A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the Requirements
For Degree of Strata-1 (S1)
By:
KHOIRUL UMAM 105014000306
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
IMPROVING THE STUDENTS’ VOCABULARY MASTERY
WITH THE JAKARTA POST NEWSPAPER ARTICLES
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the Requirements
For Degree of Strata 1 (S1)
By:
KHOIRUL UMAM 105014000306
Approved by:
Drs. H. Bahrul Hasibuan, M.Ed
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
ARTICLES” written by Khoirul Umam, student’s registration number: 105014000306 was examined on November 3 2010 and was declared to have passed and therefore, fulfilled one of the requirements for the Degree of S.Pd (Bachelor of Arts) in Department of English Education.
Jakarta, November 03 2010
The Examination Committee
Chairman : Drs. Syauki, M.Pd (……….. ) NIP. 19641212 199103 1002
Secretary : Neneng Sunengsih, S.Pd (……….. ) NIP. 19730625 199903 2 001
Examiner I : Drs. Zainal Arifin Toy, M.Sc (……….. ) NIP. 150 310 215
Examiner II : Dr. Fahriany, M.Pd (……….. ) NIP. 19700611 199101 2001
ACKNOWLEDGED BY
Dean of Faculty of Tarbiyah and Teachers Training
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ABSTRACT
Umam, Khoirul. 105014000306. Improving the Students’ Vocabulary Mastery with The Jakarta Post Newspaper Articles.
Advisor : Drs. H. Bahrul Hasibuan, M. Ed
Key words : Vocabulary Mastery, The Jakarta Post Newspaper Articles, Improving.
The aim of this study is to find the empirical evidence whether there is significant influence between the use of The Jakarta Post newspaper articles toward the students’ vocabulary mastery at the second grade of MTs. Al -Khairiyah Jakarta. It includes the students’ mastery in verb, adjective, and noun. This study is categorized as experimental study because it is intended to find the empirical evidence whether there is significant influence between the use of The Jakarta Post newspaper articles toward the students’ vocabulary mastery at second grade of MTs. Al-Khairiyah Jakarta. The subject of this study is the students at second grade of MTs. Al-Khairiyah Jakarta. The techniques used in collecting the data are pre-test and post-test. Pre-test was administered before the writer began the teaching learning process in both classes and post-test was administered after three times of meetings. Pre-test and post-test are similar in form. The findings of this study are that to is 4.31 and ttable is 2.01. It means that
alternative hypothesis (Ha) is accepted and null hypothesis is rejected because to >
ttable. Therefore, it can be inferred that teaching English vocabulary by using The
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with The Jakarta Post Newspaper Articles.
Dosen Pembimbing : Drs. H. Bahrul Hasibuan, M. Ed
Kata Kunci : Vocabulary Mastery, The Jakarta Post Newspaper Articles, Improving.
Tujuan penelitian ini ialah untuk mencari bukti empiris apakah terdapat pengaruh artikel koran The Jakarta Post terhadap penguasaan kosa-kata bahasa Inggris siswa di kelas II MTs. Al-Khairiyah Jakarta. Ini mencakup penguasaan siswa dalam verb, adjective dan noun. Penelitian ini dikategorikan sebagai penelitian experiment karena penelitian ini bermaksud untuk mencari bukti empiris apakah terdapat pengaruh artikel koran The Jakarta Post terhadap penguasaan kosa-kata bahasa Inggris siswa di kelas II MTs. Al-Khairiyah Jakarta. Subjek penelitian ini adalah siswa/i di kelas II MTs. Al-Khairiyah Jakarta. Teknik pengumpulan data yang digunakan dalam penelitian ini ialah pre-test dan post-test. Pre-test diberikan sebelum penulis memulai proses pembelajaran di kedua kelas tersebut (kelas eksperimen dan kelas kontrol) dan post-test diberikan setelah tiga kali pertemuan. Soal pre-test dan post-test dalam bentuk yang sama. Hasil penelitian ini adalah bahwa to adalah 4.13 dan ttable dari tingkat signifikan 5 %
adalah 2.01. Dari hasil di atas menunjukkan bahwa Hipotesis Alternatif diterima dan Hipotesis null ditolak karena to > ttable. Oleh karena itu dapat disimpulkan
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ACKNOWLEDGMENT
In the name of Allah, the Beneficent the Merciful.
All praise be to Allah, the Universal Lord, who has bestowed upon the writer in completing this paper. Peace and blessing from Allah be upon to Allah’s Messenger, Prophet Muhammad, his family, his companions, and all of his followers.
The writer finished his paper entitled: “Improving The Students’ Vocabulary Mastery with The Jakarta Post Newspaper Articles” which is aimed to complete a partial fulfillment for Degree of Strata-1 (S1) in the Faculty of Tarbiyah and Teachers Training.
In this occasion, the writer would like to express his great and deep gratitude to his mother: Hj. Ropiah, his father: H. Marip, and all of his sisters who have given the writer support and advice during his study in English Education Department.
The writer also expresses his great gratitude to Drs. H. Bahrul Hasibuan, M. Ed, the advisor who had patiently guided him in writing this paper.
The writer also realizes that he would never finish this paper without the help of some people. Therefore, he would like to give special thanks to:
1. All lecturers at English Education Department, for their knowledge, motivation and patience during his study at FITK UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M. Pd., the head of English Education Department.
3. Neneng Sunengsih, S.Pd., the Secretary of English Education Department.
iv cooperated during the research.
7. To his sister Muniroh, Nur Azizah, Nur Apika and Nur Hikmah. 8. All of his friends in English Education Department.
9. To any other persons who cannot be mentioned one by one for their any contributions to the writer in finishing this paper.
May Allah, the Almighty bless them all, so be it.
Finally, the writer realizes that this paper is not perfect yet. Therefore, the writer would like to welcome constructive suggestions and criticisms to make this paper better.
