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THE EFFECTIVENESS OF CROSSWORD PUZZLE IN LEARNING VOCABULARY (A Quasy-experimental Study at the Seventh Grade Students of MTs. Muhammadiyah 1 Ciputat) “A Skripsi” Presented to Faculty of Educational Sciences in Partial Fulfilment and Requirements for the Degree of S.Pd. (S-1) in English Education

Submitted by: EKA FITRIYANI 1111014000005

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016

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THE ET'F'ECTIVENESS OF CROSSWORD PUZZLE IN LEARNtr{G VOCABULARY (A Quasy-experimental study at the seventh Grade students of MTs. Muhammadiyah 1 Ciputat)

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Skripsi'

Presented to Faculty of Educational sciences in partial f,'ulfillment and Requirements for the Degree of S.pd (S.1)

in English Education

Submitted by: EKA T'ITRTYANI 111101400000s

Approved by the advisors: Advisor

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Advisor

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Siti NurulAzkiyah. M. Sc. ph. D

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES SYARIF IIIDAYATI]LLAH STATE ISLAMIC UNIVERSITY JAKARTA 20t6

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ENDORSEMENT SHEET The Examination Committe of Faculty of Educational Sciences certifies that

the "Skripsi" Scientific Paper entitled

"

The Effectiveness of Crossword Puzzle in

Learning Vocabulary (A Quasi-Experimental Study at the Seventh Grade of MTs.

Muhammadiyah

I

Ciputat)" written

by Eka Fitriyani,

students' number:

1111014000005 was examined by the Committe on October 3'd,201.6, and was declared to have passed to

fulfiII

one of the requirements for the degree of S.Pd. (S-1)

in English Education. Jakarta, October 3'd, 2016

EXAMINATION COMMITTE Dr. Alek. M.Pd. NrP. 19690912 200901

Chairman

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Secretary

Zaharil Anasy. M.Hum. NrP. 19761007 2007t0 1 002

Examiner I

Dr. Atiq Susilo. MA. NrP. 19491122 197803 t00r

Examiner

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Drs. Sunardi Kartowisastro. Dipl. Ecf

Acknoweledged by Dean of Facrllgy of Educational Sciences

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Eka Fitriyani

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1111014000005

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Pendidikan Bahasa Inggrrs

Judul Skripsi

The Effectiveness of Crossword Puzzle in Leaming

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Vocabulary (A Quasi - Experimental Study at the Seventh Grade Students of MT* Muhammadiyah

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Dr. Nurul Azkiya, M. Sc. Ph. D.

2. Drs. dengan

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Bahd Hasibuan, M. Ed.

ini menyatakan bahwa slaipsi yang saya buat benar-benar hasil karya sendiri

dan saya bertanggung jawab se&ua akademis atas apa yang saya fulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah.

Jakarta, 29 Agu-stus 201 6

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ABSTRACT Eka Fitriyani, (1111014000005) 2016 THE EFFECTIVENESS OF CROSSWORD PUZZLE IN LEARNING VOCABULARY (A Quasi-experimental Study at Sevent Grade Students of MTs. Muhammadiyah 1 Ciputat). Skripsi, English Education Department, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta. Advisor I

: Siti Nurul Azkiyah, M.Sc.,Ph.D.

Advisor II

: Drs. Bahrul Hasibuan, M.Ed.

Keywords: Crossword Puzzle, Vocabulary. The objective of this research was to get empirical evidence of using Crossword Puzzle in Learning Vocabulary. The sample of this research was seventh grade students of MTs. Muhammadiyah 1 Ciputat. They were VII-1 as the experimental class and VII-2 as the control one. Each class consisted 32 students . For sampling tehcnique, the researcher used purposive sampling. In getting the data, the researcher used test that devided into pre-test and post-test. The instrument of this research was test that in form multiple choices. In analzing the data, the researcher used T-test formula to analyze students’ achievement by conducting a pre-test and post-test. The result of this study showed that most of students have gained good scores after treatment. The students’ pre-test mean score in experimental class was 62.75 while the post-test mean score was 83.97. In contrary, the students’ pre-test mean score in controlled class was 61.40 and the post-test mean score was 71.88. The result of statistical hypotheses test found that on significance level 5%, tobservation was 2.13 while ttable with df= 62 was 1.999 or tobservation > ttable.The findings of the study state that using cross word puzzle in learning vocabulary is an effective way and quite success because it can improve the students’ achievement in learning vocabulary.

ABSTRAK Eka Fitriyani, 2016 THE EFFECTIVENESS OF CROSSWORD PUZZLE IN LEARNING VOCABULARY (A Quasi Experimental Study at Seventh Grade Students of MTs. Muhammadiyah 1 Ciputat). Skripsi, English Education Department, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta. Pembimbing I

: Siti Nurul Azkiyah, M.Sc.,Ph.D.

Pembimbing II

: Drs. Bahrul Hasibuan, M.Ed.

Kata Kunci: Permainan TTS, Kosa Kata. Penelitian ini bertujuan untuk mendapatkan bukti empiris penggunaan crossword puzzle. Adapun sample yang digunkakan pada penelitian ini adalah sebanyak 32 siswa kelas tujuh Mts. Muhammadiyah 1 Ciputat. Dalam mendapatkan data, penulis menggunakan metode quasi-experimental. Instrumen dalam penilitian ini adalah pilihan ganda pada pre-test dan post-test. Hasil yang di peroleh yaitu bahwa nilai rata-rata kelas experimental 62.75 sedangkan nilai rata-rata post-test siswa yaitu 83.97. Sebaliknya, nilai rata-rata pre-test kelas kontrol adalah 61.40 dan nilai rata-rata post-test adalah 71.88. Pengaruh yang signifikan dapat dilihat pada nilai rata-rata siswa post-test pada kelas experimen yang diberlakukan menggunakan tekateki silang. Nilai rata-rata kelas experimen lebih besar dari pada nilai rata-rata posttest kelas kontrol yang tidak menggunakan teka-teki silang. Hasil yang diperoleh pada penelitian ini menunjukan bahwa penggunaan teka-teki silang pada pembelajaran vocabulary merupakan cara yang efektif dan cukup sukses. Hal ini bisa di lihat dari pencapain siswa dalam belajar vocabulary.

ACKNOWLEDGMENT

All praise be to Allah the Lord of the worlds for the blessing, the strength and the guidance to the researcher in completing this research. Peace and blessing from Allah SWT be upon to the Prophet Muhammad SAW, his families, his companions and his followers. It is a precious thing that the researcher finally accomplishes her „skripsi‟entitled

“The

Effectiveness

of

Crossword

Puzzle

in

Learning

Vocabulary”(A Quasi-Experimental Study at the Seventh Grade Students of MTs Muhammadiyah 1 Ciputat). It is presented to the Faculty of Educational Sciences in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education. On this occasion, the researcher would like to give the deepest gratitude and the greatest honour to her beloved parents, Mrs. Rikhanah and Mr. Abdul Basyir and her lovely husband, Jaenudin who always give prayer and motivation to finish her study. The researcher would also like to express her gratitude to Siti Nurul Azkiyah, M.Sc., Ph.D. and Drs. Bahrul Hasibuan, M.Ed. as the advisors who have given guidance, advice, motivation, and patience to the researcher in accomplishing this „skripsi‟. The researcher‟s gratitude also goes to: 1. All lecturers especially those of Department of English Education for the worthy knowledge, motivation and patience to the researcher during her study at Syarif Hidayatullah State Islamic University. 2. Dr. Alek, M.Pd. as the Head of Department of English Education. 3. Zaharil Anasy, M.Hum. as the Secretary of Department of English Education. 4. Siti Nurul Azkiyah, M.Sc., Ph.D as the researcher‟s academic advisor.

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5. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Tarbiyah and Teachers‟ Training. 6. For all beloved friends of A Class 2011 in Department of English Education, especially Rimalia Nur Febriani, Rosya Kurniati, Miryanti, Utul Azkiyah, Nurul Fatmawati, Faras Labieb, Akhmad Fahri and Imam Damarullah who always help, share and support the researcher. 7. For my best friends, Novia Nur Komala Dewi, Misyka Nuri Fatimah, Aptiyani Nur Janah, Risna Nur Hasanah, Fahmi Saefudin, Nisa, Sulis and Dede who always support the researcher to finish her study as soon as possible. 8. To any other persons who give contribution to the researcher and whose name cannot be mentioned one by one. Finally, the researcher truly realizes that this „skripsi‟ cannot be considered as a perfect masterpiece. Therefore, it is a very precious thing for her to get suggestion and criticism which hopefully can make it better.

Jakarta, Agustus 2016

The writer

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TABLE OF CONTENTS APPROVAL ..................................................................................................

i

ABSTRACT ...................................................................................................

ii

ABSTRAK .....................................................................................................

iii

ENDORSEMENT SHEET ...........................................................................

iv

ACKNOWLEDGMENT ...............................................................................

v

TABLE OF CONTENTS ...............................................................................

vi

LIST OF TABLES ........................................................................................

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CHAPTER I. INTRODUCTION..................................................................

1

A. Background of Study ................................................................

1

B. Identification of Problem ..........................................................

4

C. Formulation of the Problem......................................................

4

D. Limitation of the Problem .......................................................

4

E. Purpose of the Study................................................................

4

F. Significance of the Study..........................................................

5

CHAPTER II. THEORITICAL FRAMEWORK .......................................

6

A. Vocabulary ............................................................................

6

1.

The Understanding of Vocabulary ..................................

6

2.

The Importance of Masterinf Vocabulary for Students ..

7

B. Teaching Vocabulary .............................................................

9

1.

What the Students Need to Learn ...................................

9

2.

Media in Teaching Vocabulary .......................................

10

3.

Principles of Teaching Vocabulary .................................

12

C. Games .....................................................................................

13

1.

The Purpose of Game ......................................................

13

2.

The Advantages of Games .............................................

14

3.

The Understanding of Crossword Puzzle........................

15

4.

Teaching Vocabulary Using Crossword

Puzzle ..............................................................................

16

5.

The Advantages of Crossword Puzzle ...........................

17

6.

Previous Related Study ..................................................

18

7.

Theoretical Framework ...................................................

19

CHAPTER III. RESEARCH METHODOLOGY ......................................

20

A. Research Design ..............................................................

20

B. The Place and Time of the Research ...............................

20

C. The Population and Sample ............................................

21

1. Research Population .................................................

21

2. Technique Sampling ................................................

21

D. Instrument of Study ........................................................

21

E. Technique of Collecting Data .........................................

21

F. Technique of Analyzing Data .........................................

22

1. Validity ....................................................................

22

2. Realibility ................................................................

22

3. Discriminating Power .............................................

23

4. Item Difficult ..........................................................

23

5. Normality Test .........................................................

24

6. Homogeneity Test ...................................................

25

7. T-Test ......................................................................

25

G. Statiscal Hypothese .......................................................

27

CHAPER IV. RESEARCH FINDINGS .......................................................

28

A. Data Description .............................................................

28

1. The Data of Experimental Class ...............................

28

2. The Data of Control Class .........................................

29

B. Analysis of Data ..............................................................

31

1. Validity Test ..............................................................

31

2. Realibity Test ...........................................................

31

3. Discriminating Power ..............................................

31

4. Item Difficulty...........................................................

34

5. Normality Test .........................................................

34

6. Homogeneity Test .....................................................

37

C. Test of Hypothesis .........................................................

38

D. Interpretation of the Data and Discussion .......................

41

CHAPER V. CONCLUSION AND SUGGESTION ...................................

44

A. Conclusion ......................................................................

44

B. Suggestion ......................................................................

45

REFERENCES ..............................................................................................

47

APPENDICES ...............................................................................................

62

LIST OF TABLES Table 4.1 ..........................................................................................................

25

Table 4.2 .........................................................................................................

26

Table 4.3 .........................................................................................................

28

Table 4.4 ..........................................................................................................

30

Table 4.5 .........................................................................................................

31

Table 4.6 ..........................................................................................................

31

Table 4.7 .........................................................................................................

32

Table 4.8 ..........................................................................................................

32

Table 4.9 ..........................................................................................................

33

Table 4.10 ........................................................................................................

34

Table 4.11 ........................................................................................................

