Professional Documents
Culture Documents
By :
Isnaini Hidayat
092120157
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES
MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2013
MOTTOS
Allah will not change the (good) condition of a people as long as they do not change
themselves
(QS. Ar-Radu: 11)
Science without religion is lame, and religion without science is blind
(Albert Einsten)
Knowing is not enough, we must apply. Willing is not enough, we must do
(Johan Wolfgang)
DEDICATIONS
ACKNOWLEDGEMENTS
In the name of Allah, the beneficent, the merciful. All praises be to Allah,
the lord of the worlds, who has given the health and strength to the writer in
completing this thesis. May Allahs peace and blessing be upon His final Prophet
and Messenger, Muhammad, his family and his companions.
This thesis is presented to the English Department of Muhammadiyah
University of purworejo as a partial fulfillment of the requirement for the Sarjana
Pendidikan Degree of first strata.
It is the great honor for the researcher to make acknowledgement of
indebtedness to convey her sincere gratitude to Mrs. Titi Rokhayati, M. Pd., who
has patiently given valuable advice and guidance to finalize this thesis.
Alhamdulillah, the researcher has finished this thesis. Absolutely it is not
only an effort by her self alone, there are many hands help her. In this occasion,
he presents great honor to:
1. Drs. H. Supriyono, as the rector of Muhammadiyah University of Purworejo;
2. Drs. H. Hartono, M.M, the Dean of Teacher Training and Educational Faculty of
Muhammadiyah University of Purworejo;
3. Semi Sukarni, M.Pd, the Head of English Department of Teacher Training and
Educational Faculty of Muhammadiyah University of Purworejo;
4. Titi Rokhayati, M.Pd, as the researchers consultant who has given her time,
support, guidance, kindness, contributions, and patience in correcting and helping
his in finishing this thesis;
TABLE OF CONTENTS
ii
iii
Statements ........................................................................................................
iv
Mottos ..............................................................................................................
Dedications .......................................................................................................
vi
Acknowledgements ..........................................................................................
vii
ix
xii
Abstract ............................................................................................................
xiii
CHAPTER I INTRODUCTION...................................................................
10
11
4. Vocabulary ..........................................................................................
12
12
13
c. Vocabulary ....................................................................................
15
16
17
18
C. Hypothesis ..................................................................................................
20
21
21
22
22
24
24
25
25
26
29
29
30
32
33
34
36
36
37
b. Test of Homogeneity....................................................................
37
38
C. Test of Hypothesis......................................................................................
39
40
40
40
41
41
41
42
44
A. Conclusion..................................................................................................
44
B. Suggestion ..................................................................................................
45
BIBLIOGRAPHY
APPENDICES
LIST OF APPENDICES
Letters ................................................................................................
Appendix I
Appendix II
Appendix III
Appendix V
ABSTRACT
Hidayat Isnaini. 2013. The Effectiveness of Using Text Twist Game to Improve
The Students Vocabularies Mastery at The Eleventh Grade of SMAN 1 Sapuran
in Academic Year 2012/2013. A Thesis. English Department, The Faculty of
Teacher Training and Educational Science, Muhammadiyah University of
Purworejo. Consultant: Titi Rokhayati, M.Pd.
Keywords: Effectiveness, Text Twist game, Vocabulary mastery.
The objective of this research is to describe whether the use of Text twist
game is effective or not to improve students vocabulary mastery at the eleventh
grade of SMA N 1 Sapuran in academic year 2012/2013.
The researcher used Text twist game to improve students vocabulary
mastery as a teaching method to improving students vocabulary mastery at the
eleventh grade of SMA N 1 Sapuran in academic year 2012/2013. This is a preexperimental research. In this research, the researcher took 40 students at the
eleventh grade of SMAN 1 Sapuran as the sample . Then, the researcher gave
pre-test and post-test. The researcher taught vocabulary by using Text twist game
to the experimental class. The researcher then statistically analyzed the data by
using t-test separated variance.
After analyzing the data, the researcher concluded that Using Text twist
game to improve students vocabulary mastery at the eleventh grade of SMA N 1
Sapuran in academic year 2012/2013 is effective. As the fact, the result of t-value
is 5.39. Based on the 0.05 significant level, the value of t-table is 1.684. The result
of computation shows that t-value is higher than t-table, that is 5.39>1.684.
