DEPARTEMEN AGAMA
SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN)
SALATIGA
Ji. Stadion No. 03 Telp. 323433,323706 Kode Pos 50721 Salatiga
DEKLARASI
Bismillahirramanirrahim
Dengan penuh kejujuran dan tanggung jawab peneliti menyatakan bahwa
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diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang
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munaqosah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat diaklumi.
Salatiga, 7 September 2005
Peneliti
J C. Stadion 3 (Phone. (0298) 323706 Salatiga 50721
ATTENTIVE COUNSELOR NOTES Salatiga, September 7th 2005
Case : Zulaefah’s Thesis
Dear,
The Head of State Islamic
Studies Institute of Salatiga
Asssalamu 'alaikum Wr. Wb.
After reading and correcting Zulaefah’s thesis “ A Descriptive Study of Students’ Ability In Learning English Vocabulary (A Case Study of the Fifth Year tudents of SD Muhammadiyah, Parakan, Temanggung in the Academic ear of 2005 / 2006)”, we have decided and we would like to propose that if it can be accepted by the education faculty. I hope it will be examine as soon as possible.
Wasssalumu 'alaikum Wr. Wb.
Consultant Assistant Consultant
Dra. Woro Ketnaningsih, M.Pd
NIP. 150 262 646
Norwanto. M. Hum.
NIP. 150 321 407
DEDICATION
This thesis is dedicated to :
1. My highly valued parents, my mother Alifiyah, and my father Suroso.
2. My younger brother, Arif Pujiyanto
3. My Uncles, Zamroni and Noerfa’I, and my aunt Sri Wahyuni
4. My cousins, Ahmad Muslim, Sukiyah, Bukit Himawan, Mardi Lestari Dewi,
Zaenal Arifm.
5. My nieces, Ina, Nisa and Ningrum.
6. I .ecfure and students of ST AIN Salatiga.
Asssalamu 'alaikitm Wr. Wb.
Prise to be Allah SWT as the greatest substance for creating these content
of the universe as the very best circumstance and his messeger Muhammad, as the
most prominent leader of moslem in such all great time.
In the process o f completion o f this thesis, the writer receive advice
contribution, and assistance which can not be enumerated from many people.
However, the writer can express the gratitude to them. The writer would like to
that t o :
1. Drs. Badwan, M. Ag as the head o f State Islamic Studies Institute o f Salatiga.
2. Drs. Sa'adi, M.Ag the head of English Departement who gave opportunity to
writer to continuing and doing the thesis.
3. Mrs. Woro Retnaningsih, M.Pd as the writer counselor, thank for your
knowledge, suggestion and guidance for me in doing this thesis.
4. Mr. Norwanto, M. Hum thanks for your great attention, motivation and
guidance for me in doing and completing this thesis.
5. All lectures o f English in English Departement, who have given and transfer
the knowledge patiently.
6. Muhammad Nuruddin who give spirit to the writer thanks for everything.
7. All my friends, Siti Muttaqiyatim, Lina Fidayanti, Siti Barokah, Siti Rofiqoh,
Bety Apriyana, Anik Masruroh, Iskayah, thanks all of you give the writer
good motivation in doing the thesis and keep our friendship.
TABLE OF CONTENT
TITLE ... 1
ATTENTIVE COUNSELOR NOTES ... “ PAGE OF SERTIFICATION ... ™ MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENT ... viii
CHAPTER I INTRODUCTION 1.1 Background of the study ... 1
1.2 The limitation o f the problem ... 3
1.3 Problem statement ... 3
1.4 Objective of the study ... 4
1.5 Benefits o f the research ... 4
1.6 Literature Review ... 5
1.7 Research methodology ... 7
1.8 Organization o f thesis ... 10
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Definition of learning ... 12
2.2 The types of learning ... 13
2.3 Characteristic types o f learning ... 15
2.6 The definition of vocabulary ... 19
2.7 Kind of vocabulary ... 19
2.8 Five essential step in vocabulary learning ... 21
2.9 English vocabulary for students’ in Elementary school ... 22
2.10 The significance of vocabulary ... 23
CHAPTER III REPORT OF THE RESEARCH 3.1 The history if Establishing the institution of the school... 25
3.2 The general condition o f SD Muhammadiyah Parakan, Temanggung in the academic year o f 2005 -2 0 0 6 ... 25
3.3 English learning activities... 27
3.4 The description o f teachers and students ... 28
3.5 The management of the school organization ... 30
3.6 Data presentation ... 32
CHAPTER IV THE DATA ANALYSIS 4.1 Resource of students' ability ... 33
4.2 The type of English vocabulary learning ... 39
4.3 The strategies to maximize the positive students'
ability in learning English vocabulary... 40
CHAPTER V CLOSURE
5.1 Conclusion ... 42
5.2 Suggestion ... 43
BIBLIOGRAPHY
APPENDIX
1.1 Background of the Study
Learning is internal process, a parely internal event. It can not be seen
in fact. This process can happen in someone who is learning.1 So, it is not
evident behavior. Learning needs memory, thinking, and practicing. The
level o f intelligence can influence success of student in learning.
English learning includes four language skills such as : listening,
reading, writing, and speaking. The elements o f language like grammar,
vocabulary, pronounciation, and spelling that have been taught can support
those four skills of language.
English is taught as scientific subject in Indonesia. It is merely as the
foreign language. Where in fact it can be mastered while someone practices
in daily. According to Cafford (In Hasibuan, 1991) language is an element
of patterned behavior.2 The way o f speaking and grammar in language
includes pattern of behavior.
Speech is a form of language in which sounds of words are used to
convey meaning. Because it is the most effective form of communication, it
is very important and widely used. As Jakobson in Harlock’s book has
pointed out that all sane human being talk, but almost half of the world’s
! M Ngalim Purwanto. (1987). Psichologi Pendidikan. Bandung : Remadja Karya CV. P. 87.
2 Sofia Rangkuti Hasibuan. (1991). Teori Terjemahan Dan Kaitannya dengan Tata Bahasa Inggris. Jakarta : Dian Rakyat. P. 2.
2
people are totally literate, and actual use o f reading and writing is an asset of
a scare minority.3
The students need vocabulary to speak English. They must know
meaning of word in English language. So, they can speak English well.
Vocabulary is very important to speak English.
In elementary school, the student has strongest mind of power to
acquire, save, and reproduce some stimulants, and some experts call it as
sensitive period. It is not only centralization of mind which has connection
of growing fuction.
