Professional Documents
Culture Documents
Title
“Improving the Vocabulary Mastery of the Second Year Students of SMP Negeri 1
Parepare by Using Vocabulary Network”
B. Background
Language is a crucial means for human communication. It is used to make an interaction
with other people in society and also it is used to express emotion, feeling, and opinion
within the language. Vocabulary has an important role in all aspects of language skills. It
is the flesh of the language. Someone cannot express his idea without has enough
vocabulary.
There are four language skills should be achieved in the study of English as a foreign
language. These four language skills are developed from four language components:
structure, vocabulary, pronunciations and spelling. In this research the writer’s attention
focused on the vocabulary as one of the English component.
The vocabulary as one of the elements of language is important to study, because without
enough vocabulary mastery, the ability to communicate and convey cannot be
established. Therefore, English teachers must have responsibility to use the material in
teaching a foreign language.
According to Harmer (1991) at the same time, we must have something to say; we must
have meanings that we wish to express, and we need to have a store of words that we can
select from when we wish to express the meaning.
Allan (1997) argues that vocabulary is an important factor in all language teaching.
Besides the sound system and structure the other essential area of language learning is the
lexicon, or vocabulary command of the language in order to master the English language,
the students have to know the importance of English vocabulary. Many students cannot
read and understand the text because they do not have a good vocabulary command.
This problem appears at the second year students of SMP Negeri 1 Parepare in academic
year 2007/2008 where the vocabulary mastery of the students is still low (5.20).
Eventhough, some techniques and approaches have been employed in teaching
vocabulary, but the students’ vocabulary mastery is still low. Therefore, the writer will
use vocabulary network as one of techniques in teaching vocabulary. The writer suspects
that teaching vocabulary by using vocabulary network is good to improve vocabulary
mastery of the students. It can make the students interested in learning English
vocabulary.
Based on the explanation above, the writer is interested in conducting an experimental
study examining the use of vocabulary network in an attempt to improve the students’
vocabulary mastery. The title of the study is “Improving the Vocabulary Mastery of the
Second Year Students of SMP Negeri 1 Parepare by Using Vocabulary Network”.
C. Problem Statement
By looking over the background above, the problem statement formulated as follows:
1. Does the use of vocabulary network improve the English vocabulary significantly
better than the use of translation method?
2. What is the students’ attitude toward learning vocabulary by using vocabulary
network?
D. Objective of the Research
In relation the problem statements mention previously, the objective of the research are
formulated as follows:
1. To describe whether or not the use of vocabulary network improve students’ English
vocabulary significantly better than the use of translation.
2. To describe the students’ attitude toward the using of network vocabulary in improving
the vocabulary mastery.
E. Significance of the Research
The result of this research is expected to provide useful information to increase the
teaching of English focusing the vocabulary mastery, which can give contribution to
language teaching and contribution to learners especially at SMP Negeri 1 Parepare.
5. Reserve the roles or the students give each of the series command.
d) Teaching vocabulary by using vocabulary network. There are some advantages of the
vocabulary network, they are:
1. Unusual solutions may be identified;
2. Can be done spontaneously;
3. Seems to be a part of the creative process;
4. Open and direct students’ thinking towards the ideas that they will encounter in text;
5. Help the students to record, recall, remember and summaries what their read or write.
(Mukarto (2004)
Figure 1. 2 examples of vocabulary network
c. Definition of Grammar Translation Method
In applied linguistics, the Grammar-Translation method is a foreign language teaching
method derived from the classical or sometimes called traditional method of teaching
Greek and Latin. The method requires students to translate whole texts word for word
and memorize numerous grammatical rules and exceptions as well as enormous
vocabulary lists. The goal of this method is to be able to read and translate literary
masterpieces and classics.
In grammar translation method, classes are conducted in the native language. A chapter
in a typical textbook of this method will begin with a massive bilingual vocabulary list.
Grammar points will come directly from the texts and be presented deductively in the
textbook, to be explained elaborately by the instructor. Grammar thus provides the rules
for assembling words. Translation and grammar drills will be used to exercise and
strengthen the knowledge without much attention to content. Sentences will be
deconstructed and translated, for example. Eventually, entire texts will be translated from
the target language into the native language and tests will often ask students to replicate
classical texts in the target language. Very little attention is placed on pronunciation or
any communicative aspects of the language. The skill exercised is reading, and then only
in the context of translation.