34

CHAPTERI INTRODUCTION

A. The Background of the Study Vocabulary is one of the important language aspects in learning English.Having vocabulary, students are easier to understand teachers‟ explanation and also help them in learning four language skills namely listening, speaking, reading and writing. Wilkins as cited in Scott Thornbury states that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”.1 This indicates that vocabulary has an important role in communicates the ideas. Students who have enough vocabulary are able to write and speak well. Additionally, students need to learn academic words list in understanding vocabulary. Scott Thornbury states “a recently published academic word list consists of just 570 words families, covering a variety of disciplines – arts, commerce, law and science – also includes such items as analyse, concept, data and research”.2This is important because those academic words can help students in learning huge number of vocabulary in the class. On the other hand, “most researcher nowdays recommended a basic vocabulary of at least 3.000 word families, while for more specialised needs, a working vocabulary of over 5,000 word families is probably desirable”.3 Regarding the importance of vocabulary, students need to learn vocabulary because vocabulary is the key to learning language and the most important aspect in using language.Students who have sufficient vocabulary, automatically can speak and build sentences well. According to Jack Richards and Willy A. Renandya, “vocabulary is a core component of language profiency 1

Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Education, 2002),p. 13 Ibid., p. 21. 3 Ibid., p. 21. 2

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and provides much of the basis how well learners speak, listen, read and write well”.4 However, in term of teaching English many students are still confused to use vocabulary in their writing. Many students could not choose and use the suitable and correct vocabulary. Students did not understand when teacher used English in the class so they asked the teacher to translate into Indonesia language. Furthermore, teachers are seldom use mediaand teaching by repetition makes the students feel bored. Those information is obtained when the writer did Integrated Teaching Practice Profession-Praktek Profesi Keguruan Terpadu (PPKT) program as English teacher in MTs. Muhammadiyah 1 Ciputat for four months. Based on factors above, teachers need to provide students with various techniques to increase students‟ vocabulary. Dewi Nurhamida (2012) found that many students get the difficulty in remembering new vocabulary and also they are not interested in learning English. Then she used word wall as media in teaching vocabulary to improve students‟ vocabulary mastery. After she used word wall in teaching vocabulary, students‟ score were higher than before she used media. Additionally, Hari Supriyatna (2014) found that technique in teaching vocabulary is less of variation and tend to be monotonous. Then he used guessing game as media in teaching vocabulary. The result of students‟ score who were taught by using guessing game as media was higher. From some researchs above, it can be suggested that the use of media in teaching vocabulary is effective, it showedthat students‟ score in experimental class that use media is higher than students‟ score in control class that without media. Additionally, there are some techniques and media that can build the interest of students in learning vocabulary. One kind of media that the writer wants to apply in teaching vocabulary is crossword puzzle. By applying 4

Jack C. Ricahrds and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 255

3

crossword puzzle the writer hopes that it seems to be effective for students‟ vocabulary learning.5 “The crossword puzzle is a game that makes the teaching-learning process attractive.”6 It means that the crossword puzzle will motivate the students to solve the puzzle by making learning fun and relaxed. In this case students more understandin learning vocabulary because they have to fulfill the hidden words that teacher give by using crossword puzzle and make them remember vocabulary easily in different way, that is rewriting them.The reasons of using this game are because the learners can enjoy in learning of the target language.7 It is because the students are involved in the learning process. Moreover, the crossword puzzle can also help the students to gain their interest in learning vocabulary by practice and repetition the sentence pattern. By this technique, it helpis the students see or think that English is not a difficult subject as they think. There is one relevant previous research that supported the use of crossword puzzle in vocabulary learning. Wiwat Orawiwatnakul (2013) has done the research and showed the result that students‟ retention in memorizing vocabulary they gained from the activity provided and also their vocabulary improved. Referring to some problems and advantages of crossword puzzle, the writer would like to investigate whether or not the use of crossword puzzle in teaching vocabulary is really effective.

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Martin C. Njoroge, Ruth W. Ndung‟u and Moses Gatambuki Gathigia, The Use of Cross Word puzzle as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan Secondary School, (International Journal of Current Research, Vol 5, Issue 02, pp.313-321, February, 2013),p. 2. 6 Ibid.,p. 2. 7 Ibid.,p. 7.

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B. The Identification of Problem According to the background of the study above, there are several problems that can be identified in this research: 1. Many students are still confused to use vocabulary in their writing. 2. Many students could not choose and use the suitable and correct vocabulary. 3. In teaching and learning teachers are seldom use media. 4. Teaching by repetition makes the students feel bored.

C. The Formulation of Problem Based on the statement above, the writer formulates the problem of the research as followed: Is using crossword puzzle effective in teaching vocabulary to the 7th grade students of MTs Muhammadiyah 1 Ciputat?

D. The Limitation of the Problem This study was conducted at the second semester 2015/2016of academic year at 7th grade students of MTsMuhammadiyah 1 Ciputat. This research did not focus on teaching vocabulary in general but only focuses on teaching vocabulary using crossword puzzle which is specifically taught to 7th grade of junior high school.

E. The Objective of the Research The objective of this research is to get empirical evidence of whether or not the using of crossword puzzle in teaching vocabulary to grade VII at MTs Muhammadiyah1Ciputat is effective.

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F. The Significance of the Study This research is expected to expand the writer‟s insight into crossword puzzle in teaching vocabulary in particular, and the reader‟s, in general.

CHAPTER II LITERATURE REVIEW In this chapter, the writer tries to give clear description of literature review. The sub sections are Vocabulary that consists of The Understanding of Vocabulary and The Importance of Mastering Vocabulary for Students. This section will be followed by Teaching Vocabulary which consists of What The Students Need to learn, Media in Teaching Vocabulary,and Principles of Teaching Vocabulary. In the last sub is Game that consists of The Purpose of Game,The Advantages of Game, The Understanding of Crossword Puzzle, Teaching Vocabulary Using Crossword Puzzle and The Advantages of Crossword Puzzle.

A. Vocabulary 1. The Understanding of Vocabulary In learning new language, vocabulary is one of the important language components that language learners need to learn. Language learners need a great range of vocabulary to be able to understand the text written in English, comprehend the message, and speak and write in English. Several authors have interpreted the meaning of vocabulary in different point of view. Penny Ur defines vocabulary as the words thatteacher teach in foreign language. However, a new vocabulary may be more than one word which is made up from two or three words that conveys a meaning. Besides, there are multi-word idioms where the meaning of phrase cannot be concluded from an analysis of component word.8 Additionally, Richards and Renandya states that vocabulary is one of crucial part in language learning that will

8

Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge University Press, 1991), p. 60.

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become a basis of how learners can speak, listen, read and write well.9 Meanwhile, according to Laurie Bauer vocabulary is about words where they derive from, how they change in different categories, how they relate each other and also how we use them to see the world.10 Furthermore, Hatch and Brown that define vocabulary as a set of particular language or a list or set of words that people can use.11 Based on the definition above, the writer can say that vocabulary is a set of word that used to express the ideas and learn new subject.

(Video) How to create a Crossword Puzzle online using Crossword Labs ?

2. The Importance of Mastering Vocabulary for Students Vocabulary is important for student‟s understanding in four language skills. Students who have enough vocabulary will find little difficulties in using the language in written and oral form. The roles of vocabulary above show that vocabulary is important for students because it will help them to understand the task. In addition, there is a relationship between vocabulary and understanding. If students know the meaning of words, the students will be able to comprehend it. Wilkins as cited in Scott Thornbury state “without grammar very little can be conveyed, without vocabulary nothing can be conveyed.12 Additionally, as stated by David and Vallete in their book that vocabulary is important part in all languages teaching, students must learns words as they learn grammar and practice pronounciation.13 Furthermore, McCharty states that vocabulary is the biggest component of any language course. No matter how well students learn grammar and the sounds of language are mastered, 9

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 255. 10 Laurie Bauer, Vocabulary, (New York: Routledge, 1998), p. VIII. 11 Evelyn Hatch and Cherryl Brown, Vocabulary, Semantic, and Language Education, (Cambridge: Cambridge University Press, 1995), p. 1. 12 Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Longman, 2002), p. 13. 13 Edward David and Rebecca M, Vallete, Classroom Tehnique Foreign Language and English as a Second Language, (New York: Harcout Brave Javanovich, 1997), p. 149

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without words to express a wide range of meanings, communication just cannot happen in any meaningful way.14 It means that understanding a large number of vocabulary will be helpful for language learner better than understanding language structures and sound of language because by learning vocabulary learners will be able to understand the language. Moreover, as Kreshen points out that a large vocabulary is very crucial for mastering a language.15 It means that vocabulary is the key to students for understanding what they hear and read in the school; and then communicating successfully with other people. As Wilkins emphasizes the importance of vocabulary acquisition in learning language by stating that without grammar students cannot make communication but without vocabulary it is impossible to communicate with other people.16 From the explanation above, it showed that vocabulary is important for the students in teaching learning process. If the students just have a little of vocabulary, they will be unable to understand the question and the text of English. In addition, if the learners have lack of vocabulary, they do not have very much information or knowledge. Otherwise, if the students know and understand vocabulary they will be able to communicate effectively and understand the English text.

14

Michael McCarthy, Vocabulary, (New York: Oxford University Press, 1990), p. 3. Krashen, S.D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 440-463.in Thuy. N. N., The Effects of Semantic Mapping on Vocabulary Memorizing. P. 630 16 Wilkins, D. A. (1972).Linguistics in Language Teaching.Edward Arnold, (London) ,p. 111 in Unaldi. I., Bardakci. M., Akpinar. K. D., and Dolas. F. A comparison of contextualized, decontextualized and corpus-informed vocabulary instruction: A quasi-experimental study. 2013. Journal of Language and Literature Education, 8, p. 78. 15

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B. Teaching Vocabulary 1. What the Students need to Learn In learning vocabulary many studentsare confused in using it. Therefore, they can not choose and use the suitablevocabulary, write with wrong spelling and grammar. However, according to Harmer there are four components that students can learn17: a. Meaning Student needs to know that vocabulary item may have more than one meaning. Hence, they have to look at the context in which it is used. This is very important in learning vocabulary because the meaning of words commonly have relationship with other words. These relationships make the learner commit some vocabulary and defining the semantic area of word.18 b. Word Use Students need to know that the use of word can change the meaning based on how it is used. In other words, students also need to know collocation. Collocation consists of pairs or group of word that cooccur with high frequency. c. Word Formation Words can change their shape and their grammatical value. Students need to know word formation and how to twist words to fit different grammatical context. d. Word Grammar Words change according to their grammatical meaning, so the use of some words can trigger the use of some grammatical pattern. The

17

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman 1991), p. 156-158 18 Marianne Celce-Murcia. Teaching English as a Second or Foreign Language.Third Edition.(Boston: Heinle and Heinle Publisher), p. 292.

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grammar need to be taught because an item may have an unpredictable change of form in grammatical context.

2. Media in Teaching Vocabulary In the teaching vocabulary students are not only learning those words and memorize them but also understanding the meaning of words. Hence, the use of media is important because students can understand and recall previous materials in the process of acquiring vocabulary. Teacher can discover some techniques in teaching vocabulary, Pittman as cited in Jack C. Richrads and Tehodore S. Rodgers states there are some ways in demonstrating the meaning of new language such as using picture, realia, action with gesture and also the real object.19These are some activities in learning vocabulary: a. Realia Presenting the real thing can be used in learning and teaching in the classroom such as pen, ruler, book, and ball. The teachers hold the things and say it loudly then get students to repeat it. b. Pictures Picture can be flashcards, wall pictures, charts, magazine picture and any other non-technical visual. Teacher can use this to explain the meaning of words such teachers draw or bring some pictures then show to the students that students can illustrate the pictures such as hat, house, door, etc. c. Mime, Action and Gesture Action will be better to explain by mime. This concept of this action is easily presented such as running, walking, crying, etc. d. Explanation

19

Ibid.,p. 43.

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For the beginner the explanation will be difficult but it will become easy by remembering the fact of these words. For instance, explain the meaning of „mate‟ teachers have to point out that it is colloquial words that used in informal context. e. Translation Translation is the easy way in teaching vocabulary to understand the meaning.20In choosing words for the students, teachers should know some characteristic of words. Beck et al. as cited by Joanne Schudt Caldwell points out three levels of words. The first level is including basic words such as walk, mother and animal. The second level is including high-frequency such as compromise, diligent, and fortunate. And last is including specific content areas such as manometer, organelles and capsid.21 Furthermore, Nagy as cited in Thomas B. Smith identified three elements which are needed to an effective programs in teaching vocabulary: integration, meaningful use and repetition22. Integration means that vocabulary lesson must be an integral, teachers should teach vocabulary and tie into reading and writing lesson. Then, meaningful use means teachers should give opportunities to the students to practice what they have learned in meaningful ways. The statement above is supported by R. Ellis and He as cited in Susan M. Gass and Larry Selinker state that “when learners have opportunity to use new word in a communicative context, those words are retained in short and long term than when they are only input them on their

20

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman), p. 161. 21 Joanne Schudt Caldwell, Comprehension Assessment, A Classroom Guide, (New York: The Guilford Press.,2008), p. 133-134. 22 Thomas B. Smith, Teaching Vocabulary Expeditiously: Three Key of Improving Vocabulary Instruction, (The English Journal, Volume 97, No 4 March., 2008), p. 21.

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mind”.23The last is repetition, it means that teachers have to recall previous vocabulary in every ways in which students always remember the vocabulary that they have learned. According to Brown one important way of aiding memory is by associating what is to be learned.24 This indicates when teachers teach new vocabulary they need to associate vocabulary that they have learned before. f. Crossword Puzzle Crossword puzzle can be used in teaching and learning as other media. Teacher may wish to highlight keywords of a short story or teachers may also decide to provide students with key words of a short story in crossword puzzle and students are required to provide the clues.25

3. Principles of Teaching Vocabulary a. Concrete word A general principle in the past has been to teach more concrete words. The things which the words represent are there in front of the students and thus easily explained. b. Frequency A general principle of vocabulary selection has been that of frequency. Teachers can decide which words they should teach on the basis of how frequently they are used by speaker of the language. The words which are most commonly used are the ones they should teach first.