In this case, the students have ability to understand a lesson. The
students’ ability usually are different. The example is in learning English
vocabulary. The students’ ability in learning English vocabulary between
one student with others will be different, such as : in understanding o f word,
thinking ability, and remembering of word.
In fact the children usualy watching television about English carton
film. In that story there vocabulary about kinds of colours, things, and names
of animal. If children have high intelligence usualy is quick in understanding
story about English carton film, and will remembering English vocabulary.
The example about colours like black, white, blue, yellow, and etc, the
children can differentiate about that colours. If children have low
intelligence usualy is slow or is not understanding story about English carton
film, and will be difficult in remembering English vocabulary. The example
about names of animal like mouse, dog, duck, and etc, the children can not
differentiate about it. So, the students’ ability in learning English vocabulary
have individual characteristic.
Based on the case above, so the writer will carry out a research with
the title : A Descriptive Study o f Students’ Ability in Learning English
Vocabulary (A Case Study of Fifth Year Students o f SD Muhammadiyah,
Parakan - Temanggung, in The Academic Year 2005 / 2006).
1.2 Li mi ta tion of The Problem
To avoid the mistakes during understanding this research, the writer
limits the study on analyzing the students’ ability in learning English
vocabulary of fifth year students of SD Muhammadiyah Parakan -
Temanggung, in The Academic Year 2005 / 2006.
1.3 Problem Statement
The problems in this research are formulated as follows :
1. How far is the students’ ability in learning English vocabulary of the
fifth year students o f SD Muhammadiyah Parakan - Temanggung, in the
academic year o f 2005 - 2006 ?
2. What type of English vocabulary learning is used in the fifth year
students of SD Muhammadiyah Parakan - Temanggung, in the academic
4
3. What strategies are used to maximize the positive students’ ability in
learning English vocabulary of the fifth year students of SD
Muhammadiyah Parakan - Temanggung, in the academic year of 2005 -
2006?
1.4 Objectives of the Study
1. To describe students’ ability in learning English vocabulary of the fifth
year students of SD Muhammadiyah Parakan - Temanggung, in the
academic year of 2005 / 2006.
2. To find out the type used in English vocabulary learning among the fifth
year students o f SD Muhammadiyah Parakan - Temanggung, in the
academic year of 2005 / 2006.
3. To reveal the strategies to maximize the positive students’ ability in
learning English vocabulary o f the fifth year students of SD
Muhammadiyah Parakan - Temanggung, in the academic year of 2005 /
2006.
1.5 Benefits of The Research
1. Practically
This research can be a guidance for the teachers who teach in
Elementary School, to supply their students in learning English
2. Theoretically
This research can be used the result as a reference for those who want to
conduct a study on English vocabulary.
1.6 Literature Review
In this thesis, the writer takes review of related literature from the
other thesis and references. The first thesis reviewed is “THE STUDENTS’
MASTERY OF VOCABULARY INFLUENCED BY SEXIM IN
WRITTEN ENGLISH” 4 which has been research by Dewi Widyawati in
2004, the students o f State Islamic Studies Institute (STAIN) of Salatiga, hi
this thesis, she conclude that the students’ mastery o f vocabulary is
influenced by sexism in written English, the frequency of students’ score
based on the level mastery. According to her the students’ mastery of
vocabulary influenced by sexism in written English is 86,7% (high), the
score of students’ mastery of vocabulary influenced by sexism in written
English is 70% (high)5.
The second thesis is “ A DESCRIPTIVE GROUNDED RESEARCH
ABOUT PRESCHOOL AGES CAPABILITY ON THE MASTERY OF
ENGLISH VOCABLILARY” b which has been research by Nur Khanif in 2003, the students of State Islamic Studies Institute (STAIN) of Salatiga. In
this thesis, he analyzed about some effects to maximize the students’
4 Dewi Widyawati. (2004). The Students M astery o f Vocabulary Influenced By Sexim In Writen English. Salatiga : Unpublished Thesis.
5 ibid, page 66.
6
capability in learning English vocabulary that are students’ role optimally,
reward and punishment application, limitation at material unit, educational
equipment, morning vocabulary, and English usage in daily class activity. 7
The third thesis is “ THE INFLUENCE OF STORY READING
ACTIVITIES TOWARD STUDENTS’ VOCABULARY MASTERY” 8
which has been research by Anita Farizanti Adlii in 2004, the students of
State Islamic Studies Institute (STAIN) of Salatiga. In this thesis, she
analyzed that the profile o f students’ reading activities is very influential for
students’ vocabulary mastery. According to her the stoiy reading activities
from the result o f 30 category are various, those are : Good category, Middle
category. Bad category. 9
The fourth thesis is “ THE INFLUENCE OF USING FILMS IN
TEACHING LEARNING PROCESS ON VOCABULARY MASTERY” 10
which lias been research by Yun Diyaul Farikhah in 2004, the students of
State Islamic Studies Institute (STAIN) o f Salatiga. In this thesis, she
analyzed about a significant difference in the result of teaching-learning
process between the students’ whose teacher teaches them vocabulary using
films and the students’ whose teacher teaches them vocabulary using
pictures, the teaching vocabulary technique that is used in the experiment
group gives a significant contribution to the students’ vocabulary mastery.
7 ibid,.page 71.
8 Anita Farizanti. (2003). The Influence o f Story Reading A ctivities Toward Students Vocabulaty M astery. Salatiga . Unpublished Thesis.
9 Ibid, page 44.
According to her there is a difference of mean between the two groups, in
which the mean o f the experiment group is (9,75), which is higher than the
mean o f the control group (2,5) while the t-test proves that the difference is
significant because the result of t-test is 3,04 is higher than the figure shown
on the t-table, teaching vocabulary using film is more effective than teaching
vocabulary using pictures. It means the students who are taught using films
get better achievement than the students who are not.11
This thesis will be different from the above researches in population,
sample, method of gathering data, method of analyzing data, respondens.
1.7 Research Methodology
1. Population
Suharsimi Arikunto, in her book Prosedur Penelitian : Suatu
Pendekatan Praktik, states the population is all members of research subject.12 13 The population of the research all students of the fifth year
students of SD Muhammadiyah Parakan - Temanggung, in the
academic year of 2005 / 2006. They are 90 students.
2. Sample
Sample is the points o f population that represent the whole
population.1’ SD Muhammadiyah has tree class groups, and in this
11 Ibid, page 56.
12 Suharsimi Arikunto. (1993). Prosedur P enelitian: Suatu Pendekatan Praktik. Jakarta Rineka Cipta P. 102.
8
research the writer takes one class group consisting o f 40 students as
sample, because this sample is homogen.
