Y R A L U B A C O V E H T R O F N O I S N E H E R P M O C G N I D A E R T R O P U S O T F O S T N E D U T S E D A R G H T N E V E S

130 

Full text

(1)

F

O

T

E

S

A

S

U

P

P

L

E

M

E

N

T

A

R

Y

V

O

C

A

B

U

L

A

R

Y

E

X

E

R

C

I

S

E

S

E

H

T

R

O

F

N

O

I

S

N

E

H

E

R

P

M

O

C

G

N

I

D

A

E

R

T

R

O

P

P

U

S

O

T

F

O

S

T

N

E

D

U

T

S

E

D

A

R

G

H

T

N

E

V

E

S

S

M

P

N

3

W

O

N

O

S

A

R

I

A SARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree inEng ilshLanguageEduca iton

y B

i r a d n a k i W u y A h a y D

4 3 1 4 1 2 1 6 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

(2)

i

F

O

T

E

S

A

S

U

P

P

L

E

M

E

N

T

A

R

Y

V

O

C

A

B

U

L

A

R

Y

E

X

E

R

C

I

S

E

S

E

H

T

R

O

F

N

O

I

S

N

E

H

E

R

P

M

O

C

G

N

I

D

A

E

R

T

R

O

P

P

U

S

O

T

F

O

S

T

N

E

D

U

T

S

E

D

A

R

G

H

T

N

E

V

E

S

S

M

P

N

3

W

O

N

O

S

A

R

I

A SARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i

y B

i r a d n a k i W u y A h a y D

4 3 1 4 1 2 1 6 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

(3)
(4)
(5)

v i

Y T I L A N I G I R O S K R O W F O T N E M E T A T S

k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I

e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o

. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r

a tr a k a y g o

Y ,January15th, 2013

r e ti r W e h T

ir a d n a k i W u y A h a y D

(6)
(7)
(8)
(9)
(10)

x i k

n a h t o s l a d l u o w

I t oSaveiru sT irosetyawan ,whoalway saccompanies em p

u y m n

i - da -n down momentsi n my l fie. I t hankhimf o rhisl ove ,patience ,care , d

r a h e h t g n ir u d t r o p p u s d n a , r e y a r

p momentsin ifnishingmyt hesis . n

t u b t s a

L o tleast , Iwould ilke to expres smy deepes tgrattiude to al l e

l p o e

p whosenamecanno tbemenitonedonebyone,f ort hei rhelpandsuppo tri n M

. s i s e h t s i h t g n it ir

w ayGodbles sthem .a ll

(11)

x

S T N E T N O C F O E L B A T

e g a P TITLEPAGE ………... i

S E G A P L A V O R P P

A ………... ii

Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ………... iv

I L B U P N A U J U T E S R E P N A A T A Y N R E

P KASI ………. v S

B

A TRACT ……… vi

K A R T S B

A ……… v i i T

N E M E G D E L W O N K C

A S ……… v iii

F O E L B A

T CONTENTS ……….. x S

E L B A T F O T S I

L ………. x ii

… … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I

L x iii

S E C I D N E P P A F O T S I

L ……….. xiv

N O I T C U D O R T N I .I R E T P A H C

.

A ResearchBackground……….………. 1 .

B ResearchProblem s……….………. 4 .

C ProblemLimtiaiton …… ……….………. 4 .

D ResearchObjecitves……….……… 4 .

E ResearchBeneftis……… . 5 .

F Definiitono fTerms ……….………. 6

E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C

.

A Theoreitca lDescirpiton……… 8 .

1 Insrtucitona lDesignModels…………..………. 8 .

aKemp’ sModel ……….…………. 8 .

bYalden’ sMode l………. 1 2 .

2 Vocabulary ………..……… 1 4 .

3 TeachingVocabulary…..……… . … 1 6 .

(12)

i x .

bTechniquesi nTeachingVocabulary………….… 1 8 .

cPossibleTasksi nTeachingVocabulary………… 1 9 .

B Theoreitca lFramework……….………...…… … 2 0

Y G O L O D O H T E M . I I I R E T P A H C

.

A ResearchMethod ……….……… …. 2 3 .

B ResearchParitcipants ……….……… .. 2 8 .

C ResearchI nsrtument s ………..……….. 2 9 .

D DataGatheirngTechnique ……… 3 1 .

E DataAnalysi sTechnique……… ... .... 3 2 .

F ResearchProcedure ……… … 3 3

E R . V I R E T P A H

C SEARCHFINDINGSANDDISCUSSION .

A Elaboraitonoft heStepsi nDesigningSupplementary s

e s i c r e x E y r a l u b a c o

V ………...….. 3 5

.

1 ConducitngNeed sSurvey……… 3 5 .

2 StaitngGoals ,Topic sandGenera lPurposes …………. 3 9 .

3 SpecfiyingLearningObjecitves……….………. 4 0 .

4 LisitngSubjec tContent ………...………... 4 1 .

5 SelecitngTeachingLearningAcitvtiy……….. 4 2 .

6 ConducitngEvaluaitonSurvey……….... 4 3 .

7 Revision………...……… 4 7 .

B Presentaiton :B ire fDescirpitono ftheSupplementary i

c r e x E y r a l u b a c o

V ses………..……….. 4 8 N

O I S U L C N O C . V R E T P A H

C S ANDSUGGESTIONS

.

A Conclusions ……… 5 0 .

B Suggesiton s ………. 5 1 E

F E

R RENCES ………. 5 3 N

E P P

(13)

ii x

S E L B A T F O T S I L

e l b a

T Page

1 .

3 TheDescirpitonoft heFris tGroupo fResearchandI nformaiton P

g n it c e ll o

C aritcipant s………..………. . 82 e

h T 2 .

3 Descirpitonoft heSecondGroupo fResearchandI nformaiton

CollecitngParitcipant s………..………..… 82 3

.

3 T heDescirpitonoft heParitcipantsPreilminaryFieldTesitng…... 92 1

.

4 T Rhe esul to fQuesitonnarie……… 63 2

.

4 T heGoa landGenera lPurpose soft heDesignedMate ira l……….... 3 9 3

.

4 T heLearningObjecitves……… 4 0 4

.

4 TeachingLearningAcitviites……… . … 4 2 n

o it p ir c s e D 5 .

4 oft heParitcipan tonEvaluaitonSurvey………. 4 4 6

.

(14)

ii i x F O T S I

L FIGURES

E R U G I

F Page

… … … … … … … … … … … … l e d o M n g i s e D l a n o it c u rt s n I s ’ p m e K 1 .

2 1 2

a Y 2 .

2 lden’sI nsrtucitona lModel……….. 1 4 3

.

2 TheWrtier’sI nsrtucitona lModel……… 2 3 C

D & R 1 .

