A "Skripsi"
Submitted to the Faculty ofTarbiyah and Teachers' Training in a Partial
Fulfillment of the Requirements for the Degree of Strata I (SI)
By:
HAMAMATUL HASANAH NIM: 104014000365
'fgL
No. Induk
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY
OI•'
TARBIYAH AND TEACHERS' TRAH\JNGSY ARIF IUDAY ATULLAH STATE ISLAMtC UNIVERSITY
.JAKARTA
USING PICTURES IN TEACHING VOCABULARY
AT ODD SMESTER FOR SECOND GRADE STUDENTS
FOR S!VlP ARRAISIYAH P Al\'IULANG BARA T
A "Skripsi"
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I
PE<\.'PUST
tJrAMA
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UIN SYAHID JAKARTA
. .
Submitted to the Faculty ofTarbiyah and Teachers' Training in a Partial Fulfillment of the Requirements for the Degree of Strata I (SI)
Approved by the Advisor
Drs. H. Sunardi Kartowisastro Dill,_ Ed
NIP. 150 022 779
-DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS' TRAINING
SY ARIF HIDAY ATULLAH ST ATE ISLAMIC UNIVERSITY
.JAKARTA
ｔｨｴｾ＠
examination committee of
t.11e
Faculty of
Tarbiyah
and Teachers'
Training certifies that the "skripsi" (scientific paper) entitled "Using Pictures in
Teaching Vocabulary at Odd Semester for Second Grade Students of SMP
Arraisiyah Pamulang Barat" written by Haman1at11l Hasanah, student's
registration mm1ber:
I04014000365,
was
examined by the committee on March 4,
2009 This "skripsi" has fulfilled one of
the
requirements for the Degree of Strata 1
(SI) in English Education Department.
The Examination Committee
Chairman
: Drs. SyaukJ._..,M.PQ,_
Secretary
NIP. 150 246 289
: Neneng Sunengsih, S.Pd
NIP. 150 293 236
Examiners
:
I.
Prof. Dr. Mulyanto Sumardi, M.A
2.
Dra.
Hidayati. M. Pd
NIP.150231927
Acknowledge by:
Jakarta, March 4, 2009
ｾＭ
(
...
)
!
(
...
1)
Dean ofTarbiya and Teacher's Training Faculty
ABSTRACT
Hasanah, Hamamatul. 2009, Using Pictures in Teaching Vocabulary at Odd
semester for Second Grade Studems <!f'SMP Arraisiyah Pamu/ang
Baral. Skripsi, Department of English Education, The Faculty of Tarbiyah and Teachers' Training, Syarif Hidayatullah State Islamic University Jakarta
Advisor: Drs. Sunardi Kartosiwastro Dip!. Ed
Key words : Pictures, Vocabula1y
This study aimed at describing the implementation of using pictures in teaching vocabulary. It includes the teaching preparation made by the English teacher, the improvement of students vocabulary mastery by using pictures.
This study is categorized as experimental, it is called experimental study because it is intended to describe the objective condition about the implementation of using pictures in teaching vocabulary. Besides this study is also called evaluative, because it tries to evaluate objectively about the use of pictures in that school. The subject of this study is an English teacher and supplemented with 64 students which is took randomly from four classes of eight grade. The techniques used in collecting the data are observations, documentations, questionnaires and test.
The findings of the study that (!) the teaching preparation made by the English teach•;r was poor, (2) the implementation of using pictures in teaching vocabulary applied well, (3) teaching vocabulary by using pictures is not only has some advantages but also has some disadvantages that need to be concern to, ( 4) the students' ｳ｣ｯｲｾ＠ average before using pictures in learning the present continuous tense is 66 or can be categorized as "enough standard". Meanwhile, the student5 score average after learning the present continuous tense through pictures is 81 or can be classified as "good standard".
Baral,
Skripsi, Jurusan Pendiclikan Bahasa lnggris, Fakultas Tarbiyah
dan llmu Keguruan, UIN Syarif Hidayatullah Jakarta.
Pembimbing: Drs.H. Sunardi Ka11owisastro Dip. Ed
Kata Kunc1:
Gambar, Kosakata
Penelitian ini dittijukan untuk menggambar'.rnn kondisi yang objektif dalam
ｰｾｮｧｧｵｮ｡｡ｮ＠
media gambar dan dalam pengajaran kosakata di kelas
2 Siv!P Arraisiyah
Pamulang2 Barat. Hal ini mencakup tentnang implementasi penggunaan media garnbar
dalam penagjaran kosakata bahasa lnggris di kelas, persiapan mengajar yang dibuat oleh
mereka, dan juga mengatahui sejauh mana pengasaan kosakata terhadap sisawa setalah
menggunakan media gambar..
Adapun tujuan dari penelitian ini adalah umtuk memeperoleh informasi tentang
pengajaran kosakata Bahasa Inggris dengan 111enggunakan n1edia gan1bar di kc!as 2
SMP Ar··aisiyah Pamulang Barat.. Sampel yang diambil dalam penelitian in! sebanyak
64 sbva kelas dua dan seorang guru Bahasa lnggris. f"enelitian ini mcnggunakan
metode eksperimental dengan menggunakan instrument angket, mcngumpulkan data
dokumentasi, observasi, tes, dan wawancara.
Hasil yang diperoleh dari penelitian ini membuktikan bahwa (I) pcrsiapan
mengajar yang dib.uat oleh guru Bahasa Inggris dibawah standar kurikulum terkini,
(2)penerapan pengajaran kosakata sudah cukup bagus, (3) guru Bahasa I nggris masih
mengalami kesulitan dalam proses belajar - mengajar tidak hanya masalah kebabasaan
tetapi juga masalah diluar itu, (4) rata - rata nilai siswa sebelum menggunakan media
gambar dan pe11anyaan petunjuk adalah 62 atau bisa dikualifikasikan "standar .:ukup".
Sedangkan nilai siswa setelah mempelajari kosakata melalui media gambar dan
pertanyaan oetunjuk adalah 84 dan ini dapat digolongkan kedalam "standar baik".
ACKNOWLEDGEMENT
Jn the nwne of Allah, the Most Gracious, the Most lvlerc(fid
All praise be to Allah, lord of the worlds who has bestowed upon the writer in the completing this "skripsi". Peace and blessing be upon our prophet Muhammad Saw, his family, his companions, and his followers.
This "skripsi" is presented to the English Department of the Faculty of Tarbiyah and Teachers Training, State Islamic University Syarif 1-lidayatullah Jakarta as partial folfillment of the requirement for the Degree of Strata 1 (S])
The writer would like to express her great honor and deepest gratitude to the her beloved father (H. Muntaha), her mother (Ai111. Hj. Atikah), all her brothers and sisters, and their all families, who always provide the encouragement and incentive for the writer to get on and complete this "skripsi".
The writer also would like to express her thanks and great gratitude to her advisor Drs.H.Suna1di Kartowisastro Dip. Ed, who has helped her to make the whole process bearable because of his constructive comments, criticism, suggestions, and way out of certain problems.
Her gratitude also goes to:
I. All ｬ･｣ｴｵｾ･ｳ＠ of English department for their encouragement to the writer. 2. Ors. Sya"1q;, M. Pd. as the Head of English Department.
