THE EFFECT OF GUESSING GAME TO ENHANCE STUDENTS ...
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THE EFFECT OF GUESSING GAME TO ENHANCE STUDENTS’ VOCABULARY ACHIEVEMENT (A Quasi-Experimental Study at the Eighth Grade of SMP Mumtaza Islamic School) By: Rizal Hanif Masyhur 1112014000061 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2018
Transcript of THE EFFECT OF GUESSING GAME TO ENHANCE STUDENTS ...
THE EFFECT OF GUESSING GAME TO ENHANCE
STUDENTS’ VOCABULARY ACHIEVEMENT
(A Quasi-Experimental Study at the Eighth Grade of SMP Mumtaza Islamic
School)
By:
Rizal Hanif Masyhur
1112014000061
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
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ABSTRACT
Rizal Hanif Masyhur (NIM: 1112014000061). 2018. The Effect of Guessing
Game to Enhance Students’ Vocabulary Achievement (A Quasi-Experimental
Study at the Eighth Grade of SMP Mumtaza Islamic School). A Skripsi of
English Education Department at Faculty of Educational Sciences Syarif
Hidayatullah State Islamic University Jakarta.
Advisor 1 : Tati L. Durriyah, MA., Ph.D.
Advisor II : Drs. H. Nasifuddin Jalil, M.Ag.
Keyword : Vocabulary, Guessing Game.
The study was carried out to obtain the empirical evidence about the effect of
guessing game to enhance students’ vocabulary achievement which was observed
and analyzed from two classes of the eighth-grade of SMP Mumtaza Islamic
School. The method of this study is quantitative method which is quasi-
experimental research with pre-test and post-test control group design. The sample
was chosen by using purposive sampling technique selected into the experiment
and control class which consisted of 30 students in each class. The experiment class
was taught by using guessing game technique while the control class was one-way
explanation from teacher. Data analysis process was using t-test which obtained t0
was 2.512 and ttable in degree significance 5% was 1.672. This meant that Ha which
was “there is a significant effect of guessing game to enhance students’ vocabulary
achievement” was accepted. However, the effect size was tested and the result was
medium in level 0.6. The statistical calculation as the main data showed that
guessing game had medium effect on the eighth grade students’ vocabulary
achievement in SMP Mumtaza Islamic School Academic Year 2018/2019.
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ABSTRAK
Rizal Hanif Masyhur (NIM: 1112014000061). 2018. The Effect of Guessing
Game to Enhance Students’ Vocabulary Achievement (A Quasi-Experimental
Study at the Eighth Grade of SMP Mumtaza Islamic School). Skripsi Jurusan
Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam
Negeri Syarif Hidayatulllah Jakarta.
Dosen Pembimbing 1 : Tati L. Durriyah, MA., Ph.D.
Dosen Pembimbing II : Drs. H. Nasifuddin Jalil, M.Ag.
Kata Kunci : Kosakata, Guessing Game.
Penelitian ini bertujuan untuk mengetahui pengaruh guessing game terhadap
perolehan kosakata siswa. Penelitian ini dilaksanakan dan dianalisis pada siswa
kelas 8 SMP Mumtaza Islamic School. Metode penelitian yang digunakan adalah
eksperimen semu dengan rancangan penelitian pre-test and post-test control group
design. Pengambilan sampel dilakukan dengan menggunakan teknik purposive
sampling dengan membagi kelompok penelitian menjadi 2 kelas, yaitu kelas
eksperimen dan kelas kontrol. Setiap kelas penelitian terdiri dari 30 siswa. Kelas
eksperimen diajar menggunakan teknik guessing game, sedangkan kelas kontrol
mendengarkan penjelasan satu arah dari guru dan melakukan latihan tertulis.
Analisis data proses kedua kelompok menggunakan uji-t diperoleh hasil thitung
sebesar 2,512 dan ttabel pada taraf signifikansi 5% sebesar 1,672. Hal ini berarti, Ha
yang berbunyi “terdapat pengaruh signifikan penggunaan guessing game terhadap
perolehan kosakata siswa” diterima. Selain itu, besaran efek dari penelitian ini
berada pada kategori menengah (medium) yakni sebesar 0,6. Perhitungan statistik
menunjukkan bahwa guessing game memiliki implikasi medium terhadap
perolehan kosa kata siswa kelas 8 SMP Mumtaza Islamic School Tahun Akademik
2018/2019.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent the Merciful.
All praises be to Allah, Lord of the Worlds who has blessed the researcher
with His power to accomplish this Skripsi. Blessing and salvation be upon to the
beloved Prophet Muhammad, his family, his companions and also his followers.
First, it is an honor for him to accomplish the Skripsi entitled “The Effect of
Guessing Game to Enhance Students’ Vocabulary Achievement (A Quasi-
Experimental Study at the Eighth Grade of SMP Mumtaza Islamic School at South
Tangerang)”. The Skripsi is submitted to the Department of English Education as
one of the requirements for the Degree of S.Pd.
The researcher would like to thank to all people who have helped and support
him until he could finish the Skripsi. His gratitude goes to his beloved family for all
their helps and supports to him to finish his study. Then, he would like to give the
appreciation and gratitude to the advisors Tati Lathipathud Durriyah, MA., Ph.D.,
and Drs. H. Nasifuddin Jalil, M.Ag., who have given the precious help, advice,
guidance, and patience during the process of accomplishment his study.
Beside of those people, the researcher also would like to express his deepest
gratitude to:
1. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of Faculty of Educational
Sciences Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd., as the Head of the Department of English Education and Zaharil
Anasy, M.Hum., as the Secretary of the Department of English Education.
3. All the lecturers of the Department of English Education for sharing the
knowledge, inspiration, and motivation.
4. Big family of Department of English Education for the support.
5. Ibnu Mulyana, S.Pd as the Headmaster of SMP Mumtaza Islamic School who
has permitted him to conduct the research.
6. Dra. Rachmayanti as the eighth-grade English teacher of SMP Mumtaza Islamic
School who helped the researcher.
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7. The eighth-grade students of SMP Mumtaza Islamic School for their active
contribution and participation.
8. The beloved family of Pojok Seni Tarbiyah (POSTAR).
9. Everyone who has contributed, motivated, and helped him to finished the study
in UIN Jakarta.
Finally, considering that this Skripsi is an imperfect work in some points,
critics and suggestion will be expected and appreciated to make improvement of
this work. Hopefully, this Skripsi would be beneficial for many parties; particularly
the writer’s himself and the others who are interested in it.
Jakarta, 1 October 2018
Rizal Hanif Masyhur
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TABLE OF CONTENTS
ABSTRACT ...................................................................................................... i
ABSTRAK ……… .......................................................................................... ii
ACKNOWLEDMENT ..................................................................................... iii
TABLE OF CONTENTS .................................................................................. v
LIST OF TABLES ........................................................................................... vii
LIST OF APPENDICES ................................................................................. viii
CHAPTER I INTRODUCTION
A. Background of the Study ........................................................ 1
B. Identification of the Problems ............................................... 6
C. Limitation of the Study ........................................................... 6
D. Formulation of the Study ....................................................... 6
E. Objectives of the Study ........................................................... 7
F. Significance of the Study ........................................................ 7
CHAPTER II THEORETICAL FRAMEWORK
A. Vocabulary .............................................................................. 8
1. Definition of Vocabulary ................................................. 8
2. Kinds of Vocabulary ........................................................ 9
3. The Importance of Vocabulary ........................................ 10
4. Definition of Vocabulary Achievement........................... 11
B. Games in English as a Foreign Language ............................... 12
1. Definition of Game ......................................................... 12
2. The Advantages of Game ............................................... 14
3. Purposes of Using Game ................................................ 15
4. Principles of Game Selection ......................................... 16
C. Guessing Game Strategy in Teaching Vocabulary ................ 17
1. Guessing Game ................................................................ 17
2. Teaching Vocabulary Using Guessing Game .................. 18
D. Previous Studies ...................................................................... 19
E. Thinking Framework .............................................................. 21
F. Theoretical Hypotheses ......................................................... 23
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CHAPTER III RESEARCH METODOLOGY
A. Time and Place of the Research .............................................. 24
B. Method and Research Design ................................................. 24
C. Population and Sample of Research ...................................... 25
D. The Instrument and Technique of Data Collecting ................ 26
E. Validity .................................................................................. 27
F. Reliability .............................................................................. 28
G. The Technique of Analyzing Data ......................................... 28
1. Test of Normality ................................................................ 29
2. Test of Homogeneity ......................................................... 29
3. Hypothesis Testing ............................................................ 29
H. Hypothesis of the Research ................................................... 30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Finding .................................................................... 31
1. The Description of Data ..................................................... 31
2. The Analysis of Data .......................................................... 33
a. Test of Normality .......................................................... 33
b. Test of Homogeneity .................................................... 35
c. t-Test ............................................................................. 36
3. Test of Effect Size ............................................................. 37
4. Hypothesis Test ................................................................. 39
5. Interview Result ................................................................. 40
B. Discussion .............................................................................. 40
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................. 43
B. Suggestion .............................................................................. 43
REFERENCES ............................................................................................... 45
APPENDICES ............................................................................................... 48
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LIST OF TABLES
Table 3.1 Design of Research .......................................................................... 25
Table 4.1 Pre-test and Post-test Score of Experiment Class ........................... 31
Table 4.2 Pre-test and Post-test Score of Control Class .................................. 32
Table 4.3 The Result of Normality Test of Pre-test ......................................... 34
Table 4.4 The Result of Normality Test of Post-test ........................................ 34
Table 4.5 The Result of Homogeneity Test of Pre-test .................................... 35
Table 4.6 The Result of Homogeneity Test of Post-test .................................. 36
Table 4.7 The Result of t-Test of Post-test ...................................................... 36
Table 4.8 Descriptive Statistics ....................................................................... 38
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LIST OF APPENDICES
Appendix 1 Question Grid of Validity ............................................................... 49
Appendix 2 Instrument of Validity Test ............................................................. 50
Appendix 3 Instrument of Pre-test ..................................................................... 57
Appendix 4 Instrument of Post-test ................................................................... 63
Appendix 5 Answer Key of Validity Test .......................................................... 69
Appendix 6 Answer Key of Pre-test .................................................................. 70
Appendix 7 Answer Key of Post-test ................................................................. 71
Appendix 8 Lesson Planning of Experiment Class ............................................ 72
Appendix 9 Lesson Planning of Control Class ................................................... 94
Appendix 10 Result of Validity Test ................................................................. 115
Appendix 11 Result of Reliability ..................................................................... 119
Appendix 12 Result of t-Test ............................................................................ 120
Appendix 13 Result of Pre-test and Post-test of Experiment Class .................. 121
Appendix 14 Result of Pre-test and Post-test of Control Class ......................... 122
Appendix 15 Interview Question ...................................................................... 123
Appendix 16 Interview Result .......................................................................... 124
Appendix 17 Documentation ............................................................................ 126
Appendix 18 Letter of Permission .................................................................... 128
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CHAPTER I
INTRODUCTION
A. Background of the Study
The very beginning step of learning other language is learning vocabulary.
Vocabulary has an important role in English because vocabulary is the very basic
knowledge that is required to acquire other competencies such as listening,
speaking, reading and writing. Having a lot of words is necessary because the more
words students know, the better chance to understand. In line with that reason,
limited vocabulary also prevents students from comprehending audio from listening
and text from reading. McCarthy stated that the biggest component of any language
course is vocabulary.1 Vocabulary is one of the most important things in its
language.
Vocabulary is one of the English components which connects the four skills of
English. It means they cannot follow the teaching and learning process of English
subject well if students are not able to read, to write, to speak and to listen in
English. Richards stated that vocabulary is a core component of language
proficiency and provides much of the basis for how well learners speak, listen, read,
and write.2
Vocabulary is one of the linguistic features which influences English skills.
Learning vocabulary is important to make students able to use English skills.
Thornbury also stated that without grammar very little can be conveyed, without
vocabulary nothing can be conveyed.3 Students spend most of their time studying
grammar, their English will not improve very much. They will see most
improvement if they learn more words and expressions. They can say very little
with grammar, but they can say almost anything with words. Through this
statement, it can be explained that vocabulary has the main role in every English
1Michael McCarthy, Language Teaching: A Scheme for Teacher Education, (New York:
Cambridge University Press, 2001), p. viii. 2Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology
of Current Practice, (New York: Cambridge University Press, 2002), p. 255. 3Scott Thornbury, How to Teach Vocabulary, (Longman: Pearson Education, 2002), p. 13.
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skill. Students can still understand what others say or write. In another side,
grammar is not the main role to make the communication happen.
Students have to master English vocabularies first before mastering English
itself. They will be not able to express themselves clearly and effectively if they do
not master vocabulary before. McCarthy and O’Dell stated that English has a very
large of vocabulary, which adds greatly to opportunities to express the meaning in
a different style.4 Teachers must be able to choose a good technique to improve the
students’ vocabulary. The students will be easy to express all of in their mind if
they have a very large vocabulary. Amy Rider also stated that helping students
improve their vocabulary is a project with enormous benefits. When students
improve their vocabulary, they feel smarter. They more understand what they read
and they hear. They find it easier to express themselves because they have a better
command of their language. They feel more powerful because they are more
powerful.5
In Indonesia, the government has made many efforts to make students familiar
about English, because English is considered as the foreign language. One of the
efforts is required English to become the compulsory subject to be taught in junior
high schools.6 The problem in learning English for the young learner is the
expansion of vocabulary. Many students devote a large amount of time and energy
to learning of vocabulary, but they still complain that it is hard to memorize the
words and there is no way to avoid forgetting. Generally speaking, there are two
problems; one is that students treat vocabulary items indiscriminately; the other is
that students learn vocabulary in an ineffective way, such as learning words in
isolation.
4Michael McCarthy, Test Your English Vocabulary in Use, Upper-Intermediate, (New York:
Cambridge University Press, 2001), p. 6. 5Amy Rider, AbraVocabra, (United States: Cottonwood Press, 2003), p. 5. 6Depdiknas, Peraturan Menteri Pendidikan Nasional, No. 22 tentang Kerangka Dasar dan
Struktur Kurikulum Bahasa Inggris SMP dan MTs, (Jakarta: 2003), pp. 10-11.
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In junior high school especially in the eighth grade, English is officially taught.7
Students are required to understand the English text whether written or spoken text
as the tool of communication. In fact, Students often lack skills to learn vocabulary.8
Because of that, English teachers of junior middle schools have to pay much more
attention to look for proper teaching methods to organize their classes.9 Moreover,
vocabulary will help the students to obtain the idea so the message can be achieved
as well. In other word, students should know and master the vocabulary well to
understand the written or spoken text.
However, it is not easy to expand vocabulary. The students are requested to use
their words in daily life things such as conversation and writing diary etc. In term
of English learning as a foreign language, many students are confused about using
vocabulary for their English. The researcher observed the eighth grade of SMP
Mumtaza Islamic School. He found that teaching vocabulary was explicitly taught
by the teacher even though in syllabus and lesson planning are not explained how
to teach vocabulary. Ways of teaching and technique depend on the teacher. The
researcher also obtained the information about vocabulary teaching and learning
when he was in Teaching Practice Program (PPKT) in January until May 2018. He
observed two classes of tenth-grade students. He found a similar situation that
happened to SMP Mumtaza Islamic School. That is repetition and dictation were
used to teach vocabulary. The researcher also interviewed students about what that
make learning English is difficult. The students generally said that they did not
know the meaning of the words because it is difficult to memorize English
vocabulary and they did not pay attention to use the vocabulary that the teacher
taught in daily life or in the class. The researcher also found that the students were
losing focus and attention to English. Because of those activities, the students
became not interested and the teacher was losing students’ attention. Accordingly,
he found that the main problems in teaching vocabulary were the technique and
7Kementrian Pendidikan dan Kebudayaan, When English Rings a Bell: Buku Guru SMP/MTs
Kelas 8, (Jakarta: Kementrian Pendidikan dan Kebudayaan, 2014), p. iii. 8Yusheng Li and Marko, Vocabulary Teaching in Junior Middle School, March 3th 2017, pp.
1-2. 9Ibid, p. 2.
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strategy which were used have less variation. Besides that, the students will have
difficulties to improve their vocabulary.
Therefore, teachers have to support students’ learning with a good teaching
system and create a good environment that helps students to practice their language
skills based on their level. It means that teacher has to pay attention to the students’
learning and interest, not to limit teaching only in the classroom, from some existing
teaching media such as a flash card, charts, real object, picture, and game.
Andrew stated that games help and encourage many learners to sustain their
interest and work.10 Games also helps the teacher to create contexts in which
language is useful and meaningful. Games will make the learners fun in studying
because they will enjoy studying. And games will help students to improve their
motivation in learning English. He also stated that the students have to take apart,
understand what others are saying or have written, and they must speak or write in
order to express their own point of view or give information.11 Aydan Ersoz added
that games are highly motivating since they are amusing and at the same time
challenging. Furthermore, they employ meaningful and useful language in real
contexts. They also encourage and increase cooperation.12
. It is the one of many instructional games that the object is to guess some kind
of information, such as a word, a title, and an object. Allen said that guessing game
can help students to acquire English words.13 By playing the game, the students can
join the activity and use the vocabulary in that activity in order to acquire English
words.
Guessing Game was established by Duane R. Tovey the Assistant Professor
and the Department of Early and Middle Childhood Education, Ohio State
University, Mansfield, in his study stated that the psycholinguistic guessing game
10Andrew Wright, et. al., Games for Language Learning, (New York: Cambridge University
Press, 1984). p. 1. 11Ibid. 12Aydan Ersoz, The Internet Journal, Six Game for the EFL/ESL Classroom, (Vol. VI, No.6,
June 2000). 13Virginia French Allen, Techniques in Teaching Vocabulary (New York: Oxford University
Press, 1983). p. 52.
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can help students to learn an effective means for decoding language.14 From the
studies that have been mentioned, they showed that guessing game has impacts in
teaching vocabulary and it is needed to conduct a close study to obtain further
evidence of the topic.
He also stated that the guessing game is helpful because it can make students
feel that certain words are important and necessary. Because without those words,
the object of the game cannot be achieved. It creates conditions in which the use of
the target language. Several steps of the guessing game activity, as follows: teacher
only needs a box or something that can contain some words that relate to the
material, and then the teacher makes several groups of the students. After that, the
leader of each group take the word and describe it to his or her group, and let the
members of group guess the words. The activity is designed to build up the students’
interest and more focus on the material. Besides that, guessing game can be played
by all of the students in the class. Topic and material of vocabulary that is used can
be varied to the material such as animal, sport, movies, and others.
Hari Supriyatna the student from UIN Syarif Hidayatullah Jakarta in his
research about differences between guessing game and memorizing method
effectivity stated that guessing game was proved to increase students’ motivation
in learning vocabulary15. His research result stated that using guessing game is more
effective than only using memorizing method. I Ketut Purnata the students from
Mahasaraswati Denpasar University in his research he stated that guessing game
could improve vocabulary mastery of the students. The improvement could be seen
clearly by comparing students’ scores of pre-test, post-test, and questionnaire16.