According to Richards and Theodore (2007) Grammar-Translation Method (G.M.)
attempts to acquire a reading knowledge of foreign languages by studying a grammar &
applying this knowledge to the interpretation of texts with the use of a dictionary to the
requirements and circumstances of schools. It preserves the basic framework of grammar
and translation because they are already familiar to teachers and pupils from their
classical studies.
Dodson( 2007:157) stated that rules of grammar, not the language itself, are all important.
Verb declensions are set out tables, vocabulary lists to be learned, leading to translation
from mother tongue into target language and vice-versa. Little or no attention to
pronunciation
Assumption is that language consists of written words and of words which exist in
isolation, as though they were individual bricks which could be translated one by one into
their foreign equivalents and then assessed according to grammatical rules into sentences
in the foreign language.
There are certain types of learner who respond very positively to a grammatical syllabus
as it can give them both a set of clear objectives and a clear sense of achievement. Other
learners need the security of the mother tongue and the opportunity to relate grammatical
structures to mother tongue equivalents. Above all, this type of approach can give
learners a basic foundation upon which they can then build their communicative skills.
As a teacher, one has to help out the students to teaming any situational activities. We
cannot deny that teachers have dominant factors to the success of the students in learning.
The roles of the teachers are needed to create a good atmosphere in classroom;
d. Material. If we pay dose attention to the rotes of the teachers and materials, we can
find the relationship both of them. The teachers are the actor of the presentation of the
materials to the students, while the materials themselves are something that the teachers
will present to the students before the teachers teach it necessary for them to make a good
preparation. In the following section Syarifuddin (1986) gives considerations related to
the materials that should be presented to the students: 1) what material will be presented
to the students, 2) what methods are accurate to be applied for certain materials, and 3)
what media that is suitable to be used. These enable them to get the ease and
encouragement to learn it. From these points, it seems that the materials should be
designed and created by the teachers well. Otherwise, the teacher will likely face the
inattentive students who haven't well. Consequently, the students have positive attitudes
or negative responses. So, the materials themselves can directly affect the students'
attitudes towards the objects concerned.
c. Resume
The points of previous review literature can be summarized as follows:
1. Vocabulary network is enjoyable and fun activity, especially for children. It can focus
on helping students to improve their vocabulary.
2. Teachers should use various techniques and material in stimulating the students to
improve their English vocabulary.
3. Teachers are suggested to use various techniques in teaching English vocabulary in
particular and to create teaching learning
d. Theoretical framework
Some main ideas that have been correlating in the research process, they are vocabulary
materials, Teaching vocabulary by using vocabulary network and the students are able to
develop their ability in vocabulary. Teaching vocabulary by using vocabulary network
aims to improve the students’ vocabulary mastery which presenting the related new
words. The vocabulary materials that applied by the researcher related to the themes
“Flora and Fauna”. The writer conducts
an experimental research to know the student’s achievement and the use of vocabulary
network in vocabulary mastery.
The theoretical framework underlying in this research is given in the following diagram:
e. Hypothesis
Based on the previous related literature and the problem statement above, the writer puts
forward hypothesis as follow:
Null Hypothesis : There is no significant difference between the teaching of vocabulary
by using vocabulary network and the teaching of vocabulary by using translation method
in term of improving the vocabulary mastery of the second year students of SMP Negeri I
Parepare
Alternative Hypothesis : 1. There is significant difference between the teaching of
vocabulary by using vocabulary network and the teaching of vocabulary by using
translation method in term of improving the vocabulary mastery of the second year
students of SMP Negeri I Parepare.
2. The students who taught by using vocabulary network improve their vocabulary
significantly better than they taught by using translation method.
H. Research Method
a. Variable
There are two variables involved in this research namely dependent variable and
independent variable.
1. The dependent variable : the students’ vocabulary mastery, and the students’ attitude
toward the use of vocabulary network in teaching English vocabulary.
2. The independent variable : the use of vocabulary network in teaching vocabulary
b. Operational definitions of the variables
1. Vocabulary mastery means the students acquire the new word becoming familiar on by
applying them whether in spoken language or in written language. This means, the
students are able to improve their vocabulary mastery in treatment. ability to recognize
the vocabulary that is taught by using vocabulary network, and attitude means the
students’ response to face the learning of English vocabulary by using vocabulary
network.