3. Neneng Sunengsih S. Pd. as the secretary of English Department
4. Prof. Dr. Dede Rosyada as The Dean of Faculty ofTarbiyah and Teachers Training. 5. Anwar S. Pd as the head of SMP Arraisiyah Pamulang Barnt.
6. All her beloved friends for their encouragement, support and suggestion.
May Allah, the Almighty bless them all, amen
l·inally the writer realized that this "skripsi" is not pcrlCctyet: therefore the writer v•otild like to accept constructive suggestion and criticism to make th is "skripsi" better.
Jakarta, March 4. 2009
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENTS ... iii
LIST OF APPENDICES ... iv
CHAPTER I : INTRODUCTION
A.Background of the Study ... 1
B. Objectives of the Study ... 3
C. Limitation and Formulation of the Study ... 3
D. Research Methodology ... 3
E. Significance of the Study ... 3
F. Organization of the Skripsi ... 4
CHAPTER H: THEORITICAL FRAMEWORK
A.General Concept of Vocabulary
I.
Definition of Vocabulary ... 5
2. Kinds of Vocabulary ... 6
3. Principles of Vocabulary ... 7
4. Problems of Teaching Vocabulary ... 8
B. Pictures
1. Definition of Pictures ... 9
2. Kinds of Pictures ... 10
3. The Functions of Pictures ... 11
CHAPTER III : RESEARCH METHODOLOGY AND FINDINGS
A.Research Methodology ... 13
Ai:;pendix I
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
LIST OF APPENDICES
The Table of Discriminating Power
The Table of Difficuly Index
The Table of Validity Test
The Table of Frequency of Distribution
The Students' Test
Answers Key of Students' Test
Surat Pengajuan Judul Skripsi
Surat Bimbingan Skripsi
Appendix 9
Surat Permohonan Izin Penelitian
problem, scope and limitation of the study, objectives of study, significance of the
study, hypothesis, and operational definition.
A. Background of the Study
The world is changing very rapidly towards a globa\ village, no country today
can grow in isolation. Advancement in information, transportation. and production
technology has lead to a global market place for goods and \ervices. Concerning in
positions of English in science and technology, many people agree that English has an
important role, for acquiring access to western technology science and the
development of' knowledge.
Moreover, the human resource developments become central issues in this
global era in Indonesia. The main challenge is to develop a system a system o/'
education and training in order to build high quality, manpower which is able lo
complete at international level. It is obvious that an important quality necessitated lo
such nu.npowcr is an ability to communicate by respective fields or jobs. With lhal
ability i: is expected that the transfer of knowledge and technology can take place
more rr.pidly and hopefully we will not become nation:.\! that is always a few years behind in scientific and technological advancement. The important tool to
communicate internationally today is clearly lo co111111u11icatc in English.
Realizing how important English for the progress of our country, the
government by issuance of the decree of the Minister of Education and Culture No.
096/1967, has stipulated that English becomes the first foreign language and
compulsory subject that should be taught formally to all Indonesian students starting
fi·omjunior high school up to universities lcvel.1
1
Dcparte111cn Pcndidikan dan l(cbudayann RI, K.epeutusan Alenlri 1Vo.96·{1.L/.·/967. Bahasa
2
In line with statement previously, the mastering English is a m .1st for the
students. Therefore, without understand English we will not able to improve our
knowletige and skills, and so is communication with other people who came from
different worldwide nation.
The Teaching English in Junior High School is intended that the Junior High
School graduate (the word SMP is use for the next term) will be targeted to reach lhe
functional level namely able to communicate both in spoken and written forms2 .
Besides the four language skills (listening, speaking, reading, and writing) should be
taught integrated with emphasize on vocabulary mastery about I 000 words, and using
appropriate grammar ( clepdiknas: 1994).
Fu1ihermore, the linguistics aspects such as grammar, vocabulary.
pronunciation, and spelling can not be neglected by the teacher at S1'v1P level. The
teacher should teach the four linguistic aspects to support the mastering of students
language skills.
Vocabulary is an important component of lang1.age knowledge because it
appears in listening, speaking, reading, and writing. Jim Scrivener said: ·'Vocabulary
is a powerful carrier of meaning. Beginners oflen manage to communicate in Engii»h
by using the accumulative effect of individual words"3 . lt means that vocabulary is
the main point of the students in beginning process in English language learning.
Because without a proportional amount of vocabulary, anyone will get trouble in their
language skills.
To be able to communicate in English, students are hoped to understand and
remember the vocabulary as many as possible. As for helping students understand and
remember the meaning of words, the teachers have to find the way to solve the
proble.n in remembering words.
The English teachmg learning process is determined by factors that are
interrelated and independent. Because the main '.actors that are always involved the
leaching and learning activities are the teachers, she/he should not only master lhe
materials but also approach and method. Therefore, it is necessary or the teachers to
2
Depdiknas, J(urikulun1 2006, Standsr Kon1pctcnsi i\!Iala Pclajarn Bahasa lnggris S\IP/l'...JTS.
(Jakarta; Depdiknas, 2003)
.l Jin1 Scrivener. Learning 'J'cnching: i\ Ciuidc Book ror Engli:;h Language ｔ｣｡｣ＡｨＮｾｲ｟｣ＬＮ＠ ( Hrit;1i11
look for away in teaching vocabulary for helping lhe students understand and remember the meaning of the words. One of the way lo absorb student· imeresl in teaching and learning vocabulary is that the teachers use media.
Instructional media arc very useful for teaching English, especially when teaching young learners. One of the roles of media is to attract the students attention to deliver information (Kasbolah: 1995). Media can make class situations more alive (Finnocharo: 1973), because the students feel interested and more active in attending the class.
As ｾ､ｵ｣｡ｴｩｯｮ｡ｬ＠ institutions SMP Arraisiyah Pamulang Barnt has been also equipped with qualified English teacher for her teaching and learning activity and tape recorder as one of the media. So far media has not been used optimally by the l:nglish the English teacher for the teaching and learning activities. The language teacher prefer using conventional leaching learning, and she is rarely lo use media or pictures, that bring information or messages from the information resources/senders (teacher) to receivers (students).
ln conclusion, it is necessary to conduct the study more about "Using pictures
in teaching vocabulary at odd semester for second grade stmlc1hs of SMP
Arraisiyah Pamulang Barat".
B. Statement of the Problem
Based on the background described above, the writer conducts a research concerning on using pictures in teaching vocabulary at odd semester for secund grade students of SMP Arraisiyah Pamulang Barat. The general question of this study is there a11y significance difference of students achievement between using pictures in teaching vocabulary and without using pictures in teaching vocabulary.
(l). Isthe use of pictures in teaching vocabulary influence students vocabulary , mastery?
(2). Does the English teacher apply pictures in English teaching and learning activity .
C.
Scope and Limitation of the StudyThe scope of this study focuses on teaching vocabulary by using pictures at SMP Arraisiyah Pamulang Baral. Teaching and learning English at odd semester for second grade students of SMP Arraisiyah Pamulang Bara, includes many aspects, so it is out of question ifthe study has to cover them all, to make it deeper the problems will be limited by? some points:
(I). There is influence of using pictures in teaching vocabulary.
(2). The application of using pictures done by the English teacher in teaching \'Ocabulary.