Jakarta, November 3rd 2010
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LIST OF TABLES
Table 3.1 The Criteria of Students’ Pre Test and Post Test Scores…………. 29 Table 3.2 The Result of the Calculation of the Test both Experiment
Class and Controlled Class……….. 30
Table 3.3 The Students’ Scores of Experiment Class (II D)………35 Table 3.4 The Students’ Scores of Controlled Class (II A)………. 36 Table 5 The English Teacher Qualifications of MTs. Al-Khairiyah
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TABLE OF CONTENTS
Page
ABSTRACT……… i
ABSTRAK……….. ii
ACKNOWLEDGMENT………... iii
LIST OF TABLES ………... v
LIST OF APPENDICES……… vi
TABLE OF CONTENTS ……….. vii
CHAPTER I INTRODUCTION A. The Background of the Study………. 1
B. The Limitation of the Problem……….... 4
C. The Formulation of the Problem..………... 4
D. The Objective of the Study ………... 5
E. The Significance of the Study………. 5
F. The Organization of the Writing………... 5
CHAPTER II THEORITICAL FRAMEWORK A. VOCABULARY………... 7
1. The Understandings of Vocabulary……… 7
2. Types of Vocabulary………... 9
3. The Use of Vocabulary………...10
B. ENGLISH NEWSPAPER ARTICLES………... 14
1. The Understandings of English Newspaper Article………. 14
2. The Advantages of Using English Newspaper Articles in Vocabulary Improvement………. 15
3. How to Choose the Suitable Articles………. 18
C. AUTHENTIC TEXT………... 21
The Understandings of Authentic Text………... 21
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2. The Objective of the Research …………... 24
3. The Method of the Research……….. 24
4. The Population and Sample of the Research …….25
5. The Technique of Data Collecting ………... 25
6. The Instrument of the Research ……… 25
7. The Technique of Data Analysis ………... 26
8. The Procedure of the Research …………...27
9. The Analysis of the Data ………...28
10.The Testing of the Hypotheses …………...34
B. THE FINDINGS OF THE RESEARCH …….……. 34
1. The Description of the Data ……….….35
2. The Interpretation of the Data ……..……….38
CHAPTER IV CONCLUSIONS AND SUGGESTIONS Conclusions and Suggestions……….39
BIBLIOGRAPHY………40
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a means of communication in human life. Through the language we can express our emotions, feelings, and ideas. It can be Indonesian, Spanish, Javanese, and other languages.
English is one of the foreign languages in Indonesia. The teaching of English is important because it is one of the international languages. Most people all over the world communicate each other in English. English is useful for establishing and maintaining the relationship with other people. Furthermore, it is also very useful to master English since it plays an important role in understanding and developing the scientific and technological knowledge.
In English learning, a learner has to master the four basic language skills: listening, speaking, reading, and writing. In addition, there are language components to be taught such as grammar, pronouncation, and vocabulary to support the development of the four language skills. One of English components taught to the learners is vocabulary because it has primary role for all language skills as Long and Richards state that, “Vocabulary like grammar, is essential component of all uses of language.”1
Based on this statement, the writer infers that vocabulary is not only a means but also something to be acquired. The more learners master the vocabularies the better their performances in all aspects of English language will be. But it does not mean that the other components are ignored such as phonology and syntax. All of these aspects are learned together, they are attached one to another.
Vocabulary also has an important role for the four language skills. All skills demand much on the vocabulary mastery. Kufaishi points out that,
“Students’ listening comprehension, writing, speaking, and reading abilities are hampered by their limited vocabulary.”2
Imagine what the students can get in reading or listening classes if the materials are full of unknown words. They will find difficulties to comprehend the text they read and the materials they listen.
Students will fail in speaking classes also because of the lack of vocabulary. They will fail to express their thoughts and ideas. They become reluctant to communicate either in or outside class with other friends. As Kufaishi states that “A large number of vocabulary items is necessary to success in social, professional, and intellectual life, that vocabulary is a vehicle for thought, self-expression, interpretation, and communication.”3
It means that vocabulary teaching should not be delayed.
The teaching of vocabulary has an important role for the students, especially at the second grade of junior high school. According to the curriculum that progresses now that called a “Kurikilum Tingkat Satuan Penddidikan (KTSP) or issued in 2006 Curriculum of KTSP. In English Curriculum of KTSP, each skills has Standar Kompetensi (SK) and Kompetensi Dasar(KD). Based on curriculum of 2006 especially in second grade of junior high school, that has 1 SK and 2 KD’s. SK of writingof English subject involves:
SK. 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar (To deliver a meaning in written functional text and simple short essay in form of recount and narrative to interact with the environment around).
KD. 12.1. Mengungkapkan makna dalam bentuk teks fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk beriteraksi dengan lingkungan sekitar (To deliver a meaning in form of a simple short of functional text using a variety of written language accurately, smoothly and fluently to interact with the environment around ). KD. 12.2. Mengungkapkanmakna dan langkah retorika essay pendek sederhana dengan menggunkan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative (To deliver a meaning and rhetoric step of a simple short of functional text using
2 Adil Kufaishi, “A vocabulary Building Program is A Necessary not A Luxury, English Teaching Forum, Vol. XXVI, No. 2, April 1998
3
a variety of written language accurately, smoothly and fluently to interact with the environment around in form of recount and narrative).
According to the explanations of English curriculum above, writing skill in second grade of junior high school has 1 SK and 2 KD’s that need to be achieved. It means that the students need to master a large number of vocabularies to deliver their opinions or interact with the environment around them.
Teachers believe that students’ vocabulary continues to grow as long as they continue to use the language through listening, speaking, reading, and writing. The limited time of the learning in the clasroom makes the students do not have enought time to study vocabulary in their classroom. Vocabulary is taught in combination with reading comprehension whereas the time for reading class is also limited. Honeyfield states that, “The Classroom time is limited and much time has to be devoted to topics other than vocabulary.”4
So it is important for the language teacher to be creative and innovative in his/her job.
The teacher must find the way to attract students’ attention in learning English vocabulary. A teacher sometimes finds difficulties in selecting and choosing the appropiate materials to improve students’ vocabularies. Based on this situation, the writer assumes that one of the alternative ways which can be used by the teacher is English newspaper articles.
English newspaper article is one of the media in teaching vocabulary to the students. It does not only help the reader to know the recent news but also help the students to improve their vocabularies. Probably, they do not enjoy when they learn vocabularies , which are provided in the English textbooks. Sometimes, the English textbooks are not interesting, not relevent and make students feel bored when they get the materials especially economic reports, educations and cultures. They want vocabularies to be more interesting and more realistic. So they will improve their vocabularies, and one of the ways to solve this problem is teaching vocabularies by using newspaper articles. It will make the students interested in
learning when they are provided with newspaper articles such as economic reports, business news, and other recent news occur in the world.
