Pre – Test
English Vocabulary Test
Instruction :
1. Pray before doing test.
2. Read the instruction and questions carefully and do the best by yourself. 3. Check the answer before submitting the test sheet.
A.Choose the correct answer by crossing the word in the box a , b , c , and , d! (things in the house)
1. There is a metalic....
a. spoon b. knife c. cut d. fork
2. What is the woman doing?
a. the woman is dancing on the floor b. the woman is running on the track c. the woman is jumping on the road d. the woman is walking on the road
3. There are ... on the picture
a. shoes b. slippers c. heels d. gloves
4. There is a .... cupboard
5. There is an elephant which has two... a. horns
b. tusks c. wings d. tails
6. There is a girrafe which has a.... neck a. long
b. short c. big d. tall
7. A person who cooks in the restaurant is.... a. a cashier
b. a waiter c. a chef d. a waitress
8.
There are a white.... a. owls
b. hawks c. pigeons d. eagles
9. There is a ...
a. skirt b. rock c. trouser d. shock
10. There are birds fyling in the... a. ocean
B. Arrange the letters into correct words! (Things in the kitchen / Food)
11. H-E-S-C-E-E 12. G-G-E 13. O-P-O-N-S 14. M-K-I-L 15. A-L-T-S 16. P-P-E-P-R-E 17. M-B-O-U-C 18. O-C-F-F-E 19. O-W-L-B 20. T-E-E-S-W
C. Match the words on the left (A) with the words on the right (B) which have a right meaning !
21.Cupboard
30.Jack Fruit
a.
Almari
ANSWER KEYS
Post – Test 1
English Vocabulary Test
Instruction :
1. Pray before doing test.
2. Read the instruction and questions carefully and do the best by yourself. 3. Check the answer before submitting the test sheet.
A. Choose the correct answer by crossing the word in the box a , b , c , and , d! (Things in the house)
1. There are.... in the house.
a. brooms b. baskets c. pillows d. tables
2. There is a woman... the hill.
a. jumping b. walking c. climbing d. diving
3. there is a .... on the picture.
a. grey ring b. blue ring c. red ring d. gold ring
4. there are fives birds flying in the .... a. ground
5. The man has .... hair
a. long b. pony c. curly d. brown
6. There is an elephant which has two.... a. horns
b. tusks c. wings d. tails
7. There is a man ...
a. catching the ballon b. erupting the ballon c. blowing the ballon d. playing the ballon
8. There is monkey which has ...tail
a. tall b. big c. long d. short
9. There is a...
B. Arrange the letters into correct words! (Things in the kitchen/Food)
21.Meat Ball
22.Basket
23.Wallet
24.Milk shake
25.Fried Onion
26.Satay
r.
Kentang goreng
s.
Cabai
Post – Test 2
English Vocabulary Test
Instruction :
4. Pray before doing test.
5. Read the instruction and questions carefully and do the best by yourself. 6. Check the answer before submitting the test sheet.
D.Choose the correct answer by crossing the word in the box a , b , c , and , d! (Things in the house)
1. There are five.... on the road.
e. pedicabs f. cycles g. motor cycles h. cars
2. There is a man who has ... nose. e. flat
f. big g. small h. long
3. There are five....
4. There are 4 ducks swiming in the .... e. ground
f. air g. rock h. water
5. There is a black....on the picture.
e. bowl f. cup g. plate h. glass
6. There is a man .... in the ocean. e. diving
f. swimming g. surfing h. drinking
7. There is a man ...
e. catching the ballon f. erupting the ballon g. blowing the ballon h. playing the ballon
8. There is monkey which has ...tail
9. There is a... e. water melon f. jackfruit g. grape h. longan
10. There is a farmer who.... in the field. e. planting
f. running g. walking h. sleeping
E. Arrange the letters into correct words! (Things in the kitchen/Food)
F. Match the words on the left (A) with the words on the right (B) which have a right meaning !
A B
21.Meat
22.Broom
23.Knife
24.Cucumber
25.Longan
26.Tempeh
27.Box
28.Fan
29.Glass
30.Doll
dd.
