The Rolle of flashcards in improving students' vocabulary at elementary level : a case study at the fifth grade of SDN Kampung Utan 1 Ciputat 2005

A 'Skripsi'

Presented to the Faculty of Tarbiyah and Teachers' Training in Partial Fulfillment of the Requirements for !he Degree of Strata I

Written by: Rosmaiti NIM. 100014017996

ENGLISH DEPARTMENT OF THE FACULTY OF TARBIYAH

AND TEACHERS' TRAINING

SY ARIF HIDAY ATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

A 'Skripsi'

Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfilment of the Requirements for the Degree of Starta I

By: Rosmaiti

NIJ\1. 100014017996

Approved by:

ｾｾｾｾｾＺ＠

Drs. AM. Zaenuri, 1\1.Pd

NIP. 150 188 518

ENGLISH DEPARTMENT OF THE FACULTY OF TARBIYAH

AND TEACHER'S TRAINING

SYARIF HlDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

Elementary Level: A Case Study at the Fifth Grnde of SON. Kampung Utan I Ciputat" was examined at examination session of the Faculty of Tarbiyah and Teachers' Training of Syarif Hidayatullah State Islamic University OJIN) Jakarta on Tuesday, July I 2'h 2005. This "Skripsi" has fulfilled the requirement for the Degree of Strata I (S l) at English Department.

Jakarta, July 12"1 2005

EXAMINATION COMl·AITIEE

The Head of Committee

E'.xaminer I

(

｟｟｟Ｚ］ｪ｜ｾｩｾ｟ＺＧ＠

-Drs. Munir SonhadjV, M.lfo I/IP. 150 050 682

The Secretary of Committee

Examiner II

All praise be to Allah, Lord of the World. The writer is really sure in her deepest heart that without His help and His mercy this "skripsi" would not be completed. Peace and blessing upon our prophet Muhammad, SAW, his family, his companions and all his followers.

fu writing this "skripsi", the writer owes much to Drs. A.M. Zaenuri, M.Pd., as her advisor who had given guidance in how to write a good "skripsi" as well as a

valuable advice in developing the topic chosen and accomplishing this "skripsi". 111e writer realizes that this "skripsi" would not finish without the help of some people around her either material or spiritual. ｔｨ･ｲ･ｦｯｲＬｾＬ＠ she would like to thank to those who gave a valuable advice, guidance, and support to finish this

skripsi.

The wiiter wishes to gratitude to the following person:

1. Prof. DR. Dede Rosyada, M.A., The Dean of the Faculty of Tarbiyal1 and Teachers' Training, UIN SyarifHidayatullali Jakarta.

2. Drs. Nasnm Malimud, M.Pd., The Chief of English Department. 3. Drs. Syauqi, M.Pd., The Secretary of English Department.

Cipntat and tl1e fifth grade sh1dents, who helped her doing the test given. Without their help this "skripsi" will not be finished.

7. Her beloved parents, who give their love, affection, support, advice, patience, and blessing.

8. The last but not least to all of her friends, she would like to say thanks for tl1eir help. May Allah SWT bless them all and tl1ey w1ll get everything tl1e

best.

Finally, the writer realizes that this "skripsi" is far from being perfect; therefore it is really a pleasure for her to receive suggestion and criticism from

everyone who

will

encourage her to continue her study.

Jakarta, July 2005

2. Place and Time of Study... 23

3. Method of Study... 24

4. Techniques of Sample Taking... 24

5. Procedure of Experiment ... 25

6. Instrument of Study... 26

7. Techniques of Data Analysis... 27

B. Research Findings... 29

I. The Description of Data ... 29

2. The Test Hypothesis... 33

3. The Analysis oftht: Experiment Result... 34

CHAPTER IV: CONCLUSION AND SUGGESTION Conclusion... 36

Suggestion... 36

BIBLIOGRAPHY APPENDIXES

TABLE OF CONTENTS... 111

CHAPTER I: INTRODUCTION A. Background of Study B. Statement of Problem 3 C. The Limitation of Problem... 3

D. The Use of Study... 4

E. Method of Research... 4

F. The Organizat'.::m of Writing... 5

CHAPTER II: THEORETICAL FRAMEWORK A. Vocabulary... 7

1. The Meaning of Vocabulary... 8

2. The Types of Vocabulary... 9

3. The Problems in Leaming Vocabulary... 11

B. Flashcards... 13

I. The Meaning of Flashcards ... 13

2. The Types of Flashcards... 14

3. Flashcards in Language Teaching... 16

A. Background of Study

It is an indisputable fact in this modern era; English is the most up to date and widely used language in the world nowadays. It is proved through the simple statistics of births and deaths; English will experience

a.

greater increase in the number of its native speakers. In its expanding role as the lingua franca of the world, there will be an even greater increase in the number of people who adopt English as their second tongue 1•

Many people adopt it because it is flexible enough: to be used for the most trivial conversation or for transacting the most important affair of the day. It can also be used for recording scientific data with accuracy and precision. This language has political and economical powers also, which make it become the most broadly spread foreign language all over the world.

For those reasons Indonesia does not want to be left behind from other countries that have already used English as their second tongue. Therefore, the Government of Indonesia has emphasized English as the: first foreign language, which should be taught from Elementary schools up to University. The government also makes an attempt to improve the quality of English teaching

1

system by developing and renewing the English curriculum and applying a meaningful approach in teaching and learning process.

Introducing a foreign language to children is challenging and not as simple as giving a toy to the crying child. It happens because children are unique in their characteristics and have a special way of learning a new thing. They

•

acquire knowledge by asking, listening to people around them and also experienced things. Through these acquiring children develop their vocabulary."

Vocabulary is one important aspects in learning a foreign language. Without a proportional amount of vocabulary anyone will get trouble in her speaking, reading, listening and writing. Without a shred of doubt, the writer said that the acquisition of vocabulary would help people in gaining, understanding and also enhancing the process of knowledgeable tra:11sfer for a better life. Indisputably the chances for progress or success in any kind of fields, like computer, technology, economy, politics, tourism, and educational increase with the size and applications of vocabulary.

One of the aims of teaching English in Elementary School is to enhance students to be able to understand English words which they might find in their environment. In fact, students often find problems in learning the words. So it needs more teachers' attention to make the transfer of the vocabulary process

2

easier to grasp and more fun to learn. To do this hard job, teachers are hoped to have ingenuity in teaching by using any kind of teaching aids that already exist in their environment. One of those aids is flashcards. The ¥.Titer chooses flashcards because they are effective, efficient and helpful aids in teaching and learning process. With flashcards students can have a lot of fun and get rid off their tiresome during the lessons.

Based on the background above, the Miter would like to do a research about the role of flashcards in improving students' vocabulary at elementary level.

B. Statement of Problem

In accordance with the previous information, a few problems emerged: 1. Is there any different achievement in learning vocabulary with and without

flashcards?