Based on the fact above, it is necessary for everyone whom concerns in teaching English to find the suitable technique which can improve students’ motivation for improving their vocabularies. To solve this problem, the writer in this regards offer an alternatif solution in teaching vocabulary which aims to improve the students’ vocabulary mastery with English newspaper articles.
B. The Limitation of the Problem
In the teaching learning process, the writer needs to be creative in order to avoid a boredom. One of the ways to create the teaching learning process is by using the teaching aids. There are many kinds of the teaching aids that can be used in teaching vocabulary such as picture, flash card, chart, and other teaching aids.
As mentioned on the background of the study above, the Jakarta Post newspaper article is one of the alternative solutions that can be used by the teachers in teaching English vocabulary, and to make this research deeper and easier, the problem is limited on the influence of the Jakarta Post newspaper articles in teaching vocabulary. In addition, this research focus on the students in second grade of MTs. Al-Khairiyah Jakarta Selatan at the second semester of 2009/2010 academic year.
C. The Formulation of the Problem
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D. The Objective of the Study
This study is done to find the empirical evidence whether or not there is an influence between the using of the Jakarta Post newspaper articles toward the students’ vocabulary mastery.
E. The Significance of the Study
It is hoped that the result of this study can give input for the writer, the English teachers and the students. For the writer, it is hoped that this study can give new informations to the writer how to improve the students’ vocabulary mastery with the Jakarta Post newspaper articles. For the English teachers, it is hoped that this study will give good contributions in teaching vocabulary. It is also hoped for the students that they can improve their mastery of vocabulary.
F. The Organization of the Writing
Organization of this writing is divided into five chapters:
The first Chapter is Introduction. It contains The Background of the Study, The Limitation of the Problem, The Formulation of the Problem, The Objective of the Study, The Significance of the Study and The Organization of the Writing.
The Second Chapter is Theoretical Framework. It discusses on The Understandings of Vocabulary, Types of Vocabulary, The Use of Vocabulary, The Understandings of English Newspaper Articles, The Advantages of Using English Newspaper Articles in Vocabulary Improvement, How to choose the suitable articles, The Understandings of Authentic Text, Hypotheses
Instrument of the Research, The Technique of Data Analysis, The Procedure of the Research, The Analysis of the Data, The Testing of The Hypotheses. The second part is The Research Findings. It Consists of The Description of the Data and The interpretation of the Data.
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CHAPTER II
THEORETICAL FRAMEWORK
A. VOCABULARY
1. The Understandings of Vocabulary
One thing that distinguishs between man and animal is a verbal language or speaking. Humans communicate with others through verbal language, either to give or to receive the informations but the animals do not. If the humans want to communicate with others, they must have enough words.
Words are instrument for saying what a person want to say in our thought, feeling, ideas, desires, dislikes, hopes, and fears. As the instrument, the number of words we have can help us fulfill our needs.
There are many definitions of vocabulary which are defined by experts. However, it is impossible to discuss all of them, so the writer only chooses several of them.
According to Penny Ur, “Vocabulary is one of the most important aspects in language teaching, beside grammar and pronunciation. As a stock of words used by a person, it can be defined, roughly as the words we teach in the foreign language”.5
Means that vocabulary can not be separated from the teaching of English.
Meanwhile, Finnochiaro states that “Vocabulary is a set of words known to person or either entity, or that are part of specific language. The vocabulary of person is defined either as as the set of all the words that are understood by the person or the set of all words likely to be used by that
person when constructing new sentences. The richness of person’s is populary through though to be reflection or intellegence or level education.6
Furthermore, In Oxford Advanced Learner’s Dictionary, vocabulary defines as follow:
a. All words that a person knows or uses. b. All words in a particular language.
c. The word that people use when they are talking about a particular subject.
d. A list of words with their meanings, especially in a book for learning a foreign language.7
In addition, Grambs David defines that vocabulary as a list of words usually defined and alphabetical as in dictionary or specialized glossary; complete word stock of language: Some corpus of word used in a sub language or by a group, class or individual; scope of diction; command of words or range of expressions.8
From the explanations above, the writer infers that vocabulary is a list or set of words that are used by person, class, profession, etc, in the communication in every aspect such as in trade, education, and business to maintain all informations and make up language.
It can be said that vocabulary is the important aspect of improving communication skills. A learner of a foreign language will speak fluently if he/she masters it. Vocabulary also helps a learner write easily, and understand what he reads or hears if he/she has enough vocabulary and has a capability of using it correctly. Without good mastering in vocabularies, communication will end up in unpleasant situation and learner feels reluctant to continue the communication.
6 Marry Finnochiaro, English as a second Language: from theory to practice, fourth edition, (New York: Prentice Hall Regents, 1989), p. 40
7 A. S. Hornby, Oxford Advanced Learner’s Dictionary, (Oxford: Oxford University Press, 2000), p. 1506
9 Special vocabulary is all of the words that are used in a certain field or job, profession or special science, for example: politicians, journalists, and lawyers. All these have specialized vocabulary arising from particular circumstances of their lives and work.9 It means that, there are two types of vocabulary, general and special vocabulary. General vocabulary is all of the words that are used in general; there is no limit of field or users, meaning and use. Special vocabulary is all of the words that are used in a certain field or job, profession, for example: politicians, journalists, and lawyers.
While, Jo Ann Aeborsold classifies vocabulary into active and passive vocabulary:
a. Active Vocabulary; is also called as productive vocabulary. Students must know how to pronounce the vocabulary well, they must know and be able how to use grammar of the target language, and they also must be familiar with collocation and understand the connotation meaning of the word. This type is often used in speaking and writing skills.
b. Passive vocabulary; refers to language items that can be recognized and understood in the context of reading and listening, and it also called as receptive vocabulary.10
From the statement above, the writer assumes that voacabulary is classified into active and passive. Active vocabulary; is also called as productive vocabulary. Students must know how to pronounce the vocabulary well. Passive vocabulary; is called as receptive vocabulary.