Another fact shows that the method used is effective. It is shown by the mean of
post-test that is higher than the mean of pre-test. In the post-test, the mean is
78.25. On the contrary, the mean of pre-test is 70.7. Based on the result finding,
the researcher concluded that the used of Text twist game to improve students
vocabulary mastery as a teaching method is effective in improving students
vocabulary mastery at the eleventh grade of SMA N 1 Sapuran in academic year
2012/2013. It can be shown that the students vocabulary mastery increased.
CHAPTER I
INTRODUCTION
A. Background of Study
English is spoken all over the world. It is used as a means of international
communication such as in daily life and international affairs among countries.
English is the first foreign language in Indonesia. Beside that English is applied
in many aspects of life like book are written in English, information about
technology is often using English etc. That is why Indonesian government obliges
English is being taught at every school from elementary school until university.
English is essential to be taught for the younger people, for this case; students
from the beginner up to the senior high school. In developing the students ability
in mastering English, it cannot be separated from vocabulary mastery. Because it
can be a measurement of students, understand in English.
English teaching involves of four language skills, there are Listening,
Speaking, Reading, and Writing. In teaching and learning a language, there are
four aspects that support four language skills above such as: grammar, vocabulary,
spelling, and pronunciation that are also taught in English teaching and learning
process.
Vocabulary is important aspect in the learning process. It is the basic in
learning English because it will be needed by students when learn skill like
reading, writing, speaking, and listening. Students who learn English must have a
strong foundation on vocabulary in order to make them able to learn English
easily.
3. Situation
The situations also influence vocabulary mastery. Favorable situation
greatly influences the students to increase their vocabulary. Situations in
which students can learn vocabulary safely and comfortably.
4. Facilities
Facilities also influence vocabulary mastery. In this modern era, it is a lot
of facilities that can be used to teach vocabulary to students.
From several factors that influence the vocabulary mastery, the methods
greatly influence students mastery on vocabulary, because method is very
important to be used in teaching learning process.
In Senior High School, students are still in growth period to become
adolescent; they still like playing and having fun. Teacher should use the students
characteristic in using teaching method. Based on the statement above, the
researcher chooses Text twist game as a teaching method, because it will improve
the students understanding of the vocabularies, make the students more active in
the classroom and also improve the students motivation. There are some of the
problems when student learning English, especially in vocabulary mastery:
1. Students lack of the vocabulary mastery
2. Teacher does not use various method in teaching English
3. Students get bored and lose their interest in learning English, so they
become passive students.
D. Problem formulation
Based on the importance of this research and the effort for increasing students
in vocabulary mastery, to build up their understanding in vocabulary as many as
possible, the researcher would like to formulate the problem in his research as
follows: Is the use of Text twist game effective to improve students vocabulary
mastery at the eleventh grade of SMA N 1 Sapuran in the academic year of
2012/2013?
or
produces
deep,
vivid
impression.
(http://dictionary.com/d/effectiveness)
2. Text twist game
Text Twist is an online Java based game available at Yahoo.com and the
inspiration of Scrabble Flash. (Lewis & Ferlazzo, 2011: 3)
3. Vocabulary
Vocabulary is the total number of words in a language. He also says that
vocabulary is all the words known to person or used in particular book,
subject, etc. (Hornby, 1995: 1331)
4. Mastery
Mastery is great skill or knowledge. (Oxford Learner Dictionary New
Edition, 1995, Oxford University Press)
CHAPTER II
THEORETICAL REVIEW
A. Theoretical frame work
1. Definition of teaching
Definition of teaching has developed from time to time, so that was not
been a precise definition of teaching which cover all sides. However, numerous
definitions of term have been generated from the way people actually teach.
Hornby (2001: 1) says that teaching is derived from the word teach. It
means to show somebody how to do something so that they will able to do it
themselves. Besides, teaching is to give information to somebody about
particular subject or help somebody to learning something.
Brown (2000: 7) states that teaching is guiding and facilitating learning,
enabling the learner to learn and setting the condition for learning. Teaching
means showing or helping someone to learn how does something, providing
with knowledge, causing to know or understand.
Teaching is to give some knowledge or instruct or train someone, or to
show somebody how to do something or to do change somebodys ideas.
Teaching is about transmission of knowledge from teacher to students, or is it
about creating conditions in which, somehow, students learn for themselves
(Harmer, 2002: 56).
