APPROVAL SHEET The Effectiveness of Word Classes Analysis to Improve the Students'Vocabulary ( An Experimental Research at the Second Grade Students of SMAN 5 Pinrang)

THE EFFECTIVENESS OF WORD CLASSES ANALYSIS TO IMPROVE THE STUDENTS’ VOCABULARY (An Experimental Research at the Second Grade Students of SMAN 5 Pinrang). A Thesis Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Part Fulfillment of the Requirement for the Degree of Education in English Department. ASTUTI 10535 4505 10. ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2015.

tsE E. T]MVERSITAS MUHAMMADTYAH MAKASSAR. FAKTJLTASKEGURUANDAI\ILMUPENDIDIKAI[. PROGRAM - STUDI PEI\DIDIKAN BAHASA INGGRIS. APPROVAL SHEET The Effectiveness of Word Classes Analysis to Improve the Students'Vocabulary ( An Experimental Research at the Second Grade Students of SMAN 5 Pinrang). Astuti. Irgltumber. 10535 4505 10. Itogram. EngliSh Education Department Strata. F'rflIty. Facutty Of Teacher Training And Education. I. (S1). Makassarr 3 Maret 2015. Approved bY:. Consultant. II /. J\,ttlbA'. Achmad Basir.SS..MBA. "{.,* *il**. *.*Head of English. ffiffi'tr-u,,,f,"w. /---:\ do). mlr#r. Terakreditasi I nstitusi.

UNTVERSITAS MUHAMMADTYAH MAKASSAR FAKT'LTAS KEGT]RUAIY DAN ILMU PEI{DIDIKAN PROGRAM STT]DI PEIIDIDIKA}I BAHASA INGGRIS. LEMBAR PENGESAHAN Skripsi atas nama Astuti, nim 10535 4505 10 diterima dan disahkan oleh nia Ljian Skripsi berdasarkan Surat Keputusan Rektor Universitas immmadiyah Makassar Nomor: 019 Tahun 1436 HJz0lli M, Sebagai salah . ryarat guna memperoleh Gelar Sarjana Pendidikan pada Jurusan diltikan Bahasa Inggris (S1) Fakultas Keguruan dan Ilmu Pendidikan rersitas Muhammadiyah Makassar pada hari Sabtu tanggal 28 Februari 2015 25 Februari 2015. M. Makassar, 06 Jumadil. Pengan'as Umum. PANITIA UJIAII Dr.Iil. Irwan Akib, M.Pd. Lctua. D-r;Andi Sukri Syamsuri, M.Hum. Sekretaris. ). '::. '. Awal 1436 H. a:. Khaeruddin, S.Pd., M.Pd. Penguji. t. , tr)r. Abd Muin M.Hum. (..). ffiffir"j"lg's'Pd''Irrd. (.p.:... 3. nr. tfllrif Paturusi M.Pd 4. St Asriafi S.Pd.,M.Hum. /. ron*r"la^i @ tnn?t. lrrstitusi.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama. : ASTUTI. NIM. : 10535 4505 10. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : The Effectiveness of Word Classes Analysis to Improve the Students’ Vocabulary. (An Experimental Research at the second grade Students of SMAN 5 Pinrang). Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran. Makassar, 1 Mei 2015 Yang Membuat Perjanjian. Astuti 10535 4505 10. iv.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini: Nama. : ASTUTI. NIM. : 10535 4505 10. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : The Effectiveness of Word Classes Analysis to Improve the Students’ Vocabulary. (An Experimental Research at the second grade Students of SMAN 5 Pinrang). Dengan ini menyatakan: Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan tidak dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar. Makassar, 17Mei 2015 Yang Membuat Pernyataan. ASTUTI. v.

MOTTO. “People who are Afraid to Fail can never Experience the Joys of Success”.. I dedicated this little work To my beloved mother, father, brothers, sisters, and bestfriends. x.

ABSTRACT Astuti, 2015. The Effectiveness of Word Classes Analysis to Improve the Students’ Vocabulary at the Second Grade Students of SMAN 5 Pinrang. Thesis. Faculty of Teacher Training and Education, Makassar Muhammadiyah University. Supervised by Abd. Muin and Achmad Basir. This research aimed to find out is the Word Classes Analysis effective to improve the students’ vocabulary to the Second Grade Students of SMAN 5 Pinrang or not. It was emphasized on the improvement of the students’ vocabulary in English by using Word Classes Analysis. The research applied a Pre-experimental Method,with one group Pre-test and one group Post-test design which consisted of six meetings include the treatments. The sample was only one class namely Class XI IIS 3 that consisted of 20 students which were selected by using Purposive Sampling Technique and 1 teacher, the data was obtained by using writing test. The findings of this research were the mean score of the students’ development to their vocabulary was 5 in Pre-test then become 8.05 in Post- test. The students’ development to their vocabulary is 61 %. It is supported by the value of t-test that is bigger then the value of t-table (4.66>1.729). Therefore, the Alternative was accepted and Null Hypothesis was rejected. Based on the result analysis, the researcher concluded that Word Classes Analysis is effective to improve the students’ vocabulary to the Second Grade Students of SMAN 5 Pinrang. It implies that the Word Classes Analysis is effective to improve the students’ vocabulary in term derivational affixes focused on noun suffix –er and verb suffix -ise/-ize.. xi.

ACKNOWLEDGEMENTS. Alhamdulillahi Robbil ‘Alamin is always expressed to almighty Allah SWT, The Only One Creator and Sustainer of the Universe, for setting the researcher on the Straight path and providing her with a little light to search more unlimited knowledge to finish her study on graduate degree through writing of ther Thesis. Shalawat and Salam are addressed to the final chosen religious messenger; the prophet Muhammad SAW who has changed the human life. (Peace be upon him) During the whole processes of writing ther thesis, many people have given their contribution. Therefore, she would like to express her deepest prost profound and gratitude to her great and wonderful parents, Amiruddin and Kasmah for their prays, supports, financial tuition and sacrifices for her success and also her beloved brother Didin Hanja, S.T, who love her very much and always give the love, support sincerely and purely without time. Great thanks are given to her consultants, Dr. Abd. Muin, M.Hum, as the first consultant and Achmad Basir, S.S., M,BA as the second consultant, for their support, assists and guidance during the whole processes of writing her thesis , their knowledge will be very useful for her now and the future. Special thanks are due to: 1. Establisher of Muhammadiyah; The Deceased KH. Ahmad Dahlan. 2. Establisher of Makassar Muhammadiyah University; The Deceased KH. Jamaluddin Amin.. vii.

3. Rector of Makassar Muhammadiyah University; Dr.H. Irwan Akib, M.Pd. 4. Dean of Faculty of Teacher Training and Education (FKIP); Dr. A. Sukri Syamsuri, M.Hum. 5. Head of English Department; Erwin Akib, S.Pd, M.Pd. and Her Vice Ummi Khaerati Syam, S. Pd, M.Pd. 6. All lecturers in Makassar Muhammadiyah University thank you so much for giving knowledge. 7. Drs. H. M. Arsyad Jafar, M.Pd, The Head Master of SMAN 5 Pinrang, Who has given a guidance during Ther research. 8. Mursalim A, S.Pd, as an English Teacher and all teachers of SMAN 5 Pinrang who has given a chance to do the research. 9. Thanks to all her friends in B class 2010 (FUN-B). They have taught her the meaning of togetherness. Special thanks for Ulfah, Dian, Ghufran, Heri, Isal and Inno for their time, helping and their patience in supporting her to balance between Academic and Organization. 10. Thanks to all her brothers and her sisters in EDSA (English Department Students Association). Special thanks for k’ Alex, k’ Erick, and k’ Bram who has spent too much time for accompany as long as her consult process, given her support, motivation, and many helping in writing her thesis. 11. Thanks to all her brothers (IMMawan) and her sisters (IMMawati) in PIKOM IMM FKIP. They have given her many things; the meaning of togetherness, how to apply othe knowledge in society, how to be a good person that based on Qur’an and Hadist. They always support her in writing ther thesis.. viii.