D. Objectives of the Study
In line with the statement of the problem stated above, this study has some purposes, they are:
(1). To know the effect of using pictures in teaching vocabulary.
(2). To describe the implementation of using pictures in teaching vocabulary. (3). To know the students' improvement in learning vocabulary.
E. Sign;ficancc of the Study
F. Hypothesis
The statistic hypothesis states,
(I). Alternative hypothesis (Ha), there is significance between students vocabulary scores taught by using pictures and without •1sing pictures for second grade students of SMP Arraisiyah Pamulang Baral.
(2). Null hypothesis (Ho), there is no significance difference between students
vocabulai'y scores taught by using pictures and wihout using pictures for second grnde students ofSMP Arraisiyah Pamulang Baral.
G. Operational Definition
For clarification, some terms in this study need to be dclinecl a:; follows:
(1 ). SMP Arrraisiyah : is the acronym of State Junior High School Arraisiyah Pamulang Barat. Under the supervision of National Ecucational Department of Indonesia (Depdiknas).
(2). Pictures : Pictures are useful visual aids for presenting, practicing. and revising vocabulary or as prompts for other activities.
CHAPTER II
THEORETICAL FRAMEWORK
6
This chapter presents the description of theoretical framework used in the study. It inqludes the definition of vocabula1y. kinds of vocabulary. principles of vocabulary, problem in teaching vocabulary, definition of pictures. kinds of pictures. a:1d the functions of pictures.
A. General Concept of Vocabulary
Jn general English is classified into language skills such as listening.
speaking, reading and writing. And English also classified into language components like: grammar, pronunciation, spelling, and vocabulary.
Vocabulary is one of the language aspects beside grammar and pronunciation. It is impossible to learn language without mastering vocabulary, because vocabular) constitu:es a requirement of communication. Therefore, teaching vocabulary cannot be neglected ip the language learning process.
I. Definition ofVoeabulary
There are many different ways in interpreting the definition of vocabulary. There are some definitions ofvoeabulary that can be described as follows:
According to Merriam Webster's Ninth Collegiate Dictionary. that Vocabulary is:
I. A list of collection of words and phrases usually alphabdically arranged and explained or defined.
2. A sum of stock of words employed by a language group, individual. or work
or
in field of knowledge.3. A list of collection of terms, or codes .wailablc for use.'1 Based.on Oxford Advanced Learner's, Vocabulary is: 'The total number of words that make up a language.''5
4
Jvferria111lYebster's1Vi11t/J ro!!egiale /Jictio1u11y (NC\V York: i'vlcrri:un \Vcbstcr lnc. 1998) p.
1320
5
/\.SI lorn by: (J<;ford Adt'anr:ed Learner's f)icfhJna1y { ｬＢｾｃ｜ｖ＠ York: ()xf()rd l r,i\cr'.,il)
Another definition is stated by Harimukti Kridalaksana that has been translated by Zaenuri, vocabulary is a component of a language that contains all of information about meaning using words in language.6
The statement above qctually has the same point, that vocabu:ary is all the words of language, because the language itself consists of the words. Vocabulary is a means of communication with others. Others will u.1derstand us when we use appropriate vocabulary.
2. Kinds of Vocabulary
According to Jo Ann Aeborsold and Marry Lee, Vocabulary is divided into two kinds, they are:
a. Active Vocabulary: refers to put items which the learner can use appropriately in speaking and writing. It is also called as a productive vocabulary.
b. Passive Vocabulary: refers to language items that can be recognize and understood in the context in reading and listening. It is also called as receptive vocabulary.7
Meanwhile, according to Read, vocabulary is divided into two kinds. they are: Function word and Content word. The Function words are a closed class. we can not add to the preposition or auxiliaries or moclals or any structure words of the language. The content words, the other hand, can be added to any times as new scientific advances that make new words and communication about the new invention necessary. For example a word of quantity or measure is usually preceded by 'a', followed by 'of in English (A slice of bread, a bowl of soup. a cup oftea).8
According to. Farris, there are four kinds of vocabulary in order to have a good ability in mastering the four skills in English language, namely: Listening, Speaking, Reading, and Writin
6
Harin1,ukti Krida!aksana in A. M. Zacnuri. /ocah11h11:v /. (.l:.1knrta: l !JN JrikarL11 !)res:->.
2002)p. I 7
Jo Ann Aeborsold & Marry Lee Field: f'/·01n Reader to Reading Teacher (Ne\\" York: Cambrid\/" University Press, !990)p. 248
Mary Finocchiaro and Michael Bonorno: The FOreign f,anguage /,earner. ,.f guide /or
8
• Listening vocabulary: Listening vocabulary is the words that need to be known and understood by the people hear. The first type of vocabulary is what a young child acquires. It will become the largest of his vocabulary, made up of words he hears and understands but might not actually use in his everyday speech or his writing.
• Spe.1king vocabulary: Speaking vocabulary is the words used in speaking form, and the worJs are learned initially by imitating, modeling done by
the people.
• Reading vocabulary: Reading vocabulary is the words that need to be known and lo understood by the people who read.
• Writing vocabulary: Writing vocabulary is learned primarily in school where the children arc exposed lo an increasing variety of words.''
3. Principles of Vocabulary
Michael J. Wallace mentioned seven principles 111 teaching and learning vocabulary, they arc
1. Aims; The teacher has to be clear about his or her aims in teaching. Teacher may have to decide on the quality of vocabulary to be learnt.
I. Need; Control the mount of' vocabul:iry inability means choice as to the specific items to be thought.
2. Frequent exposure and Repetition; remember a new word simrily h> hearing it once. There has to be a certain amount of repetition until there is evidence that the student has learned the target word.
3. Meaningful Presentation; As well as the 1orm of words, the learner must have a clear and speci lie understanding of what it refers to.
4. Presentation in context; It is important for karncr to know the usual collocation that the words occur in.
9
Pa1ncla J. Farris. Teaching Reading:// Balanced lfpproach.for Today's ('/assnJ01,_·s (Ne\\
5. Learning vocabulary in the mother tongue and target language: The language is nearly always uncounted in an apprcpriate situation and in the appropriate context.
6. Inferencing procedures in vocabulary learning; Vocabulary that is acquired should be encouraging.10
4. Problem in Teaching Vocabulary
In the present day, it is very ir.iportant to tech English as a foreign language, because English became an international language. To conwrnnicate through a foreign language, grammatical competence r.nd mastering vocabulary are demanded. The ideas cannot be applied well without grammar or vocabulary .. and it is impossible to communicate without mastering vocabulary.
When the teachers teach vocabulary in the class, they will face many problems. Especially when the students do not know the word that they learned.
Penny Ur states the problems in teaching vocabu laiy are;
I. Discipline: There is difficult to control discipline problern in the class.
p. 31
2. Correcting written assignment: in can not be kept out with t5he marking load.
3. Interest: The students often get bored, so the teachers have to find the topics and activities that keep them all interested.
4. Effective Learning for all: Sometimes we as a teacher can not make sure they are all learning effectively, the task we provide are either too difficult or too easy for many of them
5. ·Materials: Sometimes the teacher can not find the suitable material. the textbook are hornogenous rigidly aimed 'at one kind of learner, with no options or flexibility.
