Dengan ini saya menyatakan bahwa tesis yang berjudul "Penerapan pengajaran berbasis tema untuk meningkatkan kosakata bahasa Inggris siswa kelas tujuh SMPN 35 Makassar" dan seluruh isinya adalah benar-benar hasil karya saya sendiri, bukan plagiat. “Penerapan pengajaran berbasis tema untuk meningkatkan kosakata bahasa Inggris siswa pada siswa kelas tujuh SMPN 35 Makassar”. Tujuan dari penelitian ini adalah untuk mengetahui apakah penerapan pengajaran berbasis tema dapat meningkatkan kosakata siswa dalam pembelajaran bahasa Inggris.
This research used pre-experimental research with one group pre-test and post-test design. This means that this is a significant difference between the results of the students' pre- and post-tests. This the researcher concludes that the implementation of theme-based teaching can improve students' English vocabulary in seventh grade at SMP Negeri 35 Makassar.
"Implementasi Pengajaran Topikal untuk Meningkatkan Kosakata Bahasa Inggris Siswa pada Siswa Kelas Tujuh SMPN 35 Makasaar". Hal ini dibuktikan dengan rata-rata skor pre-test sebesar 59,88 yang dinilai cukup, meningkat menjadi 77,21 pada post-test yang dinilai baik.
INTRODUCTION
Background
In the implementation of theme-based teaching, teachers may be challenged as they must be able to design their own materials, where textbooks are only for additional sources. As Cameron says, "...theme-based teaching required teachers to choose a theme or topic and then plan a series of teaching and learning activities related to the theme". At the early stage, vocabulary seems to be essential in foreign language learning, as it will be useful to improve some other skills.
Moreover, the vocabulary should also be recycled so that the young students encounter the words again and again, which can help them get a broad meaning of the words. She also emphasized that the recycling method should be varied so that the children can enjoy the activities. In line with this, it is expected that the implementation of thematic teaching will be an answer to this learning problem: “theme-based work is likely to introduce new vocabulary items, with the theme providing support for understanding and recall.
Moreover, the implementation of theme-based teaching also seems beneficial for the teaching of children, as it was found by Yang (2009) in his study that the children were very positive two-word theme-based teaching. Considering that there will be opportunities for children to develop their vocabulary through theme-based teaching, as it is planned to be implemented as the method in the curriculum 2013.
Problem Statement
Because learning will focus on a topic, students will have more opportunities to encounter certain words in a different context, which could give the words a wider meaning. Most of them felt that learning activities and tasks are more connected and organized with. Based on the claim, the researcher formulates the research question as follows: Does thematic teaching improve students.
Objective of the Research
Significant of the Research
Scope of the Research
Some Previous Related Finding
Some Pertinent Ideas
- The concept of Theme Based Teaching a. Theme Based Teaching
- The concept of vocabulary a. Vocabulary
- Theme Based Teaching In Teaching Vocabulary to Young Learners
Active vocabulary used in speaking and writing and passive vocabulary are all the words understood when listening or reading. Writing vocabulary: the words come easily to one's finger vocabulary, this can happen when students edit writing. Reserve vocabulary, the words we know, but we rarely use them in ordinary speech.
Passive vocabulary, the words are vaguely recognized, but we are sure that the meaning never uses them is either spoken or written, we just know them because we see them before. In this case, the teacher must select the words that the teacher wants to teach the student based on the goals of the course and the purpose of the individual lesson, the students' background and linguistic needs. Specific understanding of detonated words or the rendering of the words must be perfect, meaningful and unambiguous.
Learning vocabulary through native and target language When teaching words in the target language, the teacher can use the native language as a tool to compare the similarities and differences of the words. In this way, the teacher has to show the students a word and ask the student to figure out the contrast of the word. A word with a general meaning, for example 'vegetable'. The teacher introduces this word and asks the student to discover some specific words related to vegetables: such as potato, cabbage, carrot, etc.
Specific understanding of detonated words or the rendering of the words must be perfect, meaningful and unambiguous.
The Theoretical Framework
The null hypothesis (Ho) that thematic teaching cannot improve students' English vocabulary skills in vocabulary subject. The alternative hypothesis (H1) that thematic teaching can improve students' English vocabulary skills in the vocabulary subject.
RESEARCH METHOD
The Location of Research
Variable and Design of Research
The population of this study consists of the seventh grade students of SMPN 35 Makassar in the academic year 2017/2018.
