A compariative study between using visual aids and authentic reading text in teaching english vocabulary : a case study in the first tear of madrasah tsanawiyah an-nurul kasyaaf tambun selatan bekasi

A COMPARATIVE STUDY BETWEEN USING VISUAL

AIDS AND AUTHENTIC READING TEXT IN

TEACHING ENGLISH VOCABULARY

A Case Study in The First Year of Aiadrasah Tsanawiyah An-Nurul Kasyacif

Tambun Se!atan Bekasi

A Skripsi

Presented to The Faculty ofTarbiyah and Teachers Training In Partial Fulfilment of the Requirements

For The Degree of Strata I

By

Widadi

Nll\!I 9914015858

THE ENGLISH DEPARTMENT

OF

THE FACULTY

OF

TARBIYAH AND

TEACHERS TRAINING

STATE ISLAl\!IIC UNIVERSITY

SY ARIF HIDA YATULLAH

JAKARTA

AIDS AND AUTHENTIC READING; TEXT IN

TEACHING ENGLISH VOCABULARY

A case Study in The First Year of Madrasah Tsanawiyah An-Nurul Kasyaaf Tamhun Selatan Bekasi

A Skripsi

Presented to The Faculty ofTarbiyah and Teachers' Training In partial Accomplishment of The Requirements

For The Degree of Strata I

By:

WIDADI NIM 9914015858

Approved by

Advisor:

Drs. H. Su ardi K,

Dip.

ｅ､ｾ＠

NIP. 150 022 779

THE ENGLISH DEPARTMENT

THE FACULTY OF TARBIYAH and TEACHICRS' TRAINING

ST A TE lSLAMIC UNIVERSITY

SY ARIF JUDA YATULLAH

JAKARTA

A Skripsi titled " A Comparative Study Between Using Visual Aids and Authentic Reading Text in Teaching English Vocabulary : A Case Study in The First Year of Madrasah Tsanawiyah (Islamic Junior High SchoolAn-Nurul Kasyaal) Tambun Selatan Bekasi " was examined at examination session of The Faculty of Tarbiyah and Teachers' Training of Syarif Hidatayullah State Islamic University ( UIN ) Jakarta on Wednesday June 2nd 2004. This skripsi has accomplished the requirement for The Degree of Strata I ( SI ) at English Department.

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Prof. • . alman IIarun

NIP. 150 062568 \

Jakarta, June 2nd 2004

Examination Committee

Advisor

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The ｓ･｣ｮｾｴ｡ｲｹ＠ of Committee

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Dr. Dede Ro ada MA

NIP. 15 31 356

Drs. H. Sunardi. K, Dip. Ed

Examiner I

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Drs.

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Djalil, M.Ag

NIP.150 244 682

NIP. 150 022 779

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Examiner II

In the name of Allah, Benefifent, the Merciful

Praise is to Allah, Lord of the universe, the Almighty God for His blessing, guidance,

help and love, the writer could finish this thesis. Peace be upon Muhammad SAW as our

prophet, his descendants, his companions and his followers.

This skripsi is written to fulfil one of the require:nents for the undergraduate degree

( S l) for State Islamic University Syarif Hidayatullah Jakarta, entitled "A Comparative Study

between Using Visual Aids and Aurhentic Reading Texf in Teaching English

Vocabulary" A Case Study in the First Year of Madrnsah Tsam1wiyah (Islamic Junior

High School An-Nurul V..asyaaf), Tambun Selatan Bekasi.

The writer absolutely realizes <hat she would never finish this writing without the help

of some people around her either material or spiritual. Therefore, she would like to express her

sincere gratitude to those who have provided a valuable advice, guidance to finish this skripsi.

The wnter wishes to say gratitude to the following people:

l. Drs. H Sunardi Kartowisastro, Dip.Ed., the writer's advisor who has provided his time,

and serious suggestions in order to share his idea with the writer,

2. Prof Dr. H. Salman Harun, The Dean of The Faculty of Tarbiyah and Teachers Training,

UIN Syarif Hidayatullah Jakarta,

3. Drs. Nasrun Mahmud, M. Pd, The Chief of English Department,

4. Drs. Syauqi, M. Pd., The Secretary of English Department,

5. All lecturers of English department who have taught and educated the writer during her

6. Drs H. Moh. Sayuthi AH, The headmaster of Madrasah Tsanawiyah An-Nurul Kasyaaf

Tambun Selatan Bekasi, who has allowed the writer to observe and conduct the research

there,

7. Minyatul Ummah S.Pdi, The English Teacher of Madrasah Tsanawiyah An-Nurul

Kasyaaf Tam bun Selatan Bekasi, who has given her time and attention to help the writer

finishing this skripsi,

8. The first Year students of Madrasah Tsanawiyah An-Nurul Kasyaaf Tambun Selatan

Bekasi, who help her doing the tests given. Without their help this skripsi will not be

finished,

9. The writer wants to dedicate this skripsi to her lovely mother (Alm) and father, thanks for

their love, support, affection, protection, patience and for always being around her

whcnevc'r she needs, she would not finish it without them all,

l 0. Her brothers and all members of family and relatives who are always around her,

! I. A!! her friends at English department who helped her on this skripsi,

The word is not enough to measure how much help and contribution which theyhave

supported, on this skripsi. May Allah SWT guide them and give them all happiness throughout

their lives.

Finally, the writer realizes that this skripsi is far from being perfoct, therefore it is

really a pleasure for her to receive suggesticn and criticism from everyone who will encourage

her to continue her study.

ACl\:NO\VLEDGEMENT .... ... .. ... . ... 1

TABLE OF CONTENTS ... III CHAPTER I. INTRODUCTION A. Background of Study ... 1

B. Identification, Li1ritation and Formulation of the Problem ... 4

C. The Use of Study ... 5

D. The Organization of Study ... 6

CHAPTER II. THEORETICAL FRAME\VORK A. Vocabulary ... 7

I. The Meaning of Vocabulary ... 8

2. The Types of Vocabulary ... I 0 B. Visual Aids in English Teaching ... 12

I . The Meaning of Visual Aids ... :, ... 12

2. Kinds of Visual Aids ... 13

C. Authentic Reading Text.. ... 15

I. The Definition of Authentic Reading Text ... 16

CHAPTER Ill. ｒｅｾ［ＮＺＢＺａｒｃｈ＠ METHODOLOGY

A. Research Methodology ... .!&

I. Purpose of Study ... 18

2. Place and Time of Study.. .. ... 18

3. The Method of Study ... 20

4. Techniques of Sample Taking .... . ... 20

a. Population ... .. . ... 20

b. Sample ... . . ... 20

5. Operational Definition .. . ... 21

6. Instrument of Study .... . ... 21

7. Techniques of Data Analysis ... 22

B. Research Findings ... 24

I. Description of Data... . ... 23

2. The Test of Hypothesis. .. ... 28

3. The Analysis of the Experiment Result ... 29

CHAPTER IV. CONCLUSIONS AND SUGGESTIONS A. Conclusion ... 30

B. Suggestion ... .. . ... 31

BIBLIOGRAPHY ... .32

INTl{OIH I( I ION

A. Hackgrouncl of till' Study

The goven11nenl ol' Indonesia has decided I ·:11gl1sll as !he l'irsl foreign language

taught in Indonesia. Therefore, Engiish becomes one of compulsory subjects. As we

know English is taught for many ｲ･ｾｳｯｮｳ＠ and purposes, especially for communication

with foreigners who cannot speak Indonesian language, as Brumfit said:

"English is an international language in that it is the most widespread medium of international communication, both becausr of the number and geographical spread of its speakers, and because of the large number of non native speakers who use it for part at least of their international contact." 1