Pisau
ee.
Daging
ff.
Gelas
gg.
Sapu
hh.
Cabai
ii.
Boneka/Wayang
jj.
Kotak
kk.
Kelengkeng
ll.
Gelas
LESSON PLAN CYCLE 1, ACTION 1
School : SMK MUHAMMADIYAH 3PWT
Subject : English
Grade / Semester : X/ 2 (two)
Theme / Topic : Things in the house (There is/are) Target Language : Vocabulary
Skill : Writing
Time Allocation : 2 x 45 Minutes
A. STANDARD COMPETENCE
1.Applying the vocabulary word the by using “there is/are”accurately and appropriately in daily life contexts
B. BASIC COMPETENCE
1.5 Applying the vocabulary word the by using “there is/are” in the form of written text accurately and appropriately in daily life contexts
C. INDICATORS
1. Identifying the vocabulary word the by using “there is/are” according to the time and place happened.
2. Analyzing the vocabulary word the by using “there is/are” according to the time and place happened.
3. Implementing the vocabulary word by using “there is/ are”according to the time and place happened.
D. LEARNING OBJECTIVES
In the end of the lesson, the students will be able to:
1. Identify the vocabulary word the by using “there is/are” according to the time and place happened.
3. implement the vocabulary word by using “there is/ are” according to the time and place happened.
Character building might be developed by this lesson : Trustworthiness
Self- respecting Self- confidence
E. Learning Material
There is andThere are means something exists.
1. There is
Use “there is” (there’s) for a noun- singular Example:
- There is a mouse in the bag - There is a book on the table
2. There are
Use “there are” for a noun- plural Example:
- There are four girls in a team - There are books on the table
Negative form of “there is” and “there are”
Example:
There is a car There isn’t a car
There are four balls There aren’t four balls
*place there is and there are at the start of a sentence.
Questions with there is and there are
Place is or are in front of there to form a question Example:
- There are pens on the table. - Are there pens on the table?
Formula
For singular form
(+) There is + singular noun (-) There is + not + singular noun (?) Is there + singular noun.
Example
1. There is a car in front of my house. 2. There is not a car in front of my house 3. Is there a car in front of my house ?
For plural form
(+) There are + Plural Noun (-) There are + not + Plural Noun (?) Are there + Plural Noun Example:
1 There are any flowers behind my house 2 There are not any flowers behind my house. 3 Are there any flowers behind my house?
F. LEARNING METHOD
1. Approach : Direct Method
2. Technique : Discussion,Snakes and Ladders game
G. MEDIA AND LEARNING SOURCES
2. Learning sources : - Bring Me to The World professional Worker (English for Vocational Schools Book 2)
- www.indo-english.com
H. LEARNING ACTIVITY
Stages Activities
Opening Teacher activities Students Class room
A. Orientation
Open the learning attendance list.
Answer teacher’s calling
B. Apperception Teacher gives brainstorming to the students by
showing the
pictures and gives some questions related to the questions.
Students look at the pictures
Students may ask more information about the picture
Teacher gives further information about the picture
Teacher asks the students to guess
the material which is going to belearnt
going to be learnt
C. Motivation Explaining: why the students need
to study
vocabulary in there is/are.
Main activities
A. Exploration Teacher shows some pictures related to the material .
Students analyze the picture
Teacher gives some example of there is/are
Students find the vocabulary dealing with the picture.
Teacher and
students discuss together about the use of vocabulary . B. Elaboration Teacher asks the
students to make groups consist of 5-6 students.
Students make a group consist of 4 students.
Teacher distributes
Snakes and
Ladders board game to each group.
Teacher gives some instructions to the students.
Teacher asks the studens to analyze the vocabulary
Students pay
attention to the teacher’s
based on the pictures
Teacher monitors
the group’s
activities
Students practice describing things based on the board in spoken form.
Teacher asks each group to make 5 sentences there is/are related to the about the material given.
Teacher gives feed
back to the
students.
Teacher reviews the material given
Pay attention to the teacher’s review.