23

SusanM. Gass &Larry Selinker, Second Language Acquisition, An Introductory Course, Third Edition, (New York: Routledge, 2008), p. 464. 24 James I Brown,Programmed Vocabulary, (New York: Meredith Publishing Company, 1964), p. 4. 25 Anthony Mollica, Crossword Puzzle and Second Language Teaching, (American Association of Teachers of Italian, 2007), http:www.jstoe.org/stable/2766126, p. 73-74

13

c. Coverage Another principle that has been used in the selection of vocabulary is that of coverage. A word is more useful if it covers things than if it only has one very specific meaning. d. Choice In order to know which are the most frequent words students can read or listen to a lot of English and list the words that are used, showing which ones are used most often and which are used least often.26

C. Games 1. The Purpose of Games Game is an activity which is entertaining and engaging, often challenging and also in which learners play and interact with others.27This activity is a way to help students not only enjoy and entertain with the language they learn but practice it incidentally. Game has some purposes: a. Physical activity: to release physical and nervous tension and to promote mental alertness by breaking the routine of drills. b. Enjoyment: to create a climate of fun and interest that will help the students look forward to their English lesson. c. Cultural content: to use game as a way of repealing general pattern of culture that should add to the student‟s grasp of the waysof English speaking people. d. Laguage learning: to serve as an adjunct to the tehnique of teaching grammar and sound system of the new language.28

26

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman 1991), p. 154. 27 Andrew Wright, et. al, Games for Language Learning, Third Edition, (Cambridge: Cambridge University Press, 2006), p. 1. 28 David Croocal &Rebecca L. Oxford, Simulation, Gaming and Language Learning, (New York: Newburry House Publisher, 1990), p. 11

14

From the purpose of game above crossword puzzle can be applied in physical activity such students can write the correct word from the clues in the board. The use of crossword puzzle is to create the class alive and also teacher can use this media to teach sound system of new language.

2. The Advantages of Games Andrew Wright points out some advantages of games in his book. a. Games help and encourage many learners to support their interest and work. b. Games also help the teacher create contexts in which the language is useful and meaningful. Students want to take part, and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. c. Many games make language items more conventional. d. By making language convey information and opinion, games working of language as living communication. e. Games can provide intense and meaningful practice of language.29 Additionally, according to Lee Su Kim there are many advantages of using games in the classroom. a. Games are a welcome break from the usual routine of the language class. b. They are motivating and challenging. c. Learning a language requires a great deal of effor. Games help students to make and sustain the effort of learning. d. Games provide language practice in the various skills such as speaking, writing, listening and reading.

29

Op.cit., 2006, p. 2

15

e. They encourage students to interact and communicate. f. They create a meaningful context for language use.30

3. The Understanding of Crossword Puzzle The first puzzle was created by Arthur Wynnefrom Liverpool appeared in the shape of a diamond without any "black" squares and were called "wordcross. Whynne called the cross word puzzle because he had positioned the words in the form of a cross (which also resembles a diamond). It had the word “fun” written in it because it appeared in the “fun” page. In addition according to Augarde (1984) in Molica, cross word puzzle usually consist of chequered diagrams (normally rectangular) in which the solver has to write words guessed from clues. The words are separated by black squares or by thick bars between squares. [. . .] Crosswords are now usually designed so that they look the same when they are turned upside down. But many early crosswords lacked this kind of pattern or were designed symmetrically, so that the left side as the mirror-image of the right side.31 Moreover, Bressan points out that cross word puzzle is a attractive game. Student not only do the crossword puzzle offer challenge to solve the puzzle but also they can practice and repeat the sentences pattern and vocabulary.32 It can be concluded that cross word puzzle is a game that student need to fill the hidden word horizontally (across) and vertically (down). Students have to supply an appropriate accurate answer that single space corresponds to each

30

Lee Su Kim, http://www.teflgames.com/why.html. Creative Games for the Language Class, „Forum‟ Vol. 33 No. 1, January-March 1995, p. 35. 31 Anthony Mollica, Cross Word Puzzle and Second Language Teaching, (American Association of Teachers of Italian, 2007), http://www.jstor.org/stable/27669126, p. 60. 32 Martin C. Njoroge, Ruth W. Ndung‟u and Moses Gatambuki Gathigia, The Use of Cross Word puzzle as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan Secondary School, (International Journal of Current Research, Vol 5, Issue 02, pp.313-321, February, 2013),p. 3.

16

letter of the correct response and other components of the puzzle depend on correct response in the coinciding slots.

4. Teaching Vocabulary Using Crossword Puzzle There are three-step processes to this type of puzzle. First, students have to use the appropriate vocabulary item. For facilitated students, teachers use symbolic rather than translation such as object (noun), activity (verb) and description (adjective). Second, student writes the appropriate lexical item in underlined space that corresponds to the number of letters in actual word, hence the student selects among synonym for the form in the puzzle. Third stage requires the student to locate the words in appropiate spaces.33 The various preceduree are possible as Lee define: 1. Teaher gives the same crossword puzzle for each student. They solve individually with the help of written clues. 2. Teaher devides the class into group. Then the teacher gives a different crossword for each group. Everyone in the group helps to solve it. however, if there is a more active member in one group, they tend to do all the work. in otherwise, if there is a more passive member in one group, they will difficult to do all the work. 3. Teachers gives crossword puzzle for all of students. They do the crossword puzzle individually. Then the teacher divides the class into groups and then they work in group. The students can share their answer to finish their crossword puzzle in their group. 4. The teacher writes crossword puzzle on the board, but no written clues. The teacher gives clues orally and solve the crossword step by stepwith

33

Frank Nuessel, Recreational Problem-Solving Activities for Teaching Vocabulary in Elementary and Intermediate Spanish, Hispania, Vol. 77 No. 1 March., 1994, (American Association of Teachers of Spanish and Portuguese), p. 2.

17

the class. the class is divided into groups and each group come to the board and writes the words in one by one.34

5. The Advantages of Cross Word Puzzle Cross word puzzle is one of many instructional game that comprehend word-level into grid and make the class fun with puzzle clues and the object of cross word puzzle is to find the hidden list word based on clues.35 Teaching vocabulary through cross word puzzle may draw on other problem-solving activities in order to reinforce previous lexical items or it may deal with an entirely new lexical. In learning vocabulary through cross word puzzle is an effective and interesting way that can be applied in EFL classroom. Wahyuningsihin Marin C. Njoroge et.al.mentions some advantages using cross word puzzle as follow:  Help students to gain interest and reduce boredom  Cross word puzzle give students opportunity to practice and repeat the sentence pattern and vocabulary  Students feel relax and enjoy in participating in the learning activity and they memorize the vocabulary in different way  Cross word puzzle can be given at point of time during the lesson.36 Thomas P. Carter stated that in the learning vocabulary using cross word puzzle students are excited to work on them, cross word can be use as EFL

34

W R Lee, Language Teaching Games and Context, Second Edition, (Oxford University Press, 1980).p, 64-65. 35 Hossein Vassoughi, Using Word-Search-Puzzle Games for Improving Vocabulary Knowledge of Iranian EFL Learners, (Journal of Teaching Englis as a Foreign Language and Literature of Islamic Azad University of Iran, 1 (1), 79-85, Winter 2009), p. 2. 36 Martin C. Njoroge, Ruth W. Ndung‟u &Moses Gatambuki Gathigi, op. cit.,p, 7.

18

activity whether the methodology approach is cognitive, behavior and they can be adapted in large or small class.37

6. Previous Related Study The researcher has found two relevant studies which related to this research. First is “The Use of Crossword Puzzle to Improve Vocabulary Mastery (Classroom Action Research on the First Grade Students of SMP N) ” written by Zunita Widyasari. The purpose of this research is to find out whether there is improvement of the students‟ achievement in vocabulary using crossword puzzle. This is shown by the students‟ enthusism in doing crossword puzzle and most of students better understand what the teacher taught in cycle II than in cycle I. Moreover, the students‟ achievement of vocabulary has improved by using crossword puzzle in their test. Furthermore, the result of t-test calculation cycle I is 5,97 and in cycle II is 6,33.38 Second, the research by the title “The Effectiveness of Word Find Puzzle to Teach Common Noun for Fifth Grade of Elementary School” written by Ainatus Sholikhah. The aim of this research is to find the effectiveness of word find puzzle between the students‟ who were taught by using word find puzzle and the students‟ who were not taught using word find puzzle on common noun, especially in SDN 03 Pekalongan. The result of the research shows that the experimental classhas the mean value pretest was 54.60 and post-test was 74.00. while the control class has the mean value pre-test was 52.0and post-test was 59.40.39 37

Thomas P. Carter, Cross Word Puzzle in the Foreign Language Classroom, The Modern Language Journal, Volume 58, No 3 March.,1974, (Wiley National Federation of Modern Language Teachers Association), p. 4. 38 Zunita Widyasari, The Use of Crossword Puzzle to Improve Vocabulary Mastery, Skripsi at English Departement of Education Faculty State Islamic Studies Institute (STAIN) Salatiga. 39 Ainatus Sholikhah, The Effectivness of Word Find Puzzle to Teach Common Noun for Fifth Grade of Elementary School (An Experimental Study to the fifth Grade of SDN Pekalongan in the Academic year 2010/2011). Skripsi at Tarbiyah Faculty Walisongo State Institute for Islamic Studies Semarang.

19

The study that the present researcher is doing now different from the previous studies above. The method that is used in this study is an experimental study to know whether or not using crossword puzzle is effective while the method that is used in previous study is classroom action research. Besides, this study did not focused on vocabulary mastery in general but rather focuses on vocabulary that researcher taught in first grade of junior high school.

7. Theoretical Framework Based on students need in learning vocabulary there are four points such as meaning, word use, word formation and word grammar. The use crossword puzzle is important because crossword puzzle can be applied in word use, meaning, word formation and also word grammar. In the case of meaning, the use of crossword puzzle will ease for students know the meaning of word based on text because when students know the correct word they will automatically know the meaning correctly. Students know how to use a word based on how it is used because when they fulfill the hidden word they read the clues so they know the use of word. In students‟ writing, students will be able to correct sentences because students regularly read the clues and write vocabulary to answer the puzzle so they know how to twist words to fit different grammatical context. Furthermore, students can change word based on grammatical meaning because crossword puzzle as media can help students to learn to know the changing of word on grammatical by read short story as the clues.

CHAPTER III RESEARCH METHODOLOGY

A. Research Design The objective of this research is to get empirical evidence of whether or not the use of crossword puzzle in teaching vocabulary to grade VII at MTs Muhammadiyah1Ciputat is effective. This research used quantitative method. It is called quantitative method because it is related to the calculation and analysis of numerical data. The researcher used quasi-experimental research design to identify the effectiveness of using crossword puzzle as media in the teaching vocabulary. Here, the researcher gave pre-test and post-test in two classes; experimental and controlled class. Pre-test was used to get the beginning score from the experimental and controlled class before treatment. Post-test was used to measure the score after treatment. Then the result was compared after and before the treatment to get the effectiveness of crossword puzzle as media. There was a different treatment between experimental and controlled class. In experimental class, the researcher gave a treatment by using crossword puzzle as media for training students in learning vocabulary, whereas the students in controlled class were taught without using crossword puzzle.

B. Place and Time of the Research This study will be held in MTs. Muhammadiyah 1 Ciputat which is located at Jl. Dewi Sartika Gg. Nangka No. 4 Cimanggis, Tangerang Selatan. The writer will begin her research from3 Juneto 18 June 2016 where the writer focused at 1st year of students MTs. Muhammadiyah 1 Ciputat.This research was held in six meetings each class; pre-test, treatment in four times, and post-test.

20

21

C. The Population and Sampling Technique of the Research 1. Research Population The population in this research is from all first year of students in MTs. Muhammadiyah 1 Ciputat, there are three classes: VII-1, VII-2, and VII3. The amount of the students of seventh grade in this school is 96 students.

2. Sampling Technique In this study,the researcher usedPurposive Sampling. The researcher took the sample from the judgment that was representative of the population or includes subjects with needed characteristics. In this study, the researcher took the sample by interviewing the English teacher in order to know which classes that have the same ability in English lesson, had same facilities, on the same level and also give the pre-test for all classes to know the class that had same score. Two classes that had choosen become controlled and experimental class. Finally, the samples of this research were; class VII-1 as the experimental class and VII-2 as the controlled class.

D. Instrument of the Study The instrument consists of 35 multiple choices given for experimental and controlled class. Meanwhile, the instrument made based on syllabus and took from English text book.

E. Technique of Collecting Data To collect the data, the researcher used a multiple choicetest as the primary instrument. There are two types of tests; pretest and posttest. The pre-test was given in experimental and controlled class to know how far the students‟ vocabulary understanding before receiving treatment. The post-test was given to

22

know their vocabulary understanding after the treatment. Before the researcher given the pre-test, the reseacher analyzed the instrument to know whether the instrument used in this study is valid and reliable before being used to collect data.