9 S. H. Burton and J. A. Humpries, Mastering English Language (London: The Macmillan press, 1992), p. 100
A native speaker of any languge has a much larger passive vocabulary than active vocabulary. As a result, he or she can read difficult material without stopping to use a dictionary all the time. In contrast a person who studies a foreign language, even at the level at the advanced level, quite often has a passive vocabulary. Therefore the biggest singel problem for the advanced student when reading text is poor of passive vocabulary.11
From the explanations above, it is clear that every aspect in every book is different in classifying the types of vocabulary, because every person has different ways in expressing and telling their opinions and ideas. Some of the experts emphasizes vocabulary into the items which the learners can use appropiately in speaking and writing, and to the language items that can be recognized and understood in the context of reading and listening, little or empty words, content words and cluster of words. Some other experts classify vocabulary into general and special.
So, no matter how many experts classify vocabulary into different point of views. However, words are a part of people’s way of living, or words are the instrument of communication in language which are used by people.
3. The Use of Vocabulary
Before the writer discusses the use of vocabulary, first thing that the writer would like to know is the meaning of “use”.
The word “use” has a meaning as the function or the advantage. From the explanation above, it is clear that the vocabulary use is the function or the use of the words which are used in language. It means that, when we use the words, we will know the function or the use of our words or our vocabularies because it can help us in understanding the language we learn.
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Mastering vocabulary is an ability to get or to receive a lot of words. By having and mastering vocabulary, they will know the meaning of vocabulary in the content. It also helps students avoid making the mistakes in identifying a vocabulary with the dictionary and as guidance in making the equivalence of the target language.
Here are some of vocabulary uses:
a. Distributing the words according to grammatical matters
If students examine vocabulary use, there are so many useful things, especially its distribution to grammar matters. Such the words, although some of them may have also full word meaning content, primarily or largely operate as means of expressing relation of grammatical structure. This includes the so-called auxiliaries, prepositions, conjunctions, interrogative particles, and miscellaneous group consisting of the words for degree for generalizing, the articles, etc.12 All of these words are called as function words or the words have special function and meaning.
Auxiliaries, helping, or supporting words include words that can help in making various form and inflection of the verb and absolutely serve certain meaning or function, such as, using can, could, may, might to express the ability and a polite request or permission. Should and ought to, to express the advisability, moral obligation, duty and expectancy and shall to express a request for agreement or an offer to do something for someone.
Preposition-adverbs, the function words used with substantives that used a noun or pronoun include the nine already indicated as being most frequently used, “at, by, for, from, in, into, of, on, to, and with” but also some twenty others that express grammatical relationships in situation such as; behind, in front of, over, under, above, below, beside, between, beyond, and around to indicate the place, through, into, out of, toward, away from, up, down and across to indicate the direction, before, after, during, since,
and until to indicate the time, for, because, and since to indicate the cause, in order that, so that, to indicate the purpose, although to indicate the comparison, unless and whether to indicate the condition and therefore to indicate the conclusion.
The function words are the interrogative particles who, whose, which, what, where, why and how). The articles (the, a, an). Degree words (more, most). The generalizing particle (ever). Special uses (there, it, and one).13
From the explanations above, it is clear that the vocabulary is really useful and important to improve students’ grammar because by knowing the function words and various types of words, students will find and get the suitable meaning of the native language.
b. Developing Reading Skill
The reading section of each book contains materials on techniques of reading and studying, as test taking test and reasoning. Major emphasis is placed on the vocabulary development. Use of the dictionary, use as context as a clue the meaning, and the analysis of words through the study of prefixes, suffixes, roots, and combining forms are treated thoroughly at each level. Vocabulary enrichment is based on words found in the texts and the activities. These exercises appear frequently throughout the texts. The second, the art program, illustrates and discusses interesting words related to a specific thematic idea in each book of the series.14
It means that by having a lot of vocabulary stocks will help the students not only in grasping the meaning or understanding the language they learn, but also in getting the exact meaning on what they read.
13 Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice Hall, Inc., 1989) p. 231
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c. Improving Speaking Ability
Learning a foreign language does not only learn grammatical components, the way how to listen a foreign language, read and write an English article but also the way how to produce the separated words from the vocabulary we have, in other words we should practice our vocabularies we have through speech. Because as a foreign speaker, by producing the words or vocabularies through speech will improve our ability in speaking. Other ways that can improve our ability in speaking is by arrange the words or vocabularies into good sentences, in order to make the readers understand when they read it or the listeners understand it when it is spoken.
Vocabulary is also very important for the acquisition process. The popular belief, that one uses form and grammar to opposite; that someone acquires morphology and syntax because he understands the meaning of the utterances. Acquisition depends crucially on the input being comprehensible. Comprehensibility is dependent directly on the ability to recognize the meaning of key elements in the utterance. Thus, acquisition will not take place without comprehension of vocabulary.15 It means that, vocabulary has an important role in interacting with other people or understanding the meaning of utterances.
Teachers have never doubt the value of learning vocabulary they know how to communication stops when learners lack the necessary words.16
It means that by having a lot of words or stock of vocabularies is really useful for the students or speakers while they are speaking because it will help their fluency in brainstorming their ideas, feelings and opinions.
15 Stephen D. Kreshen and Tracy D. Tarrel, The Natural approach Language acquisition in The Classroom, (Britain: Prentice Hall International, 1998), p.155
Therefore, the students should be able to choose the suitable words when they are going to speak.
d. Improving Writing Skill
The vocabulary that students choose to express their thought is an important element of the writing process because only through the words they choose and the ways they arrange it, the reader will understand and know their writing means. Your word on a page conveys more than the meanings dictionaries report; they also convey your attitudes toward your subject and toward your reader.17
From the statement above, the writer infers that the vocabulary has many useful things in improving students’ language skills, such as helping us in mastering kinds or levels of meanings or explaining and describing the classes of the words, distributing in use according to grammatical matters, developing our reading skill, improving our speaking ability, and improving writing skill. The more learners master the vocabularies the better their performances in all aspects of English language will be, because the number of words learners use is a reasonable measure of their intelligence.
B. ENGLISH NEWSPAPER ARTICLES
1. The Understandings of English Newspaper Article
The interaction cannot be saparated with the human life. They need to communicate each others to survive in the world. They need each others because they need to have something that they do not own it or to know something that they do not know it. Sometimes we are corious what is happening in the world. To fill our curiousity, we need media. One of the media is newspaper besides magazine, book, radio, and television.
