratitude to
Bu Eny as the English teacher of SDN Gumul 1 Klaten, who gave me chance to do
my research. I would like to thank to Pak Tatag as the class teacher for allowing
me to use his class for my research participants.
My deepest gratitude goes to my dearest parents, Andreas Sudiyani and
Wara Ari Cendani, my dearest husband Bondan Ari Jatmiko, my little sunshine
Meilan Ailsa Jatmiko, and my brother Bayu Crisna Aji for their prayers, love and
support for me until today. I call myself very lucky being in this family. I never
stop being grateful for them. Next, I also address my thanks to my friends, THE A
TEAM, Mbak Getha, Eva, Sisca, Rian, Dita who always cheered me up while I
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faced the ups and downs of life I am very blessed for everything that I have got
and faced.
Sella Devi Aryani
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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................ i
APPROVAL PAGES .................................................................................... ii
DEDICATION PAGE .................................................................................. iv
STATEMENT OF WORK‟S ORIGINALITY ............................................. v
PERNYATAAN PERSETUJUAN PUBLIKASI ......................................... vi
ABSTRACT .................................................................................................. vii
ABSTRAK ...................................................................................................... viii
ACKNOWLEDGEMENTS .......................................................................... ix
TABLE OF CONTENTS .............................................................................. xi
LIST OF TABLES ........................................................................................ xiii
LIST OF APPENDICES ............................................................................... xiv
CHAPTER I INTRODUCTION ................................................................... 1
A. Research Background ................................................................. 1
B. Research Problem ....................................................................... 4
C. Problem Limitation ..................................................................... 5
D. Research Objectives .................................................................... 5
E. Research Benefits ........................................................................ 5
F. Definition of Terms ..................................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURES ........................... 10
A. Theoretical Description ..................................................................... 10
1. Foreign Language Learning for Children ................................... 10
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a. Children Development and Characteristics........................... 10
b. Principles of Children Language Learning ........................... 10
2. Vocabulary .................................................................................. 12
a. The importance of Vocabulary ............................................. 12
b. Vocabulary Selection ............................................................ 13
c. The Principle of Teaching and Learning Vocabulary ........... 13
3. Pictures ........................................................................................ 14
B. Theoretical Framework ..................................................................... 14
CHAPTER III METHODOLOGY ............................................................... 16
A. Research Method .............................................................................. 16
B. Research Setting ................................................................................ 17
C. Research Participant .......................................................................... 17
D. Research Instruments ........................................................................ 18
1. Classroom Observation ................................................................ 18
2. Pre-test and Post-test .................................................................... 18
E. Data Analysis Technique .................................................................. 19
F. Research Procedure ........................................................................... 20
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................... 23
A. The Strengths of the Materials Design .............................................. 23
B. The Result of Implementing Vocabulary Materials Design ............. 37
CHAPTER V CONCLUSION AND RECOMMENDATIONS .................. 38
A. Conclusion ........................................................................................ 38
B. Recommendations ............................................................................. 39
REFERENCES ............................................................................................. 41
APPENDICIES ............................................................................................. 43
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LIST OF TABLES
Page
3.1 The pre-test and post-test formula .......................................................... 19
3.2 The T-test formula .................................................................................. 21
4.1 Result comparison score for pre-test and post-test before implementation
process ..................................................................................................... 24
4.2 Paired Samplesof score for pre-test and post-test before implementation
process ..................................................................................................... 24
4.3 Paired Samples correlations score for pre-test and post-test before
implementation process .......................................................................... 24
4.4 Paired Samples Test of score for pre-test and post-test before
implementation process .......................................................................... 25
4.5 Paired samples statistics for multiple choice .......................................... 26
4.6 Result score for fill in the blank part....................................................... 27
4.7 Result comparison score for multiple choice part ................................... 33
4.8 Paired Samples Statistics for multiple choice .................................................... 33
4.9 Paired samples test for multiple choice................................................... 34
4.10 Result of the comparison score for fill in the blank part ......................... 35
4.11 Paired samples statistics or fill in the blank ............................................ 35
4.12 Paired samples correlations for fill in the blank ..................................... 35
4.13 Paired samples test for fill in the blank ................................................... 36
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LIST OF APPENDICES
Page
Appendix 1. Convering Letter for BAPPEDA Klaten .................................. 44
Appendix 2. Convering Letter from BAPPEDA Klaten ............................... 46
Appendix 3. Letter from SDN Gumul 1 Klaten ............................................ 48
Appendix 4. Blue Print Observation Checklist Sheet ................................... 50
Appendix 5. Observation Checklist Sheet .................................................... 54
Appendix 6. The Vocabulary Materials ........................................................ 56
Appendix 7. Pre-test ...................................................................................... 65
Appendix 8. Post-test .................................................................................... 69
Appendix 9. Student‟s Record on Pre-test (Multiple Choice) ...................... 73
Appendix 10. Student‟s Record on Pre-test (Fill in the Blank) .................... 75
Appendix 11. Student‟s Record on Post-test (Multiple Choice) ................... 77
Appendix 12. Student‟s Record on Post-test (Fill in the Blank) ................... 79
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CHAPTER I
INTRODUCTION
In this chapter, there are six sections that will be discussed by the
researcher. The first is the research background. It contains the information of the
problems and the importance of the study. The second is the research problem
which contains the questions based on the background of study. The third is
problem limitations that focus on the study. The fourth is research objectives
which show the purposes of the study. The fifth is research benefits that present
the benefits of the study. The last is definitions of terms that explain some
definitions to which the researcher focus on conducting the study.
A. Research Background
English is very important in this modern era. It is because English is our
international language. Therefore it takes a significant role in communication.
There are still lot of Indonesian people who think that English is a new
knowledge. Considering the importance of English, the Indonesian government
and the education experts have introduced English earlier in Elementary School
because the younger the ages are, the better it will be for people, especially
children, to acquire a new language. It is supported by Brown (1993) who
suggests that students in elementary school are still in the critical age which is a
biologically determined period of life, when languages can be more easily
learned, though the difficulty will be increased during their learning process.
Although there are some difficulties that
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the young learners will face; they tend to learn a new language easier than adults
do.
According to Kaswanti (1998), children at elementary school have good
opportunities to learn a new language beside their mother tongue because of their
brain‟s plasticity. It means that younger learners‟ brain has more ability to absorb
new knowledge easily. Based on that fact, a lot of Elementary Schools in
Indonesia have introduced English in the early level.
Teaching English to young learners is not easy compared to teaching
adults. The teacher should have a good way to deliver the materials in order to
make the learning and teaching process run well. If a teacher teaches his or her
students in a monotonous way, the students will get bored and the goal of the
learning process cannot be achieved.
One of the elementary schools in Klaten, namely SDN Gumul 1, has
started introducing English to its students because they think that English has
important roles in communication and they need to take the opportunity of their
students‟ golden age period. Introducing English to early-age students is one of
the objectives of SDN Gumul 1.
Learning English can mean introducing a new vocabulary to learners.
Vocabulary is the basic element to learn a new language and it takes a big role in
communication. It is supported by Schmitt and McCarthy (1997) who say that
vocabulary plays an important role in gaining the four English language skills;
reading, speaking, writing, and listening. When the students do not know any
vocabulary a language, they cannot communicate effectively or express their ideas
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using that language in written or spoken form. Krashen (1984) states that learning
vocabulary grows through incidental learning such as through continuous
exposure to comprehensible language in reading, listening, speaking, and writing
exercises.
Based on the observation that the researcher did in the third grade of SDN
Gumul 1 Klaten, there are some challenges that appeared in the class since this is
the first year they get English lesson. Besides, English is a compulsory lesson for
SDN Gumul 1 students. One of the challenges is the students have difficulty to
learn English because their teacher never uses interesting ways when she teach
them. Another reason is most of the students have a assumption that English is
difficult to learn.