F. Technique of Analyzing Data 1. Validity Validity is one of important requirements of evaluation to know whether the test is valid. A test is said to be valid if it measure accurately what it is intended to measure.Before administering the pre-test, the writer will analyzed the validity and reliability of pre-test in order to find out whether the test is valid or good to be used. The writer will use software ANATEST version 4.0.9 developed by Drs. Karno To, M.Pd. and Yudi Wibisono, ST. The criterion of validity: rxx = 0,91 – 1,00 = very high rxx = 0,71 – 0,90 = high rxx = 0,41 – 0,70 = enough rxx = 0,21 – 0,40 = low rxx = < 0,21

= very low

2. Reliability Realibity is whether an instrument can measure something to be measured constantly. To know the reliability of the instrument used to collect data, the writer used “ANATEST” software version version 4.0.9 developed by Drs. Karno To, M.Pd. and Yudi Wibisono, ST.

.

23

3. Discriminating Power The discriminating power of a test item is the ability of test item to discriminate between students with high and low achievement. The formula used to analyze discriminating power:

D=

= P A– P B

Explanation: J

= The total number of students who take the test

JA = The total number of students in the upper group JB = The total number of students in the lower group BA= The total number of in the upper group who got the item right BB = The total number of students in the lower group who got the item right PA = The porpotion of students in the upper group who got the item right PB = The porpotion of students in the lower group who got the item right The clasification of the discriminating power D : 0.00 – 0.20

:Poor

D : 0.21 – 0.40

:Satisfactory

D : 0.41 – 0.70

:Good

D : 0.71 – 0.100

:Exellent

D : negatif

:Discarded

4. Item Difficult Item diffiuculty is to identify whether a test is categorized into difficult or easy in a test. The formula used to find out the difficulty index as follow:

24

P= Explanation: P: Item Difficulty B: The number of students who got the item right JS: The total number of students who tried the item

Classification of difficulty index: 0.00 – 0.19

= very difficult

0.20 – 0.39

= difficult

0.40 – 0.59

= moderate

0.60 – 0.79

= easy

0.80 – 1.00

= very easy

In analyzing the data, the researcher usedttest formula through SPSS (Special Package of the Social Sciences) version 22 software. The t-test is one of a number of hypothesis tests. Before calculated t-test, the researcher did normality and homogeneity tests first.

5. Normality Test Before the researcher calculated the value of t-test, the researcher had to analyze the normality and homogeneity of the data. He examinition of normality was needed to know whether the data has been normally distributed. The researcher used SPSS to tets the normality. In SPSS, there are two kind of normality test: Kolmogrov Smirnov and Shapiro-Wilk. The criterion of SPSS: a. If respondents ≥ 50, the normality test uses Kolmograv Smirnov. b. If respondents ≤ 50, the normality uses Shapiro Wilk. The criterion of hypethesis is:

25

H0 : Significant Score > 0,05 H1 : Significant Score < 0,05

6. Homogeneity Test The next step was calculating the homogeneity of data. The purpose of this calculation was to see whether the data / sample in both classes were homogenous or heterogeneous.

7. T-Test After getting the data from pre-test and post-testfrom experimental and controlled class, the researcher needs to find out the differences score using crossword puzzle as media. Here, the two classes are compared to the independent variable, the experimental class is X variable and the controlled class is Y variable. The researcher used statistical calculation of the t-testformula. It is used to know whether sudents improve their score or not.40 The formulas as follows:

Where: Mx

= Mean of experimental group (Variable X)

My

= Mean of control group (Variable Y)

SEMx = Standard error of mean Variable X SEMy = Standard error of mean Variable Y

40

Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refrika Aditama, Bandung, 2010), p. 203

26

To get the result, the calculation goes to several processes as follows: 1. Determining Mean of Variable X:

2. Determining Mean of Variable Y:

3. Determining Standard of Deviation Score of Variable X: √

4. Determining Standard of Deviation Score of Variable Y: √

5. Determining Standard Error of Mean of Variable X: √ 6. Determining Standard Error of Mean of Variable Y: √ 7. Determining Standard Error of Difference of Mean of Variable X and Y: √ 8.

Determining t0 t0 =

27

9.

The last procedure is determining df(degree of freedom) with formula: (

)

H. Stastistical Hypotheses The statistical hypothesis of this study can be seen as: Null Hypothesis (Ho)

: There is no significance difference after crossword puzzle strategy is used on students‟ vocabulary understanding in the 7th grade students of MTs. Muhammadiyah 1 Ciputat.

Alternative Hypothesis(Ha)

: There is a significance difference after crossword puzzle strategy is used on students‟ understanding in the 7th grade of MTs. Muhammadiyah 1 Ciputat.

And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0,05, Ho (null hypothesis) is rejected. It means that the ratesof mean score of the experimental group are higher than the controlled group. The using of crossword puzzle is effective towards students‟ vocabulary understanding. 2. If t-test (to) < t-table (tt) in significant degree of 0,05, Ho (the null hypothesis) is accepted. It means that the rates of the means score of the experimental group are same as or lower than the controlled group. The using of crossword puzzle is not effective towards students‟ vocabulary undersatnding

CHAPTER IV RESEARCH FINDINGS A. Data Description The data were collected from students pre-test and post-test of both classes. The data which were obtained were divided into two tables. The table 4.1 showed the student‟s score and achievement in experimental class and the table 4.2 showed the student‟s score and achievement in control class. each table has four columns; the first column showed the number of students, the second and the third column showed pre-test and post-test score, and the last column showed the gained score from pre-tets and post-test.

1. The Data of Experimental Class Table 4.1 The Students’ Scores of Experimental Class (Using Crossword Puzzle) Students (N) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Nilai Pre-test 66 68 50 70 71 70 60 50 66 60 66 50 76 63 66 60 63 28

Nilai Post-test 83 94 83 87 83 80 86 84 86 90 88 70 94 74 76 78 80

Gained Score 17 26 33 17 12 10 26 34 20 30 22 20 18 11 10 18 17

29

18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Total Average

53 60 66 57 66 51 54 66 68 74 57 70 68 63 60 2008 62.75

82 88 82 80 83 88 77 88 80 94 94 83 88 80 84 2687 83.97

29 28 16 23 17 37 23 22 12 20 37 13 20 17 24 679 21.22

According to the result of pre-test and post-test from the experimental classs, it shows that the lowest score of pre-test was 50 and the highest score was 76. Besides, the lowest score of post-test was 70 and the highest score was 94. The average of pre-test was 62.75 and post-tets 83.97. After conducting pre-test and post-test, the average of gained score that the teacher got was 21.22. The average of post-test after the students got treatment using crossword puzzle was higher than the average of pre-test before the students got treatment.

2. The Data of Controlled Class Table 4.2 The Students’ Score of Controlled Class (Without Crossword Puzzle) Students (N) 1. 2. 3.

Nilai Pre-test 56 62 65

Nilai Post-test 63 83 74

Gained Score 7 29 9

30

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. 31. 32. Total Average

62 63 51 57 66 54 65 53 57 54 68 61 51 67 57 63 62 56 54 77 59 56 60 66 68 71 75 51 78 1965 61.40

86 84 77 73 60 74 60 71 68 67 71 77 66 54 80 75 77 68 60 94 63 60 73 77 73 83 84 60 83 2300 71.88

24 29 26 3 6 9 6 20 14 17 9 6 8 13 12 14 18 22 7 17 20 4 13 19 13 12 14 0 5 428 13.38

Based on the table 4.2 above, it shows that the lowest score in pre-test was 51 and the highest score was 78 with the average of pre-test score was 61.40. Furthermore, the highest score of post-test was 94 and the lowest score was 54 with the average score was 71.88. After pre-test and posttest, the teacher got the average of the gained score was 13.38. it means the gained score of control class is lower than experimental class.

31

B. Analysis of Data 1. Validity Test The validity of the test is calculated using “ANATEST” software version 4.0.9 By using the software, the writer found 36 of 50 items are valid and 14 items are not valid. It can be proved by the significance of each item. Besides, the validity or XY correlation of the instrument used in this study was 0.72. it means the test was valid and categorized into high validity (see appendix).

2. Reliabity Test The writer calculated the reliability of the test using ANATEST. The reability score that the writer got is 0.84. it means the test is reliable. Besides, the criterion of the test is categorized into high reliability (see appendix).

3. Discriminating Power The writer used ANATEST to analyze the discriminating power of test item used in this study (see appendix). The result of the calculation using ANATEST can be seen as follow: Table 4.3 The Result of Discriminating Power (A-Multiple-Choice)

Number of items

DP index (%)

Classification of DP

1.

25.00

Satisfactory

2.

37.50

Satisfactory

3.

-25.00

Discarded

32

4.

0.00

Poor

5.

-12.50

Discarded

6.

62.50

Good

7.

12.50

Poor

8.

12.50

Poor

9.

87.50

Exellent

10.

12.50

Poor

11.

12.50

Poor

12.

12.50

Poor

13.

25.00

Satisfactory

14.

25.00

Satisfactory

15

12.50

Poor

16.

37.50

Satisfactory

17.

12.50

Poor

18.

50.00

Good

19.

50.00

Good

20.

37.50

Satisfactory

21.

62.50

Good

22.

0.00

Poor

23.

62.50

Good

24.

75.00

Exellent

25.

37.50

Satisfactory

26.

50.00

Good

27.

62.50

Good

28.

12.50

Poor

29.

75.00

Exellent

30.

75.00

Exellent

31.

37.50

Satisfactory

33

32.

12.50

Poor

33.

25.00

Satisfactory

34.

37.50

Satisfactory

35.

50.00

Good

36.

37.50

Satisfactory

37.

12.00

Poor

38.

12.00

Poor

39.

50.00

Good

40.

25.00

Satisfactory

41.

12.50

Poor

42.

25.00

Satisfactory

43.

12.00

Poor

44.

50.00

Good

45.

25.00

Satisfactory

46.

12.50

Poor

47.

50.00

Good

48.

25.00

Satisfactory

49.

0,00

Poor

50.

0.00

Poor

4. Item Difficulty From the claculation using ANATEST, the writer categorized the items into five classification index. The writer got 18 items are very easy, 10 items are easy, 19 items are moderate, 3 items are difficult and 1 item is very difficult. The categorization of the items is on the table below:

34

Table 4.4 The Classification of Difficulty Item Number of Items

Classification of Difficulty Items

4, 5,7, 10, 11, 12, 15, 16, 17, 20, 21, 37, 43, 44, 45, 46, 49, 50

Very Easy

1, 13, 14, 19, 22, 32, 34, 35, 39

Easy

2, 3, 6, 9, 23, 24, 25, 27, 28, 29, 30, 31, 34, 38, 41, 42, 47, 48

Moderate

(Video) Rethinking the cognitive benefit of crossword puzzles

8, 18, 40

Difficult

4

Very Difficult

5. Normality Test a. Pre-test of Experimental Class Hypotheses: H0 : Data of X normaly distributed H1: Data of Y is not normally distributed

Table 4.5 Normality of Pre-test of Experimental Class Tests of Normality a

Kolmogorov-Smirnov Kelas pretest

Statistic

Experiment

,109

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

df 32

Shapiro-Wilk Sig.

,200

*

Statistic

Df

Sig.

,962

32

,311

35

Based on the table above, it can be seen that the significant from normality test of Shapiro-Wilk shows 0.311. Therefore, the significant score is higher than 0.05 (0.311 > 0.05). it means that H0is accepted so the data is normally distributed. b. Post-test of Experimental Class Table 4.6 Normality of Post-test of Experimental Class Tests of Normality a

Kolmogorov-Smirnov Kelas posttest

Statistic experiment

df

,125

Shapiro-Wilk

Sig. 32

,200

Statistic *

df

,956

Sig. 32

,207

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Based on the table above, it can be seen that the significant from normality test of Shapiro-Wilk shows 0.207. therefore, the significant score is higher than 0.05 (0.207 . 0.05). it means that H0is accepted so the data is normally distributed. c. Pre-test of Controlled Class Table 4.7 Normality of Pre-test of Controlled Class Tests of Normality a

Kolmogorov-Smirnov kelas pretest

Statistic

Df

Shapiro-Wilk Sig.

Statistic

Df

Sig.

control

,091 32 *. This is a lower bound of the true significance. a. Lilliefors Significance Correction

,200

*

,972

32

,560

36

Based on the table above, it can be seen that the significant from normality test Shapiro-Wilk shows 0.560. Therefore, the significant score is higher than 0.05 (0.560 > 0.05). it means that H0 is accepted so the data is normally dustributed. d. Post-test of Controlled Class Table 4.8 Normality of Post-test Controlled Class Tests of Normality a

Kolmogorov-Smirnov Kelas Posttest

Statistic

Df

Shapiro-Wilk Sig.

Statistic

Df

Sig.

control ,124

32

,200

*

,964

32

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Based on the table above, it can be seen that the significant from normality test ShapiroWilk shows 0.356. Therefore, the significant score is higher than 0.05 (0.356 > 0.05). it means that H0 is accepted so the data is normally distributed.