Seeing many kinds of the definition about teaching above, there is no
definition can be said perfect and satisfied by encompassing all aspect from
many kinds of definition, the researcher make conclusion that teaching is an
9
4. Vocabulary
a. The Definition of Vocabulary
Vocabulary is one of the language components which have to be
mastered by students in learning a new language. The students will get
difficulties in using English if they are lack of vocabularies.
In general most people agree that vocabulary is one the most important
factors in mastering language. By mastering the vocabulary, people will be
able to convey their ideas, message, an even they can express their feeling
as well. Of course they can do these better if they can also master speaking
skill. Vocabulary is also considered as the important component of a
language, because it will help the learner to increase their ability.
According to Hornby (1995: 1331) says that vocabulary is the total
number of words in a language. He also says that vocabulary is all the
words known to person or used in particular book, subject, etc.
Napa (1991: 10) states that vocabulary is one of components of
language and that no language exists without words. Words are sign or
symbols of ideas. It means that words tell our ideas, feelings, thoughts,
either spoken or written.
According to Hanson and Padua (2011: 5) state that vocabulary refers
to words we use to communicate in oral and print language. They have
divided vocabulary in specific reference, such a word:
a) Receptive vocabulary refers to the words we understand through
reading and listening.
5. Vocabulary mastery
All language has a vocabulary, a set of words that is the basic for making
and understanding sentences (Milner: 1991). Therefore, without some
knowledge of that vocabulary, neither language production nor language
comprehension would be possible.
In previous information and interpretation, says that vocabulary is the total
number of words in a language. He also says that vocabulary is all the words
B. Conceptual Framework
Traditionally, vocabulary has not been a particular subject for students to
learn, but has been taught within lessons of speaking, listening, reading and
writing. During the lesson, students use their own vocabulary and are
introduced to new words provided by the teacher and classmates which they
apply to classroom activities. For many learners of English, whenever they
think of vocabulary, they think of learning a list of new words with meanings
in their native language without any real context practice.
A number of learners may share the same experience of looking up words
in a bilingual dictionary to find their meanings or definitions when they
encounter new words. They may even write down lines of new words without
any idea of the real use of them in context.
Working this way, after a short period of time, many learners may find out
that learning vocabulary in lists does not satisfy themselves, and they think the
cause for it is just their bad memorization. Research and publications have
shown that this is not a very effective way to study. Decarrico (2001); states
that words should not be learnt separately or by memorization without
understanding. Moreover, "learning new words is a cumulative process, with
words enriched and established as they are met again", Nation (2000: 6).
Therefore, the "look and remember" way of vocabulary learning seems to be
not very effective for learners of the English language.
Learners of English have to deal with unfamiliar vocabulary during their
language acquisition. In order to learn and retain new words, learners should
participate in different task-based activities in their classroom whether it is a
C. HYPOTHESIS
Based on the theoretical review and the conceptual framework, a hypothesis is
proposed in this study. The hypothesis in this research is as follows:
1. Ho: The use of text twist game in teaching vocabulary to eleventh grade
students of SMA 1 Sapuran in academic year 2012/2013 is not effective.
2. Ha: The use of text twist game in teaching vocabulary to eleventh grade
students of SMA 1 Sapuran in academic year 2012/2013 is effective.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher would like to present the way to carry out
the research. It is in order to solve the problem easier. The researcher presents type
of research, research variables, population, technic sampling, and sample, research
instruments, technique for collecting data, and technique for analyzing data.
A. Type of research
This research is a pre experimental research, because the researcher is doing
experiment and giving treatment to find out whether or not the Text Twist game is
effective in improving students vocabulary mastery at the eleventh grade of SMA
1 Sapuran in academic year 2012/2013. Some views on the definition of the preexperimental method stated as follow:
According to Sugiyono (2011: 74) states that pre-experimental design is not
yet a truly experimental. Because, there are outside variables that take effect on the
formation of the dependent variable. So the result of an experiment which is the
dependent variable was not solely influenced by the independent variable. This
happens because there are no control variables, and the sample was not randomly
selected.
Based on the statement above, the researcher could determine that preexperimental research is the sign used for explaining data in future situation and to
observe the possibility of causal effect by giving treatment to compare the result.