Referring to the problems that appear in SDN Gumul 1 Klaten, the
researcher tries to help students to learn English vocabulary in a different way.
Using pictures is one of the different methods that can be used to teach elementary
students. The reasons why teaching English vocabulary should use fun methods is
young learners are easy to get bored withing something new in their life. The
learning materials should be as interesting as possible because it can increase
young learners‟ interest and motivation to learn English. The use of interesting
media and technique also can support the success of the learning process.
Teaching vocabulary using pictures can be a fun way for the learning
process. Pictures can help student to be more focused on the learning process. In
addition, picture can increase students‟ motivation to learn a new language.
Pictures ease students to understand the difficult vocabulary. Gerlach and Ely
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(1980) state that the use of pictures, instead of words, is more efficient and
practical.
The researcher tries to help the students of SDN Gumul 1 Klaten to learn
English by implementing Irdhiawati‟s (2013) materials design in her Sarjana
Pendidikan Final Paper which is uploaded in the Sanata Dharma University
library entitled: English Vocabulary Lesson Using Pictures for the Third Graders
of Kanisius II Wonosari Elementary School. There are two reasons why the
researcher implemented Irdhiawati‟s (2013) materials design. First, there is a
similarity in the level of students which is third graders of Elementary School.
Second, this design uses pictures as media to teach the students. Irdhiawati (2013)
says that the purpose of picture as a teaching medium is to facilitate students to
memorize the words. By seeing the pictures themselves students can memorize
the words easier. The words that she used in her materials are the vocabulary that
can be easily found in students‟ daily activities.
B. Research Problem
In this study the researcher formulated two research problems to be solved.
They are:
1. What are the strengths of Irdhiawati‟s (2013) design?
2. To what extent does the implementation of Irdhiawati‟s (2013)
design help the third graders of SDN Gumul 1 Klaten to learn
English vocabulary?
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C. Problem Limitation
The researcher limits this research on the students‟ vocabulary learning.
The researcher decided to pay attention to the students‟ vocabulary because
vocabulary is needed when the student expresses their idea in the written or
spoken form. In addition, vocabulary is the basic component of a language.
Without knowing any English vocabulary, the student cannot communicate using
English.
After that, the researcher limited this research on its participants. The
subjects of this study were the students of third grade in SDN Gumul 1 Klaten
located in Karangjati, Gumul, Karangnongko, Klaten and consist of 14 students.
There are 5 female and 9 male students.
The researcher limits the research on implementing the materials designed
by Irdhiawati (2013) which contains a lot of pictures for example occupation,
family and public building that help students to learn English vocabulary.
D. Research Objectives
In this study, the researcher would like to achieve two objectives. The first
is to know the strengths of the vocabulary materials design. The second is to know
whether the materials designed by Irdhiawati (2013) can help the third grade
students of SDN Gumul 1 Klaten to learn English vocabulary or not.
E. Research Benefits
Hopefully this study can be beneficial for some parties.
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1. English teacher of SDN Gumul 1 Klaten
This study is expected to be beneficial for English teachers to offer
different perspective and alternative in vocabulary teaching and learning activities
for the third graders of SDN Gumul 1 Klaten. Using Irdhiawati‟s (2013) book can
make the vocabulary teaching and activity more fun than before. The use of
picture in the book not only can make the vocabulary learning and teaching more
fun but it can also increase students‟ motivation in learning English. If the
students feel happy, they will easily absorb the new knowledge. The innovation of
learning and teaching style is needed.
2. The third grade students of SDN Gumul 1 Klaten
This study will help the students to know one of the easier ways in
learning English. By finding the easier way to learn English, the students can
learn by themselves. It can improve their self-learning. Self-learning can make the
students more confident with their knowledge. In addition, it can make the
students more confident and build their responsibility to learn by themselves.
3. The researcher
For the researcher, this study will provide more knowledge in conducting
study based on implementing someone‟s design. If the design is not appropriate to
the students of SDN Gumul 1 Klaten, the researcher should make a more
appropriate design to help the students of SDN Gumul 1 Klaten to learn English. It
will help the researcher learn how to make a good instructional design. Not only
does the researcher learn how to be a good designer, but the researcher also has a
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chance to learn about children‟s characteristic. Knowing children‟s characteristic
is important for every teacher since it will influence teacher‟s teaching technique.
F. Definition of Terms
1. Teaching Vocabulary
Teaching new language is different from teaching another subjects like
mathematics, sains, etc. Teaching new language deals with teaching vocabulary.
Visnja Pavicic (2003) argues the way to improve students' abilities in language
learning is to explore, store and usage of vocabulary items. It is important how the
role of vocabulary teaching and how a teacher helps his or her students. Visnja
Pavicic emphasizes on self-initiated independent learning with strategies, in which
formal practices, functional practices and memorizing could be included.
2. Experimental Research
Experimental research according to Donald, Lucy and Christine (2010), is
a study of the effect of the systematic manipulation of one variable on another
variables. There are two kinds of variables, namely independent and dependent
variable. Independent variable takes control in the research because the dependent
variable will change if the independent variable changes.
3. Design
Design is the process of creating or developing something that can be
useful in educational activity. Houle (1978) says that difficulties that may rise in
teaching and learning process can be minimized by designing the teaching
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materials. A material design contains lesson plans, activities, learning objectives,
and also the subject areas that students will learn. Design in this study means a set
of materials to fulfil students‟ needs in learning English vocabulary.
4. Vocabulary
Vocabulary is the language element that must be learned if we want to
learn a new language. Burton (1982) defines vocabulary as „the range of words
that you can use‟. Vocabulary is an element that can support and facilitate
students to improve their language skills. According to Brewton, Peterson,
Kinnick, & McMullan (1962) there are two types of vocabulary: recognition
vocabulary and working vocabulary. In this study, the researcher refers to
recognition vocabulary which is smaller vocabulary consisting of words actually
used by the student every day in writing and speaking. The words can be in the
form of verb, noun, adjective and adverb.
5. Picture
Duffy and Waller (1985) state that pictures are “some hand-made or
machine-made image that relate, however distantly, to the appearances or
structures of real or „imaged things”. Pictures are needed in learning process
because students need a real image to learn the names easily. In this material
design there are twenty brief pictures about occupations. The researcher uses
those pictures to help the students learn English.
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6. Third Grade Students of Elementary School
Elementary school is the part of the nine year system of Indonesian
elementary education program that has duration of six years (Soedijarto, 1993). In
this study, the researcher chooses third grade students whose age a group of
children were around eight years old.
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CHAPTER II
REVIEW OF RELATED LITERATURES
This chapter consists of two parts of discussion. There are theoretical
description and theoretical framework. In the theoretical description, the
researcher will explain the details of the theories related to the research. In
theoretical framework, the researcher will elaborate the relation between the
theories and the research.
A. Theoretical Description
This section discusses foreign language learning for children, vocabulary,
and picture.
1. Foreign Language Learning for Children
This part discusses three major points. They are development and
characteristic of children, the principle of children language learning, and the
activity in the classroom.
a. Children development and characteristics
According to Piaget (1985), organization and adaptation are the two
fundamental characteristics of a child cognitive development. Organization itself
means arranging the information into meaningful patterns or structures; whereas
adaptation is a process through which a person copes with the integration of new
information into existing pattern and perception.
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Craig (1975) states that middle childhood (6 – 12 years old) is the time
before adolescence when the child is adjusting to the new environment of school.
It means that during this time, children experience many developments of ideas
and attitudes through interactions with their society.
b. Principle of Children Language Learning
According to Halliwell (1992), there are some points that should be
understood in teaching English to children. Those points are children‟s ability to
grasp meaning, children‟s instinct for play and fun, the role of imagination, and
the instinct for interaction to talk. In the first point, Halliwell states that children
can learn through intonation, demonstration, gesture, facial expressions, actions
and circumstances to understand the unknown words and phrases. It means that
the teacher should analyze the most appropriate methods to help the students to
grasp meaning of new words.