3. Method of Gathering Data
1) . Observation
The observer uses a blank o f sheet o f papa* to record all learning
English activities o f students in the class that is observed from
beginning to the end activities, especially type o f English
vocabulary learning that is used o f fifth year students, alternative
of learning strategies that are used to maximize the positive
students’ ability in learning English vocabulary of fifth year
students.
2) . Test
Test method here means a method of collecting data through a set
of questions that must be answered by the students as respondens.
In this research, the writer uses one kind o f test, that is test of
students’ ability in learning English vocabulary that is means as
measuring it. In this case the writer uses English vocabulary test
which conforms to the fifth year students o f Elementary School.
3) . Documentation
This method is used to get data about historical background o f SD
Muhammadiyah Par akan - Temanggung, the management,
teachers, students, official employee condition, physical data
4. The method o f analyzing data
The researches uses the formula as follows:
P = — X 100%
N
P = the percentage o f students’ ability
F = right answer
N = maximum score
c.q:
right answer = 20
maximum score = 20
score : x 100% = 100
20
After knowing the test result and also the score o f the students, the
writer did the next step is finding the percentage o f the students'
ability. To know the percentage o f students' ability, the writer
classified it according to David Haris into four level ability:14
80% -100% : excellent
60% - 79% : good
50% - 59% : fair
0% - 49% : poor
The research uses this formula to analyze how many percent o f the
fifth year students of SD Muhammadiyah Parakan, Temanggung who
ability the vocabulary.
10
To find out the type o f English learning vocabulary and the reveal the
strategies to maximize the positive students' ability in learning English
vocabulary of he fifth year students o f SD Muhammadiyah Parakan,
Temanggung, the writer uses descriptive analyzes, that the data from
observation.
1.8 Organization of Thesis
The writer organizes the theses into five chapters. The first is
introduction, that includes the background of the study, the limitation of the
problem, the problem statement, the objectives o f the study, the benefits of
the research, literature review, research methodology and organization of
thesis
The second chapter is review or related literature, that includes the
definition of ability, the definition o f learning, the types of learning,
characteristic types of learning, factors which influence learning, retention,
the definition of vocabulary, kind of vocabulary, five essential steps in
vocabulary learning, English vocabulary for students’ in elementary school,
die significance of vocabulary.
The third chapter is report o f the research and data presentation that
includes the history o f establishing the institution of the school, the general
condition of SD Muhammadiyah Parakan - Temanggung, English learning
activities, the discription of teachers and students, the management of the
The fourth chapter is the data analysis of the research report, consists
of result of how far is the students’ ability in learning English vocabulary,
type of learning English vocabulary, the strategies used to maximize the
positive students’ ability in learning English vocabulary
The fifth chater is closure. It consists of conclusion and suggestion
CHAPTER H
REVIEW OF RELATED LITERATURE
in this chapter the writer wants to discuss about definition ability, definition
of learning, the types of learning, characteristic types o f learning, factors which
influence learning, retention, the definition of vocabulary, kind of vocabulary,
five essential steps in vocabulary learning, English vocabulaiy for students’ in
elementary school, the significance o f vocabulaiy.
2.1 Definition of Learning
The students learn first language systematically. They learn it by
practice not theory. The definition o f learning can be found as follow:
Learning is internal process, a parely internal event. It can not be seen
in fact. This process can happen in some one who is teaming.1
Learning is a key process - some would say the key process - in
human behavior; it pervades eveiything we do and think.2
Learning is the development and modification of tendencies that
govern the psychological functions.3
According to Kester D. Crow and Alico Crow in Djamahs book
learning is the acquisition of habits, knowledge and attitudes. According to
1 up. cit. M Ngalim Purwanto. p. 87.
2 Clifford. T. Morgan. Richard A. King and Nancy M. Robinson. (1979). Introduction to Psychology. London : Me. Graw-Hill International Book Company, p. 112. A.
• Douglas H. Friyer.Edwin R. Henry and Charles P. Sparks. (1954). General Psycolog}’. A m erica: USA. p. 145.
Abdul Madjid in DjamaTs book learning is change behavior,
intelligence of learner base in long knowledge that take new change 4
According to Kimble and Germazy in Lodo’s book learning is a
relatively permanent change in a behavioral tendency and is the result of
reinforced practice.5
According to H. Douglas Brown die components o f the definition of
learning that are: Learning is acquisition of “getting”. Learning is retention
of information or skill. Learning involves active, conscious focus on and
acting upon events outside or inside the organism. Learning is relatively
permanent, but subject to for getting. Learning involves some form of
practice, perhaps reinforced practice. Learning is a change in behavior.
Learning is “acquiring or getting of knowledge of a subject or skill by
study, experience, or instruction.6
2.2 The Types o f Learning
Here, the types of learning can be devided in two types that are the
types of learning base on material and base on activities in learning.
2.2.1 According to Noerhadi Djamal the types o f learning base on material
is devided into five character.7 There are classified as follows:
a. Learning base on observer (sensory type of learning)
4 Noerhadi Djamal. (1985). Ilm u Jiwa Pendidikan. Semarang : Fakultas Tarbiyah Institute Agama Islam Negeri, p. 26.
5 H. Douglas Brown.(1972)JDrinc/pfcs o f Language Learning and Teaching. London: Prentice Hal. Inc. p. 7
6 ibid, p 7
14
b. Memory type of learning
c. Problem type o f learning
d. Motor type of learning
e. Emotional type of learning.
2.2.2 Base on activities in learning, the types o f learning devided into seven
character.8 They are classified as follows:
a. Skill of physical
c. Learning in fact of knowledge
A science has memorizing and understanding aspect. The most
important thing in made memorize by seeing the whole of fact and
then realized.
d. Learning of way
This type is gotten in finishing research. The step on making paper,
making literature list, organize way.
e. Learning of attitude
This study can occur by many of ways to know something and
realize the attitude learning of attitude includes learning norm by
identification, group interaction (there are certain attitude of
group), conditioning communication equipment. The attitude is
dynamics to move.
f. Learning gets deep interest
This learning has purpose to obey the society. There are many
things problem that make students in the nurse school dislike, for
example clean the restroom. This activity can solve by concentrate
to reach the purpose. In this challenge we learn to solve the
problem in ourselves.
g. Learning to transfer
This learning used to the other situation, for example learn about
English to the other knowledge.