10
I 0
6. Individual awareness: The teacher can not get to know and /'ollow the
progress of all individuals in our class. There are too many of them.
and they are all so different.
7 .. Participation: The teacher can not activate them all. Only a few
students that more proficient and confident ones-seem to respond
activity to the teacher's question.11
Meanwhile, Michael J. Wallace mentioned three categories about problems
in tead1ing vocabulary, they are: I) Pronunciation and spelling, 2) Stress. 3)
｣ｯｧｮ｡ｴｾｳ＠ and 'false friend'.12
The other problem that will be faced by teacher is that the students Ａ｣［ｾｉ＠
bored with studying English especially vocabulary. It happens because the •;tudcnh
do not lik-o study English, so it makes the students lazy to mcmori>:c the vocahul<Jry.
B. Pictures
ln the second-language learning, 111otivation and interest or learners are
t:1ctors of' crucial i111portancc in dctcnnining their achicven1cnL Poor initial
moti\ation may develop from external factors. Whatever the reasons, it will be
necessary to give the motivation and develop the enthusiasm that the students need
to learn English.
As the writer discussed about in the previous chapter, vocabulary is one of
language component that be masters by students. To help them, teacher need a helpful device which is called media. There are four kinds of media namely: visual
medi:i, audio media, projected skill media, and project motion media. And pictures
is one of visual media.
Pictures may be used very successfully in teaching linguistics featwes. Also.
in teaching vocabulary, the use of pictures would reduce the necessity
of'
using transhtion and at the same time. Yield better learning through visual association.11 Penny Ur, A Course in Language Teaching: Practice and Theo1:i-t, (Can1brigc: Ｈｾ｡Ｑｮ｢ｲｩ､ｰＺｲ＠
University Press, 2003) p. 60-62 12
Michael J. Wallace. Teaching Vocab11/r11y (Oxford: Hcinemr;1,n Educational f3ooks, 1989)
l. Definition of Pictures
Pictures are one of visual media that might be used for the teacher to
develop student's motivation and to produce positive attitudes toward English and
to reinforce language learning. Some expe1is give the explanation of pictures, as
follows:
According to Marriane Celce Murcia and Sharon Hills. Pictures arc
versatile and useful resources for teaching aspects of grammar that require a
structure-meaning match. Interesting or ente1iaining pictures motivate students to
responds in ways that more routine teaching aids, such as a textbook or a sentence
on the board, can not. Pictures can also be used in various configurations to
enhance learning and practice. 13
In Noah Webster's Dictionary, it can be seen that: "Picture is an image or
likeness of an object, person, or scene procedure on a flat surface, especially by
painting, drawing and photography.14
According to Haycraft, pictures are useful visual aids for presenting.
practicing and revising vocabulary or as prompts for other activitics.15
The term "picture" includes several types oCpresentation, the simpler kind
consist of illustration cut out from books, magazines, and newspapers. such as.
photographs, color prints, line drawings, etc. These rnn be mounted and filed
under the proper subject. 16
The kind number of pictures that the teacher should taken from magazines.
articles, or others and should be attractive and interesting to capture the students'
attention. The Purpose of using pictures in teaching is to give tlwm an
opµortunity to practice the language in the real situation in which they can use it
to communicate their ideas.
13 ｍ｡ｲｲｩｾｮ｣＠
Celce Murcia and Sharon Hills, Techniques and resources i11 Teaching (}1D111111ar.
(Nc\v Yor:.::: Oxford lJnivcrsity Press, 1988) p. 73
14
Noah Webster, 1Vebster's i\le11' Twentieth ('cntury /Jictionaries q/t:.:nglish la11g11agc' fNcn
York, 1983) ,p. 1357
ｌｾ＠ John 1-Iarycrafl, An Introduction to English Lan;;uage Teaching. (London: l,ong111an. !978)
p. IOI
12
2. Kinds of Pictures
Grazyana Szyke states that there are two kinds of pictures that can be used as
teaching aids:
I). Pictures of individual persons and objects
Pictures of individual persons or things may be used. mainly at the
elementary level, to introduce or test vocabuls.ry items. Portraits. that is
pictures that show a person in close detail, are useful for intermediate and
advance learners. The students can be asked questions about the age of'
pr<;fession of the person. Possible interpretations can be discussed lir,,t in
small groups, then with the whole class.
2). Pictures of situations in which persons and ｯｾｪ･｣ｴ＠ are "in action ..
Situational pictures that show or suggest relationships between objects
or/and people can be perfect teaching aids for introducing. practicing. or
reviewing grammatic:-! structures. Situational pictures with sli iking details
or strong points of interest are particularly usefu I. 17
According to Ernestova, the picture file should coni:ain the following types of
categories: people, occupations, everyday activities, home, room, food, drink,
animals, buildings and objects, 18
When selecting a picture, the following essentials should be kept 111 mind:
grammatical structures which can be practiced with it, items of vocabulary which
can be taught with it, size, clarity, appeal to the eye, entertrinment value. It is useful and time-consuming to mark each picture on the reserve side and indicate
the language item it can be used for.'9
17
Grazna Szyke. "Using Pictures as '!'caching Aids'". English J'eaching Ff.w11111, \-'ol. :\!X. N1). 4, Ock>bcr. 1981
18
Marie Erncstova, Ｂｊｾｉｯ｜ｶ＠ to Use Ready-n1adc Pictures'·, E.nglish Teaching F'ar11111. Vol. XIX. No. 4, October, 1981
As ｣ｬ｡ｾｳｩｦｩ･､＠ by Finocchiaro, the file should contain three kinds of pictures: I) Pictures of individual persons and of individual objects: 2) Pictures of situations in which persons are doing something with objects and in which the relationship of the objects and/ or people can be seen; 3) a series of pictures on one chart.20
3. The Function of Pictures
There are 5 roles of picture:
1. Pictures can be used to explain the meaning ofvocabulary.21
2. Pictures can motivate the students and make them want to play attention and want to take part.
3. Pictures can be used to give students of English as a foreign language an opportunity to practice the language in rea! contexts or in situations in which they can use it to communicate their icleas.c
4. Pictures can also be used in various configurations to enhance learning and practice.
5. The pictures can be describing an objective way or interpreted or
v
responded to suojectively.
4. The Advantages and Disadvantages of Using Pictures
Pictures as a visual media in teaching vocabulary is very good for the s:udents. It has many advantages that can help the teacher to make their students easier remember new words. According to Gerlach ( 1980). the ad van rages of using pictures are:
• Pictures are inexpensive and widely available.
• They provide common experience l(ir an entire group.
• The visual detail make it possible to study subject which would otherwise be impossible.
• Pictures can help to prevent and correct misconception.
2
°
Finnocchiaro, tvtary, Visual /lid in Teaching English us a second language. Engii.:.h
Tcnching Forum, XII, (34): 263-264
21
Jcrc111y I larrncr, The Practice qf Ｑｾﾷｮｧｬｩｳｨ＠ Language J'eachi11/,, { ! ,ondon: I ,nng1nan, 1997)
1-1
• They help lo focus attention and to develop critical judgment.
• They are easily manipulated.
• Pictures offer a stimulus to further study, readiug, and research. Visual
evidence is a powerful tool.