6. Homogeneity Test Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experiment class and controlled class have been normality distributed. The next step of the claculation was finding the homogeneity of tha data. The purpose of this claculation was to see whether the data / sample in both classes homogenous or heterogeneous. Hypotheses:

,356

37

H0: The condition of experiment class is not different from controlled class H1: The sample of experiment class is differentfrom controlled class. Based on the criteria, it can be concluded that H0is accepted. It means that the sample in experiment class and controlled clss were homogenous. Moreover, the writer also used SPSS to calculated the homogeneity of the data. The result that the writer got can be seen on the table below: Table 4.9 Test of Homogeneity of Variance Test of Homogeneity of Variances pretest Levene Statistic

df1

df2

,130

1

Sig. 62

,720

Based on the table above, it can be seen that the result of homogeneity test Lavene Statistic score shows 0.130 with the significant 0.720. Therefore, the significant score is higher than 0.05 (0.720 > 0.05). it means that the sample in experiment class and controlled class were homogenous. Table 4.10 ANOVA Test ANOVA pretest Sum of Squares Between Groups

df

Mean Square

58,141

1

58,141

Within Groups

3704,594

62

59,752

Total

3762,734

63

F ,973

Sig. ,328

Based on the table above, F score from the result of calculation is 0.973 with the significant score 0.328. the writer found H0is accepted from

38

the comparison between Fo (F observation) and Ftablewhich shows Ftable(1.99) is higher than Fo (0.973). Therefore, the writer concluded that the data is homogenous.

C. Test of Hypothesis (T-test) In this part, the researcher calculated the data to test hypohesis that whether

there

is

significant

different

between stuents‟ vocabulary

understanding using crossword puzzle in experiment class and students‟ vocabulary understanding without crossword puzzle in controlled class. the researcher calculated the data using T-test formula. Two classes were compared, the experimental class was X variable and the controlled class was Y variable. The next table is staistical calculation of the gain score both experimental class using crossword puzzle and controlled class without crossword puzzle.

Table 4.11 The Statistical Calculaion of the Gain Score of Both the Controlled and the Experimental Class Students

X

Y

1 2 3 4 5 6 7 8 9 10 11 12 13

17

7 29 9 24 29 26 3 6 9 6 20 14 17

26 33 17 12 10 26 34 9 30 22 20 11

X=MxX -3,59 26,00 11,00 17,00 12,00 10,00 26,00 34,00 9,00 30,00 22,00 20,00 11,00

Y=MyY -6,38 29,00 9,00 24,00 29,00 26,00 3,00 6,00 9,00 6,00 20,00 14,00 17,00

X2

Y2

289,00 676,00 1089,00 289,00 144,00 100,00 676,00 1156,00 81,00 900.00 484,00 400,00 121,00

289,00 676,00 1089,00 289,00 144,00 100,00 676,00 1156,00 81,00 900,00 484,00 400,00 121,00

39

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Total

11 10 18 17 29 28 16 23 17 37 23 22 12 20 37 13 20 17 24 679

9 6 8 13 12 14 18 22 7 17 20 4 13 19 13 12 17 0 5 428

11,00 8,00 18,00 17,00 29,00 28,00 16,00 23,00 17,00 37,00 23,00 22,00 12,00 20,00 37,00 13,00 20,00 17,00 24,00 657,78

9,00 6,00 8,00 13,00 12,00 14,00 1,00 22,00 7,00 17,00 20,00 4,00 13,00 19,00 13,00 12,00 17,00 0,00 5,00 414,63

121,00 64,00 324,00 289,00 841,00 784,00 256,00 529,00 289,00 1369,00 529,00 484,00 144,00 400,00 1369,00 169,00 400,00 289,00 576,00 16189,00

121,00 64,00 324,00 269,00 144,00 196,00 324,00 484,00 49,00 289,00 400,00 16,00 169,00 361,00 169,00 144,00 289,00 0,00 25,00 7511,64

The table above described the result calculation of the gained score of the experimental class (X) and the controlled class (Y). Based on the table above, it can be concluded that the total score of the experimantal class (X) is 679 and the controlled class (Y) is 428. From the table aove, the writer calculated them based on the steps of ttest formula, as follows: 1. Determining Mean of Variable X Mx =

=

= 21.21

2. Determining Mean of Variable Y My=

=

= 13.38

3. Determining Standar od Deviation Score of Variable X SDx= √

=√

=√

= 22.49

40

4. Determining Standard of Deviation Score of Variable Y SDy = √

=√

=√

= 15.3

5. Determining Standard Error of Mean of Variable X SEMx=

=

=

=

= 4.04

6. Determining Standard Error of Mean of Variable Y SEMx=

=

=

=

= 2.74

7. SEMx– My = √ =√ =√

=√ = 3.68 Determining t0 t0 =

=

= 2.13

Dtermining ttablein significance level 5% with df (degree of freedom) Df = (N1+N2) – 2 = (32+32) – 2 = 62 The value of df 62 at the degree of significance 5% or t tableis 1.670. It means Ha is accepted because T0 (2.13) is higher than ttable(1.999). 8. The Testing of Hypotheses The statistical hypotheses of this research can be seen as: Ho

: There is no significant difference between students‟ vocabulary using crossword puzzle and without crossword puzzle.

Ha

: There is significant difference between students‟ vocabulary using crossword puzzle and without crossword puzzle.

And then the criteria used as follows:

41

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. 2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is accepted. In addition, the writer found To is 2.13 while t comparing between To and t table. Therefore,

tablethe

tableis

1.999. After

writer found To is higher than t

it can be concluded that Ho is rejected. It means there is

significance score gain between students‟ vocabulary using crossword puzzle and without crossword puzzle.

D. Interpretation of the Data and Discussion In the description of the data which was taken from 32 students of experimental class, the writer could explain briefly about the data got from the students before they were analyzed. The description of the experimental class has the mean of pre-test 58.71 before using crossword puzzle. It means the mean score is bad because it is lower than the standard minimum (KKM). After giving 4 times treatments for experimental class using crossword puzzle, the writer got the mean of post-test 74.56. So, the writer got the mean of the gain score 21.03. It is good because the mean score has reached KKM. The smallest score in the pre-test was 50 and the highest score was 76. The data showed in the post-test that the smallest score was 70 and the highest score was 94. It can be summarized that the lowest and the highest scores in post-test were higher than pre-test. Meanwhile, from the description of score in controlled class which was the writer got the mean of pre-test 61.40. It means the mean score is bad. In this class, the writer did not use crossword puzzle, but the writer only asked the students to memorize the vocabulary. After giving 4 times treatment without crossword puzzle, the writer got the mean of post-test 71.25. it is bad because the mean score is still lower than KKM. The writer got the mean of

42

gain score was 15.09. it means that the gain score of experimental class was higher than controlled class. The smallest score in the pre-test was 51 and the highest score was 78. The data showed in post-test that smallest score was 54 and the highest score was 94, it can be summarized that the lowest and the highest were also higher than pre-test. Before testing the hypothesis, the writer analyzed the normality and homogeneity of the data, the purpose of analyzing the normality was to see whether the data got in the research has been normally distributed or not. The result of normality can be seen by comparing the value of significant score to 0.05. Meanwhile, the purpose of analyzing the homogeneity was to see whether the data / sample in both experimental and controlled class were homogenous or heterogonous. In analyzing the normality, the result showed that both the data of pretest and post-test in controlled class were distributed normally. According to criteria of the test, it can be seen in the result that the significant score of pretest (0.311) and post-test (0.207) of experimental class was higher than 0.05 (0.311 and 0.207 > 0.05). Both the data of pre-test and post-test in experimental class also showed that they were distributed normally. According to criteria of the test, it can be seen in the result that the significant score (pre-test and post-test) > 0.05 (0.560 and 0.356 > 0.05). It means that all the data in both pre-test and post-test of experimental and control class were distributed normally. The next result that the writer got was from the calculation of homogeneity, the result showed that (0.720 > 0.05). Based on the criteria, it can be concluded that H0is accepted. It means that the sample in experiment class and controlled class were homogenous. The final calculation was testing the hypothesis. This was the main calculation to answer the problem of this research that whether there is significant difference between students‟ vocabulary using crossword puzzle and without crossword puzzle. The writer used T-test formula in the

43

significance degree ( ) 0f 5%. The result showed that t-test (to) > t-table (2.13 > 1.999). It means that t-test was higher than t-table. So, the null hypothesis (Ho) is rejected. It means that alternative hypothesis (Ha) is accepted that there is significant difference between students‟ vocabulary using crossword puzzle and without crossword puzzle.

CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusion and the suggestion. In this chapter, the researcher would like to give some conclusions that may relate to the subject.

A. Conclusion Many games and media that become tool for teaching and learning activity effective such as cards, word wall, etc. One of games is crossword puzzle that the writer expected effective for teaching and learning activity. So, the writer did the research using crossword puzzle in teaching vocabulary in MTs. Muhammadiyah 1 Ciputat. Based on the anylisis result of this research, showed that the result of T-test formula to test the hypothesis of this research in the significance degree ( ) of 5% is t-test (t0) > t-table (tt) (2.13 >1.999). Therefore, the null hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted. Besides, it can be seen from the comparison between the gained score average of experimental class and the gained score average of controlled class on the table of the students‟ gained score, the gained score average in experimental class (21.22) is higher than the gained score average in control class (13.38). it means that crossword puzzle is effective in improving students‟ vocabulary. Therefore, it can be concluded that the answer of research question was proven that there is effectiveness of crosswrod puzzle on students‟ vocabulary at

first

of

Islamic Junior High School

Muhammadiyah Ciputat in academic year 2015/2016.

44

45

B. Suggestion After the writer carried out the research, she woudl like to offer some suggesttion that may relate to the research findings and discussion. The result of this research showed that crossword puzzle is effective to be applied in vocabulary teaching and learning. There are some points that the writer might suggest: a. For English Teacher English teacher shosuld be creative in developing the teaching learning activities and strategies in classroom to make the class alive and the students do not ge bored. Besides, English teachers should encourage the studen ts to be active to participate in class learning activities si that the students will get more efective vocabulary learning and easier to undersatnd the new vocabulary taught. English teachers also should motivate the students that learning English especially vocabulary is such an easy and interesting to learn. The use of instructional media should be encouraged. b. For Students Students should always be active in the process of teaching and learning and not afraid or lazy in the English lesson, so the students should develop their motivation. Esides, the students should give more attention and keep their atitude when the teacher explained he lesson and teach them. The students also should study hard to reduce their difficulties in learning English. c. For the Next Researcher Researcher should develop the study using the media or strategies in vocabulary understanding to make the students interested and understand the material easily. For example: using card, song, picture and crossword puzzle.

REFERENCES Bauer, Laurie Vocabulary, (New York: Routledge, 1998) Brown, James I Programmed Vocabulary, (New York: Meredith Publishing Company, 1964) Caldwell, Joanne Schudt Comprehension Assessment, A Classroom Guide (New York: The Guilford Press, 2008) Carter, Thomas P Cross Word Puzzle in the Foreign Language Classroom, The Modern Language Journal, Volume 58, No 3 March.,1974, (Wiley National Federation of Modern Language Teachers Association) Celce-Murcia, Marianne Teaching English as a Second or Foreign Language.Third Edition.(Boston: Heinle and Heinle Publisher) Croocal, David & Rebecca, L Oxford Simulation, Gaming and Language Learning, (New York: Newburry House Publisher, 1990) David, Edward and Vallete, Rebecca M Classroom Tehnique Foreign Language and English as a Second Language, (New York: Harcout Brave Javanovich, 1997) Gass, Susan M. & Selinker, Larry Second Language Acquisition, An Introductory Course, Third Edition, (New York: Routledge, 2008) Harmer, Jeremy The Practice of English Language Teaching, Third Edition, (New York: Longman 1991) Hatch, Evelyn and Brown, Cherryl, Vocabulary, Semantic, and Language Education, (Cambridge: Cambridge University Press, 1995) Kim, Lee Su http:/www.teflgames.com/why.html. Creative Games fo the Language Class, ‘Forum’ Vol.33 No.1, January-March 1995. Krashen, S.D (1989) We Acquire Vocabulary and Spelling by Reading:Additional Evidence for the Input Hypothesis. The modern Language Journal, 73 440463 in Thuy. N.N., The Effects of Semantic Mapping on Vocabulary Memorizing.