Based on the reasons above, the researcher would like to apply the guessing
game that may help students to enhance their vocabulary achievement and he also
14Duane R. Tovey, Language Arts, The Psycholinguistic Guessing Game, (National Council
of Teachers of English, Language Arts, Vol. 53, No. 3 March 1976, pp.319-322), p. 322. 15 Hari Supriyatna, The Effectiveness of Guessing Game Technique in Teaching Vocabulary at
MTs Darussalam, (The Departement of English Education, Faculty of Tarbiyah and Teachers’
Training, State Islamic University Syarif Hidayatullah Jakarta, 2014), p. 29. 16 I Ketut Purnata, Teaching Vocabulary by Using Guessing Game to the Seventh Grade
Students of SMP N 4 Pupuan in Academic Year 2012/2013, (English Department, Faculty of Teacher
Training and Education, Mahasaraswati Denpasar University, 2013), p. 42.
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would like to investigate the effect of using guessing games in teaching vocabulary
to enhance students’ vocabulary achievement at the eighth-grade of SMP Mumtaza
Islamic School in Academic Year 2018/2019
B. Identification of the Problems
Based on the background of the study that has explained, there are some
problems that can be identified, as follows:
1. Many students still have a lack of words in their vocabulary because they
have an obstacle in understanding the meaning of some words in order to
achieve new word.
2. Lack of an interesting way to teach English, especially teaching
vocabulary by using interesting media and technique.
C. Limitation of the Study
The study focuses on students’ vocabulary achievement of the eighth-grade
students of SMP Mumtaza Islamic School before and after treatment by the using
guessing game. Moreover, this study concerned with students’ vocabulary
achievement. Besides, the researcher chooses to employ guessing game to be
applied in the research because many kinds of research are successful when
implementing kind of vocabulary game to teach English. Therefore, the study is
limited to the effect of guessing game on students’ vocabulary achievement at the
eighth-grade students of SMP Mumtaza Islamic School.
D. Formulation of the Study
Based on the background of the study, the researcher formulates the problem
as follow: “Does guessing game has an effect on students’ vocabulary achievement
at the eighth-grade students of SMP Mumtaza Islamic School?”
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E. Objectives of the Study
The main objective of the study is to obtain empirical evidence that there is the
effect of guessing game on students’ vocabulary achievement at eighth grade
students of SMP Mumtaza Islamic School.
F. Significance of the Study
This study may expect to have some significance not only for the researcher
himself, but also for English teacher, the students, and other researchers. For
English teacher, the researcher hopes that the result of the study could enrich
teachers’ technique of teaching English vocabulary. For students, the result of this
study could enhance their vocabulary achievement by using the guessing game. The
last is for other researchers who are interested in studying related to this research in
order to obtain more information from this study for doing further research.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary
In every situation, when saying something, expressing the feelings and
saying what have to say, all things need the words and these words called
vocabulary. Many definitions can be found to know what vocabulary is.
Moreover, students can have their own definition about what they have
understood about vocabulary. Thus to communicate well, one thing which human
have to have is sufficient words. Word itself is the important basis of the language
form. Students who have limited vocabulary will face the obstacle of learning a
foreign language.
Vocabulary plays an important role in improving four skills in English.
Without having enough vocabulary, communication will end up in an unpleasant
situation and make students difficult to continue their sentences or idea. Richards
stated, “Vocabulary is a core component of language proficiency and provides
much of the basis for how well learners speak, listen, read, and write.”1 Therefore,
it is highly essential for English teachers to help their students in achieving
vocabulary.
As the definition, the writer sums up that vocabulary is a total of words or
phrase that maintains all information used by person, class or profession in
communication and it is an important thing when students study the language and
the using of the language.
1Jack C. Richards, and Willy A. Renandya, Methodology in Language Teaching, (New York:
Cambridge University Press, 2002), p. 255.
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2. Kinds of Vocabulary
Vocabulary has many kinds of them. They are:
According to Ruth Gairns and Stuart Redman, vocabulary divided into two
kinds:
a. Active Vocabulary: refers to put items which the learners can use
appropriately in speaking and writing. Active vocabulary is also called
productive vocabulary.2
b. Passive Vocabulary: refers to language items that can be recognized and
understood in the context of reading and listening it is also called receptive
vocabulary.3
Meanwhile, Haycraft also divided into two types of vocabulary, they are
receptive vocabulary and productive vocabulary.
a. Receptive vocabulary: words that the learners recognize and understand
when they are used in the context, but which they cannot produce. It means
that the learners identify vocabulary when they find it in reading a text but
do not use it in speaking and writing.
b. Productive vocabulary: the words which understand, pronounce, and use
by the learners in speaking and writing.4
Based on the explanation, in general types of vocabulary have related to
English language skills such as listening, speaking, reading, and writing, and there
are usually called passive vocabulary (receptive vocabulary) and active
vocabulary (productive vocabulary). And all types of vocabulary are very useful
to be learned by students in learning English vocabulary.
2Ruth Gairns and Stuart Redman, Working with Words a Guide to Teaching and Learning,
(New York: Cambridge University Press, 1986), p. 65. 3Ibid. 4Mofareh Akqahtani, The Importance of Vocabulary in Language Learning and How to be
Taught, International Journal of Teaching and Education, 2015, p. 25.
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3. The Importance of Vocabulary
People can learn whenever and wherever they are. Thus, the process of
learning can happen through direct and indirect exposure. Therefore, it can be
obtained from the information or knowledge in the television, radio, magazine,
newspapers, and interaction. Therefore, Heinich stated that learning is the
development of new knowledge, skills, or attitudes as an individual interacts with
information and the environment.5 Komachali and Khodareza stated that
vocabulary is needed by many people to acquire many words of English language
in order to express the idea.6
Mainly, vocabulary is connected with the main four skills of English,
therefore, by possessing vocabulary learners will be able to learn the main four
skills of English language. Subon stated, without mastering the basic of
vocabulary learners would have the difficulties in mastering the main four skills
of English language as speaking, reading, listening, and writing.7 It means that
learners should master the basic of vocabulary well in order to make easy in
mastering the main four skills of English language. On the other word, vocabulary
can be said as a crucial component which is affected to the fluency of mastering
the language. It means that learners should practice the English skills more in
order to have high potential in acquiring the language. In fact, people would not
able to master the speaking skill if they do not speak up. Then, people would not
able to master the writing skill if they do not read. Next, people would not able to
master the listening skill if they do not listen. The key to make it happen, it can be
done by mastering vocabulary first.
5Heinich, et.al, Instructional Media and Technologies for Learning, 7th Edition, (New Jersey:
Merrill Prentice Hall, 2002), p. 6. 6Maryam Eslahcar Komachali and Mohammadreza Khodareza, The Effect of Using
Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge, International
Education Study, 5 (3), 2012, p. 137. 7Frankie Subon, Vocabulary Learning Strategies Employed by Form 6 Students,
International Journal of Scientific and Research Publications, 3 (6), 2013, p. 1.
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In other words, the more vocabulary learners have mastered, the easier
learners to do with language skills. It means the importance of vocabulary for
English learners cannot be compared. However, this is not to say that language
learning is determined by vocabulary only. But it is stated that vocabulary is the
fundamental role of the success of learning the English language. Vocabulary is
important for students understanding four language skill. In learning the foreign
language, it is very important for learners to learn words as many as possible. By
possessing vocabulary, learners will be easy to communicate with the people in
written or spoken form.
4. Definition of Vocabulary Achievement
Achieving a large number of vocabularies is important for foreign language
students. Without achieving it, students will face some obstacles in developing the
four language skills of English. In order to communicate well and understand the
language, vocabulary is essential to be mastered by students. By achieving the
vocabulary students can express their ideas and able to understand a conversation.
Newton in Journal of English and Education mentioned that vocabulary
achievement is not only achieving the words and its meanings but also knowing
about how the words are used in the context.8 It means the students do not only
understand about the word and its meaning but also they must be able to use their
knowledge of word to make the word is suitable in the appropriate situation and
condition.
If students have achieved the vocabulary, they can communicate easily in
the target language. By achieving vocabulary, it can help students to understand
the concept of communication that is appropriate in the context and increase their
confidence to express their ideas. But without achieving the vocabulary, students
will face an obstacle to understand a text and speech. So that is the reason why
vocabulary achievement is important.
8 Fajar Furqon, Correlation between Students’ Vocabulary Mastery and Their Reading
Comprehension, Journal of English and Education, 2013, 1 (1), p. 71.
12
Vocabulary achievement refers to the skill in processing words of a
language. As Shanker said there are five levels in processing the meaning of a
word from lowest to the highest level of vocabulary achievement.
a. The students have no recognition of a word.
b. The students have heard of the word but have no knowledge about the
meaning.
c. The students recognize the word in context and have a vague
understanding of its meaning.
d. The students know well the meaning of the word in the context in
which it appears.
e. The students know the multiple meanings of the word and can actually
use the word in thinking, speaking, or writing.9
Furthermore, achieving vocabulary means that completely understand the
knowledge of words. Students are expected to understand part of speech of the
word like a noun, verb, adverb, etc as their knowledge. Students are required to
understand how the word used in a sentence appropriately with the context. Then,
it can be said that vocabulary achievement is integrated word knowledge of a
certain language.
B. Games in English as a Foreign Language
1. Definition of Game
Teaching language needs good and interesting media. In fact, using media in
teaching-learning activity will make the students focus on the teacher, so the
classroom will be on teacher’s control. However, the media used should be
effective and interesting. By using the interesting media in teaching vocabulary
can help the students to understand the material easily. Here are some media that
can be used in the teaching and learning English: game, flashcard, diagram, chart,
poster, video/film, realia, etc.
9 James L. Shanker and Ward A. Cockrum, Locating and Correcting Reading Difficulties 10th
Edition, (Arizona: Pearson, 2013), p. 53
13
Teaching vocabulary by using game can be interesting, fun, creative, and
enjoyable. Therefore, it can help the students to remember the new vocabulary
words easily. Moreover, using a game in teaching and learning vocabulary can be
done outside and inside the classroom.
Playing game is an activity which is entertaining and engaging, often
challenging and also in which learners play and interact with others.10 This
activity is a strategy to help students not only to enjoy and entertain with the
language they learn but they can practice it incidentally. The game has some
purposes:
a. Physical activity: to release physical and nervous tension and to promote
mental alertness by breaking the routine of drills.
b. Enjoyment: to create a climate of fun and interest that will help the
students look forward to their English lesson.
c. Cultural content: to use a game as a way of repealing the general pattern
of culture that should add to the student’s grasp of the way of English
speaking people.
d. Language learning: to serve as an adjunct to the technique of teaching
grammar and sound system of new language.11
From the purpose of the game, the writer chose guessing game which can be
applied in physical activity such students can use the word according to the
context and know the meaning of a word. The use of guessing game will create
the class alive and also teacher can use several media to teach vocabulary.
10Andrew Wright, et. al, Games for Language Learning, (New York: Cambridge University
Press, 1984). p. 1. 11David Crookall & Rebecca L. Oxford, Simulation, Gaming and Language Learning, (New
York: Newburry House Publisher, 1990), p. 11.
14
2. The Advantages of Games
There are several advantages of the game that can be a consideration to use.
According to Leila, there are several advantages of using language games in
teaching languages, as follows:
a. Games motive language learners and stimulate their interest and curiosity
to learn and find out the answer. Such activities promote a positive
learning attitude towards language learning and encourage the learners to
use their acquired linguistic knowledge to communicate.
b. Games can provide the opportunity to apply the language in a meaningful
context. Games such as role-play expose the learners to the target
language environment and motivate them to share opinions and learn
about the culture while utilizing the resources available to them.
c. Games provide a great opportunity to practice and use the language.
Conventional drill exercise is monotonous and mechanical. Games can
provide the same density of communicative language practice in a
meaningful and less mechanical way to demonstrate actual language used
to achieve communication goals.
d. Games provide a positive environment in which the learners feel
emotionally secure and do not fear a public correction. As a result, they
can practice their problem-solving abilities in different situations while
using the target language as the medium of communication.
e. Games encourage interpersonal communications because the learners
often need to work in pairs or groups. Learners often feel more
comfortable to interact with their peers than with the teacher. Therefore,
games can ease the process of learning and teaching encourages social
and emotional development.12
For addition, according to Lee Su Kim there are also some advantages of
using games in the classroom, as follows:
a. Games are a welcome break from the usual routine of language class.
12Leila Ketterlinus, Using Games in Teaching Foreign Languages, (New York: United States
Military Academy, 2017), p. 3.
15
b. They are motivating and challenging.
c. Learning a language requires a great deal of effort. Games help students
to make and sustain the effort of learning.
d. Games provide language practice in various skills such as speaking,
writing, listening and reading.
e. They encourage students to interact and communicate.
f. They create a meaningful context for language use.13
3. The Purpose of Using Game
The purpose of using game is looking for teaching tools that have many
positive aspects, such as active students opportunities. Using game may also help
reduce tension by adding interesting activity, and also challenging students to
participate. As the experts say:
a. Wallace stated that there is two main reason language game become
more widely used recently. First, games emphasize the importance of
motivation and give a positive atmosphere in the classroom. Second,
games emphasize ‘real’ communication and often make students speak in
the target language.14
b. Cervantes stated that when students are enjoying language games, they
learn vocabulary, grammar, and other aspects of English in an
unconscious way because they are focused on the message and not the
language itself. In addition, games give an opportunity for the teacher to
let the students express their ideas.15
13Lee Su Kim, http://www.teflgames.com/why.html, Creative Games for the Language Class,
‘Forum’ Vol. 33 No. 1, January-March 1995, p. 35. 14Michael J. Wallace, Teaching Vocabulary, (Oxford: The English Language Boo Society,
1992), p. 105. 15Emerita P. Cervantes, Livening Up College English Classes with Games, English Teaching
Forum, No. 3, 2009, p. 20.
16
c. Wright stated that games also help the teacher to create a context which
is useful and meaningful. On the other hand, the student who has to take
apart must speak or write in order to express their ideas or to give
information.16
There is no doubt to use games in teaching vocabulary. Besides all the
advantages that have been explained, games make language teachers are
responsible for creating some conditions that fit the game itself. However, the
researcher believes that games can be applied in English classes in Indonesia.
Games can help teachers become more creative and capable of motivating
students to learn English and become more active in the class.
4. Principles of Game Selection
In determining the suitable games in students’ vocabulary enhancement, the
teacher needs to know the purpose of the game that can make learning English
vocabulary effective and successful. According to Andrew Wright, it is important
to make sure that the games which are wanted to be played is familiar with the
students to reduce the difficulties in conducting the games.17 In using a game in
English vocabulary class, the teacher not only being responsible in selecting game
which has to be used in the class but also in setting conditions in the class to set
students ready and the material. As Allen said that language teachers are
responsible for creating conditions which encourage vocabulary expansion, and a
well-chosen game can help the students acquire English words.18
According to Houston, there are several principles of using games:
a. To specify the purpose: the teacher should know what the purpose of the
game that he or she plays in the class.
b. To explain the rules clearly before it begins: it is important to make sure
the students understand how to play the games. The purpose of the game
16Andrew Wright, et. al, Games for Language Learning, (New York: Cambridge University
Press, 1984). p.2. 17Ibid, p.1. 18Virginia French Allen, Techniques in Teaching Vocabulary (New York: Oxford University
Press, 1983). p. 51.
17
cannot be reached if the students do not understand how to play the
game. It is fine if the teacher explains the rule in native’s language.
c. To be prepared for the ‘extra student’: the teacher has to make sure all of
the students join the games.
d. To avoid drifting off during the game: when the games are playing, what
for potential problems that can be remained. If there is a student who
does not understand the rules, stop the game and go for the rules again.
e. To look for signs that students are getting tired: if the students look tired,
the teacher should stop the game before the students lose their attention.
f. To choose games carefully to save money and time: try to use a game that
can be prepared easily.
g. To find new sources: try to use a new game that never being used before
h. To recycle: if there is an old game that successfully applied in the class
before. It is okay to use it again in another class.
i. To make a file: make a file that consists of games. It can make easy if
teacher wants to use games in another time.
j. To share: if the teacher has a favorite game that used to play with the best
friend.
k. Do not to overdo it: the game is a joyful and interesting play in the class,
but if teacher does it too much, it can waste the time and make another
important thing do not have time to teach in the class.19
C. Guessing Games Strategy in Teaching Vocabulary
1. Guessing Game
The guessing game is invented by Duane R. Tovey and his Department of
Early and Middle Childhood Education in 1976. In his research they found a
strategy that came from the middle school teacher problem in teaching
vocabulary, it is the sound-it-out strategy. The problem is the most children if
asked what they do when they encounter a word that they do not know, will
19Hall Houston, Playing Games, Modern English Teacher, Vol 18 no. 1 (March 2005), p. 33.
18
answer, “Sound it out”.20 The most important thing in the use of this strategy is
the building of confidence within students concerning their predicting ability by
praising successful attempts. If teachers help students to play the guessing game,
they will learn an effective mean of the words for decoding a written language.
The guessing game is a simple game which can be applied in the class. This
kind of game can be played by groups. The guessing games is a game which the
participants compete individually or team to identify something obscurely For
addition, Klippel stated that the basic rule of guessing games is eminently simple;
one person knows something that another one has to find out21. Wright also stated
that in guessing game someone knows something and the others must find out
what it is.22
Based on the definition, the writer concludes that guessing game is a game
that let person guess something which is not mentioned what is that thing. The
players have to identify the thing based on their knowledge. This game can be
conducted individually or team. The thing that should be guessed can be in a form
or single word, phrase, or sentences.
2. Teaching Vocabulary Using Guessing Game
Guessing game can be played in the class by several groups in the class.
There are several concepts to play modified guessing game from expertise.
Teachers can choose and adjust depending on the material and situation in the
class. According to Rider, there are such games that can be conducted as follows:
a. Four students are asked to come to the front of the classroom. One of
them is selected to draw a slip from a box which contains words related
to many different categories.
20Duane R. Tovey, The Psycholinguistic Guessing Game, Language Arts, Vol. 53, No. 3
(March 1976), pp. 319-322. p. 319. 21Friederike Klippel, Keep Talking - Communicative Fluency Activities for Language
Teaching, (Cambridge: Cambridge University Press, 1984), p. 13. 22Andrew Wright, et. al, Games for Language Learning, (New York: Cambridge
University Press, 1984). p. 1.
19
b. The student who has drawn a slip from shows it to his three companions
at the front of the room, but not to other members of the class.
c. The other members of the class try to guess the word on the slip which
has been drawn from the box. They take turns asking first about the
category, “is it a word for food? For furniture? For transportation?” the
four students who have who have seen the slip take turns answering “No,
it isn’t” until the right category has been guessed.
d. After the correct category has been discovered (transportation, for
instance) members of the class continue to ask Yes/No questions: “is the
word bus? Is it a taxi? Is it a train?”
e. The one whose guess is correct may draw a slip from the box the next
time the game is played. 23
D. Previous Study
The first previous study is taken from Hari Supriyatna. He was students of
Syarif Hidayatullah Islamic State University Jakarta. The study talk about the
effectiveness of guessing game technique in teaching vocabulary at Mts
Darussalam. This study used quasi-experimental study with control and
experiment group design. The research was implemented in two classes, which
divided into the experiment class and control class. He found that the students
who were taught vocabulary through guessing game technique got a higher result
than the students who were not taught vocabulary through guessing game. It can
be seen in the gained score statistical data from the experimental class that is
higher than gained score form the control class.