2. Teaching vocabulary means the teacher needs to be proper mix of explicit teaching and
activities from which incidental learning can occur. It is necessary to explicitly teach all
word until students have enough vocabulary to start making use of the unknown word
they need.
3. The vocabulary network means the technique used for teaching English vocabulary to
the students in improving their vocabulary mastery.
3. Population and sample
a. Population
The population of this research is the second year students of SMP Negeri I Parepare in
academic year 2007/2008. There are five classes, namely class VIII1 consists of 39
students, class VIII2 consists of 39 students, class VIII3 consists of 39, class VII4
consists of 39 students, and class VIII5 consists of 40. The total number of the population
is 196 students.
b. Sample
The technique that will be used is cluster random sampling technique of 196 students.
The writer will select two classes as a sample, Class VIII1 as experimental group and
class VIII3 as a control group. Each group consists of 39 students.
4. Instrument of the research
The instrument of the research will be a vocabulary test and questionnaires. The
vocabulary test aims to gain data of the improvement of the students’ vocabulary before
and after the treatment. There are two test of vocabulary given to the students. The tests
will be pretest and posttest. It consists of 30 items, which include 15 items in the form of
multiple choice, 10 items of matching and 5 items of completion. The total number of test
items is 30 items.
The questionnaires aim to gain data of the students’ attitude in learning English
vocabulary by using networking vocabulary. The questionnaires will be distributed to the
students after the treatment. The research will have 10 positive and 10 negative
statements
5. Procedure of collecting data
In collecting data on the students’ vocabulary mastery, the writer will take it twice that is
before and after treatment.
The order of procedure collection data as follows:
a. Pre-test
Before giving the treatment, on the first meeting, the writer will give a pre-test to the
students of both experimental group and control group to find out the students’ prior
knowledge of vocabulary.
b. Post-test
In the last meeting, the writer will give a post-test to both of group to measure the
students’ improvement in vocabulary mastery based on the material that will be learned.
6. Treatment
After giving a pre-test, the writer will treat each group. The writer will give the treatment
four times, each meeting ran for 90 minutes. The experimental group will be treated by
using vocabulary network and control group by using translation method. And both of
groups will be treated with the materials that related to themes “Flora and Fauna” with
some topics, namely animals, domestic animals, parts of a tree and coconut.
The steps in teaching vocabulary by using vocabulary network in every meeting are:
1. Giving greeting for the students
2. Giving a motivation to the students before teaching the material.
3. Introducing the vocabulary network to the students.
4. Taking a theme or word the class has recently learnt,
5. Asking the students to suggest all the words they associate with the word.
6. Writing each suggestion on the board or on the paper with a line joining it to the
original word, in a circle.
7. Giving example about the material
8. Giving change to the students to ask about unclear material.
9. Giving assignment to the students.
The researcher will give the vocabulary every meeting or each material with time
allocation per meeting is 2 x 45 minutes. The following is the procedure of giving
exercises in every meeting:
On the second meeting
1. Giving the material to the students with topic “Animals”.
2. Giving a reading text “Animals” to the students and asked to them to read it then asked
to them to find out some new words.
3. Giving the student a central word “Animals” then the researcher will ask to the
students to find out and fill the blank with related words in a vocabulary network based
on the explaining in the text.
On the third meeting
1. Giving the material to students with topic “Domestic animals”.
2. Giving a reading text “Domestic Animals” to the students and asked to them to answer
the questions based on text.
3. Taking a central invites verbs and nouns that can apply to the question central with
topic “what can animals do?” For example, the writer will take a central word “what can
animals do?” then the students can associate with some related words as they can, like:
crawl, jump, run, etc.
On the fourth meeting
1. Giving the material to the students with topic “part of a tree”.
2. Giving a reading text “Part of A Tree”, then the researcher asked to the students to read
the text and find out the new words, then translate into Indonesia.
3. Asking to student to complete the description about a flowering plant. The students can
use the vocabulary in the box to help them.
4. Taking a central invites verbs and nouns that can apply to the central word “a
flowering plant” and ask to the students to make a vocabulary network with a central
word “a flowering plant”, and then found out some new related words. For example, the
writer will take a central word “a flowering plant” then the students can associate with
some related words as they can, like: stalk, root, leaves, etc.
On fifth meeting
1. Giving the material to the students with topic “coconut”.
2. Giving a reading text “Coconut” to the students then asked to them to answer the
questions from the text.