Children have instinct for playing and having fun. It means that the teacher
should make the learning process as fun as possible in order to catch children‟s
interest in learning English. For example, the teacher can use the combination of
physical movement when she or he teaches the children.
Halliwell explains that children‟s capability to interact and talk is one of
the most powerful motivators for using the language. It means that the materials
and activities which are given by the teacher should encourage children to talk
and interact with others.
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2. Vocabulary
Vocabulary is an important component of a language. According to
Kreidler (1963), vocabulary is a stock of words in a language that can facilitate
and support the learners in order to reach the language skills. It is supported by
Burton (1982), who says that the students should be supplied with enough
vocabulary in order to make them able to learn the four language skills; listening,
speaking, writing and reading.
In addition, Krashen (1983) in the Natural Approach suggests that
language acquisition occurs in the classroom. He also argues that vocabulary is
the basic thing to communicate and very important for the acquisition process. It
is important to introduce the simple English words to young learners in order to
assist them in understanding more complex utterances.
Moreover, there are three parts of the theories of vocabularies according to
Krashen. They are the importance of vocabulary, vocabulary selection and
followed by discussion on the principle of teaching and learning vocabulary.
a. The Importance of Vocabulary
Vocabulary is one of the important components in learning a language.
Burton (1982) says that vocabulary really supports learners to learn the language
skills of the target language. Furthermore, he explains that a large vocabulary can
help the learners to express their ideas precisely, vividly, and without repeating
themselves in composition.
Spender (1980) explains that in order to live in the world, we must name
objects, events, and feelings. Based on the explanation, people know that by
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having a lot of stock vocabularies the learners can easily use them to
communicate with others and they can maximize the development of their four
skills. For example speaking English fluently and writing good English stories.
Since there are a lot of benefits that can be gained from having a lot of
stock of vocabulary, it is better to introduce English vocabulary in Elementary
School. If the students can memorize and recognize the vocabulary well, they will
master the English language when they graduate from Elementary School. In
addition, they can optimize their four skills well.
b. Vocabulary Selection
Before teaching vocabulary, the teacher should consider which words to
be introducted to the students. It is because the vocabulary deals with words
which have a lot of forms: noun, verb, adverb, adjectives that can be chosen.
c. The Principle of Teaching and Learning Vocabulary
Learning vocabulary is important because it takes rule in
communication. Since teaching vocabulary in Elementary School is very
essential, the teacher should give certain attention to teaching vocabulary. In
addition, the teacher should decide the area of words that will be discussed in the
classroom. The area itself means the teacher will teach vocabulary as verb, noun,
adverb or adjective.
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3. Pictures
There are many kinds of pictures. Kreidler (1963) states that picture is one
of the visual media which can help them understand what the teacher says because
pictures are one recognized way of representing the real situation. It is supported
by Wright (1990), who says that pictures do not only bring image of reality, but
can also function as a fun element in the class.Using picture in the teaching-
learning world is not new.
B. Theoretical Framework
In this section, the researcher discusses the theoretical framework which
helps the researcher to answer the research questions. To answer the first research
question, the first aspect analysed by the researcher was the strengths in the
vocabulary materials design. The researcher used theories from O‟Neil (1990),
Littlejohn and Windeatt (1989), and Kitao (1997). O‟Neil (1990) argues that
materials may be suitable for students‟ needs, even if they are not designed
specifically for them, that textbooks are efficient in terms of time and money, and
that textbooks can and should allow for adaptation and improvization. Likewise,
Littlejohn and Windeatt (1989) argue that materials have a hidden curriculum that
includes attitudes toward knowledge, teaching and learning, and the role and
relaionship of teacher and students, and values and attitudes related gender,
society, etc. Kitao (1997) states that the language of English textbooks should
have correct, natural, recent, and standard English.
The other theories which can answer the question number two include the
use of pictures to learn vocabulary materials by Kreidler (1963). He states that
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picture is one of the visual media which can help the students understand what the
teacher says because pictures can be recognized as a way of representing the real
situation. Wright (1990) also says that pictures not only bring image of reality, but
can also function as a fun element in the class. He aso affirms that pictures not
only bring image of reality, but can also function as a fun element in the class. By
understanding those theories, the researcher want to analyse whether the picture
that Irdhiawati (2013) uses in her vocabulary design materials represent the
vocabulary materials.
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CHAPTER III
METHODOLOGY
This chapter discusses the methodology which is applied in the research.
There are five sections in this chapter namely research method, research
participant, research instrument, data gathering technique and data analysis
technique.
A. Research Method
In this research, the researcher uses experimental research and statistics to
answer two research problems which have been stated in Chapter I. Experimental
research according to Donald, Lucy and Christine (2010), is a study of the effect
of the systematic manipulation of one variable on another variable. There are two
kinds of variables, namely independent and dependent variable. Independent
variable takes control in the research because the dependent variable will change
if the independent variable changes. In this research, the vocabulary teaching
materials became the independent variable and the dependent variable is the third
graders of SDN Gumul 1 Klaten.
To see what happens in the classroom, the researcher observed the
condition in the classroom. Some changes could be observed directly and also the
learning process could be seen directly. The researcher could see the differences
in students‟ attitude in the classroom after the students were given the
experimental treatment (the used of vocabulary materials) by their score in
English test.
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To answer the research questions number one about the strengths of
Irdhiawati (2013) vocabulary, the researcher will compare the T-test result of the
students before and after the implementation process. The researcher uses Pre-test
and Post-test for the third graders of SDN Gumul 1 Klaten. The result that the
students got in Post-Test carried out in the end of the vocabulary learning and
teaching activity became the data to answer the research problem number two; to
what extent the implementation of Irdhiawati‟s (2013) design help the third
graders of SDN Gumul 1 Klaten to learn English vocabulary does. If the students‟
score of the comparison of pre-test and post-test rise it means that the vocabulary
design materials by Irdiawati helped the third graders of SDN Gumul 1 Klaten.
B. Research Setting
The researcher conducted the study in SDN Gumul 1 Klaten which is
located in Karangjati Gumul Karangnongko Klaten. SDN Gumul 1 Klaten has six
classes which contain fourteen to sixteen students in every class. Most of
students‟ parents work as farmer. English is taught from grade three to grade six
as a compulsory subject. The study was conducted in July until August 2016.
C. Research Participant
The participants of this research were fourteen students of grade three
SDN Gumul 1 Klaten. The class was consist of five female and nine male.
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D. Research Instruments
The researcher used two kinds of instruments to collect the data. There are
classroom observation and pre-test and post-test.
1. Classroom Observation
The observation was used to get the information about the students‟
behaviours and their attitude toward English. In addition, observing the class
means observing the English teacher‟s teaching style too. According to Michael
(2010), observation in the classroom is used in the context of assessments of the
teaching practice during the teaching activity. Michael (2010) states there are four
methods of gathering observed data, namely real time observation, audio taping,
videotaping, and transcription. However, this research only used real time
observation.
The observation includes the teacher‟s and students‟ performance, the
materials that used in the vocabulary learning and teaching activity. In the
students‟ performance the researcher observes the way they work, their interaction
and their respond to the teacher, and also their behaviours on the task. After the
researcher conducted the observation and got some figures of the condition of the
classroom, the researcher could choose the appropriate method which would use
to teach the students.
2. Pre-Test and Post-Test
Pre-Test was conducted at the beginning of the vocabulary learning and
teaching activity in order to understand the English mastering level of the
students. The number of questions in types of multiple choice are 15 and the
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number of questions in types of fill in the blank is 5. The questions in the type of
multiple choice are designed to know the vocabulary transfer of the students.