English is used not only as a means of communication among people in the world,

but it is also used in a variety of scientific fields. Generally, the acquisition of English

will help the people increase the process of kclmological transfer and technological

advance. We see the facts that the short coming of English knowledge is one of barrier to

pro1,rress rn certain areas. l"or example, in computer field, business field, tourism,

educational technology and so on. Burton said: "without a large vocabulary, it is

impossible to use English language precisely and vividly".2

Objective of teaching English at "Islamic Junior High School" is:

Siswa merniliki minat dan kemampuan berbahasa fnggris temtama membaca, dan

di san1ping itu siswa juga diharapkan dapat rncnyirnak, berbicara dan rnenulis karangan ,

sederhana dalam bahasa lnggris yang menggunakan pola kalimat dasar bahasa lnggris

I

c_

J_ Brun1fit, Language and Literature Tt:aching: fro1n Practice to Prin<;iple, Oxford, Pergamon

Press, p. 35

dan kosa kata dalam tingkatan 1.500 kata.-1 (The students are expected to have motivation

and ability in using English, particularly in reading, besides, being able to listen, speak

and write a simple English composition by using basic structural pattern within limited

vocabulary at the stage of 1500 words)

As we know that there are reading, speaking, listening, and writing which

become basic skills in learning a language, with all its aspects such as grammar,

vocabulary, and pronunciation as the clements of language which support the

development of those skills. Therefore, one of the points that should be learned by

Indonesian students about EnglisP. is vocabulrry.

Vocabulary is one of the basic components of a language that is imp01iant. It is

always used in every communication, wLether in speaking or in writing. People need

vocabulary in their daily Jives to communicate with others because every sentence that

they say consists of vocabulary. Zhihong states, ''without a sufficient vocabulary, one

cannot communicate effectively or express ideas. _ _,

So many ways to learn or to improve English such as by reading books, watching

TV or learning through internet, computer, film, radio and etc. An:l all they are actually

tools of edncational learning process. In learning teaching process the teachers should

develop their student's ability to commrnicate to others by giving them practice in

patterns which contains the Yocabulary items for everyday situation. When the teachers

teach vocabulary to their students, they must give them the vocabulary according to the

1

Depart em en Ag a ma Republik Indonesia, Kurikulum Madrasah T sanawiyah GBPP Bi dang Studi: Bahasa lnggris, Jakarta: Direktorat Jendral Pembinaan Kelembagaan Agama Islam, 1988, P. 15.

curriculum used in the school. Then with those words it is hoped that the students can

learn them easily.

When we think about vocabulary lessons in this way, we become aware of five facts:

l. Foreign words for familiar ol1jects and persons are impo11ant to teach, but we cannot expect most members of the class to learn them easily.

:?.. Teaching such words will require special skills because students often feel their native-language words for familiar objects and person are all they really need.

3. Students are very likely to feel that foreign words for familiar objects are not really needed when the foreie,'ll language is not used for communication outside the language class.

4. Wht'n a student feels no real need to learn something, a ｦｯｾｬｩｮｧ＠ of need must be

created - by the teacher.

5. To create in student's minds a sense of personal need for a foreign word, it is not cnough lo say, '"1 lerc is a word lo learn." '"I !ere is what the word means." "'The word will be useful to you someday."5

The students of Madrasah Tsanawiyah especially at the first semester often find

some problems in learning English vocabulary The problems frequently found by the

studenls are to find the meaning of a word and spelling, so they often make mistakes in

learning vocabulary. To solve this problem, teacher's creativity is badly needed to use the

suitable technique in teaching English voc<.bulary.

The writer chooses visual aids and authentic reading text as the media in teaching

vocabulary for the first semester MTNK. We know rhat visual aids are often used by

teachers in teaching vocabulary. Visual aic's are not only important to establish vivid and

accurate idea, but also important as a means of arousing interest in and fixing attention on

the desired relationship being studied. Visual aids also can help the teacher create the

｣ｬ｡ｳｾ［＠ more active and livelier.

5

J\s a language teacher,· we have all used authentic materials (poems,

｡､ｶ＾［Ｚｲｴｩｳ･ｭ･ＱｾｴｳＬ＠ menus, or song) that bring students into contact with language as it is

used in lifo or culture to meet actual communication needs. Authentic texts give students

direct access to the culture and help them use the new language authentically themselves,

to communicate meaning in meaningful situations rather than for demonstrating

knowledge of a grammar point or a lexical items.

There are times when the teacher should not use the pictures while teaching

Englis-)1 vocabulary. They can give consideration to incorporating vocabulary learning

into ｣ｯｭＱＱＱｵｮｩ｣｡ｴｩｶ｜ｾ＠ activities like listening to storic i, information gap activities, and

grou1:i work. In this case the writer also uses authentic reading text as a comparison

toward using visual aids in teaching English, especially teaching vocabulary. It is hoped

that authentic reading text can also arouse student's motivation and their interest.

Based on the background above, the writer would like to take a research under the

title: '·A comparative study between using visual aids and authentic reading text m

teaching vocabulary at the first year ofMadrasah Tsanawiyah An-Nurul Kasyaaf'.

B. The identification of the problem, limitation and formulation of the IJroblcm I. The idenl1/ica1io11 ofthe problem

To make the problem clear the writer would like to identify the problem that will

be investigated as follows:

a. The students get some problems in finding a meaning of a word and spelling.

read books. 1nag;u.1nes or l·:ngl1sh 11nvspapcr Then how sho11ld lcaclwrs

OVCIC\lllll' this pmbk111'!

'l / llJll/t///1111 u/ t/11· /l/'oh/1·111

In this sknps1 the wrilt:r l11111ts on p1clures as v1su;il ;11ds and co11texlual guesswork

;)', a111h,·11ll\ fl'ad111i; Int I he \\111\'I ;d•.11 w111ild like- lo

e..i

:111'.\\\'I whl'lhc1 11<;111g

vi•;ual aids and aulht:11l1c rrnd1ng lt:xl can 11nprnvc the prnccss or 1<:m:h111g Jcar11111g

I ·:111',l1sh vocabulary 1\11d lhc vorah11la1y wa" 11:;cd 111 tl11s rcscmch ahout

.. , )('( 11p;tl1C111·.

3. l'flc'jur11111/ut1011 '!/the· jJJ'u/i/('JJ/

I h•; lo1111ula11011 ol lhc p1oblCJ11 nl il11s '.,l.1q1:.i 1s. · i\1c thc1c any s1g11!11ca11I

Int al the C\jll'lllllClll cla: .. •, 111 lcach111g \ocaf11d;uv""

C. The tJse of Study

The use of study is to give the teachers some alternal; ve ways in teaching

vocabulary. ll is also used to help the teachers eliminate anxiety, and arouse their

motivation and interest in learning vocabulary. New techniques also help the students

have enjoyable and interesting activities in learning vocabulary. Therefore, the

D. The Organization of the Study

This skripsi is divided into four chapters: there are,

Chapter One is introduction, which describes background of the study,

identification, li111itatio;1 and formulation of the problem, the use of study and

organization of the study.

Chapter two deals with the theoretical framework. It ta.lks about vocabulary,

visual aids and authentic reading text. Vocabulary consists of the meaning of vocabulary

and kinds of vocabulary. The visual aids consist of the meaning of visual aids, the types

of visual aids and the role of visual aids in teaching English vocabulaiy. This chapter also

discusses about the meaning of authentic reading text and using authentic reading text in

teaching vocabulary.