2.3 Characteristic Types of Learning
.Although the various theoretical formulations may emphasize one type of
learning, it is common practice to differentiate several types o f learning such
as explained by Douglas, Edwin and Charles follows as:9
1. Conditioning
Essentially, stimuli and response have relationship in an experiment each
other. When adequate stimulus was presented, so effective response will
be known. Whereas when in adequate stimulus was presented, in
effective response will not be known. To make in adequate response
becomes effective, we do activity by repeated presentation.
16
2. Trial - Error Learning
The task of the learner is to select the correct response from a large
repertoire of available responses. Puzzle - box experiment afford a good
example o f this form in the psychological laboratory. The stimulated
organism performs great amount o f varied activity, eventually “hitting
upon the correct response, the one which leads to the appropriate reward.
With succeeding trials the amount of inappropriate activity diminishes
and the correct action occurs more quickly and more surely.
3. Insight and Understanding
In marking contrast to more mechanical types discussed above, there are
many situations in which the solution appears suddenly (insight) or in
which the organism demonstrates understanding of a problem with little
or no previous experience with the exact situation. Insight and
understanding are most likely to occurs when :
a. Problems are solvable by grasp of a general principle, relation, or
method.
b. A new condition, motivation, ore method o f attack is introduced.
c. The act which solves the problem is unitary, or at least simple. Insight
learning is least likely to occur when the task must be accomplished by
2.4 Factors Which Influence Learning
There are many factors which influence learning. In Douglas H. Fryer,
Edwin R. Henry and Charles P. Sparks book explained as follows :10
1. Drive and Motivation
Activity does not occur in the absence o f some drive or motive. The
experiment in learning is frequently aimed at determination o f the effect
of different drivers or motives, or at determination o f the effect of
different degrees or amounts of drive. It is impossible to measure drive
directly. Some measure o f control is usually exerted by depriving
organism of food, water, sex, etc : applying shock or other presumably
noxious stimuli; or, in the case of human beings, applying symbolic
(frequently verbal) motives. Motivation o f itself is insufficient for
learning. There must be some reward or other reinforcement.
2. Repetition and Practice
Except for unitary or extremely simple activities, some repetition is
usually necessary for successful performance, or for improvement and
perfection of performance. One of the more consistent findings of
learning experimentation is that distributed practice is superior to massed
practice. This is true for a large variety of materials and for many
different time intervals of rest or substitute activity. Many possibilities
have been advanced as explanation of the phenomena - rehearsal,
18
fatique, interest and motivation, perseveration, and differential
forgetting.
3. Generalization and Transfer of Training
By “transfer or training” is mean the effect or practice in one activity on
accomplishment in another activity. In its earliest form transfer o f
training was accounted for in terms o f faculties. The faculty
psychologists held that memory, will, reasoning, etc were in themselves
strengthened by practice just a muscle is strengthened by exercise.
Experimental evidence, beginning with James in 1890, has been
consistently against such an interpretation. Nevertheless, transfer effects
are common. There are positive effects in which prior learning facilitates
future learning and negative effects in which prior training inhibits
future learning.
2.5 Retention
Retention is inability to pass it out from the bladder.11 Any measurable
degree o f persistence if material learned is considered evidence o f retention.
There are five principal ways in which retention is measured, namely; recall,
recognition, reconstruction, relearning, and transfer.12 These measures are
not interchangeable.
11 As Hornby 1974. Oxford Advance Learner's Dictionary o f Current English. London: Great Britain.p.724
Hammam’s book, there are three definition o f Vocabulary.13 Those
definitions are in the followings:
a. Vocabulary is total number o f words that make up o f language.
b. Vocabulary is a body of words known to a person or used in a particular
book, subject, etc.
c. Vocabulary is a list o f words with their meaning, especially one which
accompanies a text book o f foreign language.
2.7 Kind of Vocabulary
You may thing have one vocabulary, but actually you have two vocabularies
that are receptive vocabulary and expressive vocabulary. According James F
Sheperd (Hammam’s book) there are two vocabulary:’4
1. Receptive vocabulary
Receptive vocabulary is the words that we know when we listen,
read, or the words that we know when we receive thoughts from others.
There are many words that we are recognize when heard or read but do ->h ' '
not use when speak or write. It we have a receptive vocabulary o f 14.000
words, the chances are that in 80 percent o f what we write. We rely on a
20
vocabulary of fewer than 3.000 words and that in 95 percent o f what you
say you use a vocabulary o f fever than 1.000 words.
Receptive vocabulary is our basic vocabulary : the total storehouse
o f words we can use to understand the thoughts o f others when we listen
and read. It is also all the words on which we can a raw when we speak
and write : the words we use in speaking and writing are all words you
know when we hear or read them. Therefore our first goal o f vocabulary
development should be to increase the size o f our receptive vocabulary.
2. Expressive vocabulary
Expressive vocabulary is the words that use whoa we speak or write
that is when you express our thoughts to other expressive vocabulary
almost certainly contains many words that we do not we when speak and
write. Therefore, our second goal o f vocabulary improvement should be
to increase the percentage o f words in our expressive vocabulary that we
use in speaking and writing.
We can increase our choice o f words in writing and speaking and
the potential size of our expressive vocabulary, because the words we
will explain about it. According to Evelyn Hutch and Cheryl Brown there
are five essential steps in vocabulary learning that are:15
1. Encountering new word
The first essential step for vocabulary learning is encountering new
words, that have a source for words. The student strategies here include
learning new words by reading books, listening to TV and radio, and
reading newspapers and magazines.
2. Getting the word form
The second step essential to vocabulary learning appears to be the
getting of a clear image - visual or auditory or both - of form o f the
vocabulary item.
3. Getting the word meaning
The third essential step in the learners’ reported strategies is the one
which is most often associated with the idea o f vocabulary learning:
getting the word meaning.
4. Consolidating word form and meaning in memory
The fourth necessary step is requires the consolidation o f form and
meaning in memory.
5. Using tire word
15 Erwin Hatch, Cheryl Brown, (no year). Vocabulary, Semantics, and Language Education Los Angeles : Cambride University Press. P. 372-390
m
m
22
The final step in learning words is using the words. Some would argue
that this step is not necessary if all that is desired is a receptive
knowledge of the word.
2.9 English Vocabulary for Students’ in Elementary School
The aim of learning English for student is an instrumental subject mater. The
purpose is to give some foundations of English language. The students are
not hoped to be able to the vocabulary mastery in the four English skill. It
means that learning English in Elementary School is only as an additional
mater to supply student’s communication ability by memorizing certain
English vocabularies. In addition, English learning in Elementary School is
memorizing vocabulary.
