THE EFFECTIVENESS OF USING SONG FOR TEACHING VOCABULARY (AN EXPERIMENTAL STUDY AT THE SEVENTH GRADE STUDENTS OF SMP N 2 WATUKUMPUL IN ACADEMIC YEAR 2014/2015) - repository perpustakaan

Gratis

0
0
107
7 months ago
Preview
Full text

  Pre test Name : ..............................

  : ..............................

Students’ number Class : .............................

  1. We can see animal in.....

  a. market

  b. zoo

  c. post office

  d. garden 2. ..... is a dangerous animal

  a. pigeon

  b. kangoroo

  c. duck

  d. lion 3. A girrafe has a long.....

  a. ear

  b. neck

  c. lail

  d. leg

  4. A ..... can live on land and in the water.

  a. fish

  b. chicken

  c. frog

  d. cat 5. Animal that has trunk and ivories is.....

  a. giraffe

  b. snake

  c. elephant

  d. tiger 6. The animal that can swim in the river is.....

  a. cow

  b. sheep

  c. chicken

  d. duck 7. Cow, sheep and chicken are live in the.....

  a. wild

  b. farm

  c. sea

  d. polar 8.

  We can find it in the garden. It’s color is beautifull, it’s can fly and it’s always stop in flower. It is a.....

  a. bird

  b. butterfly

  c. pigeon

  d. dragonfly

  9. Dino : What pet have you got? Ari : I have got a..... (burung merak)

  a. peacock

  b. pigeon

  c. canary

  d. cassowary 10. The animal who slitter is.....

  a. dog

  b. snake

  c. peacock

  d. lion 11. The animal that can climb the tree is.....

  a. mongkey

  b. bird

  c. giraffe

  d. crocodile 12. Rabbit likes to eat....., but dislike rice.

  a. carrot b. meat

  c. grass

  d. vegetable 13. Animal who lives in the sea is.....

  a. goat

  b. dolphin

  c. rabbit

  d. mouse

  14. It is a kind of bird. It has a beautiful fur. What kind of animal is it?

  a. peacock

  b. snake

  c. cat

  d. polar bear

  15. It lives in the farm. It has four legs. It east grass and produce milk. What animal is it? a. cow

  b. sheep

  c. suck

  d. chicken 16. Shinta is gardening in the.....

  a. kitchen

  b. garden

  c. garage

  d. pond 17. The pictures are hanging on the.....

  a. door

  b. roof

  c. window

  d. wall 18. I usually eat with my family in the.....

  a. living room

  b. dining room

  c. bedroom

  d. bathroom 19. There are plate of fried rice, a bowl of soup and a glass of water in the.....

  a. living room

  b. dining room

  c. bedroom

  d. kitchen

  20. There is..... in the bathroom

  a. soap

  b. toothbrush

  c. spoon

  d. stove

  21. There is a..... in the kitchen

  a. tootbrush

  b. dipper

  c. soap

  d. stove

  22. We can find some..... in the bedroom

  a. shower

  b. kettle

  c. pillow

  d. soap

  23. There are..... in living room

  a. chairs and table

  b. chairs and fork

  c. table and refrigerator

  d. table and fork 24.

It is eating utensils and also it’s metal. We use it for eat. It is....

  a. blender

  b. bowl

  c. cup

  d. spoon

  25. Where can you find a clothes

  a. table

  b. blanket

  c. pillow

  d. wardrobe

  Post test Name : ..................................

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

Students’ number Class : ................................

  1. Rabbit always eats....

  a. carrot

  b. meat

  c. fish

  d. worm

  2. Cow produces..... for us to be drank

  a. meat

  b. milk

  c. water

  d. syrup 3. ..... can jump so high

  a. frog

  b. kangoroo

  c. fish

  d. monkey

  4. Giraffe has a..... as their unique characteristic

  a. big ear

  b. long nose

  c. long neck

  d. long tail

  5. Where can we see wild animals?

  a. house

  b. zoo

  c. garden

  d. jungle

  6. What animal can live in land and water?

  a. dog

  b. cat

  c. frog

  d. lizard

  7. Which one of the mammal animal?

  a. kangoroo

  b. ant

  c. termite

  d. frog

  8. It is a big cat and has lines on his fur. It lives in jungle. What kind of animal is it? a. tiger

  b. cat

  c. dog

  d. horse

  9. I am very long. I don’t have any legs. Some of us very dangerous. I am a.....

  a. snake

  b. crocodile

  c. lizard

  d. caterpillar

  10. I am big and strong. I have stripes on my body, but I am not a zebra. When I roar, other animals run away. I am a/an.....

  a. tiger

  b. wolf

  c. elephant

  d. horse

  11. I am very big and strong. My body is grey. My nose a long and my ears are wide. I am a/an.....

  a. tiger

  b. wolf

  c. elephant

  d. horse 12. I am very beautiful. I have many colors on my body. I am a.....

  a. bee

  b. dragonfly

  c. butterfly

  d. bird

  13. It is wild animal. It’s can swim in the river. It’s has sharp teet. It’s often dangerous, it’s skin is very rough. What kind of animal is it? a. snake

  b. crocodile

  c. pope

  d. shark

  14. I have long tail. I like to swing from tree to tree. I like to eat bananas. I am a.....

  a. bee

  b. dragonfly

  c. monkey

  d. bird

  15. This is a..... it comes from Africa. It has black and white stripes. It has four legs and long tail. It eats grass. What kind of animal is it? a. lion

  b. tiger

  c. zebra

  d. horse 16.