He concluded that teaching vocabulary using guessing game is more
effective than only using memorizing method. It is because the game is more
interesting. According to the data analysis, the value of t0 (tobservation) is 5.48 and
the value of tt (ttable) is 1.67.24 It means that there is significance in the students’
23Amy Rider, Abravocabra,(New York: Cottonwood Press) p. 51. 24Hari Supriyatna, The Effectiveness of Guessing Game Technique in Teaching Vocabulary at
MTs Darussalam, (The Departement of English Education, Faculty of Tarbiyah and Teachers’
Training, State Islamic University Syarif Hidayatullah Jakarta, 2014), p. 29.
20
score in learning vocabulary by using the guessing game. He also stated that
teacher needs to develop their ways of teaching English in vocabulary to give
enthusiasm to the students by creating a new atmosphere in the classroom varies.
It is possible, by using certain methods or activity in teaching English, the
students will get the new experiences so they will not get bored. Variation of
activity in teaching vocabulary is needed to make the students motive to use their
new vocabulary that can retain their mind to memorize it.
The second previous study is taken from I Ketut Purnata. He was students
Mahasaraswati Denpasar University. The study talks about teaching vocabulary
by using the guessing game at SMP Negeri 4 Pupuan. This study used class action
research. The improvement of students in learning vocabulary could be seen
clearly by comparing the students’ scores of pre-test, post-tests in every cycle, and
questionnaire. Initial reflection was administered to obtain data about the pre-
existing vocabulary of the students. The reflection in form of post-test was
administered to obtain data about the extent of vocabulary mastery of the students
after they were taught by using guessing game. The questionnaire was
administered to find data about respond and changing learning behavior of the
students. The main score of pre-test was 46.6 and the grand mean score of the
cycle I was 62.3. That improvement score were obtained by calculating average
scores in cycle I (57.4 and 67.2) then divided by 2. The grand mean score of cycle
II was 81.1. That grand mean also calculated by adding the mean score in cycle II
(76.6 and 85.6) then divided by 2. The score increased 18.8 points compared to
the grand mean score of the cycle I.
Therefore, that could be concluded that the rising comparative figure of
Initial Reflection showed the extent of vocabulary mastery achievement of the
subjects under study when they were taught by using guessing game. In the other
words, the guessing game could significantly improve the vocabulary mastery of
the students. The result of data analysis showed that the increasing score in three
phases of scoring. It means that there was the improvement of students’
21
vocabulary when they were taught by using guessing game.25 He also found that
the subjects learning behavior had changed positively. It was shown by their
participation and high motivation during learning vocabulary by using the
guessing game. The findings clearly suggested that teaching vocabulary by using
the guessing game could make the students be more motivated in studying and
significantly improve their vocabulary mastery.
The next previous study is taken from Professor Duane R. Tovey who
invented guessing game in his study about psycholinguistic guessing game and
early and middle childhood education department in Ohio State University,
Mansfield. In his study, he stated that before known as guessing game, it was
called three cue systems (graphophonic, syntactic, and semantic). He also stated
that learning vocabulary much easier for children if they learn to use their
linguistic abilities by making use of all three cue systems. He also added that the
psycholinguistic guessing game can help students to learn an effective means for
decoding language.26
E. Thinking Framework
Vocabulary is important for students to understand four language skill. In
learning the foreign language, it is very important for learners to learn words as
many as possible. By possessing vocabulary, learners will be easy to
communicate with the people in written or spoken form.
the more vocabulary learners have mastered, the easier learners to do with
language skills. It means the importance of vocabulary for English learners cannot
be compared. However, this is not to say that language learning is determined by
vocabulary only. But it is stated that vocabulary is the fundamental role of the
success of learning the English language.
25I Ketut Purnata, Teaching Vocabulary by Using Guessing Game to the Seventh Grade
Students of SMP N 4 Pupuan in Academic Year 2012/2013, (English Department, Faculty of
Teacher Training and Education, Mahasaraswati Denpasar University, 2013), p. 42. 26Duane R. Tovey, The Psycholinguistic Guessing Game, Language Arts, Vol. 53, No. 3
(March 1976), pp. 319-322. p. 319.
22
Teaching language needs good and interesting media. In fact, using media in
teaching-learning activity will make the students give intention to the teacher.
However, the media used should be effective and interesting. By using the
interesting media in teaching vocabulary can help the students to understand the
material easily.
Generally, in Indonesia, junior high schools students are those students in
the range of ages of 12 to 15. This range ages, they are considered as teenagers or
adolescents. According to Brown, the junior high school students are in transition
age, confusion, self-counsciousness, growing, and changing bodies and mind.
Therefore, it will need a very special set of consideration for teaching teenagers.27
Because of that, teaching media is one of the most important elements
affecting the English teaching and learning process including teaching vocabulary.
The application of an appropriate teaching media such as using game is very
essential in determining the success of the teaching and learning process, in
vocabulary learning, the appropriate game can give a lot of opportunities to
expand vocabulary. In other words, students will obtain knowledge or input from
the game.
The guessing game is designed to be implemented in the English teaching
and learning of vocabulary learning. The concept of guessing games which give
priority to students’ involvement and cooperation during the learning process,
gives benefits for the students to improve their speaking motivation, confidence,
independence, and social skills. Besides, guessing games also help the teacher to
create an enjoyable learning atmosphere which can maximize the effectiveness of
teaching and learning process in vocabulary learning. According to Schmitt, even
though students have to take some responsibilities for their own vocabulary
learning, it is necessary to introduce them vocabulary learning strategies.28
There are many principles for teaching vocabulary which should be
considered before applying a particular teaching strategy. Vocabulary can be
27H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy Second Edition, (California: Pearson Education, 2000). p. 92. 28Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University
Press, 2000), p. 138.
23
implemented by some strategies that can make the class activity become active. In
this case, guessing game can arouse students’ motivation in learning. They also
create a learning atmosphere which is full of encouragement and positive group
relation. During the learning process, students are led to help each other in groups.
They also motivate and encourage each other to make a maximum effort in
performing their tasks, so it can improve students’ responsibility to do the best
both for themselves and their group.
As student’s vocabulary achievement is important in the teaching and
learning process, the collaborative work to increase this in English learning is then
necessary among related research team members such as the English teacher and
researcher. By using experimental research, students’ vocabulary achievement in
SMP Mumtaza Islamic School can be improved. This needs to be justified
throughout the study.
F. Theoretical Hypotheses
Since this research is purposed for finding the empirical evidence of the
effectiveness of guessing game on students’ vocabulary achievement, the research
hypotheses of this research are:
Null Hypothesis (H0) : Guessing game has no significant effect
on students’ vocabulary achievement at the eighth grade of SMP
Mumtaza Islamic School.
Alternative Hypothesis (Ha ) : Guessing game has a significant effect on
students’ vocabulary achievement at the eighth grade of SMP Mumtaza
Islamic School.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of the Research
This research was conducted in 3 October until 17 November 2018 at SMP
Mumtaza Islamic School that is located on Jl. Kayu Manis No. 1, Pondok cabe
Udik, Pamulang, Kota Tangerang Selatan, Banten 15418.
B. Method and Research Design
The researcher applied quantitative method in conducting this research. In
quantitative research, it is often related to the calculation and analysis of the
numerical data. The design of this research is quasi-experimental design.
Creswell said that quasi-experiment is used to establish possible cause and
effect between dependent variable and independent variables.32 Moreover,
Fraenkel, Wallen, Hyun also stated that experimental research is the best way to
establish cause and effect relationships among variables.33 In this study, the
dependent variable (X) is guessing game, in this research there is independent
variable (Y), it is students’ vocabulary achievement. The experiment procedure
started with giving students pre-test then, ended with post-test. Here is the design
of pre-experiment:
Pre-test: test that given before treatment
Treatment: teaching learning process using guessing game
Test given after treatment
Based on quasi-experimental design, the researcher took two classes:
experiment class and control class. Experiment class is the class that vocabulary
will be taught by implementing guessing game technique while control class is the
class that vocabulary could be taught without implementing guessing game
technique. Experiment and control class has been given a pre-test before teaching
and learning vocabulary. Then, the treatment was implemented to experiment
32J. W. Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative
and Qualitative Research, (London: Pearson Education Inc., 2012) 4th Edition, p.13. 33Fraenkel, J. R., Wallen, N. E., & Hyun, H. H, How to Design and Evaluate Research in
Education (8th ed.), (New York: McGraw-Hill, 2012), p. 265.
25
class by using guessing game and it was not implemented to control class. After
several meetings, post-test has been given in order to know the effect of guessing
game on students’ vocabulary achievement. And the researcher analyzed the data
that he obtained from experiment class and control class by using IBM SPSS
Statistics Version 20.
Table 3.1 Design of Research
Class Pre-test Independent
Variable Post-test
Experiment O1 X1 O2
Control O1 X2 O2
Notes:
O1 : Pretest which was given before teaching and learning process to experiment class and
control class
O2 : Posttest which was given after teaching and learning process to experiment class and
control class
X1 : Teaching and learning process with Guessing game in experiment class
X2 : Teaching and learning process without Guessing game treatment in control class
C. Population and Sample of Research
Population is the subject of research.34 The population of this research is three
classes of students at the eighth grade of SMP Mumtaza Islamic Student that
consists of 96 students. Sample is part of the number and characteristics possessed
by the population.35 There are two classes that consist of 30 students in each class
as the sample. Furthermore, 8B class was chosen as the control class and 8A class
was chosen as the experimental class. The samples had been taken based on the
purposive sampling.
34Suharsimi Arikunto, Prosedur Pnenelitian; Suatu Pendekatan Praktik, (Jakarta: Rineka
Cipta, 2006), h. 130. 35Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R & D, (Bandung: Alfabeta,
2011), h. 80.
26
D. The Instrument and Technique of Data Collecting
The research instrument is an important tool for researchers in data collection.
Research instrument is a tool or facility used by researchers to collect data to help
them collect the data easier and got better result. The researcher used kind of
instrument to do the research, it was vocabulary test as the main instrument and
open-question as the secondary instrument.
The researcher used multiple choice to test students’ vocabulary achievement.
Because it can be used “with isolated words, words in a sentence context, or
whole text.”36 The test was divided into two which are pre and post-test that
consist of 20 items in vocabulary test which were adopted from the books for the
eighth grade students of junior high school.
The researcher used pre-test and post-test technique to obtain students’
vocabulary achievement. Pre-test and post-test used to know the different
achievements between experiment class and control class before and after the
treatment. The pre-test was given to measure students’ abilities in enhancing the
vocabulary for both students’ in experiment and control classes before the
learning program started to begin. It means that experiment class was
implemented the treatment of learning vocabulary by using guessing game in the
classroom, while control class learned vocabulary without using guessing game.
Hence, post-test was utilized to know how far students have mastered the
vocabulary.
Furthermore, the pre-test and post-test consist of 20 test item taken from the
books for eighth grade students of Junior High School. The test items were made
based on the course objectives in the curriculum. Test instrument was presented in
the form of objective test which is known as multiple choices.
In order to obtain secondary data open-question was used to interview
students to obtain their responses. Several matters were covered by the question
that related to the guessing game in its application in enhancing students’
vocabulary. Open-question interview was used to gather opinion and support the
36Scott Thornbury, How to Teach Vocabulary, (England: Longman, 2002), p. 132.
27
evidence. Bahasa Indonesia was used as the language of the interview to avoid
students worrying about the language limitation.
E. Validity
The accuracy of the research is important and must be consideration in
quantitative research. Measuring the validity of the test that was given in the
research is the one of many ways to know the accuracy. According to Garson, “a
study is valid if its measures actually measure what they claim to, and if there are
no logical errors in drawing conclusions from data.”37 It means that validity is a
degree to a test which measuring what it is intended to measure.
Moreover, there are types of validity which were codified by the American
Psychological Association, which identified four categories: content validity,
construct validity, concurrent validity, and predictive validity. Each type of
validity has different research purpose. “Content validity had to do with subject-
matter content testing. Construct validity concerned measuring abstract concepts
like “confidence”. Concurrent validity dealt with devising new scales or tests to
replace existing ones. Predictive validity focused on devising indicators of future
performance.38”
For addition, according to Roberta and Alison there are three types of validity
content validity, construct validity, and criterion validity. Content validity is a
kind of validity which focused on whether the instrument covers all of the variable
contents. In other word, what students have learned in the class room is the focus
to be tested. Meanwhile, construct validity refers to whether a researcher can draw
the conclusion about test score that related to the concept which is being learned
and has three types of evidence that can be used to demonstrate a research
instrument has construct validity. And criterion validity is any other instrument
that measures the same variable.39
37G. David Garson, Validity and Reliability, (North Carolina: Statistical Publishing
Associates, 2013), p. 8. 38Ibid, p. 9. 39Roberta Heale and Alison Twycross, Validity and Reliability in Quantitative Studies, Evid
Based Nurs, 18, 2015, p. 66.
28
In this study, the researcher emphasized on the construct validity to know
validity of instruments research of pre-test and post-test. SPSS v20 was used to
measure the validity of the instrument. The validity of each item (rcount) is
compared with rtable. In this case, rtable is 0.413. If rcount > rtable the test items are
valid, with the significance level 0.05. The result of the validity test is showed at
Appendix 11.
F. Reliability
Consistency of an instrument was related to Reliability. A test has to be
reliable if it is used in the same situation on repeated occasions and the result of
measurements obtained relatively consistent. Cresswell said that reliability is the
stability and consistency of students’ scores when administered the instrument in
many times at different times.40 The researcher concludes that reliability helps the
researcher t know the instrument research was suitable to use in pre-test and post-
test or not.
The reliability in this research was analyzed by SPSS v20. Meanwhile, the
test items were reliable after being analyzed by SPSS v20. The Cronbach’s alpha
score shows 0.664 which was higher than the significance level 0.60. Therefore,
the instrument of the research was reliable. The detail result of the reliability test
is showed in Appendix 12.
G. The Technique of Analyzing Data
Test is used to collect data. The data of the test is used to find out the result of
students vocabulary achievement by using guessing game in experiment class and
without using guessing game in control. Moreover, technique of data analysis in
this research is using t-test. This test is used to find out the differences between
students’ pre-test and post-test score in experiment and control class. Before
conducting the t-test, normality and homogeneity test are measured.
40Creswell, op.cit, p. 159.
29
1. Test of Normality
The initial step before doing the research is to test the normality to indicate
that the sample came from a normal distribution or not. The score of normality
test must be above 0,05, in order to have the normal data.
2. Test of Homogeneity
Homogeneity test is used to know the data that come are homogenous
variance or not. The test is aimed to see the similarity of the condition of two
population. The score of this test should be above 0,05 in order to have the
homogenous data.
3. Hypothesis Testing
The test of hypothesis will be applied to find out whether the hypothesis is
accepted or rejected. In order to test the hypothesis, the t-test is employed. The
hypothesis will be accepted if the level of significance is lower than 0,005. In
doing the analysis of normality test, the homogeneity test, and the hypothesis
testing, the researcher will use IBM SPSS Version 20.
The vocabulary scores of the pre-test and post-test will be compared using a t-
test to determine if there is any significant differences in the students’ vocabulary
achievement before and after guessing game treatment. Here are the hypothesis
for students’ vocabulary achievement.
The hypothesis was using t-test formula which is:
𝑡 =𝑀𝑥 − 𝑀𝑦
√(Σ𝜒2 + Σ𝑦2
𝑁𝑥 + 𝑁𝑦 − 2) (1
𝑁𝑥+
1𝑁𝑦
)
Note:
Mx : Mean score of posttest in the experiment class
My : Mean score of posttest in the control class
x : Deviation score in the experiment class
y : Deviation score in the control class
Nx : Number of students of the experiment class
Ny : Number of students of the control class
30
After measuring the t-test value, it will be compared between the t-test
value and t-table. The testing hypothesis uses the significance degree of 0.05, the
description is explained below:
If t0 < ttable, Ha is accepted and H0 is rejected.
If t0 > ttable, Ha is rejected and H0 is accepted.
H. Hypothesis of The Research
This study is to answer such a question “is there any significant difference
between the students’ vocabulary achievement through guessing games and
without guessing games?” To obtain the answer, the researcher proposes Null
Hypothesis (H0) and Alternative Hypothesis (Ha) as below:
1. Null Hypothesis (H0): There is no significant difference between the students’
vocabulary achievement by using guessing games and without using guessing
games to the eighth grade students of SMP Mumtaza Islamic School.
2. Alternative Hypothesis (Ha): There is significant difference between the
students’ vocabulary achievement through guessing games and without
guessing games to the eighth grade students of SMP Mumtaza Islamic School.
31
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
1. The Description of Data
The data of students’ achievement divided into two kinds, namely the data in
experiment class and the data in control class, which were gained from pre-test and
post-test that were applied in the both of class.
a. The Data of Experiment Class
In the following table is the score of pre-test and post-test in experiment
class.
Table 4.1 Pre-test and Post-test Score of Experiment Class
Students
(N)
Experiment Class Gained Score
Pre-test Post-test
S1 65 90 25
S2 40 75 35
S3 45 75 30
S4 70 85 15
S5 20 65 45
S6 55 75 20
S7 70 80 10
S8 75 85 10
S9 55 75 20
S10 55 70 15
S11 60 75 15
S12 55 75 20
S13 40 65 25
S14 45 60 15
S15 50 70 20
S16 60 90 30
S17 65 80 15
S18 35 60 25
S19 70 70 0
S20 55 70 15
S21 25 65 40
S22 60 75 15
S23 45 75 30
32
S24 30 70 40
S25 70 85 15
S26 70 75 5
S27 45 75 30
S28 50 70 20
S29 70 80 10
S30 60 80 20
ΣN = 30 Σ X0 = 1610 Σ X1 = 2240 Σ X2 = 630
Mean 53.67 74.67 21.00
Max 75 90
Min 20 60
Table 4.1 shows the result of pre-test and post-test in experiment class. The
lowest score of pre-test was 20 and the highest score was 75. Besides, the
lowest score of post-test was 60 and the highest score was 90. The average of
pre-test was 53.67 and post-test was 74.67. After conducting pre-test and post-
test, the average of gained score that the researcher got was 21.00. The average
of post-test after the students got treatment using guessing game was higher
than the average of pre-test before the students got treatment.
b. The Data of Control Class
In the following table is the score of pre-test and post-test in control class.
Table 4.2 Pre-test and Post-test Score of Control Class
Students
(N)
Control Class Gained Score
Pre-test Post-test
S1 55 70 15
S2 70 75 5
S3 35 55 20
S4 75 80 5
S5 75 75 0
S6 70 75 5
S7 70 75 5
S8 65 70 5
S9 75 80 5
S10 45 70 25
S11 60 60 0
S12 70 60 10
S13 65 70 5
33
S14 70 75 5
S15 50 55 5
S16 65 65 0
S17 55 60 5
S18 45 60 15
S19 70 80 10
S20 70 70 0
S21 65 70 5
S22 55 65 10
S23 70 75 5
S24 50 65 15
S25 65 70 5
S26 60 70 10
S27 60 65 5
S28 75 75 0
S29 70 80 10
S30 70 75 5
ΣN = 30 Σ X0 = 1895 Σ X1 = 2090 Σ X2 = 195
Mean 63.17 69.67 6.50
Max 75 80
Min 35 55
Table 4.2 shows the result of pre-test and post-test in control class. The
lowest score of pre-test was 35 and the highest score was 75. Furthermore, the
lowest score of post-test was 55 and the highest score was 80. The average of
pre-test was 63.17 and post-test was 69.67. After conducting pre-test and post-
test, the average of gained score that the researcher got was 6.50. It means the
gained score of the control class is lower than the experiment class.
