DEVELOPING ENGLISH WORKSHEET BASED ON
MATERIALS FOR THE SEVENTH GRADE STUDENTS
AT MADRASAH TSANAWIYAH DARUL AMIN
PALANGKA RAYA ACADEMIC YEAR 2014/2015
THESIS
Proposed to the Department of Education of the State Islamic College of Palangka Raya in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan Islam
By:
IBNU BAIHAKI SRN. 1001120543
THE STATE ISLAMIC COLLEGE OF PALANGKA RAYA THE DEPARTMENT OF EDUCATION
MOTTO
DEVELOPING ENGLISH WORKSHEET BASED ON MATERIALS FOR
THE SEVENTS GRADE STUDENTS AT MADRASAH TSANAWIYAH
DARUL AMIN PALANGKA RAYA ACADEMIC YEAR 2014/2015
ABSTRACT
The objectives of this study analyzed the base problems as follows: (a) To know students’ and teachers’ needs and response to the English worksheet to support English learning at MTs Darul Amin Palangka Raya. (b) To know the types of worksheet for the seventh grade students at MTs Darul Amin Palangka Raya to support of English learning.
In the study, the writer used research and development method. And then, the writer used questionaire to collect the data. There were 40 persons as the subject; 30 students the seventh grade at MTs Darul Amin Palangka Raya and 10 English teachers’ at MTs in Palangka Raya.
Based on the result of this research, MTs Darul Amin Palangka Raya on academic year 2014/2015; There were 5 students’ response to the English worksheet; (a) the students need worksheet that easy to understand, (b) the students need text easy to understand, (c) the students need many examples and instruction to do it, (d) the students need the interesting worksheet, and (e) students needs the worksheet with the types multiple choice and essay.
On the other hand, teachers’ response to the worksheet were on 5 responses as follows: (a) the teachers need the materials in the worksheet suitable to syllabus, (b) the teachers need the worksheet with many pictures, (c) the teachers need the instruction to do the task, (d) the teachers need the worksheet have not double meaning, and (e) the teachers need reading texts thhat easy to understand.
PENGEMBANGAN LEMBAR KERJA BAHASA INGGRIS
BERDASARKAN MATERI UNTUK SISWA KELAS TUJUH DI
MADRASAH TSANAWIYAH DARUL AMIN PALANGKA RAYA TAHUN
AJARAN 2014/2015
ABSTRAK
Tujuan utama penelitian ini adalah untuk mengkaji masalah-masalah mendasar sebegai berikut: (a) Untuk mengetahui kebutuhan siswa dan guru serta respon siswa dan guru terhadap lembar kerja bahasa Inggris dalam mendukung pembelajaran bahasa Inggris di MTs Darul Amin Palangka Raya. (b) Untuk mengetahui jenis-jenis lembar kerja untuk siswa kelas tujuh MTs Darul Amin Palangka Raya sebagai pendukung dari pembelajaran bahasa Inggris.
Penelitian ini menggunakan metode penelitian dan pengembangan dimana kuesioner digunakan dalam mengumpulkan data. Subyek penelitian berjumlah 40 orang. Terdiri dari 30 siswa kelas tujuh Madrasah Tsanawiyah Darul Amin Palangka Raya dan 10 guru bahasa Inggris di Madrasah Tsanawiyah kota Palangka Raya.
Berdasarkan hasil penelitian, Madrasah Tsanawiyah Darul Amin Palangka Raya tahun ajaran 2014/2015 adalah: ada 5 respon siswa terhadap lembar kerja bahasa Inggris, (a) siswa membutuhkan lembar kerja yang mudah untuk dipahami, (b) siswa membutuhkan teks yang mudah dipahami, (c) siswa membutuhkan banyak contoh dan cara untuk mengerjakan, (d) siswa membutuhkan lembar kerja yang menarik, dan (e) siswa membutuhkan lembar kerja dengan jenis pilihan ganda dan essay.
Sedangkan pada respon guru pada lembar kerja ada 5 respon diantaranya: (a) guru membutuhkan materi lembar kerja yang sesuai dengan syllabus, (b) guru membutuhkan lembar kerja yang banyak gambar, (c) guru membutuhkan lembar kerja yang dilengkapi dengan cara mengerjakan soal, (d) guru membutuhkan lembar yang kerja yang tidak mengandung makna ganda, and (e) guru membutuhkan lembar kerja jenis teks bacaan yang mudah untuk dipahami.
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim
The researcher would like to show my best gratitude to the almighty, Allah
SWT who has given his a drop of knowledge with uncountable power and
patience. Peace and salutation be on to greatest reformer in Islam, he is
Muhammad SAW. The researcher finally was able to finish this thesis. In
addition, the writer would like to dedicate the best thank to:
1. Dr. Ibnu Elmi A.S. Pelu, SH, MH., as rector of STAIN Palangka Raya for his
permission and to conduct this research.
2. Drs. Fahmi, M.Pd., The Vice Chairman of Academic Affairs and Institutional
Development.