2. Are flashcards more effective for teaching vocabulary rhan other aids?

3. Do the students really get bored when they are encountered with vocabulary learning? How to minimize the problem?

C. The Limitation of Problem

of teaching aids that can make students become more interesting in studying English. Clearly the writer will only discuss the role of flashcards in helping students learn English. In this writing also, she will discuss the way in improving student's vocabulary through the use of flashcards.

D. The Use of Study

The writer hopes this writing will be useful for ･ｶｾｲｹ＠ teacher to help them improve the ways of teaching English and for other people and everyone who reads this writing can know the role of flashcards in vocabulary teaching. The writer also wants to get an answer if flashcards really work in improving students' vocabulary and can be alternative aids in teaching English as a foreign language.

E. Method of Research

To support her writing, the writer takes two kinds of research findings namely:

1. Library research

In completing her writing, she looks for and collects many ideas and infonnation from textbooks, newspapers, and Internet, concerning with the topic.

2. Field research

teaching and learning process, experiment with 48 students in one class to find out the role of flashcards in improving students' vocabulary, and giving a

written test.

The test is given to them after she has done an experiment to know students' improvement in learning vocabulary by using flashcards. The writer gives 25 test items, 10 in multiple choices and 10 in essay and the rest is matching a word with a picture.

F. The Organization of Writing

This writing organization is made to facilitate the discussion of the problem, presentation, and help the readers lmderstanc1 what they read. It is divided into five chapters.

Chapter one is Introduction, explaining the backgro1md of study, statement of problem, the use of study, method of research, and the organization of writing.

Chapter three is Research Methodology and Findings, divided into two sections; Research Methodology and Research Findings. Those sections explain

the purpose of research, place and time of study, method of study, technique of

sample taking, operational definition, instrument of study, technique of data analysis, the description of the data, the test hypothesis and the analysis of the experiment result.

Chapter four is Conclusion and Suggestion. In this chapter she would like

A. Vocabulary

CHAPTER II

THEORETICAL FRAMEWORK

In any foreign language, learning vocabulary is the one that is emphasized. Experienced teachers of English as a Second Language know very well how important vocabulary ｩｾＮ＠ They hope students to learn thousands of words that speakers and writers of English use.0

Emphasizing word study at any grade or level can help student improve in all areas of communication. Without having large supply of vocabulary, someone is possibly better in the theory but her written and spoken communication are in limited degree.

Although vocabulary is the one that is emphasized, it does not mean other kinds of language components-grammar and pronunciation--are less important. All of these aspects are learned together, because they are .attached one to another. Vocabulary is extremely large and also varies. Nobody ever learns all the words in any language, but they can enlarge the number of words they have. Larger vocabulary the students have can help them in many ways; students' reading ability and writing ability will improve as they learn new words, and the more words they know the better their chance wilt be to do well on the vocabulary questions, in the school. Therefore, it is highly essential for English teacher to

3

help their students in mastering vocabulary along with grammar and

pronunciation.

1. The Meaning of Vocabulary

The term vocabulary comes from Latin, 'Vocabulum', which means a word.' About the meaning of vocabulary in terminology it has already been interpreted in many different ways by the experts. To have a clear understanding, it is better to take a look at some definitions that have been described as vocabulary. The word vocabulary is the sum of words used by, understood by, or at the command of a particular person, social group, profession, trade or the like.,

George D. Spache pointed that vocabulary is the number variety of words a person hears, recognizes, understands, and uses in his speech and writing." Simon and Schuster define it ｡ｾ＠ a list of words and sometimes phrases used by a particular person although it is not necessarily used by him

4

Simon and Schuster, Webster's New 201

,, Century Dictionary: Unabridged, 2"d edition

(USA: William Collins publisher, 1980), p. 2046.

wuuam 1v1orr1s. ea .. 1ne nerllaf!e 11Justrarea u1011onarv or 1ne l!,,neusn Laneuae-e ltlosron: Houghton Mifflin Company, 1979), p. 1434.

(in full, passive vocabulary). 7 Meanwhile Paul C. Burns and friends define vocabulary as the stock of words used by a person, class, or profession.8

From those opinions, it shows that vocabulary is a total nwnber of words used by a person to express and communicate ideas and experiences. Without suitable commands of words, the individual is likely to be unable to speak or write interestingly and concisely, to listen intelligently, and to comprehend written material.

2. The Types of Vocabulary

There are many classifications made by the expert in language area about the types of vocabulary. Djalinus Syah and Azimar Enong divide vocabulary into two parts, namely: general vocabulary and special vocabulary.9 The general vocabulary is of the words that are used in general; there is no limited of field and user. Whereas special vocabulary, is of the words used in certain field or job, profession or special science.

Nelson Brooks divide vocabulary into three types:

a. Little or empty words that have little meaning in themselves but serve particularize items in an utterance and to relate them to each other as well as to change and guide the direction of the thought. Such words are; an, these, but, although, and the like.

7

Simon and Schuster, op. cit, p.2046

8

Paul C. Bums, et al, The Language Arts in Childhood Education, 2rnl edition (New York: Rand McNally & Bompany Chicago, 1971), p. 248

9

Djalinus Syah and Azimar Enong, Tata Bahasa lnggri> Modern dalam Tanya Jawab,

b. Content words that tell their own story, such as: salt, ugly, holiday, etc.

c. Clusters of words, such as verbs that convey special concepts when used with given pronouns, or prepositions. For example, call it off and go without.10

While Martha Dalmann has a different opinion with those above but have in common with the oi;iinion of Fisher and T1erry. Their point of view is based on a person as an individual.

An individual has several kinds of vocabularks. Commonly they are classified as listening or hearing vocabulary, speaking vocabulary, reading and writing vocabulary. Listening, reading, writing and speaking vocabularies all overlap to some extent and, at the same time, contain different words that are understood or used frequently by individuals. 11

The last classification the writer would like to utter given by Adrian Doff nan1ely active and passive vocabulary. This classification shows that the

teachers do not need to spend the same amount of ｴｩｮＱＱｾ＠ and care on presenting

all new vocabulary; some vocabulary will be more important to students than others. That is why Adrian distinguishes two types ofvocabulary:12

1. Words which students will need to understand and also use themselves. It is called as active vocabulary. In teaching active vocabulary, it is usually worth spending time giving examples and

10

Nelson Brooks, Language and Language Learning (New York: Harcourt, Brace & World

Inc., 1964), p. 182

11

Martha Dalmann, Teaching the Language Arts in the Elementary School (Dubuque; Iowa:

WM. C. Brown Company Publishers, 1966), p. 101

12

Adrian Doff, Teach English: A Training Course for Teachers (Cambridge: Cambridge

asking questions, so that students can really see how the word is used.

2. Words which teacher wants students to understand, e.g. when reading a text, but which they will not need to use themselves. It calls passive vocabulary. To save time, it is often best to present it quite quickly, with a simple example. If it appears as part of a text or dialogue, teacher can often leave students to guess the word from the context.