Lee W R, Language Teaching Games and Context, Second Edition, (Oxford Universit Press, 1980)

McCarthy, Michael Vocabulary, (New York: Oxford University Press, 1990) Mollica, Anthony Cross Word Puzzle and Second Language Teaching, (American Association of Teachers of Italian, 2007), http://www.jstor.org/stable/27669126 Njoroge, Ruth W. Ndung’uMartin C. and GatambukiGathigia Moses The Use of Cross Word puzzle as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan Secondary School, (International Journal of Current Research, Vol 5, Issue 02, pp.313-321, February, 2013) Nuessel, Frank Recreational Problem-Solving Activities for Teaching Vocabulary in Elementary and Intermediate Spanish, Hispania, Vol. 77 No. 1 March., 1994, (American Association of Teachers of Spanish and Portuguese) Richards, Jack C. And Renandya, Willy A Methodology in Language Teaching:An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002) Smith, Thomas B Teaching Vocabulary Expeditiously:Three Key of Improving Vocabulary Instruction, (The English Journal, Volume 97, No 4 March, 2008) Susetyo, Budi Statistika Untuk Analisis Data, (Bandung:Refrika Aditama, Bandung, 2010) Thornbury, Scott How to Teach Vocabulary (Harlow: Pearson Education, 2002) Ur,

Penny A Course in Language Teaching: (Cambridge:Cambridge University Press,1991)

Practice

and

Theory,

Wilkins, D. A, (1972). Linguistics in Language Teaching.Edward Arnold, (London) ,p. 111 in Unaldi. I., Bardakci. M., Akpinar. K. D., and Dolas. F. A comparison of contextualized, decontextualized and corpus-informed vocabulary instruction: A quasi-experimental study. 2013. Journal of Language and Literature Education, 8. Vassoughu, Hossein Using Word-Search-Puzzle Games for Improving Vocabulary Knowledge of Iranian EFL Learners, (Journal of Teaching English as a Foreign Language and Literature of Islamic Azad University of Iran, 1 (1), 79-85, Winter 2009)

APPENDIX 1 The Calculation of Frequency Distribution of the Pre-test Case Processing Summary Cases Valid

pretest

Missing

Total

kelas

N

Percent

N

Percent

N

Percent

experiment

32

100,0%

0,0%

32

100,0%

control

32

100,0%

0,0%

32

100,0%

Descriptives kelas pretest

experiment

control

Statistic

Std. Error

Mean

64,25

1,574

95% Confidence Interval for Lower Bound

61,04

Mean

67,46

Upper Bound

5% Trimmed Mean

64,00

Median

66,00

Variance

79,290

Std. Deviation

8,905

Minimum

50

Maximum

83

Range

33

Interquartile Range

12

Skewness

,184

,414

Kurtosis

-,265

,809

Mean

57,16

2,188

95% Confidence Interval for Lower Bound

52,69

Mean

61,62

Upper Bound

5% Trimmed Mean

57,58

Median

58,50

Variance

153,168

Std. Deviation

12,376

Minimum

28

Maximum

78

Range

50

Interquartile Range

18

Skewness

-,414

,414

Kurtosis

-,026

,809

Tests of Normality a

Kolmogorov-Smirnov

pretest

Shapiro-Wilk

kelas

Statistic

df

Sig.

experiment

,109

32

,200 ,200

control

,091

32

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Statistic

df

Sig.

*

,962

32

,311

*

,972

32

,560

APPENDIX 2 The Calculation of Frequency Distribution of the Post-test Case Processing Summary Cases Valid

posttest

Missing

Total

kelas

N

Percent

N

Percent

N

(Video) Crazy Crossword KDP Puzzle Books - Niche Analysis Keywords and More to Make Money at Home

Percent

experiment

32

100,0%

0,0%

32

100,0%

control

32

100,0%

0,0%

32

100,0%

Descriptives kelas posttest

experiment

control

Statistic

Std. Error

Mean

80,63

1,400

95% Confidence Interval for Lower Bound

77,77

Mean

83,48

Upper Bound

5% Trimmed Mean

80,90

Median

80,00

Variance

62,758

Std. Deviation

7,922

Minimum

60

Maximum

94

Range

34

Interquartile Range

11

Skewness

-,589

,414

Kurtosis

,268

,809

Mean

73,31

1,760

95% Confidence Interval for Lower Bound

69,72

Mean

76,90

Upper Bound

5% Trimmed Mean

73,28

Median

73,50

Variance

99,125

Std. Deviation

9,956

Minimum

54

Maximum

94

Range

40

Interquartile Range

16

Skewness

-,054

,414

Kurtosis

-,840

,809

Tests of Normality a

Kolmogorov-Smirnov

posttest

Shapiro-Wilk

kelas

Statistic

df

Sig.

experiment

,125

32

,200 ,200

control

,124

32

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Statistic

df

Sig.

*

,956

32

,207

*

,964

32

,356

APPENDIX 3 Homogeneity Test A. Homogeneity Test The homogeneity test was also required as a prerequisite to do analysis test. To calculate homegeneity test, the researcher used Levene Statistic Test from IBM Statistic SPSS 21 software. The following is the result which was obtained from this calculation:

Test of Homogeneity of Variances

pretest Levene Statistic

df1

df2

Sig.

,130

1

62

,720

ANOVA pretest Sum of Squares

df

Mean Square

F

Sig.

Between Groups

58,141

1

58,141

,973

,328

Within Groups

3704,594

62

59,752

Total

3762,734

63

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) NAMA SEKOLAH

: MTs MUHAMMADIYAH 1 CIPUTAT

KELAS/SEMESTER

: VII-1/2

MATA PELAJARAN

: BAHASA INGRRIS

ALOKASI WAKTU

: 2 X 40 MENIT

A. STANDAR KOMPETENSI (SK) 7. mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. B. KOMPETENSI DASAR (KD) 7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta. 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon secara interpersonal. C. INDIKATOR Indikator Pencapaian Kompetensi Mampu menyebutkan tempat belanja.

macam-macam   Mampu mengidentifikasi aktifitas yang   ada di tempat belanja.

Karakter Siswa yang Diharapkan Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility )

Mampu menuliskan asking and offering a  Dapat dipercaya ( Trustworthines)  Rasa hormat dan perhatian ( respect ) favor dalam setiaqp kegiatan jual beli  Tekun ( diligence )  Tanggung jawab ( responsibility )

D. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan macammacam tempat belanja. 2. Mengidentifikasi berbagai aktifitas yang ada di tempat belanja. 3. Menuliskan asking and offering a favor dalam setiaqp kegiatan jual beli. E. MATERI POKOK Meminta dan memberi bantuan adalah sebuah aktifitas dimana seseorang memerlukan bantuan ataupun memberi bantuan dengan menggunakan bahasa yang sopan. F. METODE PEMBELAJARAN/ TEKNIK Scientific Approach (Pendekatan Saintifik) G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN 1. Media: audio (ceramah/ penjelasan singkat dari guru), visual (memperhatikan contohcontoh yang di berikan oleh guru). 2. Alat/ bahan: white board, hand-out, spidol hitam, spidol warna. 3. Sumber belajar: buku bahasa inggris yang relevan dan internet. H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN Kegiatan Pendahuluan

Inti

Deskripsi Kegiatan Apresiasi  Guru masuk kelas dan langsung mengucapkan salam, lalu dilanjutkan dengan menyapa siswa menggunakan bahasa Inggris “Good morning!” dan “How are you today?”. Dan tidak lupa pastikan semua siswa menjawab dan merespon salam tersebut.  Guru mengajak siswa untuk berdoa sebelum pelajaran dimulai lalu guru mengisi agenda mengajar dan mengabsen kehadiran siswa dengan menyebutkan nomer urut siswa. Eksplorasi  Guru memberikan penjelasan tentang macammacam tempat beanja yang ada di sekitar yang kemudian dijelaskan menjelaskan

Alokasi Waktu

2 menit

Penutup

bagaimana memeberikan dan meminta bantuan dengan memberikan contoh kalimat.  Setelah semua siswa mendengarkan penjelasan dari guru, guru meminta mereka untuk menuliskan dua kalimat yang menggunakan asking and offering favor Elaborasi  Setelah siswa menyelesaikan tugasnya, guru membagikan satu kertas ke setiap siswa yang berisikan sebuah teka-teki silang yang berisiikan beberapa macam tempat belanja.  Kemudian siswa di minta untuk menyelesaikan teka-teki silang tersebut secara individu. Konfirmasi  Setelah selesai pembelajaran materi hari ini, guru mempertanyakan kembali kepada siswa tentang apakah mereka sudah mengerti dan memahami materi hari ini atau belum.  Guru menanyakan kesulitan siswa secara demokratis.  Guru menyimpulkan materi pembelajaran dan penguatan materi  Guru memberikan tugas individual kepada siswa untuk membuat sebuah kalimat tanya jawab antar teman dengan menggunakan asking and offering a favor.  Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya untuk menumbuhkan rasa ingin tahu siswa agar gemar membaca.  Guru menutup pertemuan di kelas pada hari ini dengan membaca hamdalah dan mengucapkan salam.

13 menit

19 menit

3 menit

3 menit

I. PENILAIAN 1. Indikator, Teknik, Bentuk, dan Contoh NO

1.

2.

3.

INDIKATOR

TEKNIK

BENTUK

CONTOH

Mampu menyebutkan Tes lisan macam-macam benda sekitar.

Menanyakan langsung kepada siswa dan meminta untuk menyebutkan macammacam benda di sekitar kita.

Siswa menyebutkan macam-macam benda yang sudah dipelajari.

Mampu Tes lisan mengidentifikasi ekspresi suka dan tidak suka.

Menyebutkan opini Siswa menyebutkan tentang sebuah benda. opini mereka dengan menggunakan ekspresi suka dan tidak suka akan suatu benda.

Mampu menuliskan Tes tulis macam-macam benda dengan mengguankan kalimat suka dan tidak suka

Menuliskan kalimat Membuat tanya dengan bertemakan opini jawab dengan suka dan tidak suka. menggunakan benda disekitar kita dengan menambahkan opini suka dan tidak suka.

2. PEDOMAN PENILAIAN a. Test praktik/ lisan Aspek Penilaian Sikap

Keterampilan

Kriteria          

Jujur Percaya diri Bertanggung jawab Kerjasama Saling membantu Pengucapan (berbicara) Intonasi (berbicara) Kelancaran (berbicara) Gerak tubuh (berbicara) Kreatifitas (poster)

Nilai

Pengetahuan

    

Ketelitian (poster) Ketepatan materi Pemahaman Pilihan kata Ketepatan tata bahasa

Keterangan: Skor 5 : Sangat baik Skor 4: Baik Skor 3 : Cukup baik Skor 2: Buruk Skor 1: Sangat buruk b. Tes tulis Setiap 1 jawaban soal yang benar maka siswa akan mendapatkan nilai 10. Jadi 10 soal x 10= 100. Nilai tertinggi adalah 100.

Ciputat, 9 Juni 2016 Mengetahui: Guru Matpel

Guru Praktikan

Babun, S.Pd

Eka Fitriyani NIM. 1111014000005

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) NAMA SEKOLAH

: MTs MUHAMMADIYAH 1 CIPUTAT

KELAS/SEMESTER

: VII-1/2

MATA PELAJARAN

: BAHASA INGRRIS

MATERI POKOK

: PROCEDURE

ALOKASI WAKTU

: 2 X 40 MENIT

A. STANDAR KOMPETENSI (SK) 12. menulis Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat. B. KOMPETENSI DASAR (KD) 12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. 12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure. C. INDIKATOR Indikator Pencapaian Kompetensi

Karakter Siswa yang Diharapkan

Mampu menyebutkan macam-macam  Dapat dipercaya ( Trustworthines) langkah-langkah dalam teks procedure.  Rasa hormat dan perhatian ( respect ) Mampu mengidentifikasi tujuan dari  Tekun ( diligence )  Tanggung jawab ( responsibility ) procedure teks. Mampu menuliskan teks procedure  Dapat dipercaya ( Trustworthines)  Rasa hormat dan perhatian ( respect ) beserta dengan langkah-langkahnya.  Tekun ( diligence )  Tanggung jawab ( responsibility )

D. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa diharapkan dapat: 1. Membaca langkah-langkah dalam procedure teks. 2. Menyebutkan macam-macam material dalam teks procedure. 3. Membuat kalimat teks procedure beserta langkah-langkahnya. E. MATERI POKOK Procedure teks adalah sebuah teks yang menjelaskan langkah-langkah pembuatan sebuah karya. F. METODE PEMBELAJARAN/ TEKNIK Scientific Approach (Pendekatan Saintifik) G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN 1. Media: audio (ceramah/ penjelasan singkat dari guru), visual (memperhatikan contohcontoh yang di berikan oleh guru). 2. Alat/ bahan: white board, hand-out, spidol hitam, spidol warna. 3. Sumber belajar: buku bahasa inggris yang relevan dan internet. H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN Kegiatan Pendahuluan

Inti

Deskripsi Kegiatan Apresiasi  Guru masuk kelas dan langsung mengucapkan salam, lalu dilanjutkan dengan menyapa siswa menggunakan bahasa Inggris “Good morning!” dan “How are you today?”. Dan tidak lupa pastikan semua siswa menjawab dan merespon salam tersebut.  Guru mengajak siswa untuk berdoa sebelum pelajaran dimulai lalu guru mengisi agenda mengajar dan mengabsen kehadiran siswa dengan menyebutkan hobi siswa. Eksplorasi  Guru membagi kelompok menjadi 4-5 kelompok dengan cara menghitung 1-5.  Guru memberikan penjelasan tentang procedure teks, setelah siswa mendengarkan

Alokasi Waktu

2 menit

Penutup

penjelasan dari guru siswa di minta untuk menuliskan salah satu makanan favorit mereka.  Setelah semua siswa menuliskan makanan favorit mereka, guru meminta mereka untuk menuliskan langkah-langkah pembuatan makanan ataupun minuman favorit mereka. Elaborasi  Setelah siswa mendengarkan penjelasan dari guru, guru membagikan poster ke setiap murid yang berisikan sebuah teka-teki silang kepada setiap kelompok.  Kemudian siswa di minta untuk menyelesaikan teka-teki silang tersebut dengan cara di setiap gambar siswa harus mengisi huruf yang belum komplit berdasarkan gambar.  Kemudian, setelah selesai siswa diminta untuk menyusun gambar-gambar tersebut berdasarkan langkah-langkah yang benar.  Setelah itu, guru meminta beberapa siswa maju ke depan kelas untuk mempresentasikan hasil diskusi mereka. Konfirmasi  Setelah selesai pembelajaran materi hari ini, guru mempertanyakan kembali kepada siswa tentang apakah mereka sudah mengerti dan memahami materi hari ini atau belum.  Guru menanyakan kesulitan siswa secara demokratis.  Guru menyimpulkan materi pembelajaran dan penguatan materi  Guru memberikan tugas individual kepada siswa untuk menulis sebuah procedure teks.  Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya untuk menumbuhkan rasa ingin tahu siswa agar gemar membaca.  Guru menutup pertemuan di kelas pada hari ini dengan membaca hamdalah dan

13 menit

19 menit

3 menit

3 menit

mengucapkan salam.

