CHAPTER V CONCLUSION AND SUGGESTIONS
B. Suggestions
After conducting this research, there are some advice are provided for the teachers and The next researchers as follows:
1. For teachers
English teachers are recommended to apply the Vocabulary Self- collection Strategy since it is proven to be effective and gives advantages in increasing students’ motivation and their achievement in vocabulary learning. Therefore, the teachers are suggested to use the VSS Strategy in the process of vocabulary teaching.
2. For the next researcher
The next researchers are suggested to conduct further research concerning the implementation of the Vocabulary Self-collection Strategy.
They are also suggested to conduct other research on other skills such as Writing and reading skills. Moreover, VSS needs to be developed to be more enjoyable and easier to fit the student’s ability in various levels.
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Title Variables Sub Variables Indicators Data
Resources Research Method Formulation of The Problem The
Effectivenes s of
Vocabulary Self- collection Strategy on Students’
Vocabulary Mastery
A. Independent:
Vocabulary self-
collection strategy
B. Dependent:
Students’
motivation
1. Selecting
2. Defining
3. Finalizin
1. Intrinsic
2. Extrinsic
a. Identifying word b. Choosing word a. Analyzing
b. Finding information a. Final list
b. Creating vocabulary list
a. Curiosity b. Interest
a. Prices b. Grades
c. Positive feedback d. Teaching strategy e. Classroom environment
Students Quantitative method:
Quasi experimental.
Research )
Instrument & Data collection:
Observation Checklist
Questionnaire
Test
Indicator of the instrument:
Diligently facing in task
Resilient in facing difficulties
Show interest in learning vocabulary
Prefer to work independently
Do not get bored with learning routines
Happy to answer the questions
Data Analysis:
T-test
1. Is there any significant effect of using
vocabulary self- collection strategy in increasing students’
motivation in learning English vocabulary?
2. How was the students’
motivation who are taught using Vocabulary Self- collection Strategy and those who are taught without using
Vocabulary Self- collection Strategy
Appendix 3
LETTER OF PERMISSION
LATTER OF ACCOMPLISHMENT
Appendix 4
SPSS Output
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Pretest Experiment 29 20 65 40.86 11.731
Posttest Experiment 29 65 95 80.17 9.111
Pretest control 25 20 60 39.20 10.962
Posttest control 25 50 90 70.00 11.180
Valid N (listwise) 25
Explore Normality Test
Descriptives
Kelas Statistic Std. Error
Hasil Belajar Siswa
PRETEST EXPERIMENT
Mean 40.86 2.178
95% Confidence Interval for Mean
Lower Bound 36.40
Upper Bound 45.32
5% Trimmed Mean 40.59
Median 40.00
Variance 137.623
Std. Deviation 11.731
Minimum 20
Maximum 65
Range 45
Interquartile Range 18
Case Processing Summary
Kelas Cases
Valid Missing Total
N Percent N Percent N Percent
Hasil Belajar Siswa
PRETEST EXPERIMENT 29 100.0% 0 0.0% 29 100.0%
POSTTEST EXPERIMENT
29 100.0% 0 0.0% 29 100.0%
PRETEST CONTROL 25 100.0% 0 0.0% 25 100.0%
POSTTEST CONTROL 25 100.0% 0 0.0% 25 100.0%
Skewness .437 .434
Kurtosis -.385 .845
POSTTEST EXPERIMENT
Mean 80.17 1.692
95% Confidence Interval for Mean
Lower Bound
76.71
Upper Bound
83.64
5% Trimmed Mean 80.19
Median 80.00
Variance 83.005
Std. Deviation 9.111
Minimum 65
Maximum 95
Range 30
Interquartile Range 10
Skewness -.169 .434
Kurtosis -.700 .845
PRETEST CONTROL
Mean 39.20 2.192
95% Confidence Interval for Mean
Lower Bound
34.68
Upper Bound
43.72
5% Trimmed Mean 39.17
Median 40.00
Variance 120.167
Std. Deviation 10.962
Minimum 20
Maximum 60
Range 40
Interquartile Range 20
Skewness -.011 .464
Kurtosis -.884 .902
POSTTEST CONTROL
Mean 70.00 2.236
95% Confidence Interval for Mean
Lower Bound
65.38
Upper Bound
74.62
5% Trimmed Mean 69.94
Median 70.00
Variance 125.000
Std. Deviation 11.180
Minimum 50
Maximum 90
Range 40
Interquartile Range 18
Skewness .024 .464
Kurtosis -.820 .902
Tests of Normality
Kelas Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Hasil Belajar Siswa
PRETEST EXPERIMENT .174 29 .025 .954 29 .227
POSTTEST EXPERIMENT .148 29 .107 .938 29 .090
PRETEST CONTROL .158 25 .110 .950 25 .256
POSTTEST CONTROL .153 25 .136 .955 25 .330
a. Lilliefors Significance Correction
Hasil Belajar Siswa
Stem-and-Leaf Plots
Homogeneity Test
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Hasil Belajar Siswa
Based on Mean 1.765 1 52 .190
Based on Median 1.802 1 52 .185
Based on Median and with adjusted df 1.802 1 51.654 .185
Based on trimmed mean 1.784 1 52 .187
Hasil Belajar Siswa
Stem-and-Leaf Plots
Hasil Belajar Siswa Stem-and-Leaf Plot for Kelas= 1
Frequency Stem & Leaf .00 6 .