3. Taking a central word “tree”. Then the students can associate with the kinds of tree.
For example, the writer will take a central word “tree” then the students can associate
with some relate words as they can, like: soft tree, hard tree, etc. The students fill the
blanks of a vocabulary network based on the available words in the box.
7. Technique of data analysis
The data collected through the test analyzed quantitatively. This quantitative analysis
employed statically calculation to test the hypothesis. The steps under take quantitative
analysis are as follows:
Tabulating the score of the students test both experimental group and control group.
2. Tabulating the students score into five levels, the classifications was based on
Depdiknas (2005 : 2) as follows:
a. 86 – 100 classified as very good
b. 71 – 85 classified as good
c. 56 – 70 classified as fair
d. 41 – 55 classified as poor
e. ≤ 40 classified as very poor
The standard of score in teaching English in SMP is ≤ 65.
3. Collecting the mean score of the each group using the following formula, based on
Gay (2006 : 320).
Where :
= means score
= the total number of the students score
N = the number of students
4. Finding out the standard deviation by using the following formula, Gay (2006:321):
in which
where: SD = standard deviation
SS = the sum of square
n = the number of subjects in a particular group
∑X2 = the sum of all square
(∑X)2 = the sum square of the sum of score
5. Calculating the rate percentages of the students’ score
Where:
P = percentages
F = frequency
N = number of subject
6. To calculating the value of t- test to indicate the significance between two means
scores, the writer used the following formula:
Where:
t = test of significant
= mean score of experimental class
= mean score of control class
SS1 = the sum of squares of experimental class
SS2 = the sum of square pf control class
∑X1 = the sum of all the squares of experimental class
∑X2 = the sum of all the squares of control class
(∑X1)1 = the sum of the scores of experimental class
(∑X2)2 = the sum of scores of control class
n1 = total number of subject of experimental class
n2 = total number of subject of control class
(Gay, 2006 : 349)
7. To calculate data through questionnaires will use Likert Scale, and then will be
analyzed in average by using the following criteria;.
a. For the positive statements, the scores are: strongly agree 5; agree 4; undecided 3;
disagree 2; strongly disagree 1.
b. For the negative statements, the scores are: strongly agree 1; agree 2; undecided 3;
disagree 4; strongly disagree 5.
c. The research will have 10 positive and 10 negative statements. Therefore, if a student
answers the ten positive statements with strongly agree and with all ten negative ones
with strongly disagree, he will get 100; and if a student answers the ten positive
statements with strongly disagree and with all ten negative ones with strongly agree, he
will get 20.
So, the rating score ranges from 20 to 100 (interval 80). Since the questionnaires get five
categories, the interval that will be used to determine the category is 80:5= 16. The
following is the rating score of the category:
Table 1. The rating score of attitude category.
85 – 100
Strongly positive
69 – 84
Positive
53 – 68
Fairly positive
37 – 52
negative
20 – 36
Strongly negative
(Adapted from Muhayyang, 2003)
8. Criteria of testing hypothesis
The statistical hypothesis in this research, as follows:
1µ H0 : > 2µ
1µ H1 : > 2µ
2 was control group.µ 1 was experimental group and µ Where
To test the hypothesis, the researcher used one-tailed test with 0.05 level of significant for
independent sample. The formula degrees of freedom (df) in (N1+N2 - 2). So, 39 + 39 - 2
= 76. For .α = 0.05 and df = 76, the table is 2.000.
9. If t-table > t-test, H0 was accepted and H1 was rejected. It means that the use of
vocabulary network is not better than the use of translation method to improve the
vocabulary mastery of the second year students of SMP Negeri 1 Parepare.
10. If t-table. H0 was rejected and H1 was accepted. It means that≥ t-test the use of
vocabulary network is better than the use of translation method to improve the
vocabulary mastery of the second year students of SMP Negeri 1 Parepare.