(15)

v i x

S E C I D N E P P A F O T S I L

x i d n e p p

A Page

. … … … … … … … … … … … … … … … … … … … … … … … … 1 x i d n e p p

A 65

n o i s s i m r e P f o r e tt e

L ……… 75

2 x i d n e p p

A ………. 85 y

e v r u S s d e e N r o f s t n e m u rt s n

I ……… 95

3 x i d n e p p

A ……….. 26 f

o r e tt e

L permission……… 36 e

ri a n n o it s e u Q n g i s e D t s o

P ……….. 46

4 x i d n e p p

A ………. 76 s

u b a ll y

S ………... 86 n

a l P n o s s e

L ………. 27 e

d i u g s ’ r e h c a e

T ……… 08

s l a ir e t a M d e n g i s e D e h

(16)

1 I R E T P A H C

N O I T C U D O R T N I

h t n

I i schapter ,the wrtie rdiscusse sthe inrtoduciton o ft his study .Thi s

r e t p a h

c si divided into six secitons ,namely the research background ,research

m e l b o r

p s , problem ilmtiaiton , research objecitves , research beneftis , and

if e

d niitonoft erms .

.

A ResearchBackground , a r e n o it a z il a b o l g s i h t n

I Engilsh play san impo tran trole as means fo

n o it a c i n u m m o

c .Since tii sstated asi nternaitonall anguage , ti i sused a sagloba l

. n o it a c i n u m m o c f o s n a e

m Especiallyi nIndonesia ,Engilsha saForeignLanguage

g n i v o r p m i n i e l o r a s y a l

p Indonesian people’ s knowledge and informaiton.

e m o c e b h s il g n

E s a medium to receive and absorb globa linformaiton .Besides ,

h s il g n

E h s elp Indonesian people to be able to communicate wtih people from

e ir t n u o c r e h t

o s.

l o o h c s y n a m , h s il g n E f o e c n a tr o p m i e h t g n ir e d i s n o

C s inI ndonesiaexpec t

t n e d u t s e h

t s to be able to use Engilsh well .In Junio rHigh School ,Engilsh ha s

h t n e v e s e h t n i e c n i s t h g u a t n e e

b grade. Basedont hecur irculumKTSP( Kurikulum d

i d n e P n a u t a S t a k g n i

T ikan), t herearefourl anguage skillst ha thavebeen t augh t ,

g n i d a e r , g n i n e t s il , g n i k a e p s e r a y e h T . l o o h c S h g i H r o i n u J n

i andw iritng .

Oneoft hef ourl anguageskills which should beacquried in t hel anguage

s s e c o r p g n i n r a e

(17)
(18)
(19)

n

i learningvocabularyt os uppo trt herir eadingcomprehensiont hroughvocabulary

. s e s i c r e x e

.

B ResearchProblems

: s w o ll o f s a d e t a l u m r o f e r a y e h t , y d u t s s i h t n i s m e l b o r p o w t e r a e r e h T

.

1 How i sthe se to fsupplementary vocabulary exercise sto suppor treading

r o f n o i s n e h e r p m o

c et h seventh grade student s o f SMP N 3 Wonosa ir

? d e n g i s e d

.

2 Wha tdoe st he se tof supplementary vocabulary exercisest o suppor treading

r o f n o i s n e h e r p m o

c the seventh grade student so fSMP N 3 Wonosari look e

k il ?

.

C ProblemLimtia iton r e ti r w e h t , y d u t s s i h t n

I focuse s on designing the se to f supplementary

t e s e h T . n o i s n e h e r p m o c g n i d a e r g n it r o p p u s r o f d e s u s i h c i h w s e s i c r e x e y r a l u b a c o v

y r a t n e m e l p p u s f

o vocabulary mateiralsi sdesigned f ort heseventh gradestudent s

f

o SMP N 3 Wonosari .I tconsist sfou rtopic swhich are arranged based on the d

e r r e f e r d n a y e v r u s s d e e

n to the curirculum , Kurikulum Tingka t Satuan Pendidikan( KTSP) .

.

D Research Objecitves d e d n e t n i s i y d u t s s i h

T toanswe rquesiton sstatedin t he research problems .

s e v it c e j b o e h

(20)
(21)

.

F Deifni itono fTerms

s m r e t e m o s e n if e d o t e k il d l u o w r e ti r w e h t , r e r a e l c y d u t s s i h t e k a m o T

h c i h

w arerelatedt ot hiss tudy.

.

1 Vocabulary

Vocabulary knowledge involve s knowing the meanings o f words .

fl e s ti e g a u g n a l e h t r o f t n a tr o p m i s i y r a l u b a c o v , r e v o e r o

M . Harmer (1991 : 31 ) 5

s e t a t

s tha t“i flanguage srtucture smake up the skeleton o flanguage ,then i ti s

v o r p t a h t y r a l u b a c o

v ide sthe vtia lorgan sand lfesh” .In thi sstudy ,vocabulary

h c i h w h s il g n E n i s d r o w e h t ll a o t s r e f e

r are used t o communicate in spoken and

n e tt ir

w form .In addiiton ,vocabulary i san impo tran telemen tto suppor tthe

. g n i k a e p s d n a , g n i n e t s il , g n it ir w , g n i d a e r n i h s il g n E g n i n r a e l f o s s e c o r p

.

2 SupplementaryMateirals

s l a ir e t a m y r a t n e m e l p p u

S canbedeifneda s“extraworksheets ,games ,book s

t a h t c t

e a teache r use s fo r teaching mateiral s in addiiton to a core text”

(h ttp://wwwt.ef.lnetr/e/fglossary.htm) .Int hiss tudy ,supplementarymateiralsr efe r

o

t theexrtamateiralwhichi sused toaddands uppo tr themainmateiral .

.

3 ReadingComprehension

k a t n u j n a m i S o t g n i d r o c c

A (1988 :3 r ,) eading i saproces so fputitngr eaders

d i h ti w n o it a c i n u m m o c d n a t c a t n o c n

i eas .The impo trance o freading is that ,

” d lr o w e h t f o e g d e l w o n k l a r e n e g r u o g n i d n e t x e f o e l o r r e d i w e h t s e v r e s g n i d a e r “

2 9 9 1 , e c a ll a W

( :7 .) In t hi sstudy ,reading comprehension mean sstudents ’abiilty

e g a s s a p g n i d a e r d n e h e r p m o c o

(22)

.