4.00 6 . 5555 2.00 7 . 00
4.00 7 . 5555 7.00 8 . 0000000 6.00 8 . 555555 3.00 9 . 000 3.00 9 . 555 Stem width: 10 Each leaf: 1 case(s)
Hasil Belajar Siswa Stem-and-Leaf Plot for Kelas= POSTTEST EXPERIMENT
Frequency Stem & Leaf 1.00 5 . 0 3.00 5 . 555 4.00 6 . 0000 2.00 6 . 55 3.00 7 . 000 6.00 7 . 555555 3.00 8 . 000 1.00 8 . 5 2.00 9 . 00 Stem width: 10 Each leaf: 1 case(s)
T-Test
Group Statistics
Kelas N Mean
Std.
Deviati on
Std.
Error Mean
Hasil belajar siswa
Post test
Experiment 29 80.17 9.111 1.692 Post test
Control 25 70.00 11.180 2.236
Independent Samples Test Levene's
Test for Equality of Variances
t-test for Equality of Means
F Sig. t df Sig.
(2- tailed)
Mean Differen
ce
Std.
Error Differen
ce
95%
Confidence Interval of
the Difference Low er
Uppe r
Hasil belajar siswa
Equal variance s assumed
1.76 5
.190 3.68 4
52 .001 10.172 2.804 4.52 9
15.8 15
Equal variance s not assumed
3.62 8
46.3 29
.001
Appendix 5
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN ( R P P )
Satuan Pendidikan : SMP Darul Ulum Mata Pelajaran : Bahasa Inggris Kelas / Semester : VIII / 1
Pokok Bahasan : Teks lisan dan tulis untuk menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum
Skill : Reading
Alokasi Waktu : 2 x 2 JP
A. KOMPETENSI INTI (KI)
KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI-3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI-4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori
B. KOMPETENSI DASAR (KD)
3.7 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksitransaksional lisan dan tulis yang melibatkan tindakan memberi dan memintainformasi terkait keadaan/tindakan/kegiatan/ kejadian yang dilakukan/terjadisecara rutin atau merupakan kebenaran umum, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan simple present tense)
4.7 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dansederhana yang melibatkan tindakan memberi dan meminta informasi terkaitkeadaan/tindakan/kegiatan/ kejadian yang dilakukan/terjadi secara rutin ataumerupakan kebenaran umum, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks C. INDIKATOR PENCAPAIAN KOMPETENSI
3.7.1 Mengidentifikasi fungsi social dan unsur kebahasaan dari ungkapan menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum
3.7.2 Menyebutkan ungkapan menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum
4.7.1 Menulis teks lisan sederhana untuk mengucapkan dan merespon ungkapan menanyakan keberadaan orang,benda binatang dalam jumlah yang tidak tentu
4.7.2 Menulis teks tulis sederhana tentang tindakan/kejadian yang dilakukan/terjadi secara rutin atau kebenaran umum.
D. TUJUAN PEMBELAJARAN
Setelah selesai pembelajaran peserta didik dapat:
1. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi secara rutinatau merupakan kebenaran umum, sesuai dengan konteks penggunaannya
2. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentangtindakan/kejadian yang dilakukan / terjadi secara rutin atau merupakan kebenaranumum, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaanyang benar dan sesuai konteks.
3. Mengidentifkasi kata yang sulit yang berhubungan dengan (Verb,noun, adjective)
E. MATERI PEMBELAJARAN
Teks lisan dan tulis untuk menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum
Fungsi sosial
- Menyatakan tindakan/kejadian yang merupakan rutinitasdankebenaran umum dalammenjagahubungan interpersonal dengan guru danteman
Struktur teks
- Tindakan/kejadian yang dilakukan/terjadi secara rutin
I wake up at five every morning.Do you?
No, I don’t.
I wake up at four
Do you have breakfast before school?
Yes, I do.
Mom doesn’t prepare breakfast for us.
We prepare it ourselves.
How often do you have English at school?
We have it twice a week.
Who teaches you English?
Mrs Anna does.
- Tindakan/kejadian yang merupakan kebenaran umum
Where does the sun rise?
It rises in the east
How does salt taste?
It tastes salty
Dogs bark, cats meaow.