2. The Analysis of Data
a. Test of Normality
Normality test is used to check how normal the distribution of the score.
Normality test was tested by using Kolmogrov-Smirnov method in IBM SPSS
Statistics Version 20 to measure the normality of both test, pre-test, and post-
test.
34
Table 4.3 The Result of Normality Test of Pre-test
One-Sample Kolmogorov-Smirnov Test
Pre-test
Experiment
Pre-test Control
N 30 30
Normal Parametersa,b Mean 53.67 63.17
Std. Deviation 14.440 10.296
Most Extreme Differences
Absolute .137 .213
Positive .096 .125
Negative -.137 -.213
Kolmogorov-Smirnov Z .75 1.17
Asymp. Sig. (2-tailed) .629 .131
a. Test distribution is Normal.
b. Calculated from data.
The normality calculation used One-Sample Kolmogrov-Smirnov Test. To
conclude that the data distribution is normal, the absolute differences (D)
should less than Kolmogrov-Smirnov critical points of 30 = 0.242. The absolute
differences of experiment class pre-test is 0.137 and the absolute differences of
control class pre-test is 0.213 which are less than Kolmogrov-Smirnov critical
point. Therefore, the distribution of pre-test from experiment class and control
class is normal. Moreover, the data of Kolmogrov-Smirnov Z in experiment
class is 0.75 while control class is 1.17. It is higher than the significant value
which is 0.05 and then it can be stated that the data of pre-test in the experiment
class and control class are distributed normally.
Table 4.4 The Result of Normality Test of Post-test
One-Sample Kolmogorov-Smirnov Test
Post-test
Experiment
Post-test
Control
N 30 30
Normal Parametersa,b Mean 74.67 69.83
Std. Deviation 7.761 7.130
Most Extreme Differences
Absolute .183 .176
Positive .183 .101
Negative -.150 -.176
35
Kolmogorov-Smirnov Z 1.00 .96
Asymp. Sig. (2-tailed) .268 .311
a. Test distribution is Normal.
b. Calculated from data.
Table 4.4 shows that the Absolute Differences (D) of experiment class post-
test is 0.183 and the absolute difference of control class post-test is 0.176,
which are less than Kolmogrov-Smirnov critical point of 30 = 0.242. Therefore,
the distribution of post-test from experiment class and control class is normal.
Besides, the data of Kolmogrov-Smirnov Z in experiment class is 1.00 while
the control class is 0.96. It is higher than the significant value which is 0.05 and
then it can be stated that the data of post-test in both classes are distributed
normally.
b. Test of Homogeneity
Based on the calculation of normality, the researcher got the result that all
data in pre-test and post-test of both experiment class and control class have
been normality distributed. The next step of the calculation was finding
homogeneity of the data. The purpose of this calculation was to know whether
the data in both classes homogenous or heterogeneous. The researcher also
used IBM SPSS Statistics Version 20 to calculate the homogeneity of the data.
The result of homogeneity test from pre-test is presented below:
Table 4.5 The Result of Homogeneity Test of Pre-test
Test of Homogeneity of Variances
Pre-test Experiment and Control Class
Levene Statistic df1 df2 Sig.
3.109 1 58 .083
The homogeneity test result in Table 4.5 shows that the significance result
of the pre-test of both experiment class and control class is 0.083. The data
would be homogenous if the result data calculation is higher than 0.05. The
36
significant score is higher than 0.05 (0.083 > 0.05). Therefore, it can be
concluded that the data of pre-test are homogenous.
Table 4.6 The Result of Homogeneity Test of Post-test
Test of Homogeneity of Variances
Post-test Experiment and Control Class
Levene Statistic df1 df2 Sig.
.027 1 58 .871
The data in Table 4.6 shows that the significance result of the post-test of
both experiment class and control class are 0.871. With the criteria that
homogenous data should have significance more than 0.05, it can be concluded
that the post-test of this research is homogenous. This is shown by the data that
the significance is 0.871 which makes 0.871 > 0.05.
c. t-Test
One of the criteria in employing this test in research is that the data should
be normal and homogenous. Considering the fact that the normality and
homogeneity of the data are fulfilled, t-test can be employed to analyze the
result of this research. t-Test is a statistical test which is used to test the null
hypothesis validity that there are no significant differences between two mean
of the random sample.1 This test is to prove whether there are any significant
differences between students’ vocabulary achievement in experiment and
control classes. Table 4.7 is the recapitulation of the data which describe the
comparison between experiment class and control class.
Table 4.7 The Result of t-Test of Post-test
Group Statistics
Class N Mean Std. Deviation Std. Error Mean
Post-test Experiment Class 30 74.7 7.76 1.417
Control Class 30 69.8 7.13 1.302
1Anas Sudijono, Statistik Pendidikan. (Jakarta: Rajawali Pers, 2008), p. 277.
37
Independent Samples Test
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Post-
test
Equal variances
assumed .027 .871 2.512 58 .015 4.833 1.924 .982 8.685
Equal variances
not assumed
2.512 57.588 .015 4.833 1.924 .981 8.685
After the treatment, the result of post-test of both experiment and control
class shows that t (df = 58) = 2.512, p = 0.015. It indicated that there was
significant difference between the experiment class (M = 74.6, SD = 7.76) and
the control class (M = 69.83, SD = 7.13).
The data of the table shows the result of t0 which is 2.512 with the Sig. (2-
tailed) 0.015. Then, the t0 is compared to the ttable to know whether using
guessing game is effective to enhance students’ vocabulary achievement or not.
The ttable of 0.05 as the significance level is 1.672 with 58 of the degree of
freedom (df). Then, it can be found that t0 (2.512) > ttable (1.672) and the Sig.
(2-tailed) is 0.015 < 0.05. It means that the guessing game is effective to
enhance students’ vocabulary achievement.
3. Test of Effect Size
The Cohen’s Classification of effect size was used to obtain the effect size
level of the study. The formula is:
𝑑 =(𝑚𝑒𝑎𝑛 𝑜𝑓 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡 𝐶𝑙𝑎𝑠𝑠 − 𝑚𝑒𝑎𝑛 𝑜𝑓 𝐶𝑜𝑛𝑡𝑟𝑜𝑙 𝐶𝑙𝑎𝑠𝑠)
𝑃𝑜𝑜𝑙𝑒𝑑 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
The criteria of effect size:
- 0.2 = small effect size
- 0.5 = medium effect size
- 0.8 = large effect size
38
Experiment Control
Table 4.8 Descriptive Statistics
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Post-test of Experiment 30 60 90 74.67 7.761
Post-test of Control 30 55 80 69.83 7.130
Valid N (listwise) 30
Table 4.8 shows that the mean score of experiment class is 74.67 while the control
class is 69.83. Furthermore, the Standard Deviation of experiment class is 7.76 and
the control class is 7.13. The calculations are:
SDpooled = √𝑆𝐷2 + 𝑆𝐷2𝑎𝑠𝑎𝑠𝑎𝑠𝑎𝑠𝑎𝑠𝑎𝑠2𝑏𝑏𝑏
SDpoole = √(7.762 + 7.132)2𝑎𝑠𝑎𝑠𝑎𝑠𝑎
SDpoole = √(60.23 + 50.8)3𝑎𝑠𝑎𝑠𝑎𝑠𝑎
SDpoole = √55.53
SDpoole = 7.45
𝑑 =(𝑚𝑒𝑎𝑛 𝑜𝑓 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡 𝐶𝑙𝑎𝑠𝑠 − 𝑚𝑒𝑎𝑛 𝑜𝑓 𝐶𝑜𝑛𝑡𝑟𝑜𝑙 𝐶𝑙𝑎𝑠𝑠)
𝑃𝑜𝑜𝑙𝑒𝑑 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
𝑑 =(74.67 − 69.83)
7.45
𝑑 =4.83
7.45
𝑑 = 0.6
Based on the calculation result, the effect size level of the study is medium. It
can be proved from the 𝑑 score was 0.6. In other words, the students in experiment
class are affected by guessing game that their vocabulary achievement is enhanced.
/ 2
/ 2
/ 2
39
4. Hypothesis Test
The research was conducted in order to answer the research question: “Is there
any significant effect of guessing game to enhance students’ vocabulary
achievement?”
The statistical hypothesis is explained as follows:
H0: There is no significant effect of guessing game to enhance students’ vocabulary
achievement.
Ha: there is a significant effect of guessing game to enhance students’ vocabulary
achievement.
In addition, the assumption of the statistical hypothesis:
a. If t0 > ttable with the significance level 0.05 or if the Sig (2-tailed) < 0.05, then
H0 (Null Hypothesis) is rejected and Ha (Alternative Hypothesis) is accepted.
It means that the mean scores of the experiment class are higher than the mean
scores of the control class. So, it indicated that the guessing game is effective
to enhance students’ vocabulary achievement in the eighth grade of SMP
Mumtaza Islamic School.
b. If t0 < ttable with the significance level 0.05 or of the Sig (2-tailed) < 0.05. Then
H0 (Null hypothesis) is accepted and Ha (Alternative hypothesis) is rejected. It
means that the mean scores of the experiment class are the same or lower than
the mean scores of the control class. So, it indicated that the guessing game is
not effective to enhance students’ vocabulary achievement in the eighth grade
of SMP Mumtaza Islamic School.
Based on the result of post-test of both experiment and control classes, it can
be inferred that the t0 (2.512) is higher than the ttable (1.672) in the significance level
of 0.05. To sum up, the t0 > ttable which means that H0 (Null Hypothesis) is rejected
and Ha (Alternative Hypothesis) is accepted. Then, it indicated that the guessing
game is effective to enhance students’ vocabulary achievement at the eighth grade
of SMP Mumtaza Islamic School.
40
5. Interview Result
To gather information of students’ personal opinion on guessing game, the
interview was conducted to ten students that consist of 6 male students and 4
female students from experiment class who were willing and available to be
interviewed. The interview consists of three main questions that asking about
students’ opinion about the guessing game, the main role of guessing game in
students’ learning process, and the after effect of guessing game on students’
motivation in learning English vocabulary. For the detail, see Appendix 16.
The students’ answers are various. But in general, students are excited learning
English through guessing game which is implied in the answer of the first question.
The students know that their vocabulary achievement is improved through this
treatment and they are motivated to learn more. Overall, students in the
experimental class show positive opinions on guessing game.
B. Discussion
The research findings which were described showed that the better
performance of the students’ score in experiment class than the students’ score in
the control class for the post-test. It explained that there was a significant difference
between students’ improvement on vocabulary achievement in experiment class
which used guessing game and control class which did not use guessing game. It
can be proved by students’ score before and after the treatment. Before the
treatment, the average score of experiment class is 53.67 and control class is 63.17.
Based on the average score of pre-test of both class, it can be seen that the
experiment class had a lower score than the control class. Teaching vocabulary by
using guessing game is implemented in the experiment class in order to improve
students’ vocabulary achievement.
During the treatments in the experiment class, vocabulary was given by using
the guessing game. Therefore, in the experiment class, the researcher used the
variety of techniques in using the guessing game in order to make the students more
active and enjoy following the activities in the classroom. Hence, by using this
method in teaching, the students’ score of experiment class had the higher score
41
than the control class in the post-test. It can be known from the average score of
experiment class was 74.67 and control class was 69.67.
After being calculated the normality test by using IBM SPSS Statistics Version
20, it can be proved that the data of both experiment and control classes in pre-test
and post-test were distributed normally. The results of pre-test showed that the data
of Kolmogrov-Smirnov in experiment class is 0.75 and the control class is 1.17. It
is higher than the significant value which is 0.05. Then, the results of post-test also
showed that the data of Kolmogrov-Smirnov in the experiment class is 1.00 and
control class is 0.96. It is higher than significant value which is 0.05. As stated in
the result of the normality test, the whole data used in this research were normal.
Based on the result of the homogeneity test, the data of both experiment and
control classes were classified as the homogeneous group of data. It can be known
from the results that the significant result of the pre-test of both experiment and
control classes is 0.083 which is higher than significant value 0.05. And then,
significance result of the post-test of both experiment and control classes is 0.871
which is higher than significant value 0.05. Therefore, the groups of the data were
proved to be categorized as homogeneous data.
Based on the result of the analysis of data, the result of the ttable in the
significance level of 0.05 is 1.672, whereas the result of t0 is 2.512. Then, it can be
defined that H0 (null hypothesis) was rejected and Ha (alternative hypothesis) was
accepted. Additionally, the effective strength of guessing game to enhance students’
vocabulary achievement is medium, it can be seen from the calculation of the effect
size.
The discussion of data confirmed that teaching and learning vocabulary by
using guessing game has medium effect in enhancing students’ vocabulary
achievement. It was shown by the students’ improvement in achieving vocabulary
by using the guessing game that is scored better than the students’ who did not have
the treatment of guessing game. For addition, teaching vocabulary by using
guessing game showed a positive effect to be implemented for students especially
for the eighth-grade students’ of SMP Mumtaza Islamic School.
42
Moreover, it is also strengthened by students interview result that students are
excited learning English through guessing game which is implied in the answer of
the questions and the students know that their vocabulary achievement is improved
through this treatment and they are motivated to learn more. It can happen because
the students enjoyed the various activities that are presented in the classroom.
Therefore, teachers can use diverse strategies and activities as playing the
vocabulary games, making a picture and show to the students to stimulate and
motivate students’ in learning. However, practice and do the activities outside are
needed by students in order to master their vocabulary as the Richard stated that
without an extension in acquiring the new vocabulary, learners would have had less
potential and had a little opportunity in practice.2
2Jack C. Richards and Wily A. Renandya, Methodology in Language Teaching, (Cambridge
University Press, 2002) p. 255.
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research is purposed to obtain empirical evidence about the effect of
guessing game to enhance students’ vocabulary achievement in eighth-grade
students of SMP Mumtaza Islamic School in Academic Year 2018/2019. The
conclusion is drawn from the findings and discussion in the previous chapter.
Specifically, the conclusion is described and explained in the following paragraph.
Based on the findings and discussion in the previous chapter, teaching
vocabulary by using guessing game is appropriate to be applied in the class. It can
be seen from the students mean score of post-test in the experiment class 74,67
which was higher than the pre-test score 53.67 with gained score 21.00. From the
data analysis, it can be found that t0 2.512 is higher than the ttable 1.72 in the
significance level of 0.05. Then, it can be said t0 > ttable which means that H0 (null
hypothesis) is rejected and Ha (alternative hypothesis) is accepted. Moreover, after
calculating the data to see how significant effect is, then the result showed that the
effect size of guessing game to enhance students’ vocabulary achievement is
medium (0.6).
Then it can be concluded that guessing game has a moderate effect to enhance
students’ vocabulary achievement at the eighth grade students of SMP Mumtaza
Islamic School.
B. Suggestion
Based on the research that had been conducted, the researcher would like to
present some suggestions for the teachers, students, and other researchers who are
interested in this particular field.
44
1. Teachers
Teacher is facilitator and become the key of the successful of teaching and
learning English. Teachers should be more creative in delivering the activities in
the classroom as use guessing game as the method of learning. It is recommend for
the teachers to implement that kinds of guessing game in the classroom that was
proved by the researcher. Guessing games that can be an alternative strategy to
teach vocabulary effectively.
2. Students
It is suggested for the students to practice the vocabulary inside or outside the
classroom by playing guessing game that students can use as the medium of
learning to enhance their vocabulary achievement.
3. Researchers
It is useful for further researchers to conduct the research with the bigger
samples of data, various method learning, discovering any kinds of research
finding, etc. Moreover, a quasi-experimental method is needed to enable the
researcher to have a valid conclusion and see the improvement of the research
finding whether the result is consistent or not.
45
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48
APPENDICES
49
APPENDIX 1
QUESTION GRID OF VALIDITY
KISI-KISI SOAL UJI VALIDITAS VOCABULARY
Nama Sekolah : SMP Mumtaza Islamic School
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Jumlah Soal/Waktu : 25/35 menit
Standar
Kompetensi
Kompetensi
Dasar
Indikator Jenis
Soal
Nomor Soal
Memahami
makna teks
tulis
fungsional
dan esai
pendek
sederhana
berbentuk
descriptive
yang
berkaitan
dengan
lingkungan
sekitar
Merespon
makna dan
langkah
retorika
dalam esai
pendek
sederhana
secara
akurat,
lancar dan
berterima
yang
berkaitan
dengan
lingkungan
dalam teks
berbentuk
descriptive
Mengidentifikasi
ciri-ciri hewan
yang ada dalam
teks pendek
berbentuk
descriptive
Mengidentifikasi
ciri-ciri
kendaraan yang
ada dalam teks
pendek
berbentuk
descriptive
Mengidentifikasi
ciri-ciri benda
yang ada dalam
teks pendek
berbentuk
descriptive
Mengidentifikasi
ciri-ciri
makanan yang
ada dalam teks
pendek
berbentuk
descriptive
Mengidentifikasi
kata sifat
(adjective) yang
menggambarkan
ciri fisik
manusia secara
akurat
Pilihan
Ganda
1,2,3,4,5
6,7,8,9,10
11,12,13,14,15
16,17,18,19,20
21,22,23,24,25
50
a.
APPENDIX 2
INSTRUMENT OF VALIDITY TEST
Name :
Class :
Choose the correct answer by crossing (x) a, b, c, or d!
1. It has four legs and soft fur. Many people keep this animal at home but mice are afraid of it.
What kind of animal is it?
2. It’s very long. It doesn’t have any legs. It eats small animal. It’s sometimes dangerous.
What kind of animal is it?
3. It’s a very big animal/ it’s strong. It eats leaves and has four legs. It ears are wide and its nose
is long.
What kind of animal is it?
c.
b.
d.
a.
.
c.
b.
d.
.
a.
.
c.
51
4. It’s a kind of bird but it can swim in the sea and walk on the land. It can’t fly. It eats fish and
lives in very cool country.
What kind of animal is it?
5. It’s look like a horse. It eats grass. It has got black and white stripes.
What kind of animal is it?
b.
.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
b.
.
d.
.
52
6. It is larger than a bus. It carries passengers on long journeys in the air ways.
What kind of vehicle is it?
7. It is bigger and heavier than a bike. It’s driven by one engine.
What kind of vehicle is it?
8. It is large vehicle carries passengers from one place to another. It has more than four
wheels.
What kind of vehicle is it?
a.
.
b.
.
c.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
53
9. It has two wheels. You move it by turning its pedal around your feet.
What kind of vehicle is it?
10. It has no wheel. It sails on the sea and takes the passengers on long journey.
What kind of vehicle is it?
11. It has many programs on it. You can watch the movie to entertain yourself.
What kind of electronic is it?
b.