Vocabulary transfer means that the students know the English words of some
occupations which are written in English. By knowing the students‟ level, the
researcher can use appropriate method to implement the vocabulary design
materials. The method that the researcher chose was CLT (Communicative
Language Teaching). According to Freeman (2004) CLT is an approach to
language teaching that emphasizes interaction as both the means and the ultimate
goal of the study. On the other hand, Post-test is used to evaluate the vocabulary
teaching and learning activity. The questions of the pre-test and post-test are made
in order to know the lack of the vocabulary of the students. In addition, the
increasing score of the students‟ also can evaluate the vocabulary materials design
by Irdhiawati (2013).
E. Data Analysis Technique
Jacob et al. (2002) stated that data analysis is a process whereby researcher
systematically searches and arranges the data in order to increase their
understanding of the data. In the classroom observation, the researcher analysed
the note in order to understand the students‟ needs and student level. After that,
the researcher conducted the Pre-test which contains fifteen vocabulary questions.
The formula is below,
Figure 3.1 the pre-test and post-test formula
𝑇ℎ𝑒 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟𝑠 𝑥 2
3 x 10 = 100
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The correct answers multipled by two, divided by three and multipled by
ten so the result will be 100. The same formulation will also be used to calculate
the score of the Post-test. The difference between the score of pre-test and post-
test was used to answer the research problem number two.
F. Research Procedure
The research procedures of this study are explained in the paragraphs
below.
1. Asking Permission
In the first step, the researcher asked the permission letter from the
Chairperson of the English Language Education Study Program of Sanata Dharma
University. The researcher went to BAPPEDA Klaten to get the permission letter
to have an observation in SD Gumul 1 Klaten. After the researcher obtained the
permission letter, the researcher sent the letter to the principle of SDN Gumul 1
Klaten to do a research from July until August 2016.
2. Conducting Observation
In this step, the researcher conducted a classroom observation to make
sure that the researcher had a real image of students‟ attitude in learning English.
While doing the observation, the researcher also took a note about the teaching
and learning process on in the classroom. That note used to give researcher
opinion about the classroom condition.
3. Implementing the Vocabulary Materials Design
After knowing the students‟ characteristics from the observation, the
researcher conducted a pre-test and also implemented the vocabulary materials
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design. The researcher taught the students using all of the vocabulary materials
design, including the reading section although there are no pictures that represent
the passage. The researcher kept trying to implement the reading section in order
to know whether the previous materials could be used effectively in other skills or
not. After several meetings, the researcher conducted the post-test in order to
evaluate the vocabulary design materials.
4. Analysing the Result
The analysis of the result is done by comparing the students‟ result of pre-
test and post-test. The two differences of the test results the tools to evaluate the
vocabulary materials design. The researcher used the formulation of T-test below.
Figure 3.2 the T test formula Source: Sugiyono (2009)
There were five steps in doing T test. The first step is calulating the mean
of the test. The calculation result came from the sum of all the data then divided
by the amount of the data. The second step was formulating the hypotheses. There
were two hypotheses, namely Ho and Ha. The Ho means there was no difference
in average value between the pre-test and post-test after the implementing
vocabulary materials design.
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The Ha means there was a difference in average value between the pre-
test to post-test after the implementation of the vocabulary material design. The
next step is determine T and significance. The third step was determine t table. T
table can be seen in the statistics table on the 0.05: 2 = 0.025 (test 2 sides) with
degrees of freedom (df) n-1. The fourth step was the test criteria. The criteria was
if - t table <t <t table, then Ho is accepted. If - t <- t table or t count> t table, then
Ho was rejected. The fifth step was making a conclusion.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher presents and analyses the data. First of all, to
answer the first research problem, the researcher compares the students result
before and after implementing the vocabulary materials design. Second, the
researcher focuses on answering the second research problem namely to what
extent the implementation of Irdhiawati‟s (2013) design helps the third graders of
SDN Gumul 1 Klaten to learn English vocabulary.
A. The Strength of Vocabulary Material Design
Experimental research according to Donald, Lucy and Christine (2010), is
a study of the effect of the systematic manipulation of one variable on another
variable. In order to know the strengths of the vocabulary materials design, the
researcher compared the T-test result of the students before and after the
implemetation of the vocabulary material design. There were the students‟ result
before the implementation of the vocabulary material design. The result were
given by the English Teacher of SDN Gumul 1 Klaten.
23
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Table 4.1 Result comparison score for pre-test and post-test before implementation process
NO Students Score (Pre-
test)
Score (post-test)
1 Ag 56 73
2 Ad 56 46
3 Sy 56 66
4 Pa 32 33
5 Pi 51 66
6 Yo 26 26
7 Nv 58 73
8 Ek 53 53
9 Dt 57 66
10 Zh 56 40
11 Il 40 56
12 An 35 53
13 Rn 47 56
14 St 56 56
48,5 56,8
Paired Samples Statistics
Table 4.2 Paired Samplesof score for pre-test and post-test before implementation
process
Mean N Std. Deviation
Std. Error
Mean
Pair 1 Pretest 48,50 14 10,761 2,876
Posttest 54,50 14 14,276 3,815
Paired Samples Correlations Table 4.3 Paired Samples correlations score for pre-test and post-test
before implementation process
N Correlation Sig.
Pair 1 pretest & posttest 14 ,681 ,007
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Paired Samples Test Table 4.4 Paired Samples Test of score for pre-test and post-test before implementation process
Paired Differences
T Df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair 1 pretest - posttest -6,000 10,503 2,807 -12,064 ,064 -2,138 13 ,052
Based on the result of the T test calculation, the T obtained was -2.138 with the
significance of 0,052. In addition, the T critical for this test was 2,138. The T
critical come from (df) n-1 or 14 – 1 = 13 with 5% significance. It could be seen
that T obtained fell in Ha area.
Before implementing the vocabulary design materials, the researcher
conducted classroom observation to students of third-graders of SDN Gumul 1
Klaten. According to Michael (2010), observation in the classroom is used in the
context of assessments of the teaching practice during the teaching activity. There
were four types of observation: real time observation, audio taping, video taping
and transcription. The researcher decided to use real time observation and video
taping observation. Based on the observation which was held on July 18, 2016, it
was their first time learning English in school. It was the school‟s policy to give
English lesson for the first time in grade three. This policy made the students have
lower knowledge compared with the other students from the others school and cut
the students‟ opportunity to learn English in the school. It is because the other
schools start to introduce English to their students since the first grade. Talking
about the students‟ curiosity in learning English, most of the students have big
curiosity to learn English. After the researcher conducted the observation, one of
the students said that the teacher always asked the students to re-write what she
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had written in the blackboard without giving clear explanation. In addition, the
teacher often did not come to the class. It made the students lazy. He said
honestly, “My friends and I do not understand English well. Our teacher always
asked us to write down what she had written in the black board. Beside,
sometimes our teacher did not come when we have English lesson”.
After doing the observation, the researcher gave pre-test on the next
meeting. There were two types of questions on the test, multiple choices and fill in
the blank. The types of the questions could be seen on the Appendix 7 and
Appendix 8. The multiple choices part consist of fifteen questions which are
designed to know their basic vocabulary knowledge about occupation. The result
of the pre-test is presented in the table below. The researcher also include the
examples of the two students‟ works on the pre-test (see Appendix 9).
Table 4.5 Result score for multiple choice part
NO Students Score
1 Ag 73
2 Ad 46
3 Sy 66
4 Pa 33
5 Pi 66
6 Yo 26
7 Nv 73
8 Ek 53
9 Dt 66
10 Zh 40
11 Il 40
12 An 53
13 Rn 46
14 St 33
51
From the table, the researcher concludes that only two students got score
above seventy. On the second part, which is filling in the blank part, there were
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five questions and five choices of the answer. The result is presented below and
the examples of the students‟ works were presented in Appendix 10.