No matter how many experts classifying vocabulary into two or more types, words are a part of people's way of living.

3. The Problems in Learning Vocabulary

Certainly if someone wants to be able to communicate with another person in English, she has to have enough stocks of words. As James I. Brown had mentioned, the process of communication may be. likened to the flow of traffic on a four-lane highway. But highways, of themselves, do not take anything anywhere. It needs vehicles, called words. 13 If her word supply is inadequate, her communication is of necessity inadequate.

Vocabulary acquisition is a complex process and it requires more than the use of dictionary. As a matter of fact, in daily teaching learning process, students of SDN Kampung Utan I Ciputat often find themselves difficult in understanding and memorizing vocabulary given by their teacher. As long as the writer observed there are three kinds of problems faced

13

James I. Brown, Albert J. Harris, ed., Readings on Reading Instruction (New York: David

by the students. First problem is understanding the meaning. Most students have found difficulties in understanding and memorizing words because they do not know the meaning of the words when they are learning it. It is so hard for them to be able to understand the lesson well, which makes them disappointed and lost motivation.

The second one is differentiating the foreign word- spelling. The students have frequently found some similar words and sounds in English; those things make them feel confused because they are similar to each other. The last one is applying the words that had been learned into sentences.

To anticipate those problems, teacher's effort is needed to give a better way to the students to enhance their vocabulary skill and the way of her teaching effectively. Teaching vocabulary is not simply giving words to the students and make them to memorize it in strain condition. It needs a suitable instruction for the students based on their age. The instruction is supposed to present language, in so far as possible, in the same natural manner that in which they have learned their native tongue."'

Here, the teacher also needs to guide the students without letting them feel her presence too much, so that she may always be ready to supply the

14

Verna Dieckman Anderson, et al, Readings in the Language Arts (USA: The Macmillan

desired help, but may never be the obstacle between the students and their expelience.15 In this way students can be more interested and have a pleasure

in learning English as a foreign language.

B. Flashcards

1. The Meaning of Flashcards

What expected by every language teacher in the whole world is making the transfer of knowledge become easier and more comfortable for the

students by using any kind of teaching aids, including flashcards.

To get a better understanding of flashcards, the writer would like

to utter what exactly flashcards are. Flashcards are a simple, flexible, yet often w1der exploited resource. For teaching or self-study they have been used for years and can still be bought easily in bookstores. Flashcards are really handy resource to have and can be useful at every stage of the class.

There are many definitions about flashcards. Basically, they are sets of cards with a word or phrase on one side and its meaning- usually in translation-on the other.16 In The Heritage Illustrated Dictionary, flashcards

15

George S. Morrison, Early Childhood Education Today, 3ro edition (Toronto; Canada: Charles E. Merril Publishing Company, 1984), p. 75

16

are a set or integrated series of cards used for brief, usually successive, display; especially such a card used by a teacher in a drill.17 Another meaning of flashcards is of cards with single pictures designed for gaining a rapid response from pupils: when held up briefly by a teacher.18 Flashcards are useful for showing very simple pictures, usually of a single object or action.

From the definition above, it seems that flashcards are cards which are flashed by the teacher to make the lesson more realistic, communicative and attractive.

2. The Types of Flashcards

In accordance with the definition above, the writer could say that in general there are two kinds of flashcards, namely:

a. Non-pictorial Flashcards

Non-pictorial flashcards or usually called "'Word Cards" are cards with printed words or numbers on it artd can help up rapidly. It can be used to teach spelling, phonemic script, translation, and numbers.

17

The Heritage Illustrated Dictionary, p. 499

Mushroom

Jamur

Tongue

/tAng/

b. Pictorial Flashcards

Pictorial flashcards are cards with printed pictures on it. It is very useful for the presentation of a single concept, such as an object or an action. It can also be used to teach grammar.

Del'ltist is

checking the

3. Flashcards in Language Teaching

Flashcards can be used for presenting and practicing new words and structures and also for revision. It can also be used for translation, practicing pronunciation, and also for teaching numbers.

card over.19 For children at reading age, pictorial flashcards can be used in

conjunction with non-pictorial flashcards word cards. These are simply cards

that display the written word. Word cards need to be introduced well after the pictorial cards so as not to interfere with correct proml)lciation.20

The teaching process with flashcard is essentially the same as the process used in teaching machines. But with properly designed and used,

flashcards can be very helpfol in teaching and studying a language, especially vocabulary. But where teacher can get flashcards? Teacher can make them with her own capability even she is not very artistic or maybe she can buy them in the store.

To malce flashcards with properly designed, there are some points to know:21

a. Flashcards should be large enough, at least 20 X 14 cm (half a piece of typing paper).

b. Pictures can be drawn, using a thick ;pen so that they are clear or they can be cut from a magazine; pictures from magazine are often more interesting to look at, but it is difficult to find pictures which are the right size and which are simple enough.

c. If possible, flashcards should be made on pieces of white card, and then they can be kept and used again.

19

Robe1t Lado, op. cit., p. 147

20

Joanna Budden, Using Flashcards with Young

Spain; British Council (htt p://vV\V\V. tench in gcng!ish.org. u kith in k/rcsou rccs.shln1 I)

Learners

Flashcards in teaching are well established. Their usefulness in second language teaching needs no defence. They can be attached to almost any language and many structures of the same language.

4. The Role of Flashcards

Flashcards undoubtedly become an important part in the world of

teaching. They have five important benefits such as:22

1. They increase understanding. Most of what people learn is ingested through their eyes. Flashcards help :to convey messages clearly. ·

2. They save time. Information that is presented visually is received and process faster than a verbal message.

3. They enhance retention.

4. They promote attentiveness. They help keep the students focused on the message.

5. They help control nervousness.

Other benefits the teacher can get from flashcards. are the teacher does not have to spend time in the lesson giving the meaning or drawing on the blackboard and they can be kept and used again with the same class for review, or to practice a different tense, or used with other classes and by other teachers. 23

22

Patricia Nelson, Visual Aids, Adapted.from Toastmasters International Communication and Leadership Program, Nov-03-1999 (http://n1cn1bcrs.sha\v.ca/toastcd/viasuaL aicls.htnl)

23

Flashcards are very helpful aids for motivating students to learn English, improving their vocabulary, and making them become word-conscious. They can be powerful tools for effective communication.

C. Improving Students' Vocabulary

Vocabulary acquisition ｩｾ＠ increasingly viewed as crucial to language acquisition. With thousands of words in the English language, teaching vocabulary can seem like a very frightening scene. Improving students' vocabulary is one thing teacher concerns. At that time teacher uses flashcards, because learners remember the material that has been presented better. They help students associate presented material in a meaningful way and incorporate it into their system of language values. 24

There are several factors the teachers need to concern in improving students' vocabulary; students' characteristics, the teaching aids she, uses and the activities she gives to her students.