Instrument of the Research
Vocabulary, which is the student's pre-treatment vocabulary achievement based on the vocabulary topic, was used to determine the student's post-treatment vocabulary achievement.
Procedure of Collection Data
The question asked to the students is the same as the question on the pre-test.
Technique of Data Analysis
The table above shows that the classification of the students based on the pre-test of the experimental class is 1796.59 and their average score is 59.88. Source: SMP Negeri35 Makassar From Table 4.2 above, before the students are treated by Theme Based Teaching, there are 3 students classified as very good (10%), 8 students classified as good (26%), 6 students classified as fairly good (20% ), and 8 students classified as fair (26%), 4 students classified as poor (13%), 4 students classified as poor (13%). SMP Negeri35 Makassar is still fair in theme based teaching test. Table 4.3 above shows that the classification of the students based on the post-test of the experimental class is 2316.59 and their average score is 77.21.
Source: SMP Negeri35 Makassar Based on the table 4.4 above, after applying to the topic, teaching designed 6 students classified as excellent (20%), 5 students classified as very good students, classified as good students classified as fairly good (16.66% ) and none of the students were classified as fair, poor and very poor. The writer concludes that this strategy is effective to increase students' thematic learning at SMP Negeri35Makasar. The percentage of students improves. This means that with the applied topic, Grounded Teaching is effective for improving students' vocabulary.
Based on the above result, the writer finally concluded that the use of thematic teaching would increase the vocabulary of the seventh grade students. Before the treatment is given, the student's performance in vocabulary is categorized as Fair, which was proven by the percentage of the total score in the pre-test. Before the treatment, the students were treated with thematic teaching of English vocabulary, there are 3 students classified as very good (10%), 8 students classified as good (26%), 6 students classified as fair good (20%) , 8 students classified as fair (20%), 4 students classified as poor (13%) and 4 students classified as very poor (13%).
Based on the table above, the writer concludes that most of the students at SMP Negeri35 Makassar still have a good understanding of the English vocabulary test. The writer concludes that this strategy is effective to increase students' English vocabulary at SMP Negeri35 Makassar. The writer assumes that thematic teaching of English vocabulary to students is really beneficial to increase students' English vocabulary.
It is supported by the frequency and rate percentage of the result of students' scores in pre-test and post-test. The students' scores after presenting teaching theme-based teaching of English vocabulary students are better than before the treatment was given to the students. Based on the findings and discussion of the research, it can be concluded that using theme-based teaching as a technique in teaching and learning English vocabulary can increase students' English vocabulary at SMP Negeri35 Makassar.
Students must be aware of the importance of all steps in learning English vocabulary to be learned. Enhancing students' vocabulary using Mnemonic technique from second year students at SMPN 1 BumalMamasa.
APPENDICES
Kompetensi Dasar dan Indikator Kompetensi dasar
- STRUKTUR TEKS What day is Today ?
Media : video, gambar, LCD dan laptop Alat : white board, papan pasar dll. Sumber: buku Ketika Bahasa Inggris berdering F.
1. Pendahuluan
Penutup
1. Pendahuluan
- Instrument of the Research
- SCHOOL 22. HOSPITAL
- IT IS FOUR O’CLOCK 29. GARDEN
- DRIVER
- The Students’ Score and Classification in Pre-test
- The Students’ Score and Classification in Post-test Table 4.3 The Students’ Score and Classification in Post-test
- The Rate Percentage of Students’ in Pre-test Table 4.2 The Rate Percentage of Students’ in Pre-test
- The Rate Percentage of Students’ in Post-test Table 4.4 The Rate Percentage of Students’ in Post-test
- The Students Classifying Score of Pre-test and Post-test
TITLE : IMPLEMENTATION OF TOPIC BASED TEACHING TO IMPROVE ENGLISH VOCABULARY OF STUDENTS OF SEVENTH GRADE STUDENTS OF SMP NEGERI 35 MAKASSAR. Grade and classification of students in the table after the test 4.3 Grade and classification of students in the table after the test 4.3 Grade and classification of students in the posttest. The percentage of the percentage of students in the pre-test Table 4.2 The percentage of the percentage of students in the pre-test Table 4.2 The percentage of the percentage of students in the pre-test.
The rate percentage of students in post-test Table 4.4 The rate percentage of students in post-test Table 4.4 The rate percentage of students in post-test.
The Distribution of Critical Values-T
Documentations
BIOGRAPHY