Table 4.6 Result score for fill in the blank part NO Students Score
1 Ag 20
2 Ad 0
3 Sy 20
4 Pa 0
5 Pi 20
6 Yo 20
7 Nv 0
8 Ek 0
9 Dt 20
10 Zh 20
11 Il 40
12 An 20
13 Rn 20
14 St 20
15,7
The table above shows that the students‟ result was not satisfactory. Only
one student got 40 which meant that he just could answer two questions correctly.
After analysing the result, the researcher did the teaching activity using the
vocabulary materials designed by Irdhiawati (2013). The researcher would explain
the teaching activity meeting by meeting.
Meeting One
Meeting one was held on Monday, July 18, 2016. The teaching and
learning activity started at 9 a.m. up to 10.10 a.m. There were fourteen students in
the class which consisted of five female students and nine male students. The first
activity that the researcher did was observing the situation on the class. After that,
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the researcher gave pre-test to the students. The students looked very nervous and
most of students said “Miss, what is that? It is very difficult! I don‟t understand”.
After all of the students did their test, the researcher collected the paper and the
learning activity was done.
Meeting Two
Meeting two was held on Thursday, July 21, 2016. The class started at 9
a.m. up to 10.10 a.m. On that day, there were fourteen students came to the class.
The researcher taught them alphabets, and how to pronounce the alphabets. After
they could pronounce the alphabets correctly, the researcher taught the listening
skills. The first activity was tell to how to pronounce the vocabulary about
occupations and the meaning. The students were very enthusiastic while learning;
they asked and guessed all the time. The second activity was doing the exercises
which have been designed by Irdhiawati (2013) on her book. The results of that
day were very good. It was because the students could pronounce the alphabets
better, the vocabulary related about occupation and they could choose one from
two choices (task 3). The materials were presented below.
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The vocabulary material design could help the students to understand the material
better. The exercises are also designed to develop the students listening skills.
Meeting 3
The third meeting was held on Tuesday July 26, 2016. The meeting started
at 9 a.m. up to 10.10 a.m. There were thirteen students in the class, one of them
was absent because he had fever. The first activity was playing a puzzle game.
The researcher chose to use game as the first activity because the researcher
Task 2 Listen and complete the missing word below! Dengarkan dan Lengkapilah!
1. C _ R _ E _ T_ R
2. P _ L _ T
3. N _ R _ E
Task 3 Listen to the teacher and put a tick (V) for the word you hear! Dengarkan dan beri tanda centang (v) untuk kata yang kalian dengar! 1. (....) Carpenter
(....) Gardener 2. (....) Tailor
(....) Sailor 3. (....) Teacher
(....) Butcher
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wanted to know the vocabulary development of the students. The researcher
divided the students into four groups and asked them to match the pictures with
the words. One group could match all of the pictures. Learning English using
games and pictures could motivate students to learn English. It was supported by
Wright (1990) who says that pictures do not only bring image of reality, but can
also function as a fun element in the class. After the small game, the teaching and
learning activity went to the next language skills; speaking. In the speaking
activity, the researcher relied on the vocabulary materials which were designed by
Irdhiawati (2013). They were very enthusiastic when the researcher gave the
example how to ask and answer the questions related to occupations. After the
researcher explained it to them, they had a role play with their friends. The
researcher could see that this type of learning could give a good impact to their
social skills: they could learn how to be patience, appreciate other, etc. Students
who are 6 – 9 years should be trained about social skill so, they could know how
to appreciate and treat others. It was closed to Craig (1975) who said that middle
childhood (6 – 12 years old) is the time before adolescence when the child is
adjusting to the new environment of school, is forming close ties with people
outside the home, and is developing work and playing habits along with many
interests.
Meeting 4
Meeting four was held on Friday, July 29, 2016. The meeting started at
07.30 a.m. – 08.40 a.m. There were fourteen students in that class. The
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atmosphere of that class was so bad because the students were very tired after
gymnastic class before the English class. Some of the students were very lazy to
join the English class. It was the biggest challenge for the researcher because the
researcher should handle the class and make the materials more fun to change the
students‟ mood. The material was reading. The first activity was reading aloud.
The researcher ordered the students to read the passage which had been written on
the materials. The results were good; they could follow the researcher to read.
However, their voice was very low and all of the students do not understand the
meaning of the passage. After reading the passage, the researcher let them know
the meaning word by word. They looked confused and the researcher decided to
stop the reading activity. The researcher made a small game which was the writer
distributed small piece of paper and asked them to write down number one to ten.
After that the researcher said ten words and the students wrote the alphabet of the
words. The ten words were teacher, cashier, dentist, soldier, policeman, painter,
gardener, farmer, musician and postman. The results were some of the students
could answer correctly. For examples; Ag could answered 8 out of 10; Ek could
answered 6 out of 10; Nv could answer 7 out of 10.
Meeting 5
Meeting 5 was held on Monday, August 1, 2016. The meeting started at
09.00 a.m. up to 10.10 a.m. There are fourteen students in the class. After the
researcher greeted the students, the teaching and learning activity started. The
material was writing skill. The researcher asked the students to do task one which
was arranging the letter. Most of the students could do them very well, only two
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students failed in that task. They could not do the task well. After the students had
done task one, they continued to task two which was completing the sentences.
They did not understand what they should do because they did not know the
meaning of the sentences. Because of that situation, the researcher took the role to
handle the class. The researcher asked the students to do the task together. The
researcher read aloud the sentence followed by the students and tried to translate
the meaning of the sentence. Because they did not understand the meaning of the
sentences, some of students made some noise and disturbed another student. It
caused the bad atmosphere of learning and teaching activity. After all of the
materials have been discussed, the researcher wraped up of the materials and let
the students know that the next meeting they would have a post test.
Meeting 6
The last meeting was held on Thursday, August 4, 2016. The class started
at 9 a.m. – 10.10 a.m. After the researcher greeted the students, the researcher
gave the explanation about the post test. There were two types of the questions:
multiple choices and fill in the blank. The atmosphere of the class was so bad,
because a lot of students from other classes came and disturbed the teaching and
learning activity. The researcher stopped the test for about ten minutes to make
sure that the third graders of SDN Gumul 1 Klaten could do the post – test well.
When they were doing the first test; multiple choice, all of the students were
silent. Several minutes later, when the students were doing the second parts of
post-test almost all of said “I cannot do that miss, what is it? What should we
do?”.
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After that, the researcher tried to explain the post-test using Bahasa
Indonesia. In addition, the researcher also gave an example how to do the test.
There were the score of each type of questions on the post-test compared to the
score on pre-test below. The samples of the students‟ works on the post-test could
be seen in the Appendix 11 and 12.
Table 4.7 Result comparison score for multiple choice part
NO Students Score (Pre-
test)
Score (post-test)
1 Ag 73 100
2 Ad 46 86
3 Sy 66 100
4 Pa 33 53
5 Pi 66 60
6 Yo 26 86
7 Nv 73 80
8 Ek 53 80
9 Dt 66 86
10 Zh 40 100
11 Il 40 73
12 An 53 100
13 Rn 46 66
14 St 33 33
51 78,8
The researcher calculated the T test in order to make comparison between pre-test
and post-test.
Paired Samples Statistics
Table 4.8 Paired Samples Statistics for multiple choice
Mean N Std. Deviation
Std. Error
Mean
Pair 1 Pre Test 51.0000 14 15.72847 4.20361
Post Test 78.7857 14 20.13485 5.38126
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Paired Samples Test Table 4.9 Paired Samples Test for multiple choice
Paired Differences
T df
Sig.