Cltapter tltree discusses the method of study. ft consists of the purpose of study,

operational definition of variables, place and time of study, technique of sample taking,

technique of data collecting and technique of data analysis. In this chapter it is also

explained about research finding. It consists of the description of data, the test of

ｨｹｰｯｴｨ･ｾＮｩｳＬ＠ the interpretation and discussion of data.

Cit apter four contains the conclusions and suggestions. It consists of the output of

the writer's research. And the last chapter of this skripsi is completed with some

THEORETICAL FRAMEWORK

A. Vocabulary

Vocabulary as one of the language aspects must be learned when people are

learning a language. Good mastery of vocabulary is important for anyone who learns the

language, it is used in listening, speaking, writing and reading, besides 61fammar. A

learner of foreign language will speak fluently and accurately, write easily, or understand

what he/she reads or hears if he/she has enough vocabulary and has a capability of using

it accuralely.

When a student has mastered the fundamental grammatical patterns of language,

his next task is to master its vocabulary - or at least that part of ;its vocabulary that he

needs.''

There are three major components of language, as Gleason said 'The three major

components, as far as language lies within the scope of linguistics, are the strncture of

expression, the structure of content and vocabulary". 7

" Cellier - Macmillan International; A Division of the Macmillan Company, Jhe Key to English

Vo_cabulary: English Language Services London Collier Macmillan Limited, 1971, p. 1.

7

H. A. Gleason, An J!l\LQQ!!Clion tQ.Descri.p.tive ｉＬｩｮｭｩｩｳｴｫｾＮ＠ (USA: Holt, Rinehart and Winston

1. The meaning of vocabnlary

Various definitions of vocabulary have been given by authors, it is impossible,

however, to discuss all of them in this chapter. Therefore, the writer only chooses several

of them that in the writer's opinion are very important to talk about.

According to Harimurti Kridalaksana, vocabulary "adalah komponen bahasa yang

memuat semua infonnasi tentang makna dan pemakaian kata dalam bahasa". (Vocabulary

is a component of language that maintains all information about meaning and using

, . I ) 8 woras m a anguage .

Vocabulary can be defined, roughly, as the words we teach in the foreign

language. '1However a new item of vocabulary may be more than single word; for

example, posl office and mother in law, which are made up of two or three words but

expressed a single idea. There are also multi - words idiom such as call it a day. where

the rne;aning of the phrase cannot be deduced from analysis of the component words. A

useful convention does not cover all such cases by talking about vocabulmy "item" rather

than "words".

lf we look at Oxford Advanced Dictionary, we find that; 1. Vocabulary can

simply be defined as the total number of words that make up a language. 2 (range of)

words know to or used by a person class, or profession.10

' Harimurti Kridalaksana, Karnus Linguistik, Third Edition, (Jakarta, PT. Gramedia Pustaka Utama, I 993\ p. 127.

" Penny Ur., A Course in Languag<i_Jeaching: Practice and Theor_y, (New York: Cambridge UniversitX Press), 1996, p. 60.

Webster Dictionary noted that, vocabulary is:

a. A list of words and often phrases, abbreviations inflectional form etc. Usua!Jy

arranged in alphabetical order and defined or otherwise identified as in a

dictionary of glossary.

b. An interrelated group of non-verbal symbols, <;igns, a particular art, skill, etc.11

"Vocabulary is central to language and critical importance to the typical

l anguage earner . -I ,, I'

:'Vocabulary is central to both the system and the use of language. Words are

what are pronounced and written and organized into ｳ･ｮｴ･ｮ｣ｾｳ＠ and other grammatical

combinations, being the fundamental units ofmeaning."13

According to Burton "vocabulary is the range of language of particular person,

I l' . " I"

c ass, or pro ·ess1on -.

Meanwhile, Smith defines vocabula1y as "The stock of words used by person,

class, or profossion". 15

From some opinions given above, it can be concluded that vocabulary is a total

number of words used by a person, class, profession in communication.

11 _{Meriem Webster's Ninth New Collegiate Dictionary (America: Mericm Webster, Inc. 1984), p.}

1494

12

Kevin Eyrand, Gillian Giles, Susan Koenig, and Fredika !. Stoller, "The wor.d walLanPioach.",

ｦｩＡｊｧｬｩｾｬ｟ｌｔｴ［ＡｴｖｊｊｩｮｧＬ｟ｦｾ｟ｬ｟ｬ｟Ｂｬｈｬｌ＠ vol. 38 no.3 July 2000, p. 2

11 _{John Algeo, The Cam_bridge HU;toiy of: The English Language, vol IV 1776 - 1997 Edited by}

Suzanae Ron1aine.

14

S. H. Burton, Mastering English Language, (Washington: Macmillan Press Ltd., 1982)

15

B. Othanel Smith. The Language Arts in Childhood Education (New York: Rand Mc Nally &

A pronoun is a word used to take place of a noun. Through its use, one may avoid

repeating the same words :

Mary has lost her book The box has lost its handle

A verb is a word used to express action, being or state of being :

Helen painted a picture The law still exists.

A verb may be composed of several words, called a verb phrase.

This book should have been sent to the storeroom.

An ad1ect1ve is used to modify a noun.

An adjective may be a single word, a phrase, a clause.

We saw beaut.ju! valleys and rugged mountains. (Single word)

The rug on the floor is blue. (Adjective phrase)

The man who spoke is a teacher. (Adjective clause)

An adverb is used to modify a veb, an adjective, or another adverb, it may be a single

word, a phrase, or a clause.

She sang beautifully (single word)

The stranger came into the room (adverbial phrase)

Robert left when i came (adverbial clause)

A preposition shows the relation between its object and some other words in the sentence

We walked through the woods (through show the nature of the relation between

woods, its object, and walked, the verb)

A conjunct ion connects words or groups of words

Bob and Nell are here

An interjection expresses strong feeling: ouch, oh

The ｩｮｴ･ｾｪ･｣ｴｩｯｮ＠ has no grammatical relation to the rest of the sentence.18

B. Visual Aids in English Teaching

Visual aids are the tools necessarily needed by language institution and even at

each class. It can also be said that it would be absolutely needed in teaching English .

. By using visual aids, teachers are able to explain and display the lesson

effectively that can be understood by the students easily.

1. The Meaning of Visual Aids

What is expected from language teachers is that they should make learning easier

and more certain?

The meaning of visual aids has been interpreted in many different ways by

teachers and textbook writers. It is good to look at some defin;itions that have been

described as visual aids.

According to Bumpass; "In fact, any device which appears to the sense of the

sight and which can be used to make the learning experiences for young children more

concrete, realistic, or dynamic can be considered as visual. 19

Meanwhile, Virginia French Allen says, "when we point to parts of the classroom

or brings into the classroom readily accessible objects; boxes, bottles, can openers,

scissors, light bulbs, candles, tools or small toys, we are using visual aids".20

'"J. Martin Walsh & Anna Kathleen Walsh, Plain_Engfu;)1 Handbook, USA Mc Cormica Mathers

Publishing Company, Inc, 1972. p.8.

"Faye L. Bumpass, Teaching Yo1!!!l!.fuudents English as Foreign ｌ｡ｮｧｵｾ＠ (New York:

American Book Company, 1985), p.33.

"'Virginia French Allen, ｊ･｣ｨｮｩｾＧｵ･ｳ＠ in Teaching Vocabulary, (New York: Oxford University

A shorter definition given by Drs. Rochman Natawidjaya is, "Alat peraga yaitu

alat bantu atau pelengkap yang digunakan guru d'.llam berkomunikasi dengan para

siswa. "(Visual aids is a tool or equipment that is used by the teacher to communicate with

21 the students).