21
According to Sugiyono (2011: 38) states that variable is anything that shaped
what is defined by the researchers to be studied in order to obtain information
about them, and then drawn conclusions. In this research, the researcher employs
two kinds of variable. There are:
1. Independent variable.
The independent variable is the major variable, which is used by
researcher to investigate. According to Sugiyono (2011: 39) Independent
variable is a variable that affects or is the cause of the change of the
dependent variable. The independent variable of this research is teaching
vocabulary using Text Twist Game, which is symbolized by X.
2. Dependent variable.
Dependent variable is the variable that the researcher observes and
measures to determine the effect of the independent variable. The dependent of
this research is the students vocabulary mastery, which is symbolized by Y.
1. Population
According to Sugiyono (2011: 80) states that population is a
generalization which consists of: objects / subjects that have certain qualities
and characteristics that applied by researchers to learn and then drawn
conclusions.
While according to Arikunto, (2006:115-117) states that: Population is
the whole of research subject, where as sample is a part of population.
In this case, the researcher has chosen the eleventh grade of SMA Negeri
1 Sapuran. There are 140 students in the eleventh grade of SMA 1 Sapuran.
2. Sampling Technique
3. Sample
According to Sugiyono (2011: 81) states that sample is part of the number
and characteristics possessed by the population.
According to Arikunto (2006:34) the minimum percentage of sample as
follows:
Table 1: percentage Sample
Population
Sample
50%
101-300
30%-50%
501-1000
20%-30%
15%-20%
D. Research Instrument
An instrument is very important to collect data required in an experiment
research. To collect the data, the researcher needs an instrument. Instrument
includes a part of the way used by the researcher to collect the result of obtaining
the data. Sugiyono (2011: 102) research instrument is a tool which is used to
measure the natural phenomenon and social phenomenon that is observed.
Research instrument is means by which something is performed or affected, and is
a device for precise measurement. The instrument used to collect data in this
research is a test about vocabulary.
A test can be true false, multiple choices, matching, completion or essay. In
this research the researcher uses multiple choices test and matching test. There are
10 items multiple choices and 15 matching test in the research instrument. The test
is pre-test and post-test to know the students vocabulary mastery.
Teaching using Text twist game is on May 29th, 2013 at 8.00 am until
8.45 am.
2. Inferential Analysis
Where:
x2 = the chi square value
fo = the observed frequency
fh = the expected frequency
The result of the computation is consulted to the table. The
data are normal if the obtained x value is lower than the critical
value of x in the table, and the data are not normal if it is higher
than the critical value in the table.
2) Test of Homogeneity
X1 X 2
2
s s
n n
Which is:
t
: t-value
X1
X2
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
29
Category
80 - 100
Very good
66 - 79
Good
56 - 65
Fair
40 - 55
Low
0 39
Very low
Name
Pre-test
Post-test
sample 1
76
82
sample 2
70
76
sample 3
79
81
sample 4
59
70
sample 5
64
70
sample 6
77
83
sample 7
72
85
sample 8
64
70
sample 9
77
80
10
sample 10
71
77
11
sample 11
68
74
12
sample 12
71
77
13
sample 13
71
76
14
sample 14
49
77
15
sample 15
79
80
16
sample 16
82
92
17
sample 17
71
94
18
sample 18
73
94
19
sample 19
73
79
20
sample 20
74
80
21
sample 21
71
77
22
sample 22
74
80
23
sample 23
76
82
24
sample 24
77
83
25
sample 25
67
73
26
sample 26
71
77
27
sample 27
70
76
28
sample 28
74
80
29
sample 29
76
82
30
sample 30
71
77
31
sample 31
64
70
32
sample 32
72
78
33
sample 33
61
64
34
sample 34
69
75
35
sample 35
65
77
36
sample 36
76
80
37
sample 37
71
77
38
sample 38
73
79
39
sample 39
61
66
40
sample 40
69
80
From the score table, the researcher concluded that the highest score (H)
was 82. The lowest score (L) was 49. The median (Me) was 71, the mode
(Mo) was 71, the range (R) was 33, and the total score of pre-test (T) was
2828.
From the data (available on appendix), the researcher tried to find the
mean of the data by applying the mean formula and then the researcher tried
to find the mean, the standard deviation, and the variance of pre-test. The
mean (M) was 70.7, the standard deviation (S1) was 6.284, and the variance
(S2) was 39.497. According to the students category (table 2), the mean
belonged to good, because the mean was in the score class of
66 - 79.