.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
54
a. TV c. AC
b. Radio d. Refrigerator
a. Remote control c. Water pump machine
b. Vacuum cleaner d. Broom
a. Refrigerator c. Electronic stove
b. Washing machine d. Water dispenser
12. It is smaller than a laptop. It’s brought to everywhere for communication.
What kind of electronic is it?
13. It can blow the air and makes our room cool. You can use remote to control it.
What kind of electronic is it?
14. It can suck the dust to clean your room.
What kind of electronic is it?
15. It can contain food and drink in cool condition. It has freezer to freeze ice cream.
16. It is sweet and cool. It has many delicious flavor: vanilla, chocolate, and strawberry.
What kind of food is it?
b.
.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
b.
.
c.
d.
.
55
a. Orange c. Apple
b. Mango d. Grape
a. Mineral water c. Orange juice
b. Milk d. Tea
a. Tall c. Short
b. Small d. Big
17. It is delicious food from Italy. It is round and thin. It has various topping such as cheese,
sausage, and meat.
What kind of food is it?
18. This food is from chicken. It has a yellow colour inside and white colour outside.
What kind of food is this?
19. This fruit has sweet and sour flavor. Sometimes its skin is yellow, and orange.
What kind of fruit is this?
20. This drink has high calcium and make you grow faster. It is white and creamy.
What is this?
21. I have a cute little sister. She is so … and small. Her high is about 50 cm.
a
.
.
a
.
.
b.
.
b.
.
c.
d.
.
d.
.
c.
56
a. Diligent c. Honest
b. Smart d. Loyal
a. Slimmer c. Fatter
b. Thinner d. Longer
a. Humble c. Honest
b. Responsible d. Loyal
a. Polite c. Gloomy
b. Sensitive d. Cheerful
22. Josh is very … He can solve difficult task easily
23. I have a friend namely Brian. He really likes to eat, especially junk food. But, he does not like
to do any sport exercise. That’s why he looks like more … than me
24. Stephen is very … he always tell the truth although it’s bitter.
25. Adam: Have you meet our new neighbor, Henry?
Henry: Yes, I have. I meet him at the store. Have you meet him too?
Adam: Yes, I have. What do you think about his personality?
Henry: I think he is a … man. He always laughs and tells jokes.
57
a.
APPENDIX 3
INSTRUMENT OF PRE-TEST
Name :
Class :
Choose the correct answer by crossing (x) a, b, c, or d!
1. It has four legs and soft fur. Many people keep this animal at home but mice are afraid of it.
What kind of animal is it?
2. It’s very long. It doesn’t have any legs. It eats small animal. It’s sometimes dangerous.
What kind of animal is it?
3. It’s a very big animal/ it’s strong. It eats leaves and has four legs. It ears are wide and its nose
is long.
What kind of animal is it?
c.
b.
d.
a.
.
c.
b.
d.
.
a.
.
c.
58
4. It’s a kind of bird but it can swim in the sea and walk on the land. It can’t fly. It eats fish and
lives in very cool country.
What kind of animal is it?
5. It’s look like a horse. It eats grass. It has got black and white stripes.
What kind of animal is it?
b.
.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
b.
.
d.
.
59
6. It is larger than a bus. It carries passengers on long journeys in the air ways.
What kind of vehicle is it?
7. It is bigger and heavier than a bike. It’s driven by one engine.
What kind of vehicle is it?
8. It is large vehicle carries passengers from one place to another. It has more than four
wheels.
What kind of vehicle is it?
a.
.
b.
.
c.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
60
9. It has two wheels. You move it by turning its pedal around your feet.
What kind of vehicle is it?
10. It has no wheel. It sails on the sea and takes the passengers on long journey.
What kind of vehicle is it?
11. It has many programs on it. You can watch the movie to entertain yourself.
What kind of electronic is it?
b.
.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
b.
.
d.
.
61
a. TV c. AC
b. Radio d. Refrigerator
a. Remote control c. Water pump machine
b. Vacuum cleaner d. Broom
a. Refrigerator c. Electronic stove
b. Washing machine d. Water dispenser
12. It is smaller than a laptop. It’s brought to everywhere for communication.
What kind of electronic is it?
13. It can blow the air and makes our room cool. You can use remote to control it.
What kind of electronic is it?
14. It can suck the dust to clean your room.
What kind of electronic is it?
15. It can contain food and drink in cool condition. It has freezer to freeze ice cream.
16. It is sweet and cool. It has many delicious flavor: vanilla, chocolate, and strawberry.
What kind of food is it?
17. It is delicious food from Italy. It is round and thin. It has various topping such as cheese,
sausage, and meat.
a.
.
b.
.
c.
d.
.
a.
.
b.
.
c.
d.
.
62
a. Orange c. Apple
b. Mango d. Grape
a. Mineral water c. Orange juice
b. Milk d. Tea
What kind of food is it?
18. This food is from chicken. It has a yellow colour inside and white colour outside.
What kind of food is this?
19. This fruit has sweet and sour flavor. Sometimes its skin is yellow, and orange.
What kind of fruit is this?
20. This drink has high calcium and make you grow faster. It is white and creamy.
What is this?
a
.
.
a
.
.
b.
.
b.
.
c.
d.
.
d.
.
c.
63
a.
APPENDIX 4
INSTRUMENT OF POST-TEST
Name :
Class :
Choose the correct answer by crossing (x) a, b, c, or d!
1. It has four legs and soft fur. Many people keep this animal at home but mice are afraid of it.
What kind of animal is it?
2. It’s very long. It doesn’t have any legs. It eats small animal. It’s sometimes dangerous.
What kind of animal is it?
3. It’s a very big animal/ it’s strong. It eats leaves and has four legs. It ears are wide and its nose
is long.
What kind of animal is it?
c.
b.
d.
a.
.
c.
b.
d.
.
a.
.
c.
64
4. It’s a kind of bird but it can swim in the sea and walk on the land. It can’t fly. It eats fish and
lives in very cool country.
What kind of animal is it?
5. It’s look like a horse. It eats grass. It has got black and white stripes.
What kind of animal is it?
6. It is larger than a bus. It carries passengers on long journeys in the air ways.
What kind of vehicle is it?
b.
.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
b.
.
d.
.
a.
.
c.
65
7. It is bigger and heavier than a bike. It’s driven by one engine.
What kind of vehicle is it?
8. It is large vehicle carries passengers from one place to another. It has more than four
wheels.
What kind of vehicle is it?
b.
.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
b.
.
d.
.
66
9. It has two wheels. You move it by turning its pedal around your feet.
What kind of vehicle is it?
10. It has no wheel. It sails on the sea and takes the passengers on long journey.
What kind of vehicle is it?
11. It has many programs on it. You can watch the movie to entertain yourself.
What kind of electronic is it?
a.
.
b.
.
c.
d.
.
a.
.
b.
.
c.
d.
.
a.
.
c.
b.
.
d.
.
67
a. TV c. AC
b. Radio d. Refrigerator
a. Remote control c. Water pump machine
b. Vacuum cleaner d. Broom
a. Refrigerator c. Electronic stove
b. Washing machine d. Water dispenser
12. It is smaller than a laptop. It’s brought to everywhere for communication.
What kind of electronic is it?
13. It can blow the air and makes our room cool. You can use remote to control it.
What kind of electronic is it?
14. It can suck the dust to clean your room.
What kind of electronic is it?
15. It can contain food and drink in cool condition. It has freezer to freeze ice cream.
16. It is sweet and cool. It has many delicious flavor: vanilla, chocolate, and strawberry.
What kind of food is it?
17. It is delicious food from Italy. It is round and thin. It has various topping such as cheese,
sausage, and meat.
What kind of food is it?
a.
.
b.
.
c.
d.
.
a.
.
b.
.
c.
d.
.
a
.
.
c.
68
a. Orange c. Apple
b. Mango d. Grape
a. Mineral water c. Orange juice
b. Milk d. Tea
18. This food is from chicken. It has a yellow color inside and white color outside.
What kind of food is this?
19. This fruit has sweet and sour flavor. Sometimes its skin is yellow, and orange.
What kind of fruit is this?
20. This drink has high calcium and make you grow faster. It is white and creamy.
What is this?
a
.
.
b.
.
b.
.
d.
.
d.
.
c.
69
APPENDIX 5
ANSWER KEY OF POST-TEST
ANSWER KEY OF PRE-TEST
1. C
2. C
3. B
4. A
5. D
6. B
7. A
8. A
9. D
10. C
11. D
12. A
13. C
14. B
15. A
16. B
17. D
18. B
19. A
20. B
21. C
22. B
23. C
24. C
25. D
70
APPENDIX 6
ANSWER KEY OF PRE-TEST
ANSWER KEY OF PRE-TEST
1. C
2. C
3. B
4. A
5. D
6. B
7. A
8. A
9. D
10. C
11. D
12. A
13. C
14. B
15. A
16. B
17. D
18. B
19. A
20. B
71
APPENDIX 7
ANSWER KEY OF POST-TEST
ANSWER KEY OF POST-TEST
1. C
2. C
3. B
4. A
5. D
6. B
7. A
8. A
9. D
10. C
11. D
12. A
13. C
14. B
15. A
16. B
17. D
18. B
19. A
20. B
72
APPENDIX 8
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS EKSPERIMEN
Satuan Pendidikan : SMP Mumtaza Islamic School
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Topik : Descriptive Text
Tema : Animal
Skill : Reading (Vocabulary)
Alokasi Waktu : 2 x 35 Menit
Pertemuan ke- : 1
A. Standar Kompetensi
5. Memahami makna teks fungsional dan esai pendek sederhana berbentuk descriptive
yang berkaitan dengan lingkungan sekitar.
B. Kompetensi Dasar
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar,
dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator
Mengidentifikasi kosakata baru yang ada dalam descriptive text.
Megidentifikasi generic structure dan informasi yang ada dalam descriptive text.
Memahami makna teks tulis dan esai pendek sederhana berbentuk descriptive.
Merespon makna yang terdapat dalam monolog pendek sederhana berbentuk
descriptive.
D. Karakter Siswa yang Diharapkan
Percaya diri (Confident)
Tekun (Diligence)
Rasa hormat dan perhatian (Respect)
Tanggung jawab (Responsibility)
E. Tujuan Pembelajaran
Siswa dapat mengidentifikasi kosakata baru yang ada dalam descriptive text
Siswa dapat engidentifikasi generic structure dan informasi yang ada dalam
descriptive text
Siswa dapat memahami makna teks tulis dan esai pendek sederhana berbentuk
descriptive
Siswa dapat merespon makna yang terdapat dalam monolog pendek sederhana
berbentuk deskriptif
73
F. Materi Pembelajaran
1. The Characteristic of Descriptive Text
Descriptive text is a kind of the text with a purposes to give information. The
context of the text is the description of particular thing, animal, person, place or
others.
Generic Structure
Identification : identifying the thing that will be described to the characters of the
text.
Description : describing the characteristic features of the subject.
Language Features
Describe about particular thing specify
Use simple present tense
Use to be: a, is are, have, has
Use adjective in describing the animal e.g. tame, wild, black, white.
Uses noun phrase e.g. white female rabbit
Use figurative language sometimes (kata perumpamaan) e.g. as blue as sky.
2. Ucapan, tekanan, dan intonasi
3. Ejaan dan tanda baca
4. Teks Deskripsi
G. Metode dan Model Pembelajaram
Metode pembelajaran : Guessing Game
Langkah-langkah:
1. Guru membuat 5 kelompok yang terdiri dari 6 siswa dalam 1 kelas.
2. Tiap kelompok diberikan list of words yang diambil dari materi pelajaran.
3. Tiap kelompok harus berdiskusi dengan anggotanya untuk mendeskripsikan
kata-kata yang telah diberikan dengan bahasa Inggris.
4. Tiap kelompok diberi nomor dan giliran untuk presentasi.
Once of the tallest and the most interesting animals is giraffe. Male giraffes are usually
about six meters tall. The longest part of its body is its neck which is longer than its legs.
A giraffe has big brown eyes. It has brown spots on tan skin and two short horns on its
head. Like the camel, the giraffe can go along time without drinking water. One source
of the water is the leaves which the giraffe eats from trees. Since it is do tall, the giraffe
can reach the tender leaves at the top of the tree.
Giraffes usually live in small herds and often feed with other animals. A baby giraffe is
two meters tall at birth. It can stand up by itself within a few minutes and can run well
in about two days.
Giraffes have two methods of self-protection. If something frightens an adult giraffe, it
can gallop away at about fifty kilometers per hour or stay to fight with its strong legs.
74
5. Kelompok yang lain bersiap untuk menjawab, jika jawaban salah akan dilempar
ke kelompok berikutnya.
7. Kelompok yang berhasil menjawab akan mendapatkan poin.
8. Kelompok yang mendapatkan poin tertinggi menjadi juara dari Guessing Game
Model pembelajaran : Communicative approach
H. Alat dan Bahan Ajar
Laptop
LCD
Lembar Kerja Siswa (LKS)
Buku paket Bahasa Inggris
I. Kegiatan Pembelajaran
Pertemuan I
Sebelum kegiatan pembelajaran berlangsung, guru memberikan pretest kepada siswa untuk
mengukur kemampuan awal siswa.
Kegiatan Aktivitas Pembelajaran Alokasi
Waktu
Pendahuluan Eksplorasi
1) Guru mengatur kelas (mempersilakan siswa duduk
dengan rapi dan tertib, mengucapkan salam, berdoa
bersama, mengecek presensi siswa).
2) Guru mempersiapkan kondisi psikis dan fisik siswa
untuk mengikuti proses pembelajaran.
3) Guru memberi motivasi belajar kepada siswa agar
semangat mempelajari materi yang disajikan.
4) Guru melakukan apersepsi terhadap materi
sebelumnya dengan memberikan pertanyaan.
5) Guru menjelaskan tujuan pembelajaran yang akan
dicapai kepada siswa.
10
Menit
Inti Elaborasi
1) Siswa diberikan teks berbentuk descriptive text materi
Animal.
2) Siswa secara berkelompok diminta untuk
mendiskusikan isi dari teks deskriptif. Kemudian
siswa ditanya perihal isi teks deskriptif.
3) Siswa memperhatikan penjelasan guru tentang
descriptive text, generic structure, dan language
feature yang digunakan di teks deskriptif.
4) Siswa diminta untuk membaca teks secara bergantian.
Kemudian siswa diminta untuk menentukan generic
structure teks deskriptif tersebut.
5) Guru memberikan Guessing Game dan langkah-
langkahnya
50
Menit
75
6) Siswa diminta untuk mengikuti permainan Guessing
Game dengan sebaik mungkin
Penutup Konfirmasi
1) Siswa dan guru melakukan refleksi terhadap kegiatan
pembelajaran yang telah dilaksanakan.
2) Siswa memerhatikan informasi tentang rencana
kegiatan pembelajaran untuk pertemuan berikutnya.
3) Siswa dan guru mengucapkan doa dan salam penutup.
10
Menit
J. Penilaian
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik Penilaian Bentuk Instrumen Instrumen Soal
Mengidentifikasi
kosakata baru
yang ada dalam
descriptive text
Mengidentifikasi
generic structure
dan informasi
yang ada dalam
descriptive text
Tes lisan
Tes tulis dan lisan
Tanya jawab
Menentukan dan
menyebutkan
Guessing Game
(Mention the new
vocabulary that you
don’t know based on
the text!)
Guessing Game
(Specify the generic
structure of the text
and tell the specific
information of the
text!)
Indikator pencapaian kompetensi:
Merespon makna yang terdapat dalam monolog pendek sederhana berbentuk descriptive.
Rubrik Penilaian Menjawab Pertanyaan
Kritria Jika respon
benar,
ucapan
benar,
intonasi
benar, dan
pengucapan
lancar
Jika respon
benar,
ucapan
benar,
intonasi
benar, dan
pengucapan
kurang
lancar.
Jika respon
benar,
ucapan
benar,
intonasi
benar, dan
pengucapan
tidak lancar.
Jika respon
benar,
ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi
salah, dan
pengucapan
tidak benar
Skor 5
(Excellent)
4
(Very good)
3
(Good)
2
(Fair)
1
(Poor)
76
Tangerang Selatan, Oktober 2018
Mengetahui,
Guru Mata Pelajaran Bahasa Inggris
Dra. Rachmayanti
Peneliti
Rizal Hanif Masyhur
77
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS EKSPERIMEN
Satuan Pendidikan : SMP Mumtaza Islamic School
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Topik : Descriptive text
Tema : Animal
Skill : Reading & Speaking (Vocabulary)
Alokasi Waktu : 2 x 35 Menit
Pertemuan ke- : 2
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar.
5. Mengungkapkan makna teks tulis fungsional dan esai pendek sederhana berbentuk
descriptive yang berkaitan dengan lingkungan sekitar.
B. Kompetensi Dasar
4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan bertemia untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk descriptive.
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar,
dan berterima yang berakitan dengan lingkungan sekitar..
C. Indikator
Mengidentifikasi kosakata baru yang ada dalam descriptive text.
Megidentifikasi generic structure dan informasi yang ada dalam descriptive text.
Memahami makna teks tulis dan esai pendek sederhana berbentuk descriptive.
Merespon makna yang terdapat dalam moolog pendek sederhana berbentuk
descriptive.
Mengungkapkan makna yang terdapat dalam dialog pendek sederhana berbentuk
descriptive.
D. Karakter Siswa yang Diharapkan
Percaya diri (Confident)
Tekun (Diligence)
Rasa hormat dan perhatian (Respect)
Tanggung jawab (Responsibility)
E. Tujuan Pembelajaran
Siswa dapat mengidentifikasi kosakata baru yang ada dalam descriptive text
78
Siswa dapat mengidentifikasi generic structure dan informasi yang ada dalam
descriptive text.
Siswa dapat memahami makna teks tulis dan esai pendek sederhana berbentuk
descriptive text.
Siswa dapat merespon makna yang terdapat dalam monolog pendek sederhana
berbentuk descriptive text.
Siswa dapat mengungkapkan makna yang terdapat dalam dialog pendek sederhana
berbentuk descriptive text.
F. Materi Pembelajaran
1. The Characteristic of Descriptive text
Descriptive text is a kind of the text with a purposes to give information. The
context of the text is the description of particular thing, animal, person, place or
others.
Generic Structure
Identification : identifying the thing that will be described to the characters of the
text.
Description : describing the characteristic features of the subject.
Language Features
Describe about particular thing specify
Use simple present tense
Use to be: a, is are, have, has
Use adjective in describing the animal e.g. tame, wild, black, white.
Uses noun phrase e.g. white female rabbit
Use figurative language sometimes (kata perumpamaan) e.g. as blue as sky.
2. Ucapan, tekanan, dan intonasi
3. Ejaan dan tanda baca
4. Teks Deskripsi
The Sea Eagle
There is an eagle nesting on the tree near my grandparent’s house
in Pangandaran. It was a sea eagle.
The color of its feather is light brown. It has a strong and sharp
yellowish beak. Its claws are very sharp. It hunts for fish in the sea
but sometimes it hunts chickens and small birds.
Eagles have many shapes, sizes, and colors but the sea eagle is easy
to recognize because it has a strong a streamlined, sharp beak and a
stream-line body.