Having looked at these definitions above, it can be concluded that visual aids are

any devices that the teacher5 make learning experiences for students more realistic and as

a tool of communication in teaching-learning process.

2. The Kinds of Visual Aids

There are many kinds of visual aids in English teaching such as: blackboard, real

objects, pictures, the flannel boards, t,I obe, chart, etc. each of them has its own

characteristics and objective and has to be adapted to certain condition.

To know more detailed explanations about the kinds of visual aids, we should

take a look at some new of linguists below: According to Drs. Rochman Natawidjaya,

"Alat peraga dapat berupa benda ataupun perilaku. Benda dapat berupa benda

langsung seperti daun-daunan, bunga atau pensil. Dapat juga berupa benda tiruan

misalnya model bola dunia, gajah-gajahan. Dapat juga berupa benda-benda tak langsung

misalnya papan tulis, kapur, tape recorder, atau film". (Visual aids could be thing or

behavior. Thing could be direct objects such as leaves, flowers or ｐＧｾｮ｣ｩｬＮ＠ It also could be imitation such as globe or toys. It also could be indirect objects such as blackboard,

fi '2

chalk, tape recorder or lm).

-21

Rochman Natawidjaya Drs, Alat Peraga dan Komunikasi Pendidik.ll!l., (Jakarta: PT. Karya Bunda, 1979), h.28.

22

Meanwhile Noor Azlina Yunus in 1'er work says,

''Visual aids are divided into two divisions: Pictorial and non pictorial. The types

of pictorial are: Composite pictures, a pictorial series, and individual pictures. Non

pictorial material consists of: Graphical and diagrammatic".2J

In this skripsi the writer will only discuss one of them, it is: pictures

a. Pictures

. As we know picture is material, it is something real, that can be seen but not heard

and touched. There are some kinds of picture like: animal, people, nature, and so on.

· Meanwhile picture as Noor Azlina Yunus says, "Pictures are the most widely

available goldmine of suitable pictures in newspapers, magazines, all textbooks,

catalogues, brochures, calendars, etc."

Types of pictorial materials are:

I). Composite pictures

These are large single pictures which show a scene (hospital, beach,

canteen, railway station, street) in which a number of people can be seen doing

things. They enable students to see places, people and events that they would

otherwise not see because of fac'lors like distance, time, and cost. They not only

contain local subject matter but also foreif,'11, there by exposing students to the

differences that exist between countries and cultures.

Because of their size; composite pictures are most appropriate for whole

class teaching rather than individualized learning of group work although there is

:.u Noor Azlina Yu nus, Preparing and lJsing Aids for En_glish Language T'eaching. Kuala Lumpur:

Nevertheless texts are not always the ideal vehicle for vocabulary development in

the classroom. One practical problem is length: interesting texts are otten far too long for

intensive study and can lead to considerable vocabulary overloading. The new lexis in a

text will also be a very random selection, frequently defying any clear systematic

organization on the teacher's part, and containing many new items of marginal value to

the students.

I. The definition of authentic reading text

Authentic texts - however defined - are used in language teaching because they

are considered interesting, engaging, culturally enlightening, relevant, motivating, and the

best preparation for reading authentic text.

Robin Scarcella and Rebecca Oxford note that, "generally, authentic language is

considered unedited, unabridged text that is written for native speakers". Finally, Eddie

Williams says simply that an authentic tex'. is one '\\Titten to say something, to convey a

•• "l.j

n1essage · _

-2. TyfJeS of authentic reading text

The text and accompanying tasks have also been chosen to illustrate and

emphasize different types of exploitation, which include scanning, intensive study,

prediction. contextual guesswork and word building.25

2

•1 Scarcella Robin; Oxford Rebecca; Williams Eddie, Extensive Readingjn the Secon!l Language

Classroom, (Cambridge University Press, l998), p. 'i4.

" Ruth Gairns and Stuart Redman, Workini; with Word'; A guide to tead1ing and learning

a tendency on the part of teachers

w

over-use such ｰｩ｣ｴｵｲ･ｾＺ＠ in their efforts to use

the content to the maximum.

2 ). A picture series

A picture series is a number of related composite pictures linked to form a

senes of sequence. Hence, its main function is to tell a story or sequence of

eYents. A wide variety of picture series is available in textbook, in comics and in

canoon strips in magazines for the teacher to copy and enlarge. Sets of picture

series are also available commercially. However, the obse:rvant teacher can find

such s-eries in other sources, for example calendars and wrapping paper.

3 ). Individual pictures

Then; arc single pictures or object, persons or activities. Such pictures

vary in size from small newspaper pictures and full page magazine pictures to

poster-sized pictures, and can be mounted single or in sets.

C. Authentic Reading Text

Written texts are often one of the major sources through which language learners

meet new vocabulary, so it is only logical that they should be used extensively in

classroom teaching. They have the great advantage of contextualizing new language

items for the learner, and in interesting text also serves to make that language more

a. Focusing on key vocabulw:v in a text

Elicit from the students some of the things that can go wrong with holiday travel

arrangements. Apart from generating interest for the text to follow, this will give

you an idea of the vocabulary the students already know and an opportunity to

introduce several new items they will meet in the text.

b. Contextual Guesswork

Follo\v the instructions on the student's handout. This just leaves you with one

important decision: when do you supply the missing words? You could write

them on the blackboard (in no particular order) before you give the text to the

students; this should enable the students to look up unknown items and complete

the exercise successfully. With a monolingual group, though, it might be more

interesting to see if the students can use the context to deduce the answer in their

rnothn tongue, and then use a hlingual dictionary to find the English equivalent.

If the results are unsatisfactory you will need to decide 1f the fault lies in the

contextual gu.::sswork or in ihe student's dictionaries.

c. Predicting and activating vocabula•J'

Many course books use texts to present vocabulary but then fail to provide

practice activities for the new vocabulary. This activity reverses the process. The

teacher presents the new items and provides initial ｰｲ｡｣ｴｩ｣＼ｾＬ＠ the text is used for

d. Contextual guesswork am/ word hui/ding

To stimulate interest in the topic, begin by giving your students a very brief

dictation (about three or four lines) to revise something that you have done with

them recently. Then ask them in groups to look at each other's papers and discuss

the quality or the writing; whether it is tidy, easy to read, nice to look at, etc. They

could also discuss the importance of handwriting as an introduction to the article.

ln this research the writer uses contextual guesswork in teaching vocabulary.

Because this type is suitable for the students of the first year Maclrasah Tsanawiyah. In

this type also use two parallel texts gives students an opportunity to see the lexical items

contextualized in a slightly different way; this enables them to test and consolidate their

RESEARCH ,l\IETHODOLOGY

A. Research Methodology

l. The Purpose of Study

The aim of this research is to know how far the technique of authentic reading text

more effective than the technique of visual aids in teaching English vocabulary.

2. Place and Time of Study

The research was held at MTNK located in Tambun Selatan, Bckasi.

The library research was taken from some libraries such as: UIN Jakarta libra1y,

UNJ Libra1y, AMINEF library Jakmta.

The field research was done on December I 5'h 2003 until January 81

h 2004. On

August l 5u' the writer made an interview with the headmaster ofMTNK and with the

English teacher in order to find out some useful explanation and infonnation

supporting the writer analysis.

The English teaching using authentic reading text for experiment class was held

on. December 16'" and December 23'",and using visual aids for the controlled class on

December l 81h and August 25t11

• And the last field research was held on December

3. The Method of Study

Th<: kind of r<:scarch used by the writer is ｉｾｸＱｩ･ｲｩｭ･ｮｴ｡ｬ＠ Research. In this

research the writer uses two classes. The experimental class is the students are given

the technique of authentic reading text and as for the controlled class is given the

technique of visual aids.