Interpretation
Frequency
Percentage
80 100
Very Good
2.5%
66 79
Good
31
77.5%
56 65
Fair
17.5%
40 55
Low
2.5%
< 39
Very Low
0%
100%
Based on the table above, the researcher concluded that there were no
student belonged to very low category, 1 student (2.5%) belonged to low, 7
students (17.5%) belonged to fair category, 31 students (77.5%) belonged to
good category, 1 student (2.5%) belonged to very good category.
Interpretation
Frequency
Percentage
80 100
Very Good
17
42.5%
66 79
Good
22
55%
56 65
Fair
2.5%
40 55
Low
0%
< 39
Very Low
0%
100%
Based on the table above, the researcher concluded that there was no
student belonged to very low category, no student belonged to low
category, 1 student (2.5%) belonged to fair category, 22 students (55%)
Post-
9
6
Mo
71
71
SD
282
Pre-test
2
Me
3
3
6.28
70.7
8
77.
313
78.2
6.31
77
test
Notes:
H : the highest score
Mo : the mode
R : the range
M : the mean
Me : the median
post-test. Finally, the sixth chart showed the percentage range differences of
vocabulary mastery result of pre-test and post-test.
Chart 1. The chart of frequency range of vocabulary mastery result of
pre-test and post-test.
31
number of students
30
25
22
20
17
Pretest
15
Postest
10
5
7
1
0
Very Good
Good
fair
low
very low
category
The chart above showed the effectiveness of using Text twist game to
improve vocabulary mastery that was applied in experiment class. Very
good category was reached by 17 students of post-test. On the contrary,
there was only 1 student of pre-test who belonged to very good category.
Another fact showed the strategy used by the researcher effective was that
there was no student of post-test who belonged to low category.
Chart 2. The chart of percentage range of Pre-test and Post-test
vocabulary mastery.
80.00%
70.00%
55.00%
Precentage
60.00%
50.00%
42.50%
40.00%
Pretest
30.00%
20.00%
10.00%
Postest
17.5%
2.50%
2.5%
2.50%0%
0% 0%
0.00%
Very Good
Good
fair
low
very low
category
This chart showed the frequency range of the result of pre-test and
post-test vocabulary mastery. The mode of pre-test belonged to good
category. And, the mode of post-test belonged to good category. There was
42.5% of post-test belonged to very good category. Meanwhile, there was
only 2.5% of the pre-test belonged to very good category.
B. Inferential Analysis
1. Prerequisite Analysis Test
The object of the study is to know the effectiveness of using Text
twist game to improve the vocabulary mastery. The researcher applied
the statistical analysis. In this case, t-test is used to analyze the data.
However, before applying the statistical analysis, the researcher
applied prerequisite test analysis to test normality, and homogeneity.
a. Test of Normality
F = 39.936
39.497
= 1.01
From the calculation, the value of F is 1.01. Then, it is
compared with the value of F table with df of numerator and
denominator (40-1=39). Based on the table on F table, it is known
that at the F value on the significant level 0.05 is 1.01. Because F
= t value
X1
= 78.25
X2
= 70.7
S12
= 39.936
S22
= 39.497
n1 = n2 = 40
t
X1 X 2
2
s s
n n
t=
t=
t=
t=
t=
The result of the t-test is 5.39
C. Test of Hypothesis
There were two points involved in testing hypothesis. There were level
of significance and null hypothesis. The two points above were presented in
the following.
1. Level of Significance
In testing hypothesis, the researcher used the level of significance to
minimize the false conclusion of the research. This was applied to reject
the hypothesis in order to gain the objective conclusion. Generally, the
level used in any research is the 5% or 1% level. By using the level of
significance of the 5% level, it meant that the falseness of conclusion
was 5% and the truth of conclusion was 95%.
2. Null Hypothesis
In testing hypothesis, the researcher commonly faced with the null
hypothesis. By using the null hypothesis, the hypothesis statement will
was 49. The mean of pre-test was 70.7, the standard deviation of it
was 6.28, and the variance was 39.49. The mean was included in
the interval of 66 to 79. It means that the students of control group
on the eleventh grade students of SMA N 1 Sapuran had good
the
researcher took the score, there was no student (0.0%) very low in
vocabulary test, 1 student (2.5%) were low in vocabulary test, 7
(17.5%) were fair in vocabulary test, 31 students (77.5%) were
good in vocabulary test, and only 1 student (2.5%) were very good
in vocabulary test.
b. The Post-test vocabulary mastery
The highest score of the students of post-test on the eleventh
grade students of
was 64. The mean of experimental group was 78.25, the standard
deviation of it was 6.31, and the variance was 39.93. The mean
exist in the interval of 66 to 79. It meant that the students of
experimental group on on the eleventh grade students of SMA N 1
Sapuran had good result on their vocabulary mastery. From 40
samples, the researcher took the score, there were 17 students
(42,5%) were very good category in vocabulary test, 22 students
(55%) were good in vocabulary test, 1 student (2.5%) were fair in
vocabulary test, and none (0.0%) belonged to low and very low
category.