The vocabulary having been mastered by students can be explained through
some themes as follows:
1. Family
a. Family member (father, mother, brother, grand father, grand mother)
b. Family member’s duty (example: father working)
c. Family custom (example: mother prepares meal, 1 am washing
plates).
2. Animal
a. Kind of animal (cat, dog, cow, goat)
b. Wild animal (tiger, lion, woll)
d. Water animal (example: fish)
e. Flying animal (example: bird)
3. Jobs
a. Kind of job (doctor, teacher, police)
b. Job place (doctor in hospital, teacher in school)
4. Communication Equipment
(radio, television, telephone, newspaper)
5. Kind of Transportation
a. Land transportation (car, train, bus)
b. Water transportation (ship, boat)
c. Air transportation (plane, helicopter)
2.10 The Significance of Vocabulary
Students should learn vocabulary together with their meaning to avoid
mistake in writing. This is important because every English word has a
definite place for write and we can not change it. However students should
practice English using the rule of English in order to be good English writer.
The writer sees that the important o f vocabulary is some thing serious
to be considered by the students especially for the fifth year students of
Elementary Scholl Muhammadiyah P arak an - Temanggung, in the academic
year o f 2005 - 2006. Why? Because their mastery in writing will help them
24
However, a new vocabulary item may be more than a single word, for
example; post-office, mother-in-law, etc., which are constructed o f more
than one word but expressing are single meaning unit. There are also
multiword idioms such as “call it day”, where the meaning cannot be
deduced from an analysis o f words that make the phrases. Realizing the
above cases, a useful convention is to cover them by talking about
vocabulary ’’items” rather than “words”.
In learning vocabulary, it is important for the students to understand
the meaning of the new language that they are learning. We know that “the
end of language is the communication or meaning”. People talk in order to
express the meaning o f their thoughts, and they listen in order to discover
the meaning of what others say. Without meaning there would be on real
point in language.
The teachers also need to know wether the students have understood
the new language so that they can organize their teaching accordingly.
Based on the explanation above, it can be summarized that vocabulary
is the total number of words and often phrases, which make up the language.
They are learned to achieve the end of language; the communication of
This chapter will discuss about the historical background and general
condition o f SD Muhammadiyah, Parakan, Temanggung, English learning
activities, the discription o f teachers and students, the management of the school
organization, data presentation.
3.1 The History of Establishing The Institution of The School
SD Muhammadiyah Parakan, Temanggung was built on 2000/2001 M;
by the leader of Muhammadiyah Temanggung that is Imam Supardi, S. Ag. It
cooperate with SD Muhammadiyah Sapen Yogyakarta. It is superior
education base on Islamic values, and development o f knowledge and
technology.
SD Muhammadiyah Parakan, Temanggung pay more attention on basic
education to children, because it is very important as foundation to next
education. The children will be taught in order to be conscious to
development Islam in next future. Furthermore, they have high spirit to
' development Islam going to place that more high.
3.2 The General Condition of SD Muhammadiyah Parakan, Temanggung in
The Academic Year 2005 - 2006
3.2.1 Inventory of SD Muhammadiyah Parakan, Temanggung :
a. Classrooms : 15 room
26
b. Teacher office : 1 room
c. Library : 1 room
d. School Healthy Center : 1 room
e. Office : 1 room
f. Administration room : 1 room
8- Mosque : 1 room
h. Language laboratory : 1 room
i. IPA Laboratory : 1 room
j- Warehouse room : 1 room
k. Activity room : 1 room
1. Computer room : 1 room
m. Toilet : 6 room
n. Cooperative room : 1 room
By those mediums and instruments, SD Muhammadiyah Parakan,
Temanggung undertakes its function as an elementary school. Beside
teaching them formally, SD Muhammadiyah Parakan, Temanggung
also runs extracurricular activities to develop students interest and
talents, and their awareness about Islamic.
3.2.2 The Activities Extracurricular and Islamic
a. The activities of Islamic are Sholat dhuha, read the holy Qur’an in
every morning.
b. The activities of extracurricular are Tapak Suci, Computer, English,
3
J
English learning activities1. Opening
Teachers are the main determinant for pupils’ learning achievement.
Therefore, every lesson must be conducted as comfortable possible.
Before it is started, the teacher and the students sit on the chair in a
classroom. Before opening the lesson, the teacher always examine
whether every body has kept silent or not, and than the teacher may give
salutation and then asks one of pupils to lead the other to pray. The next
step, she repeats and asks questions dealing with the previous lesson.
2. Teaching learning process
The method which can be used in English teaching learning process
is direct method. Here the teacher must be active in manage the
classroom, and active use English in teaching. The teacher also use some
teaching aids that are English story book, tape recorder.
The first step used by students to master vocabulary is
memorization, that students have to understand the meaning or words.
3. Evaluation
In teaching learning process we can find a form o f measurement of
learning result. A good evaluation is always done every time after daily
teaching learning process. The evaluation is done after lesson end and in
the examination, to measure the students ability in SD Muhammadiyah,
there are two evaluation procedures namely: Daily evaluation,
28
3.4 The description of Teachers and Students
3.3.1 The Teachers
To manage the education activities, every school needs employee
called teachers. It is expected that every activity can be performed
effectively and efficiently, so that the goal o f teaching learning can be
achieved.
In leaching learning process, the teacher have importance rules.
Their existence is always needed in every school or education
institution. They will give material of the subject. SD Muhammadiyah
Parakan, Temanggung has 19 teachers, two o f them teach English
subject. To know the condition of teachers, look at he following table.