I. Time Schedule
No Research Activities Months Note
March April May June July Aug
1 Preparation
2 Data collection
3 Data analysis
4 Research report arrangement
5 Final seminar
6 Research report revision
7 Report presentation
J. Research Financing
1. Preparation Rp 3.000.000,-
2. Collecting data Rp 2.000.000,-
3. Analyzing data Rp 1.300.000,-
4. Arranging report Rp 600.000,-
5. Seminar Rp 700.000,-
6. Revision and reduplication Rp 450.000,-
Total Rp 7.750.000,-
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APPENDIX A
PRETEST
SOAL-SOAL UNTUK KELAS II SMP NEGERI 1 PAREPARE
A. Choose the best answer!
1. A tadpole ....from the egg. It swims in the water and breathes with gills.
a. hatches c. changes
b. sucks d. lays
2. A kangaroo can ....
a. crawl c. fly
b. climb d. jump
3. ... has a pocket to keep its young.
a. a bear c. a kangaroo
b. an owl d. a bird
4. ... is a fierce animal that has long fur.
a. lion c. tiger
b. crocodile d. dog
5. ... can give us ivory.
a. monkey c. elephant
b. camel d. cow
APPENDIX B
POSTTEST
APPENDIX C
A. 1.a 6.b
2. d 7. a
3. c 8. a
4. a 9. a
5. c 10. b
B. 1. wolf = c. a wild animal looks like a dog
2. lion = a. a large strong, animal called “The King Beats”
3. goat = i. a small lively horned animal with long hair
4. zebra = f. it looks like a small horse with dark stripes on a white or yellowish body.
5. elephant = d. the biggest animal in the world
6. leaves = m. the food factories of a tree
7. root = k. the main parts of a tree
8. tiger = l. a large, strong animal and a good hunter
9. sheep = h. grass-eating animal with thick fleecy hair
10. bear = a large, fury animal may be black, brown or white.
C. 1. mammals = hewan menyusui
2. crawl = merayap (serangga)
3. whale = ikan paus
4. white pelican = burung undang putih
5. dragonfly = capung
6. caterpillar = ulat
7. coconut palm = pohon kelapa
8. animal = hewan/binatang
9. plant = tumbuhan
10. grew = tumbuh
APPENDIX D
ANSWER KEY OF POSTTEST
A. 1. b 6. a
2. d 7. a
3. c 8. a
4. c 9. c
5. b 10. b
B. 1. mammals = c. the animals give milk to their babies.
2. lion = a. a large strong, animal called “The King Beats”
3. dragonfly = i. a small lively horned animal with long hair
4. zebra = f. it can found in the Nil River.
5. elephant = d. it can give us ivory
6. whale = i. live in the sea. It one of big fish
7. root = k. it has a lot of branches
8. tiger = l. it has a very beautiful yellow skin with large black spots.
9. animals = m. they live in the jungles, mountains, rivers, lakes, and seas around in the
world.
10. white pelican = g. the animal can swim and like a duck.
C. 1. goat = kambing
2. crawl = merayap (serangga)
3. leaf = daun
4. trunk = batang pohon
5. brunches = cabang-cabang pohon
6. pine = pohon cemara
7. slither = merayap/melata (ular)
8. sheep = domba
9. crown = puncak pohon
10. hatches = meneteskan
APPENDIX E. QUESTIONNAIRES
ANGKET PENELITIAN
THE INTEREST OF THE 2ND YEAR STUDENTS OF SMP NEGERI 1 PAREPARE
IN LEARNING VOCABULARY
BY USING PICTURE STORY
PETUNJUK
I. Angket ini tidak dimaksudkan untuk menguji atau menilai Anda, melainkan untuk
mendapatkan gambaran yang jelas tentang sikap Anda mempelajari bahasa Inggris
khususnya kosakata bahasa Inggris dengan menggunakan “vocabulary network”.
II. Berilah jawaban sesuai dengan pendapat Anda dengan sejujur-jujurnya tanpa
dipengaruhi pihak lain. Lingkarilah atau berilah tanda silang (X) pada jawaban yang
Anda Pilih.