4 SMPN3Wonosari P

M

S stand s fo r Sekolah Menengah Pertama (Junio r High School) .

l a n o i s a N n a k i d i d n e P n a i r t n e m e

K states t hat SMP si the basic educaiton in t

a c u d e l a m r o f s ’ a i s e n o d n

I ion atfe rthe student sgraduate from the elementary

. l o o h c

s SMPN3Wonosariisl ocatedinJ . l BaronKm.6Wonosari ,GunungKidul , a

t r a k a y g o

Y .The seventh grade student sare those who are in the fris tyear . y

ll a r e n e

G ,t heyareabou t13- 41 year sold .

(23)

8

I

I

R

E

T

P

A

H

C

W

E

I

V

E

R

O

F

R

E

L

A

T

E

D

L

I

T

E

R

A

T

U

R

E

h

T i schapte rpresent sadiscussiononr elatedl tierature .Thi schapte ri sdivided

o w t o t n

i pa trs .Thefristi st heoreitca ldesc irpiton.I tconsist soft heo ire sandde ifniiton

. s m r e t d e t a l e r f

o The second pa tr i stheoreitca lframework .I tcontain sa t heoreitca l

. s n o it s e u q h c r a e s e r e h t r e w s n a o t d e s u e m a r f

.

A Theore itca lDescrip iton

f o s t s i s n o c t r a p s i h

T twomajorpoint stobediscussed .Theyare i nsrtucitona l

. y r a l u b a c o v g n i n r a e l g n i h c a e t d n a s l e d o m n g i s e d l a ir e t a m

.

1 Instruc itona lDesignModels

h c a e f o s g n i h t t n a tr o p m i e h T . s l e d o m n g i s e d l a n o it c u rt s n i y n a m e r a e r e h T

g n it a u l a v e d n a g n it n e m e l p m i , g n i n g i s e d , g n i p o l e v e d , g n i z y l a n a e r a e r e h t s i s l e d o m

i t s o m l

a neverymodel .sI nt hi sstudy,t herearet wo modelst obediscussed .Theyare

s l e d o m n g i s e d l a n o it c u rt s n i e s o h T . l e d o m n g i s e d l a n o it c u rt s n i s ’ n e d l a Y d n a s ’ p m e K

: s w o ll o f s a d e s s u c s i d e r a

.

a Kemp’ sModel

p m e

K (1977 )states tha tthere are three quesiton sshould be considered a s

l a n o it c u rt s n i g n i k a m n i s t n e m e l e l a it n e s s

e design ,namely “wha tmus tbe learned?”

it c e j b O

(24)
(25)
(26)

)

7 Coordina itngSuppor tService

n a tr o p m i e r a s e c i v r e s t r o p p u s e h

T t to implemen tthe design p s .lan They

t s i s n o

c o ffunds ,faci ilites ,equipment ,and personne lwhose itme mus tbe scheduled

e h t t a d e r e d i s n o c e b t s u m e c i v r e s t r o p p u S . n a l p l a n o it c u rt s n i e h t n i s t n a p i c it r a p r o f

d n a e d a m g n i e b e r a s n a l p l a n o it c u rt s n i e m it e m a

s mate irals ,being selected .In

r e h t o h ti w m a r g o r p d e n n a l p e h t g n it a n i d r o o c o t n e v i g e b t s u m n o it a r e d i s n o c , n o it i d d a

. n o it u ti t s n i e h t f o s t c e p s a l a n o it a r e p o

)

8 Evaluati on

f o p e t s t s a l e h

T Kemp’s i nsrtucitona lmodeli sevaluaiton.I taims to measure

n r a e l e h

t ingoutcomes relatedt ot heobjecitves. Beside ,si tcanbeusedt omeasurethe

u rt s n

i citonal mate irals . There are two types o fevaluaiton ,namely formaitve and

. n o it a u l a v e e v it a m m u

s The procedure o fformaitve i stesitng and revision .I ttake s

g n ir u d e c a l

p developmen tand rtyouts . tIi suseful f o rdetermininganyweaknesses i n

n

a insrtucitona lplan .Meanwhlie ,summaitveevaluaitoni sconcernedwtihevaluaitng

. s e v it c e j b o e h t f o t n e m e v e i h c a l a n if ’ s t n e d u t s f o e e r g e d e h t

n o it a n a l p x e r a e l c a e v i g o t r e d r o n

I abou tthe steps ,the presentaiton o f

d e t n e s e r p s i l e d o m l a n o it c u rt s n I s ’ p m e

(27)

) 7 : 7 7 9 1 ( l e d o M n g i s e D l a n o it c u r t s n I s p m e K 1 . 2 e r u g i F

.

b Yalden’ sModel

. l e d o m s ’ n e d l a Y s i d e s u r e ti r w e h t t a h t l e d o m d n o c e s e h

T Yaldenpresents t he

. n g i s e d s u b a ll y s e v it a c i n u m m o c f o e s

u There aresevensteps i nof l anguage program

s o p o r p t n e m p o l e v e

d edbyYalden .Thes tep sare ilstedasf ollows .

)

1 Needss urvey

a e l e h t w o n k o t d e d e e n s i y e v r u s

A rners ’needsi nl anguagelearning .Fu trher ,

s e t a t s n e d l a

Y tha tconducitng need ssurveycanobtaina smuchas i nformaiton abou t

s r e n r a e l e h

t (1987 : 101) . I t include s the idenit ifcaiton o f the communicaiton ,s

l a o

G topic,s d n

a genera l s e s o p r u p

r e n r a e L

c it s ir e t c a r a h c

g n i n r a e L

e j b o citve

t c e j b u S

t n e t n o c

e r P

t n e m s s e s s A t

r o p p u S

s e c i v r e S

/ g n i h c a e T

g n i n r a e L

,s e it i v it c A

s e c r u o s e R

n o it a u l a v E

(28)
(29)
(30)
(31)
(32)
(33)
(34)
(35)
(36)
(37)

r e f e

r st ot heobjecitve( Kemp ,1977 :55) .Thewrtie rdecidest heacitviite swilli nvolve

. k s a t e v it c u d o r p d n a e v it p e c e r e h t

.

6 Conduc itngevalua itons urvey

e h T . y e v r u s n o it a u l a v e n a s t c u d n o c r e ti r w e h t ,s l a ir e t a m e h t g n i n g i s e d r e tf A

s s i h t f o e s o p r u

p tep i sto gain some feedback and commen trelated to the mate ira l

. n g i s e d

.