TABLE I
THE TEACHERS
OF SD MUHAMMADIYAH PARAKAN, TEMANGGUNG
No. Name
1. Tri Selyaningsih, S.Sos
2. Rullyana K, S.P
3. Tri Rahayu, S.Tp
4. Siti Barkah, S.Pd
5. Ari Setyani, S.Pd
6. Afhita Budi, S.T
8. Dahono, S.Pd
9. Imam Effendi, S.Sos
10. Kuwoto, S.Pt
11. Mukhlas Aziz, S.Ag
12. Sri Hermawan, S.Pd
13. Sri Widarti, S.P
14. Hanik Istiqamah, S.Ip
15. Fathminah, S.Pd
16. M. Hasan A1 Bustami
17. Supri Astuti
18. M. Binawan, S.S
19. Sunarwan
Based on the result of direct observation found that the numbers of
teachers in the school year of 2005 - 2006 is 19 person. The English
teacher of first until fifth year is Supri Astuti, A.Md, and sixth year is
M. Binawan, S.S
3.3.2 The Students
The students are persons who are studying at school. The total
number of students of SD Muhammadiyah Parakan, Temanggung is
30
TABLE II
SITUATION OF THE STUDENTS
IN SD MUHAMMADIYAH PARAKAN, TEMANGGUNG
No. Class Sum of male Sum of female Sum of Students
1. I (A,B,C) 25 65 90
2. II (A, 13) 11 20 31
3. III (A,B,C) 28 42 70
4. IV (A,B) 9 30
5. V (A,B,C) 34 56 90
6. IV (A,B) 23 25 48
TOTAL OF
STUDENTS
130 229 359
3.5 The Management of The School Organization
To know the management of SD Muhammadiyah Parakan,
TABLE III
MANAGEMENT OF SDMUHAMP
IN THE ACADEMIC YEAR 2005 / 2
3.6 D ata P resen tation
29. Muh. Syarif A1 Jundi
\
THE DATA ANALYSIS
4.1 Resource of the Students’ Ability
The data of the research is analyzed to find out the students’ ability in
learning English vocabulary. The writer is get the data from 40 students of
SO Muhammadiyah Parakan, Temanggung especially the fifth year students
and the competition will use this formula :
P = — xl00% N
I lere, the writer describe the result of the test as data of this research as
below:
1. It is a ...
a. book
b. pen c. eraser
40 student answers were correct, and 0 student answers were wrong.
20
36 student answers were correct, and 4
The percentage of abil ity is
x 100%
student answers were wrong.
= 80%
34
3. It is a ...
a. building
b. people c. umbrella
33 student answers were correct, and 7 student answers were wrong.
13
40 student answers were correct, and 0 student answers were wrong.
20
40 student answers were correct, and 0 student answers were wrong.
?0
39 student answers were correct, and 1 student answers were wrong.
The percentage of ability is
— xl00% = 95 %a. Seven b. Two c. Nine
39 student answers were correct, and 1 student answers were wrong.
19
37 student answers were correct, and 3 student answers were wrong.
17
40 student answers were correct, and 0 student answers were wrong.
The percentage of ability is — x 100% = 1 0 0 %
10.lt has long ears. It is a ...
a. dog b. rabbit
c. cat C T r t
40 student answers were cofrd s id 0 student answers were wrong.
The percentage of ability is
— x l 0 0 % = 100%36
40 student answers were correct, and 0 student answers were wrong.
20
40 student answers were correct, and 0 student answers were wrong.
20
40 student answers were correct, and 0 student answers were wrong. ?0
40 student answers were correct, and 0 student answers were wrong.
20
15. Itisaor an ....
a. Orange b. Melon c. Watermelon
35 student answers were correct, and 5 student answers were wrong.
The percentage of ability is — * 100% = %
39 student answers were correct, and 1 student answers were wrong.
19
40 student answers were correct, and 0 student answers were wrong.
. 2 0
37 student answers were correct, and 3 student answers were wrong. 17
38
40 student answers were correct, and 0 student answers were wrong.
20
39 student answers w'ere correct, and 1 student answers were wrong.
19
The percentage of ability is — x 100% - 95%
TABLE IV
THE PERCENTAGE SCORE OF STUDENTS’ ABILITY
No Right Percentage
4.2 The Type of English Vocabulary Learning
In order to find out the type of English vocabulary learning used in
fifth year students o f SD Muhammadiyah Parakan, Temanggung, in the
academic year of 2005 - 2006, the writer uses observation to get the data of
40
The type English vocabulary learning base on material, the students
usually uses memory type o f learning. Base on activities in learning, the
students usually uses learning in fact o f knowledge, because this type has
memorizing and understanding aspect. The most important thing in made
memorize by seeing the whole o f fact and then realized.
r
4.3 The Strategies to Maximize the Positive Students’ Ability in English
Vocabulary Learning
In order to reveal the strategies to maximize the positive students’
ability in learning English vocabulary , the writer uses observation to get the
data.
The strategies to maximize the positive students’ ability in learning
English vocabulary are:
1. Optimaliting Students Role
The teaching learning process o f English vocabulary in the SD
Muhammadiyah Parakan, Temanggung put the students as subject of
learning.
The students in learning must be active. Before the lesson is
started, the teacher will ask some questions to prepare the classroom. For
example, when they learn vocabulary about kinds of animal, the teacher
will ask students about animal. By the way, before the teacher begins her
instruction the students have gotten some imaginations in their mind
2. Limiting the Teaching Material
To get a good response from students are taught in a small unit, so
the students just follow it and give certain response. Instruction does not
only consist of material, but it must be followed by some example from
the teacher.
Actually, learning English vocabulary in SD Muhammadiyah
Parakan, Temanggung is limited in memorizing vocabulary.
3. The Use of English in Class
Language is an element of patterned behavior. To stimulated the
students capability in improving their English vocabulary, the teacher
uses some sort statements in asking the students to do something with
the English terms. For example, asking students to sit, the teacher will
says: please sit down. It means that the teacher try to practice to speak
English in front of the students, although their language mixed with
Indonesia language.
4. English Extracurricular
CHAPTER V
CLOSURE
5.1 Conclusion
From Ihe explanation chapter 1 - IV the writer took the conclusions,
they are:
1. The score o f students are used on level ability. The percentage of the
students' ability will be classified into four level of ability. The result of
the lest shows that there arc students at level o f ability between 80% -
100%, there are 40 students (100%), who are at level of ability between
60% - 79%, there are 0 students (0%), who are at level of mastery
between 50% - 59%, and there are 0 students (0%), who are at level of
ability between 0% - 49%, and there are 0 students (0%). The table
below' shows us the frequency of students score with its percentage.
TABLE VI
THE FREQUENCY OF STUDENTS’ SCORE
Level at ability Frequency Percentage
80% -100% 40 100%
60% - 79% -
-50% - 59% -
-0% - 49% -
-Total 40 100%
The students can be categorized into four level according to their
achievement.
1. 80% - 100% : excellent
2. 60% - 79% : good
3. 50% - 59% : fair
4. 0% - 49% : poor
In this research the writer has describe the students' ability in learning
English vocabulary is all excellent to fifth year students of SD
Muhammadiyah Parakan, Temanggung.
2. The type of English vocabulary learning that uses in fifth year students
of SD Muhammadiyah Parakan, Temanggung is type memory of
learning, and learning in fact of knowledge.