12. Thanks to all her housemate; Reni for her notebook and her support, Sate', for her guidance, support and loyalty to accompany her in doing her research, Ida, k’Widhi, Fitri, Dillah, and Idil for their support and motivation. She would like to express her deepest thanks to everybody who cannot be mentioned one by one for their contributions in writing ther thesis. She is finally aware of the limitation of ther thesis. It will, therefore, be most grateful for any correction or comments that might be useful. May Allah’s divine blessing be with our endeavors. Amen.. Makassar, February 2015 The researcher. ASTUTI. ixiii.

TABLE OF CONTENTS Page PAGE TITLE ...................................................................................................... i. APPROVAL SHEET .......................................................................................... ii. CONSELLING SHEET ...................................................................................... iii. SURAT PERJANJIAN ........................................................................................ v. SURAT PERNYATAAN .................................................................................... vi. ACKNOWLEDGEMENT................................................................................... vii. MOTTO ................................................................................................................ x. ABSTRACT .......................................................................................................... xi. TABLE OF CONTENTS..................................................................................... xii. LIST OF APPENDICES ..................................................................................... xiv. LIST OF TABLES ............................................................................................... xv. LIST OF CHARTS .............................................................................................. xvi. CHAPTER I. CHAPTER II. INTRODUCTION A. Background ............................................................................ 1. B. Problem Statement ................................................................. 4. C. Objective of the Study ........................................................... 4. D. Significance of the Study ....................................................... 4. E. Scope of the Study ................................................................. 5. REVIEW OF RELATED LITERATURE A. Previous Related Research Finding ....................................... 4. B. Some Pertinent Ideas ............................................................. 7. C. Conceptual Framework.......................................................... 17. D. Hypothesis ............................................................................. 18. CHAPTER III RESEARCH METHOD A. Research Design .................................................................... 19. B. Research Variables and Indicators......................................... 19. C. Population and Sample .......................................................... 20. D. Research Instrument .............................................................. 20. xii.

E. Procedure of Data Collection................................................. 21. F. Technique of Data Analysis................................................... 21. CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings......................................................................................... 24. B.. 27. Discussions ................................................................................... CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions................................................................................... 30. B. Suggestions ................................................................................... 31. BIBLIOGRAPHY ................................................................................................ 32. APPENDICES ...................................................................................................... 34. CURRICULUM VITAE. xiii.

LIST OF APPENDICES APPENDIX A.1 ....................................................................................................36 APPENDIX A.2 ...................................................................................................37 APPENDIX A.3 ...................................................................................................38 APPENDIX A.4 ...................................................................................................39 APPENDIX A.5 ...................................................................................................40 APPENDIX A.6 ...................................................................................................42 APPENDIX B.1 ...................................................................................................43 APPENDIX B.2 ...................................................................................................44 APPENDIX B.3 ...................................................................................................45 APPENDIX B.4 ...................................................................................................58. xiv.

LIST OF TABLES TABLE 4.1............................................................................................................. 25. TABLE 4.2............................................................................................................. 26. TABLE 4.3............................................................................................................. 26. TABLE 4.4............................................................................................................. 27. xv.

LIST OF CHART CHART 4.1 ............................................................................................................ xvi. 29.

1. CHAPTER I INTRODUCTION A. Background English as an international language (IL) has a great influence on development all over the world. In Indonesia for example, it becomes very important vehicle for developing our country at any fields. English as a foreign language is one of the compulsory subjects at any school levels. It is expected that by knowing English, students can better improve their personality. (Fifi, 2012: 17). Referring to the experience of first language acquisition, learning and teaching vocabulary are not so important to master or use the language. This ability, vocabulary mastery can be gained just through the environmental learning. Children can have deeply implanted vocabulary, which are usually heard and said in their daily life. Therefore, the student should not pass plenty of time to learn or memorize the vocabulary of the second language. This opinion is actually based on the mother tongue reference where the children may not memorize certain vocabulary as formal as in the classroom when they learn English as a second or foreign language. Nevertheless, it can just take place for the children who learn the first language but it cannot be happened when the children learn second and even foreign language because there is no sufficient environment supporting the goal. The important of vocabulary to be learnt for the second language learners is described by Lado (1988:79). He. 1.

2. states that someone who knows all grammar of English will not know much the meaning of the language and he/she cannot maintain the conversation using such language, on the contrary, one who knows all vocabularies without knowing the grammar of English will understand and the use of the language. The statement ensures the researchers that there should be certain strategy to teach vocabulary to the students. Therefore, the students should master English. The most important factor increasing of the four skill in teaching English vocabulary is a main elements of language is includes students are not able to master if they still lack of vocabulary, Allen (1983:434) lack of interest, self confidence, motivation, teacher factor, and environment are factor that hamper students to master English vocabulary. The mastery of vocabulary is a difficult task to do specially English vocabulary, which is complex. This complexity brings the vocabulary brings difficulties to students who try to master the vocabulary. This is probably caused by the word forms of various meanings and word choices. Certainly there are many approaches that can help the students to enrich and master the English vocabulary and they can choose one to help them in learning English vocabulary. It means, vocabulary is very important to carry out in communication with both oral and written, while grammar or structure, a part from vocabulary, does have any potential for expressing meaning (Fitriani, 2011: 1)..

3. There are many students facing problems in learning. One of the problems is students’ lack of vocabulary. The lack of vocabularies probably can seed by methods and technique by the teachers in teaching perhaps the methods and techniques not suitable for the students need and interest. Vocabularies are an important aspect in all language teaching. The students must continuously learn words as they learn structure and as they practice the sound system (Allan, 1977:149). The students at the second grade of SMA N 5 Pinrang consider that English subject is boring and frightening. It is because of students’ lacking of vocabularies. In this research the aim is to solve this problem until the students have a good score, while the standard curriculum is 6.5. The researcher wants to achieve the score at 7.0 as the target in learning vocabulary. In its connection with student’s word classes ability, it can help students see the step undertaken in the analytical process and give concrete form to develop the way of seeing structure that is so difficult. Teachers approach sentence analysis as a process of questioning, because language is a system of relationship, in any given sentence every word answer a question about another word, and every structure answer a question about another word or structure. Therefore, Grammar in context through word classes analysis can help students to improve their vocabulary better without even realizing that they are being taught with that approach..

4. Based on the explanations above, the researcher intended to use the word classes analysis to improve the students vocabulary who felt difficult to speak English and write sentence or make paragraph. It is expected to help the students to improve their vocabularies. The title of this research is “ The Effectiveness of Word Classes Analysis to Improve the Students Vocabulary at the Second Grade Students of SMAN 5 Pinrang ”. B. Problem Statement Due to the background given above, the researcher formulates research question as follows: “ Is the Word Classes Analysis effective to improve the students’ vocabulary at the second grade students of SMAN 5 Pinrang in 2014/2015 academic year?” C. Objective of the Study In relation to the research questions above, the objective of the research is to find out the Effectiveness of Word Classes Analysis to Improve the Students’ Vocabulary at the second grade students of SMAN 5 Pinrang in 2014/2015 academic year. D. Significant of the Study The outcomes of this research are expected to be meaningful information as the following: 1. Getting accurate data which can be responsible scientifically and giving useful contribution in education side, exactly in English.

5. teaching to develop the quality of learning English whether informal or formal learning activity. 2. Giving meaningful information and reference for the English teachers as the facilitator in teaching English. 3. Giving information for the learners and they get a meaningful analysis to learn English and to lead them to improve their vocabulary through the effectiveness of word classes analysis hopefully can give positive effect on students’ English learning achievement especially for their ability to analysis word classes. 4. Giving information to the next researchers who are going to make the same research as an indication for the purpose of result comparison of the research. E. Scope of the Study This research is limited and focused to teach the students in terms of derivational affixes that covers from Verb and Noun then focus on suffix -er and-ise/-ize at the second grade students of SMAN 5 Pinrang in 2014/2015 academic year..

6. CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Finding Some researchers have explored their findings on word classes analysis and vocabulary as the very basic element of language and various techniques in teaching language. Three of the researchers are presented below: Nasruddin (2011) in his thesis, “Improving the students’ ability to master word classes through analytical thinking and writing”. He found that the students’ ability to master word classes through Analytical Thinking and Writing; a Method that works show the improvement about using verbs, adjectives, and adverbs in their writing. Haeruddin (2012) in his thesis, “Using Cross-Word Puzzle to Improve Students’ Vocabulary at the First Years of SmpNegeri 2 Tompobulu Bantaeng.He found that the students of SMP Negeri 2 Tompobulu Bantaeng make a significant improvement of the students’ vocabulary after getting the implementation of action among 2 cycles, and the result are 6.28 in the first cycle and 7.68 in the second cycle. The conclusion above shown that the application of Cross-Word Puzzle and teaching process, can improve the students’ vocabulary and has reached the instruction targeted in curriculum at that school.. 6.

7. Those findings above show the teaching techniques in improving students’ vocabulary, the researcher has another way to improve the students’ vocabulary by using Word Classes Analysis. Therefore, the findings above are sufficient to lead the researcher to conduct this research as one of her considerations. B. Some Pertinent Nouns 1. Concept of Word Classes Vogel and Comrie (2000:10) state the history of word class research is characterized by two extreme positions. Up to the 19th century it was believed that word classes were invariably of the latin or Greek type and universal. In contrast to that, in the 20th century the view prevailed that every language had its own specific and unique word class system. In the last decades, however, it has become apparent that despite the large number of word classes and word-class systems there are typological restrictions with regard to the conceptualization of semantic features and morphosyntactic structures. Broschart (1997:146) states that although derivation can be found in Tongan, the affixes can combine with words from a wide range of semantic domains and do not set off one “word class” from another. Bhat (2000: 26) states that he argues that word classes represent lexicalizations of different sentential functions. The function of modifying the head noun in a noun phrase, for example, gets lexicalized into a word.

8. class of adjectives, whereas that of referring to persons, objects or entities gets lexicalized into a word class of nouns. The characteristics that these word classes manifests are derivable from the sentential functions for which they have been lexicalized, and further, the word classes manifest these characteristics maximally only when they are used in their respective sentential functions. Languages which fail to have one or the other of these word classes do not make use of the corresponding sentential functions, as they use alternative sentence strategies for which those sentential functions are not needed. Murphy (2010:135) states that if you have already studied some linguistics, you've probably learnt that these semantic descriptions of word classes are insufficient, and instead categories like noun and verb are best defined by their morphosyntactic properties – such as where they can occur in sentences and what suffixes they can take. After all, any English noun can head the subject of an English sentence, but not all such nouns denote persons, places, or things (e.g., oblivion, unconventionality), and all lexical verbs in English sentences agree with their subjects, but not all describe actions (e.g. resemble, prefer). Evans (2000:103) states that the difference between nouns and verbs is generally held to be the most fundamental word class distinction, in the sense that if a language has just two open classes, these will normally correspond to the noun and verb classes of other languages; other.

9. classes, such as adjectives, will then be assimilated to subclasses of one of these two. Huddleston (1988: 23-24) states that the open classes are verb, noun, adjective and verb. Open classes are so called because they readily accommodate the addition of new members as the vocabulary of the language adapts itself to the changing needs of its speakers. New members may arise through the application of various morphological processes to existing words (as with the verb hospitalize derived from the noun hospital by suffixation). There are four parts in open classes of word they are: a. Verb Merriam (2014: 1) states that verb is a word that characteristically is the grammatical center of a predicate and expresses an act, occurrence, or mode of being, that in various language is inflected for agreement with the subject, for tense, for voice, for mood, or for aspect, and that typically has rather full descriptive meaning and characterizing quality but is sometimes nearly devoid of these especially when used as an auxiliary or linking verb. b. Noun Klammercs (2000:60) state that a noun is the name of a person, place, thing, or noun. Whatever exists, we assume, can be named, and that name is a noun..

10. 2. Word Formation and Affixation. Bright in Okeke (1992: 15) states that derivation is the opposite of inflection. It consists of adding an affix or affixes to the root or stem of the word. When this done, new words are derived. Within derivation, the distinction is often made between class maintaining and class changing process. Class-changing produces a new word in different word class. (E.g gentle (adj)). gentleness (noun). gently (adverb)) ; while class. maintaining produces a new word but does not change the class.. Crystal in Okeke (1997: 30) gives some examples of suffixas follows :. Read + er = Reader. Write + er = Writer. Examples of suffix noun. Listen + er = Listener. Speak + er = Speaker. Advert + ise = Advertise. Improve + ise = Improvise. Real + ise = Realise. Organ + ise = Organise. Examples of suffix verb.

11. Yueh (2002:08) formulates the internal structure of words as follows:. Morphemes. Bound. Free. Affixes. Stem. Derivational. Inflectional. Closed Class. Prepositions. Conjunctions. Suffix. Prefix. Suffix. Pronouns Interjections. Open Class. Nouns. Verbs. Adjectives Adverbs. Moren-Duollja (2010: 04) states that an example of word structure is shown below using “denationalize”. This word can be broken down into several components that contribute to the overall meaning and combine in a particular order. The noun “nation” combines with the suffix “-al” to form an adjective. The adjective “national” combines with the suffix “-ize” to form a verb. The verb “nationalize” combines with the suffix “de-” to form a verb with a different meaning..

12. 3. The Concept of Vocabulary a) Definition of Vocabulary Some scholars give some definition of vocabulary as shown below: Schmitt (1997:5) states that vocabulary is a basis of a language, it is very important to be mastered first. We cannot speak well and understand written materials if we do not master it. Norbert Schmitt stated that no matter how successfully the sound of the foreign language is mastered, without words to express the wider range of meanings, communication in a foreign language just cannot happen in any meaningful way. According to Peny Ur in Jawariah,(2005:11) vocabulary can be defined roughly as the word we teach in foreign language. However, new time of vocabulary may be more than a single word..

13. Webster in Basri, (2007:88) states that vocabulary are: 1) a list of words and sometimes phrase, it is usually arranged in alphabetical order and defined in a dictionary, glossary, lexicon; 2) all the words of language; 3) all the words uses by a particular person, class, profession etc. Sanchez and Manchon (2007:02) state that both theoretical and applied dimensions and implications are involved in two further areas of research in vocabulary studies, i.e. the fields of testing and assessment. They embedded in the theoretical and applied debate as to the unit of analysis in researching and teaching vocabulary. The main aim of the paper is to draw implications from corpus-linguistics research into lexical semantics for second language vocabulary teaching. The authors provide a comprehensive review of the single word/unit of analysis in lexicography, which they then relate to the “word-centred” versus “collocation-centred” approaches to vocabulary teaching. By analizing the definition above, the researcher concludes that vocabulary is a list of words which have meaning and it arrange alphabetically, recognized and understood by a particular person in speaking, listening, reading, and writing. The researcher can also say that vocabulary is simply of the words of a language which have meaning and function..

14. b) Vocabulary Achievement Vocabulary achievement is intended for the student to learn new words. Richeck (2002:4) states that the vocabulary for achievement program facilities learning additional words. Boumann (2003:37) states that vocabulary for achievement facilities broad vocabulary learning through the systematic teaching of strategies. So we can conclude that vocabulary achievement is a program to facilitate students to learn words through systematic teaching learning strategy. We know that the words students know and the strategies they have to learn new words are critical to succeed in school and in life. The statement above is supported by the following vocabulary for achievement teachers as a table of great importance. One of the most enduring findings in educational research is that meaning vocal is closely associated with educational achievement (National Reading Panel, 2000:22) c) Types of Vocabulary Some scholars divide vocabulary based on their argument as follows: Harmer (1991: 159) distinguisher two types of vocabulary, they are :.