Its forelimbs (or arms) serve as wings. This means that they are of
little use for anything excepts flying. It walks on two legs and has a
very flexible neck and strong beak to handle foods, to care for its
feathers, and for many others jobs that non-flying animals do with
paws, claws, or hands on their forelimbs.
79
5. Dialog
Read the following dialogue!
Anne and Rico are in a zoo. They are looking at some birds in the cages.
Anne : “What’s so special about birds? Tell me about them.”
Rico : “Of course, most birds can fly.”
Anne : “Do you know birds that can’t fly?”
Rico : “Hmm… Ostriches, Emus, and the bird from Papua… what’s its name?”
Anne : “Oh, Cassowary, right?”
Rico : “Sure, birds are beautiful! I like peacocks very much.”
Anne : “Peacocks? With their fanlike tails, right? I like them too.”
G. Metode dan Model Pembelajaram
Metode pembelajaran : Guessing Game
Langkah-langkah:
1. Guru membuat 5 kelompok yang terdiri dari 6 siswa dalam 1 kelas.
2. Tiap kelompok diberikan list of words yang diambil dari materi pelajaran.
3. Tiap kelompok harus berdiskusi dengan anggotanya untuk mendeskripsikan
kata-kata yang telah diberikan dengan bahasa Inggris.
4. Tiap kelompok diberi nomor dan giliran untuk presentasi.
5. Kelompok yang lain bersiap untuk menjawab, jika jawaban salah akan dilempar
ke kelompok berikutnya.
7. Kelompok yang berhasil menjawab akan mendapatkan poin.
8. Kelompok yang mendapatkan poin tertinggi menjadi juara dari Guessing Game
Model pembelajaran : Communicative approach
H. Alat dan Bahan Ajar
Laptop
LCD
Video
Lembar Kerja Siswa (LKS)
Buku paket Bahasa Inggris
I. Kegiatan Pembelajaran
Kegiatan Aktivitas Pembelajaran Alokasi
Waktu
Pendahuluan Eksplorasi
1) Guru mengatur kelas (mempersilakan siswa duduk
dengan rapi dan tertib, mengucapkan salam, berdoa
bersama, mengecek presensi siswa).
10
Menit
80
2) Guru mempersiapkan kondisi psikis dan fisik siswa
untuk mengikuti proses pembelajaran.
3) Guru memberi motivasi belajar kepada siswa agar
semangat mempelajari materi yang disajikan.
4) Guru melakukan apersepsi terhadap materi
sebelumnya dengan memberikan pertanyaan.
5) Guru menjelaskan tujuan pembelajaran yang akan
dicapai kepada siswa.
Inti Elaborasi
1) Siswa diberikan dialog, kemudian guru memandu
siswa untuk membaca dialog secara bersama.
2) Setiap siswa mempraktikkan dialog berpasangan
dengan teman sebangkunya secara bersama-sama.
3) Siswa ditanya tentang burung elang dan ciri-cirinya.
4) Siswa diberi teks deskriptif tentang burung elang dan
soal sesuai dengan teks.
5) Siswa dan guru membahas jawaban dan menentukan
generic structure of the text secara bersama.
6) Siswa menonton video cerita inspirasi tentang burung
elang dan ditanya tentang nilai moral yang didapat
dari video tersebut.
7) Siswa diminta untuk mencari/make list vocabulary
baru yang ada pada teks dengan bantuan kamus atau
teman.
8) Guru memberikan Guessing Game dan langkah-
langkahnya
9) Siswa diminta untuk mengikuti permainan Guessing
Game dengan sebaik mungkin
50
Menit
Penutup Konfirmasi
1) Siswa dan guru melakukan refleksi terhadap kegiatan
pembelajaran yang telah dilaksanakan, serta
membahas kosakata-kosakata baru.
2) Siswa memerhatikan informasi tentang rencana
kegiatan pembelajaran untuk pertemuan berikutnya.
3) Siswa dan guru mengucapkan doa dan salam penutup.
10
Menit
J. Penilaian
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik Penilaian Bentuk Instrumen Instrumen Soal
Mengidentifikasi
kosakata baru
yang ada dalam
descriptive text
Mengidentifikasi
generic structure
Tes lisan
Tes dan lisan
Tanya jawab
Menyebutkan
Mention the new
vocabulary that you
don’t know based on
the text!
Mention the generic
structure of the text!
81
LEMBAR PENILAIAN
LEADING ALOUD
Nama :
Kelas :
No. Aspek Skor Total
50 60 70 80
1. Fluency
2. Accuracy
3. Pronounciation
4. Intonation
Keterangan:
1. Fluency
50 : Bila terjadi hesitasi
60 : Lancar, tapi masih ada hesitasi
70 : Lancar
80 : Sangat lancar
2. Accuracy
50 : Semua ucapan tidak tepat diucapkan
60 : Sebagian kecil ucapan tepat diucapkan
70 : Sebagian besar ucapan tepat diucapkan
80 : Semua ucapan tepat diucapkan
3. Pronounciation
50 : Semua ucapan tidak dapat dipahami
60 : Sebagian kecil ucapan sudah dapat dipahami
70 : Sebagian besar ucapan sudah dapat dipahami
80 : Semua ucapan dapat dipahami
4. Intonation
50 : Tekanan/irama semua kata salah
60 : Tekanan/irama sebagian kecil kata benar
70 : Tekanan/irama sebagian besar kata benar
80 : Tekanan/irama semua kata, frasa, dan kalimat benar
Format Penskoran
Betul semua = 5 x 20
Total skor = 100
82
K. Instrumen
Answer the following question based on the text!
1. What do you know about eagles?
2. Why is the sea eagle easy to recognize?
3. What do you think of its flying? Is it easy or hard to do?
4. What do the forelimbs of an sea eagle do?
5. What are the sea eagle’s neck and beak like?
Kunci Jawaban
1. Various answer
2. Because it has strong and sharp beak and stream-line body.
3. Various answers
4. They serve as wings.
5. The neck is flexible and the beak is strong.
Tangerang Selatan, Oktober 2018
Mengetahui,
Guru Mata Pelajaran Bahasa Inggris
Dra. Rachmayanti
Peneliti
Rizal Hanif Masyhur
83
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS EKSPERIMEN
SatuanPendidikan : SMP Mumtaza Islamic School
Mata Pelajaran : BahasaInggris
Kelas/Semester : VIII/Ganjil
Topik : Descriptive Text
Tema : Place
Skill : Reading & Speaking (Vocabulary)
AlokasiWaktu : 2 x 35 Menit
Pertemuanke- : 3
A. StandarKompetensi
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar.
5. Mengungkapkan makna teks tulis fungsional dan esai pendek sederhana berbentuk
descriptive yang berkaitan dengan lingkungan sekitar.
B. KompetensiDasar
4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan bertemia untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk descriptive.
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar,
dan berterima yang berakitan dengan lingkungan sekitar.
C. Indikator
Mengidentifikasi kosa kata baru yang ada dalam descriptive text.
Megidentifikasi generic structure dan informasi yang ada dalam descriptive text.
Memahami makna teks tulis dan esai pendek sederhana berbentuk descriptive.
Merespon makna yang terdapat dalam monolog pendek sederhana berbentuk
descriptive.
Mendeskripsikan suatu tempat dalam bentuk monolog pendek sederhana secara
lisan..
D. KarakterSiswa yang Diharapkan
Percayadiri (Confident)
Tekun (Diligence)
Rasa hormatdanperhatian (Respect)
Tanggungjawab (Responsibility)
E. TujuanPembelajaran
Siswa dapat mengidentifikasi kosa kata baru yang ada dalam descriptive text
84
Siswa dapat mengidentifikasi generic structure dan informasi yang ada dalam
descriptive text.
Siswa dapat memahami makna teks tulis dan esai pendek sederhana berbentuk
descriptive.
Siswa dapat merespon makna yang terdapat dalam monolog pendek sederhana
berbentuk deskriptif.
Siswa dapat mendeskripsikan suatu tempat dalam bentuk monolog pendek
sederhana secara lisan.
F. MateriPembelajaran
1. The Characteristic of Descriptive Text
Descriptive text is a kind of the text with a purposes to give information. The
context of the text is the description of particular thing, animal, person, place or
others.
Generic Structure
Identification : identifying the thing that will be described to the characters of the
text.
Description : describing the characteristic features of the subject.
Language Features
Describe about particular thing specify
Use simple present tense
Use to be: a, is are, have, has
Use adjective in describing the animal e.g. tame, wild, black, white.
Uses noun phrase e.g. white female rabbit
Use figurative language sometimes (kata perumpamaan) e.g. as red as blood.
2. Ucapan, tekanan, danintonasi
3. Ejaan dan tanda baca
4. Teks
85
G. Metode dan Model Pembelajaram
Metode pembelajaran : Guessing Game
Langkah-langkah:
1. Guru membuat 5 kelompok yang terdiri dari 6 siswa dalam 1 kelas.
2. Tiap kelompok diberikan list of words yang diambil dari materi pelajaran.
3. Tiap kelompok harus berdiskusi dengan anggotanya untuk mendeskripsikan
kata-kata yang telah diberikan dengan bahasa Inggris.
4. Tiap kelompok diberi nomor dan giliran untuk presentasi.
5. Kelompok yang lain bersiap untuk menjawab, jika jawaban salah akan dilempar
ke kelompok berikutnya.
7. Kelompok yang berhasil menjawab akan mendapatkan poin.
8. Kelompok yang mendapatkan poin tertinggi menjadi juara dari Guessing Game
Model pembelajaran : Communicative approach
H. Alat dan Bahan Ajar
Laptop
LCD
Brochure
LembarKerjaSiswa (LKS)
BukupaketBahasaInggris
I. Kegiatan Pembelajaran
Kegiatan Aktivitas Pembelajaran Alokasi
Waktu
Pendahuluan Eksplorasi
1) Guru mengatur kelas (mempersilakan siswa duduk
dengan rapi dan tertib, mengucapkan salam, berdoa
bersama, mengecek presensi siswa).
2) Guru mempersiapkan kondisi psikis dan fisik siswa
untuk mengikuti proses pembelajaran.
3) Guru memberi motivasi belajar kepada siswa agar
semangat mempelajari materi yang disajikan.
4) Guru melakukan apersepsi terhadap materi
sebelumnya dengan memberikan pertanyaan.
5) Guru menjelaskan tujuan pembelajaran yang akan
dicapai kepada siswa.
10
Menit
Inti Elaborasi 50
Menit
86
1) Siswa diberikan teks deskripsi berbentuk brosur.
Kemudian siswa membacanya dan menuliskan
vocabulary journal sesuai arahan dari guru.
2) Siswa diberikan soal berdasarkan teks yang telah
diberikan. Kemudian siswa menjawabnya.
3) Siswa dan guru mendiskusikan jawaban dan
menentukan generic structure of the text.
4) Siswa secara berkelompok mengidentifikasi suatu
tempat beserta fasilitas yang diberikan.
5) Guru memberikan Guessing Game berdasarkan
kosakata yang ada pada teks brosur.
6) Siswa diminta untuk mengikuti permainan Guessing
Game dengan sebaik mungkin
Penutup Konfirmasi
1) Siswa dan guru melakukan refleksi terhadap kegiatan
pembelajaran yang telah dilaksanakan, serta
membahas kosa kata-kosa kata baru.
2) Siswa memerhatikan informasi tentang rencana
kegiatan pembelajaran untuk pertemuan berikutnya.
3) Siswa dan guru mengucapkan doa dan salam
penutup.
10
Menit
J. Penilaian
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik Penilaian Bentuk Instrumen Instrumen Soal
Mengidentifikasi
kosa kata baru
yang ada dalam
descriptive text
Mengidentifikasi
generic structure
dan informasi
yang ada pada
descriptive text
Tes tulis
Tes tulis dan lisan
Menuliskan kosa
kata dan artinya
Menentukan dan
menyebutkan
Guessing Game
(Write the new
vocabulary and
their meaning based
on the text!)
Guessing Game
(Specify the generic
structure of the text
and tell thespesific
information of the
text!)
Format Penskoran
Betul semua = 5 x 20
Total skor = 100
Rubrik Penilaian Speaking
1. Vocabulary (Kosakata)
5 : Hampir sempurna
87
4 : Ada kesalahan tapi tidak mengganggu makna
3 : Ada kesalahan dan mengganggu makna
2 : Banyak kesalahan dan mengganggu makna
1 : terlalu banyak kesalahan sehingga sulit dipahami
2. Fluency (Kelancaran)
5 : Sangat lancar
4 : Lancar
3 : Cukup lancar
2 : Kurang lancar
1 : Tidak lancar
3. Accuracy (Ketelitian)
5 : Sangat teliti
4 : Teliti
3 : Cukup teliti
2 : Kurang teliti
1 : Tidak teliti
4. Pronounciation (Pengucapan)
5 : Hampir sempurna
4 : Ada kesalahan tapi tidak mengganggu makna
3 : Ada kesalahan dan mengganggu makna
2 : Banyak kesalahan dan mengganggu makna
1 : terlalu banyak kesalahan sehingga sulit dipahami
5. Intonation (Intonasi)
5 : Hampir sempurna
4 : Ada kesalahan tapi tidak mengganggu makna
3 : Ada kesalahan dan mengganggu makna
2 : Banyak kesalahan dan mengganggu makna
1 : terlalu banyak kesalahan sehingga sulit dipahami
6. Understanding (Pemahaman)
5 : Sangat memahami
4 : Memahami
3 : Cukup memahami
2 : Kurang memahami
1 : Tidak memahami
7. Diction (Pilihan Kata)
5 : Sangat variatif dan tepat
4 : Variatif dan tepat
3 : Cukup variatif dan tepat
88
2 : Kurang variatif dan tepat
1 : Tidak variatif dan tepat
K. Instrumen
Activity 1
No. Vocabularies Meaning
Activity 2
Work it with your partner. Answer the following question based on the text!
1. What makes the hotel different from other hotels?
2. Mention some hotels facilities!
3. Describe how the rooms of the hotel looks like!
4. Describe how the bathroom looks like!
5. What is the motto of the hotel?
Kunci Jawaban
1. It looks like a classic castle in Europe.
2. It has 100 rooms, a fancy restaurant, complete sport facilities including a swimming
pool, tennis court, a gym and sauna, a coffee shop, karaoke room, etc.
3. The rooms look very comfortable. It consists of a big spring bed with big pillows, a
nice sofa, a wardrobe, and a television system with programs from all over the world.
4. It is very beautiful although it is not very big. It has a bath-tub with hot and cold water
so guests can bath in it comfortably.
5. Hospitality is our trademark.
Tangerang Selatan, Oktober 2018
Mengetahui,
Guru Mata Pelajaran Bahasa Inggris
Dra.Rachmayanti
Peneliti
Rizal Hanif Masyhur
89
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS EKSPERIMEN
Satuan Pendidikan : SMP Mumtaza Islamic School
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Topik : Descriptive Text
Tema : Place
Skill : Listening &Reading (Vocabulary)
Alokasi Waktu : 2 x 35 Menit
Pertemuan ke- : 4
A. Standar Kompetensi
2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar.
5. Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk
descriptive yang berkaitan dengan lingkungan sekitar.
B. Kompetensi Dasar
2.2 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
descriptive.
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar,
dan berterima yang berakitan dengan lingkungan sekitar.
C. Indikator
Mengidentifikasi kosakata baru yang ada dalam descriptive text.
Megidentifikasi generic structure dan informasi yang ada dalam descriptive text.
Memahami makna teks tulis dan esai pendek sederhana berbentuk descriptive.
Merespon makna yang terdapat dalam moolog pendek sederhana berbentuk
descriptive.
D. Karakter Siswa yang Diharapkan
Percaya diri (Confident)
Tekun (Diligence)
Rasa hormat dan perhatian (Respect)
Tanggung jawab (Responsibility)
E. Tujuan Pembelajaran
Siswa dapat mengidentifikasi kosakata baru yang ada dalam descriptive text
Siswa dapat mengidentifikasi generic structure dan informasi yang ada dalam
descriptive text.
90
Siswa dapat memahami makna teks tulis dan esai pendek sederhana berbentuk
descriptive.
Siswa dapat merespon makna yang terdapat dalam monolog pendek sederhana
berbentuk deskriptif.
F. Materi Pembelajaran
1. The Characteristic of Descriptive Text
Descriptive text is a kind of the text with a purposes to give information. The
context of the text is the description of particular thing, animal, person, place or
others.
Generic Structure
Identification : identifying the thing that will be described to the characters of the
text.
Description : describing the characteristic features of the subject.
Language Features
Describe about particular thing specify
Use simple present tense
Use to be: a, is are, have, has
Use adjective in describing the animal e.g. tame, wild, black, white.
Uses noun phrase e.g. white female rabbit
Use figurative language sometimes (kata perumpamaan) e.g. as red as blood.
2. Ucapan, tekanan, dan intonasi
3. Ejaan dan tanda baca
4. Teks
G. Metode dan Model Pembelajaram
Metode pembelajaran : Guessing Game
The Small Hotel
Henri and Karna are going to spend their holiday in Semarang. They
are going to spend one night in Semarang. For accomodation, they
usually choose a hotel in Jalan Majapahit. It is asmall hotel but it is
clean and tidy.
The hotel is located near the bus station and angkot vehicles pass
the main road in front of the hotel. Henri and Karna can go to thw
bus station by angkot. This hotel provides lodging and breakfast.
Everytime they come to the hotel, a kind receptionist helps them
choose a comfortable room with two beds. There is an indoor
bathroom in the room. Then the bellboy carries their luggage.
The cost of a room in this hotel in no too expensive. This covers the
cost of the room and the breakfast. The bellboy and the workers of
the horel are kind and friendly.
91
Langkah-langkah:
1. Guru membuat 5 kelompok yang terdiri dari 6 siswa dalam 1 kelas.
2. Tiap kelompok diberikan list of words yang diambil dari materi pelajaran.
3. Tiap kelompok harus berdiskusi dengan anggotanya untuk mendeskripsikan
kata-kata yang telah diberikan dengan bahasa Inggris.
4. Tiap kelompok diberi nomor dan giliran untuk presentasi.
5. Kelompok yang lain bersiap untuk menjawab, jika jawaban salah akan dilempar
ke kelompok berikutnya.
7. Kelompok yang berhasil menjawab akan mendapatkan poin.
8. Kelompok yang mendapatkan poin tertinggi menjadi juara dari Guessing Game
Model pembelajaran : Communicative approach
H. Alat dan Bahan Ajar
Laptop
LCD
Audio and Speaker
Lembar Kerja Siswa (LKS)
Buku paket Bahasa Inggris
I. Kegiatan Pembelajaran
Kegiatan Aktivitas Pembelajaran Alokasi
Waktu
Pendahuluan Eksplorasi
1) Guru mengatur kelas (mempersilakan siswa duduk
dengan rapi dan tertib, mengucapkan salam, berdoa
bersama, mengecek presensi siswa).
2) Guru mempersiapkan kondisi psikis dan fisik siswa
untuk mengikuti proses pembelajaran.
3) Guru memberi motivasi belajar kepada siswa agar
semangat mempelajari materi yang disajikan.
4) Guru melakukan apersepsi terhadap materi
sebelumnya dengan memberikan pertanyaan.
5) Guru menjelaskan tujuan pembelajaran yang akan
dicapai kepada siswa.