Clossing Teacher concludes the material that has been learnt
I. Assessment
Formula for essay question
No. Criteria/Aspect Skor
Task 1
Correct answer Wrong answer
4 0
= × 100%
Sign Purwokerto,January2015
Guru pamong
J. APPENDIXES 1. Apperception
2.
3.
Task 1
Answer the following question based on your own words!
1. ……a new moon tonight 2. ……a mailbox on the corner.
3. (+) There is a flag at the top of the building. (–)………..
4. ……elevator in the building ?
5. (+) There are ten new words in this lesson. (–)……….
(?)……….
Answer Keys
Task 1
1.There is a new moon tonight 2.There is a mailbox on the corner.
3.(-) There is not a flag at the top of the building. (?) Is there a flag at the top of the building?
4.Are there elevators in the building?
LESSON PLAN CYCLE 1, ACTION 2
School : SMK MUHAMMADIYAH 3PWT
Subject : English
Grade / Semester : X/ 2 (two) Theme / Topic : There is/are Target Language : Vocabulary
Skill : Speaking
Time Allocation : 2 x 45 Minutes
A. STANDARD COMPETENCE
1.Applying the vocabulary word the by using “there is/are” accurately and appropriately in daily life contexts
B. BASIC COMPETENCE
1.5 Applying the vocabulary word the by using “there is/are” in the form of written text accurately and appropriately in daily life contexts
C. INDICATORS
1. Identifying the vocabulary word the by using “there is/are” according to the time and place happened.
2. Analyzing the vocabulary word the by using “there is/are” according to the time and place happened.
3. Producing the vocabulary word by using “there is/ are” according to the time and place happened.
D. LEARNING OBJECTIVES
In the end of the lesson, the students will be able to:
1. Identifythe vocabulary word the by using “there is/are” according to the time and place happened.
2. analyze the vocabulary word the by using “there is/are” according to the time and place happened.
Character building might be developed by this lesson : Trustworthiness
Self- respecting Self- confidence
E. Learning Material
There is andThere are means something exists.
1. There is
Use “there is” (there’s) for a noun- singular Example:
- There is a mouse in the bag - There is a book on the table
2. There are
Use “there are” for a noun- plural Example:
- There are four girls in a team - There are books on the table
Negative form of “there is” and “there are”
Example:
There is a car There isn’t a car
There are four balls There aren’t four balls
*place there is and there are at the start of a sentence.
Questions with there is and there are
Place is or are in front of there to form a question Example:
Formula
For singular form
(+) There is + singular noun (-) There is + not + singular noun (?) Is there + singular noun.
Example
1. There is a car in front of my house. 2. There is not a car in front of my house 3. Is there a car in front of my house ?
For plural form
(+) There are + Plural Noun (-) There are + not + Plural Noun (?) Are there + Plural Noun Example:
1 There are any flowers behind my house 2 There are not any flowers behind my house. 3 Are there any flowers behind my house? List of thing on the picture
F. LEARNING METHOD
1. Approach : Direct Method
2. Technique : Discussion,Snakes and Ladders game
G. MEDIA AND LEARNING SOURCES
1. Teaching aids : laptop, board marker, white board
2. Learning sources : - Bring Me to The World professional Worker (English for Vocational Schools Book 2)
H. LEARNING ACTIVITY
Stages Activities
Opening Teacher activities Students Class room
A. Orientation
Open the learning attendance list.
Answer teacher’s calling
B. Apperception Teacher gives brainstorming to the students by
showing the
pictures and gives some questions related to the questions.
things?
Students may ask more information about the picture.
Teacher gives further information about the picture
Teacher asks the C. Motivation Explaining: why
the students need
to study
vocabulary in there is/are.
Main activities
A. Exploration Teacher shows some pictures related to the material .
Students analyze the picture
Teacher gives some example of there is/are
Students find the vocabulary dealing with the picture.
Teacher and
students discuss together about the use of vocabulary . B. Elaboration Teacher asks the
Teacher distributes
Snakes and
Ladders board game to each group.
Teacher gives some instructions to the students.
Students pay
attention to the teacher’s
instruction and play snakes and ladders game.