III. Apabila ada yang kurang jelas, tanyakan pada peneliti (guru).
2. Saya lebih mudah dapat menghafal dan memahami kosakata bahasa Inggris apabila
guru saya mengajarkan kosakata bahasa Inggris melalui ”vocabulary network”
4. Saya dapat mempergunakan kosakata bahasa Inggris secara aktif, fasih dan benar
setelah mengikuti pelajaran bahasa Inggris di sekolah melalui ”vocabulary network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
7. Saya sangat termotivasi untuk belajar bahasa Inggris melalui penggunaan ”vocabulary
network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
8. Saya sangat terdorong untuk menguasai kosakata bahasa Inggris lebih banyak melalui
”vocabulary network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
9. Saya dapat memahami bacaan dengan mudah setelah diajarkan dengan dengan
menggunakan ”vocabulary network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
10. Saya dapat dengan mudah membuat (menuliskan atau mengucapkan) kalimat-kalimat
bahasa Inggris dengan menggunakan kata-kata berdasarkan ” ”vocabulary network””
yang diperlihatkan dalam proses pembelajaran.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
11. Saya kurang senang mempelajari kosakata bahasa Inggris melalui ”vocabulary
network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
12. Penggunaan ”vocabulary network” tidak mempengaruhi kemampuan saya dalam
menghafal dan memahami kosakata bahasa Inggris.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
13. Pembelajaran bahasa Inggris melalui penggunaan ”vocabulary network” tidak perlu
diimplementasikan di sekolah-sekolah pendidikan formal.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
14. Saya tidak dapat menggunakan kosakata bahasa Inggris secara aktif, fasih dan benar
walaupun saya telah mengikuti pelajaran bahasa Inggris di sekolah melalui penggunaan
”vocabulary network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
15. Penggunaan ”vocabulary network” dalam pembelajaran bahasa Inggris tidak menarik
perhatian saya.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
16. Belajar bahasa Inggris dengan menggunakan ”vocabulary network” sangat
membosankan.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
17. Saya tidak termotivasi untuk belajar bahasa Inggris melalui penggunaan ”vocabulary
network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
18. Saya tidak terdorong untuk menguasai kosakata bahasa Inggris lebih banyak melalui
penggunaan ”vocabulary network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
19. Saya sangat sulit memahami bacaan bahasa Inggris setelah diajar dengan
menggunakan”vocabulary network”
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
20. Saya sulit membuat (menuliskan atau mengucapkan) kalimat-kalimat bahasa Inggris
dengan menggunakan kata-kata berdasarkan ”vocabulary network” yang diperlihatkan
dalam proses pembelajaran.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Ragu-ragu
APPENDIX E
RENCANA PENGAJARAN I
Experimental Group
5.2 Inti : - Memberikan kesempatan kepada siswa untuk membaca teks yang diberikan
- Memperkenalkan tehnik pengajaran yang akan digunakan.
- Menemukan kata-kata baru dalam wacana
- Mengisi kata dalam kalimat rumpang
- Mencari arti kata dalam Bahasa Indonesia. 60 menit
5.3 Penutup : - Mengoreksi hasil siswa
- Menyimpulkan 15 menit
Parepare, 2008
Mengetahui, Peneliti,
Kepala Sekolah SMP Negeri I
Parepare
RENCANA PENGAJARAN 2
Experimental Group
II. Kompetensi Dasar : Mengungkapkan makna dalam teks lisan fungsional pendek
sangat sederhana secara akurat, lancer dan berterima untuk berinteraksi dengan
lingkungan terdekat.
III. Them : Flora and fauna
5.2 Inti : - Memberikan kesempatan kepada siswa untuk membaca teks yang diberikan.
- Menemukan atau menghubungkan kata-kata yang berhubungan dengan kata kunci yang
telah disediakan tentang “animals” dengan kata benda.
- Mengisi kata dalam kalimat rumpang
- Mencari arti kata dalam Bahasa Indonesia. 60 menit
5.3 Penutup : - Mengoreksi hasil siswa
- Menyimpulkan 15 menit
Parepare, 2008
Mengetahui, Peneliti,
Kepala Sekolah SMP Negeri I
Parepare
II. Kompetensi Dasar : Mengungkapkan makna dalam teks lisan fungsional pendek
sangat sederhana secara akurat, lancer dan berterima untuk berinteraksi dengan
lingkungan terdekat.
4.2
4.3 Kognitif :
o Membaca teks yang diberikan.
o Menemukan kata-kata baru yang dianggap berhubungan dengan topik bagi siswa
o Mengartikan kata ke dalam Bahasa Indonesia
o Mengisi kata dalam kalimat rumpang
Psikomotor :
o Berkomunikasi secara lisan dan tertulis
o Bekerjasama dengan siswa lain
Afektif :
o Mematuhi aturan-aturan yang disampaikan oleh guru
5.2 Inti : - Memberikan kesempatan kepada siswa untuk membaca teks yang diberikan.
- Menemukan atau menghubungkan kata-kata yang berhubungan dengan kata kunci yang
telah disediakan tentang “What can animals do?” dengan kata kerja dan kata benda.