2. Inferential Analysis Interpretation
In this section, the researcher would interpret the hypothesis
testing. As mentioned above, the hypothesis of this research says The
use of text twist game in teaching vocabulary is effective to improve
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher presents the conclusion of the data analysis
that has been discussed before. Besides, the researcher tries to give some
suggestions related to the result of the data analysis that might be useful for the
teacher and for the students. The objective of this study is to describe the
44
B. Suggestion
In this final section, the researcher would like to present some
suggestions.
a. For the teacher
The teacher should try a new method with interesting technique.
Teaching vocabulary by using Text twist game is attractive and
variously, so, it is able to improve students interest. It makes the
students sharing with their friend, about their favorite things that can
be implemented in their class. At least, the teacher can motivate the
students to improve their vocabulary through some models of the
Text twist game.
b. For the student
The students should pay attention to the teachers explanation.
Therefore, they could catch the material given by the teacher, not only
know about the new words, but also understand the meaning of some
words. The student should also have high motivation to and practice
what they have read and learn from their teacher everywhere and every
time. The students are able to increase their skill in vocabulary mastery
indirectly. By applying Text twist game in teaching learning activity,
hopes it can dig the students interest in English because the method is
more fun and enjoyable. Students will be more attracted in learning
English without under pressure feeling and forced.
BIBLIOGRAPHY
Appendices
Appendix I
Letters
Appendix II
Instrument of the Research
Nama Sekolah
: SMA N 1 Sapuran
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: XI / 2 (Dua)
Standar Kompetensi
Kompetensi Dasar
Indikator
Alokasi Waktu
: 2 X 45 menit
A. Tujuan Pembelajaran:
Pada akhir pelajaran siswa dapat : menjawab pertanyaan berbentuk game dengan
teliti dan benar.
B. Materi Pembelajaran:
C. Metode / Tehnik:
Modelling
D. Langkah-langkah kegiatan:
Kegiatan Awal:
a. Salam dan tegur sapa (greeting)
b. Mengecek kehadiran siswa
c. Memberikan contoh cara bermain Text twist game
Kegiatan Inti:
a. Siswa diminta untuk membuat kosakata baru dari huruf yang ada pada game
text twist.
b. Siswa diminta untuk menjawab pertanyaan di depan kelas sebagai model
Kegiatan Akhir:
a. Menanyakan kesulitan siswa selama kegiatan pembelajaran
F. Penilaian:
Tehnik
Bentuk
: read the text carefully and answer the question with carefully
Mengetahui,
Mahasiswa
Suprapti, S.Pd
Isnanini hidayat
NIP.
NIM. 092120157
Nama Sekolah
: SMA N 1 Sapuran
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: XI / 2 (Dua)
Standar Kompetensi
Kompetensi Dasar
Indikator
Alokasi Waktu
: 2 X 45 menit
A. Tujuan Pembelajaran:
Pada akhir pelajaran siswa dapat : menjawab pertanyaan berbentuk game dengan
teliti dan benar.
B. Materi Pembelajaran:
C. Metode / Tehnik:
Modelling
D. Langkah-langkah kegiatan:
Kegiatan Awal:
a. Salam dan tegur sapa (greeting)
b. Mengecek kehadiran siswa
c. Memberikan pretest kepada siswa
Kegiatan Inti:
c. Siswa diminta untuk mengerjakan soal pretest
Kegiatan Akhir:
c. Menanyakan kesulitan siswa selama kegiatan pembelajaran
d. Menugaskan siswa untuk berlatih di rumah
E. Sumber Belajar:
Netbook (text twist game)
F. Penilaian:
A. Benar x 1
B. Benar x 3
C. Benar x 3
Mengetahui,
Mahasiswa
Suprapti, S.Pd
Isnanini hidayat
NIP.