Teacher asks the studens to analyze the vocabulary based on the pictures
Teacher monitors
the group’s
activities
Students play the snakes and ladders game
Students practice describing things based on the board in spoken form.
Teacher asks each group to make a conversation based on the picture and about the material given.
Teacher gives feed
back to the
students.
Teacher reviews the material given
Pay attention to the teacher’s review.
Clossing Teacher concludes the material that has been learnt
I. Assessment
No. NamaSiswa
AspekPenilaian
Kompeten/belumkompeten
Fluency Accuracy Total
Pron. Into. Gram.
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaranberbicaradankemampuanmembedakantingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, diselingisedikitkeraguan 3. Fair (2) = jelastapitersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan Grammar 1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingisedikitkeraguan 3. Fair (1) = jelastapitersendat
Sign Purwokerto,January2015
J. APPENDIXES
1. Apperception
2.
LESSON PLAN CYCLE 2, ACTION 1
School : SMK MUHAMMADIYAH 3PWT
Subject : English
Grade / Semester : X/ 2 (two) Theme / Topic : Menus Target Language : Vocabulary
Skill : Writing
Time Allocation : 2 x 45 Minutes
A. STANDARD COMPETENCE
1.Understanding simple memos and menus,schedule of public transport trips, and signs-traffic signs
B. BASIC COMPETENCE
1.6Understanding simple memos and menus, schedule of public transport trips, and signs-traffic signs in the form of written text accurately and appropriately in daily life contexts
C. INDICATORS
1. Identifying vocabulary in the menus. 2. Analyzing vocabulary in the menus. 3. Implementing vocabulary in the menus.
D. LEARNING OBJECTIVES
In the end of the lesson, the students will be able to: 1. identify vocabulary in the menus correctly. 2. Analyze vocabulary in the menus correctly. 3. implement vocabulary in the menus correctly.
Character building might be developed by this lesson : Trustworthiness
E. LEARNING MATERIAL
Definition of Menus :
- list of dishes available at a restaurant (the dishes making up a meal)
- the food and drink that are regularly served or consumed(the dishes making up a meal)
F. LEARNING METHOD
1. Approach : Direct Method
2. Technique : Discussion,Snakes and Ladders game
G. MEDIA AND LEARNING SOURCES
1. Teaching aids : laptop, board marker, white board 2. Learning sources :
- Bring Me to The World professional Worker (English for Vocational Schools Book 2)
- www.indo-english.com
H. LEARNING ACTIVITY
Stages Activities
Opening Teacher activities Students Class room
A. Orientation
Open the learning process
Check the student’s
attendance list.
Answer teacher’s calling
B. Apperception Teacher gives brainstorming to the students by
showing the
pictures and gives some questions related to the questions.
Students look at the pictures
Students may ask more information about the picture
Teacher gives further information about the picture
Teacher asks the
C. Motivation Explaining: why the students need
to study
vocabulary in menus.
Main activities
A. Exploration Teacher show pictures related to
the material
(menus)
Teacher explain the material about menus
Students pay
attention to the teacher’s
Teacher and students discuss together about the use of vocabulary B. Elaboration Teacher asks the
Teacher distributes
Snakes and
Ladders board game to each the vocabulary based on the pctures
Teacher monitors
the group’s
activities
Students pay
attention to the teacher’s
instruction and play snakes and ladders game.
Students discuss with their own partners in each group to play the
game and
understanding the vocabulary in the board
about the material given.
Teacher gives feed
back to the
students.
Teacher reviews the material given
Pay attention to the teacher’s review.
Clossing Teacher concludes
the material that has been learnt Teacher closes the learning process
I. Assessment
Formula for essay question
No. Criteria/Aspect Skor
Task 1
Correct answer Wrong answer
4 0
Sign Purwokerto, January 2015
Guru pamong
Appendix
1.
2.