In general the students' characteristics are based on their age. Teachers are supposed to recognize that young children, especially those: up to the ages of ten

24

Agniezska Ubennan, The Use of Games: for Vocabulary Presemation and Revision, Vol. 36

or eleven learn differently from older children, adolesc<mts, and adults in the following ways: 25

!). They respond to the meaning even if they do not understand the individual words.

2). They often learn indirectly rather than directly

3). Their understanding comes not just from explimation but also from what they see and hear and crucially have a chance to touch and interest with.

4). They generally display an enthusiasm for learning and a curiosity about the world arow1d them.

5). They have a need for individual and approval from the teacher. 6). They are learning to talk about themselves, and respond well to

learning that uses themselves and their own lives as main topics in the classroom.

7). They have a limited attention span; unless activities are extremely engaging they can easily get bored, losing interest after I 0 minutes or so.

In the light of these characteristics, a good teacher at this level needs to provide a rich diet of learning experience which encourages her students to get information from a variety of sources with a variety of activities and techniques too. However, there are a few things that have to be remembered irrespective of the way new lexical items are presented. According to Richard Frost if teacher presents new items students may need to know about their means, form, pronunciation, spelling, and word relations. 26

"Jeremy Harmer, The Practice of English Language Teaching, 3'0 edition (Cambridge:

Longman, 2002), p. 38

26

Richard Frost, Richard Frost, Presenting vocabulary, British Council

If the teacher wants students to remember new vocabulary, it needs to be learnt in context, practiced, and then revised to prevent students from forgetting. Teachers must make sure students have understood the new words, which will be remembered better if introduced in a "memorable way".

To make the teaching process become memorable, the teacher is hoped to present the lesson in amusing way. It would be better if the teachers use flashcards with. several activities. Here are the activities the teachers can use to improve students' vocabulary.27

o Memol'y tester

• Place a selection of flashcards word cards on the floor in a circle or table. • Students have one minute to memorize the cards

• In groups, they have two minutes to write as many of the names as they can remember or mime the words to another groups. The opponent group .should write the words that mimed by him/her as many of the words .they

can remember. o Illvisible flashcards

• Stick 9 flashcards on the board and draw a grid around them.

• Use a pen or a pointer to drill the .9 words. Always point to the flashcards you are drilling.

• Gradually remove the flashcards but continue to drill and point to the grid where the flashcards was.

• When the first card is removed and you point to the blank space, nod your head to encourage children to say the word of the removed flashcards. • Students should remember and continue as if the flashcards were still

there. They seem to be amazed that they can remember the pictures.

27

• Depending on the age group she then put the flashcards back in the right place on the grid, asking the children where they go, or ask students to come up and write the word in the correct place on the grid.

o Point or race to the flashcards • Stick flashcards around the class.

" Say one of them and students point or race to it. • Students can then give the instructions to classmates.

" You can extend this by saying, "hop to the tongue" or even "if you wear skirt, swim to the eyes" etc.

o Card drawing

" Flashcards containing words that need to be practiced are placed on the blackboard with their backs toward the students.

" Students take turns drawing card and reading the printed words on them.

CHAPTER HI

RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology

1. Tbe Purpose of Research ·

The purpose of this research is to know whether the use of flashcards,

in teaching learning process can improve students' vocabulary and solve the problems faced by the students in leaning vocabulary through the data collected in accordance with variable X as experiment class and variable Y as

controlled class.

2. Phlce and Time of Study

The research was held at SDN Kampung Utan I Ciputat. The Field research was done from January 10th 2005 until February 11th 2005. On January 10th the writer made an interview with the headmaster of SDN Kampung Utan I Ciputat and on January 13th she starts to teach. Before starting to teach the lesson in classes she gave a pre-test.

3. Method of Study

The kind of research used by the writer is experiment research. In this research the writer took two classes. The experiment dass consists of the students who learn using flashcards and the controlled class, without flashcards.

In collecting data, the writer takes two ways, library research and field research. The library research was taken from some libraries such as: VIN Jakarta library, AMINEF and British Council library. In the library research, the writer tried to find and observe some theories through reading some books and articles, which she gets from the Internet. In field research, the writer tried to find the influences of flashcards in improving students' vocabulary, which can be seen on their ability in answering the questions given.

4. Technique of Sample Taking

twenty four students as the experiment class and twenty four for the controlled class.

5. Prncedure of Experiment

The writer chooses flashcards to teach vocabulary focussing on parts of the body. At the first meeting she divided the class into two classes randomly, first as the experiment class and the second class as the controlled class. By this time also she starts to teach tl1e experiment class, but before that she gave a pre-test for 3 0 minutes.

After the test the teacher showed pictorial flashcards to the students. Then the teacher mentioned some parts of body according to the pictures while the students only listened and watched the pictures. After that the teacher asked the students to say one by one parts of body based on the picture she flashed. The next step the teacher introduced the spelling. She showed and read aloud the word cards while the students only listened and saw the words. Here the students' imagination is needed to make a comparison between, the picture and the words.

The second meeting for the experiment class, the teacher taught about 1he functions of some parts of the body. Before starting the lesson she reviewed the previous lesson. The procedure is the same as the first meeting. The next steps the writer do was giving exercises or drills. She uses Total Physical Response (TPR) activities, memory tester imd matching a picture with its function.

While in the controlled class, which is conduc:ted at the third and the fourth meeting, the students are given the same materials with the experiment class but this class did not use flashcards. She mentioned some parts of the body and explained their function. After that she asked the students to say some parts of the body completed with its function.

At the fifth meeting or the end of the research, the two classes (the experiment and controlled class) are given the final test with the same material they have learned before.

6. Instrument of Study

In this research the writer conducted two kinds of test namely pre-test and post-test. Those are the instruments in this research. The students are asked to choose the correct answer, fill in 1he blanks and matching a word with picture. All of the test materials are in relation to the names of parts of body. English. This test is made by the English teacher. 28

28

7. Tcchniqnes of Data Analysis

To analyze the data, the writer used statistical calculation of the t-test to determine the final calculation of t0 (t observation) that is done to measure

the score of the ･ｸｰ･ｲｩｭ･ｾｴ＠ class and control class.29 To know the score the writer used the fonnula as below:

S = R XSM

N

S

=

Standard Score

R = The number of right score N = The number of item

SM =Standard Mark (100)

In analyzing the result of the final test statistics calculation oft-test is used with significant degree 0,05 and 0.0 I as follow:

Mx-Mv SEMx-Mv

29

Anas Sudjono, Pengantar Statislik Pendidikan (Jakarta: PT. Raja Grafindo Persada, 2003),

The procedure of calculation is as follows:

a. Determining mean Variable I with fonnula:

Mx=

LX

N

b. Determining mean variable 2 with formula:

N

c. Determining deviations standard I with formula:

SDx=

ｾｌＺ

Ｑ＠

d. Determining deviations standard 2 with formula:

e. Determining standard errors mean variable I with formula:

SEMX=

f. Determining standard errors mean variable 2 with fonnula:

SDr

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

Aller all of the data arc calculated, the last procedure is detennining df (degree offreedom) with formula:

I

dfordh=(N); + Nv)-2

M =The averJg-e of final test score X = Experiment class

Y =Controlled class N = ﾷｾ＠ otal of students df =Degree of freedom

B. Research Findings

!. The Description of Data

To know the result of the test, the writer made the table of students' score at pre-test and post-test for each class, both experiment class and

controlled class. 30

Based on the data in table 1131, the writer has calculated the result ofl.:X =

J ｾＴＸ＠ and

z:y

=

1490. Then the writer tries to find out the mean variable X

and variable Y with formula:

Mx

=

L:x

] \ !