10
Menit
Inti Elaborasi
1) Siswa mendengarkan instruksi dari guru mengenai
“Listening to The Radio”.
2) Siswa mendengarkan audio selama 2 x untuk mengisi
teks yang masih kosong.
3) Siswa secara berganttian maju menuliskan jawaban.
50
Menit
92
4) Siswa mengulang mendengarkan audio untuk
mengecek jawaban yang telah ditulis.
5) Siswa menentukan generic structure of the text.
6) Siswa dengan panduan guru melatih pronounciation
of the words. Kemudian siswa ditanya artinya.
7) Guru memberikan Guessing Game
8) Siswa diminta untuk mengikuti permainan Guessing
Game dengan sebaik mungkin
Penutup Konfirmasi
1) Siswa dan guru melakukan refleksi terhadap kegiatan
pembelajaran yang telah dilaksanakan, serta
membahas kosakata-kosakata baru.
2) Siswa memerhatikan informasi tentang rencana
kegiatan pembelajaran untuk pertemuan berikutnya.
3) Siswa dan guru mengucapkan doa dan salam penutup.
10
Menit
J. Penilaian
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik Penilaian Bentuk Instrumen Instrumen Soal
Mengidentifikasi
kosakata baru
yang ada dalam
descriptive text
Mengidentifikasi
generic
structuredan
informasi yang
ada pada
descriptive text
Tes lisan
Tes tulis dan lisan
Tanya jawab
Menentukan dan
menyebutkan
- What is the
meaning of
spend?
- e.t.c
Specify the generic
structure of the text
and tell the spesific
information of the
text!
Format Penskoran
Listening Betul semua 14 x 5 70
True-false Betul semua 10 x 3 30
SkorTotal 100
K. Instrumen
Activity 1
Fill in the blank based on the tape record!
The Small Hotel
Henri and Karna are going to (1) their (2) in Semarang. They are going to spend one night
in Semarang. For (3) , they usually choose a hotel in Jalan Majapahit. It is asmall hotel
but it is clean and tidy.
93
The hotel is (4) near the bus station and angkot vehicles pass the main road in front of the
hotel. Henri and Karna can go to thw bus station by angkot. This hotel provides (5) lodging and
(6)breakfast . Everytime they come to the hotel, a kind (7) receptionist helps them choose a
(8)comfortable room with two (9) beds. There is an indoor (10) bathroom in the room. Then the
bellboy carries their luggage.
The (11) cost of a room in this hotel in no too (12) expensive. This covers the cost of (13) the room
and the breakfast. The bellboy and the workers of the horel are kind and (14) friendly.
Answer Key
1. Spend 8. Comfortable
2. Holiday 9. Beds
3. Accomodation 10. Bathroom
4. Located 11. Cost
5. Lodging 12. Expensive
6. Breakfast 13. The room
7. Receptionist 14. Friendly
Activity 2
Tangerang Selatan, Oktober 2018
Mengetahui,
Guru Mata Pelajaran Bahasa Inggris
Dra. Rachmayanti
Peneliti
Rizal Hanif Masyhur
94
APPENDIX 9
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS KONTROL
Satuan Pendidikan : SMP Mumtaza Islamic School
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Topik : Descriptive Text
Tema : Animal
Skill : Reading (Vocabulary)
Alokasi Waktu : 2 x 35 Menit
Pertemuan ke- : 1
A. Standar Kompetensi
5. Memahami makna teks fungsional dan esai pendek sederhana berbentuk descriptive
yang berkaitan dengan lingkungan sekitar.
B. Kompetensi Dasar
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar,
dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator
Mengidentifikasi kosakata baru yang ada dalam descriptive text.
Megidentifikasi generic structure dan informasi yang ada dalam descriptive text.
Memahami makna teks tulis dan esai pendek sederhana berbentuk descriptive.
Merespon makna yang terdapat dalam moolog pendek sederhana berbentuk
descriptive.
D. Karakter Siswa yang Diharapkan
Percaya diri (Confident)
Tekun (Diligence)
Rasa hormat dan perhatian (Respect)
Tanggung jawab (Responsibility)
E. Tujuan Pembelajaran
Siswa dapat mengidentifikasi kosakata baru yang ada dalam descriptive text.
Siswa dapat engidentifikasi generic structure dan informasi yang ada dalam
descriptive text.
Siswa dapat memahami makna teks tulis dan esai pendek sederhana berbentuk
deskriptif.
Siswa dapat merespon makna yang terdapat dalam monolog pendek sederhana
berbentuk deskriptif.
95
F. Materi Pembelajaran
1. The Characteristic of Descriptive Text
Descriptive text is a kind of the text with a purposes to give information. The
context of the text is the description of particular thing, animal, person, place or
others.
Generic Structure
Identification : identifying the thing that will be described to the characters of the
text.
Description : describing the characteristic features of the subject.
Language Features
Describe about particular thing specify
Use simple present tense
Use to be: a, is are, have, has
Use adjective in describing the animal e.g. tame, wild, black, white.
Uses noun phrase e.g. white female rabbit
Use figurative language sometimes (kata perumpamaan) e.g. as blue as sky.
2. Ucapan, tekanan, dan intonasi
3. Ejaan dan tanda baca
4. Teks Deskripsi
G. Metode dan Model Pembelajaram
Metode pembelajaran : Three-phase technique
Model pembelajaran : Communicative approach
H. Alat dan Bahan Ajar
Laptop
LCD
Once of the tallest and the most interesting animals is giraffe. Male
giraffes are usually about six meters tall. The longest part of its body
is its neck which is longer than its legs.
A giraffe has big brown eyes. It has brown spots on tan skin and two
short horns on its head. Like the camel, the giraffe can go along
time without drinking water. One source of the water is the leaves
which the giraffe eats from trees. Since it is do tall, the giraffe can
reach the tender leaves at the top of the tree.
Giraffes usually live in small herds and often feed with other
animals. A baby giraffe is two meters tall at birth. It can stand up by
itself within a few minutes and can run well in about two days.
Giraffes have two methods of self-protection. If something frightens
an adult giraffe, it can gallop away at about fifty kilometers per hour
or stay to fight with its strong legs.
96
Lembar Kerja Siswa (LKS)
Buku paket Bahasa Inggris
I. Kegiatan Pembelajaran
Pertemuan I
Sebelum kegiatan pembelajaran berlangsung, guru memberikan pretest kepada siswa untuk
mengukur kemampuan awal siswa.
Kegiatan Aktivitas Pembelajaran Alokasi
Waktu
Pendahuluan Eksplorasi
1) Guru mengatur kelas (mempersilakan siswa duduk
dengan rapi dan tertib, mengucapkan salam, berdoa
bersama, mengecek presensi siswa).
2) Guru mempersiapkan kondisi psikis dan fisik siswa
untuk mengikuti proses pembelajaran.
3) Guru memberi motivasi belajar kepada siswa agar
semangat mempelajari materi yang disajikan.
4) Guru melakukan apersepsi terhadap materi sebelumnya
dengan memberikan pertanyaan.
5) Guru menjelaskan tujuan pembelajaran yang akan
dicapai kepada siswa.
10
Menit
Inti Elaborasi
1) Siswa diberikan teks berbentuk descriptive text materi
Animal.
2) Siswa secara berkelompok diminta untuk
mendiskusikan isi dari teks deskriptif. Kemudian siswa
ditanya perihal isi teks deskriptif.
3) Siswa memperhatikan penjelasan guru tentang
descriptive text, generic structure, dan language feature
yang digunakan di teks deskriptif.
4) Siswa diminta untuk membaca teks secara bergantian.
Kemudian siswa diminta untuk menentukan generic
structure teks deskriptif tersebut.
5) Siswa ditanya mengenai kosakata baru yang mereka
temukan pada teks. Kemudian siswa lain yang
mengetahui arti kosakata tersebut diminta untuk
menjawabnya.
6) Siswa diminta untuk menentukan 1 hewan dan
menuliskan ciri-ciri dan tempat tinggal (habitat) hewan
tersebut.
50
Menit
Penutup Konfirmasi
1) Siswa dan guru melakukan refleksi terhadap kegiatan
pembelajaran yang telah dilaksanakan.
2) Siswa memerhatikan informasi tentang rencana kegiatan
pembelajaran untuk pertemuan berikutnya.
3) Siswa dan guru mengucapkan doa dan salam penutup.
10
Menit
97
J. Penilaian
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik Penilaian Bentuk Instrumen Instrumen Soal
Mengidentifikasi
kosakata baru
yang ada dalam
descriptive text
Mengidentifikasi
generic structure
dan informasi
yang ada dalam
descriptive text
Tes lisan
Tes tulis dan lisan
Tanya jawab
Menentukan dan
menyebutkan
Mention the new
vocabulary that you
don’t know based on
the text!
Specify the generic
structure of the text
and tell the specific
information of the
text!
Indikator pencapaian kompetensi:
Merespon makna yang terdapat dalam monolog pendek sederhana berbentuk descriptive.
Rubrik Penilaian Menjawab Pertanyaan
Kritria Jika respon
benar,
ucapan
benar,
intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar,
ucapan
benar,
intonasi
benar, dan
pengucapan
kurang
lancar.
Jika respon
benar,
ucapan
benar,
intonasi
benar, dan
pengucapan
tidak lancar.
Jika respon
benar,
ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi
salah, dan
pengucapan
tidak benar.
Skor 5
(Excellent)
4
(Very good)
3
(Good)
2
(Fair)
1
(Poor)
Tangerang Selatan, Oktober 2018
Mengetahui,
Guru Mata Pelajaran Bahasa Inggris
Dra. Rachmayanti
Peneliti
Rizal Hanif Masyhur
98
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS KONTROL
Satuan Pendidikan : SMP Mumtaza Islamic School
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Topik : Descriptive Text
Tema : Animal
Skill : Reading & Speaking (Vocabulary)
Alokasi Waktu : 2 x 35 Menit
Pertemuan ke- : 2
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar.
5. Mengungkapkan makna teks tulis fungsional dan esai pendek sederhana berbentuk
descriptive yang berkaitan dengan lingkungan sekitar.
B. Kompetensi Dasar
4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan bertemia untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk descriptive.
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar,
dan berterima yang berakitan dengan lingkungan sekitar..
C. Indikator
Mengidentifikasi kosakata baru yang ada dalam descriptive text.
Megidentifikasi generic structure dan informasi yang ada dalam descriptive text.
Memahami makna teks tulis dan esai pendek sederhana berbentuk descriptive.
Merespon makna yang terdapat dalam moolog pendek sederhana berbentuk
descriptive.
Mengungkapkan makna yang terdapat dalam dialog pendek sederhana berbentuk
descriptive.
D. Karakter Siswa yang Diharapkan
Percaya diri (Confident)
Tekun (Diligence)
Rasa hormat dan perhatian (Respect)
Tanggung jawab (Responsibility)
E. Tujuan Pembelajaran
Siswa dapat mengidentifikasi kosakata baru yang ada dalam descriptive text.
99
Siswa dapat mengidentifikasi generic structure dan informasi yang ada dalam
descriptive text.
Siswa dapat memahami makna teks tulis dan esai pendek sederhana berbentuk
descriptive.
Siswa dapat merespon makna yang terdapat dalam monolog pendek sederhana
berbentuk deskriptif.
Siswa dapat mengungkapkan makna yang terdapat dalam dialog pendek
sederhana berbentuk deskriptif.
F. Materi Pembelajaran
1. The Characteristic of Descriptive Text
Descriptive text is a kind of the text with a purposes to give information. The
context of the text is the description of particular thing, animal, person, place or
others.
Generic Structure
Identification : identifying the thing that will be described to the characters of the
text.
Description : describing the characteristic features of the subject.
Language Features
Describe about particular thing specify
Use simple present tense
Use to be: a, is are, have, has
Use adjective in describing the animal e.g. tame, wild, black, white.
Uses noun phrase e.g. white female rabbit
Use figurative language sometimes (kata perumpamaan) e.g. as blue as sky.
2. Ucapan, tekanan, dan intonasi
3. Ejaan dan tanda baca
4. Teks Deskripsi
The Sea Eagle
There is an eagle nesting on the tree near my grandparent’s house
in Pangandaran. It was a sea eagle.
The color of its feather is light brown. It has a strong and sharp
yellowish beak. Its claws are very sharp. It hunts for fish in the sea
but sometimes it hunts chickens and small birds.
Eagles have many shapes, sizes, and colors but the sea eagle is easy
to recognize because it has a strong a streamlined, sharp beak and a
stream-line body.
Its forelimbs (or arms) serve as wings. This means that they are of
little use for anything excepts flying. It walks on two legs and has a
very flexible neck and strong beak to handle foods, to care for its
feathers, and for many others jobs that non-flying animals do with
paws, claws, or hands on their forelimbs.
100
5. Dialog
Read the following dialogue!
Anne and Rico are in a zoo. They are looking at some birds in the cages.
Anne : “What’s so special about birds? Tell me about them.”
Rico : “Of course, most birds can fly.”
Anne : “Do you know birds that can’t fly?”
Rico : “Hmm… Ostriches, Emus, and the bird from Papua… what’s its name?”
Anne : “Oh, Cassowary, right?”
Rico : “Sure, birds are beautiful! I like peacocks very much.”
Anne : “Peacocks? With their fanlike tails, right? I like them too.”
G. Metode dan Model Pembelajaram
Metode pembelajaran : Three-phase technique
Model pembelajaran : Communicative approach
H. Alat dan Bahan Ajar
Laptop
LCD
Video
Lembar Kerja Siswa (LKS)
Buku paket Bahasa Inggris
I. Kegiatan Pembelajaran
Kegiatan Aktivitas Pembelajaran Alokasi
Waktu
Pendahuluan Eksplorasi
1) Guru mengatur kelas (mempersilakan siswa duduk
dengan rapi dan tertib, mengucapkan salam, berdoa
bersama, mengecek presensi siswa).
2) Guru mempersiapkan kondisi psikis dan fisik siswa
untuk mengikuti proses pembelajaran.
3) Guru memberi motivasi belajar kepada siswa agar
semangat mempelajari materi yang disajikan.
4) Guru melakukan apersepsi terhadap materi sebelumnya
dengan memberikan pertanyaan.
5) Guru menjelaskan tujuan pembelajaran yang akan
dicapai kepada siswa.
10
Menit
Inti Elaborasi
1) Siswa diberikan dialog, kemudian guru memandu siswa
untuk membaca dialog secara bersama.
2) Setiap siswa mempraktikkan dialog berpasangan dengan
teman sebangkunya secara bersama-sama.
3) Siswa ditanya tentang burung elang dan ciri-cirinya.
4) Siswa diberi teks deskriptif tentang burung elang dan
soal sesuai dengan teks.
50
Menit
101
5) Siswa dan guru membahas jawaban dan menentukan
generic structure of the text secara bersama.
6) Siswa diminta untuk mencari/make list vocabulary baru
yang ada pada teks dengan bantuan kamus atau teman.
7) Siswa menonton video cerita inspirasi tentang burung
elang dan ditanya tentang nilai moral yang didapat dari
video tersebut.
Penutup Konfirmasi
1) Siswa dan guru melakukan refleksi terhadap kegiatan
pembelajaran yang telah dilaksanakan, serta membahas
kosakata-kosakata baru.
2) Siswa memerhatikan informasi tentang rencana kegiatan
pembelajaran untuk pertemuan berikutnya.
3) Siswa dan guru mengucapkan doa dan salam penutup.
10
Menit
J. Penilaian
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik Penilaian Bentuk Instrumen Instrumen Soal
Mengidentifikasi
kosakata baru
yang ada dalam
descriptive text
Mengidentifikasi
generic structure
Tes lisan
Tes dan lisan
Tanya jawab
Menyebutkan
Mention the new
vocabulary that you
don’t know based on
the text!
Mention the generic
structure of the text!
102
LEMBAR PENILAIAN
LEADING ALOUD
Nama :
Kelas :
No. Aspek Skor Total
50 60 70 80
1. Fluency
2. Accuracy
3. Pronounciation
4. Intonation
Keterangan:
1. Fluency
50 : Bila terjadi hesitasi
60 : Lancar, tapi masih ada hesitasi
70 : Lancar
80 : Sangat lancar
2. Accuracy
50 : Semua ucapan tidak tepat diucapkan
60 : Sebagian kecil ucapan tepat diucapkan
70 : Sebagian besar ucapan tepat diucapkan
80 : Semua ucapan tepat diucapkan
3. Pronounciation
50 : Semua ucapan tidak dapat dipahami
60 : Sebagian kecil ucapan sudah dapat dipahami
70 : Sebagian besar ucapan sudah dapat dipahami
80 : Semua ucapan dapat dipahami
4. Intonation
50 : Tekanan/irama semua kata salah
60 : Tekanan/irama sebagian kecil kata benar
70 : Tekanan/irama sebagian besar kata benar
80 : Tekanan/irama semua kata, frasa, dan kalimat benar
Format Penskoran
Betul semua = 5 x 20
Total skor = 100
103
K. Instrumen
Answer the following question based on the text!
1. What do you know about eagles?
2. Why is the sea eagle easy to recognize?
3. What do you think of its flying? Is it easy or hard to do?
4. What do the forelimbs of an sea eagle do?
5. What are the sea eagle’s neck and beak like?
Kunci Jawaban
1. Various answer
2. Because it has strong and sharp beak and stream-line body.
3. Various answers
4. They serve as wings.
5. The neck is flexible and the beak is strong.
Tangerang Selatan, Oktober 2018
Mengetahui,
Guru Mata Pelajaran Bahasa Inggris
Dra. Rachmayanti
Peneliti
Rizal Hanif Masyhur
104
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS KONTROL
SatuanPendidikan : SMP Mumtaza Islamic School
Mata Pelajaran : BahasaInggris
Kelas/Semester : VIII/Ganjil
Topik : Descriptive Text
Tema : Place
Skill : Reading & Speaking (Vocabulary)
AlokasiWaktu : 2 x 35 Menit
Pertemuanke- : 3
A. StandarKompetensi
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar.
5. Mengungkapkan makna teks tulis fungsional dan esai pendek sederhana berbentuk
descriptive yang berkaitan dengan lingkungan sekitar.
B. KompetensiDasar
4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan bertemia untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk descriptive.
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar,
dan berterima yang berakitan dengan lingkungan sekitar.
C. Indikator
Mengidentifikasi kosa kata baru yang ada dalam descriptive text.
Megidentifikasi generic structure dan informasi yang ada dalam descriptive text.
Memahami makna teks tulis dan esai pendek sederhana berbentuk descriptive.
Merespon makna yang terdapat dalam monolog pendek sederhana berbentuk
descriptive.
Mendeskripsikan suatu tempat dalam bentuk monolog pendek sederhana secara
lisan..
D. KarakterSiswa yang Diharapkan
Percayadiri (Confident)
Tekun (Diligence)
Rasa hormatdanperhatian (Respect)
Tanggungjawab (Responsibility)
E. TujuanPembelajaran
Siswa dapat mengidentifikasi kosa kata baru yang ada dalam descriptive text
105
Siswa dapat mengidentifikasi generic structure dan informasi yang ada dalam
descriptive text.
Siswa dapat memahami makna teks tulis dan esai pendek sederhana berbentuk
descriptive.