- Menemukan kata-kata baru dalam wacana
- Mengisi kata dalam kalimat rumpang
- Mencari arti kata dalam Bahasa Indonesia. 60 menit
5.3 Penutup : - Mengoreksi hasil siswa
- Menyimpulkan 15 menit
Parepare, 2008
Mengetahui, Peneliti,
Kepala Sekolah SMP Negeri I
Parepare
RENCANA PENGAJARAN 4
Experimental Group
4.2
4.3 Kognitif :
o Membaca teks yang diberikan
o Menemukan kata-kata baru yang dianggap berhubungan dengan topik bagi siswa
o Mengartikan kata ke dalam Bahasa Indonesia
o Mengisi kata dalam kalimat rumpang
Psikomotor :
o Berkomunikasi secara lisan dan tertulis
o Bekerjasama dengan siswa lain
Afektif :
o Mematuhi aturan-aturan yang disampaikan oleh guru
5.2 Inti : - Memberikan kesempatan kepada siswa untuk membaca teks yang diberikan
- Menemukan dan menghubungkan kata-kata yang berhubungan dengan kata kunci “parts
of white pelican’s body”.
- Mengisi kata dalam kalimat rumpang
- Mencari arti kata dalam Bahasa Indonesia. 60 menit
5.3 Penutup : - Mengoreksi hasil siswa
- Menyimpulkan 15 menit
Parepare, 2008
Mengetahui, Peneliti,
Kepala Sekolah SMP Negeri I
Parepare
APPENDIX F
RENCANA PENGAJARAN I
Control Group
5.2 Inti : - Memberikan kesempatan kepada siswa untuk membaca teks yang diberikan.
- Memperkenalkan tehnik pengajaran yang akan digunakan.
- Mengisi kata dalam kalimat rumpang
- Mencari arti kata dalam Bahasa Indonesia. 60 menit
5.3 Penutup : - Mengoreksi hasil siswa
- Menyimpulkan 15 menit
Parepare, 2008
Mengetahui, Peneliti,
Kepala Sekolah SMP Negeri I
Parepare
Parepare, 2008
Mengetahui, Peneliti,
Kepala Sekolah SMP Negeri I
Parepare
RENCANA PENGAJARAN 3
Control Group
4.2
4.3 Kognitif :
o Membaca teks yang diberikan
o Menemukan kata-kata baru yang dianggap berhubungan dengan topik bagi siswa
o Mengisi kata dalam kalimat rumpang
o Mengartikan kata ke dalam bahasa Inggris
Psikomotor :
o Berkomunikasi secara lisan dan tertulis
o Bekerjasama dengan siswa lain
Afektif :
o Mematuhi aturan-aturan yang disampaikan oleh guru
5.2 Inti : - Memberikan kesempatan kepada siswa untuk membaca teks yang diberikan.
- Menemukan kata-kata yang berkaitan dengan tentang “What can animals do?” dengan
kata kerja dan kata benda.
- Menjawab pertanyaan yang telah disediakan.
- Mengartikan kata dalam bahasa Inggris 60 menit
5.3 Penutup : - Mengoreksi hasil siswa
- Menyimpulkan 15 menit
Parepare, 2008
Mengetahui, Peneliti,
Kepala Sekolah SMP Negeri I
Parepare
RENCANA PENGAJARAN 4
Control Group
4.3 Kognitif :
o Membaca teks dan menjawab pertanyaan dari teks yagn diberikan.
o Mengisi kata dalam kalimat rumpang
o Menyebutkan kata-kata yang berkaitan dengan “plants” dan mengartikankan ke dalam,
bahasa Indonesia
o Menghubungkan kata-kata bahasa Inggris dengan kata-kata yang disediakan
Psikomotor :
o Berkomunikasi secara lisan dan tertulis
o Bekerjasama dengan siswa lain
Afektif :
o Mematuhi aturan-aturan yang disampaikan oleh guru
5.2 Inti : - Memberikan kesempatan kepada siswa untuk membaca wacana yang diberikan
- Menyebutkan kata-kata yang berhubungan dengan “parts of a tree”.
- Mengartikan kata bahasa Indonesia dalam bahasa Inggris
- Menghubungkan kata-kata bahasa Inggris dengan kata-kata yang telah disediakan. 60
menit
5.3 Penutup : - Mengoreksi hasil siswa
- Menyimpulkan 15 menit
Parepare, 2008
Mengetahui, Peneliti,
Kepala Sekolah SMP Negeri I