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Newspapers are one of the printed media beside magazines. According to Oxford Advanced Leraner’s Dictionary, “newspaper is a printed publication appearing daily or weekly and containing, and articles on various subjects.”18
Meanwhile, according to Encyclopedia Americana, “a newspaper is unbound publication issued at regular intervals that seek to inform, explain and interprate, influence and entertain. It also serves readers and its own financial viability by publishing advertising.”19
From the explanations above, the writer infers that English newspaper article is a piece of writing or a simple text usually consists of a particular issue or topic inside it, for example: economic reports, educations, business news, cultures or other recent news occur in the world which are published daily or weekly.
2. The Advantages of Using English Newspaper Articles in Vocabulary Improvement
Teaching and learning process is very important for the students. Therefore, the teacher needs to select and decide the appropiate materials for his or her students. Because the appropiate materials have a significant role in facilitating the students to understand the materials and it also can improve the students’ vocabulary mastery. The material is more meaningful if it is related to the students’ need, experience, interest, morality principle and challenge in their future.
According to Paul Sanderson, there are a number of very strong arguments in favour of using newspaper in the language classroom:
18 A. S. Hornby, Oxford Advanced Learner’s Dictionary, (Oxford: Oxford University Press, 2000), p. 782
a. Varieties of English
Newspapers contain a wide variety of text types and language styles not easily found in conventional language-learning materials (e.g. general course books), and students need to become familiar with such language forms. Newspapers provide a natural source of many of the varieties of written English that become increasingly important to students and valuable for language study as they progress.20 It means that, English newspaper has an important role in improving the students’ vocabulary because it contains of varieties of written English.
b. Reader Interest
The enormous variety of subject-matter in newspapers, means that any one newspaper wills invariability contain something of value or concern to every reader. This makes them interesting and motivating for students to work with. Newspaper report real-life events and this arouses our natural curiosity about the world around us and our fellow human beings.21 It can be conclude that English newspaper is an interesting reading because it consists of variety of subject-matter that can increase the readers’ curiosity.
c. Authentic Materials
Newspapers are an invaluable source of authentic materials, and their use in the target language classroom is very much in keeping with current thinking and practice in teaching pedagogy. Indeed, for many students, the ability to read and understand English-language newspapers for work purposes represents a very real and tangible goal to aim for. Using newspaper materials in the classroom will also be particularly helpful for those students who may go to live or work in the target-language
20 Paul Sanderson, Using Newspapers in the Classroom, (New York: Cambridge University Press, 1999), p. 2
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community.22 It can be said that using English newspaper materials in the classroom will also be particularly helpful for those students who may go to live or work in the target-language community because students have accustomed to speak or think as English people.
d. Teaching Materials
English-language newspapers are readily available in most countries throughout world, and there is a constant, on-going supply which is replenished with new content on a daily basis. As such, they provide language teachers with a limitless supply of teaching materials which can be used to develop their students’ language skills.23
It means that, beside textbooks, teachers can use English newspaper as teaching materials to develop their students’ language skills.
Good teaching material can be used to teach many aspects of language. Again, newspaper have this qualifiation. As stated by Joe Pemagbi:
“newspaper can be used to teach many aspects of language and communication skills. Editorials and gossip columns can be used to teach formal and informal varieties of English; editorial and feature articles can provide passsage for summary and comprehension; letters to editor can demonstrate good features of letter writing. A newspaper may contain material for teaching various types of writing: description, analysis and synthesis, comparason and contrast and process description;and they provide models of good written form: paragraphing, topic sentence, introductions, conclutions, etc.24
From the statements above, the writer infers that newspaper can be used as a medium to improve students’ vocabulary mastery because it has a
22 Paul Sanderson, Using Newspapers in the Classroom, p. 3 23 Paul Sanderson, Using Newspapers in the Classroom, p. 4
various types of English writing including formal or informal language and it will also be particularly helpful for those students who may go to live or work in the target-language community.
3. How to choose the suitable articles
In choosing the suitable newspaper articles that would be used by students, it is helpful to ask yourself a number of important questions: a. Will my students find the materials interesting?
As language teachers, we are clearly concerned with the development of our students’ language skills. However, we should not overlook the fact that students invariably respond far more positively and favourably towards materials they find interesting. Our students’ motivation is crucial to the success of the lesson, and it can be a fruitless and frustrating task to try to make them work with materials they simply do not like.25 It means that, before teaching in the classroom, teachers needs to find the interesting materials to avoid students’ bored because students’ motivation in crucial to the success of the lesson.
b. Are the materials appropiate for my students in terms of their existing
knowledge?
The ability to integrate new information with one’s existing knowledge (e.g. cultural knowledge of the world, subject-specific knowledge) is part of the process of the successful learning. If there is too great a mismatch between the conceptual difficulty of the materials you choose, and your students’ ability to understand the materials, they will soon become discouraged. It can help considerably if you choose materials which
19
contain at least some information your students already understand.26 It means that, teachers need to choose the suitable materials with the students’ existing knowledge, because it can help students to understand the materials easily.
c. Are the materials appropiate for my students in terms of language
level?
If an activity calls for a detail and in-depth understanding of the language in the materials you choose, students can soon lose motivation and interest if the language is simply too difficult for them to understand. We can say briefly here that there are several options for teachers to consider: give your students adequate help and preparation to work with more challenging materials; choose materials where the language level is suited to the level of your students; choose tasks which are achievable by your students at their level.27 Students have a different of language level. Therefore, teachers need to agree with the materials that would be taught to students.28 It means that, teachers need to choose the suitable materials with the students’ existing knowledge, because it can help students to understand the materials easily.
d. Should I use only materials from today’s newspaper?
Although it would seem preferable to use the news of the day in newspaper-based lessons, this is not always practical from the teacher’s point of view – teachers have busy schedules, news can date quickly, and lessons take time to prepare. Without wishing to avoid topical items, it is worth mentioning that most activities in this book work extremely well with „eternal’ news items, or what is called in newspaper jargon „soft’ news.
These are news stories which are usually not headline news, and are extremely difficult to put a date on.29 It can be said that teachers need to use materials from today’s newspaper, but teachers should not forget the steps to choose the materials which have discussed above.
e. Can I use newspaper materials that are not from English-language
newspaper?