15. 1) Active vocabulary refers to vocabulary that the students have been through or learnt and which they are expected to be able to use. 2) Passive vocabulary refers to words which students will recognize, when they meet them but which they probably no be able to produce. According to Strickland in Hasmawaty (2002: 26), Vocabulary consists of four types, they are: 1) Understanding vocabulary refers to the words can be recognize and comprehended through reading and listening. 2) Speaking vocabulary refers to the words use in informal and formal ways. Informal means the word used in process of everyday living and family situation, while formal means reserve for used with stranger or in audience situation. 3) Writing vocabulary refers to word use in informal and formal ways. Informal means the word used in personal correspondence notes and diaries while formal means the words used in business correspondence or more scholarly writing. 4) Potential of marginal vocabulary refers to word which could be interpreted from context and analysis of knowledge of word form (suffixes, prefixes, and roots) and other language. Deighton in Kerlit (2002:7) divides vocabulary into four divisions in which refers to the four language skills:.

16. a. Speaking vocabulary is the words that come readily to the tongue. b. Writing vocabulary is the words that come readily when writing . c. Listening vocabulary is the words which rarely used but are understood when they are heard. d. Reading vocabulary is the words which are rarely used or produced but are understood when they are seen. 4. The Teaching of Vocabulary Wallace in Rita (1994:6-8) indicates nine principles of teaching and learning vocabulary as follows: a) Aims In teaching vocabulary, we have to be cleared about aims. How many vocabulary listed we expected the students or learners to be able to do. If this first stage is not clear, the learning process will be difficult. b) Quantity Quantity or number of words to be taught should be the second concern. Five to seven words would be chosen if the teacher wants them to be students’ active vocabulary. After gaining this target, the teacher should add one word to prevent the students confused discharged, and frustrated. c) Need.

17. Teacher should consider various meaning words, students’ background and language need. Teacher should create the situation that encourages the students to communicate and get the words they need. d) Frequent exposure and repetition Certain amount of repetition is necessary and there must be evidence as indicator to see the students’ achievement in learning. Teacher should measure recognition and production skills. e) Meaningful presentation Teacher introduces new words with clear explanation and decides what denotation or word reference, they intend to teach. The presentation should be perfect, meaningful and unambiguous. f) Situation Teacher should have a feeling to the students’ situation and condition. This can be a tool for them to know when students are ready to accept the material. g) Learning vocabulary in context Words are very seldom in isolation. It is important for students to see the words in useful collection what the words occur in it. In other words, the words should appear in natural environment, amount the words they naturally collate with them..

18. h) Learning vocabulary in the mother language and in the target language Teacher should use words of students’ mother tongue to compare with those in the target language to see the similarity and difference of the words. i) Guessing procedures in vocabulary Guess in one way to learn vocabulary. Students guess the words’ meaning by hearing, sometimes read them in certain context, guess the meaning, and then use them in certain situation. So, it is smart chosen to get this technique in teaching vocabulary situation. C. Conceptual Framework. Vocabulary. Teaching Vocabulary by Using Word Classes Analysis. Derivational Affixes by Verb and Noun Using Suffix –er and –ise/ize. The Improvement of the Students’ Vocabulary.

19. D. Hypothesis Based on the conceptual framework and the literature review, the research hypothesis is formula as following: Null Hypothesis ( H0 ) : Word Classes Analysis is not effective to improve the students vocabulary at the second grade students of SMAN 5 Pinrang. Alternative hypothesis ( H1 ) : Word Classes Analysis is effective to improve the students vocabulary at the second grade students of SMAN 5 Pinrang..

20. CHAPTER III RESEARCH METHOD A. Research Design This research employs pre-experimental method with one group pretest posttest design. This design involves one group which is pretested (O1), expose to treatment ( X ), and post test (O2). The schematic representation of the design as follows: O1. X. O2. Notes: O1. : Pre-test. O2. : Post-test. X. : Treatment by using Information Transfer (Gay, 2006: 252).. B. Variables and Indicators 1.. Variables This research involves two variables, namely: dependent variable and independent variable. a. Independent Variable. The independent variable was the use of word classes analysis in teaching vocabulary.. 20.

21. b. Dependent Variable The dependent variable was the students’ improvement of vocabulary. 2.. Indicators The indicator of this research is to find out derivational affixes by using suffix -er and -ise/-ize on verb and noun of word classes.. D. Population and Sample 1. Population The population of this research is the second year students of SMAN 5 Pinrang, academic year 2014/2015 which consists of six classes (XI MIA I, XI MIA II, XI MIA III, XI IIS I, XI IIS II, and XI IIS III). The total number of population is 150 students. 2. Sample The researcher uses purposive sampling technique. There were six classes and the researcher was chose one of the class as a sample. The total number of the sample was 20 students. E. Instrument of the Research In this research, the researcher used writing test as the instrument of collecting data, which is administered in pretest and posttest. Pretest was intended to find out the prior level of the students’ vocabulary, while the posttest was intended to find out the improvement of the treatment. In the test, the students were required to derive some words from one word (root word)..

22. To score the students’ answer of vocabulary test by using the following formula: Indicator Correct Incorrect. Score 1 0 Depdikbud in Rosidah (1985: 5).. F. Procedure of Data Collection In data collection, the researcher conducted the collecting data for 6 meetings. There were some procedures in collecting data, as follows: 1. The Pre-test The pretest was administered as the basic information. In the first meeting, the researcher was given 10 number questions to the students to find out their basic knowledge to make sentence and identify the root word of each question. 2. The Treatment After giving the pretest, the students received the treatment for 4 meetings. In each meeting the students was given the materials by using Word Classes Analysis that the researcher applies in the classroom. 3. The Post-test The posttest was conducted to find out the students’ achievement. In last meeting, the researcher was given 10 number questions to the students and ordered the students to make sentence and identify the root word of each question. The test was similar with the pretest. The mean score of pre-.

23. test and post-test was compared in order to find out whether there were different significantly or not. G. Technique of Data Analysis The data analysis through the writing test by using inferential statistic percentage score was also to know the students’ vocabulary. The steps under taken in quantitative analysis employing the following formulas: 1. To classify the students’ score, there were seven classifications which were used as follows: No. 1. 2. 3. 4. 5. 6. 7.. Score 9.6 – 10 8.6 – 9.5 7.6 – 8.5 6.6 – 7.5 5.6 – 6.5 4.6 – 5.5 00 – 3.5. Classification As excellent As very good As good As fairly good As fairly As poor As very poor (Layman in Hasanuddin, 2000:25).. 2. Calculating the mean score of students’ pre-test and post-test using this formula:. X=. x N. Where: X = Mean ∑ x = The sum of all score N= Total number of subject (Gay in Khaeruddin, 1981: 298)..

24. 3. Finding out the standard deviation of the students’ answer by using this formula:. X2. ( X ) 2. N N 1. SD . Where:. SD = Standard Deviation.  X = Total raw score N = The total number of students (Gay, 2006:361). 4. Finding the significant difference between the mean score of pre-test and post-test by calculating the value of t-test using the following formula.. t. = ∑. Where: t. (. (∑ ). where ,. ). =. ∑. =. Test of significance. =. The mean of different score. ∑D. =. the sum of total score of significance. ∑D2. =. the square of the sum for difference. N. =. the total number of subject (Gay, 1981:331)..

25. CHAPTER IV FINDINGS AND DISCUSSION. A. Findings The findings cover the effectiveness of word classes analysis to improve the students’ vocabulary. In this part, the researcher described the students’ pre-test and post-test score in vocabulary. The data score obtained through analysis vocabulary of Noun suffix and Verb suffix. The score of the students were firstly tabulated into their frequencies based on their achievement. 1. The Results of the Students’ Vocabulary. The pre-test is aimed to discover vocabulary before administering treatments by using data analysis. It was conducted in one class of the second grade students of SMAN 5 Pinrang. The pre-test involved 20 students. Table 4.1 The mean Score of pre-test and post-test of the students’ vocabulary Indicators The Students’ Vocabulary. Pre-test 5. Post-test 8.05. Improvement 61%. The data on the table 4.1 shows the students’ improvement in vocabulary score as the result of calculating of students’ pre-test and post-test at the.