3. Triwid S.N., M.Pd., as the chair of the Department of Education.
4. Santi Erliana, M.Pd., as the coordinator of English Education Study Program .
5. Siminto, M.Hum., as the first advisor.
6. Zaitun Qamariah, M.Pd., as the second advisor.
7. Dr. H. Abdul Qodir, M.Pd., as the academic advisor.
The writer realized that the thesis is still far from the perfect therefore some
constructive suggestions are welcomed. Finally may Allah always bless us.
Alhamdulillahirabbil„Alamin
Palangka Raya, December 2014
DEDICATION
This thesis is dedicated to some special people as follows:
1. My beloved parents, Bahri and Jawiyah. Thank for everything you give to me.
You are my inspirations and motivations for whole of my life.
2. My beloved brother, Kaspul Anwar and Asmadi.
3. My beloved sister, Janiah, S.Pd.I and my young sister Dahliana.
4. My beloved lecturers, Dr. H. Abdul Qodir M.Pd., Siminto, M.Hum, Zaitun
Qamariah, M.Pd., Hj. Apni Ranti, M.Hum, Nahdhiyah,S.S., M.Pd, Catharina
Elmayantie,M.Pd, Luqman Baehaqi., S.S., M.Pd., Dra. Halimah, M.Pd., Santi
Erliana, M.Pd., Rahmadi Nirwanto, M.Pd., and all of the lecturers of TBI,
thank for everything that you have given to me for my education and
experiences.
5. Thank you for Mr. Rohmudin, S.Ag as head master at MTs Darul Amin
Palangka Raya he was give me permation to research.
6. Thank you for Mr. Suryo Wibowo, S.Pd.Ing, MM as an English teacher at
MTs Darul Amin Palangka Raya he was help me to collect the data.
7. Special thank for my first sister Janiah, S.Pd.I she was support and given me
the tuition to finish my study.
8. My beloved friend in TBI 2010.
9. All of seventh grade students of MTs Darul Amin Palangka Raya academic
year 2014/2015.
10. Last but not least, Choirul Fuadi,S.Pd.I as your help and other people who help
TABLE OF CONTENTS
Page
PAGE OF COVER ...i
PAGE OF TITTLE ...ii
APPROVAL OF THE THESIS ADVISORY COMMITEE APPROVAL OF THE BOARD EXAMINER...iii
LEGALIZATION OF THESIS EXAMINING COMMITTEE ...iv
ACKNOWLEDGMENTS ...v
LIST OF ABBREVIATION AND SYMBOL...xiii
LIST OF CHART...xiv
LIST OF APPENDICES ...xv
CHAPTER 1 INTRODUCTION A. Background of the Study ...1
B. Problems of the Study ...6
C. Objectives of the Study ...6
D. Significance of the Study ...7
E. Scope and Limition of the Study ...7
F. Framework of Discussion ...8
G. Definition of Key Terms ...9
CHAPTER II REVIEW OF RELATED LITERATURE A. The Previous Studies ...11
B. Skills of English ...14
a. Listening ...15
b. Speaking ...20
c. Reading ...27
d. Wrting ...32
C. Elements of English ...35
a. Vocabulary ...35
b. Pronunciation ...39
c. Grammar ...42
D. Material Selection ...43
E. Type of Worksheet ...44
b. Word Scrambels Worksheet ...44
c. Jumbled Sentences Worksheet ...45
d. Sorting Worksheet ...45
e. Other Worksheet ...45
F. The Criteria of good worksheet ...46
G. Curriculum ...46
a. The Explicit Curriculum ...47
b. The Implicit Curriculum ...48
c. The Null Curriculum ...49
d. Extracurricular Programs ...49
H. Need of Students and Teachers………...50
CHAPTER III RESEARCH METHOD A. The Data ... 51
B. Instrumentation... 51
C. Subject of the Study... 52
D. Research Methodology ... 52
a. Assess Needs to Identify ... 52
b. Conduct Instructional Analysis ... 55
c. Analyze Learners and Contexts ... 55
d. Write Performance Objectives ... 56
e. Develop Assessment Instruments ... 56
CHAPTER IV THE RESULT OF THE STUDY A. Data Analysis ... 57
B. The Students’ Respon to the Worksheet... 58 1. The Students’ Response Realateto the Worksheet.
2. The Students’ Response Realate to the Worksheet in Their School.
3. The Students’ Response Relate to Their Intertesting to the Worksheet.
4. The Students’ Response About Their Interest in English Learning Using Worksheet.
5. The Studdents’ Response About Their Difficulties Learning Using Worksheet.
6. The Students’ Opinion About the Worksheet is Easy Understanding.
7. The Students’ Response About the Interest of Worksheet and Easy to Understand when They Do it.
8. The Students’ Response Relate to Type of Task onWorksheet. 9. The Students’ Response About the Type of Task in the
Worksheet was Very Appropriate with the Material.
11.The Students’ Response About the Type of Task in the Worksheet so was Easy to Do.