Meanwhile, Finnochiaro ( 1975) said that there are many advanlilgcs
or
using pictures are obvious:
• They provide ad·Jed incentive to learn and popular intere; ting for the
students.
• They give variations and provide the classroom change 01· place s<1
essential to maintain a high level of interest.
• They are ready means of establishing a quick and clear concept of
what word or structure may mean.
As a visual media, pictures also some disadvantages, according to Gerlach:
• Sizes and distances are often distorted.
• Lack of color in some pictures limits proper interpretations.
• Students do not always know how lo read pictures.
5. The Criteria for the Good Pictures.
In order to make the teaching vocabulary optimal, the pictures which
are used must be has good criteria. Finnochiaro said that good pictures must be
have some criteria as follows:
• Pictures should be large enough to be seen by all students.
• The pictures of individual objects or people should be as simple as
possible.
• Some of them should contain color for later use in teaching and
learning.
• The pictures should contain no caption of any kind since you will
thus be able to use them in later stages to have students recall the
CHAPTER III
RESEARCH l\IIETHODOJLOGY
This chapter presents the descr:ption of the research method used in the study.
It consists the· research design, population and sample, research instruments, data and source of data, technique of collecting data, and technique of data analysis.
A. Research Design
The research design of this study is categorized as an experiment stud): is that it has three characteristics. (1) an independent variable is manipulated (manipulation), (2). All other variables that might affect the independent variable arc held constant/control, and (3) the effect of manipulation of the independent variable on the dependent variable is observed (observation).
Based on the scientific investigations of experiment stated above. the researcher divided the second grade students of SMP Arraisiyah Pamulang llarat into two classes, VIII 3 is as experiment class and VIII 2 is as controlled class.
In experiment class, the researcher using pictures in teaching vocabulary and 111
controlled class without using pictures.
This study is aimed to find out the influence
or
using pictures in teaching vocabulary, and the application of using pictures done by the English teacher in teaching vocabulary.To avoid bias, the researcher tries to evaluate the real condition as ol'.jcctivcly as possible. She takes a position as outsider who sees the objective condition of Si'>lP Arraisiyah Pamulang Baral without involving himself as a member or English t1:aehcr. The researcher was held at SMP Arraisiyah Pamulang Barnt, which is located on .II.
15
B. Population and Sample
The object of this study is SMP Arraisiyah Pamulang Barnt. The subject includes the English teacher as a main subject and the students of second grade students of SMP Arraisiyah Pamulang Barat. There were \'4 students who srnclied in this school. They were divided into three classes namely Vlll 1, Vlll 2, Vlll 3.
There only one English teacher who taught English at second grade of SMP Arraisiyah Pamulang Baral. She is Nur Fadillah S. Pd. The English tea.,her to be observed by the writer is based on the following considerations. She has experiences in the teaching English because she has joined some English seminars either regional or national and she teaches in the classroom that the writer took as a sample. The writer takes half total population as sample. The sample is. 64 students that are VIII 2 and VIII 3.
C. Research Instrument
The research instruments used for this study include observation, questionnaire, and documentation of teaching and learning process evaluation (test). Besides the four instruments told previously, interview guide was also used to complete the data gained.
The questionnaire is given to the English teacher and the students. The questionnaire for English teacher consists of some questions about the implementation of using pict11res in teaching vocabulary.
The observation sheet is used to observe the teaching and learning conducted by the English teacher in the classroom including English teacher's activity in the classroom, the book used by English teacher and students, problem faced by English teacher in teaching vocabulary by us;ng pictures and without using pictures. And ernluation used by the English teacher.
Documents are used to gain the data about teaching preparation made by t11e
Test is used to know how well the students have already mastered vocabular) and it is also to prove the effectiveness of using pictures I teaching vocabulary.
Interview is the last technique that used to complete the data needed which is not covered by the technique previously. The interview about the English teacher includir.g teacher's qualification, teaching preparation, the teaching and learning process, and the problem faced by the English teacher, and the evaluation conducted by her.
D. Data and Source of Data
The data that used in this study were three kinds , they are the data about preparation of teaching vocabulary by using pictures, the data about the
ｩｲｮｰｬ･ｭｾｮｴ｡ｴｩｯｮ＠ of teaching vocabulary by using pictures conducted by the teacher. and the data about the evaluation done by the English teacher to know the studcnls vocabulary mastery.
The data about the English teacher educational background were derived li·om English teacher's document and school files were used lo answer the first research question. The data about teaching preparation made by English teacher at second grade of SMP Arraisiyah Pamulang Baral were obtained from the text book, curriculum and used to answer the second question.
The data about the evaluation done
by
the English teacher to know the students improvement were derived from the English teacher, English textbook and used to answer the third question.E.
Technique of Collecting Data17
1. Observation
Observation technique is the main technique in collecting the data about teaching English in the classroom. It was conducted five times for observing English teaching and learning process is going on in the real English classroom activities at second grade students of SMP Arraisiyah Pamulang Baral from August 9th to September 15th 2008.
2. Documentation
Documentation technique was also used to obtained the written data such as teaching and learning process and the teaching preparation made by English teacher. It was carried out by copying the English teacher's documentations about teaching preparation and the school files about educational background of the English teacher.
3. Questionnaire
The questionnaire is purposed for the English teachers, it'' as aimed at getting the data about the problem faced by teacher in implementing og using p:ctures in teaching vocabulary. These set of questionnaire were given to the English teacher and and returned to researcher a day letter.
4. Test
After several teaching and learning process of vocabulary using pictures, and the theme is about !101 a and fauna., the writer gave the student
test, called post-test. The form of post test is similar to the post test. It is took to know students' gain score. It was multiple choice and fill in the blanks consists of25 items, for each item scored 4 point and it will be calculatecl to I 00 points.
5. Validity
According to Scarvia B. Anderson on Suharsimi Arikunto, " A test is a valid if measure what it purpose to measure". 22
Meanwhile, Burhan Nurgiantoro said "Research instrument validity questions whether an instrument that will be used has a capability to measure somethittg to be measure".
22
. For that reason, the writer has been done the test of' validity, because it
is impo:"tant to fulfill criteria of quality of any measuring instrument.
Moreover, that Product Moment Theory is used to measure
research instrument of validity. The for1111ila as follow:
L::CX _K')((Y-Y)
n-1
r) L: ,-
y
-·--
]>''')·-;>\<: ... Ｍｾ＠
n-1
n-1
From the calculation of the test, the valid items arc nurnbcr I.
3, 6, 7,, 9, l 0, 12, 15, 17, 19, 20, 22, 23, 24, 2:5. It means from 25 questions that was given, there arc 15 questions which arc valid. And 10 questions lhusc were not valid, the writer changed the questions, so the questions were become
valid.
6. Rea bility
According to Scarvia B. Anderson 011 Suharsirni Arikunto, .. A
reliable measure in on that provides consistent and stable indications of' the
characteristic being investigated". 23
The formula to be used to find out reability:
7. Difficulty Index
A good test item is a test item which is whether not too easy or to difficult. The
item difficulty from the analysis data is based on the upper and lower group. The
23
19
difficulty of a test item is indicated by the percentage of pupil who get the item
right.