(2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
P
a
i
r
1
Pre Test - Post
Test
-
27.78571 19.97760 5.33924 -39.32044
-
16.25099
-
5.20
4
13 .000
Based on the result of the T test calculation, the T obtained was -5.204. In
addition, the T critical for this test 2,610. The T critical came from (df) n-1 or 14 –
1 = 13 with 5% significance. It could be seen that T obtain fell in Ha area. Based
on the result, it could be concluded that there was significant difference between
pre-test and post-test in multiple choices could built up the students‟ vocabulary
knowledge.
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Table 4.10 Result of the comparison score for fill in the blank part
No Students Score (pre-test) Score (post-test)
1 Ag 20 100
2 Ad 0 40
3 Sy 20 60
4 Pa 0 20
5 Pi 20 0
6 Yo 20 20
7 Nv 0 20
8 Ek 0 0
9 Dt 20 20
10 Zh 20 0
11 Il 40 100
12 An 20 60
13 Rn 20 40
14 St 20 20
15,7 35,7
Paired Samples Statistics
Table 4.11 Paired samples statistics for fill in the blank
Mean N Std. Deviation
Std. Error
Mean
15.7143 14 11.57868 3.09453
35.7143 14 33.44669 8.93900
Paired Samples Correlations
Table 4.12 Paired samples correlations for fill in the blank
N Correlation Sig.
Pair 1 Pre Test & Post Test 14 .505 .065
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Paired Samples Test
Table 4.13 Paired samples test for fill in the blank
Paired Differences
T df
Sig.
(2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair 1 Pre Test - Post
Test
-
20.0000
0
29.35198 7.84465
-
36.947
33
-
3.05267
-
2.55
0
13 .024
Based on the result of the T test calculation, the T obtained was -2.550
with the significance of 0,024. In addition, the T critical for this test was 2,160.
The T critical come from (df) n-1 or 14 – 1 = 13 with 5% significance. It could be
seen that T obtained fell in Ha area. Based on the result, it could be concluded that
there was significant difference between pre-test and post-test in fill in the blank
questions which designed to indicate the speaking and listening materials.
After the researcher analyzed the data gathered from pre-test and post-test,
the researcher compared the students‟ result before and after the implementation
of vocabulary material design. Before the implementation the researcher got 2,138
on T-test. After the implementation of vocabulary material design, the T-test
increase to 5,204 and 2,550. It meant that the vocabulary materials design by
Irdhiawati (2013) effective to help the students to improve the vocabulary level.
Kreidler (1963) states that pictures is one of the visual media which can help the
students understand what the teacher says because pictures can be recognized as a
way of reresenting the real situation. This research proved that pictures helped the
students to learn English better.
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B. The Result of Implementing Vocabulary Materials Design
This part was going to answer the research question number two; To what
extent does the implementation of Irdhiawati‟s (2013) design help the third
graders of SDN Gumul 1 Klaten to learn English vocabulary?. The vocabulary
materials design could help the students in two aspects.
First, the vocabulary materials design helped students to transfer their
vocabulary knowledge. Before the implementation of this vocabulary material
design which used pictures as the media, the students‟ result in English lesson
were very low, but after the used of pictures as the media of teaching English
vocabulary the students‟ result in English test were increase. For example, Ek got
53 in the first test of English. After the implementation of vocabulary materials
design, he got 80 in English test.
Second, the vocabulary materials design helped students in speaking
activity. By understanding the English words of some occupations vocabulary, the
students could communicate with others using that vocabulary. In addition,
Irdhiawati (2013) designed the speaking activity not only to make the students
practiced their speaking ability, but also gave the students chance to communicate
with others.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
In this chapter the researcher discusses the conclusion and suggestions that
are obtained from this research result. This chapter is divided into two parts. In the
first part, the researcher will discuss the conclusion regarding the result of the
research. The second is the suggestion, so that the readers or teachers might do
another research to improve the ability of students matering English subject.
A. Conclusion
As stated in the Chapter I, there were two research problems that should be
answered through this research. The research problems are: 1.) What are the
strengths of Irdhiawati‟s (2013) design? 2.) To what extent does the
implementation of Irdhiawati‟s (2013) design help the third graders of SDN
Gumul 1 Klaten to learn English vocabulary?. After doing this research, the
researcher concluded that the vocabulary materials design were effective enough
to help the third graders of SDN Gumul 1 Klaten in learning English. The
researcher compared the students‟ result before and after the implementation of
vocabulary material design. Before the implementation the researcher got 2,138
on T-test. After the implementation of vocabulary material design, the T-test
increase to 5,204 and 2,550.
The second research problem is: To what extent does the implementation
of Irdhiawati‟s (2013) design help the third graders of SDN Gumul 1 Klaten to
learn English vocabulary. The answer to this question are obvious from the
38
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
students‟ improvement in speaking skills and students‟ vocabulary transfer. It can
be seen in the post-test result in the multiple choice part. Most of the students
have developed their vocabulary knowledge. This vocabulary materials design did
not help students to increase their reading and writing skills because the materials
is too hard for the third grader of SDN Gumul 1 Klaten. It was the first time they
got English lesson in the school, and the students did not familiar with the words
which were used in the reading and writing skills. The development of students‟
transfer knowledge was not only by implementing Irdhiawati‟s vocabulary
materials design, but also by additional material by the researcher.
B. Recommendations
The researcher suggests some recommendations for English teachers,
students, and future researchers.
1. For English Teacher
The researcher expects that teachers can explore all of their creativities in
teaching English, especially when teaching elementary students. Creativity is very
needed because the teachers teach the students who are in the childhood ages. In
addition, the teachers should know what makes the students attracted and
interested in learning English since English is not their mother tounge.
Using picture is one of the effective ways to make the students attracted
and have big interest in learning English. Moreover, using picture in learning
vocabulary can help the students to learn new vocabulary quickly. Through the
39
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
picture, the teachers can also create a lot of fun activities for children. However,
the teachers should choose clear and appropriate pictures when they teach the
students.
2. For Students
From this research, the resecher knows that the students like pictures as a
media in learning new vocabulary. Moreover, the pictures are labeled with the
spelling too. It helps the students to remember the spelling and how to pronounce
the words. However the students know how pronounce the words but a lot of
students still cannot write the English words correctly. Learning English through
picture can be fun learning for the students because they can interact with their
friends. Moreover, having interaction with the other students can build the
students‟ social skill.
3. For Futher Researcher
The researcher expects that this research can help other researchers in
conducting future research which is related to this research. Moreover, the future
researchers might improve their creativity in teaching English using pictures.
Using picture can be one of fun ways to deliver an English material. Creating a
new media to help teaching activity makes the teaching activity more fun.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
REFERENCES
Allwright, R. L. (1990). What do We Want Teaching Materials for?. London:
Oxford University Press
Brown, H. D. (1993). Principles of Language Learning and Teaching. New York:
Addison Wesley Longman, Inc.
Burton, S. H. (1982). Mastering English Language. Hongkong: Macmillan
Publishing Co.
Duffy, T. & Waller, R. (1985). Designing Usable Texts. London: Academic
Press,Inc.
Gerlach, V. S. & Ely, D. P. (1980). Teaching and media a systematic approach.
Boston: Prentice Hall.
Irdhiawati, D. A. (2013). English Vocabulary Lesson Using Pictures for the Third
Graders of Kanisius II Wonosari Elementary School. Yogyakarta: Sanata
Dharma University.
Halliwell, S. (1992). Teaching English in the Primary Classroom. London:
Pearson Education Limited.
Kaswanti, B. P. (1998). Pragmatic dan Penggunaan Bahasa. Yogyakarta:
Kanisius.
Kitao, K. (1995). An Analysis of College English Reading Textbooks. Tokyo:
Eichosha.