LESSON PLAN CYCLE 2, ACTION 2
School : SMK MUHAMMADIYAH 3PWT
Subject : English
Grade / Semester : X/ 2 (two) Theme / Topic : Menus Target Language : Vocabulary
Skill : Speaking
Time Allocation : 2 x 45 Minutes
A. STANDARD COMPETENCE
1. Understanding simple memos and menus, schedule of public transport trips, and signs-traffic signs
B. BASIC COMPETENCE
1.6Understanding simple memos and menus, schedule of public transport trips, and signs-traffic signs in the form of written text accurately and appropriately in daily life contexts
C. INDICATORS
1. Identifying vocabulary in the menus. 2. Analyzing vocabulary in the menus. 3. Producing vocabulary in the menus.
D. LEARNING OBJECTIVES
In the end of the lesson, the students will be able to: 1. identify vocabulary in the menus correctly. 2. analyze vocabulary in the menus correctly. 3. produce vocabulary in the menus correctly.
Character building might be developed by this lesson : Trustworthiness
E. LEARNING MATERIAL
List of menus Meet ball Sataii Fried rice A juice Coffe Steak Burger Fried potato
F. LEARNING METHOD
1. Approach : Direct Method
2. Technique : Discussion,Snakes and Ladders game
G. MEDIA AND LEARNING SOURCES
1. Teaching aids : laptop, board marker, white board
H. LEARNING ACTIVITY
Stages Activities
Opening
Teacher activities Students Class room
A. Orientation
Open the learning attendance list.
Answer teacher’s calling
B. Apperception Teacher gives brainstorming to the students by
showing the
pictures and gives some questions related to the questions.
Students look at the pictures
Students may ask more information about the picture
Teacher gives further information about the picture
Teacher asks the
C. Motivation Explaining: why the students need
vocabulary in menus.
Main activities
A. Exploration Teacher show pictures related to the material. Teacher explain the material about menus
Students pay
attention to the teacher’s
explanation
Teacher and
students discuss together about the use of vocabulary . B. Elaboration Teacher asks the
Teacher distributes
Snakes and
Ladders board game to each the vocabulary based on the pctures
Teacher monitors
the group’s
Students pay
attention to the teacher’s
instruction and play snakes and ladders game.
Students discuss with their own partners in each group to play the
game and
activities
Each students presents their work
Teacher reviews the material given
Pay attention to the teacher’s review.
Clossing Teacher concludes
the material that has been learnt Teacher closes the learning process
I. Assessment
No. NamaSiswa
AspekPenilaian
Kompeten/belumkompeten
Fluency Accuracy Total
Pron. Into. Gram.
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaranberbicaradankemampuanmembedakantingkat
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, diselingisedikitkeraguan 3. Fair (2) = jelastapitersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan Grammar 1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingisedikitkeraguan 3. Fair (1) = jelastapitersendat
4. Poor (0,5) = tidakjelas dan tersendat
Sign Purwokerto, January 2015
Guru pamong
J. Appendix
1
2
TEACHERS’ OBSERVATION
The Indicators of Teachers’ Activities (√)
No Indicators
Action
Cycle 1 Cyle 2
1 2 1 2
1 Preparing the material systematically. 2 Reviewing the previous material. 3 Introducing and explaining the material
using Snakes and Ladders Game. 4 Giving motivation strategies. 5 Telling the aim of the lesson. 6 Giving explanation and example. 7 Asking question to the students.
8 Giving opportunities for asking and giving suggestion.
9 Going round the class to observe the students.
10 Giving feed back after evaluating the students in doing their assignment.
STUDENTS’ OBSERVATION
The Indicators of Students’ Activities (√)
No Students’ activity Score
1 2 3 4 5 1 Pay attention on the material
given
2 Answer question from the teacher 3 Ask the question about the
material
4 Shows enthusiasm to do the assignment
5 Shows a good cooperation with their friends.
Students’ Questionnaire
Petunjuk
1. Berilah tanda centang (√) pada salah satu jawaban ya atau tidak. 2. Jawablah dengan jujur sesuai dengan hati nuranimu.