?, The strategies to maximize the positive students' ability in English
vocabulary learning that are :
a. Optimaliting students rule
b. Limiting the teaching material
c. The use o f English in class
d. English Extracurricular.
5.2 Suggestion
After having the result of the research, there are some suggestions:
44
To imporve the students' ability in learning English vocabulary they
must study hard to memorizing vocabulary.
2. To the teachers
In order to the students have a good ability in learning English
vocabulary the teacher give support that are :
a. The teachers should give five essential step in learning English
vocabulary, that are : in countering new word, getting the word
form, getting the word meaning, consolidating word fonn and
meaning in memory, using the word.
b. The teachers should give five principal ways in retention or
memorizing vocabulary namely recall, recognition, reconstruction,
relearning, and transfer.
c. The teachers must give motivation to the students about the
Jakarta: Rineka Cipta.
Brown, H. Douglas. (1972).
Principles of Language Learning and Teaching.
London: Prentice Hal. Inc.Djamal, A. Noerhadi. (1985).
Ilmu Jbva Pendidikan
i Semarang : Fakultas Tarbiyah Institute Agama Islam Negeri.Farikhah, Yun Diyaul. (2004).
The Influence of Using Films in Teaching
Learning Process on Vocabulary Mastery.
Salatiga: Unpublished Thesis.Farizanti, Anita. (2003).
The Influence o f Story Reading Activities Toward
Students Vocabulary Mastery.
Salatiga: Unpublished Thesis.Friyer, H. Douglas. Henry, R. Edwin and Sparks, P. Charles. (1954).
General
Psycology.
America: USA.Hammam. (2003).
Essential vocabulary in English.
Salatiga : STAIN.Haris, P. David. (1968).
Testing English as a Second Language.
New York : Me. Graw-Hill Book Company.Hasibuan, Sofia Rangkuti. (1991).
Teori Terjemahan Dan Kaitannya dengan
Tata Bahasa Inggris.
Jakarta: Dian Rakyat.Hatch, Erwin. Brown, Cheryl, (no year).
Vocabulary, Semantics, and Language
Education.
Los Angeles : Cambride University Press.Hornby, As. (1974).
Oxford Advance Learner's Dictionary of Current English.
London: Great Britain.Hurlock, Elizabeth B. (1978).
Child Development.
Singapura: Me. Grow - Hill Book Company.Khanif, Nur. (2003).
A Descriptive Grounded Research About Preschool Ages
Capability on The Mastery of English Vocabulary.
Salatiga:Nawawi, Hadari. (1987).
Metodologi Penelitian Bidang Sosial.
Yogyakarta: Gajah Mada Press.Purwanto, M. Ngalim. (1987).
Psychologi Pendidikan.
Bandung: Remadja Karya CV.VOCABULARY ABILITY TEST
Petunjuk:
I Tulislah terlebih dahulu nama dan kelas pada lembar jawaban yang tersedia
2. Pilihlah salah satu jawaban yang paling benar
LEMBAR JAWABAN
NAMA
KELAS
No a b c
1 a b c
2 a b c
3 a b c
4 a b c
5 a b c
6 a b c
7 a b c
8 a b c
9 a b c
10 a b c
No a b c
11 a b c
12 a b c
13 a b c
14 a b c
15 a b c
16 a b c
17 a b c
18 a b c
19 a b c
PICTURE. IA THE BUILDING OF THE CLASSROOM
PICTURE. IB
PIC T U R E . IIA
PICTURE. IIA ENGLISH TEACHING LEARNING PROCESS
PICTURE. 1IB
PICTURE. IIIA
TI IE TWO TEACIIERS EXPLANATION ABOUT USING COMPUTER
PICTURE. IIIB
PICTURE. IIIB
P IC T U R E . IV A
PICTURE. IVA
THE STUDENTS READ THE HOLY QUR’AN IN EVERY MORNING
PICTURE. IVB
PICTURE. IVB
TI IE TEACHER IN OFFICE ROOM TI IE TEACIIER IN OFFICE ROOM
DEPARTEMEN AGAMA RI
RK.OLAH "1NGGI
aGAM A ISLAM M ECERI (STAIN) SALATIGA
•JURUSAN TARBIYAH
PROGRAM STUDI TADRIS BAHASA INGGRIS
Ji. T eitara Pelajar 02 Telp.(0298)323706 I*ax.323433 Kode Pos 5072.1
K. 1 'T» 'R ANGAN PROPGSAl. SKRIPSI
Proposal skvipui nuiu. uswa: Nama 2 i \ \ o c { c \
R5- 01- OS'S
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CPA X.FA P.Y.F... 5 ^ -
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SluflCntS' P e r c e p t i o n
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t ' f A ] u h a t r \ r n e t ^ v V c i K ? a r c i £ a n , T e r n a n O c u n A c c i f t o m ) c Y < ? c i r o f L t o o z ^ 2 o o L V
Dinyatakan : Diter ma / Diierioia-dCngan syarat
Catatan :
1 - A A j?ci? •
Salatiga, ..F F ^ r 200.X "
Drs. Sa'adi, M. Ag. NIP. 150256821
N B.
Surat mi digunakan «untuk meminta Surat Nota Pemhimhi' g Skripsi
ke Subbag Akademik (Pelayanan Skripsi).
Website : www.stainsalatma.ac.id E-mail : administrasi@stainsalatiga.ac.id
Nomor: ST.27/K-1/PP.00.9/I-1.3.035/2005 28 Juni 2005
Lamp. : Proposal Skripsi
Hal : Pembimbing dan Asisten Pembimbing Skripsi
Yth. 1. Dra. Woro Retnaningsih, M.Pd 2. Norwanto, M.Hum
Assalamualaikum w. w.
Dalam rangka penulisan Skripsi Mahasiswa Program Sarjana (S.l). Saudara ditunjuk sebagai Dosen Pembimbing / Asisten Pembimbing Skripsi mahasiswa :
N a m a
IN LEARNING ENGLISH VOCABULARY
(A Case Study o f the F i^ ^ Y e a r Students o f SD Muhammadiyah Parakan, Temanggung in the Academic Year o f 2005/2006)
Apabila dipandang perlu Saudara diminta mengoreksi tema Skripsi di atas.
cq f-alci-1 : PvLp-cap n o t v ! rtivn) f \ / c f c y t n U /liul) f if pk
Demikian untuk diketahui dan dilaksanakan.