There are family’ picture hanging in a....

  a. wall

  b. roof

  c. window

  d. door

  17. There is a..... in the living room

  a. teapot

  b. dipper

  c. sofa

  d. plate

  18. There are things in the dining room, except

  a. fork

  b. spoon

  c. soap

  d. stove

  19. We use a..... to cover the bed

  a. desk

  b. bedsheet

  c. pillow

  d. desk lamp

  20. There are..... in bathroom

  a. tootbrush and dipper

  b. tootbrush and spoon

  c. dipper and spoon

  d. spoon and fork

  21. My name is Alisa. I live at Jl.Banteng No.20 Sukabumi. I have big house.

It’s panted blue. There are two lamps, a sofa and a carpet in the....

  a. dining room

  b. living room

  c. bedroom

  d. kitchen 22. There are blanket, pillow and bolster in the.....

  a. living room

  b. dining room

  c. bedroom

  d. kitchen 23. We have breakfast every morning in the.....

  a. living room

  b. dining room

  c. bedroom

  d. kitchen

  24. My mother is very kind. She always make delicious food for me. My mother cooks in the.....

  a. living room

  b. dining room

  c. bedroom

  d. Kitchen

  25. There are tomato and chili trees in the.....

  a. dining room

  b. living room

  c. kitchen

  d. garden

  Answer keys Pre-test

  1. B

  22. C

  2. D

  23. A

  3. B

  24. D

  4. C

  25. D

  5. C

  6. D

  7. B

  8. B

  9. A

  10. B

  11. A

  12. A

  13. B

  14. A

  15. A

  16. B

  17. D

  18. B

  19. D

  20. B

  21. D

  Answer keys Post-test

  1. A

  24. D

  2. B

  25. D

  3. B

  4. C

  5. D

  6. C

  7. A

  8. A

  9. A

  10. A

  11. C

  12. C

  13. A

  14. C

  15. C

  16. A

  17. C

  18. D

  19. B

  20. A

  21. B

  22. C

  23. D Experiment class Lesson Plan

  School : SMP NEGERI 2 WATUKUMPUL Subject : English Grade/Semester : VII / 2 Time allocation :2 X 2 JP Topic : Discribing A.

Core Competences

  CC1 : Comprehending and applying their religion precept that they believe in.

  CC2 : Comprehending and practising honest behavior, discipline, responsibility, caring (mutual, cooperative, tolerant, peaceful), polite, responsive and proactive and demonstrating attitudes as part of solutions to various problems in interacting effectively with the social and natural environments as well as in putting yourself as a reflection of the nation in the Association world.

  CC3 : Understanding, applying, analyzing knowledge (factual, conceptual, procedural) based on a sense of curiosity about science, technology, art, culture, and Humanities with insight into humanity, nationality, State of the Union, and the associated cause civilization phenomena and happenings as well as apply the procedural knowledge in a specific field of study in accordance with their aptitude and interest in solving problems.

  CC4 : Processing, comprehending, and serving in the concrete and the abstract realm associated with the development of learned in school independently, and be able to use appropriate methods to academic rules.

B. Basic Competence

  BC1.1 : Grateful for the opportunity to learn as an international language of communication that is embodied in the spirit of learning.

  BC2.3 : Shows behaviour an honest, disciplined, confident, and responsible, to implement transactional communication with teacher and friends. BC3.10 : understanding the social function, text structure, and linguistic elements of the discriptive text to explain and ask about discription of people, animal and thing based on the text

  BC4.4 : Arrange oral and written discriptive text about people, animal, and thing, with taking the social function, text structure and linguistic elements, correctly and based on the context.

C. Indicator 1. Showing interest in learning English

  2. Using structure text and lingustic elements correctly with confident

  3. Participating in all of activities given by the teacher when learning English.

  4. mentioning some animal related with a text 5. understanding what the aim of discriptive text

  6. Arranging some animal related with a text

  7. Making oral and written text about animal appropriate with pictures D.

Learning Objective

  At the end of the lesson students are able to : 1. show interest in learning English.