NIM. 092120157
PRE-TEST
A. Choose the correct answer!
1. Back
a. To do something
b. The part behind the front
c. To damage severely, to destroy
d. To give up using or having
e. A container, usually made of glass, to hold liquid
2. Advise
a. To try to hear
b. To help with information, knowledge or ideas in making a decision
c. To warn of a fault, lightly scold
d. To give reasons for; to make clear
e. To try to do as well as, or better than, another or others
3. Again
a. A cloth cover used to keep warm
b. The hard material in the body
c. To say something or to do something that makes another person
angry or dishonored
d. To cause to disappear by rubbing out, striking out, etc.
e. Another time; as before
4. Age
a. To divide or injure with a sharp tool; to make less
b. The scattered remains of something broken or destroyed; rubble
or wreckage
c. To work as an official; to be employed by the government
d. A picture of the earths surface or part of it
e. How old a person or thing is
5. Admit
a. To sit, lie down or sleep to regain strength
b. To accept; to express ones guilt or responsibility
c. Of a different or unusual kind; not for general use
d. A plant that lasts for several years; Lasting a very long time,
enduring
e. An area of open land, usually used to grow crops or to raise
animals
6. Any
7. Announce
a. To mix up in a confused or bungling manner
b. Different as possible; completely different from
c. A strong, colorless liquid, usually made from grain, used a drug
d. To make know publicly; to declare officially
e. The science of changing the genes of a living organism
8. Across
a. At the end; last
b. A structure built over a waterway, valley or road so people and
vehicle can cross from one side to the other
c. A building in which people live; a countrys parliament or lawmaking
group
d. From side to side; to the other side
e. The side of the road
9. Ask
a. To guard or fight against attack; to protect
b. Any business the produces goods or provides services;
c. To question; to say something is wanted
d. A device that permits a person or thing to fall slowly from
airplane or helicopter to ground
e. Being without restraint
10. Amount
a. The number, size or weight of anything
b. To have life; to exist
c. Having a thin edge or small point that can cut or hurt; causing
hurt or paint
d. To drive something
e. To make a hole or gap in, to break through
B. Match the vocabulary words on the left with the definitions on the
right.
1. Family
2. pup
3. sorry
c. To allow; permit:
4. ask
5. island
6. poor
7. cub
8. open
9. want
10. pet
11. eight
12. seven
13. let
14. get
n. To indicate; show:
15. met
C. Match the vocabulary words on the left with the antonym on the right.
1. Young
a. Back
2. High
b. Close
3. Front
4. Long
c. Down
d. Enjoy
5. Strong
e. Good
6. Cold
f. Happy
7. Sick
g. Health
8. Big
h. Hot
9. Sad
i. Lose
10. Bad
j. Low
11. Won
k. Old
12. Boring
l. Short
13. Clever
m. Small
14. Up
n. Stupid
15. Open
o. Weak
Good luck -
Key answer
A.
B.
1.
C.
1.
1.
2. B
2. E
2. J
3. E
3. I
3. A
4. E
4. F
4. L
5. B
5. G
5. O
6. A
6. H
6. H
7. D
7. N
7. G
8. D
8. D
8. M
9. C
9. B
9. F
10. A
10. A
10. E
11. L
11. I
12. O
12. D
13. C
13. N
14. J
14. C
15. M
15. B
Appendix V
Table
No
Post-test
sample 1
76
82
sample 2
70
76
sample 3
79
81
sample 4
59
70
sample 5
64
70
sample 6
77
83
sample 7
72
85
sample 8
64
70
sample 9
77
80
10
sample 10
71
77
11
sample 11
68
74
12
sample 12
71
77
13
sample 13
71
76
14
sample 14
49
77
15
sample 15
79
80
16
sample 16
82
92
17
sample 17
71
94
18
sample 18
73
94
19
sample 19
73
79
20
sample 20
74
80
21
sample 21
71
77
22
sample 22
74
80
23
sample 23
76
82
24
sample 24
77
83
25
sample 25
67
73
26
sample 26
71
77
27
sample 27
70
76
28
sample 28
74
80
29
sample 29
76
82
30
sample 30
71
77
31
sample 31
64
70
32
sample 32
72
78
33
sample 33
61
64
34
sample 34
69
75
35
sample 35
65
77
36
sample 36
76
80
37
sample 37
71
77
38
sample 38
73
79
39
sample 39
61
66
40
sample 40
69
80