Wassalamualaikum w. w.
a.n. Ketua,
v PembaMu Ketua Bidang Akademik
V
Drs. ImanrSutomo, M.Ag
NIP. 150216814
Nomor Lamp Hal
DKPAU I r.MI.N \<; \!Y1 A
s k k o l a 11 i i N ( ; ( ; i a ( ;a i m a i s i.a m i n k g k u i (s i a i n j s a i a i h »a
.11. Tentara Pelajar 02 Tel|>.(02<>8) 322700. 323132 Pas 337 I n Salatiga 50721 Website : www.slainsalatiaa.ae.id li-mail : admimstrasiu/YUnnsalatiga.aejd
ST.27/K-0/TL.01/ /2005
Proposal Penelitian
Permohonan Izin Penelitian
Salatiga, 12 Juli 2005
Kepada
Yth. Kepala SD Muhammadiyah Parakan Di Parakan Temanggung
Sekolah Tinggi Agama Islam Negeri (STAIN) Salatiga Tarbiyah
Tadris Pendidikan Bahasa Inggris (TPBI)
Dalam rangka penyelesaian studi Program S. 1 di STAIN Salatiga, diwajibkan memenuhi salah satu persyaratan yang berupa pembuatan SKRIPSI.
Adapun judul vang diambil adalah : A DESCRIPTIVE STUDY OF STUDENTS’
Untuk penyelesaian Skripsi tersebut, kami mohon Bapak memberi izin kepada mahasiswa tersebut untuk mengadakan penelitian guna memperoleh data atau keterangan dan bahan.... yang dipeilukan d. S I) Muhammadiyah Parakan. mulai tanggal IX Juni s.d. IX Juli 2005
Kemudian atas pemberian izin Bap; k, kami sampaikan terima kasih.
Wassalamu
‘alaikutn Wr. Wb.
K e tu a ,
N IP . 15 0 19874.3
SD MUHAMMADIYAH PARAKAN
JI. Raya Kedu Km. 2, Kalisat Bulu, Temanggung 562S3
SURAT KETERANGAN
NO.091 / SDMP / 1 / II / 2005
a yang bertanda tangan dibawah i n i :
na Muchamad Binawan, SS
atan Kepala Sekolah SD Muhammadiyah Parakan
mat Jl. Raya Kedu Km. 2 Kalisat Bulu Temanggung
nyatakan bahwa yang bersangkutan dibawah i n i :
na Zulaefah
A 113.01.055
liasiswa : STAIN Salatiga
isan : Tarbiyah / Tadris Bahasa Inggris
mat RT. 02 / RW. 02 Wanutengah Parakan Temanggung
ar - benar mengadakan penelitian di SD Muhammadiyah mulai tanggal 18 Juli sampai dengan 18
istus 2005 dengan Judul “ THE STUDENTS*ABILITY IN LEARNING ENGLISH VOCABULARY “
kSE STUDY IN FIFTH YEAR STUDENTS OF SD MUHAMMADIYAH, PARAKAN,
4ANGGUNG IN THE ACADEMIC YEAR OF 2005 / 2006).
nikian surat keterangan ini kami buat dengan sebenarnya dan dapat digunakan sebagaimana mestinya.
emanugung, 18 Agustus 2005
SD Muhammadiyah Parakan
? A V » i t f A
ORMASS 2001
O R IE N T A S I M A H A S IS W A S T A IN S A L A T IG A
S e k o la h T in g g i A g a m a I s la m N e g e r i ( S T A IN ) S a la t ig a
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Nama : ... . ...‘ ...
N I M : .1 1 .2 ..9 .!.$ 5 5 ...; ...
atas partisipasinya dalam mengikuti O R M A S S , yang telah terselenggara pada 2 7 - 3 0 Agustus
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Semoga tanda penghargaan ini senantiasa menjadi prasasti dan dorongan untuk terus kritis
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anmgrum
3 0 A gustus 2 0 0 1
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S'USN SALATIGA
getahui
m.
Badwan M.Ag
S t Number
j i 501 c? g
had been participated with
“English friendship Camp“ held by
Communicative English Club (CEC)
and English Departm ent o f STAIN
Salatiga at Kopeng on O c to b e r 19 ■
21 2001, as:
PARTICIPANT
Salatiga, 30 October 2001
Coinmitee of English Friendship Camp
L. Secretary ....
Chief of English Dept.
Chief of CEC
of STAIN Salatiga
SERTIFIKAT
N o m o r : ST.27/K-0/PF.00.9/1494/2004
D iberika n kepada
N a m a
N IM
P rog ram S tudi
Z IJ L A E F A H
11301055
Tadris Bahasa Inggris (TBI)
A ta s k e b e rh a s ila n n y a d a la m m e n ye le sa ika n P rog ram P e n g a la m a n
La pa n g a n (P ra ktik M e n g a ja r) yan g d ila ksa n a ka n pada ta n g g a l 2 A g u stu s
S am pai d e n g a n 4 S e p te m b e r 2004 di SMP Muhammadiyah Salatiga
D engan n ila i__________ H _________ __ ( B aikS ekali _____ )
ahui
L.\SMPMnh Salatiga
i i
Jalatiga, 6 S e p te m b e r 20 04 3tua Ju ru sa n Tarbiyah
ATHARIYADI, M.Pd
IP 150254238
K etua Salatic
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J U R U S A N T A R B I Y A H
(Stadion cA'o. 3 3/e/p. 3 3 3 4 3 3 , &aAa. 3 3 3 4 3 3 ,9loc/e 33o j 5 0 7 3 / c?a/a/i#a Nomor: ST.27/J-I/PP.00.9/1515A/2004
K e tu a Ju ru s a n T a rb iy a h S e k o la h T in g g i A g a m a Islam N e g e ri (S T A IN ) S a la tig a m e n y a ta k a n b ah w a :
N a m a N I M
Program Studi
ZULAEFAH 11301055
PENDIDIKAN BAHASA INGGRIS
T e la h se le s a i m e n g ik u ti K uliah K e rja L a p a n g a n (K K L ) y a n g d is e le n g g a ra k a n o le h J u ru s a n T a rb iy a h S e k o la h T in g g i A g a m a Islam N e g e ri S a la tig a d i P o n d o k P e s a n tre n R in g in A g u n g d an L e m b a g a P e n d id ik a n B a h a s a In g g ris E E C C di P are, K ed iri, s e rta P o n d o k P e s a n tre n D a ru s s a la m G o n to r P o n o ro g o J a w a T im u r p a d a ta n g g a l 3 s.d. 5 D e s e m b e r 2 00 4 .
D e n g a n P re d ik a t: B A IK (3,0)
S a la tig a , 6 D e s e m b e r 2 0 0 4 K e t u i