As stated earlier, an important aim of this book is to instil in students a positive and comfortable attitude towards working with English-language newspapers, and towards reading generally in English inside (outside) the classroom. It is clear, therefore, that presenting texts to students in their own language will deny them this opportunity. In spite of this, the possibility of using materials taken from newspaper from your own country is not completely ruled out. The key point in to bear in mind when making this decision is to be perfectly clear about your lesson objectives and the skil(s) you wish to give your students practice in.30
From the explanations above, the writer infers that all of the factors clearly interrelate, and the selection of suitable newspaper materials will be very much a compromise decision. Means that it is very important for the teacher to choose the suitable materials for his/her students, because it makes students intersted in and encourages them to learn it more and students’ motivation is a crucial for their success in learning.
29 Paul Sanderson, Using Newspapers in the Classroom, p. 9
21
C. AUTHENTIC TEXT
The Understandings of Authentic Text
The form of Authentic according to Oxford Advanced Learner’s Dictionary means known to be real and genuine and not copy, true and
accurate made to be exactly the same as the original. Beside that, there are many discussions of the use of authentic texts or materials in English as a foreign language (ESL) classroom.
Ferit Kilickaya expalins that the common definition of authentic text is „esposure’ to real language and its use in its own community. He wrote:
“many teachers have discussed that English presented in the classroom should be authentic, not produced for instructional purposes. Generally what this mmeans is material which involve langiage naturrally occuring as communication in native speaker context of use, or rather those selected contexts where standars English is the norm: ral newspaper report, for example, real magazine articles, real advertisments, cooking recipes, horoscopes.”31
Futhermore, He cites in Rogers about the definition of authentic text, it is as “appropiate” and “quality” in the term of goals, objectives, learners’ needs and interest and “natural” in the terms of real life and ,meaningful communication. While Harmer cites in Matsuta, defines that “authentic text as materials which are designed for native speakers of the language.” In addition Jordan mentions that “authentic texts as text that are not written for teaching purposes.”32
31 Ferit Kilickaya, Authentic Materials and Cultural content in EFL classroom, retrieved on 5th April 2007 from http: //www.metu.edu.tr/-kilickaya/, .p.1
The description of authentic texts could be defined as “materials that what students will need and what to be able to read when traveling, studying abroad, or using the language as it is used out side the classroom. The aim of authentic text is not on literary form or stylistic but it should be to understand the meaning and to emphasis on what is being said.”33
It can be said that, authentic text is a useful thing for students when they are going on traveling, studying abroad or using the language as it is used out side the language for meaningful purposes.”34
It can be concluded that, authentic texts or materials are closely similar with the principles of CLT which designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.
23
would call authentic English and so are radio programs of English speakers. A British advertisment is an example of authentic English. So is a chapter from a novel written for an English-speaking audience.”36
From the definitions of the understanding of authentic texts above, the writer infers that the authentic text is the text that is designed for native speakers and not for language teaching purposes, it is a useful thing for students when they are going on traveling, studying abroad or using the language as it is used out side the classroom and the sources of authentic materials are infinite.
D.HYPOTHESES
In this research, the problem that will be found and solved is how significant the influence of the Jakarta Post newspaper articles toward the students’ vocabulary mastery at second grade of MTs. Al-Khairiyah Jakarta Selatan. To find the answer of the problem, the writer formulates his hypotheses as follow:
A. The Experimental Hypotheses
There is a significant influence of the Jakarta Post newspaper articles toward the students’ vocabulary mastery at second grade of MTs. Al-Khairiyah Jakarta Selatan.
B. The Null Hypotheses
There is no any significant influence of the Jakarta Post newspaper articles toward the students’ vocabulary mastery at second grade of MTs. Al-Khairiyah Jakarta Selatan.
24
CHAPTER III
THE RESEARCH
METHODOLOGY
A. The Methodology of the Research 1. The Place and Time of the Research
a. The Place of the Research
The research was done in the second grade of Madrasah Tsanawiyah Al-Khairiyah Jakarta Selatan.
b. The Time of the Research
The writer conducted this research for two weeks. It was started from 4th to 18th May 2010. He made it in four meetings in each class ‒ experiment class and controlled class. It was begun by a pre-test and finished by a post-test.
2. The Objective of the Research
The objective of the research is to find the empirical evidence whether or not there is significant influence between the use of The Jakarta Post newspaper articles toward the students’ vocabulary mastery.
3. The Method of the Research
25
4. The Population and Sample of the Research
The population of this research was 120 students, which were distributed into four classes in second grade of MTs. Al-Khairiyah Jakarta Selatan. The sample of this research is 58 (fifty eight) students which constitute two classes (II A and II D) and were decided by using purposive cluster sampling techniques.
5. The Technique of Data Collecting
In collecting the data, the writer uses some techniques, there are:
a. Observation : is a technique for collecting data about students’
activity in teaching and learning process.
b. Test : is a technique for collecting data about students’ scores.
This test is divided into two parts, test and post-test. The pre-test was given before the treatments to both of classes and the post-pre-test was given after finishing the treatments.
Then, the writer compared and calculated the scores of pre-test and post-test to identify the significant influence of using The Jakarta Post newspaper articles in the students’ vocabulary mastery.
For the item of test, the writer used multiple choices. The test consisted of twenty five items. The score per item is 4. It means that if the students choose the answer of 1 item correctly, they will get 4 scores. We can see that the possible highest score of this test is 100 scores.
6. The Instrument of the Research
The Instruments which used by the writer are:
a. Observation
b. Pre Test and Post Test
The next steps were pre test and post test. The pre test was administered before teaching and learning process to both of classes – experiment class and controlled class ‒ to know that the students have relatively the same competence in English vocabulary in both experiment class and controlled class, and the post-test was administered after finishing the teaching and learning process.
Next, the writer made categories from scores with rank value below:
≤ 50 : Weak
51-60 : Enough
61-70 : Good 71-80 : Very good 81-90 : Excellent
7. The Technique of Data Analysis
To analyze the data the writer used t-test. The writer compared the scores between the experiment class and the control class. This technique is useful to know whether there is a significant different between two variables.