Siswa dapat merespon makna yang terdapat dalam monolog pendek sederhana
berbentuk deskriptif.
Siswa dapat mendeskripsikan suatu tempat dalam bentuk monolog pendek
sederhana secara lisan.
F. MateriPembelajaran
1. The Characteristic of Descriptive Text
Descriptive text is a kind of the text with a purposes to give information. The
context of the text is the description of particular thing, animal, person, place or
others.
Generic Structure
Identification : identifying the thing that will be described to the characters of the
text.
Description : describing the characteristic features of the subject.
Language Features
Describe about particular thing specify
Use simple present tense
Use to be: a, is are, have, has
Use adjective in describing the animal e.g. tame, wild, black, white.
Uses noun phrase e.g. white female rabbit
Use figurative language sometimes (kata perumpamaan) e.g. as red as blood.
2. Ucapan, tekanan, danintonasi
3. Ejaan dan tanda baca
4. Teks
106
G. Metode dan Model Pembelajaram
Metode pembelajaran : Three-phase technique
Model pembelajaran : Communicative approach
H. Alat dan Bahan Ajar
Laptop
LCD
Brochure
LembarKerjaSiswa (LKS)
BukupaketBahasaInggris
I. Kegiatan Pembelajaran
Kegiatan Aktivitas Pembelajaran Alokasi
Waktu
Pendahuluan Eksplorasi
1) Guru mengatur kelas (mempersilakan siswa duduk
dengan rapi dan tertib, mengucapkan salam, berdoa
bersama, mengecek presensi siswa).
2) Guru mempersiapkan kondisi psikis dan fisik siswa
untuk mengikuti proses pembelajaran.
3) Guru memberi motivasi belajar kepada siswa agar
semangat mempelajari materi yang disajikan.
4) Guru melakukan apersepsi terhadap materi
sebelumnya dengan memberikan pertanyaan.
5) Guru menjelaskan tujuan pembelajaran yang akan
dicapai kepada siswa.
10
Menit
Inti Elaborasi
1) Siswa diberikan teks deskripsi berbentuk brosur.
Kemudian siswa membacanya dan menuliskan
vocabulary journal sesuai arahan dari guru.
2) Siswa diberikan soal berdasarkan teks yang telah
diberikan. Kemudian siswa menjawabnya.
3) Siswa dan guru mendiskusikan jawaban dan
menentukan generic structure of the text.
4) Siswa secara berkelompok mengidentifikasi suatu
tempat beserta fasilitas yang diberikan.
5) Siswa mempresentasikan hasil kerja kelompok secara
bergantian.
50
Menit
Penutup Konfirmasi
1) Siswa dan guru melakukan refleksi terhadap kegiatan
pembelajaran yang telah dilaksanakan, serta
membahas kosa kata-kosa kata baru.
2) Siswa memerhatikan informasi tentang rencana
kegiatan pembelajaran untuk pertemuan berikutnya.
10
Menit
107
3) Siswa dan guru mengucapkan doa dan salam
penutup.
J. Penilaian
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik Penilaian Bentuk Instrumen Instrumen Soal
Mengidentifikasi
kosa kata baru
yang ada dalam
descriptive text
Mengidentifikasi
generic structure
dan informasi
yang ada pada
descriptive text
Tes tulis
Tes tulis dan lisan
Menuliskan kosa
kata dan artinya
Menentukan dan
menyebutkan
(Write the new
vocabulary and
their meaning based
on the text!)
(Specify the generic
structure of the text
and tell thespesific
information of the
text!)
Format Penskoran
Betul semua = 5 x 20
Total skor = 100
Rubrik Penilaian Speaking
1. Vocabulary (Kosakata)
5 : Hampir sempurna
4 : Ada kesalahan tapi tidak mengganggu makna
3 : Ada kesalahan dan mengganggu makna
2 : Banyak kesalahan dan mengganggu makna
1 : terlalu banyak kesalahan sehingga sulit dipahami
2. Fluency (Kelancaran)
5 : Sangat lancar
4 : Lancar
3 : Cukup lancar
2 : Kurang lancar
1 : Tidak lancar
3. Accuracy (Ketelitian)
5 : Sangat teliti
4 : Teliti
3 : Cukup teliti
2 : Kurang teliti
1 : Tidak teliti
108
4. Pronounciation (Pengucapan)
5 : Hampir sempurna
4 : Ada kesalahan tapi tidak mengganggu makna
3 : Ada kesalahan dan mengganggu makna
2 : Banyak kesalahan dan mengganggu makna
1 : terlalu banyak kesalahan sehingga sulit dipahami
5. Intonation (Intonasi)
5 : Hampir sempurna
4 : Ada kesalahan tapi tidak mengganggu makna
3 : Ada kesalahan dan mengganggu makna
2 : Banyak kesalahan dan mengganggu makna
1 : terlalu banyak kesalahan sehingga sulit dipahami
6. Understanding (Pemahaman)
5 : Sangat memahami
4 : Memahami
3 : Cukup memahami
2 : Kurang memahami
1 : Tidak memahami
7. Diction (Pilihan Kata)
5 : Sangat variatif dan tepat
4 : Variatif dan tepat
3 : Cukup variatif dan tepat
2 : Kurang variatif dan tepat
1 : Tidak variatif dan tepat
K. Instrumen
Activity 1
No. Vocabularies Meaning
Activity 2
Work it with your partner. Answer the following question based on the text!
1. What makes the hotel different from other hotels?
2. Mention some hotels facilities!
109
3. Describe how the rooms of the hotel looks like!
4. Describe how the bathroom looks like!
5. What is the motto of the hotel?
Kunci Jawaban
1. It looks like a classic castle in Europe.
2. It has 100 rooms, a fancy restaurant, complete sport facilities including a swimming
pool, tennis court, a gym and sauna, a coffee shop, karaoke room, etc.
3. The rooms look very comfortable. It consists of a big spring bed with big pillows, a
nice sofa, a wardrobe, and a television system with programs from all over the world.
4. It is very beautiful although it is not very big. It has a bath-tub with hot and cold water
so guests can bath in it comfortably.
5. Hospitality is our trademark.
Tangerang Selatan, Oktober 2018
Mengetahui,
Guru Mata Pelajaran Bahasa Inggris
Dra.Rachmayanti
Peneliti
Rizal Hanif Masyhur
110
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS KONTROL
Satuan Pendidikan : SMP Mumtaza Islamic School
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Topik : Descriptive Text
Tema : Place
Skill : Listening &Reading (Vocabulary)
Alokasi Waktu : 2 x 35 Menit
Pertemuan ke- : 4
A. Standar Kompetensi
2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar.
5. Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk
descriptive yang berkaitan dengan lingkungan sekitar.
B. Kompetensi Dasar
2.2 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks
berbentukdescriptive.
5.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar,
dan berterima yang berakitan dengan lingkungan sekitar.
C. Indikator
Mengidentifikasi kosakata baru yang ada dalam descriptive text.
Megidentifikasi generic structure dan informasi yang ada dalam descriptive text.
Memahami makna teks tulis dan esai pendek sederhana berbentuk descriptive.
Merespon makna yang terdapat dalam moolog pendek sederhana berbentuk
descriptive.
D. Karakter Siswa yang Diharapkan
Percaya diri (Confident)
Tekun (Diligence)
Rasa hormat dan perhatian (Respect)
Tanggung jawab (Responsibility)
E. Tujuan Pembelajaran
Siswa dapat mengidentifikasi kosakata baru yang ada dalam descriptive text
Siswa dapat mengidentifikasi generic structure dan informasi yang ada dalam
descriptive text.
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Siswa dapat memahami makna teks tulis dan esai pendek sederhana berbentuk
descriptive.
Siswa dapat merespon makna yang terdapat dalam monolog pendek sederhana
berbentuk deskriptif.
F. Materi Pembelajaran
1. The Characteristic of Descriptive Text
Descriptive text is a kind of the text with a purposes to give information. The
context of the text is the description of particular thing, animal, person, place or
others.
Generic Structure
Identification : identifying the thing that will be described to the characters of the
text.
Description : describing the characteristic features of the subject.
Language Features
Describe about particular thing specify
Use simple present tense
Use to be: a, is are, have, has
Use adjective in describing the animal e.g. tame, wild, black, white.
Uses noun phrase e.g. white female rabbit
Use figurative language sometimes (kata perumpamaan) e.g. as red as blood.
2. Ucapan, tekanan, dan intonasi
3. Ejaan dan tanda baca
4. Teks
G. Metode dan Model Pembelajaram
Metode pembelajaran : Three-phase technique
Model pembelajaran : Communicative approach
The Small Hotel
Henri and Karna are going to spend their holiday in Semarang. They
are going to spend one night in Semarang. For accomodation, they
usually choose a hotel in Jalan Majapahit. It is asmall hotel but it is
clean and tidy.
The hotel is located near the bus station and angkot vehicles pass
the main road in front of the hotel. Henri and Karna can go to thw
bus station by angkot. This hotel provides lodging and breakfast.
Everytime they come to the hotel, a kind receptionist helps them
choose a comfortable room with two beds. There is an indoor
bathroom in the room. Then the bellboy carries their luggage.
The cost of a room in this hotel in no too expensive. This covers the
cost of the room and the breakfast. The bellboy and the workers of
the horel are kind and friendly.
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H. Alat dan Bahan Ajar
Laptop
LCD
Audio and Speaker
Lembar Kerja Siswa (LKS)
Buku paket Bahasa Inggris
I. Kegiatan Pembelajaran
Kegiatan Aktivitas Pembelajaran Alokasi
Waktu
Pendahuluan Eksplorasi
1) Guru mengatur kelas (mempersilakan siswa duduk
dengan rapi dan tertib, mengucapkan salam, berdoa
bersama, mengecek presensi siswa).
2) Guru mempersiapkan kondisi psikis dan fisik siswa
untuk mengikuti proses pembelajaran.
3) Guru memberi motivasi belajar kepada siswa agar
semangat mempelajari materi yang disajikan.
4) Guru melakukan apersepsi terhadap materi sebelumnya
dengan memberikan pertanyaan.
5) Guru menjelaskan tujuan pembelajaran yang akan
dicapai kepada siswa.
10
Menit
Inti Elaborasi
1) Siswa mendengarkan instruksi dari guru mengenai
“Listening to The Radio”.
2) Siswa mendengarkan audio selama 2 x untuk mengisi
teks yang masih kosong.
3) Siswa secara berganttian maju menuliskan jawaban.
4) Siswa mengulang mendengarkan audio untuk mengecek
jawaban yang telah ditulis.
5) Siswa menentukan generic structure of the text.
6) Siswa dengan panduan guru melatih pronounciation of
the words. Kemudian siswa ditanya artinya.
7) Siswa mengerjakan soal true and false berdasarkan teks
deskriptif yang telah dibahas.
50
Menit
Penutup Konfirmasi
1) Siswa dan guru melakukan refleksi terhadap kegiatan
pembelajaran yang telah dilaksanakan, serta membahas
kosakata-kosakata baru.
2) Siswa memerhatikan informasi tentang rencana kegiatan
pembelajaran untuk pertemuan berikutnya.
3) Siswa dan guru mengucapkan doa dan salam penutup.
10
Menit
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J. Penilaian
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik Penilaian Bentuk Instrumen Instrumen Soal
Mengidentifikasi
kosakata baru
yang ada dalam
descriptive text
Mengidentifikasi
generic
structuredan
informasi yang
ada pada
descriptive text
Tes lisan
Tes tulis dan lisan
Tanya jawab
Menentukan dan
menyebutkan
- What is the
meaning of
spend?
- e.t.c
Specify the generic
structure of the text
and tell thespesific
information of the
text!
Format Penskoran
Listening Betul semua 14 x 5 70
True-false Betul semua 10 x 3 30
SkorTotal 100
K. Instrumen
Activity 1
Fill in the blank based on the tape record!
The Small Hotel
Henri and Karna are going to (1) their (2) in Semarang. They are going to spend one night
in Semarang. For (3) , they usually choose a hotel in Jalan Majapahit. It is asmall hotel
but it is clean and tidy.
The hotel is (4) near the bus station and angkot vehicles pass the main road in front of the
hotel. Henri and Karna can go to thw bus station by angkot. This hotel provides (5) lodging and
(6)breakfast . Everytime they come to the hotel, a kind (7) receptionist helps them choose a
(8)comfortable room with two (9) beds. There is an indoor (10) bathroom in the room. Then the
bellboy carries their luggage.
The (11) cost of a room in this hotel in no too (12) expensive. This covers the cost of (13) the
room and the breakfast. The bellboy and the workers of the horel are kind and (14) friendly.
Answer Key
1. Spend 8. Comfortable
2. Holiday 9. Beds
3. Accomodation 10. Bathroom
4. Located 11. Cost
5. Lodging 12. Expensive
6. Breakfast 13. The room
7. Receptionist 14. Friendly
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Activity 2
Activity 3
Work it with your partner. Answer Then state whether teh follwoing statements are true (T)
or false (F)!
1. Henri and Karna are going to spend their holiday in Semarang.
2. They choose a hotel on Jalan Borobudur.
3. The hotelis big and luxurious.
4. The hoteel is quite from the bus sation.
5. There aren’t any public vehicles that pass in front of the hotel
6. The hotel only provides lodging.
7. There is only one bed in the room.
8. The hotel is not very expensive.
9. The cost covers the room and breakfast.
10. All the bellboys are kind and friendly.
Answer Key:
1. True 6. False
2. False 7. False
3. False 8. True
4. False 9. True
5. False 10. True
Tangerang Selatan, Oktober 2018
Mengetahui,
Guru Mata Pelajaran Bahasa Inggris
Dra. Rachmayanti
Peneliti
Rizal Hsanif Masyhur
115
APPENDIX 10
RESULT OF VALIDITY TEST
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117
118
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APPENDIX 11
RESULT OF RELIABILITY TEST
Case Processing Summary
N %
Cases
Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's
Alphaa
N of Items
.664 25
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APPENDIX 12
RESULT OF t-TEST OF POST-TEST
Group Statistics
Class N Mean Std. Deviation Std. Error Mean
Post-test Experiment Class 30 74.7 7.76 1.417
Control Class 30 69.8 7.13 1.302
Independent Samples Test
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Post-
test
Equal variances
assumed .027 .871 2.512 58 .015 4.833 1.924 .982 8.685
Equal variances
not assumed
2.512 57.588 .015 4.833 1.924 .981 8.685
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APPENDIX 13
PRE-TEST AND POST-TEST SCORE IN EXPERIMENT CLASS
Students
(N)
Experiment Class Gained Score
Pre-test Post-test
S1 65 90 25
S2 40 75 35
S3 45 75 30
S4 70 85 15
S5 20 65 45
S6 55 75 20
S7 70 80 10
S8 75 85 10
S9 55 75 20
S10 55 70 15
S11 60 75 15
S12 55 75 20
S13 40 65 25
S14 45 60 15
S15 50 70 20
S16 60 90 30
S17 65 80 15
S18 35 60 25
S19 70 70 0
S20 55 70 15
S21 25 65 40
S22 60 75 15
S23 45 75 30
S24 30 70 40
S25 70 85 15
S26 70 75 5
S27 45 75 30
S28 50 70 20
S29 70 80 10
S30 60 80 20
ΣN = 30 Σ X0 = 1610 Σ X1 = 2240 Σ X2 = 630
Mean 53.67 74.67 21.00
Max 75 90
Min 20 60
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APPENDIX 14
PRE-TEST AND POST-TEST SCORE IN CONTROL CLASS
Students
(N)
Control Class Gained Score
Pre-test Post-test
S1 55 70 15
S2 70 75 5
S3 35 55 20
S4 75 80 5
S5 75 75 0
S6 70 75 5
S7 70 75 5
S8 65 70 5
S9 75 80 5
S10 45 70 25
S11 60 60 0
S12 60 70 10
S13 65 70 5
S14 70 75 5
S15 50 55 5
S16 65 65 0
S17 55 60 5
S18 45 60 15
S19 70 80 10
S20 70 70 0
S21 65 70 5
S22 55 65 10
S23 70 75 5
S24 50 65 15
S25 65 70 5
S26 60 70 10
S27 60 65 5
S28 75 75 0
S29 70 80 10
S30 70 75 5
ΣN = 30 Σ X0 = 1895 Σ X1 = 2090 Σ X2 = 195
Mean 63.17 69.67 6.50
Max 75 80
Min 35 55
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APPENDIX 15
INTERVIEW QUESTION
1. Bagaimana pendapat kamu selama kita belajar vocabulary menggunakan cara
Guessing Game?
2. Apakah Guessing Game membantu kamu dalam belajar bahasa Inggris
khususnya vocabulary?
3. Setelah belajar dengan menggunakan cara Guessing Game, apakah kamu
terdorong atau termotivasi untuk belajar bahasa Inggris lebih jauh?
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APPENDIX 16
INTERVIEW RESULT
The interview consists of three main questions that asking about students’
opinion about the guessing game, the main role of guessing game in students’
learning process, and the after effect of guessing game on students’ motivation in
learning English vocabulary.
Interview Result of Experiment Class
Students
Students’ Opinion
Opinion about
guessing game
Opinion about applied
guessing game in learning
process
Students
motivation after
the treatment
MS1 Fresh, fun,
interesting
It helped him to
learn vocabulary
He is motivated to learn
English vocabulary
MS2 Free, interesting It helped him to
learn vocabulary
He is motivated to learn
English vocabulary
MS3 Free, fun, fresh It helped him to
learn vocabulary
He is motivated to learn
English vocabulary
MS4 Fun He did not know He is motivated to learn
English vocabulary
MS5 Interesting, fresh It helped him to
learn vocabulary
He is motivated to learn
English vocabulary
MS6 Fun, free He did not know He is motivated to learn
English vocabulary
FS7 Interesting, fun,
free
It helped her to learn
vocabulary
She is motivated to
learn English
vocabulary
FS8 Fun, interesting,
free
It helped her to learn
vocabulary
She is motivated to
learn English
vocabulary
FS9 Interesting, free She did not know
She is motivated to
learn English
vocabulary
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FS10 Free, fun, fresh It helped her to learn
vocabulary
She is motivated to
learn English
vocabulary
Note:
MS = Male Student, FS = Female Student
The following explanation is the description of students’ answer from the
interview. For the first question is the opinion about the guessing game, students’
opinion mostly said the positive feedback such as sesuatu yang baru (fresh),
menyenangkan (fun), menarik (interesting), and bebas berekspresi (free), etc. most
of the students said that they like to see other students expressive and funny
performance when they were describing a property. They also stated that they were
rarely assigned to perform in the class.
The next question is the opinion about applied guessing game in students’
learning process through guessing game. 7 students said that it helped them to learn
vocabulary. In the other side, 3 students said that they did not know if it helped
their learning process or not. The 7 students who said that that guessing game
helped them learning vocabulary, admitted after the treatment, they learned new
words and how to learn them. The other students said that they did not know their
progress because they already know the meaning of words.
The last question is about the students’ motivation after the treatment. When
they were asked about their motivation after the treatment. All of them said that
they were more motivated to learn English vocabulary because the way how to
learn is interesting and fun. They also said that they were interested to say words
in English.
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APPENDIX 17
DOCUMENTATION
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APPENDIX 18