26. students’ vocabulary through Word Classes Analysis where the students’ score in pre-test is (5), it is different from the post-test (8.05). It means that there is improvement (61%) of the students’ vocabulary achievement. Table 4.2 The Classification of the Students’ Score in Pre-test Classification Excellent Very good Good Fairly Good Fairly Poor Very Poor Total. Frequency 0 0 0 0 7 12 1 20. Percentage (%) 0% 0 % 0% 0% 35 % 60 % 5% 100 %. The table 4.2 shows that there were 7(35%) students got fairly, 12(60%) students got poor, and 1(5%) student got very poor . It be concluded that the students’ score still lower than the minimum score target (65). Table 4.3 The Classification of the Students’ Score in Post-test Classification Excellent Very good Good Fairly Good Fairly Poor Very Poor Total. Frequency 1 6 8 3 2 0 0 20. Percentage (%) 5% 30 % 40 % 15 % 10 % 0% 0% 100 %.

27. The table 4.3 shows that there was 1(5%) student got excellent, 6(30%) students got very good, 8(40%) students got good, 3(15%) students got fairly poor, and 2(10%) students got fairly. It means that the treatments was given to the students wa success. 2. The Significance of the Students’ Vocabulary. The result of the data analysis t-test of the students’ vocabulary is shown in the table, below: Table 4.4 T-test of the Students’ Vocabulary.. The Students’ Vocabulary. T-test 4. T-table 1.729. Comparison t-test > t-table. Classifications Significantly Difference. The data on the table 4.4 shows that the value of t-test was bigger than the value of t-table. It indicates that there was a significant difference between the results of the students’ vocabulary after treatment. 3. Hypothesis Test The result of statistical analysis at the level significance 0.05 with degree of freedom (df) = n-1, where df = 20-1 and df = 19 indicate that there was a significant difference between the mean score of post-test and pre-test. The mean score of pre-test was 5 and post-test was 8.05. In addition the t-test value was bigger than t-table (4>1.729). It means that there was significant between the students’ vocabulary before and after.

28. using Word Classes Analysis. Therefore, the null hypothesis was rejected, while the alternative hypothesis was accepted. B. Discussion The description of previous section shows the students’ vocabulary has improved. It was supported by the frequency and rate percentage of the result of the students’ pre-test and post-test. Based on the findings above in applying Word Classes Analysis in the class XI IIS 3 of SMAN 5 Pinrang, the data was collected through test as explained in previous finding section shows that the students’ vocabulary was significantly improvement the students’ score. After giving treatment by using Word Classes Analysis, the students’ score was better than before. Before giving treatment, the students’ vocabulary was categorized as very poor. After giving the treatment, their ability was improved. The mean score of the students in pre-test was 5 and post-test 8.05. Those score got from the result of the students’ noun suffix and verb suffix. 1. The indicator of noun in post-test of the students has improvement then pre-test. The improvement can be seen after testing. The vocabulary in noun suffix improved which the students’ mean score was 4.3 2. The indicator of verb in post-test of the students has improvement then pre-test. The verb suffix improved which the students’ mean score was 3.85.

29. After teaching vocabulary at SMAN 5 Pinrang through Word Classes Analysis, the researcher found some advantages, for instance: a.. The students became more active in the classroom because the materials related more closely to the students’ needs.. b.. By using Word Classes Analysis, students feel more appreciated because they come arranged one word into one sentence by learning material to be implemented.. c.. Teaching by using Word Classes Analysis can support at students to be able to formulate their own capability. Chart 4.1 The Mean Score of Pre-test and Post-test 9% 8% 7% 6% 5%. Pre-test. 4% 3%. Post-test. 2% 1% 0% Pre-test. Post-test. The chart 4.1 shows the significantly different mean scores of pre-test and posttest. Before the treatment conducting, the mean score of pre-test was 5. After the treatment, its mean score in post-test was 8.05. It means that the progress happened after the Word Classes Analysis applied..

30. In conclusion, it is relatively fair to state that the Word Classes Analysis is effective to improve the students’ vocabulary at the second grade students of senior high school..

31. CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion As has been stated on the previous chapter, the present research investigated the effectiveness of Word Classes Analysis to improve the students’ vocabulary. The research employed pre-experimental design in SMAN 5 Pinrang. Therefore, the findings and discussion in the previous chapter, the researcher concludes as follows: 1. Word Classes Analysis can improve the students’ vocabulary. It is proved by 61% of improvement which indicates that post-test value is higher than the pre-test while pre-test is 5 and post-test 8.05. And there is a significant development of students’ vocabulary. It is proved by the result of the statistical analysis at the level of significance 0.05 which indicates t-test value of content and organization are higher than t-table while (4 > 1.729) with degrees of freedom (df) is 20. 2. Then, the use of Word Classes Analysis also can improve the students’ vocabulary in terms Noun suffix and Verb suffix. B. Suggestion Based on the conclusion above, the researcher presents some suggestions as follows: 1. For the English Teacher 1. The teacher should give the students chance to practice and improve their Vocabulary by using Word Classes Analysis. 31.

32. 2. The teacher should give a motivation to the students to practice and improve their Vocabulary by using Word Classes Analysis because it has an influence to the students. 3. The English teachers have to develop their teaching by using Word Classes Analysis to improve the students’ Vocabulary. 2. For the Students a. Vocabulary is a key of English skill, so that the students should be encouraging vocabulary. b. The students is better to keep on their vocabulary to improve their speaking and writing. c. The students should train in English vocabulary, so the influence of Word Classes Analysis will be decreased. 3. For the Next Researcher The next researcher is expected to make a thesis of English with other indicators of vocabulary and the researcher can develop Word Classes Analysis with other kinds strategy..

33. BIBLIOGRAPHY. Aronoff and Fudeman. 2007. What is Morphology?.Hong Kong: Utopia Press. Beare, Kenneth. 1997. How to Improve Your Vocabulary. Retrieved from http://esl.about.com/od/engilshvocabulary/ht/ htvocab.htm.Accessed on July 22nd 2014. Depdikbud, 1985. Petunjuk Pelaksanaan Proses Belajar Mengajar dan Petunjuk Pelaksanaan Sistem Penilaian . Jakarta: Depdikbud. Gay, L.R. 1981. Educational Research Competencies for Analysis and Application. Columbus: Merril Publishing Company. Gay, L.R. 2006. Educational Research Competencies for Analysis and Application. Eight edition. New York: Charles E Merrill Publishing Company. Geer, David. 2000. How to improve your vocabulary.Retrieved from http://www.wordhacker.com/en/article/howtoimprove vocabulary.htm.Accessed on July 23rd 2014. Hariany. 2008. The Application of Personal Vocabulary Notes (PVN) Technique to Develop Students’ Vocabulary at the Second Year of SMA Muhammadiyah Kalosi Enrekang. Thesis UIN MAkassar. Harmer, Jeremy. 1991. The Practice of English Language Teaching. London: Longman Group. Hasanuddin, 2012. Improving the Students’ Vocabulary Mastery through Picture with Peer Tutors Approach (A Classroom Action Research in the Class VII B of SMP Negeri 5 Mandai, Kab. Maros). Thesis UNISMUH Makassar. Huddleston, Rodney. 1988. English Grammar: an outline. Cambridge: Cambridge University Press. Kies. 2012. Form and Function of Word Classes in English. Department of English College of Dupage. Murphy, M. Lynne. 2010. Lexical Meaning. Cambridge: Cambridge University Press..