Krashen, S. D. (1984). Second Language Acquisition and Second Language
Learning. Oxford: Pergamon Press. Kreidler, C. J. (1963). Visual Aids for
Teaching English to Speakers of Other Languages. Houston: English
Teaching Division.
McKeown, M. G. & Curtis, M. E. (1987). The Nature of Vocabulary Aquisition.
New York: Lawrence Erlbaum Associated, Inc.
O‟neill, R. (1990). Why Use Textbooks?. London: Oxford University Press.
Piaget, J. (1985). The Equilibration of Cognitive Structures: The Central Problem
of Intellectual Development. Chicago: University of Chicago Press.
Schmitt, N. & McCarthy. M. (1997). Vocabulary: Description, Acquisition and
Pedagogy. Cambridge: Cambridge University Press.
41
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Soedijarto. (1993). Memantapkan Sistem Pendidikan Nasional. Jakarta: Grasindo.
Spender, D. (1980). Man Made Language. London: Heinemann.
Sugiyono. (2009). Statistika Untuk Penelitian, Bandung: Alfabeta.
Wallace, M. J. (2010). Action Research for Language Teacher. United Kingdom:
Cambridge University Press.
Visnja Pavicic (2003), "Vocabulary and Autonomy"
(http://iteslj.org/Techniques/Mehta-Vocabulary.html) accesed on October
3, 2016.
Wright, A. (1990). Picture for Language Learning. Cambridge: Cambridge
University Press.
42
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX 1
PERMISION LETTER FOR BAPPEDA
KLATEN
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APPENDIX 2
PERMISION LETTER FROM
BAPPEDA KLATEN
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APPENDIX 3
THE LETTER FROM SD N GUMUL 1
KLATEN
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX 4
BLUE PRINT OBSERVATION
CHECKLIST SHEET
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50
Blue Print of Observation Checklist Sheet
School : SDN Gumul 1 Klaten Date : July 18, 2016
Class : III Time : 09.00 – 10.10
No Statements
Scale
Rationale Absolutely No
Absolutely Yes
1 2 3 4 5
1
Teacher prepares
the vocabulary
material well
There are some points that
should be understood in
teaching English to children;
children‟s ability to grasp
meaning, children‟s instinct for
play and fun, the role of
imagination, and the instinct for
interaction to talk. (Halliwell,
1992),
2 Teacher delivers
the vocabulary
material well.
There are some points that
should be understood in
teaching English to children;
children‟s ability to grasp
meaning, children‟s instinct for
play and fun, the role of
imagination, and the instinct for
interaction to talk. (Halliwell,
1992),
3 Teacher speaks
English when
delivering the
vocabulary
material.
There are some points that
should be understood in
teaching English to children;
children‟s ability to grasp
meaning, children‟s instinct for
play and fun, the role of
imagination, and the instinct for
interaction to talk. (Halliwell,
1992),
4 Teacher gives the
opportunity to the
students to ask
when they still do
not understand.
There are some points that
should be understood in
teaching English to children;
children‟s ability to grasp
meaning, children‟s instinct for
play and fun, the role of
imagination, and the instinct for
interaction to talk. (Halliwell,
1992),
5 Teacher uses
media to help her
Medium is called the
educational medium when the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
delivers the
vocabulary
material.
medium transfer message for
teaching. It is impossible to
coordinate teaching with
learning without using media.
(Li-ling, 1996)
7 Teacher gives
exercises in order
to improve
students
understanding
about the
material.
Learning vocabulary grows
through incidental learning such
as through continuous exposure
to comprehensible language in
reading, listening, speaking, and
writing exercises. (Krashen,
1984)
8 The exercises
help the students
to have a group
discussion.
Middle childhood (6 – 12 years
old) was the time before
adolescence when the child was
adjusting to the new
environment of school. School‟s
activities designed to develop it.
(Craig, 1975)
9 Students have big
curiosity to learn
English.
Middle childhood (6 – 12 years
old) was the time before
adolescence when the child was
adjusting to the new
environment of school. School‟s
activities designed to develop it.
(Craig, 1975)
10 Students enjoy
having discussion
with their friends.
Middle childhood (6 – 12 years
old) was the time before
adolescence when the child was
adjusting to the new
environment of school. School‟s
activities designed to develop it.
(Craig, 1975)
11 Students enjoy
learning English
using media that
has prepared by
their teacher.
Teaching media also can
encourage students to take more
responsibility for and control
over their own learning, engage
in joint planning of the syllabus,
and take longer-term
perspectives on their own
learning. (Masterman, 1999)
12 The media helps
the students to
learn the
vocabulary
material easier.
Teaching media also can
encourage students to take more
responsibility for and control
over their own learning, engage
in joint planning of the syllabus,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
and take longer-term
perspectives on their own
learning. (Masterman, 1999)
13 Students ask
questions to the
teacher related
with the
vocabulary
material.
There are some points that
should be understood in
teaching English to children;
children‟s ability to grasp
meaning, children‟s instinct for
play and fun, the role of
imagination, and the instinct for
interaction to talk. (Halliwell,
1992),
14 Students can do
the exercises
well.
There are some points that
should be understood in
teaching English to children;
children‟s ability to grasp
meaning, children‟s instinct for
play and fun, the role of
imagination, and the instinct for
interaction to talk. (Halliwell,
1992),
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
APPENDIX 5
OBSERVATION CHECKLIST SHEET
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54
Date : July 18, 2016Class : III Time : 09.00 – 10.10
No Statements
Scale
Absolutely No
Absolutely Yes
1 2 3 4 5
1 Teacher prepares the vocabulary
material well
2 Teacher delivers the vocabulary
material well.
3 Teacher speaks English when
delivering the vocabulary material.
4 Teacher gives the opportunity to the
students to ask when they still do
not understand.
5 Teacher uses media to help her
delivers the vocabulary material.
7 Teacher gives exercises in order to
improve students understanding
about the material.
8 The exercises help the students to
have a group discussion.
9 Students have big curiosity to learn
English.
10 Students enjoy having discussion
with their friends.
11 Students enjoy learning English
using media that has prepared by
their teacher.
12 The media helps the students to
learn the vocabulary material easier.
13 Students ask questions to the
teacher related with the vocabulary
material.
14 Students can do the exercises well.
Note:
The media that she uses is blackboard.
The teacher speaks English 25% and Indonesia 75% because it‟s the first time the
students learn English.
There is no exercise which is given to the students
Students are not really enjoying the learning process because the teacher only uses
blackboard as her teaching media.
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APPENDIX 6
VOCABULARY MATERIALS DESIGN
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A. Listening (Mendengarkan)
In this section, you will learn about occupations. There are many jobs around us. You have to learn them all. You have to listen to your teacher carefully to catch what your teacher says. TASK 1 Listen and repeat! (Dengar dan Tirukan!)
Cashier
Musician
Gardener
Teacher
Chef
Tailor
Dentist
Mechanic
Painter
Policeman
Postman
Barber
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Task 2 Listen and complete the missing word below! Dengarkan dan Lengkapilah!
1. C _ R _ E _ T_ R
2. P _ L _ T
1. N _ R _ E
Pilot
Doctor
Nurse
Farmer
Carpenter
Taxi Driver
Soldier
Secretary
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
2. T _ I _ O_
3. T _ A _ H _ R
Task 3 Listen to the teacher and put a tick (V) for the word you hear! Dengarkan dan beri tanda centang (v) untuk kata yang kalian dengar!
1. (....) Carpenter
(....) Gardener 2. (....) Tailor
(....) Sailor 3. (....) Teacher
(....) Butcher 4. (....) Fisherman
(....) Farmer 5. (....) Secretary
(....) Shopkeeper
B. Speaking
In this section you will have some dialouges about profession. You will know how to ask for someone’s profession in a good manner. Pay attention to your teacher’s explanation and practice the dialouges well. Task 1 Look at the pictures and spell these words correctly! Lihat dan perhatian gambar – gambar di bawah ini dan ejalah kata – kata berikut dengan benar!