In collecting data, the writer takes two ways, Library Research and Piel<I

Rese.11rch. In the library research, the writer tries to observe some theories and to conduct the library research through reading books. In the field research, the writer

tri.cs to prove that the technique of authentic reading text more effective than using

visual aids in teaching English vocabula1y. To find the result, the writer conducts

some English test; pre test and post test.

4. Technique of Sample Taking

a. Population

The population

m

this research was all of the students in the first year of

Madrasah Tsanawiyah An-Nurul Kasyaaf There are three classes with 65 students for

the first year.

Ii. SamplP.

The technique of sample taking is random sample. The writer took two classes,

IA for the controlled class and IB for the experimental class. For the sample the

S. Operational Definition

a. Using Authentic Reading Text

The writer held this resea;ch three times in experiment class; at the first meeti1.1g

the teacher asked some questions to the students about their parent's jobs and

mention kinds of jobs that they ｨｾ､＠ ever known. After that, the students will be given

a reading text about occupation. And for the last session they should answer the

questions based on the text given.

And the second meeting the teacher gave the students two different reading texis

with some omitted words about occupations and they had to read the text carefully ..

Then the teacher wrote the missing words on the blackboard and asked the students to

fill the blank from the text. The third meeting the teacher gave final test.

b. Using Visual aids

The writer was held three times in control class; at the first meeting she gave the

students twenty pictures about occupations and said the clue from the pictures given.

TJ]ey had to show and tell to the teacher the meaning of each pictures.

In the second meeting the teacher asked the students to answer some exercises

from the handbook. And the last meeting the students will be given the same final test

with the experiment class.

6. ｦｯｾｴｲｵｭ･ｮｴ＠ of Study

The instrument in this research was the final test, the material of the test is an

essay about occupation and the students should answer the questions with the right

answers.

7. Techni<iues of Data Analysis

To analyze the data, the writer used statistic calculation of the t-test to determine

the final calculation oft., (t observation) that is done to measure the last score of the

experiment class and control class.

·The material for the final test consists of essay, the score is 5 for l'.'ach answers.

The ideal score is I 00. ft rfln be reached if the students are able to answer the items

correctly. There are 20 essay questions on the test.

To know the score the writer used the fonnula as below

[

'

/?

=--xSM

N

S -- Standard Score

Ex. _8_ X 100

-=

40

20

R =The number of right score

N = The number of Item

SM= Standard Mark ( l 00)

Analyzing the result of the final test using statistic calculation of t-test with

significant degree 0,005 as follow:

l

iv!'°. M,

IT=

.\/:·.\/, -Al,.

L-0

ﾷＭＭＭＭＭＭＭｾ＠

The procedure of calculation as fo;Iow:

a. Determining 111.::an variable !·with formula:

ｍＬ］ｾﾭ

N

c Determining deviations star:dard 1 with formula:

SDx=v

d. Determining deviations standard 2 with formula:

SD.v=

v

N

e Determining standard errors mean variable l with formula:

SE ,\h

=

_(j_I

J.,

-JN

J

f Determining standard errors mean variable 2 with formula:

SEMy=

sn,.

Ｍｔｎｾ＠

g. Determining the differences of mean variable l and mean variable 2 with formula:

SEM, -

My

=

jsEM/

+

SEM}

"

.

After all of the data is calculated, ｴｨｾ＠ last procedure to detem1ine df

(degree of freedom) with formula:

ｾｯｲ｣ｬ｢］ＨｎＬＫｎｹＩＭＲ＠

I

M = The average of score the result of dictation

X = Experimental class

Y = Control led class

N = Total of students

B. Research Finding

1. The Description of Data

To know the result of the test, the writer made the table ofsi:udents' score for each

class, both experimental class and controlled class:

[image:30.595.51.468.169.692.2]

Table I

The Result Calculation of the Final Test

Both Experimental Class and Controlled Class

ＭＭｳｴＭＱｾ､ｾｾｴｳﾷＭＬＭＭ ＭＭｾＭＭｲＭＭＭｾＭＭＭＭＭ ＭｾＭＬＭＭＭＭＭﾷ＠

---··

x

2

__ (N)----1- 85 70

ＱＭＲＭＬＵＭＫＭﾷＭＭＴＭＭｾＲＭＭＵＭｾＭＭＱＵＭＶＭＬＲＵＭＭ

18,06

---i - - - + - - - j - - - j

f- -:

-t-!--

Ｍｾ］＠ ＺＷ［Ｚｾ＠ ｾＺｊＺ＠

I

ＺｾＺ＠

-

ＱＷＮｾＷＮ＠

］ｩＭｾＭｾＭＱＭＭＭＭ

ｾｾ＠

I

Ｚｾ＠

ｾｾＺ＠ ｟Ｚｾｾｾ＠ ＭｾＭｾｾｾｾＭ

ＺｾＺｾＵＺ＠

7 85 65 12,5 -9 ,25 156,25 85,56

ＭＭｾ＠ ----···- r·

-8 100 95 27,5 20,75 756,2:5 430,56

r--- -

--·---+---1---+----+--- 1

-ｾ］ＭＭ［ＬＭＮ｟ＭｩＭｪｬ＠

____

ｾＭＭＭＭＺｾ＠

］］Ｍｾ＠

ＬＺ［［［Ｌｆ｟ｾＺｾﾣＧＭＬＭＭＺＭＺＮＭｾＭｾＭ

ＭＭＭＭｾＲ＠

J_

60 85 I -12,5 10,7.'i

I

156,25 1242,29

____

ＱｾＭＭ

I

40 80 -32,5 5,75

I

1056,].-5--+---33-,-06--j

14 90 50

i

17,5 -24,25

I

306,2S 588,06

｣］ｾｾｾ［Ｑｾ

Ｖ

Ｇｩ

Ｗ＠

__ - - 50 85 -22,5 10,75 506,2S

ＱＭＭＭＱＲ｟ｾＮＲ｟Ｌ｟ＲＹ｟Ｎ＠

__

ｾＭ

588,06

-- ··---'---·--- · - -f---·--·-··---··-· ＭＭＭＭＭＭＭﾷﾷＭｾ＠

50 50 -22,5 -24,25 506 ,25

60 90 -12,5 15,75 156 ,25

ｅｾ｡ｳ｣､＠ on the data in table l, the writer has calculated the result ofI:X = 1450 and

l:Y = 1485. Then the writer tries to find out the mean variable X and variable Y with

formula:

:zx

M,=--N

1450

M, = 72,5

20

1485

M_. -- = 74,25

20

Based on the table I, the writer has known the result of I:x2=7525 and

I:y2=7843,89, then she tried to calculate the values of deviations standard variable X

and variable Y using this formula:

=Fs

=19,39

The next procedure of calculation is determining standard error mean variable X

and variable Y with this formula:

E

SJ),

19,39 19,39 19,39

SEM,= - - - =

----

--

=4,45

=

VN-1

ｾ＠

VJ9

N- 1 4.35

｛ｾ＠

ｾｅｍＩ］＠

ｖａｾ＠

19,80 19,80 19,80

ｓｅｍＮﾷ］ｾ＠ = -- =4,55

20- I

VJ9

4.35

After the values of standard error mean variable X and variable Y are calculated,

the writer will use it to calculate the differences of mean variable X and variable Y

with this formula:

SEM,- My=

v

4,452 + 4,552

= v19.80 + 20.70

v40,5

And the last calculation of this research 1s determining the value of to (t

observation) ＱＱｾｴｨ＠ formula:

SEMx -My

72.5 - 74.25

6.36 -1.75

6.36

= -0.275

. In order to complete the result of this research, the write:r tried to find out df

(degree of freedom) with this formula:

df=(N,+N))-2

=

(20+ 20)-2

=40-2

Based on table, df 34 at sii,,>nificance level of 5% and I% are:

J.. The significance level of5%, t, (t table)= 2.02

2. The significance level of 1%, t,(t table)= 2.71

3. The level oh0 (t observation)= -0,275

2. The Test of Hypothesis

Before deciding the result of hypothesis, the writer proposed interpretation toward

!0 (l observation) with procedure as follows:

1. Formulating the alternative hypothesis (HJ: There arc significant mean

differences between variable X and variable Y.