34. Nasruddin, 2012. Improving the Students’ Ability to Master Word Classes through Analytical Thinking and Writing Method at SMA Pesantren Putri Yatama Mandiri. Makassar: Thesis UNISMUH Makassar. Nodding. 2004. Building up English Vocabulary through Cartoon Film (A Study at the Second Year Students’ of Pesantren Darul Arqam Gombara). Thesis of UIN Alauddin Makassar. Rita. 1994. Bulding up Vocabulary through Eliciting Technique. IKIP Makassar: Thesis FPBS. Rosidah, 2012. Improving the Students’ Ability to Master Vocabulary through Word Wish Game Method at the First Year Students of SMK 1 Bontoala Makassar (A Classroom Action Research): Thesis UNISMUH Makassar. Salmi. 2012. Using Top Down Processing Strategy In Improving Student’s Listening Comprehension.Thesis. English Department Faculty of Teacher Training and Education University of Muhammadiyah Makassar. Schmitt, Nobert and McCarthey, Michael, 1997. Vocabulary in Language Teaching. USA: Cambridge University Press. Shrives,. Craig. What are affixes?.Retrieved from file:///C:/Users/Herren/Downloads/What%20Are%20Affixes%20%28gr ammar%20lesson%29.htm. Accessed on August 09th2014. Ur, Penny. 2005. A Course in Vocabulary Teaching; Practice and Theory. Cambridge: Cambridge University Press. Vogel, Comrie. 2000. Approaches to the Typology of Word Classes. New York: Berlin. Vonen, Arnfinn Murufik. 1997. Parts of Speech and Linguistic Typology; Open Classes and Conversion in Russian and Tokelam (Acta Humaniora 22.) Oslo: University of Oslo, Faculty of Arts/Scandinavian University Press. Webster, Noah. 1983. Webster Twenty Century of English Language. New York: Simon and Sthucher. Yueh, Terri. 2002. Morphology; Class Analysis. Hong Kong: Unpublished..

35.

36. APPENDIX A.1 The students’ row scores of pre-test. Name S-01 S-02 S-03 S-04 S-05 S-06 S-07 S-08 S-09 S-10 S-11 S-12 S-13 S-14 S-15 S-16 S-17 S-18 S-19 S-20 Total Mean score (X). Noun Correct answer 2 2 3 2 3 3 2 3 4 2 3 4 2 3 3 4 4 2 3 3. ∑x= 57 X= 2.85. Verb Correct answer 2 3 2 2 3 3 2 3 1 1 1 2 3 1 2 2 2 3 3 2 ∑ x= 43 X= 2.15. Total score. Classification. 4 5 5 4 6 6 4 6 5 3 4 6 5 4 5 6 6 5 6 5. Poor Poor Poor Poor Fairly Fairly Poor Fairly Poor Very poor Poor Fairly Poor Poor Poor Fairly Fairly Poor Fairly Poor. ∑ x= 100 X= 5.

37. APPENDIX A.2 The students’ row scores of post-test. Name S-01 S-02 S-03 S-04 S-05 S-06 S-07 S-08 S-09 S-10 S-11 S-12 S-13 S-14 S-15 S-16 S-17 S-18 S-19 S-20 Total Mean score (X). Noun Correct answer 4 4 4 5 5 4 3 4 5 4 5 5 3 4 4 5 5 4 4 5 ∑x= 86 X= 4.3. Verb Correct answer 4 4 4 4 5 4 3 4 4 4 3 3 4 3 3 4 3 5 5 4 ∑ x= 77 X= 3.85. Total score 8 8 8 9 10 8 6 6 8 9 8 8 7 7 7 9 8 9 9 9. ∑ x= 161 X = 8.05. Classification Good Good Good Very Good Excellent Good Fairly Fairly Good Very Good Good Good Fairly Good Fairly Good Fairly Good Very Good Good Very Good Very Good Very Good.

38. APPENDIX A.3 The Raw Score of Students’ Vocabulary Students. Noun Pre-test. S-01 S-02 S-03 S-04 S-05 S-06 S-07 S-08 S-09 S-10 S-11 S-12 S-13 S-14 S-15 S-16 S-17 S-18 S-19 S-20 Total Mean. 2 2 3 2 3 3 2 3 4 2 3 4 2 3 3 4 4 2 3 3. ∑x= 57 X= 2.85. Verb Post-test 4 4 4 5 5 4 3 4 5 4 5 5 3 4 4 5 5 4 4 5 ∑x= 86 X= 4.3. Pre-test 2 3 2 2 3 3 2 3 1 1 1 2 3 1 2 2 2 3 3 2 ∑ x= 43 X= 2.15. Post-test 4 4 4 4 5 4 3 4 4 4 3 3 4 3 3 4 3 5 5 4 ∑ x= 77 X= 3.85.

39. APPENDIX A.4. Respondent s S-1 S-2 S-3 S-4 S-5 S-6 S-7 S-8 S-9 S-10 S-11 S-12 S-13 S-14 S-15 S-16 S-17 S-18 S-19 S-20 Total Mean Score. The Result Score of Students’ Vocabulary Students’ Vocabulary Pre-test Post-test D (x2-x1) D2 (X1) (X2) 4 8 4 16 5 8 3 9 5 8 3 9 4 9 5 25 6 10 4 16 6 8 2 4 4 6 2 4 6 6 0 0 5 8 3 9 3 9 6 36 4 8 4 16 6 8 2 4 5 7 2 4 4 7 3 9 5 7 2 4 6 9 3 9 6 8 2 4 5 9 4 16 6 9 3 9 5 9 4 16 ∑ x= 100 ∑ x= 161 ∑ D= 61 ∑ D2= 219 X= 5. X = 8.05.

40. APPENDIX A.5 a. Calculating the Mean Score of the Students’ Vocabulary in Pre-test and Post-test.. 1. The Mean Score of the Students’ Vocabulary in Pre-test __ x X  N 100  20 =5 2. The Mean Score of the Students’ Vocabulary in Post-test __. x N 161  20 = 8.05. X . b. Calculating of t-test   D 61 D= = = 3.05 N 20 . t. D ( D) 2 N N ( N  1).  D2 . . 3.05 (3.05) 2 20 20(20 1). 219 . . 3.05 9.30 20 20(19). 219 . . 3.05 219  0.46 380.

41. . . 3.05 218 .54 380. 3.05. 0.57 3.05  0.75. t4.

42. APPENDIX A.6. df 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 40. 60. 120.. TABLE DISTRIBUTION OF T-VALUE α (For two groups sample) 0, 50 0, 20 0, 10 0, 05 0, 02 α (For one group sample) 0, 25 0, 10 0, 05 0, 02 0, 01 1,000 3,078 6,314 12,706 31,821 0,816 1,886 2,920 4,303 6,965 0,765 1,638 2,353 3,182 4,541 0,741 1,533 2,132 2,766 3,747 0,727 1,476 2,015 2,571 3,365 0,718 1,440 1,943 2,447 3,143 0,711 1,415 1,895 2, 365 2,998 0,706 1,397 1,860 2,306 2,896 0,703 1,383 1,833 2,262 2,821 0,700 1,372 1,812 2,228 2,764 0,697 1,363 1,796 2,201 2,718 0,695 1,356 1,782 2,178 2,681 0,694 1,350 1,771 2,160 2,650 0,692 1,345 1,761 2,145 2,624 0,691 1,341 1,753 2,132 2,623 0,690 1,337 1,746 2,120 2,583 0,689 1,333 1,740 2,110 2,567 0,688 1,330 1,734 2,101 2,552 0,688 1,328 2,093 2,539 1,729 0,687 1,325 1,725 2,086 2,528 0,66 1,323 1,721 2,080 2,518 0,686 1,321 1,717 2,074 2,508 0,685 1,319 1,714 2,069 2,500 0,685 1,318 1,711 2,064 2,492 0,684 1,316 1,708 2,060 2,485 0,684 1,315 1,706 2,056 2,479 0,684 1,314 1,703 2,052 2,473 0,683 1,313 1,701 2,048 2,467 0,683 1,311 1,699 2,045 2,462 0,683 1,310 1,697 2,042 2,457 0,681 1,303 1,684 2,021 2,423 0,679 1,296 1,671 2,000 2,390 0,677 1,289 1,658 1,980 2,358 0,674 1,282 1,645 1,960 2,326. 0, 1 0, 005 63,657 9,925 5,841 4,604 4,032 3,707 3,499 3,355 3,250 3,169 3,106 3,055 3,012 2,977 2,947 2,921 2,898 2,878 2,861 2,845 2,831 2,819 2,807 2,797 2,787 2,779 2,771 2,763 2,756 2,750 2,704 2,660 2,617 2,676.