The formula of t-test which was used in this research is: M1 – M2
SE M1 – M2
M 1 : Mean of the Difference of Experiment class M 2 : Mean of the Difference of Control class SE M 1 : Standard Error of experiment class SE M2 : Standard Error of Control class
27
The procedures of calculation were as follows:
a. Determining Mean of Variable X, the formula is: M1 = ∑ X
N1
b. Determining Mean of Variable Y, the formula is: M2 = ∑ X
N2
c. Determining Standard of Deviation Score of Variable X, the formula is:
e. Determining Standard Error of Mean of Variable X, the formula is: SEM1
=
SD1 N1−1
f. Determining Standard Error of Mean of Variable Y, the formula is: SEM2
=
SD2 N2−1
g. Determining Standard Error of Difference Mean of Variable X and Variable Y, with formula:
SEMI-M2 = ���1 2
+���22
h. Determining to with formula:
to =
8. The Procedure of the Research
Before doing the experiment, the writer observed the location and population were carried out. The research was done in two different classes, namely experiment class and controlled class. The writer employed The Jakarta Post newspaper articles in an experiment class and textbooks in controlled class.
This research was started with the same type pre-test and then followed by the teaching – learning activities for four meetings which are conducted in each class. Afterward the same type post-test was administered to both experiment class and control class. For more detailed activities in teaching learning process, look at the appendices (RPP), p. 45. Then the writer, made a calculation of the result from both of tests. The further explanation will be discussed in the research findings.
9. The Analysis of The Data
In the Analysis of the Data, the writer analyzes and explains about the students’ answer in whole instruments.
a. Pre Test
In this test, there were 12 students from experiment class (Using The Jakarta Post Newspaper Articles) who got the score under 50 and there were 12 students from controlled class (Using the textbooks) who got the score under 50 and these scores are characterized as a weak score.
29
b. Post Test
In this test, there was only 1 student from experiment class (Using The Jakarta Post Newspaper Articles) who got the score under 70 and there were 8 students from controlled class (Using the textbooks) who got the score under 70 and these scores are characterized as good score.
Besides that, there were 10 students from experiment class (Using The Jakarta Post Newspaper Articles) who got the score above 80, but there were only 4 students from controlled class (Using the textbooks) who got the score above 80 and these scores are characterized as a excellent score ( see table 2 and table 3, p. 35 and 36).
Table 3.1
The Criteria of Students’ Pre Test and Post Test Scores are as Follow: No. Scores Characteristic
1. ≤ 50 Weak
2. 51-60 Enough
3. 61-70 Good
4. 71-80 Very good
5. 81-90 Excellent
Table 3.2
The Result of the Calculation of the Test Both Experiment Class and Controlled Class
Students’
Identification Number
X Y X y x2 y2
1 28 20 1.58 -2 2.49 4
2 24 24 -2.42 2 5.85 4
3 28 24 1.58 2 2.49 4
4 24 24 -2.42 2 5.85 4
5 28 20 1.58 -2 2.49 4
6 24 20 -2.42 -2 5.85 4
7 32 24 5.58 -2 31.13 4
8 24 20 -2.42 -2 5.85 4
9 28 20 1.58 -2 2.49 4
10 36 20 9.58 -2 91.77 4
11 32 24 5.58 2 31.13 4
12 32 24 5.58 2 31.13 4
13 24 16 -2.42 -6 5.85 36
14 32 24 5.58 2 31.13 3
15 24 28 -2.42 6 5.85 36
16 24 20 -2.42 -2 5.85 4
17 28 20 1.58 -2 2.49 4
18 24 16 -2.42 -6 5.85 36
19 24 28 -2.42 6 5.85 36
20 28 24 1.58 2 2.49 4
21 24 12 -2.42 -10 5.85 100
22 20 28 -6.42 6 41.21 36
23 24 24 -2.42 2 5.85 4
31
X = the students’ gained scores of the experiment class Y = the students’ gained scores of the experiment class x = X‒ MX
y = Y ‒ MY
a. Determining Mean 1 (M1) with formula:
M1 =
b. Determining Mean 2 (M2) with formula:
d. Determining Standard of Deviation Score of Variable Y, with
e. Determining Standard Error of Mean of Variable X, with formula: SEM1 =
33
h. Determining to with formula:
t
o=
M1−M2 SEM 1−M 2
=
26.42−221.07
=
4.421.07 = 4.13i. Determining t-table in significance level 5% with Degree of Freedom (df):
df = (N1+N2) – 2 = (28 + 28) – 2
= 54
Because the value of 54 is not mentioned in the table, the writer used the closer value to 54 is 60 as degree of freedom. The writer gained t-table;
Degree of significance 5% = 2.01 (see appendix) ttable = 2.01
j. The comparison between to and t-table
From the calculation above, it is clear that the score of the experiment class is higher than the score of controlled class. The writer also got the result of the comparison between to and t-table;
4.13 > 2.01 = to > ttable
From the result of statistic calculation, it was found that the value of the to was 4.13 and the degree of freedom (df) was 54. In
this research, the writer used the degree of significance 5%. It can be seen that the df and degree of significance 5%=2.01.
By comparing the value of to = 4.13 and t-table on the
degree of significance 5% = 2.01, the writer summarized that to was
10.The Testing of The Hypotheses
To prove the hypothesis, the data that was obtained from the experiment and the controlled class was calculated by using t-test formula with the assumption as follows:
a. If to > ttable : The alternative hypothesis (Ha) is accepted and the
null Hypothesis is rejected. It means that there is significant difference between the result after teaching vocabulary with The Jakarta Post newspaper articles and with textbooks at the second grade of MTs. Al-Khairiyah Jakarta Selatan.
b. If to < ttable : The alternative hypothesis (Ha) is rejected and the
35
B. The Findings of the Research 1. The Description of the Data
From the two tables below (2 and 3), there seem to be score improvement in both, experiment class and controlled class. The explanations are as follow.
The table of experiment class (table 2) showed that the students’ scores of post-test was higher than pre-test. It can be seen in the columns of students’ gained scores. In this column, the writer got the data after finishing the treatments by using The Jakarta Post newspaper articles.
The table of controlled class (table 3) also showed that the students’ scores of post-test was higher than pre-test. It can be seen in the columns of students’ gained scores. The writer got the data after finishing the treatments by using textbooks.