2. Formqlating the nuH hypothesis (H0 ): There are no significant mean differences

between variable X and variable Y.

For further infornmt1on, the writer followed some assumption as below:

I. If the result of calculation t0 (t observation) is higher than t, (t table), t0 > t,; so, the

null hypothesis (H0 ) is rejected and alternative hypothesis (Ha) is accepted. It

means that the experiment technique is accepted.

2. If the result of calculation t0 (t observation) is lower than t, (t table), t0 < t,; so, the

null hypothesis (Ho ) is accepted and alternative hypothesis (H,) is rejected. It

means that the experiment ｴｾ｣ｨｮｩｱｵ･＠ is rejected.

1\ccording to the data, we have known that the value oft, (t observation) is lower

than t, (t table), t0 > t,

f

2.02 >-0,275<2.71 j. So, the null hypothesis is accepted. It

means that using authentic reading text in teaching English vocabulary is not

A. Conclusion

CONCLUSIONS AND SUGGESTIONS

Based on the data that have been collected from the test of hypothesis and data

analysis, it is obtained that the value oft,, (t observation) is -0,275 and the degree of

freedom is 38, In the table, the significance degree of 5% is 2.02 and the significance

de;,>ree of 1 % is 2. 7L Because the result of t0 (t observation) is lower than t1 (t table)

( 2.02 >-0,275< 2. 71 J, the null hypothesis (H0 ) is accepted, It means that the

experimental technique using authentic reading text in teaching English vocabulary is

rejected,

This research indicates that them are significant mean differences between

variable X and variable Y it means that there is different rernlt between the class

using authentic reading text method (the experimental class) and the class using

visual aids method (the controlled class), especially for English vocabulary,

The students use visual aids in learning new words more successful than the other

students who use authentic reading text Through visual aids the students can see

wnat is named by the word to be learned,

It was a different thing when '.he students were learning new words through

authentic reading text, they got some difficulties to guess the meaning of them,

B. SUGGESTIONS

/ .,, .,.,,

i.''c''

Based on the experiment which is given to the students in the First Year of

Madrasah Tsanawiyah An-Nurul Kasyaaf, it is clear that visual aids exercise is more

useful than authentic reading text exercise to improve the students' ability in English

vocabulary. To solve the difficulties of authentic reading text the teacher should give

more practice on reading text in teaching English especially vocabulary. Therefore, the

writer would like to give some advice for tlie English teachers to:

I. Not forget to give the students mere authentic reading text which is taken from

some English books, magazines or newspaper.

2. By giving reading text, make the students able to add and improve their ability in

. vocabulary.

J. Give some variations and use the communicative approach, so the students would

not feel bored during the lesson.

The reason why reading texts should be given as many and often as possible in

order to get better result in building up English vocabulary, motivation is a factor that

influences human activities, therefore a teacher must be able to arouse the students'

Algeo, John, The Cambridge History of: J'he English Language, vol. IV 1776 -1997 Edited by Suzanne Romaine.

Allen, French Virginia, Techniques in Teaching Vocabulary, New York Oxford University Press, 1983.

Bumpass, L Faye, Teaching Young Students English as Foreign Language, New York: American Book Company, 1985.

Brumfit, C.

J,

Language arid Literature Teaching, from Practice and Principle, Oxford Pergamon Press, 1985.

Burton, S. H, A!fastering English Language, London the Macmillan Press Ltd, 1982.

Carter, Ronald, Vocabula1y, Cloze and Discourse, Vocabulary and Language Teaching, London: Longman, 1988.

Cellier- Macmillan International : A Division of the Macmillan Company,

The Key to English Vocabulary, English Language Services London Cellier

Macmillan Limited, I 971.

Departemen Agama Republik Indonesia , Kurikulum Madrasah Tsanawiyah, GBPP Bidang Studi: Bahasa Inggris, Jakarta : Direktorat Jendral Pembinaan Kelembagaan Agama Islam, 1988.

Eyrand, Kevin; Giles, Gillian; Koenig, Susan and Stoller, L Fredika, The Word wall

approach, English Teaching Forum, vol. 38 no. 3 July, 2000.

Gairns, Ruth and Redman, Stuart, Working with words, A guide to teaching and learning vocabulary, NY: Cambridge University Press, 1998.

Gleason, I-I. A, An Introduction to Descriptive Linguistics, USA : Holt, Rinehart and Winston Inc, 1961.

Robin, Scarella; Rebecca; Eddie, William, Extensive Reading in the Second

Language Classroom, New York: Cambridge University Press, 1998.

Smith, B Othanel, 771e f,anguage Arts in Childhood Education, New York: Rand Mc Nally & Company, 1971.

Ur, Penny, A Course in Language Teaching; Practice and 771eory, New York Cambridge University Press. 1996.

Walsh, J Martin and Anna Kathelin Walsh, Plain English Handbook, USA: Mc Cormica Mathers Publishing Company, Inc, 1972.

Yunus, Azlina Noor, Preparing and Using Aids for English Language Teaching, Kuala Lumpur: Oxford University Press, 1981.

Zhihong, Y, Learning words, English Teaching Forum, vol. XXXVIII no.3 July

Nama Sclmlah

Kelas

Mata Pelajaran

Terna

Sub Terna

Ketrampilan

\Vaktu

· RENCANA PEMBELA.JARAN I

KELAS EKSPERIMEN

: Madrasah Tsanawiyah An-Nurul Kasyaaf

: I I I

: Bahasa Inggris

: Occupations

: Kind of jobs

: Reading

: 2 x 4!:'1 mcnit

A. Tujuan Pembelajaran Umum

Siswa dapat membaca wacana yang berbentuk deskripsi tentang "Kind of Jobs" untuk

mencapai pemahaman yang diharapkan.

B. Tu,juan Pembelajaran Khusus

I. Siswa mendapatkan gambaran umum tentang isi bacaan

2. Siswa dapat menafsirkan makna kata dan kalimat berdasarkan konteks

3. Menemukan infonnasi rinci yang terdapat dalam teks.

4. Mcnjnwab pertanyaan berdasarkan informasi dalam tcks.

C. Materi PembelaJaran (tcrlampir)

D. Buku Panduan

I. Anwar Sofyanda, dkk., Communicative Hng/ish in ('on/ext: Competence-Based

ＭＭＭＭＭＭＭＱＭ＼ＺＭ･ｧＭｩＭ｡ｴｾｾｇ＠

__ u_r_u _ _ _ _

ｾＭＭＭＭ

Kegiatan

Siswa-- Siswa-- Siswa-- Siswa-- Siswa--

-J _ Memberi salam dan tegur sapa 1. Memberikan tanggapan

2. Memeriksa kehadiran siswa 2. Memberikan informasi tentang

3. Mengarahkan siswa pada topik yang akan dibahas dengan meminta siswa menyebutkan ha! yang berkaitan dengan · Occupations

I

3. Menyimak yang tidak hadir

｟ＺｬＺ｟ｾ･ｮｪ･ｬ｡ｳｫ｡ｮ＠ ｴｵｩｕｬ［ｬＡｊｾｭ｢･ｬｾ｡ｲ｡ｮｾＭＭ

B. Penyajian

.