12.The Students’ Response About the Type of Task Same to the Task in Examination.
13.The Students’ Response About the Type of TAsk in the Worksheet was Easy to Do.
14.The Students’ Response About Their Ability to Do the Task in the Worksheet.
15.The Students’ Response About Their Interest to Do Task in the Worksheet at Their School.
16.The students’ Response About Their Need Toward Worksheet were Very Fulfilled.
17.The Students’ Response About Worksheet at Their School was Appropriate with TheirNeeds’.
18.The Students’ Response About Their Comprehension Toward English Learning after Used Worksheet.
19.The Students’ Response the Worksheet Nowday was Easy to Comprehend.
20.The Students’ Response About Worksheet at Their School Now was Very Help in English Learning.
21.The Students’Response About Their Active to Do the English Worksheet.
22.The Students’ Response About the Effect of Used Worksheet Toward Their Score in Daily Test and General Test.
23.The Students’ Response About Their Ablility to Answer All Tasks After Exist of the Worksheet.
24. The Students’ Response About They Can Answer the Task when Test was the Task in the Worksheet.
25.The Students’ Response They were More Active to Learn with Using Worksheet at Their School.
26.The Students’ Response About Their Comprehension Toward English Lesson Used Worksheet.
27.The Students’ Response About They Can Explain the Material in Worksheet at Their School.
28.The Students’ Response About the Different Comprehension Toward the Lesson Use Worksheet.
29. The Students’ Response About Their Comprehension Toward Better Use Worksheet or not.
30.The Students’ Response About Thier Achievement Using Worksheet or not.
C. The Teachers’ Res;ponseto the Worksheet ... 69 1. The Teachers’ Response Toward Worksheet at School.
2. The Teachers’ Response About the Appropriate Worksheet to Teach.
4. The Teachers’ Response About the Type of Task in the for Students and Teachers Convey The Content Materials. 8. The Teachers’ Response Relate the Type of Task was
Appropriate to theStudents’ Comprehension to do it.
9. The Teachers’ Response Relate to the Type of Task Was Appropriate with They Needs to Teach.
10. The Teachers’ Response About the Type ofTask They Needs in the Weorksheet.
11. The Teachers’ Response About They were Satisfy or Not Toward Worksheet.
12. The Teachers’ Response About the Worksheet were Enough Help or not.
13. The Teachers’Response About the Students’ are Difficult to do Task from the Worksheet.
14. TheTeachers’ Response About the Appropriate Worksheet that They Needs and Easy to Comprehend.
15. The Teachers’ Opinion About Worksheet.
16. The Teachers’ Response About the Language Used in Worksheet were Appropriate with Students’ Level.
17. The Teachers Respon About the Worksheet Used Instruction to Answer and the Clear Sentence Structure.
18. TheTeachers’ Response About the Sentence Used did not Make Double Meaning.
19. The Teachers’ Response the Worksheet Used Simple Sentence and Easy to Students Comprehend.
20. The Teachers’ Response About the Materials of Worksheet Were Snap at All the Materials in Standard of Competence. 21. The Teachers’ Response About the Indiicators of Worksheet
were Appropriate with Standard of Competence and Based of Competence.
22. The Teachers’ Response About the Material in the Worksheet were Help the Students Achieve the Learning Objectives.
23. The Teachers’ Response Related to the Materials in the Worksheet were Appropriate with Students Ability Level. 24. TheTeachers’ Response Related to the Worksheet that has been
Circulated to Facilitate the Students to Build an Understanding Based on Proviously Existing Knowledge.
26. TheTeachers’ Response About the Worksheet Can Facilitate the Students to Solve Their Problem in English Learning.
27. The Teachers’ Response About the Draft in the Worksheet did not Made Many Meaning so the Students Difficult to do.
28. The Teachers’ Response About Images and Illustration in English Worksheet Based on Daily Problems and Efficient to Increase the Students Comprehension.
29. The Teachers’ Response About the Worksheet at School were Easy to Comprehend.
30. Teachers’ Response About the Worksheet were Very Easy to Implementation in Learning.
CHAPTER V DISCUSSION
Discussion ... 83
CHAPTER VI CLOSURE
A. Conclusion ... 85 B. Suggestion ... 86
REFERENCES
LIST OF TABLE
Table Page
4.1 Total of Students ... 57
LIST OF ABBREVIATIONS
EFL : English as Foreign Language
ESL : English Second Language
KTSP : Kurikulum Tingkat Satuan Pendidikan
MAN : Madrasah Aliyah Negeri
MTs : Madrasah Tsanawiyah
R&D : Research and Development
SMP : Sekolah Menengah Pertama
TESL : Teaching Englsih Second Language
LIST OF APPENDICES
Appendix
1. Reseach Schedule
2. Questionaire for Students
3. Questionaire for Teachers
4. Syllabus
5. The English Worksheet
6. Permission Letter
LIST OF CHART
Chart Page
LIST OF FIGUR
Figur Page
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