1. n-u-r-s-e
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59
2. d-o-c-t-o-r
1. s-o-l-d-i-e-r
2. g-a-r-d-e-n-e-r
3. p-o-l-i-c-e-m-a-n
Task II Look at the pictures and complete the dialouges, then practice them verbally! Perhatikan gambar berikut dan lengkapilah percakapannya lalu praktekanlah secara lisan! 1. X: What is he?
Y: He is a ...
2. X : what is he? Y : He is a ...
3. X : what is he?
Y : he is a ...
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4. X : What is he?
Y : he is a ... 5. X : What is she?
Y : She is a ... 2. X : What is she?
Y : She is a ...
C. Reading
This is the reading section. You will read a passage about Ihsan’s family and their jobs. Read it carefully and learn the vocabularies. Don’t forget to answer the questions based on the text correctly. You can discuss it with your friends to build up your friendship. Task 1 Read the short text below! Bacalah teks singkat berikut! Hello, my friends. My name is Ihsan. I am a student. I want to introduce you to my family. There are four people in my family. My father is a doctor. He goes to the hospital every day. My mother is an English teacher. She works in a Junior High School in my town. Ali is my brother. He is a painter. His paintings are amazing. I love my family. Task 2 Let’s learn the vocabularies from the text above. Complete the table with the correct answer! Mari belajar kosakata dari teks di atas. Lengkapilah tabel dengan jawaban yang tepat!
No. Word Meaning
1 Family
2 Teacher
3 Doctor
4 Brother
5 Painting
6 Hospital
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
7 Work
8 Father
9 Brother
10 Amazing
Task 3 Read the text in Task 1 once again. Answer these questions based on it! Bacalah teks pada Task 1 sekali lagi. Jawablah pertanyaan berikut ini berdasarkan teks diatas! 1. Who is Ihsan?
Answer: ______________________________________________________________
2. What is Ihsan’s father?
Answer: ______________________________________________________________
3. What is his mother’s profession?
Answer: ______________________________________________________________
4. Where does his mother’s work?
Answer: ______________________________________________________________
5. What does his brother do?
Answer: ______________________________________________________________
Task 4 Read the text in Task 4 and identify the statements. Write (T) for the true statement and write (F) for the false one! Bacalah teks pada task 4 dan identifikasi pernyataannya. Tulis (T) untuk pernyataan yang benar dan tulis (F) untuk pernyataan yang salah!
Mr Harry Mr. Harry is a postman. He is a hard worker. He goes to the post office in the morning. He takes letters and delivers them to the people. He usually rides his bike to do his job. He is friendly man. He always greets every person he meets. 1. ( ... ) Mr Harry is a driver
2. ( ... ) Mr Harry goes to the post office every morning.
3. ( ... ) He usually rides his car to work.
4. ( ... ) Mr Harry never greets the people he meets.
5. ( ... ) Mr Harry delivers letters every day.
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D. Writing
Let’s improve your writing skill. There are some writing exercises presented in this section. Do them all well. You have to do it independently to get the best result. Don’t forget to practice it at home. Task 1 Arrange these letters and write the meaning in Indonesian. Susunlah huruf – huruf berikut ini dan tulis artinya dalam bahasa Indonesia. 1. R-A-M-E-R-F
.................................... 2. N-E-R-S-U
.................................... 3. L-I-C-E-P-O-M-A-N
.................................... 4. T-M-A-N-P-O-S
.................................... 5. E-A-C-H-E-T-R
...................................
Task 2 Look at the picture and complete the sentences! Lihat gambar dan lengkapilah kalimatnya! 1. The teacher works in the ...
2. The doctor works in the ...
3. The farmer works in the ...
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63
4. The gardener works in the ...
5. The chef works in the ...
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APPENDIX 7
PRE-TEST
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65
Pilihlah Jawaban yang Paling Tepat di bawah ini.
1. Guru in English is ...
a. Librarian
b. Teacher
c. Secretary
2. Petani in English is ...
a. Soldier
b. Police
c. Farmer
3. Tentara in English is ...
a. Soldier
b. Police
c. Carpenter
4. Tukang Kayu in English is ...
a. Carpenter
b. Nurse
c. Doctor
5. Perawat in English is ...
a. Nurse
b. Carpenter
c. Student
6. Sekertaris in English is ...
a. Secretary
b. Gardener
c. Painter
7. Pelukis in English is ...
a. Musician
b. Garderner
c. Painter
8. Tukang kebun in English is ...
a. Painter
b. Gardener
c. Musician
9. Tukang cukur in English is ...
a. Barber
b. Chef
c. Tailor
10. Tukang post in English is ...
a. Postman
b. Tailor
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66
c. Barber
11. Dokter gigi in English is ...
a. Tailor
b. Barber
c. Dentist
12. Sopir taksi in English is ...
a. Taxi driver
b. Gardener
c. Barber
13. Penjahit in English is ...
a. Tailor
b. Cashier
c. Taxi driver
14. Koki in English is ...
a. Mechanic
b. Chef
c. Taxi driver
15. Dokter gigi in English is ...
a. Musician
b. Dentist
c. Doctor
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Isilah titik – titik dibawah ini dengan memilih satu jawaban yang ada pada
kotak.
1. I am a ............ I work in the hospital.
2. I am a ............ I repair motorcycles everyday.
3. I am a ........... I make a lot of songs.
4. I am a .......... . I work in the shop.
5. I am a .......... . I fly the plane everyday.
Pilot Doctor Mechanic
Mucisian School
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APPENDIX 8
POST-TEST
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69
Pilihlah Jawaban yang Paling Tepat di bawah ini.
1. Sekretaris in English is ...
d. Librarian
e. Teacher
f. Secretary
2. Tentara in English is ...
d. Soldier
e. Police
f. Farmer
3. Tukang Kayu in English is ...
d. Soldier
e. Police
f. Carpenter
4. Dokter in English is ...
d. Carpenter
e. Nurse
f. Doctor
5. Montir in English is ...
d. Nurse
e. Carpenter
f. Student
6. Tukang kebun in English is ...
d. Secretary
e. Gardener
f. Painter
7. Pemain musik in English is ...
d. Musician
e. Gardener
f. Painter
8. Pelukis in English is ...
d. Painter
e. Gardener
f. Musician
9. Koki in English is ...
d. Barber
e. Chef
f. Tailor
10. Penjahit in English is ...
d. Postman
e. Tailor
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f. Barber
11. Tukang cukur in English is ...
d. Tailor
e. Barber
f. Dentist
12. Tukang pos in English is ...
d. Taxi driver
e. Postman
f. Barber
13. Kasir in English is ...
d. Tailor
e. Cashier
f. Taxi driver
14. Sopir taksi in English is ...
d. Mechanic
e. Chef
f. Taxi driver
15. Dokter gigi in English is ...
d. Musician
e. Dentist
f. Doctor
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71
Isilah titik – titik dibawah ini dengan memilih satu jawaban yang ada pada kotak.
1. Adit is a ............ He repairs motorcycles everyday.
2. My mother is a ............ She works in the hospital.
3. Sinta is a ............ She works in the school.
4. Bambang is a .......... . He works in the shop.
5. I am a .......... . I fly the plane everyday.
Pilot Doctor Mechanic
Mucisian School
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72
APPENDIX 9
Student’s Record on Pre-test (Multiple
Choice)
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73
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APPENDIX 10
Student’s Record on Pre-test (Fill in the
blank)
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75
75
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76
APPENDIX 11
Student’s Record on Post-test (Multiple
Choice)
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77
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78
APPENDIX 12
Student’s Record on Post-test (Fill in the
blank)
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