[

ｴｶＱｹｾ＠

IY

J

N

-M x = --1.&.4lL..._ = 77 24

My= 1490 24

62.08

13ascd on the calculation, the writer has known the ｲｾＧｵｬｴ＠ of I:x2 =

3944.00 a11d

I:y'

= 10131.83. then she tries to calculate the values of

deviations standard variable x and variable y using this fom1ula:

SDx=

=

13944

IJ24

.Jr

64.33

12.82

SDv=

ｾｌＺＧ＠

10131.83

= . J

-24

= .J422.16

= 20.55

The next procedure of calculation is determining standard error mean

variable X and variable Y with this fonnula:

SEMX= SDx

.JN-I 12.82

=

.J24- l

= 12.82 4.79

= 2.68

SEMv= SDr

.JN-1

20.55

=

:J24-J

20.55

=

4.79

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:

SEMX-MY =

ｾ＠

SEMX 2 +SE MY 2

=

ｾ＠

(2.68) 2 + ( 4.29) 2

.J7.J824+18.4041

= .J25.865

:::; 5.06

And the last calculation of this research is determining the value of

to

(t observation) with formula:

to=

Mx-Mv

SEMX-MY

= 77-62.08 5.06

to

= 14.92

5.06 - 2.94

Df=(Nx+Ny)-2

= (24 + 24) -- 2 =48-2 =46

Based on the table, df 46 at significance level of 1 % and 5 % are:

I. The significance level ofl %, t, (t table)= 2.69

2. The significance level of 5%,

t, (t

table)= 2.02 3. The level of to (t observation)= 2.94

2. The Test Hypothesis

Before deciding the result of hypothesis,, the writer proposed

interpretation toward t0 with procedure as follow:

a. Formulating the alternative hypothesis (Ha): ｔｨ＼ｾｲ･＠ are significant mean differences between variable X and variable Y.

b. Formulating the null hypothesis (Ho): There are no significant mean differences between variable X and variable Y.

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

a. If the result of calculation to is higher that tr. to>t,; the null hypothesis (Ho)

b. If the result of calculation

to

is lower than t., t0<t1; the null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected. It means that the experiment aids is rejected.

According to the data the writer has known that the value of

to

is higher than t1, t₀ > t₁ (2.02<2.94>2.69), so the null hypothesis is rejected. It means the use of flashcards can improve students' vocabulary, and the experiment aids is accepted.

3. 111e Analysis of the Experiment Result

According to the result of the hypothesis, the writer has known that flashcards are effective for teaching vocabulary. With careful preparation it can improve students' vocabulary.

Through flashcards which had already been given to the students, the problems in learning English will be solved partially .. Finally the students will not be easy to get bored or hard to remembering the meaning of words which have been taught. The most important they can use the words in spoken and written communication.

From the result of the test, the value of t0 is 2.94 and the degree of

A. CONCLUSION

Based on the data from the test of hypothesis and data analysis, the result of t0 is higher than t1• The null hypothesis is rejected. It means that the experiment

teaching aids, flashcards, in improving students' vocabulary is accepted.

This research indicated that there are significant mean differences between variable X and variable Y. It means that there is a different result between the class using flashcards (the experiment class) and the class without (the controlled class). With this fact, the use of flashcards in teaching vocabulary is well established and their usefulness in the world of language teaching needs no defence.

B. SUGGESTION

Therefore the writer would like to give some suggestions for every English teacher:

I. The English teacher should increase the student motivation in learning English by using flashcard or other attractive teaching aids as much as possible in the classroom.

2. In using any teaching aids the teachers should notice some aspects like the size of the class, the environment of the room and the amount of money they have.

3. The teachers should give some variations in teaching vocabulary. Teacher can do role-play, or another game that attractive for the students.

BIBLIOGRAPHY

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

Anderson, Verna Dieckman, et. al., Readings in the Language Arts, USA: MacMillan Company, 1964.

Brooks, Nelson, Language and Language Learning, New York: Harcourt, Brace and World Inc., 1964.

Brown, James I., and Albert J. Harris, ed., Readings on Reading Instruction, New York: David McKay.Comp. Inc., 1963.

Burns, Pa11l C., et. al., The Language Arts in Childhood Education,

2''d

edition, New York: McNally & Bompany Chicago, 1971.

Dalmann, Martha, Teaching the Language Arts in the Elementary School, Dubuque; Iowa: \V.M.C. Brown Company Publishers, 1966.

Doff, Adrian, Teach English: A Training Course for Teachers, Cambridge: Cambridge University Press, 1988.

Fisher, Carol J., and Terry, Children's Language and the Language Arts, New York: McGraw Hill Book Company, 1977.

Hanner, Jeremy, The Practice of English Language Teaching, 3rd edition,

Cambridge: Longman, 2002.

http://exchanges.state.gov/forum/vols/vo136/no 1 /p.20 .htm http./ /members.shaw .ca/toasted/visual_ aids .htm

http./ /www.mr-damon.com/flash _ cards.htm

http://www.teachingenglish.org.uk/think/resources.shtml

Lado, Robert, Language Teaching: A Scientific Approach, New York: McGraw Hill, Inc., 1964. '

Morris, William, ed., The Heritage Illustrated Dictionary of the English Language, Boston: Houghton Mifflin Company, 1979.

Morrison, George S., Early Childhood Education Today, 3rd edition, Toronto;

Canada: Charles E. Merril Publishing Company, 1984.

Nist, John, A Structural History of English, New York: St. Martin's Express, 1969.

Simon and Schuster, Webster's New 2dh Century Dictionary: Unabridged, 2"d edition, USA: William Collins Publisher, 1980.

Spache, George D., Reading in the Elementary School, New York: Allyn & Bacon, Inc., 1964.

Sudjono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. raj a Grafindo Persada, 2001.