For more complete data see tables below:
Table 3.3
The Students’ Scores of Experiment Class (II D)
Students’
Identification
Number (N1)
Pre-Test Post-Test Gained Scores
1 60 88 28
2 48 72 24
3 56 84 28
4 48 72 24
5 56 84 28
6 56 80 24
7 56 88 32
8 48 72 24
10 52 88 36
37
Table 3.4
The Students’ Scores of Controlled Class (II A)
Students’
Identification
Number (N2)
Pre-Test Post-Test Gained Scores
1 44 64 20
2 48 72 24
3 60 84 24
4 56 80 24
5 52 72 20
6 48 68 20
7 52 76 24
8 64 84 20
9 48 68 20
10 52 72 20
11 60 84 24
12 40 64 24
13 52 68 16
14 48 72 24
15 40 68 28
16 44 64 20
17 52 72 20
18 56 72 16
19 40 68 28
20 52 76 24
21 60 72 12
22 52 80 28
23 48 72 24
24 60 84 24
26 48 72 24
27 52 72 20
28 60 80 20
N = 28
1432
Average:
1432
28 = 51.14
2048
Average:
2048
28 = 73.14
616
Average:
606
28 = 22
From the data of controlled class above, it can be seen that the lowest score of pre-test is 40 and the highest score is 64. Then the lowest score of post-test is 64, and the highest score is 84. It means that post-test score is higher than pre-test.
2. The Interpretation of the Data
Based on the analysis of the result above, it can be observed that the scores of students who have been taught vocabulary by using The Jakarta Post newspaper articles are higher than those who have been taught by using textbooks. It means that improving the students’ vocabulary mastery by using The Jakarta Post newspaper articles is more effective than by using textbooks since the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected.
39
CHAPTER IV
CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions based on the research at the second grade of “MTs. Al-Khairiyah Jakarta Selatan”.
A. Conclusions
As the writer wrote in the first chapter, that he intended to find the empirical evidence whether or not there is an influence between the using of the Jakarta Post newspaper articles toward the students’ vocabulary mastery. Therefore, he done this research and after conducting the research, the writer got the calculation, which is shown in the fourth chapter to is 4.31 and ttable of
degree of significance 5 % is 2.01. It means that alternative hypothesis (Ha) is accepted and null hypothesis is rejected because to > ttable. Therefore, it can
be inferred that teaching English vocabulary by using The Jakarta Post newspaper articles has a significant influence and it is more effective than teaching English vocabulary by using textbooks.
B. Suggestions
BIBLIOGRAPHY
Aeborsold, Jo Ann and Field, Marry Lee. From Reader to Reading Teacher, New York: Cambridge University Press, 1997.
Azar, Betty Schrampfer. Understanding and Using English Grammar, Englewood Clifss: Prentice Hall, Inc., 1989.
Berardo, Sacha Anthony. The Use of Authentic Materials in the Teaching Reading, ( The Reading Matrix: vol. 6, No. 2, September 2006).
Bridges, Charles. W. and Lunsford, Ronald. F. Writing: Discovering from and Meaning, Belmont: Wardsworth, Inc., 1984.
Brown, H. Douglas. Principles of Language Learning and Teaching, 4 th ed. New York: Longman, 2000.
Burton, S. H. and Humpries, J. A. Mastering English Language, London: The Macmillan press, 1992.
Crow, John. T. Vocabulary for Advanced Reading Comprehension the Key Word Approach, New York: Prentice Hall Regents, 1986.
David, Grambs. Words about Words, New York: Cambridge University Press, 1984.
Finnochiaro, Marry. English as a second Language: from theory to practice, fourth edition, New York: Prentice Hall Regents, 1989.
Frenc Allen, Virginia. Teaching Vocabulary, New York: Oxford University Press, 1983.
Harmer, Jeremy. The Practice of The Language Teaching, New Edition, London and New York: Longman, 1991.
Hornby, A. S. Oxford Advanced Learner’s Dictionary, Oxford: Oxford University Press, 2000.
John, Millie and M. Yates, Paulene. Basic Language, New York: Harper and Row Publishing, inc., 1982.
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Kufaishi, Adil. “A vocabulary Building Program is A Necessary not A Luxury, English Teaching Forum, Vol. XXVI, No. 2, April 1998.
Long, Micheal. H. and Richards, Jack. Methodology in TESOL: A Book of Reading, New York: New Bury House Publishers, 1987.
Navajo, Opium. Encyclopedia Americana, New York: Grolier Incorporated, 1995. Pemagbi, Joe. “Using Newspapers and Radio in English Language Teaching: The
Sierra Leona Experience”, Forum Vol. 33, no 3 (July, 1995).
Sanderson, Paul. Using Newspapers in the Classroom, New York: Cambridge University Press, 1999.
Sudjiono, Anas. Pengantar Statistik Pendidikan, Jakarta: Rajagrafindo Persada, 2007.
Ur, Penny. A Course in Language Teaching: Practice and Theory, New York: Cambridge University Press, 1996.
THE SCHOOL PROFILE
A. The Profile of MTs. Al-Khairiyah Jakarta Selatan
School : MTs. Al-Khairiyah
Address : Jl. Mampang Prapatan IV No. 74
Phone : (021) 7941228
Year of Establishment : 1968
Status : Private
Website :www.alkhairiyah.sch.id
B. The Teachers’ Profile
1. The Number of English Teacher
There are two English teachers who teach in MTs. Al-Khairiyah Jakarta Selatan, and the table below will inform about their educational background.
Table 5
The English Teacher Qualifications of MTs. Al-Khairiyah Jakarta Selatan
No. Name
Degree of Education
Almamater
1 Iwan Syafi’I, S. Pd S1 UIA Jakarta
2 Dra. Eny Maryani S1 IAIN Jakarta
43
2. The Teacher’ textbooks
The textbooks which are used by the teacher are: Real Time 2, Nina Bates, Jakarta: PT. Phibeta Aneka Gama, 2005 and Galileo; Gali Ilmu Lebih Optimis, Drs. Haryadi, Klaten: CV. Grafika Dua Tujuh, 2010.
3. The Curriculum
The curriculum used by the teacher is school based curriculum or “Kurikulum Tingkat Satuan Pendidikan” (KTSP) which indicators are developed to make his own syllabus.
4. The Teacher’s Teaching Method
45
45 50 60 70 80 90 100 125 150 200 300 400 500 1000
2.02 2.01 2.00 2.00 1,99 1,99 1,98 1,98 1,98 1,97 1,97 1,97 1,96 1,96