7 Revision

, k c a b d e e f e h t n o d e s a b e n o d s i n o i s i v e r e h T . n o i s i v e r s i p e t s l a n if e h T

. t n e d n o p s e r e h t m o r f t n e m m o c d n a , n o it s e g g u s

k a m o t r e d r o n

I e t he step scleare ,r t he wrtier’ sdesign mode lcan be seen i n

(38)

e h T : 3 . 2 e r u g i

F Wrtier’sI nstruc itona lModeladaptedf romKemp’ sandYalden’s g

n it a t S

, s l a o g

d n a , s c i p o t

l a r e n e g

s e s o p r u p g

n it c u d n o C

y e v r u s d e e

n Sopbejeccfiyitviengs

g n it s i L

t c e j b u s

t n e t n o c

g n it c e l e S

g n i h c a e t

g n i n r a e l

s e it i v it c a

g n it c u d n o C

n o it a u l a v E

y e v r u s

(39)
(40)

: 3 8 9

1 577 ) .However ,int hiss tudy,t hewrtie ronlyappiledt hefris t ifves tep so fR

e s o h T . e l c y c D

& step swere research and informaiton collecitng , planning ,

p o l e v e

d i ng preilminary form o fproduct , preilminary ifeld tesitng ,and main

. n o i s i v e r t c u d o r p

.

1 ResearchandI nforma itonCo llecitng

s A . e l c y c D & R f o p e t s t s ri f e h t s i g n it c e ll o c n o it a m r o f n i d n a h c r a e s e

R i t

d e t a t s s

i by Borg & Gal l(1983) ,i tinclude sreview o fltierature ,classroom

f o n o it a r a p e r p d n a , n o it a v r e s b

o stateo fatr .Inordert ogaini nformaitonr elatedt o

g n i v i g y b y e v r u s a d i d r e ti r w e h t , y d u t s e h

t quesitonnarie and doing interview .

s a w e ri a n n o it s e u q e h

T givent ot hestudent so fSMPN 3Wonosari.I twa sused t o

y fi t n e d

i thel earner’ scharacteirsitc .Whlie,t hei nterviewwtiht heengilsht eacher s

f

o SMP N 3 Wonosari wa sconducted to collec tinformaiton abou tvocabulary

r e ti r w e h t ,s e d i s e B . g n i n r a e l g n i h c a e

t also obtaine d someother i nformaiton from

, s k o o b t x e

t journals ,and2006curirculum( KTSP) .

.

2 Planning

g n it a t s , s ll i k s g n i n if e d s e d u l c n i t

I objecitves , determining course

d n a , e c n e u q e

s smal l scale feasiblitiy tesitng (Borg & Gall , 1983: 775 .)

, e r o m r e h tr u

F i twa sstated t hatt hemosti mpo tran taspec to fplanningi sstatemen t

p e t s s i h t n i , e v it c e j b o e h t e v e i h c a o t r e d r o n I . d e v e i h c a e b o t e v it c e j b o c if i c e p s f o

r e ti r w e h

t statredt o determinet hegoals ,topics ,genera lpurposesandf ormulaitng

t c e j b o g n i n r a e

(41)
(42)

C D & R : 1 . 3 e r u g i

F y clebyBorg&GallandTheWrtier’ sMo del

y e v r u s s d e e N

, s c i p o t ,s l a o g g n it a t S

e s o p r u p l a r e n e g

e v it c e j b o g n i n r a e l g n it a t S

t n e t n o c t c e j b u s g n it s i L

d n a g n i h c a e t g n it c e l e S

s e it i v it c a g n i n r a e l

n o it a u l a v E

n o it a m r o f n i d n a h c r a e s e R

g n it c e ll o c

g n i n n a l P

il e r p p o l e v e

D minaryf orm t

c u d o r p f o

g n it s e t d l e if y r a n i m il e r P

n o i s i v e r t c u d o r p n i a M n

(43)

.

B ResearchParitcipants h c r a e s e r e h t , y d u t s s i h t n

I paritcipantsweredividedi ntot wot ypes:

.

1 Paritcipantso fresearchandi nforma itoncollecitng o

s t n a p i c it r a p e h

T fresearch and i nformaiton collecitng weredivided i nto

f o s t n e d u t s e d a r g h t n e v e s e h t s a w p u o r g t s ri f e h T . s p u o r g o w

t SMPN3Wonosa ir .

e h T . r e ti r w e h t y b d e t u b ir t s i d e ri a n n o it s e u q e h t r e w s n a o t d e k s a e r e w y e h T

f o n o it p ir c s e d e h t s t n e s e r p e r e l b a t g n i w o ll o

f the fris t research informaiton

.s t n a p i c it r a p g n it c e ll o c

: 1 . 3 e l b a

T TheDescripitonoft heFirs tGroupo fResearchandI nformaiton P

g n it c e ll o

C aritcipants

f o p u o r G

s t n a p i c it r a

P F S ex M Class

t n e d u t S

a w p u o r g d n o c e s e h

T sone o fEngilsh teache ro fSMP N 3 Wonosari .The

s a w p e t s g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r f o t n a p i c it r a p d n o c e

s interviewed

o t d e t a l e

r the data needed .The following t able representst he descirpiton of t he

.t n a p i c it r a p g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r d n o c e s

e l b a

T 3.2 :TheDescripitonofTheSecondGroupo fResearchandI nformaiton s

t n a p i c it r a P g n it c e ll o C

f o p u o r G

t n a p i c it r a

P S ex BEadcukcgaritoounnad l Teachingexperience ) r a e y n i(

F M S 1 S 2 < 5 5- 01 > 10 r

e h c a e T h s il g n

(44)

.

2 Paritcipantso fpreilminary ifeldt esti ng e

h

T paritcipantso fpreilminary ifeld t esitng weret wo Engilsh t eacher s

f

o SMP N 3 Wonosa irand one l ecture ro fEngilsh Educaiton Study Program o f

o t n o it s e g g u s d n a k c a b d e e f n i a g o t s a w m i a e h T . y ti s r e v i n U a m r a h D a t a n a S

. n g i s e d l a ir e t a m e h t e v o r p m

i Theforma tof t he descirpiton of t he paritcipant si s

: w o l e b d e t n e s e r p e r

: 3 . 3 e l b a

T TheDescrip itonoftheParitcipantsPreilminaryFieldTesitng

s t n a p i c it r a P

x e

S Backgroundo f n o it a c u d

E TeachingyEexarpseriencei n F M D 3 S 1 S 3 1-5 5- 01 1 - 50 1 h

s il g n E

e

L cturers h s il g n E

s r e h c a e T

.

C ResearchI nstruments

. s t n e m u rt s n i e m o s s d e e n r e ti r w e h t , y d u t s s i h t t c u d n o c o t r e d r o n

I In thi s

case, t here were t wo kindsi nsrtument sused i n pre-design study and post-design

y d u t

s .Theyareexplainedasf ollows .

.