Appendix I

Table I

The Result Calculation of the Pre-Test Both Experimental Class and Controlled Class

ＫＭＭＭＭＭＭＭｾ＠

-Students

x

" x y x2 0

(N) l

y-1 84 84 35,83 35,50 1284,03 1260,25

2 80 80 31,83 31,50 1013,36 992,25

0

80 80 31,83 31,50 1013,36 992,25

ｾ＠

-4 76 76 27,83 27,50 774,69 756,25

5 72 72 23,83 23,50 568,03 552,25

6 68 68 19,83 19,50 393,36 380,25

7 64 64 15,83 15,50 250,69 240,25

8 60 64 11,83 15,50 140,03 240,25

9 56 60 7,83 11,50 61,36 132,25

10 52 56 3,83 7,50 14,69 56,25

11 48 48 -0,17 -0,50 0,03 0,25

12 44 44 -4, 17 -4,50 17,36 20,25

13 44 44 -4,17 -4,50 17,36 20,25

14 40 40 -8,17 -8,50 66,69 72,25

15 40 36 -8,17 -12,50 66,69 156,25

16 36 36 -12, 17 -12,50 148,03 156,25

17 36 32 -12, 17 -16,50 148,03 272,25

18 32 32 -16,17 -16,50 261,36 272,25

19 28 28 -20,17 -20,50 406,69 420,25

20 28 28 -20,17 -20,50 406,69 420,25

21 24 28 -24,17 -20,50 584,03 420,25

22 24 24 -24,17 -24,50 584,03 600,25

23 20 20 -28,17 -28,50 793,36 812,25

24 20 20 -28,17 -28,50 793,36 812,25

N=24 l:X= l:Y= 0,00 0,00 l:x2= L:y2=

[image:47.595.69.465.208.648.2]

[image:48.595.83.467.213.654.2]

Appendix II

Table II

The Result Calculation of the Final Test Both Experimental Class and Controlled Class

Students

x

y x2

ＱＱＴＳｾｾＶＷ＠ ｾ＠

(N) x y

I 100 100 23,00 37,92 529,00

2 100 100 23,00 37,92 529,00 1437,67

3 100 88 23,00 25,92 529,00 671,67

4 92 80 15,00 17,92 225,00 321,01

5 92 100 15,00 37,92 225,00 1437,67

6

88

72 11,00 9,92 121,00 98,34

7 88 72 11,00 9,92 121,00 98,34

-8 80 70 3,00 7,92 9,00 62,67

9 80 68 3,00 5,92 9,00 35,01

IO 80 64 3,00 1,92 9,00 3,67

11 76 68 -1,00 5,92 1,00 35,01

12 76 64 -1,00 1,92 1,00 3,67

13 72 64 -5,00 1,92 25,00 3,67

14 72 62 -5,00 -0,08 25,00 0,01

15 68 54 -9,00 -8,08 81,00 65,34

16 72 44 -5,00 -18,08 25,00 327,0 I

17 68 36 -9,00 -26,08 81,00 680,34

18 68 44 -9,00 -18,08 81,00 327,01

19 68 48 -9,00 -14,08 81,00 198,34

20 64 32 -13,00 -30,08 169,00 905,01

21 60 36 -17,00 -26,08 289,00 680,34

22 56 40 -21,00 -22,08 441,00 487,67

23 64 40 -13,00 -22,08 169,00 487,67

24 64 44 -13,00 -18,08 169,00 327,01

N=24 :EX= :EY= 0,00 0,00 . :Ex2= :Ey2 =

Subject : English School/Class : Elementary/ V Semester : II

Time Theme

: 2 x 45 minutes : Parts of Body

Objective : After completing the lesson, students are able to recognize, to remember, to mention, and to write parts of body in English

Teaching Aids : Flashcards Resources Stages Socializing Lead in Stating the Objectives

: Kumiawan, Dra. Rita, dkk.,Go with English V, Jakarta: Yudhistira, 2002

Teaching Leaming Activities SS Responses Good morning students! Good morning, bu How are you today? Fine and you I'm very well, thank you

Who is absent today? No one bu Ok, good

Well class, today we are going to learn about parts of body. Parts of body artinya bagian-bagian tubuh. I have cards here and all of you please take a look at these cards. This is mouth. lni mulut.

What is this? Mouth

Yes. This is mouth.

And this is head. Ini kepala. What is this,

class? _Head

picture. !bu akan menyebutkan gambar yang ada di kartu ini dalam bahasa inggris. Perhatikan baik-baik kmtu be1ikut ini.

Head, eyes, nose, ears, mouth, hands, legs, fingers, hair, ... .

And now repeat all this words after me. (teacher flashed the cards)

(Teacher asks the students who make mistakes in pronouncing the word to repeat again)

Ok, class after you know the name of parts of body, now you are going to learn about the spelling. I will read the words in cards and please repeat after me. You have to look at the spelling of the words. Setelah kalian tahu nama-nama bagim1 dari tubuh berdasarkan gambar yang telah ibu berikan, sekarang kalian belajar tentang cara penulismmya. Perhatikan baik-baik penulisan dan pelafalan dari kata-kata yang ada di kartu ini. Ualangi setelah ibu.

Head, eyes, hair, nose, ears, mouth, hands, legs, fingers, hairs ... .

(Teacher flashed word cards and students mentioned the word)

Class, as we see in the cards that our body consist of head, eyes, tongue, ears, teeth, and so on. Seperti yang kalian lihat di kartu yang bergambar bahwa tubuh kita terdiri dari kepala, mata, lidah, telinga, gigi, dan lain-lain.

See the picture carefully and listen to teacher presentation Head, eyes, nose, ears, mouth, hands, legs, fingers, hair. ....

Listen to teacher's instruction.

Head, eyes, hair, nose, ears, mouth, hands, legs, fingers, hairs ... .

Practice

Apa yang kamu pakai di leher?

Good, let's say in English, I am wearing a tie around my neck. (teacher shows the

spelling of tie) Hand How about this ... ? (showing a picture)

Ok, this is hand. What are we wearing in Sarung tangan our hands?

Alright, repeat after me, I am wearing gloves in my hands.

Very good!

l think you have already understood about this.

Now do you want to play?

Now we are going to play a game, card drawing game and matching gan1e. Before playing, I will explain to you the procedure to play the game. Sebelum mulai mainnya ibu akan menjelaskan tata

caranya.

I will divide you into groups, and each group consists of four persons. !bu akan membagi kalian menjadi 6 kelompok yang masing-masing terdiri dari 4 orang. In card drawing game each group should read word cards I display on blackboard, if there is a group who misread the words you won't get cards. The group who collect the most cards win the game. Dalam permainan card drawing kalian harus membaca dengan benar wor cards yang ibu temple di papan tulis. Bagi grup yang salah pelafalannya tidak akan mendapat kartu. Grup yang paling banyak

Closure

with their name and also matching a picture with the thing it usually wear on? The group who finishes first will get score. Dalam matching game kalian harus mencocokkan antara gambar bagian-bagian tubuh dengan namanya dan benda-benda apa saja yang biasa dipakai di bagian tubuh tersebut. Pernenangnya adalah yang selesai terlebih dahulu.

Now I will give the cards to you.