3. Jawaban ini tidak berpengaruh terahadap nilaimu. 4. Identitas siswa dirahasiakan.
NO Statement YES NO
1 Students feel happy when studying English vocabulary using Snakes and Ladders Game.
2 Students feel better learn vocabulary by using Snakes and Ladders Game.
3 Students feel motivated to learn vocabulary in learning process by applying Snakes and Ladders Game
4 Student feel that Snakes and Ladders Game suitable to be applied in learning English vocabulary.
5 Students more easily understand the English vocabulary by using Snakes and Ladders Game.
6 Students find it easier to remember new vocabulary that already have when see boards/pictures in the game.
7 Students learn Snakes and Ladders Game direction can help to develop vocabulary.
8 Students play Snakes and Ladders Game dice can solve students’ problem in learning English vocabulary.
Table of Students` Score Pre-test Total responden :27
Reach KKM :8 Procentase :29,63 %
No Name Class The Result
Total 1555,7
Table of Students` Score in Post-Test 1
Table of Students` Score in Post-Test 2
Students`Competence in Pre Test
No Name F N P Category
1 Abel Romansah 21 30 70% Good
2 Adimas Zikri Utomo 14 30 46% Fair
3 Aditiya Putra Pratama 12 30 40% Bad
4 Agus Setiono 17 30 56% Fair
5 Ahmad Saputra 17 30 56% Fair
6 Al 'Awal Gagas Putra Haryono 8 30 26% Bad
7 Aldi 21 30 70% Good
8 Anas Muzaki 18 30 60% Fair
9 Ariiq Yundi Santoso 18 30 60% Fair
10 Arman Pramdhani 19 30 63% Good
11 Catur Pamungkas 17 30 56% Fair
12 Danu Budi Kusuma 14 30 46% Fair
13 Dimas Fu`ad Irfanto 21 30 70% Good
14 Dimas Putra Ariyanto 20 30 66% Good
15 Efan Nur Rohman 16 30 53% Fair
16 Esa Yoga Pratama 10 30 33% Bad
17 Febri Nur Fauzi 12 30 36% Bad
18 Feri Bogie Prasetyo 21 30 70% Good
19 Fredy Adhi Prayogo 19 30 63% Good
20 Gilang Adi Santoso 19 30 63% Good
21 Gladys Tabah Rahmatulah 17 30 56% Fair
22 Hafizh Hanan 20 30 66% Good
23 Ichsan Odiesgi Januar Achmad 22 30 73% Good
24 Imam Maulana 21 30 70% Good
25 Isa Permana 22 30 73% Good
26 Juliono 17 30 56% Fair
27 Ranu Rias Prayudi 22 30 73% Good
485 810 1570
Students`Competence in Post-Test 1
No Name F N P Category
1 Abel Romansah 23 30 76% Good
2 Adimas Zikri Utomo 21 30 70% Good
3 Aditiya Putra Pratama 20 30 66% Fair
4 Agus Setiono 22 30 73% Good
5 Ahmad Saputra 20 30 66% Fair
6 Al 'Awal Gagas Putra Haryono 17 30 56% Fair
7 Aldi 23 30 76% Good
8 Anas Muzaki 17 30 56% Fair
9 Ariiq Yundi Santoso 22 30 73% Good
10 Arman Pramdhani 23 30 76% Good
11 Catur Pamungkas 21 30 70% Good
12 Danu Budi Kusuma 21 30 70% Good
13 Dimas Fu`ad Irfanto 23 30 76% Good
14 Dimas Putra Ariyanto 22 30 73% Good
15 Efan Nur Rohman 20 30 66% Fair
16 Esa Yoga Pratama 17 30 56% Fair
17 Febri Nur Fauzi 20 30 66% Fair
18 Feri Bogie Prasetyo 22 30 73% Good
19 Fredy Adhi Prayogo 21 30 70% Good
20 Gilang Adi Santoso 21 30 70% Good
21 Gladys Tabah Rahmatulah 19 30 63% Fair
22 Hafizh Hanan 21 30 70% Good
23 Ichsan Odiesgi Januar Achmad 23 30 76% Good
24 Imam Maulana 23 30 76% Good
25 Isa Permana 23 30 76% Good
26 Juliono 21 30 70% Good
27 Ranu Rias Prayudi 23 30 76% Good
Students`Competence in Post-Test 2
No Name F N P Category
1 Abel Romansah 25 30 83% Very Good
2 Adimas Zikri Utomo 23 30 76% Good
3 Aditiya Putra Pratama 22 30 73% Good
4 Agus Setiono 26 30 86% Very Good
5 Ahmad Saputra 21 30 70% Good
6 Al 'Awal Gagas Putra Haryono 20 30 66% Fair