1 Instrument soft hePre-DesignStudy e

r p e h t n

I -designs tudy,t hewrtie rappiledt wokind sofi nsrtuments ,namely

l a t e y r A o t g n i d r o c c A . e ri a n n o it s e u q s a w t s ri f e h T . w e i v r e t n i d n a e ri a n n o it s e u q

t ) 5 7 1 : 2 0 0 2

( here are two types o fquesitonnarie .The fris ttype i ssrtuctured o r

d e s o l

c - mfor quesitonnarie . A closed quesitonnarieprovide ssevera lchoices ,and

e h t n e h

(45)
(46)

f o e d u ti tt a e h t e r u s a e m o t e u q i n h c e t a s a d e s u s i e l a c s t r e k i L . n o it s e u q d e d n e n e p o

n o it s e u q o t s e s n o p s e r f o e g n a r a s e d i v o r p t I .s t n a p i c it r a p e h

t s ro statements .

.

D DataGatheringTechnique s

i h

T par tdiscusse sthe data gatheirng techniques used in the pre-design

t s o p d n a y d u t

s -designs tudy .

.

1 DataGatheringTechniqueo fPre-De isgnStudy n

g i s e d e r p s i h t n

I -study , the research wa s done by dist irbuitng

e ri a n n o it s e u

q s anddoinganinterview. Thewrtie rdist irbutedquesitonnaries ot et h

h t n e v e

s students fo SMP N 3 Wonosari . Thi s wa s done a s research and

n o it a m r o f n

i co llecitng. The purpose wa sto ifnd ou tthe students ’characteirsitc

n g i s e d d l u o c r e ti r w e h t t a h t o s , s d e e n d n

a approp irate mateira lsutiable for thei r

. s d e e n

d i d o s l a r e ti r w e h

T an interview wtih the Eng ilsh teache ro fSMP N 3

i r a s o n o

W .Thi sinterview wa sconducted to obtain the data needed related to

. y r a l u b a c o v g n i n r a e l g n i h c a e t d n a t s e r e t n i ,s d e e n , c it s ir e t c a r a h c s t n e d u t s

.

2 DataGatheringTechniqueo fPost-DesignStudy t

s o p e h t n

I -design study, thewrtie rdistirbutedthequesitonnarier elated t o

f o s r e h c a e t h s il g n E o w t r o f n g i s e d l a ir e t a m e h

t SMP N 3 Wonosari and one

m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E h s il g n E f o r e r u t c e

l a Universtiy . tIi s

a b d e e f n i a t b o d l u o c r e ti r w e h t t a h t d e t c e p x

(47)

.

E DataAnalysi sTechnique i n h c e t e h t s e t a r o b a l e t r a p s i h

T que sused i n analyzing t hegathered datai n

e r p e h

t -designs tudyandpost-designs tudy .

.

1 DataAnalysi sTechniqueo fPre-DesignStudy e

r p e h t n

I -design study ,thedata werecollected byusingquesitonnarie. I t

e s o l c f o d e t s i s n o

c -ended quesitons .Therefore ,the data were analyzed by using

a l u m r o f e h T . d o h t e m e g a t n e c r e

p to analyze t hedatai n t he pre-design study wa s

. w o l e b d e t n e s e r p

: e t o N

n = et mh nu be ro fparitcipantswhochooseace trainop iton

n

∑ =t het ota lnumbe roft heparitcipant s

r e v o e r o

M ,t hewrtie ralsoanalyzedt hedataf romt her esul toft hei nterview

f o r e h c a e t h s il g n E e h t h ti

w SMP N 3 Wonosari .The wrtie rmade a conclusion

. w e i v r e t n i e h t n o d e s a b

.

2 DataAnalysi sTechniqueo fPost- sDe ignStudy p

e t s s i h t n

I ,the wrtie ranalyzed the quesitonnarie distirbuted to the two

s r e h c a e t h s il g n

E fo SMP N 3 Wonosa ir and one lecturer so fEngilsh Language

. y ti s r e v i n U a m r a h D a t a n a S n o it a c u d

E Since the wrtie r used two kind s o f

s a w h c i h w e ri a n n o it s e u

q closed-form quesitonnarie and open response

(48)

d e s o l c e h

T -form wa sin a form o fLiker’t sscale .I tconsis tfou rdegree s

e s u r e ti r w e h t , tl u s e r e h t e z y l a n a o t r e d r o n I . t n e m e e r g

a d cenrta l tendency

. r e g d o R d n a n w o r B y b d e s o p o r

p Thef ormulai spresentedasf ollows:

: e t o N

M :meano raveragepoint

x∑ :t hes umoft her espondent sanswer

N :t het ota lnumbe roft her espondent s

.

F ResearchProcedure t

r a p s i h

T menitoned the procedure in conducitng thi s study . The

: s w o ll o f s a e r e w e r u d e c o r p e h t f o s p e t s e h t f o s n o it p ir c s e d

.

1 Asking fo rpersmission to the head maste ro fSMP N 3 Wonosar ito

. h r c a e s e r e h t t c u d n o c

.

2 Doing informaiton collecitng by distirbuitng quesitonarre fort hestudent s

f

o SMPN3Wonosari.

.

3 Interviewingt heEngilsht eache ro fSMPN3Wonosari.

.

4 Analyzingt her esul toft hequesitonnarieandi nterview .

.

5 Developingt hedesignedmateiral sbasedont hedatagathered.

=

M

x

(49)

.

6 Dist irbuitng the post-design quesitonnarie to gain evaluaiton and

. n o it s e g g u s

.

7 Analyzingt her esul toft hepost-designquesitonnarie .

.

(50)

5 3

V I R E T P A H C

N O I S S U C S I D D N A S G N I D N I F H C R A E S E R

s i r e t p a h c e h T . y d u t s s i h t f o t l u s e r e h t s t n e s e r p r e t p a h c s i h

T divided i nto

o w

t majo rpatrs .The fris tpar ti sthe elaboraiton step sin designing a se to f o

c g n i d a e r t r o p p u s o t s e s i c r e x e y r a l u b a c o v y r a t n e m e l p p u

s mprehension fo rthe

d a r g h t n e v e

s estudents fo SMPN 3Wonosari .Thesecondpatri st hepresentaiton .

s l a ir e t a m d e n g i s e d e h t f o

.

A Elabora iton o f the Step s in Designing Supplementary Vocabulary

Exercises

e u q t s ri f e h t r e w s n a o

T siton i n t heresearch problem, thewrtie rused t he .

k r o w e m a r f l a c it e r o e h t e h t n i l e d o m n g i s e d l a n o it c u rt s n

i A si ti sstated in the

t , k r o w e m a r f l a c it e r o e h

t hereare xs i step sused i n t hi sstudy .Thef ollowingi st he .

s p e t s e h t f o n o it a n a l p x e

.

1 ConducitngNeed sSurvey

t n i a t b o o t r e d r o n

I hedatar elatedt ostudents ’need sandcharacteirsitc,t he f o s d n i k o w t y b d e r e h t a g e r e w a t a d e h T . y e v r u s s d e e n d e t c u d n o c r e ti r w

n o it s e u q , s t n e m u rt s n

i narieandi nterview .Thef o llowingi st her esutl soft heneed s .