Sekarang ibu akan bagikan kartunya. Yes, bu

(the students play the game)

Well, class do you like to do the Yes, bu activities?

Before we go home, could you mention some parts of the body that we have studied today?

Sebelum pulang, bisakah kalian menyebutkan nama-nama dari bagian-bagian tubuh yang telah kita pelajari tadi? What are they?

Yes, excellent.

Ok, I think that all for today, and see you next week. Bye ...

Yes, bu

Head, eyes, teeth, tongue ...

[image:52.595.63.479.111.547.2]

School/Class : Elementary/ V Semester : II

Time Theme Objective

: 2 x 45 minutes : Parts of Body

After completing the lesson, students are able to recognize, to remember, to mention, and to write parts of body and their function in English

Teaching Aids : Flashcards Resources

Stages Socializing

Lead in

: Kumiawan, Dra. Rita, dkk.,Go with English V, Jakarta: Yudhistira, 2002

Teaching Learning Activities SS Responses Good morning students! Good morning, bu How are you today? Fine and you I'm very well, thank you

Who is absent today? No one bu Ok, good

Well class, yesterday we have already learnt about parts of body. Today we are going to leam about parts of body's function. What is this? (Showing a picture)

Yes. This is hands. Hands Hands are use to holds thing.(tangan

digunakan untuk memegang benda) _Te<:th What is this? (Showing a picture)

Y cs. These are teeth.

Presentation

Practice

semuanya adalah fungsi dari tubuh kita. Now everybody, look at these cards! I will read the words here and please repeat after me. You have to look carefully at the spelling of the words. !bu akan membacakan kata-kata berikut setelah itu kalian ikuti. Perhatikan pula cara penulisannya.

Taste, chew, see, hear, listen to, hold, walk, run, ....

We use our teeth to chew. What is the function of teeth?

Ok, good job.

I use my ear to listen to music.

What parts of body we use to listen to music?

Rita hears the news from radio. What is the function of ears?

Very good, I think you have already understood about this.

Now do you want to play

Now we are going to have an exercise. I

will flash picture of body and you mention its function. And after that we are going to play whispering game. Before playing, I will explain to you the procedure. !bu akan memberikan latihan pada kalian. lbu akan menmtjukkan gambar bagian-bagian tubuh dan kalian sebutkan apa fungsinya. Setelah itu kita akan bermain pesan berantai. Sebelum mulai permainannya ibu akan

Sec: the cards carefully and listen to teacher presentation and then repeat after her.

Taste, chew, see, hear, listen to, hold, walk,

nm, ....

chew

ear

hear, listen to

Yes, bu

ｔｨｾ＠ students attimtion to explanation

[image:54.595.61.477.109.671.2]

menjelaskan tata caranya.

I will divide you into groups, and each group consists of six persons. Ibu akan membagi kalian menjadi 4 kelompok yang masing-masing terdiri dari 6 orang. I will whisper a word to one person in group and then she/he whispers the word to the other person, keep continue until the last person in the group. And then this last person come fmward and pick up a card on the table and pronounce the word loudly, and display it on the blackboard. After the picture is display on the blackboard the group must mention the function of parts of body displayed.

[image:55.595.63.474.103.668.2]

Begini peraturannya, ibu akan membisikkan sebuah kata kepada seorang anggota grup dan orang ini membisikkan kepada temannya, lalu mulai pesan berantainya. Nah, orang teraknhir dalam grup maju ke depan, mengmnbil kartu berisi tulisan dan gambar, mengucapkannya dengan keras dan menempelnya di papan tulis. Setelah itu

tugas temannya yang lain adalah menyebutkan apa fungsi dari bagian tubuh tersebut.

Now let's start the game. Are you ready?

Ye:;, bu

(the students play the gm·ne)

ｾＢＭＭＭＭﾷＭＭＭＫＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＭＫＭＭＭＭＭＭＭＭＭＭＴ＠

Closure Well, class do you like to do the Yes, bu activities?

Before we go home, could you mention some parts of the body and its function that we have studied today?

Sebelum pulang, bisakah kalian menyebutkan nama-nmna dari bagian-bagian tubuh yang telah kita pellliari tadi? What are they?

Yes, bu

Appendix IV

Subject : English

LESSON PLAl'f

(The Controlled Class)

School/Class : Elementary/ V Semester : II

Time Theme Objective

: 2 x 45 minutes : Parts of Body

: After completing the lesson, students are able to recognize, to remember, to mention, and to write parts of body in English.

Teaching Aids : Flashcards Resources Stages Socializing Lead in Stating the Objectives

: Kurniawan, Dra. Rita, dkk.,Go with English V, Jakarta: Yudhistira, 2002

Teaching Learning Activities SS Responses Good morning students! Good morning, bu How are you today? Fine and you I'm very well, thank you

Who is absent today? Noone bu Ok, good

Well class, today we are going to learn about parts of body. Parts of body artinya bagian-bagian tubuh. This is mouth. lni mulut.

What is this?

Yes. This is mouth. Mouth And this is head. lni kepala. What is this,

class? Head

menyebutkan nama bagian-bagian hibuh dan perhatikan ibu dengan seksama. Head, eyes, nose, ears, mouth, hands, legs, fingers, hair, ...

And now repeat after me.

(Teacher asks the students who make mistakes in pronouncing the word to repeat again)

Sec the teacher point to her parts of body. Head, eyes, nose, ears, mouth, hands, legs, fingers, hair ...

Ok, class after you know the name of Listen to teacher's parts of body, now you are going to learn instruction.

about the spelling. I will write it on the blackboard and please repeat after me. You have to look at the spelling of the words. Setelah kalian tahu nama-nama bagian dari tubuh berdasarkan gambar yang telah ibu berikan, sekarang kalian belajar tentang cara penulisannya. Perhatikan baik-baik penulisan dan pelafalan dari kata-kata yang ada di papan tulis ini. Ulangi setelah ibu.

Head, eyes, hair, nose, ears, mouth, hands, legs, fingers, hairs ... .

Class, as we see in the cards that our body consist of head, eyes, tongue, ears, teeth, and so on. Seperti yang kalian lihat di buku bahwa tubuh kita terdiri dari kepala, mata, lidah, telinga, gigi, dan lain-lain. What are you wearing on your head? Apa yang kalian pakai di kepala?

Ok, good say it in English, I am wearing hat on my head (teacher shows the spelling of hat)

What are you wearing around your neck? Apa yang kamu pakai di leher?

Head, eyes, hair, nose, ears, mouth, hands, legs, fingers, hairs ... ..

Topi

(the students repeat the teacher)

Practice

Closure

our hands?

A !right, repeat after me, I am wearing gloves in my hands.

Very good!

I think you have already understood about this.

Now do you want to play? Now do the exercise in our book.

Yes

Ye:;, bu

(the students do the excercise)

Well, class do you like to do the Ye:;, bu activities?