7 Aldi 25 30 83% Very Good
8 Anas Muzaki 21 30 70% Good
9 Ariiq Yundi Santoso 23 30 76% Good
10 Arman Pramdhani 26 30 86% Very Good
11 Catur Pamungkas 23 30 76% Good
12 Danu Budi Kusuma 23 30 76% Good
13 Dimas Fu`ad Irfanto 26 30 86% Very Good
14 Dimas Putra Ariyanto 25 30 83% Very Good
15 Efan Nur Rohman 22 30 73% Good
16 Esa Yoga Pratama 20 30 66% Fair
17 Febri Nur Fauzi 21 30 70% Good
18 Feri Bogie Prasetyo 25 30 83% Very Good
19 Fredy Adhi Prayogo 23 30 76% Good
20 Gilang Adi Santoso 22 30 73% Good
21 Gladys Tabah Rahmatulah 22 30 73% Good
22 Hafizh Hanan 23 30 76% Good
23 Ichsan Odiesgi Januar Achmad 25 30 83% Very Good
24 Imam Maulana 25 30 83% Very Good
25 Isa Permana 25 30 83% Very Good
26 Juliono 25 30 83% Very Good
27 Ranu Rias Prayudi 25 30 83% Very Good
Table of Result on Each Test
No Test Pre-Test Post-Test 1 Post-test 2 Indicator
1
Total Score 1555,7 2035,4 2105,5 At least 92%
students’ score achieved school Kriteria Ketuntasan Minimal (KKM) which is 70. 2
Average Score 57,62 75,39 77,99
3
Improvement (%) - 70,38 92,60
4
Number of students
Individual Observation Sheet
Cycle 1 Action 1
No Name
Pay attention on the material
given
Answer question from
the teacher
Ask the question about
the material
Shows enthusiasm to
do the assignment
Shows a good cooperation
23 Ichsan Odiesgi Januar A 2 2 1 1 1
24 Imam Maulana 1 2 1 1 1
25 Isa Permana 1 2 1 2 1
26 Juliono 1 1 1 2 1
27 Ranu Rias Prayudi 1 1 1 2 2
Total 43 32 27 40 38
Individual Observation Sheet
Cycle 1 Action 2
No Name
Pay attention on the material
given
Answer question from
the teacher
Ask the question about
the material
Shows enthusiasm to
do the assignment
Shows a good cooperation
23 Ichsan Odiesgi Januar A 2 1 1 1 2
24 Imam Maulana 2 1 1 1 2
25 Isa Permana 1 1 1 1 2
26 Juliono 2 1 1 1 2
27 Ranu Rias Prayudi 2 1 1 1 2
Total 46 38 36 48 51
Individual Observation Sheet
Cycle 2 Action 1
No Name
Pay attention on the material
given
Answer question from
the teacher
Ask the question about
the material
Shows enthusiasm to
do the assignment
Shows a good cooperation
23 Ichsan Odiesgi Januar A 2 2 2 2 3
24 Imam Maulana 2 2 2 2 2
25 Isa Permana 2 2 2 2 2
26 Juliono 2 2 2 2 2
27 Ranu Rias Prayudi 2 2 2 2 2
Total 56 55 54 57 73
Individual Observation Sheet
Cycle 2 Action 2
No Name
Pay attention on the material
given
Answer question from
the teacher
Ask the question about
the material
Shows enthusiasm to
do the assignment
Shows a good cooperation
23 Ichsan Odiesgi Januar A 3 3 2 2 3
24 Imam Maulana 2 2 2 2 3
25 Isa Permana 2 2 2 3 3
26 Juliono 2 2 2 2 3
27 Ranu Rias Prayudi 3 2 2 2 3
Total 69 64 62 74 86
Student’s Observation Result in Cycle 1
assignment
29,63% 35,55% 5,92%
5 Shows a good cooperation with their friends.
28,15% 37,78% 9,63%
Total 137,33% 162,22% 24,89%
Average 27,47% 32,44% 4,98%
Total averages student`s activities 29,95%
Student’s Observation Result in Cycle 2
No Students' activities Act I Act II Differences
1 Pay attention on the material given 41,49% 51,11% 9,62% 2 Answer question from the teacher 40,75% 47,41% 6,66% 3 Ask the question about the material 40% 45,93% 5,93% 4 Shows enthusiasm to do the
assignment
42,22% 54,82% 12,6%
5 Shows a good cooperation with their friends.
54,08% 63,71% 9,63%
Total 218,54% 262,98% 44,44%
Average 43,71% 52,59% 8,88%