(51)

.

a Theresul toft hequesitonnaire

s t n e d u t s e d a r g h t n e v e s e h t o t d e t u b ir t s i d e r e w s e ri a n n o it s e u q e h

T o fSMP

3

N Wonosari . There were 60 student s who have been asked to fli l the d

n u o f s a w t i ,s e ri a n n o it s e u q e h t m o r F . e ri a n n o it s e u

q tha:t

e r i a n n o it s e u Q f o t l u s e r e h T : 1 . 4 e l b a T

o

N Quesitons Answers Number Percentage .

1 Do the paritcipant s ilke ?

n o s s e l h s il g n

E ab.. N Y eos 53 7 8182%% .

2 Do the paritcipant s ilke ?

g n i d a e

r ab.. Y N eo s 2 3 91 6355%% .

3 Do the paritcipant shave any y

tl u c if fi

d inr eading? ba.. N Y eo s 5 2 8 93 7%% .

4 Wha tkind o fdfiifcutly tha t ?

e v a h s t n a p i c it r a p e h

t a. vdoficifacbuull tary .

b uninteresitng c

i p o t .

c longr eadingt ext 3 4 7

0 1

% 2 7

2 1 %

6 1 % .

5 Wha t the paritcipant s do i f e

h

t y ifnd dfiifcul t ?

y r a l u b a c o v

.

a Askt het eacher .

b Askf irends .

c Consul t y r a n o it c i d .

d Guesst he g n i n a e m

4 3 1

1 4 2

% 7

2 2 %

% 8 6

% 3

.

6 In the paritcipants ’opinion, ll

i

w masteirng vocabulary p

l e

h them to comprehend t he ?

t x e t g n i d a e r

. a Y e s

.

b N o 6 0 0 100%

.

7 Doest het eache rarleady give n i s e s i c r e x e y r a l u b a c o v

? n o s s e l g n i d a e r

. a Y e s

.

b N o 5 5 5 98 2%% .

8 In paritcipants ’opinion ,i si t r

o p m

i tant t o have vocabulary ? n o s s e l g n i d a e r n i s e s i c r e x e

. a Y es

.

b N o 5 3 7 95 5%%

)

1 Mos tof t he student sconsidered Engilsh l esson a san i nteresitng lesson .I t t

a h t e ri a n n o it s e u q e h t m o r f d e d u l c n o c e b n a

c 88 % o fthe student s ilked 2

1 d n a n o s s e l h s il g n

(52)

)

2 Mos to fthem ilked r eading, i tcan beseen fromt hequesitonnariet hat65% .

g n i d a e r e k il t o n d i d % 5 3 e li h w , g n i d a e r d e k il s t n e d u t s e h t f o )

3 Atlhough mos tof t hestudent s ilked reading, i tdoesn’ tmean t hat t hey did v

a h t o

n edfi ifcutlyi n r eading .Mos to fallt hestudent sadmtit hatt hey have i

a n n o it s e u q e h t o t g n i d r o c c A . g n i d a e r n i y tl u c if fi

d re ,97% o fthe student s

d e v a h y e h t t a h t d e t a t

s fiifcu tlyi nr eading ,andonly3%s tatedt heydon t’ . )

4 Based on t he resul to fquesitonnarie, t herearet hree kind o fdfiifcutly t ha t .

e v a h s t n e d u t

s Therewere72%oft hes tudentss tatedt hatt heyhaveobstacle t

l u c if fi d e h t f o e s u a c e b g n i d a e r n

i vocabulary .Meanwhliet here were 16% t

a h t d e t a t s o h

w they have dfiifcutly in reading a long text .Whereas ,the 2

1 r e h t

o % revealed tha tthey have dfiifcutly because o fthe uninteresitng .

c i p o t )

5 When askedabou twhatt hestudent sdo i ndeailngwtiht hedfiifcutly, t here e

r e

w 68% o fthe student schoose to consul tdicitonary .Whlie there were t

s e h t f o % 2

2 udent schoose t o ask t herif irends .Whereast herewere7% o f s t n e d u t s e h t f o % 3 y l n o e r e w e r e h T . r e h c a e t e h t k s a o t d n e t s t n e d u t s e h t

. g n i n a e m e h t s s e u g o t d e r r e f e r p )

6 Whenaskedaboutt hei mpo tranceo fvocabularymastery ,al loft hestudent s d

e t a t s ) % 0 0 1

( tha t vocabulary mastery i s impo tran t to help them .

e g a s s a p g n i d a e r e h t d n e h e r p m o c )

(53)
(54)
(55)
(56)
(57)
(58)
(59)
(60)

e r i a n n o it s e u Q n g is e D t s o P f o t l u s e R e h T 6 . 4 e l b a T o

N Statements Degreeo fagreemen t y c n e u q e r f

l a r t n e C

y c n e d n e T

1 2 3 4 N M

.

1 The learning indicator s are d

e t a l u m r o f ll e w

2 1 3 3 ,3

.

2 The learning indicator smee t e

c n e t e p m o c c i s a b e h t

2 1 3 3 ,3

.

3 The learning indicator smee t d r a d n a t s e c n e t e p m o c e h t

2 1 3 3 ,3

.

4 Themateiral shelpstudentst o g n i n r a e l e h t e v e i h c a

s r o t a c i d n i

1 2 3 3 ,7

.

5 Themateiral saresutiableand t

n e v e s e h t r o f t n a v e l e

r h grade

s t n e d u t s

2 1 3 3 ,3

.

6 The mateiral s are able to n r a e l o t s t n e d u t s e h t e t a ti li c a f

r i e h t t r o p p u s o t y r a l u b a c o v

n o i s n e h e r p m o c g n i d a e r

3 3 4

.

7 The mate iral s are fun and g

n it s e r e t n i

3 3 4

.

8 The insrtuciton so feach task s l a ir e t a m d e n g i s e d e h t n

i are

e l b a d n a t s r e d n u d n a r a e l c

3 3 4

.

9 The layou t o f the mateiral s d

e n g i s e d l l e w e r a

3 3 4

. 0

1 In general ,the mateiral sare d

e t a r o b a l e l l e w

(61)
(62)

.

1 The wrtie rshould pay more atteniton to the grammar ,there were severa l r

o r r e l a c it a m m a r

g s shouldber evised . .

2 The wrtie rshould recheck the numbeirng on the sub acitviites .I tshould be .

tr a p h c a e n o t n e t s i s n o c .