43.

43. APPENDIX B.1 PRE-TEST. Make the each word and identify the root word below! 1. Teacher 2. Publisher 3. Walker 4. Reader 5. Writer 6. Hospitalize 7. Analyze 8. Organise 9. Realise 10. Improvise Name :……………............. Class……………………… ….

44. APPENDIX B.2 POST-TEST Make the sentence each word and identify the root word below! 1. Writer 2. Speaker 3. Listener 4. Singer 5. Lecturer 6. Summarize 7. Specialize 8. Emphasize 9. Organise 10. Realise. Name : …………………. Class : ………………….. Ambition : ……………….

45. APPENDIX B.3. STUDENT’S WORKSHEET.

46.

47.

48. APPENDIX B.4 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Topik Pembelajaran. : : : : :. SMA N 5 Pinrang Bahasa Inggris XI / 2 4 x 45 menit ( 2x pertemuan ) Narrative Text. Pertemuan Ke. :. 1&2. A.. Standar Kompetensi Menulis 1. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari.. B.. Kompetensi Dasar 6.2.. C.. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative.. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi 1. Mengidentifikasi makna dalam teks tulis narrative 2. Mengidentifikasi langkah-langkah retorika dalam wacana: narrative. Nilai Budaya Dan Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri. Kewirausahaan/ Ekonomi Kreatif : a. Percaya diri (keteguhan hati, optimis). b. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik). c. Pengambil resiko (suka tantangan, mampu memimpin) d. Orientasi ke masa depan (punya perspektif untuk masa depan).

49. D.. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat : 1. Mengidentifikasi makna dalam teks tulis narrative 2. Mengidentifikasi langkah-langkah retorika dalam wacana:. E.. Materi Pokok Teks tertulis berbentuk narrative: The Black Cat I don’t expect you to believe the story I am about to write. But in order to die peacefully, I must tell my story. My wife and I loved pets. One of my wife’s favorite pets was Pluto, the cat. Pluto was a very clever black cat. One day I came home very drunk. I was in a very bad temper. For some reasons, Pluto made me angry. In a rage I seized the cat, took a small knife out of my pocket and cut its throat and took one of its eyes out ! Then I hanged the poor creature until it was dead. The next morning, I wake up and remembered what I had done and I felt sorry very much. I buried my memory in the drink. One night my house was burning. There was nothing left, but a strange thing happened. I found out in my bedroom wall the shape of a huge cat with one eye and a rope around its neck. I was terrified and could not forget such a horrible sight. I regretted and felt sorry for Pluto so I bought another cat to take Pluto’s place. This cat had a white patch on its chest. I soon began to dislike the cat because it often stared at me with a strange and hatred look. It terrified me very much. One day my wife and I went to the cellar. I was getting drunk at that time. The cat followed us. It got between my feet and nearly made me trip down the stairs. I was carrying an axe in my hand. I was so angry that I raised my axe wanting to kill the poor animal when my wife prevented me from doing so. My rage soon directed the axe at her. She fell dead at my feet. Then I dug a grave to hide her body inside the cellar wall. I looked for the cat because I decided to kill it too, but I couldn’t find it anywhere. The fourth day after the death of my wife, the police came to my house because of my neighbours’ suspicion. The police searched the house and found nothing. I was so glad that I said, “ Gentlemen, this is a well-built.

50. house. Look at this wall.” I lifted a stick and beat the wall in which I had buried my wife. F.. Metode Pembelajaran/Teknik: Word Classes Analysis. G.. Strategi Pembelajaran Tatap Muka  Bertanya jawab tentang  isi cerita (karakter, setting, plot) yang sudah dibaca, ditonton, dan/atau didengar.  Membahas nilai-nilai yang terkandung dalam cerita, sikap dan perilaku para tokoh.   Membahas unsur dan langkah retorika dalam teks naratif.  Membahas ciri-ciri leksikogramatika.  Membacakan cerita  kepada kelompok atau kelas (monolog).  Menceritakan kembali cerita kepada kelompok  atau kelas (monolog).  Membahas kesulitan yang dihadapi siswa  dalam melakukan kegiatan terstruktur dan  mandiri. . Terstruktur Dengan kelompok  belajarnya, siswa diberi tugas untuk melakukan halhal berikut, dan melaporkan setiap kegiatan kepada guru, a.l. tentang tempat, siapa saja yang datang, kesulitan yang dihadapi. Bertanya jawab tentang isi cerita (karakter, setting, plot) yang sudah dibaca, ditonton, dan/atau didengar  dengan kelompok belajarnya Membahas nilai-nilai yang terkandung dalam cerita, sikap dan perilaku para tokoh. Membahas unsur dan langkah retorika dalam teks naratif. Membahas ciri-ciri leksikogramatika. Membacakan cerita kepada kelompok (monolog). Menceritakan kembali cerita kepada kelompok (monolog).. Mandiri Siswa melakukan berbagai kegiatan terkait dengan wacana berbentuk naratif di luar tugas tatap muka dan terstruktur yang diberikan guru. Siswa mengumpulkan setiap hasil kerja dalam portofolio, dan melaporkan halhal yang sudah diperoleh serta kesulitan yang dihadapi secara rutin kepada guru..

51. Langkah-langkah Kegiatan Pembelajaran Pertemuan 1 1. Buiding Knowledge of Field a. b. c. d. e.. Greetings Calling the roll Pre test Tanya jawab mengenai isi bacaan/teks narative Siswa menulis pokok-pokok materi yang dijelaskan oleh guru.. 2. Modeling of Text a. Siswa membaca teks tulis narrative: The Black Cat b. Sisa menjawab pertanyaan tentang teks narrative tersebut dan membahasnya. c. Mengidentifikasi kata-kata yang termasuk dalam affixation d. Menemukan struktur teks/langkah retorika dalam teks e. Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan terkait Pertemuan 2 1. Joint Construction of Text a. Dalam kelompok, siswa membuat teks narasi yang berhubungan dengan legenda terjadinya suatu tempat. b. Siswa diminta mencari kata-kata kunci atau kata-kata affixation dari cerita yang akan disampaikan kelompok tersebut. c. Key words : peacefully, inside, dislike, regretted etc. Setiap kelompok menyebutkan kata-kata yang termasuk kata affixation dan menjelaskan maknanya. Setiap kelompok mempresentasikan hasil diskusi dikelompoknya 2. Independent Construction of Text a. b. c. d.. H.. Siswa menulis sebuah teks narasi yang menggunakan kata affixation Siswa menulis draft teks terlebih dahulu Siswa melakukan revisi atas draft tersebut Siswa mengembangkan draft teks yang telah dibuat agar menjadi sebuah teks narasi yang utuh. Sumber/Bahan/Alat 1. Buku teks : English texts in Use XI, Aneka Ilmu, 2006 2. Script monolog berbentuk nar.