I. PENILAIAN 1. Indikator, Teknik, Bentuk, dan Contoh NO

1.

2.

3.

INDIKATOR

TEKNIK

BENTUK

CONTOH

Mampu menyebutkan Tes lisan macam-macam langkah-langkah dalam teks procedure.

Menanyakan langsung kepada siswa dan meminta untuk menyebutkannya.

Siswa menyebutkan macam-macam material dalam sebuah procedure teks yang diberikan guru.

Mampu Tes lisan mengidentifikasi tujuan dari procedure teks.

Membaca dan Membaca dengan menyebutkan makna dari jelas contoh-contoh setiap contoh yang procedure teks. diberikan.

Mampu menuliskan Tes tulis teks procedure beserta dengan langkahlangkahnya.

Menuliskan langkah- Membuatprocedure langkah dalam procedure teks beserta teks. langkahlangkahnya.

2. PEDOMAN PENILAIAN a. Test praktik/ lisan Aspek Penilaian Sikap

Keterampilan

Pengetahuan

Kriteria               

Jujur Percaya diri Bertanggung jawab Kerjasama Saling membantu Pengucapan (berbicara) Intonasi (berbicara) Kelancaran (berbicara) Gerak tubuh (berbicara) Kreatifitas (poster) Ketelitian (poster) Ketepatan materi Pemahaman Pilihan kata Ketepatan tata bahasa

Nilai

Keterangan: Skor 5 : Sangat baik Skor 4: Baik Skor 3 : Cukup baik Skor 2: Buruk Skor 1: Sangat buruk b. Tes tulis Setiap 1 jawaban soal yang benar maka siswa akan mendapatkan nilai 10. Jadi 10 soal x 10= 100. Nilai tertinggi adalah 100.

Ciputat, 11 Juni 2016 Mengetahui: Guru Matpel

Guru Praktikan

Babun, S.Pd

Eka Fitriyani NIM. 1111014000005

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) NAMA SEKOLAH

: MTs MUHAMMADIYAH 1 CIPUTAT

KELAS/SEMESTER

: VII-1/2

MATA PELAJARAN

: BAHASA INGRRIS

ALOKASI WAKTU

: 2 X 40 MENIT

A. STANDAR KOMPETENSI (SK) 7. mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. B. KOMPETENSI DASAR (KD) 7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta. 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon secara interpersonal. C. INDIKATOR Indikator Pencapaian Kompetensi Mampu hobi.

menyebutkan

macam-macam   Mampu mengidentifikasi berbagai hobi   dengan menggunakan tag question.

Karakter Siswa yang Diharapkan Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility )

Mampu menuliskan macam-macam hobi  Dapat dipercaya ( Trustworthines) dengan membuat kalimat tanya jawab  Rasa hormat dan perhatian ( respect ) dengan menggunakan present continuous.  Tekun ( diligence )  Tanggung jawab ( responsibility )

D. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan macam-macam hobi. 2. Mengidentifikasi berbagai hobi dengan menggunakan tag question. 3. Menuliskan macam-macam hobi dengan membuat kalimat tanya jawab dengan menggunakan present continous. E. MATERI POKOK This activity is called a hobby. There are many kinds of hobbies, some of them are normally done outdoor, such as doing sport, travelling, swimming, and camping. While the others such as colleccting stamps, playing board games, reading book that can be done indoor. F. METODE PEMBELAJARAN/ TEKNIK Scientific Approach (Pendekatan Saintifik) G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN 1. Media: audio (ceramah/ penjelasan singkat dari guru), visual (memperhatikan contohcontoh yang di berikan oleh guru). 2. Alat/ bahan: white board, hand-out, spidol hitam, spidol warna. 3. Sumber belajar: buku bahasa inggris yang relevan dan internet. H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN Kegiatan Pendahuluan

Inti

Deskripsi Kegiatan Apresiasi  Guru masuk kelas dan langsung mengucapkan salam, lalu dilanjutkan dengan menyapa siswa menggunakan bahasa Inggris “Good morning!” dan “How are you today?”. Dan tidak lupa pastikan semua siswa menjawab dan merespon salam tersebut.  Guru mengajak siswa untuk berdoa sebelum pelajaran dimulai lalu guru mengisi agenda mengajar dan mengabsen kehadiran siswa dengan menyebutkan hobi siswa. Eksplorasi

Alokasi Waktu

2 menit

Penutup

Guru membagi kelompok menjadi 4-5 kelompok dengan cara menghitung 1-5.  Guru memberikan penjelasan tentang macammacam hobi yang dilakukan di dalam tataupun di luar ruangan, kemudian menejlaskan penambahan –ing dalam sebuah kata (hobi).  Setelah semua siswa mendengarkan penjelasan dari guru, guru meminta mereka untuk menuliskan dua kalimat yang menggunakan penambahan –ing dan tidak menggunakan penmabhan –ing Elaborasi  Setelah siswa menyelesaikan tugasnya, guru membagikan satu kotak ke setiap kelompok yang berisikan sebuah kertas dimana di kertas tersebut ada sebuah huruf-huruf.  Kemudian siswa di minta untuk menyelesaikan menempelkan hruf-huruf tersebut ke sebuah poster yang berisiskan gambar-gambar yang mewakili macammacam hobi.  Kemudian, setelah selesai siswa diminta untuk mengucapkan setiap macam-macam hobi. Konfirmasi  Setelah selesai pembelajaran materi hari ini, guru mempertanyakan kembali kepada siswa tentang apakah mereka sudah mengerti dan memahami materi hari ini atau belum.  Guru menanyakan kesulitan siswa secara demokratis.  Guru menyimpulkan materi pembelajaran dan penguatan materi  Guru memberikan tugas individual kepada siswa untuk membuat sebuah kalimat tanya jawab antar teman dengan tema hobi.  Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya untuk menumbuhkan rasa ingin tahu siswa agar

13 menit

19 menit

3 menit

3 menit

gemar membaca. Guru menutup pertemuan di kelas pada hari ini dengan membaca hamdalah dan mengucapkan salam.

I. PENILAIAN 1. Indikator, Teknik, Bentuk, dan Contoh NO

BENTUK

CONTOH

Mampu menyebutkan Tes lisan macam-macam hobi.

Menanyakan langsung kepada siswa dan meminta untuk menyebutkannya.

Siswa menyebutkan macam-macam hobi yang sudah dipelajari.

2.

Mampu Tes lisan mengidentifikasi berbagai hobi dengan menggunakan macammacam alat.

Menyebutkan makna dari Siswa menyebutkan setiap contoh yang hobi yang di diberikan guru. peragakan oleh temannya di depan kelas.

3.

Mampu menuliskan Tes tulis macam-macam hobi dengan membuat kalimat tanya jawab.

Menuliskan kalimat Membuat tanya dengan bertemakan hobi. jawab dengan tema hobi.

1.

INDIKATOR

TEKNIK

2. PEDOMAN PENILAIAN a. Test praktik/ lisan Aspek Penilaian Sikap

Keterampilan

Kriteria           

Jujur Percaya diri Bertanggung jawab Kerjasama Saling membantu Pengucapan (berbicara) Intonasi (berbicara) Kelancaran (berbicara) Gerak tubuh (berbicara) Kreatifitas (poster) Ketelitian (poster)

Nilai

Pengetahuan

   

Ketepatan materi Pemahaman Pilihan kata Ketepatan tata bahasa

Keterangan: Skor 5 : Sangat baik Skor 4: Baik Skor 3 : Cukup baik Skor 2: Buruk Skor 1: Sangat buruk b. Tes tulis Setiap 1 jawaban soal yang benar maka siswa akan mendapatkan nilai 10. Jadi 10 soal x 10= 100. Nilai tertinggi adalah 100.

Ciputat, 16 Juni 2016 Mengetahui: Guru Matpel

Guru Praktikan

Babun, S.Pd

Eka Fitriyani NIM. 1111014000005

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) NAMA SEKOLAH

: MTs MUHAMMADIYAH 1 CIPUTAT

KELAS/SEMESTER

: VII-1/2

MATA PELAJARAN

: BAHASA INGRRIS

ALOKASI WAKTU

: 2 X 40 MENIT

A. STANDAR KOMPETENSI (SK) 7. mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. B. KOMPETENSI DASAR (KD) 7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta. 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon secara interpersonal. C. INDIKATOR Indikator Pencapaian Kompetensi Mampu menyebutkan benda sekitar.

macam-macam   Mampu mengidentifikasi ekspresi suka   dan tidak suka.

Karakter Siswa yang Diharapkan Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility )

Mampu menuliskan macam-macam  Dapat dipercaya ( Trustworthines) benda dengan mengguankan kalimat suka  Rasa hormat dan perhatian ( respect )  Tekun ( diligence ) dan tidak suka  Tanggung jawab ( responsibility )

D. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan macammacam benda sekitar siswa. 2. Mengidentifikasi berbagai ekspresi seperti ekspresi suka dan tidak suka. 3. Menuliskan macam-macam benda di sekitar dengan menggunakan ekspresi suka dan tidak suka. E. MATERI POKOK Ekspresi suka dan tidak suka adalah sebuah ekspresi dimana seseorang menyatakan kesenangannya atau sebaliknya. Ekspresi ini merupakan sebuah pendapat yang lumrah terjadi pada kehidupan masyarakat. F. METODE PEMBELAJARAN/ TEKNIK Scientific Approach (Pendekatan Saintifik) G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN 1. Media: audio (ceramah/ penjelasan singkat dari guru), visual (memperhatikan contohcontoh yang di berikan oleh guru). 2. Alat/ bahan: white board, hand-out, spidol hitam, spidol warna. 3. Sumber belajar: buku bahasa inggris yang relevan dan internet. H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN Kegiatan Pendahuluan

Inti

Deskripsi Kegiatan Apresiasi  Guru masuk kelas dan langsung mengucapkan salam, lalu dilanjutkan dengan menyapa siswa menggunakan bahasa Inggris “Good morning!” dan “How are you today?”. Dan tidak lupa pastikan semua siswa menjawab dan merespon salam tersebut.  Guru mengajak siswa untuk berdoa sebelum pelajaran dimulai lalu guru mengisi agenda mengajar dan mengabsen kehadiran siswa dengan menyebutkan nomer urut siswa. Eksplorasi  Guru memberikan penjelasan tentang macam-

Alokasi Waktu

2 menit

Penutup

macam benda yang ada di sekitar yang kemudian dijelaskan menjelaskan ekspresi suka dan tidak suka dengan memberikan contoh kalimat.  Setelah semua siswa mendengarkan penjelasan dari guru, guru meminta mereka untuk menuliskan dua kalimat yang menggunakan ekspresi suka dan tidak suka dengan menggunakan benda yang ada disekitar. Elaborasi  Setelah siswa menyelesaikan tugasnya, guru membagikan satu kertas ke setiap siswa yang berisikan sebuah teka-teki silang.  Kemudian siswa di minta untuk menyelesaikan teka-teki silang tersebut secara individu. Konfirmasi  Setelah selesai pembelajaran materi hari ini, guru mempertanyakan kembali kepada siswa tentang apakah mereka sudah mengerti dan memahami materi hari ini atau belum.  Guru menanyakan kesulitan siswa secara demokratis.  Guru menyimpulkan materi pembelajaran dan penguatan materi  Guru memberikan tugas individual kepada siswa untuk membuat sebuah kalimat tanya jawab antar teman dengan mengguankan ekspresi suka dan tidak suka atau opini.  Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya untuk menumbuhkan rasa ingin tahu siswa agar gemar membaca.  Guru menutup pertemuan di kelas pada hari ini dengan membaca hamdalah dan mengucapkan salam.

13 menit

19 menit

3 menit

3 menit

I. PENILAIAN 1. Indikator, Teknik, Bentuk, dan Contoh NO

1.

2.

3.

INDIKATOR

TEKNIK

(Video) How To Improve Memory | audio book

BENTUK

CONTOH

Mampu menyebutkan Tes lisan macam-macam benda sekitar.

Menanyakan langsung kepada siswa dan meminta untuk menyebutkan macammacam benda di sekitar kita.

Siswa menyebutkan macam-macam benda yang sudah dipelajari.

Mampu Tes lisan mengidentifikasi ekspresi suka dan tidak suka.

Menyebutkan opini Siswa menyebutkan tentang sebuah benda. opini mereka dengan menggunakan ekspresi suka dan tidak suka akan suatu benda.