24The difficulty power following the formula:
.!.l
P=
JS
P
: Difficulty Power
B
: Number of Students who get the right answer
JS
: Number of tested
The classification as follows:
0,00-0, 15
0, 15-0,30
0,31-0, 70
0, 71-0,85
0,86-1,00
8. Discrimination Index
Very difficult
Difficult
Medium
Easy
Very easy
A good test item is a test item which is whether not too easy or to difficult.
The item difficulty from the analysis data is based on the upper and lower group.
The difficulty of a test item is indicated by the percentage of pupil who get the
item right.
25The difficulty power following the formula:
.!.l
P=
JS
P
: Difficulty Power
B
. : Number of Students who get the right answer
JS
: Number of tested
24 Nonnan E. Groundlundi" Mcasuren1cnt and Evaluation in ·rcach\nh'·. (NC\\' l'ork:l'v!aei'vlillnn Publishing Co Inc, 1981) P,258.
25
Nonnan E. Groundlund,'" Mcasurcn1cnt and Evaluation in Tcachinh'''. (Nc\V York:iv1aclv1i!lan
Tl0e classification as follows:
0,00-0, 15 Very difficult 0, 15-0,30 Difficult
0,31-0, 70 Medium
l\71-0,85 Easy
0,86-1,00 Very easy
F. Technique of Data Analysis
The raw data obtained through observation, documentation, distributing questionnaire., interview and the lest were analyzed in some ways as follcT\S.
l. Data from Observation
The data analysis was conducted by arranging data obtained systematically, this was done to make it easier from the researcher to write the research report. Then the data were analyzed to answer the question.
2. Data from Documentation
The data obtained from documentation covered qualification of English teacher teaching preparation made by her. The researcher analyzed whether the English teacher had the suitable educational background that is gnduated from the English departmenl and kinds of training he had related to her profession. The researcher also analyzes how well was the '.caching preparation made by her. This data were used to answer the research question.
3. Data from Questionnaire
21
4. Data from Interview.
The data gained from interview used to confirm the data collected by the three techniques previously. These data made by researcher more convinced what the English teacher had done and stated. If there were any differences, the researcher asks the English teacher for clarification and the result of interview was used as '.he appropriate data.
5.
Data fromTest
The data obtained from the test used to know the result of both th,; experiment class and controlled class, and also their differences. To find out the differences of students' improvement that taught by using pictures in teaching vocabulary. The writer used this formula to analyze the data.:
p :.f x
100
%
n
P. Percentage
r:
Frequency n. Number I amountAfter having percentage frequency, the researcher looks for the
average 111ark by using the fonnula:
Mc :
2.,ox;
fl
l\fe : mean of the data grouped
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter presents and discuSS(;ld datu dcscripl:ion. test of hypothesi;,, n11d
data interpretation.
I. Data Description
The writer collected the data by using pre-test and post-test. The test
is given to
20
students of experimental class and20
students of contrc•lled class at the second year student of SMP Arraisiyah Pamulang.To know the result of the test, the writer ｭ｡､ｾ＠ the table of student';;
[image:31.595.62.462.194.675.2]score.
Table 4.1
The test score of the experimental class students
"
-Students Pre-Test Score Post-Test Score Gained Score
I
40
55
15
2
60
80
20
- -ｾﾷ＠
---3
45
70
25
- -··
4
55
80
25
5
55
75
20
6
45
65
20
· - - -
- - - ·
.-7
50
70
20
8
55
75
20
---
-9
60
75
15
-10
40
60
20
-25
---1
11
55
80
-
==---:z-o---1
12
60
80
13
45
65
- - - , 20 I----
--1
14
55
75
20
- -
___________
}15
60
85
2516
50
7020
23
17
55
60
15
18
45
70
25
19
50
55
5
!
20
:;o
65
15
N=
E 1()30 E 1410"
ｾ＠390
---I
---··--""·
20
x
51,5x
70,5i
[image:32.595.61.468.80.698.2]ｾＭ ＭＭＭＭＭﾷＭＭＭＭＭｾＭＭ
Table 4.2
The test score of the controlled class students
ＭﾷﾷＭＭＭｾＭＭＭＭＭｾＭＭＭＭＭＭＬＭﾷＭＭＭﾷＭＭＭＭ -- - -
---Students
Pre-Test Score
Post-Test Score
(;aincd Scorei
- - - ---·----·---·--·--- "--- - ---·
1
50
60
10
r
-2
60
70
15
'---·-···-·- ---·---·-···
'
3
50
55
5
'
ＭﾷＭＭＭＭＭﾷﾷﾷＭＭＭＭＭＭﾷＭﾷＭｾＭﾷＭＭＭﾷ＠
--4
65
70
15'
5
45
60
15-•
-6
55
65
10
7
45
60
15
- ＭＭＭｾＭＭＭ -- -·----·--
--8
60
75
159
45
55
10
10
50
65
15
11
55
65
10
12
40
55
15
13
50
70
20
-14
50
65
15
--- --- ______ ,, --.. -.- -·-· ...
15
30
50
20
16
50
60
10
17
55
60
5
---18
45
60
15
-:.---'
20
5560
N=
ｾ＠ 990 I: 123020
x
49,5x
61,5ｾﾷＭＭＭﾷＭＭＭ
II. Test of Hypothesis
To find out the difference of students' score in usmg pictures in teaching
vocabulary and the students' score without using vocabulary, the te;.t of
hypothesis was done by using 't' test formula;
For further information, the writer followed some assumption as below:
a. lfthe result of calculation to is higher than It, to> It: the null hypothesis (HO)
is rejected and alternative hypothesis (Ha) is accepted. It means that the
experiment is accepted.
b. If the result of calculation to is lower than tt, t <It : the null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected. It means that the
experiment is rejected.
According to the data, the writer has known that the value of to is higher tllan tt, to> tt (2,01<2,96>2,80), so the null hypothesis is rejected it means the use of
pictures is effective in teaching vocabulary. And the experiment is accepted.
III. Data Interpretation
The test of hypothesis shows that there is significance in students· score
between before and after they are taught without using pictures and using pictures.
The score of students' after using pictures in higher than before using pictures.
The findings as described above are supported by those obtained l'rom the
25
• For students it is found easy to remember vocabulary because they arc interested in the pictures.
• Sttidents Me motivated because the teaching and lliarning in the class is enjoyable.
• Students learned vocabulary lo construct the infonnation and knowledge by themselves.
A. Conclusion
Based on the data from the test of hypothesis and data analysis. the result of l°o
higher than tt. The null hypothesis is r('.jectecl. It means that the experiment using pictures in teaching vocabulary is accepted.
With regard from the result, the writer concludes that using pictures in teaching vocabulary is effective. It can be seen on the table of the students' scores
or
the test, that the students get higher score than without using pictures in ccaching vocabulary. With this fact, using pictures in teaching vocabulary is well established and their usefulness in language teaching needs no ､･ｦｯＱＱＱ｣ｾＮ＠B. Sugg>)stion
According to the conclusion above the writer suggest for the teachers \\ho is teaching English Language especially vocabulary. There are some suggestions that can be suggested connecting to the writer's conctusion. The suggestions arc as follows: (!) The teachers is expected to nave good planning in teaching for the learners, this is basic elements when teachers teach in the class. Especially to tech vocabt!lary as known as basic language. (2) Teacher should employ various methcd and using media such as visual media I pictures are ·needed for remembering
BIBLIOGRAPHY
Aebersold
Jo
Ann and Marry Lee Field,
From Reader
loReading Teacher,
New York:
Cambridge University Press, 1990
Allen French Virginia.