52. I.. Penilaian Indikator, Teknik, Bentuk, dan Contoh.. Indikator. Teknik. Bentuk. Contoh. No. 1.. 2.. Memahami teks Tes Tulis narrative. Membuat sederhana berbentuk narrative. teks. Unjuk Kerja. Essay berstruktur. Menulis. Read the carefully answer following questions. text and the. Choose one of the following topics, then compose a narrative text based on the topic. II. Instrumen Penilaian 1. Read the text below and answer the following questions! The Legend of Kesodo Feast Hundreds years ago, the last king of Majapahit had a young princess from one of his wives. The princess was named Roro Anteng. Later, Roro Anteng married Joko Seger, who came from Brahman caste. Because of unfortunate situation the couple was forced to leave the kingdom. They settled in the mountain area. They ruled the area and named it Tengger, which was derived from their names, Roro Anteng and Joko Seger. After several years of reign, the region flourished in prosperity, but Roro Anteng and Joko Seger were sad because they did not have a child. They climbed the top of mountain and prayed there night and day hoping that the God would listen. The prayer was heard and Betoro Bromo promised them many children. However, they had to promise that they would sacrifice their youngest child in return..

53. Roro Anteng gave birth to a child, then another and another. In the end, Roro Anteng and Joko Seger had 25 children. Soon it was time to sacrifice the youngest child, Kusuma, but the parents could not do it. They tried to hide him, but an eruption happened and Kusuma fell into the crater. There was silence before they heard a voice. “I have to be sacrificed so that you will all stay alive. From now on, you should arrange an annual offering ceremony on the 14th of Kesodo (the twelfth month of Tengerese calendar)”. It was Kusuma’s voice. Kusuma’s brothers and sisters held the offering ceremony every year. Instead of human being, they collected fruits, vegetables, rice, and meat to be offered to the Gods. And this has been done generation after generation until today. Questions: 1. What is the title of the story above? Answer: ………………………………………… 2. How many characters in the story above? Mention them! Answer: ………………………………………… 3. Who was Roro Anteng? Answer: ………………………………………… 4. Where the words of affixation in the story? Answer: ………………………………………… 5. What is the meaning of words affixation in paragraph two? Answer: ………………………………………… 2. Choose one of the following stories, then write a narrative text using the topic and using the words of affixation in write them! a. Nyi Roro Kidul b. Roro Jonggrang c. Situ Bagendit d. Kuntilanak III. Pedoman Penilaian. 1. Scoring the students’ correct answer: Score = Students correct answer x 10 Maximum score.

54. 2. Classification of the student’s answer: No. 1. 2. 3. 4. 5. 6. 7.. Score 9.6 – 10 8.6 – 9.5 7.6 – 8.5 6.6 – 7.5 5.6 – 6.5 4.6 – 5.5 00 – 3.5. Classification As excellent As very good As good As fairly good As fairly As poor As very poor Makassar, Mahasiswa. Astuti 10535450510. 2015.

55. RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Topik Pembelajaran. : : : : :. SMA N 5 Pinrang Bahasa Inggris XI / 2 4 x 45 menit ( 2x pertemuan ) Narrative Text. Pertemuan Ke. :. 3&4. A.. Standar Kompetensi Menulis 2. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari.. B.. Kompetensi Dasar 6.2.. C.. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative.. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi 3. Mengidentifikasi makna dalam teks tulis narrative 4. Mengidentifikasi langkah-langkah retorika dalam wacana: narrative. Nilai Budaya Dan Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri. Kewirausahaan/ Ekonomi Kreatif : e. Percaya diri (keteguhan hati, optimis). f. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik). g. Pengambil resiko (suka tantangan, mampu memimpin) h. Orientasi ke masa depan (punya perspektif untuk masa depan).

56. D.. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat : 3. Mengidentifikasi makna dalam teks tulis narrative 4. Mengidentifikasi langkah-langkah retorika dalam wacana:. E.. Materi Pokok Teks tertulis berbentuk narrative: The Goose and The Golden Eggs Once a farmer went to the nest of his goose and found there an egg, all yellow and shiny. When he picked it up, it was heavy as a rock. 1 He was about to throw it away because he thought that someone was playing a trick on him. 2 But on second thought, he took it home, and discovered to his delight that it was an egg of pure gold! He sold the egg for a lot of money. Every morning the goose laid another golden egg, and the farmer soon became rich by selling the eggs. As he grew rich, he also grew greedy. 6 “Why should I have to wait to get only one egg a day?” he thought. “I will cut open the goose and take all the eggs out of her at once.” When the goose heard the farmer’s plan, she fl ew away to a nearby farm. So when the farmer came out the next day, do you know what he found in the goose’s nest? 8 Nothing. Moral: Someone who wants more often loses all. When you want something, be patient. If you are greedy, you might lose what you already have..

57. Questions: 1. What is the title of the story above? Answer: ………………………………………… 2. How many characters in the story above? Mention them! Answer: ………………………………………… 3. Where the words of affixation in the story? Answer: ………………………………………… 4. Identify the word affixation in the story? Answer: ………………………………………… 2. Choose one of the following stories, then write a narrative text using the topic and using the words of affixation in write them! e. Nyi Roro Kidul f. Roro Jonggrang g. Situ Bagendit h. Kuntilanak III. Pedoman Penilaian 3. Scoring the students’ correct answer: Score = Students correct answer x 10 Maximum score 4. Classification of the student’s answer: No. 1. 2. 3. 4. 5. 6. 7.. Score 9.6 – 10 8.6 – 9.5 7.6 – 8.5 6.6 – 7.5 5.6 – 6.5 4.6 – 5.5 00 – 3.5. Classification As excellent As very good As good As fairly good As fairly As poor As very poor Makassar, Mahasiswa. Astuti 10535450510. 2015.

58. RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Topik Pembelajaran. : : : : :. SMA N 5 Pinrang Bahasa Inggris XI / 2 4 x 45 menit ( 2x pertemuan ) Narrative Text. Pertemuan Ke. :. 5&6. A.. Standar Kompetensi Menulis 3. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari.. B.. Kompetensi Dasar 6.2.. C.. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative.. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi 5. Mengidentifikasi makna dalam teks tulis narrative 6. Mengidentifikasi langkah-langkah retorika dalam wacana: narrative. Nilai Budaya Dan Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri. Kewirausahaan/ Ekonomi Kreatif : i. Percaya diri (keteguhan hati, optimis). j. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik). k. Pengambil resiko (suka tantangan, mampu memimpin) l. Orientasi ke masa depan (punya perspektif untuk masa depan).

59. D.. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat : 5. Mengidentifikasi makna dalam teks tulis narrative 6. Mengidentifikasi langkah-langkah retorika dalam wacana:. E.. Materi Pokok Teks tertulis berbentuk narrative: Sincere Will Get a Great Return Once upon a time, there was a kingdom named Auretto, all people lived peacefully there. One of them was Charlita, the king’s daughter who was assumed as the most beautiful and kindest Princess of Auretto. One day, Charlita looked blue. Because of that her father got confused. “What’s the matter my beautiful daughter? Why are you so sad?” asked King Fernando. Charlita was just silent. She did not say anything. Then, King Fernando decided to make a competition to cheer Charlita again. After that, the palace representative announce: “I will make a competition. The aim is to make my daughter, Princess Charlita to be happy and laugh again. Everyone who can do it, will get a prize. It will be held tomorrow when the sun rises. Sign: King Fernando.” The following morning, everybody came to the palace, tried to give their best performance. They seemed happy and laugh, but not for Princess Charlita. She was just silent and still looked sad. King Fernando started to give up. No one amused his daughter. Then, there came a young handsome man. “Excuse me King Fernando. I would like to join your competition. But, would you mind if I took Princess Charlita for a walk?” said the young man gently. “As long as you make my daughter be happy again, it will totally alright.” said King Fernando. The young handsome man took Princess Charlita for a walk in a beautiful blue lake with a green forest around it. Princess Charlita smiled and looked happy after that. Every body looked happy, too. “I know why are you so my beautiful daughter. Now, I promise I will environment green. I regret for always destroying it. Finally, the environment around the kingdom became so beautiful and green, full of plants. Then, the young handsome man got a prize from the king. “I will marry you off my daughter.” said him. “That is the prize I promise for you. Thanks for keeping our environment well. Thanks for making my daughter happy again.”.