3 Thewrtiers houldaddachar tabou tbodypatr sont heUni t1 . .

4 The wrtie rshould considert heuse o fmovie posteri n Uni t2, t he wrtie rcan e v a h y e h t t a h t t e p o t d e t a l e r e i v o m y n a t u o b a m e h t s k s a t a h t n o it s e u q a d d a

. d e h c t a w .

5 Related to the lesson plan , ti si bette ri fthe wrtie rchan s ge the students ’ y

ti v it c

a intoacitvevoice.

.

6 Revision

l a ir e t a m d e n g i s e d e h t d e s i v e r r e ti r w e h t , e ri a n n o it s e u q e h t f o t l u s e r e h t m o r F

e r e H . s t n e d n o p s e r e h t y b n e v i g n o it s e g g u s d n a , k c a b d e e f ,s t n e m m o c e h t n o d e s a b

: n o i s i v e r e h t f o s tl u s e r e h t e r a

.

1 The wrtie rrechecked the gramma ron the designed mateira land found ou t e

h t , e r o f e r e h T . s e k a t s i m l a c it a m m a r g l a r e v e

s wrtie rrevised et h grammaitca l d

n a e k a t s i

m alsot hemistype . .

2 The wrtie rpu tthe same numbeirng on each acitvtiy in orde rto make i t s

n o

c isten tandgiveclea rdescirpitononeachs eciton . .

3 Conside irngt hestudent swhoneve rwatchamoviei nt heposte rusedi n Uni t t a h t t e p o t d e t a l e r e i v o m y n a t u o b a m e h t s k s a t a h t n o it s e u q a d d a r e ti r w e h t, 2

(63)
(64)
(65)
(66)

l a r e n e G d n a , s c i p o T , s l a o G g n it a t S ) 2

( Purposes , (3 ) Specfiying Learning g n i n r a e L g n i h c a e T g n it c e l e S ) 5 ( , t n e t n o C t c e j b u S g n it s i L ) 4 ( , s e v it c e j b O

6 ( ,s e it i v it c

A )ConducitngEvaluaitonSurvey,( 7 )Revision . n

o it s e u q d n o c e s e h t r e w s n a o t r e d r o n

I ni the problem sformulaiton ,the t

n e s e r p r e ti r

w st he ifna lversionoft hedesignedmateira.lI tconsist soff ourt opics . :

w o ll o f s a d e t n e s e r p e r a s c i p o t e h T

1 t i n

U :Shei sMyI dol 2

t i n

U :Man’ sBes tF irends 3

t i n

U :Le’t sGoSomewhere 4

t i n

U :I ’t sWondefrul

e h t t a h t e d u l c n o c n a c r e ti r w e h

T designed mateiral sare sutiable and r

o f e t a ir p o r p p

a the seventh grade student so fSMP N 3 Wonosari .I tcan beseen .

e ri a n n o it s e u q n o it a u l a v e f o t l u s e r e h t m o r

f I tshowed t hat t heresul to fmean o f y

c n e d n e t l a rt n e

c ranged f rom3.3 t o4ont hescaleo f4 . Thecompleter evisioni s .

x i d n e p p A n i d e h c a tt a

.

B Sugges iton s

,t r a p s i h t n

I the wrtie rwould ilke to give suggesiton sto the Engilsh f

o s r e h c a e

t SMP N 3 Wonosari and the othe rresearcher swho interested in .

c i p o t r a li m i s e h t g n it c u d n o c

.

1 Suggesitonsf o rEngilshTeacher so fSMPN3Wonosar i e

h

T wrtie rsuggests t hat the Engilsh teacher simplemen t the mateira l i

s e

(67)

e t o t l a ir e t a m e v it a n r e tl a n a s a d e s u e b o s l a n a

c ach vocabulary to improve .

n o i s n e h e r p m o c g n i d a e r ’ s t n e d u t s

.

2 Suggesitonsf o rOthe rResearcher s s

t s e g g u s r e ti r w e h

T t hat othe r researcher s implemen t the designed .

s l a ir e t a

m Thewrtie rdid noti mplementt hemateiral sbecauseoft he ilmtiaitono f

. e m it e h

t Byi mplemen itngt hemate iral ,s sti i expected t hatt heotherr esearcher s . y l e t a r u c c a s l a ir e t a m d e n g i s e d e h t f o h t g n e rt s d n a s s e n k a e w e h t e n i m r e t e d n a

c By

s i h t g n i o

d ,the w irte rexpect stha tthe othe rresearcher sare able to make the .

(68)
(69)

.) 8 8 9 1 ( . G . E , k a t n u j n a m i

S Developing reading skli lfo rEFL students .Jakatra : .

n a a y a d u b e K n a d n a k d i d i d n e P n e m e tr a p e D

.s l a i r e t a M y r a t n e m e l p p u

S (http://wwwt.ef.lnetr/e/fglossary.htm ,accessedon 5

1 thJanuary2012)

.) 2 0 0 2 ( . S , y r u b n r o h

T How to teach vocabulary . Halrow , Essex : Pearson .

d e ti m i L n o it a c u d E

. ) 3 0 0 2 ( . C , e c a ll a

W Reading .Oxford: InsttiutD`EtudesTheologiques .

. ) 7 8 9 1 ( . J , n e d l a

(70)

5 5

(71)

6 5

(72)
(73)

8 5

(74)

9 5

-

K

U

E

S

I

O

N

E

R

-

a m a

N : r

u m

U :

: n a i s i g n e P k u j n u t e P

n a a y n a t r e p h a l b a w a

J -pertanyaan d i bawah in i dengan member i tanda l r e p i d a k i J . n a k a i d e s i d h a d u s g n a y n a b a w a j n a h il i p a d a p ) x ( g n a li

s ukan , k

i t i t n a i g a b i d a l u p h a l b a w a

j -titik.

.

1 Apakahkamumenyuka ipelajaranbahasaInggris? .

a Y a b .Tidak

.

2 Apakahkamumenyuka ikelasreading?Jikatidaksebutkanalasanya! .

a Y a b .Tidak

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

. ...

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

. ... ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . .

3 Apakahkamumenemukankesuiltanketikamembacateksreading? .

a Y a b .Tidak

.

4 Kesuiltanapasajayangkamutemu idalammemaham iteksreading? .

a Kosakatayangsuilt .

b Teksreadingyangpanjang .

c Topikreadingyangkurangmenarik .

d ... .l(ain -)

(75)

0 6 .

5 Apayangkamul akukanjikamenemukankosakatayangsuilt? .

a Mencar id ikamus .

b Bertanyapadateman .

c Bertanyapadaguru .

d ... .l(ain -)

n i a l

.

6 Menurutmu,apakah kosakatayangkamukuasa iakanmempengaruh i s

k e t p a d a h r e t n a m a h a m e p m a l a

d reading?

.

a Y a b .Tidak .