Technique in Teaching Vocabulary.
New York: Oxford
University Press. 1983
Arikunto, Suharsimi.
Dasar Dasar Evaluasi Pendidikan.
Jakarta 2008
Ernestova, Marie,
How lo Use Ready-made Pictures, English Teaching Forum Vol
;ox,
no, 4. 1981
Faris, Pamela J,
Teaching Reading: A Bcilanced Approach for Today's Clas.vroc1m,
New
York: Mc Graw hill, 1994
Finnochiaro Mary and Michael Bonomo,
The Foreign Language Learner: A Guidefi;r
Learner.
New York: Publishing Company, Inc. 1983
_ _ _ _ _ _ _
..
Visual Aid in Teaching English as a Second Langa11gc. Eng
1ish
Teac.'1ing Forum Vol. XII.
Grunloud, Norman E,.
Jvieasurement and Evaluation in Teaching,
New York : MacMillan
Publishing Co Inc. 1981
Harmer, Jeremy,
The Practice of English Language Teaching.
London: Longman. 1997
Harrycraft, John.
An Introduction to English Lang·uage Teaching,
London: Longman.
1987
Murcia, Marriane Celce and Sharon Hills,
Techniques and resources in teaching
Grammar, New York: Oxford University Press, 1988
Schmitt Nobert, Vocabulary in Language Teaching. Australia: Cambridge University
Press. 1997
Scrinever, Jim, Learning Teaching:
A Guide Book for English Language Teachers.
Britain: Heinemann ELT, 1994
Szyke Grazna,
Using Pictures as Teaching Aids E1:glish Teaching Forum Vol XIX,
110. -/.1981
Sujono, Anas,.
Pengan"tar Statistik Pendidikan .
.Jakarta: PT. Raja Gravindo Persada. 2006
Ur, Penny,
A Course in Language Teaching Practice and
1/wory,
Cambridge: Cambridge
University Press, 2003
Ibu Guru
Baua&a Inggris
SMP Arraisiyah
Di
Tempat
Assalamu 'alaikum Wr. Wb.
Angket penelitian ini bertujuan untuk mengunpulkan data penelitian tentang
Using Pictures
in Teaching Vocabulary at Odd Semester for Second Grade Students for SMP Arraisiyah
Pamulang Barat
serta proses belajar mengajarnya di kelas 8 (delapan) semester 1 (satu) di
SMP Arraisiyah Pamulang Barat. Oleh karena itu, saya mohon dengan hormat kesediaan !bu
untuk mengisi angket ini, yaitu dengan menjawab pertanyaan-·pertanyaan dengan cara
memberi tanda silang (X) pada alternatif jawaban yang telah dised.iakan.
Data atau keterangan yang diminta semata - mata untuk kepentingan penelitian dan tidak
untuk hal-hal yang lainnya. Oleh sebab itu, Ibu tidak perlu takut atau ragu - ragu dalam
memberikanjawab1111 yang sejujurnya. Artinya semuajawaban yang diberikan sesuai dengan
kondisi yang Ibu alami dan rasakan selama ini.
Setiap jawaban yang Ibu berikan merupakan sebuah penghargaan yang tidak ternilai
harganya bagi kesempurnaan penelitian ini.
Atas perhatian dan bantuan Ibu, saya ucapknn terima kasih.
Wassalumu'alaikum Wr. Wb.
Honnat saya,
ANGKE.T UNTUK GURU
Nama Sekolah
Alamat Sekolah
NamaGuru
Mengajar di Kelas
; SMP Arraisiyah
; JI.
Surya Kencana Gg. Kemuning 3 Pamulang Barat
1.
Bacalah deng.m teliti setiap pertanyaan, kemudianjawablah denganjujur dengan keadaan
yang sebenarnya.
2. Berilah tanda silang (X) pada salah satu atau beberapa jawaba.n yang tersedia.
3. Untukjawaban yang tidak tersedia,jawablah pada tempat yang disediakan.
4. Terima kasih atas kesediaan Bapak/Ibu untuk mengisi angket ini.
A. PERENCANAANPENGAJARAN
1.
Sebelum mengadakan pertemuan tatap muka dikelas, apakal1 Ibu membuat persiapan
tertulis?
a. Sdalu
b. Kadang-kadang
c. Tidak Pemah
2. Persiapan mengajar apakah yang Ibu buat sebelum mengajar?
(jawaban bisa lebih
dari satu)a. Progran tahunan (prota)
b. Program semester (prosem)
c. Analisis alokasi waktu
d, Pengembangan silabus
e. Rencana Pelaksanaan Pembelajaran (RPP)
3. Apakah dalam membuat RPP Bapak
I
Ibu mengacu kepada standar isi SMP silabus
KTSP 200li?
a. Selalu
a. Masing - masing keterainpilan berbahasa
b. Terpadu (lntegrated)
5. Sehubungan dengan pembuatan RPP, apakah Ibu mengalarni kesulitan sebagai
berikut: Gawaban boleh lebih dari satu)
a. Memahami SK dan KD
b. Menentukan indikator yang sesuai dengan SK dan KD
c. Memilih tema dan pokok bahasan
d. Menentukan kosakata yang berhubtrngan dengan pokok bahasan
e. Memberikan evaluasi dan penilaian yang sesuai dengan pokok bahasan
f.
Kesulitan lain (mohon disebutkan)
...
B. MATERI PELAJARAN
6. Dari manakah Thu mengambil bahan pembelajaran vocabulary (kosakata) yang
diajarkan di kelas 8 ( delapan) semester I?
a. Dari buku teks
Ju<lul
... .
Pengarang : ... .
Penerbit
... .
b. Dari majalah
c. Dari televisi
d. Dari internet
7. Selain dari buku teks, apakah Ibu menggunakan materi dari yang Jainnya?
a.
Ya,
Sebutkan ... ..
b. Tidak,
Karena ... .
b. Tidak, karena ... .
9. Dalam mengajarkan materi, Ibu menyampaikannya dengan cara?
a. Mengikuti susimannya sesuai dengan buku teks
b. Mengikuti materi berdasarkan standar isi KTSP
c. Mencari materi di buku berdasarkan standar isi
d. Lainnya, sebutkan ... .
10.
Kesulitan apa saja yang Ibu hadapi dalam pembelajaran vocabulary
Oawahan ho/eh
lebih dari satu)
a. Kurangnya pemahaman siswa
b. Media y:mg kurang memadai
c. Buku teks yang majemuk
d. Kendala lainnya
(mohon dituliskan)
C.
MEDIA PEMBELAJARAN
11.
Dalam mengajar, apakal1 Ibu menggmmkan media
Igambar .. gambar dalarn
pembelajaran?
a. Selalu
b. Kadang-kadang
c. Tidak pernall
12.
Jenis media
I
gambnr apakall yang Ibu gimakan dalam mengitjar?
a. Gambar-gambar
I
foto
b. Benda nyata
I
realia
c. Wall Chart
d. Flash card
e. Tape recorder
f.
VCD
g. Lainnya, sebutkan ... .
13.