Mampu menuliskan Tes tulis macam-macam benda dengan mengguankan kalimat suka dan tidak suka

Menuliskan kalimat Membuat tanya dengan bertemakan opini jawab dengan suka dan tidak suka. menggunakan benda disekitar kita dengan menambahkan opini suka dan tidak suka.

2. PEDOMAN PENILAIAN a. Test praktik/ lisan Aspek Penilaian Sikap

Keterampilan

Kriteria          

Jujur Percaya diri Bertanggung jawab Kerjasama Saling membantu Pengucapan (berbicara) Intonasi (berbicara) Kelancaran (berbicara) Gerak tubuh (berbicara) Kreatifitas (poster)

Nilai

Pengetahuan

    

Ketelitian (poster) Ketepatan materi Pemahaman Pilihan kata Ketepatan tata bahasa

Keterangan: Skor 5 : Sangat baik Skor 4: Baik Skor 3 : Cukup baik Skor 2: Buruk Skor 1: Sangat buruk b. Tes tulis Setiap 1 jawaban soal yang benar maka siswa akan mendapatkan nilai 10. Jadi 10 soal x 10= 100. Nilai tertinggi adalah 100.

Ciputat, 18 Juni 2016 Mengetahui: Guru Matpel

Guru Praktikan

Babun, S.Pd

Eka Fitriyani NIM. 1111014000005

PRE-TEST Name: Class: 1. His duty is to protect and to defend our country from enemies. Who are they? a. Gardener

c. Journalist

b. Soldier

d. Carpenter

2. Rearrange the jumbled words into good and correct sentences! Like – in – places – wet – hide – snails – to a. Snails like in wet places

c. Snails like to in wet places

b. Snails like to hide in wet places

d. Snails like to hide in dark places

3. This man delivers letters from house to house. Who is he? a. Postman

c. Journalist

b. Gardener

d. Carpenter

4. This man drives the people who want to go to a particular place. Who is he? a. Soldier

c. Driver

b. Secretary

d. Postman

5. This man is skillful at making chair and table. Who is he? a. Artist

c. Bell boy

b. Carpenter

d. Shop keeper

6. A singer needs a .......... to sing. a. Camera

c. Oven

b. Computer

d. Microphone

7. A painter needs a ............ to paint pictures. a. Whistle

c. Paint

b. Sthetoscope

d. Microphone

8. A journalist needs a ........... to take pictures. a. Computer

c. Camera

b. Sewing machine

d. Paint

9. The best letters for the picture beside are ......

A a. F – R – R

E

b. F – R – M

R c. F – R – M d. F – R – N

10. I put money in my ……. a. Wallet

c. Uniform

b. Sock

d. Shoes

11. A transportation with four wheels is...... a. Motorcycle

c. Car

b. Pedicab

d. Bike

12. The best letters for the number 1 (one) are ...... S T a. M – O – C – H

A c. C – H – M – O

b. O – M – C – H

d. H – C – M – O

11

1

13. What does this picture means?

a. No enter

c. No eating and drinking

b. No playing

d. No smoking

14. The best letters for the picture beside are ..... T C a. A– A – E – R b. E – A – E – R

H c. R – E – A – R d. E – E – E – A

15. My mother is sick. Then, she goes to the …… to check up. a. Driver

c. Doctor

b. Journalist

d. Teacher

16. Yuddy is a ……… He works in a restaurant.

a. Chef

c. Police

b. Actor

d. Nurse

17. My brother puts some fruits on the ….. a. Table

c. Pillow

b. Book

d. Chair

18. The best letters for the picture beside are..... S

O

S

a. E – H

c. E – E

b. H – E

d. A – A

c. 19. The best letters for the picture beside are...... U B a. M – R – L – A

E L c. L – A – M – R

b. L – A – R – M

d. M – A – R – L

20. Sinta likes ……. books and comics. She always buys books and comics every month. a. Eating

c. Cooking

b. Reading

d. Writing

21. Chacha

: What does your father do?

Lila

: He is a farmer.

Chacha

: Where does he work?

Lila

: ..................................

a. In the field

c. In the hospital

b. In the school

d. In the kitchen

22. A place for jum’at prayer is...... a. Class

c. House

b. Mosque

d. Laboratory

23. My brother................. fruits in the market. a. Borrows

c. Buys

b. Takes

d. Gives

Announcement Each class of SMP Sabiluna should present a student to represent his/her class in joining the English speech contest on Sunday, 28th march 2016 in our language laboratory. Dont miss it. English teacher Adrian

24. How many students should be sent from each class? a. Two students

c. Four students

b. One student

d. Six students

25. Where will the contest take place? a. Class

c. Canteen

b. Parkir area

d. Laboratory

26. Who write the announcement? a. Office boy

c. Head master

b. Teacher

d. Students

VJ DANIEL Daniel Mananta is an MTV Indonesia VJ (Video Jockey) since May 2003. He was born in Jakarta on August 14, 1981. He graduated from Perth Edith Cowan University with a bachelor degree in business. He loves anything about Japan and likes reading comic books. 27. What is Daniel like......... a. Reading comic book

c. Swimming

b. Cooking

d. Listening to music

28. Rearrange these letters below so that become meaningful word! M–O–O–R–T–H–B–A a. Diningroom

c. Bedroom

b. Bathroom

d. Reading room

29. Rearrange these letters below so that become meaningful word! F–E–E–R–R–I–G–R–A–T–O–R a. Arigator

c. Refrigerator

b. Generator

d. Isolator

30. Rearrange these letters below so that become meaningful word! S–S–T–T–U–D–E–N a. Sundries

c. Students

b. Sudden

d. Suddenly

31. Rearrange these letters based on picture below so that become meaningful word!

a. G – A – N – D – I – N – O – M – O – R b. G – I – N – D – N – O – M – O – R – I c. G – I – N – D – I – N – O – M – O– R d. R – O – O – M – G – I – N – D – A – R 32. Andi : When were you born? Budi : I was born on 12 september, 1993, and you? Andi : I was born on 6 january, 1994. When was budi born? a. The twelfth of september nineteen ninety-four b. The twelfth of September nineteen ninety-three c. The twenty of september nineteen ninety-three d. The twenty one of september nineteen ninety-three 33. Ratna : Dewi, do you have two pencils? Dewi : yes I have. Ratna : May I borrow your pencil? Dewi : Sure. Ratna : Thank you. Dewi : .................................... a. You are welcome

c. Thanks for everything

b. I dont agree

d. I am sorry

No. Name 1. Alissya Nur Hayati

Date of Birth The first of July nineteen forty-five

2.

Ratna Galih

3.

Ayu Ajeng Sari

The twenty-seventh of October nineteen eighty-nine The sixth of January nineteen ninety-four

4.

Dimas Prasetya

The thirteenth of September nineteen sixty-seven

34. When Ratna Galih and Dimas Prasetya were born? a. 20 – 10 – 1989 and 13 – 09 – 1967

c. 13 – 09 – 1967 and 27 – 10 - 1989

b. 27 – 07 – 1945 and 13 – 09 – 1976

d. 27 – 10 – 1989 and 13 – 09 – 1967

35. Please rearrange these words so that became meaningful sentences! In the classroom – not – students – T shirt – must – wear a. Students must wear T shirt in the classroom b. T shirt must be wear in the classroom c. Students must not wear T shirt in the classroom d. Students not wear T shirt in the classroom 36. Please rearrange these words so that became meaningful sentences! Quiet – should – we – in the library – be a. Be quiet in the library b. We should be in the library c. In the library we be quiet d. We should be quiet in the library

POST-TEST Name: Class: 1. This man works in a hospital. He cures sick people. Who are they? a. Gardener

c. Journalist

b. Soldier

d. Doctor

2. Rearrange the jumbled words into good and correct sentences! Like – you – juice – some – would – orange – ? a. Some orange juice would you like? b. Would you like orange juice some? c. Would you like some orange juice? d. Would you some like orange juice? 3. This person is teaching in a school. Who are they? a. Postman

c. Teacher

b. Gardener

d. Carpenter

4. This person is skillful at cutting people’s hair. Who are they? a. Barber

c. Driver

b. Secretary

d. Postman

5. This woman usually helps the doctors to treat paatients. Who is she? a. Artist b. Nurse

c. Bell boy d. Shop keeper

6. A baker needs an.......... to bake some breads. a. Camera

c. Oven

b. Computer

d. Microphone

7. A doctor needs a ............ to examine the patients. a. Whistle

c. Paint

b. Sthetoscope

d. Microphone

8. A dressmaker needs a ........... to sew dresses. a. Computer

c. Camera

b. Sewing machine

d. Paint

9. The best letters for the picture beside are ...... A a. G – R – R - E - R

E

b. G – R – D – E – R

N c. G – R – M – E – R d. G – R – D – R – R

10. My sister puts some books in her ……. a. Wallet

c. Cupboard

b. Sock

d. Uniform

11. A transportation with three wheels is...... a. Motorcycle

c. Car

b. Pedicab

d. Bike

12. The best letters for the picture beside are ...... F a. E – O

T

b. O – U

c. A – O d. O – O

13. What does this picture means?

a. Keep this area noisy

c. Keep this area dirty

b. Keep this area calm

d. Keep this area clean

14. The best letters for the picture beside are ..... S D a. T – U – A – N

T c. T – U – E – N

b. T – A – U – N

d. T – I – A – N

15. My brother is toothache. Then, he goes to the …… to check up. a. Dentist

c. Doctor

b. Journalist

d. Teacher

16. Yuddy is a ……… He works in a company. a. Secretary

c. Police

b. Actor

d. Nurse

17. My brother sits on the ….. a. Table

c. Pillow

b. Book

d. Chair

18. The best letters for the picture beside are..... B

O

S

a. O – K

c. K – E

b. K – O

d. K – A

19. The best letters for the picture beside are...... C P a. M – E – O – A

T c. O – U – M – E

b. A – E – O – M

d. O – M – U – E

R

20. Sinta likes ……. rendang and semur tempe. She always buys meat and tempe every weeks. a. Eating

c. Cooking

b. Reading

d. Writing

21. Chacha

: What does your father do?

Lila

: He is doctor.

Chacha

: Where does he work?

Lila

: ..................................

a. In the field

c. In the hospital

b. In the school

d. In the kitchen

22. A place for reading books is...... a. Class

c. House

b. Library

d. Laboratory

23. My brother................. me some pencils. a. Borrows

c. Buys

b. Takes

d. Gives

Questions number 24 to 26 are based on the following text! Announcement English Conversation Club (ECC) is opening registration for new members. Every Thursday from 16.00 to 17.00 at the school hall. Join us and improve your English! For registration, please contact Wayan (8.1) and Yahya (8.2)

24. When do the members have meeting? a. In the morning

c. On Thursday afternoon

b. On Thursday morning

d. In the afternoon at three

25. Where do they have the meeting? a. in the ECC’s meeting room

c. At the school hall

b. In the 8.2 classroom

d. At the cafetaria

26. How long does this the meeting last? a. One hour

c. Two haours

b. One and a half hours

d. One and a quarter hours

Question numer 27 is based on the following text! Mr. Smith is a policeman. He wears a black uniform. He rides his bike every day. He starts working at nine o’clock every day in the morning.

27. What is Mr. Smith job? a. Lecturer

c. Swimmer

b. Policeman

d. Pilot

28. Rearrange these letters below so that become meaningful word! M–O–O–R–I–I–N–D–N–G a. Diningroom

c. Bedroom

b. Bathroom

d. Reading room

29. Rearrange these letters below so that become meaningful word! F–E–E–R–R–I–G–R–A–T–O–R a. Note book

c. Diary book

b. Book

d. English book

30. Rearrange these letters below so that become meaningful word! E–R–T–A–C–H–E a. Teach

c. Teaching

b. Teachers

d. Teacher

31. Rearrange these letters based on picture below so that become meaningful word! a. C – H – I – C – K – E – N b. C – H – I – T – K – E – N c. C – I – C – T – K – E – N d. C – I – C – H – K – E – N 32. Andi : When you were born? Budi : I was born on 19 december, 1991, and you? Andi : I was born on 6 january, 1994. When budi was born? a. The nineteen of september nineteen ninety-one b. The nineteen of december nineteen ninety-one c. The twenty of december nineteen ninety-one d. The nineteen of september nineteen ninety-one

No. Name 1. Alissya Nur Hayati

Date of Birth The first of July nineteen forty-five

2.

Ratna Galih

3.

Ayu Ajeng Sari

The twenty-seventh of October nineteen eighty-nine The sixth of January nineteen ninety-four

4.

Dimas Prasetya

The thirteenth of September nineteen sixty-seven

33. When Ratna Galih and Dimas Prasetya were born? a. 20 – 10 – 1989 and 13 – 09 – 1967

c. 13 – 09 – 1967 and 27 – 10 - 1989

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b. 27 – 07 – 1945 and 13 – 09 – 1976

d. 27 – 10 – 1989 and 13 – 09 – 1967

34. Please rearrange these words so that became meaningful sentences! Hobby– is – stickers – to – my – collect a. My hobby is to collect stickers b. My hobby is collect stickers c. Collect stickers is my hobby d. My hobby to is collect stickers 35. Please rearrange these words so that became meaningful sentences! Book – interesting – really – this – is a. This is interesting book b. This is really interesting book c. This book is very interesting d. This book is really interesting

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