7 Apakahbapak/ibugurusudahmemberikanwaktudancaratertentu ?

a t a k a s o k i r a j a l e p m e m k u t n u

.

a Y a b .Tidak

.

8 Menurutmu ,perlukah mempelajar ikosakatadalambentukl atihan -a

s a l a n a k t u b e S ? n a h i t a

l nn ya!

.

a Y a b .Tidak

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

. ...

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

. ...

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .

(76)

1 6

w

e

i

v

r

e

t

n

I

r

o

f

s

n

o

it

s

e

u

q

t

s

i

L

.

1 Berapal amaAndamengaja rbahasaI ngg irs?

.

2 Bagaimanakahketetrairkandanmoitvasis iswadalambelaja rbahasa

? s ir g g n I

.

3 Apakahmerekamenyuka ipelajaranreading?

.

4 Masalahapayangs eirngt ejrad idalamprose sbelaja rmengajarr eading?

.

5 Apakahadawaktuataus esit etrentuuntukmempelajar ivocabulary?

.

6 Menuru tAnda ,apakahpe lruadanyawaktukhusu suntukmempelajar i

(77)

2 6

(78)

3 6 ,

t n e d n o p s e r r a e D

r o f s l a ir e t a m g n i n g i s e d n i h c r a e s e r y m e t e l p m o c o

T seventhgrades tudent s e

lt it n e l o o h c S h g i H r o i n u J f

o “A Se to fSupplementary Vocabulary Exercise s f

o s t n e d u t S e d a r G h t n e v e S r o f n o i s n e h e r p m o C g n i d a e R t r o p p u S o

t SMPN3

i r a s o n o

W , Iwouldr eallyappreciateyou rcooperaitont oevaluatet hemateiral s I e

v a

h developedbyansweirngt hequesitonsi nt hequesitonnarie .

e m o s e r a e r e h t ,t r a p t s ri f e h t n I .s tr a p o w t o t n i d e d i v i d s i e ri a n n o it s e u q e h T

t a h t t n e m e e r g a f o s t n i o

p wli l represen t you r opinion toward the designed .s

l a ir e t a

m The second par t consist s o f three open-response quesiton s abou t d

n a s t n e m m o

c suggesiton s on the designed mate ira.l You r evaluaiton and ll

i w k c a b d e e

f beusedl ate rast hei nputsf orimprovingandr evisingt hemateirals .

t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w I , t s e u q e r y m o t e s n o p s e r n

I tiudef o r

. y d u t s s i h t n i e t a p i c it r a p o t s s e n g n il li w r u o y d n a e m it r u o y

Sincerelyyours ,

DyahAyuWikandair

061214134

(79)
(80)

5 6 o

N Statements Degree so fAgreement

1 2 3 4

.

1 Thel earningi ndicator sarewellf ormulated

.

2 Thel earningi ndicator smeett hebasiccompetence

.

3 The learning indicator s mee t the competence d

r a d n a t s

.

4 Themateiral shelps tudentst oachievet hel earning

s r o t a c i d n i

.

5 The mate iral sare su tiable and relevan tfo r the s

t n e d u t s e d a r g h t n e v e s

.

6 The mateiral sare able t o faclitiate t hestudentst o g n i d a e r r i e h t t r o p p u s o t y r a l u b a c o v n r a e l

n o i s n e h e r p m o c

.

7 Themate iral saref unandinteresitng

.

8 The insrtuciton s o f each task in the designed e

l b a d n a t s r e d n u d n a r a e l c e r a s l a ir e t a m

.

9 Thel ayou toft hemateiral sarewel ldesigned

. 0

(81)
(82)

7 6

(83)
(84)
(85)
(86)
(87)

LE

S

S

O

N

P

L

A

N

t c e j b u

S :Engilsh

ll i k

S :Reading

r e t s e m e S / s s a l

C : 7/2

c i p o

T :DescirbingPeople n

o it a c o ll A e m i

T :2x40 ’

A D N A T S E C N E T E P M O

C R D

x Tounderstandmeaningi nf uncitona lw irttent ex tands imples hor tessayi n t s e r a e n e h t o t d e t a l e r h c i h w t x e t e r u d e c o r p d n a e v it p ir c s e d f o m r o f e h t

t n e m n o ri v n e

E C N E T E P M O C C I S A B

x Tor espondt hemeaningandt her heto ircs tepi nverys impleessayr elated tot heneares tenvrionmen taccurately , lfuen lty ,andi nacceptablewayi n

.t x e t e v it p ir c s e d f o m r o f e h t

S R O T A C I D N I

.

6 Student sareablet oanswert hebackgroundknowledgequesiton .s .

7 Student sareablet oi dentfiyt heword susedi ndescirbingphysica lappearance. .

8 Student sareablet oi dentfiyt heword susedi ndescirbingpersonaltiy .r

e t c a r a h c .

9 Student sareablet ocompletet hemissingwordsi nt hes entence scorreclty . .

0

1 Student sareablet oi dentfiyanyi nformaitoni nt hedescirpitvet ex tabou t e

l p o e p g n i b ir c s e

d .

S E I T I V I T C A G N I N R A E L

o

N LearningAc itviites Time

n o it a c o ll A .

1 PreAcitvtiy ! y d a e R t e G s ’t e L

x Student sarein rtoducedt ot het opicbyobserving .

d e d i v o r p e r u t c i p e h t

x Student sdiscuss thequesiton swtiht herif irendi n s

ri a p .

x Student sandt eache rdiscus stheanswe roft he .s

n o it s e u q

’ 5

’ 5

(88)

.

2 Wh lis tAcitvtiy ! r e s o l C t e G s ’t e L

x Student sareaskedt oi dentfiyt hepicture sand .t

i e b ir c s e d o t n o it p o t s e b e h t e s o o h c

x Student sdecidewhethert hewordsi nt heboxare .

e v it i s o p r o e v it a g e n

x Student scompletethes entenceusingt hewordsi n .s

e s i c r e x e s u o i v e r p e h t

x Student sandt eache rdiscusst heexercise .s !t

I o D s ’t e L

x Studentsr eadt her eadingpassage .

x Student sanswert hecomprehensionquesiton s .

e g a s s a p g n i d a e r e h t n o d e s a b

x Student sandt eache rdiscusst her eadingpassage .s

n o it s e u q e h t d n a

’ 5

’ 5

’ 5

’ 5

’ 0 1

’ 0 1

’ 0 1 .

3 Pos tAcitvtiy

x Student sareaskedabou twhatt heyhavel earned .

s e it l u c if fi d e h t d n

a 5 ’

A I D E M G N I N R A E L

Gambar

Memperbarui...

Referensi

Memperbarui...

Download now (130 pages)
Related subjects : T dan O