Media
I
gambar pembelajaran yang Ibu gu.nakan dikelas merupakan?
b. Kesesuaian media dengan materi
c. Tidak adanya alokasi dana untuk pengadaan media dari pihak sekolah
d. Kurangnya pengetahuan tentang media
e. Lainnya, sebutkan ... .
15.
Apakah dalam penggunaan media
I
gambar dapat rneningkatkan aktifitas siswa dalam
be la jar?
a. Ya
b. Tidak
D. EV ALUASI
I
PENILAIAN PEMBELAJARAN
16. Evaluasi
I
penilaian apakah yang !bu berikan kepada siswa?
a. Kognitif(pemahaman konsep)
b. Afektif (perubahan sikap)
c. Psikomotorik (pralctek)
17. Evaluasi yang sering Ibu gunakan adalah?
a. Formatif (ujian blok)
b. Smrmatif (UTS dan UAS)
18. Butir-butir soal yang digunakan untuk evaluasi itu disusun oleh?
a. Ibu sendiri
b. Tim guru dalam MGMP (Musyawarah Guru Mata Pelajaran)
c. Kanwil
19.
Dalam bentuk apakah pelaksanaan
ﾷｾｶ｡ｬｵ｡ｳｩ＠kognitifyang Ibu laksanakan?
a. Spoken
b. Written
20. Kriteria apakah yang Ibu tentukan atau gunakan dalam pengadaan remedial terhadap
siswa?
a. Siswa belurn menguasai materi sesuai dengan nilai SKBM (Standar Ketuntasan
Belajar Minimal)
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran Satuan Pendidikan Kelas dan Semester Tema
Waktn
Tahun Pelajaran
I. STANDAR KOMPETENSI
: Bahasa Inggris
: SMP Arrnisivah : VIII 1/2 •
:Flora and Fauna : 2 x 35 menit : 2008/2009
Memahami mkana dalam percakapan transaksional dan interpersonal penc!ek sederhana untuk berinteraksi dengan lingkungan terdekat
Mengungkapkan makna dalam percakanan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
II. KOMPETENSI DASAR
Merspon makna yang terdapat dalam percakapan transaksional clan interpersonal pendek scderhana dcngan baik dan benar.
Mengunkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed"rhana dengan baik dan benar untuk berinteraksi clengan lingkungan sei<.itar.
III. INDIKATOR
I. ｾｩｳｷ｡＠ dapat memilih kata - kata yang benar berdasarkan kata yang mereka C:engar.
2. Siswa dapat memahami isi bacaan dengan baik.
3. Siswa dapat memilih kalimat yang benar sesuai dengan cerita te;:t yang ada. 4. Siswa .rnampu menyebutkan kata-kata yang berhubungan clengan tema fauna.
IV. MA TERI POKOK DAN URAIAN MATERI
Shin':a : Do you have any plane for holiday? Rhama: I will go to Ragunan Zooo with my family. Shinta : When wil you go there?
Rha111a: I will go there next week, will you join me?? Shin ta : Sure' .,,I'd love to ... I want to see animals.
Rhama: Oke,,, come to my house at 7 a.m. we will go there by car. And don't forget to bring camera,.
V. SUMBER DAN MEDIA PEMBELA.JARAN
1. Sumber Pembelajaran
2. Media
a). LKS Bahasa lnggris "SAKTI". CV Bina Pustaka.
b).
"Syllabus2006"'.
: Hand out
: Marker. White board, pictures, word strips
VI. METODE DAN STRATEGI P1LMBELA.JARAN
1. Strategi pembelajaran : Two ways communication
2. Metode : Individual, pair ,and performance.
VU. RENCANA PEMBELA.JARAN
ｬＭＧＭｎＧＭＧｯＺＫＭＭＭＭＭＭＭＭＭＧｊＢＧＨＢＧ｣ＬｧＢＧｩＢＧ｡ＢＧｴ｡ＢＧＱＢＭＱＭＭＭＭＭＭＭ］ＱＭＭＭ］ｾＭＭＭＭ
ｗ｟｡｟ｫｾｴ］］］］］］ｩ＠
I. Pendahuluan 10 menit I
2.
3.
1. Salam dan tegur sapa.
1 :
2. Guru mengabsen siswa dengan
menanyakan secara langsung siapa yang
1 .
. tidak hadir di kelas.
Kegiatan Pokok
1. Siswa terlebih dahulu ditunjukan dan mengamati materi yang diberikan yang berkaitan dengan tema Recreation 2. Siswa diberikan hand out materi.
3. Siswa mendengarkan dengan terhadap
materi yang dibacakan oleh guru.
4. Siswa mengisi bagian yang kosong pada
dialog terse but.
5. Siswa membentuk kelompok berpasang
- pasangan ..
6. Siswa mendemontrasikan teks secara
berpasang - pasangan didepan kelas.
7. Guru memberikan penilaian terhadap
basil demontrasi siswa.
8. ·Siswa menge1jakan/melengkapi latihan
yang ada dalam buku teks/LKS.
9. Siswa diberikan quiz tentang recreation.
Penutup
1. Guru memberikan evaluasi dan
kesirnpulan terhadap pel(\jaran yang telah berlangsung.
2. Guru rnemberikan kesempatan untuk
menayakan segala ha! dan ke1:rnngkinan
45 menit
5mcnit
RENCANA PELAKSANAAN PEMBEJLAJARAN
Mata Pelajaran Satuan Pendidikan Kelas dan Semester Terna
Waktu
Tahun Pclajaran
l. STANDAR KOMPETENSI
: Bahasa Inggris : SMP Arraisiyah : VIII 1/2
: Fauna
: 2 x 35 menit : 2008/2009
Memahami mkana dalam percakapan transaksional dan interpersonal pcnclek sed(;rhana untuk berinteraksi dengan lingkungan terdekat
Mcngungkapkan makna dalam percakapan transaksional dan interpersonal lisan penctek sederhana untuk berinteraksi dengan lingkungan sekitar.
II. KOMPETENSI DASAR
Merspon makna yang terdapat dalam percakapan transaksional clan interpersonal penciek sederhana dengan baik dan benar.
Mengunkapkan makna dalam percakapan transaksional dan interpersonal I isan pendek sederhana dengan baik dan benar untuk berinteraksi dengan lingkungan sekitar.
III. ｉｬｾｄｉｋａｔｏｒ＠
1.
Siswa dapat memilih kata - kata yang benar berdasarkan kata yang mercka den gar.3 Siswa dapat memahami isi bacaan dengan baik.
4 Siswa dapat memilih kalimat yang benar sesuai clcngan cerita text ym1g acla. 5. Siswa mampu menyebutkan kata-kata yang berhubungan clcngan tema fauna.
IV. MATER! POKOK DAN URAIAN MATERI
RAGUNANZOO
Ragunan zoo is better that other zoo in Indonesia. ll is also lhc largest one. Ragunan is situated in the suburb of Pasar Minggu , about 16 km south of cit) centre. The zoo opens daily from 9 a.m to 6 p.m. ragunan is not as crowded as Surabaya's famous zoo.
It is favorite place for children and young people. There are lots of animals and birds: And if you feel hungry, there are plenty of food stall. The -ypical food, and they also serve ice drinks.
2. Media
b).
"Syllabus 2006".