Before we go home, could you mention some parts of the body that we have studied today?

Sebelum pulang, bisakah kalian menyebutkan nama-nama dari

bagian-bagian tubuh yang telah kita pelajari tadi? ye:;, bu What are they?

Yes, excellent.

Ok, I think that all for today, and see you next week. Bye ...

Head, eyes, tongue ... By•e, bu

School/Class : Elementary/ V Semester : II

Time Theme Objective

: 2 x 45 minutes : Parts of Body

After completing the lesson, students are able to recognize, to remember, to mention, and to write pa1ts of body and their function in English

Teaching Aids : Flashcards Resources

Stages Socializing

Lead in

: Kumiawan, Dra. Rita, dkk.,Go with English V. Jakarta: Yudhistira, 2002

Teaching Learning Activities SS Responses Good morning students! Good morning, bu How are you today? Fine and you I'm very well, thank you

Who is absent today? Noone bu Ok, good

Well class, yesterday we have already learnt about parts of body. Today we are going to learn about parts of body's function. What is this? (Showing her hands)

Yes. This is hands. Hands Hands are use to holds thing.(tangan

digunakan untuk memegang benda) _Te<oth What is this? (Showing her teeth)

Yes. These are teeth.

Stating the Objectives

Presentation

Practice

(gigi digunakan untuk mengunyah makanan yang kita makan)

Ok, class, seeing, hearing, etc., all of them are parts of body's function. Mata untuk melihat, telinga untuk mendengar, semuanya adalah fimgsi dari tubuh kita. Now everybody, look at the blackboard and me!

I will read the words here and please repeat after me. You have to look carefully at the spelling of the words. !bu akan membacakan kata-kata berikut setelah itu kalian ikuti. Perhatikan pula cara penulisannya.

Taste, chew, see, hear, listen to, hold, walk, run, ....

We use our teeth to chew. What is the function of teeth? Ok, good job.

I use my ear to listen to music.

What parts of body we use to listen to music?

Rita hears the news from radio. What is the function of ears?

Very good, I think you have already understood about this.

Now do you want to play

Now we are going to have an exercise. I will write parts of body on the left side and its function on the right side. What you have to do is matching between the left side and the right side. Ibu akan memberikan latihan pada kalian. Ibu akan menulis nama-nama bagian tubuh di sebelah kiri clan fungsinya di sebelah kanan. Cocokkan antara bagian tubuh

ｦｬｰｮｯＢＧｾ＠ ｦｩＱｮｯｾｩｮｶｮ＠ Oo VOH Hr '?

Sec the blackboard carefully and listen to teacher presentation and then repeat after her.

Taste, chew, see, hear, Jist,3n to, hold, walk,

run, ....

che:w

ear

hear, listen to

Yes, bu

The students attention to explanation Yes, bu

Before we go home, could you mention some parts of the body and its function that we have studied today?

Sebelum pulang, bisakah kalian

menyebutkan nama-nama dari bagian-

I

bagian tubuh yang telah kita pelajari tadi? _{Yes, bu}

I

What are they? _{Tongue is for tasting}

Teeth is for chewing

Yes, excellent. _{Eye is for seeing}

Ok, I think that all for today, and see you

1.

a.

Eye

2.

b.

Ear

Glove

3.

c.

/

Hand

Tie

4.

d.

ｾ＠

ｾ＠

• ...

ｾｾ＠

"-,.

Foot·

Sunglasses

. l••"

5.

e.

L Cross A, B, C, or D for the right answer! 1. You have two ... to see.

A. lips B. hands

2. I.. ... the news from radio.

A. sell B. make

3. The colour of my hair is ... .

A. black B. expensive

4. We have ... fingers in one hand. .'\. five B. twenty 5. You wear your hat on the ... .

A. hands B. head

6. The teacher holds a chalk in her right ... .

A. ear 3. foot

7.1 wear ... in my hands.

A. gloves B. tie

8. The baby has three ... . A. eyes

C. hair

B. fingers D. teeth

9. My mother smells the perfume with her. ...

A. knee B. lips

C.nose D.mouth

C. legs D. eyes

C. hear D. watch

C. fast D. high

C.ten D.one

C. legs D. mouth

C. hand D.head

II. Fill in the Blank:; with the Correct Words!

l. T use my h&.id to ... .

2. I use my teeth to ... .

3. I have ten ... in my right and left hands. 4. I use my ... to taste the food.

5. Hair is to protect your. ... 6. Legs are use to ... . 7. Nose is use to ... . 8. Tie is use around ... .

9. I use my ... to listen to music. lO. We brush our ... everyday.

Ill. Name the Parts oftlte Body!

!. ... .

3. A 4. A 5. B 6.

c

7. A 8. D 9.

c

IO. A

!!. Fill in the blanks l . Hold, write 2. Chew 3. f;11gers 4. Tongue 5. Head 6. Walk, run

7. Smell 8. Neck

9. Ears 10. Teeth

Ill. Name the Parts of the Body I. Hair

Jl.Ir.H.Jumda Nomor 95, Ciputal 15412. !ndoner;ia

Nomor: ET/PP.02.24:!" ... I 200

.1!-Lamp. : Abstraksi I Outline

Hal : BIMBINGAN SKR'G'SI

Assalan1u1a/aif..11Jn ·uir. "'11b.

ｅｭｾｩｬ＠ : ｵｩｯｪｫｴＺｩｩｽ｣｡｢ｩＮｮｾｩＮｩ､＠

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Dasen Fak. Ilmu Tarbiyah & Kegurnan

UIN Syarif Hiclayatullah J aknn a.

Dengan ini cliharapkan kesediaan Saudara untuk menjadi Pembimbing I/II

(mateii/teknis) penulisan skripsi mahasiswa,

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at Elementary Level"

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Jnuul tersebut telah disetujui oleh Jurnsan yang bersangkutan pada tangg.•I

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dengan abslra.ksi

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outline scbagalm:ma tcrlampir.

Bimbingan skripsi ini dilwapkan selesai dalam waktu 6 (enam) bulan, yakni sampai

dengan tanggal .... 15 .. 0.l<, t;Q ｦｩｾｘ＠ .. 2\.lQ.11 ...

Atas perhatian clan kesediaan Sandara, kami ueapkan terima kasili.

PVassala111u'alaiL-u1n ivr. \.Vb.

Ten1busan:

l. Dekan

An. Dekan

wr 95, Ciputat 15412, Indonesia

11or: ET/PP.01.J!X[/2004 lp. :

-ha! : Perpanjangan Bimbingan Skripsi

Assalamu'alaikum wr. wb.

Telp. : (62-21) 7443328, 7401925, Fa.x. (62-21) 7402982 Email : uinjkt(iEcabi.net.id

Jakarta 15 Oktober 2004 _,

Kepada Yth.

Drs. H.M. Zaenuri, M.Pd Dosen Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan

UIN Syarif Hidayatullah Jakaiia

Kami mengha