Total averages student`s activities 48,15%
Teacher Observation Result in Cycle 1 Action 1
No Teacher`s activities Implementation
Yes No
1 Preparing the material systematically.
2 Reviewing the previous material.
3 Introducing and explaining the material using Snakes and Ladders game.
4 Giving motivation strategies.
5 Telling the aim of the lesson.
6 Giving explanation and example.
7 Asking question to the students.
8 Giving opportunities for asking and giving suggestion.
9 Going round the class to observe the students.
10 Giving feedback after evaluating the students in doing their assignment.
Total 5 5
Teacher Observation Result in Cycle 1 Action 2
No Teacher`s activities Implementation
Yes No
1 Preparing the material systematically.
2 Reviewing the previous material.
3 Introducing and explaining the material using Snakes and Ladders game.
4 Giving motivation strategies.
5 Telling the aim of the lesson.
6 Giving explanation and example.
7 Asking question to the students.
8 Giving opportunities for asking and giving suggestion.
9 Going round the class to observe the students.
10 Giving feedback after evaluating the students in doing their assignment.
Total 7 3
Precentage 70% 30%
Teacher Observation Result in Cycle 2 Action 1
No Teacher`s activities Implementation
Yes No
1 Preparing the material systematically.
2 Reviewing the previous material.
3 Introducing and explaining the material using Snakes and Ladders game.
4 Giving motivation strategies.
5 Telling the aim of the lesson.
6 Giving explanation and example.
7 Asking question to the students.
8 Giving opportunities for asking and giving suggestion.
9 Going round the class to observe the students.
10 Giving feedback after evaluating the students in doing their assignment.
Total 7 3
Students’ Questionnaire Result
NO
Statement
YES % No %1 Students feel happy when studying English
vocabulary using Snakes and Ladders Game. 27 100% 0 0
2 Students feel better learn vocabulary by using
Snakes and Ladders Game. 20 74,08 7 25,92%
3 Students feel motivated to learn vocabulary in learning process by applying Snakes and Ladders Game
17 62,96% 10 37,07% 4 Student feel that Snakes and Ladders Game
suitable to be applied in learning English vocabulary.
15 55,55% 12 44,44% 5 Students more easily understand the English
vocabulary by using Snakes and Ladders Game. 18 66,66% 9 33,33%
6 Students find it easier to remember new vocabulary that already have when see boards/pictures in the game.
24 88,88 3 11,11% 7 Students learn Snakes and Ladders Game
direction can help to develop vocabulary. 6 22,22% 21 77,77%
8 Students play Snakes and Ladders Game dice can solve students’ problem in learning English vocabulary.
0 0 27 100%
Total 127 470,35 89 329,04
Average 15,87 58,80 11,12 41,20
Teacher Observation Result in Cycle 2 Action 2
No Teacher`s activities Implementation
Yes No
1 Preparing the material systematically.
2 Reviewing the previous material.
3 Introducing and explaining the material using Snakes and Ladders game.
4 Giving motivation strategies.
5 Telling the aim of the lesson.
6 Giving explanation and example.
7 Asking question to the students.
8 Giving opportunities for asking and giving suggestion.
9 Going round the class to observe the students.
10 Giving feedback after evaluating the students in doing their assignment.
Total 9 1