-Kegiatan Guru Kegiatan siswa

I. Menyimak

+

-1. Membaca wacana

2. Meminta beberapa siswa untuk rnernbaca kembali teks tersei)ut 3. Memberikan pertanyaan

berdasarkan informasi dalam teks secara Jisan .

4. Memberikan contoh cara membaca teks tersebut dan meminta siswa untuk mengulanginya.

5. Memberikan pertanyaan

berdasarkan informasi dalam teks secara ml isan.

---·-·---·

-C. l'enutup

2. Membaca teks tersebut seperti yang telah dicontohkan guru

3. Menjawab pertanyaan yang diberikan oleh guru

4.

Memperhatikan, dan membaca dengan suara keras seperti yang telah dicontohkan guru

5. Menjawab pertanyaan yang diberikan guru sesuai dengan isi dalam teks secara tulisan

r··

-Kcgiatan Guru

--·-··---··---1. Memaparkan isi wacana secara keseluruhan

2. Memberi tugas akhir 3. Mengucapkan salam

ＭＭＭＭＭﾷＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭｾ＠

Kegiatan siswa I. Menanyakan hambatan atau

kesulitan yang dialami

Waktu

15 menit

\Vaktu

65 menit

Waktu

KINDS OF JOBS

My name is Linda. I live with my family on Jalan Kenari. My Father's name is lrwan.

He is a doctor. He works at "Sumber Sehat" Hospital. His job is to help patients keep and

become healthy.

My mother is Hasanah. She is a teacher. She teaches Maths at SLTP Negeri I.

My parents have three children. Ira, the eldest, studied architecture when she was at

university. Now she works in a private company as an architect. She designs buildings and

supervises the construction.

Indra my brother, and I do not work yet. We are still students. My brother goes to

SMU. He is in the second year and I go to SLTP. I'm in the first year now.

Reading text I Kinds of ,Jobs

I. How many people are there in Linda's Family?

2. What is Linda's father?

3. Where does he work?

4. What does he do there?

5. What is Linda's mother?

6. What field of study does she teach?

7. What is Linda's sister?

8. Where does she work?

9. Does Indra work? Why?

ｾ･ｧｾ｡ｴ｡ｮ＠

Guru

1

1. Memberi salam dan tegur sapa

2. Memeriksa kehadiran siswa

3. Mengarahkan siswa pada topik yang akan dibahas dengan meminta siswa menyebutkan hal yang berkaitan dengan Kind of Jobs and Workplaces

Kegiatan Sis:wa

1. Memberikan tanggapan

2. Memberikan informasi tentang yang tidak hadir

3. Menyimak

Waktu

15 menit

_:L __

Me!_!jelaskan tujuan ｰ･ｭ｢･｟ｉ｟｡ﾷｾ｡｟ｲ｡｟ｮｾＭＭＭ

ﾷＭｾﾷＭＭＭＭＭＭｊ＠

B. Penyajian

Kegiatan Guru

l. Membaca wacana

2. Memberikan kata-kata yang hilang dari wacana

3. Membacakan kembali wacana secara keseluruhan

Kegiatan siswa

l. Menyimak

2. Menuliskan kata-kata yang hilang

3. Menyimak

4. Mengkoreksi dan membetulkan

5. Menjawab pertanyaan guru

\Vaktu

65 menit

l

4. Mengkoreksi bersama

5. Memberikan pertanyaan.

berdasarkan infonna. s .. i dalam teks secara lisan

ＭＭＭＭＭＭＭＭＭＭＭｾｾＭＭＭＭＭｾＭＭＭＭＭＭＭＭﾷＭＭＭＭＭｾＭＭＭＭＭ

C. Penutup

I . . ...

ｋｾ［ｩｾ［｡ｾｇＭｾｾｾＭＭＭＭＭＭＭＭﾷ＠

t

l Memaparkan isi wacana secara kesel uruhan Mengucapkan salam ·

'

-Kegiatan siswa

+

-1. Menanyakan hambatan atau kesul itan yang dialami

Waktu

.Mll 1.A.MI!ll OllHP.A.tIO.NS

My name is Diana. I am a ... (I). I work in "Patria Medika" hospital. My job is to

elp ... (2) and patients. I like my job very much. My father's name is Budiman. He works

I PT. PELNJ. He sails to many countries on a big ship because he is a ... (3).

My mother is Julia. She is a ... (4). She makes shirts and suits. She works for

... (5). I have two brothers and one sister. Handi, the eldest, :>tudied economy when he

·as at university. Now he works in the Bank as a ... (6).

My brother Rudi is a ... (7). He works in a ... (8). He always repairs

1e cars. And my sister Santi is ... (Y). She works for a ... (I 0). Her job is to cut

1e people's hair.

Eventhough my family occupations are different; we Jove and respect each others. And J

:ally love my family.

THEERAWANS

Mr. Erawan is a ... (! l )of SLTP 2. His school is on JI. Sumatra. He works from 6 clock in the morning until 5 o'clock in the afternoon. He is very busy with his activities in his

... (12). Mrs. Erawan is also very busy. She works at a hospital. Shds a ... (13).

Mr and Mrs Erawan have two children, one son and one daughter. Their son is an SMlJ

udent. His name is Randi. Their daughter, Diana, is an SLTP student; she is a clever student.

ie wants to be a doctor

Mr and Mrs Erawan have a big house and a beautiful garden, but they can't take care of

em so they have a ... (14).and a ... (I 5) The name of their servant is Mbok Minah and

eir gardener is Pak Atmo. They are hard workers. They spend their time doing their work.

hok Mmah gets a salary ofRp 100.000,00 per month and Pak /\tmo gets Rp 12.5.000,00. Mr

2.

Doctors

3. Sailor 4. Tailor

5. Clothing company

6. Director

7. Mechanic

8. Car service station 9. a hairdresser

10. Beauty salon

11. Headmaster

12. Office I· 3. Dentist

14. Servant

15. Gardener

The questions of reading text.

I. What is Mr. Erawan'sjob?

2. Where does he work?

3. What is Mrs. Erawan'sjob?

4. Where does she work?

5. What is Mbok Minah'sjob?

6. What is Pak Atmo'sjob?

7. Who is Randi?

8. "They are hard worker" (paragraph 3)

What does the word They in the sentence above refer to?

9. How much does P<tk Atmo get his salary per month?

Nama Sckolah

Kc las

Mat11 Pcla,jaran Tc ma

Sub Tt•mn

Kctrampilan

Wnktu

RENCANA

ｐｅｍｂｬｾｌａＮｊａｒａｊ｜ＱＱ＠

ｋｬｾｌａｓ＠

KONTROL

: Madrnsah Tsanawiyah An-Nurnl l1:nsy1111f

: I /I

: llnlurna lnggrls : Oc1:up1ntions

: !\incl of ｪｯ｢ｾ＠

: lkrbicarn

: 2

x

4!'i menit

A. Tuju11n Pcmbelajaran lJmum

Siswa rnampu mengungkapkan idc dalum bi.:nluk narnsi

ｳＱ［ＱＮｾ｡ｲ｡＠ I

isan dalam bahnsa

Inggris mengenai "Vocabulary about Kind of jobs"

B. Tujuan Pembelajaran Khusus

I.