Unsur kebahasaan
- Ucapan, tekanan kata, intonasi, kosakata (action verbs: go, do, teach, prepare, adverb of time: every day, every morning, in the morning, at night, adverb of frequency: always, usually, sometimes dsb) dan tata bahasa (Simple Present tense)
Simple Present Tense A. Pattern :
1. (+) Subject + is, am, are + Complement Ex : She is a teacher
(-) Subject + is, am, are + not + Complement Ex : She is not a teacher
(?)is, am, are + Subject + Complement?
Ex : Is she a teacher
Note : we use “is” if the subject is singular : He, she, It We use “are” if the subject is plural : they, we, you We use “am” if the subject is “I”
2. (+)Subject + Verb 1/es + Object Ex : The bird has two wings
(-)Subject + do + not + Verb 1 + Object does+not+Verb 1 Ex : The bird does not have four legs
(?) Do + Subject + Verb 1+ Object ? Does Ex : Does the bird have two wings?
Note :
- We use Verb 1 if the subject is plural : They, we, I, You - we use verb s/es if the subject is singular : she, he, it B. The use of Simple Present tense
1. To express the habit ( untuk mengungkapkan kebiasaan) ex : a. I ussually get up at five in the morning
b. Pussy, my lovely pet likes to sleep on sofa
1. To express the fact (mengungkapkan kenyataan/fakta) Ex :
a. We believe the existence of God b. The earth is round
Teks pembelajaran Teks 1
I have a friend named Julie Rose. She is my classmate in Senior High School grade 12. She is 17 years old. She likes music, swimming and going to the cinema. She also likes hanging out with friends. She is very kind and friendly.
She is a very normal American girl. But, she has one unusual hobby. She loves extreme sports like parachuting, bungee jumping, wing-suit flying, kite surfing, skateboarding, and many more. Julie joins one sport club.
This club conducts one extreme sport on Sunday, twice a month. Julie wins many competitions of this kind of sport. Julie wants to be a professional athlete of extreme sport.Sh s never afraid of danger or being injured. She always says that extreme sports are a part of her life. She is alive and feels joy of life while doing the extreme sport.
Teks 2
Yogyakarta is a very special city for its arts, culture and culinary. It is a perfect place to find the best batik as well as to watch puppet as well as gamelan concerts. Ramayana Ballet is the most popular performance in Yogyakarta. The play is based on an ancient Hindu love story, King Rama and Princess Shita.
There are many great places to visit in Yogyakarta. Some of them are Borobudur Temple, Prambanan Temple, Kalibiru National Park, Keraton Royal Palace, Alun-Alun Selatan Keraton, Malioboro Street, etc. Among all of them, temples become one of the biggest reasons why people visit Yogyakarta. Local people in Yogyakarta are so warm and friendly. They love to greet and wave hands to many tourists. When tourists get lost along the street, they help to show a way happily. In some tourism objects, there
are many local guides. You need to deal with the price before having a guidance service.
Teks 3
Hello, my name is Rose alfrena. You can call me Rose. Here I will tell about my daily activities every day except in Saturday and Sunday. Well, I always wake up at 6 o’clock, then I wash my face in wastafle and then I prepare a cup of coffee. I drink a cup of coffee in the garden with reading a newspaper in order I can follow every hot news in the world. Thirty minutes after I do it, I will prepare to take a bth, I just need fifteen minute to take a bath. Then, at 7 o’clock I will prepare to go to office by a taxi. I always work until 3 pm in the office, Then usually I go hung out with my friends to drink an evening coffee. At 6 pm, I go home and clean my room.
At 7 pm, I take a bath then prepare for dinner by myself, After it I usually watching television or call my parents by phone, Then at 10 o’clock I prepare to sleep. I always do those activities from Monday until Friday.
Teks 4
I am an office worker who lived in a small city in Indonesia. I am 24 years old. My daily life is quite regular. Everyday, I wake up at 5 am. After making my bed, I do a little workout to keep my health. After done streching my body, I prepare my meal. Usually I cook for 3x meals. After done prepping my meals, I take a bath and get ready to work. I ride my motorbike to my office. My office open at 9 am, but I usually leave for work at 8 am to avoid traffic jam. After arriving at the office, I do some preparation or ritual before started working. I make a cup of coffee and grab some snacks from the pantry. I work from 9 am to 5 pm. I go home at 5 pm. Sometimes, when my friends and I are free, we hang out at the nearby cafe. After 7 pm, I go home and take a rest.
E. MEDIA ALAT DAN SUMBER BELAJAR 1. Media
Teks dan gambar terkait materi
Things around us.
2. Strategi Pembelajaran
Vocabulary Self-collection Strategy 3. Sumber Belajar
Buku Guru dan Buku Siswa Kelas VIII Bahasa Inggris, When English Rings a Bell, Kementerian Pendidikan dan Kebudayaan, Jakarta : 2014, page 70-79
LANGKAH – LANGKAH PEMBELAJARAN PERTEMUAN KE-1
a. Kegiatan Pendahuluan