Siswa dapat menyebutkan dan mengingat dengan lafal yang benar kata-kata

yang berhubungan dengan "kind of jobs"

2. Siswa dapat melakukan percakapan pendek dan sederhana dengan lancar

3. Siswa dapat bertanya dan menjawab pertanyaan secara sederhana

C. Mate1·i Pcmbelajaran (terlampir)

D. lluku Panduan

-Kegiatan Guru

1. Memberi salam dan tegur sapa

2. Memeriksa kehadiran siswa

3. Mengarahkan siswa pada topik yang akan dibahas dengan meminta siswa menyebutkan hal yang berkaitan dengan

Occupations

B. Penyajian

Kcgiatan

Siswa

1. Memberikan tanggapan

2. Memberikan infonnasi tentang yang tidak hadir

3. Menyimak

Waktu

15 menit

l---1--(-e_g_i_a __ t_a_n ___ G_u_r_u _ _ _ _ _ _ _ _ _ ｬ｟Ｈ･｟ｧ｟ｩ｟｡ＭＭｴ｡ＭＭｮＭｳ｟ｩ｟ｳＭｷ｡ＭＭＭＭＭＭＭＭｗＭ｡ｫﾷＭ［Ｌｾ＠

ＱＬｾＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＱＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＱＭＭＭＭＭＭｪ＠

1: Menyajikan Vocabulary barn 1. Memperhatikan dan rnenyimak dalam bentuk gambar.

2. Meminta siswa untuk

. me;iyebutkan vocabulary tersebut berdasarkan gambar

3. Meminta beberapa siswa melakukan tanya jawab mengenai vocabulary yang

2. Melakukan perintah guru

3. Berdcmonstrasi secara bergantian dihadapan ternan sekelas, sebagaimana contoh

60 menit

ｴ｟ｱ､｡ｑ＼ｴＡ｟ｑｾ｟ｉ｡ｩＺｩＡＮﾣｾＱ｟Ｑ＠ __ b_a_r ______ , __________________

-·---C. Penutup

ｾＭ

Kegiatan Guru Mengulas secara singkat keterampilan yang sudah

､ｩｾｪ｡ｲｫ｡ｮ＠ dengan mengaj ukan

I

pertanyaan I

clihadapi

Kegiatan siswa Waktu I. Menjawab pertanyaan guru

15 menit

2 Memberikan siswa kesempat:Jn 2. Mengungkapkan kesulitan mengungkapkan hambatan yang

--=--s;

-

'ier : a member of an army

:ernan : a person whose job is to help public order, prevent and solve crime

er : a person who drives for someone else

Jr : a member ofa ship's crew

:e : a person who cares for ill or injured people

:her : a person who teaches something especially in school

ctary : employee who types letters, make arrangements and appointment

:or : a person 1vhose job is to 'help paiicnts

ctor : a person who manages something especially a business company

1er : a person who owns or manages farm

ist : a person whose job is to care for teeth

lener : a person who works in the garden

mm : a person whose job is to collect and deliver letters

her : a person who sells meat

hai1J(: : a person who has skill in using and repairing machines

Jr . a person who make shirts and suits

.1resser : a person who cuts and styles pcople·s hair

enler : a person who makes and repairs wooden objects (furniture)

Narna Sekolah

Kclas

Mata Pelajaran

Terna

Sub Terna

Ketrarnpilan

\Vaktu

RENCANA PEMBELAJARAN Ill

KELAS KONTROL

: Madrasah Tsanawiyah An-Nurul Kasyaaf

: I II

: Bahasa lnggris

: Occupations

: Kind of .Jobs and Workplaces

: Speaking and \Vriting

: 2 x 45 rnenit

A. Tujuan Pembclajaran Umum

Siswa dapat mengungkapkan ide dalam bentuk narasi secara lisan dalarn bahasa Inggris mcngcnai ··vocabulary about kind ofjobs and workplaces"

B. Tuhuan Pembelajaran Khusus

I. Siswa dapal rnenyebutkan dan mengingat kata-kata yang berhubungan dengan "kind of JObs and workplaces"

2. Siswa mampu menge1:jakan latihan yang dibcrikan yang berhubungan dengan "kind of _1obs and workplaces"

C. Matcri Pernbclajaran (tcrlarnpir)

D. Bnku Panduan

Kegiatan Siswa Kegiatan Guru

1. Memberi salam dan tegur sapa

. .

1. Memberikan tanggapan

\Vaktu_J

2. Memeriksa kehadiran siswa 2. Memberikan informasi tentang yang tidak hadir

3. Menyimak

I

15 menit

I

3. Mengarahkan siswa pada topik yang akan dibahas dengan meminta siswa menyebutkan hal yang berkaitan dengan Kind of jobs and workplaces

- L ·---.. ----]

B. Penyajian

Kegiatan Guru

T

Kegiatan siswa

---·---!. Memberikan kosakata barn I. Menyirnak tentang workplaces

2. Mcrninta siswa mengingat 2. Mel8.kukan perintah guru

kosakata yang telah diberikan 60 menit

3. Merninta siswa rnengerjakan 3. Mengerjakan latihan yang latihan yang berhubungan dengan diperintahkan guru

.. Kind ofj.2_hs ｩＱＱＱＨ｝｟ｾｙｑＡＱＮｒＮｉｑｑｾＮﾧＮ＠

_____ - - - - · - - - · · · - ___

---·--·--C. Pcnutup

Kcgiatan Guru Kcgia tan siswa Wa ktu

ＭＭＭＭＭﾷＭＭＭＭＭｾＭＭＭＭＭＫＭＭ

1. Mcngi1las kernbali keterarnpilan I. Menanyakan harnbatan atau

yang telah diberikan dengan kcsulitan yang dialami 15 men it

Say and repeat these words after your teacher, then write each word under the right picture.

cashier gardener

driver typist secretary electrician

'!

chef

doctor

farmer security man

soldier waiter

. Match the profession on the left with U1e workplaces on the right.

Professions Workplaces

r

Professions Workplaces

1. a postman J) a. a travel agency 6. a dentist I f. a fire station

2. a rnechanic J

.

b. an office 7 . a farmer

c

g. a publishing

3. a fireman

f

c. a rice field 8. a chemist

e

company

4. a hairdresser _+-} d. a post office 9. an editor

.5

h. a salon

5. a guide

A

e. a laboratory 10. a clerk i. a hospital

lectrician

:curity man

nver

ashier

octor

'aiier

:cretary

1pist

ardener

>oldier

ｾｨ･ｲ＠

'armer

: post office

: garage

: fire station : salon

: travel agency

: hospital

: rice lleld

: laboratory

: publishing company

EXPERIMENT AND CONTROL CLASS

----·---.---·

Answer these questions with the right answers!

I. ·A person who answers the phone and receives guests in a hotel or in an office is a ... 2. Susi works in a restaurant. She serves meals. She is a ...

3. A person who drives for someone else is a ...

4. My mother always makes our shi1ts because she is a ... .

5. I work in a car service station. l always repair the cars. lam a ... .

6. A person who flies an aeroplane is a ... .

7. Mr. Rudi is a teacher. He teaches Geography. He works at ... .

8. I work in a hospital. My job is to help doctors and patients because I'm a ...

9. My brother is a member of army. He is a ...

I 0. /, person who works and takes care of garden is a ... ..

I I. Rudy works for a travel agency because he is a ... ..

12. My Father is a doctor. He works in hospital. His job is ...

13. I work in" Putri Ayu" Salon, my job is to cut the people's hair, I am a ...

14. My Uncle's job is to collect and deliver letters, because he is a . 15. A person who takes picture is a ...

16. I study in .Junior High School. I learn everything there. I am a ...

17. f am a butcher. f sell beef and lamb. f work in a ... ..

18. A person who cooks in the restaurant or hotel is a ... .

19. Usman's father works for