  2. participate in all of activities given by the teacher when learning English 3. mention some animal related with a text 4. understand what the aim of discriptive text

  5. Arrange some animal related with a text

  6. Make oral and written text about animal appropriate with pictures

E. Material of teaching

  G's The giraffe which made

Animal Alphabet

  Grace smile; A's For the Antelope always on view

  She was sure with his neck, Which Aiden saw, She could see quite a mile.

  When he went to the zoo.

  H Was the hippo asleep in his pool, B Was the bear that came up at a run

  Hannah thought it an excellent When Benjamin threw him way to keep cool.

  A very nice bun.

  I Was the Ibex, a kind of wild goat. C's For the camel;

  Isabella thought his horns nasty, "Poor thing, what a lump!" But liked his fine coat.

  Was what Chloe said When she looked at his hump.

  J Was the Jaguar like a big cat, But Jacob didn't think

  D's For the deer with the soft He would like him to pat! pretty eyes;

  Dylan found them so tame K Was the kangaroo off with a He had quite a surprise. bound;

  A fine way, thought Kaylee, E Was the elephant ; To get over the ground. sixpence a ride but

  Emma soon found that L's For the lions; they made you can't sit astride! such a fierce noise

  Lily wished she were safety F Was the fox very crafty and sly, At home with the boys.

  Watching Faith from his den with a cunning old eye.

  M's For the monkeys, all patter and chatter, But Matthew couldn't tell What on earth was the matter.

  He was shiny and slimy and made her flesh creep.

  X Just looks on and has nothing to do, There's no creature

  Lying flat on the ground, Though when William came near he was up with a bound.

  Victoria saw him and soon ran away! W's For the Wolf

  V's For the Vulture, A big bird of prey,

  As Ursula can tell you, He's only in books.

  For U (That's the Unicorn) Nobody looks;

  T's For the Tiger that gave Tim a fright; He was horribly scared Lest they got out at night.

  S Is the snake which Sophia found asleep;

  N's For the Nilgai which jumped off a rock; He took such a leap that Natalie had quite a shock.

  Ryan watched him with awe In the midst of a feast.

  R Is the Rhino, A fierce-looking beast;

  He is quite like a Zebra, with stripes and a mane.

  Q's For the Quagga Which Quentin found tame;

  P's For the parrot that had lots to say, and tried to peck Paul, As he passed by that way.

  But Olivia remembered the tales she had heard.

  O's For the ostrich, A wise-looking bird,

  That claims him Through-out the whole Zoo. Y Is the Yak; He's worthy of note;

  Yasmine was amazed at his long shaggy coat.

  Z's For the Zebra That kept Zoe busy,

  She counted his stripes till she felt she was dizzy. Social function: recognizing, identification, commending, criticising Generic structure: - mentioning and discribing about people, animal, and thing.

  Language features:  Mention of singular noun a and the, and plural (-s)  Pronoun it, they, this, our, my, your, their etc  Use adjective: big, small, tall, short, beautiful, clever etc  Use action verb in present tense  Pronountiation, intonation, stresses, and spelling F.

   Steps of Teaching Phase Learning Activity Time Opening a. Orientation  The teacher greets to the students.

  • The teacher asks the condition of students.
  • The teacher asks the leader of the class to lead pray.
  • The teacher asks the students what they have learned in 10 minutes the previous time.

  The teacher checks students’ attendance list.

  • Teacher asks the students to deliver their experience.
  • Teacher asks students some questions related to the experience.
  • Teacher tells the material will be learnt c.

   Motivation  Teacher tells the learning objectives to the students.

  • The students are expected to know and understand everybody in family and answer the question.

Main a. Observing

  Activity  Students observing some animal pictures around us

  • Students mentions some animal based on the teacher’s question b.

Questioning

  • Students are stimulated to ask some question related to the material Teacher explains the material based on the students’
  • question.

  c. Associating

  • Teacher gives students song
  • Students should listen and sing a song together
  • Teacher gives some question about animal that related with a song

  60 Minutes

  • Each students answer the question related to the teachers’ question

  d. Experimenting

  • Teacher gives student another song
  • Teacher gives students blank song lyric and asks students to fill it.

  e. Networking

  • Dividing student into some group
  • Ask students to play dark game
  • Students describe the animal after play dark game
  • Teacher and the students give feedback about the process of the learning

  Closing  Teacher asks the difficulty while learning thing around us about family.

  • Students and the teacher review and conclude the material.

  10 Minutes

  • Teacher tells the material that they are going to learnt in the next meeting  Teacher closes the lesson.

G. Techique of Teaching

  • Observing  Listening  Repeating  Drilling  Speaking  Networking  Dark game H.

Media

   Song  Speaker  Pictures  Powerpoint slide I.

Source of Learning

   When English Rings the Bell J.

   Assessment

  Analytic Speaking Guide Using Scale Speaking point indicators score aspect fluency

  1 Onli say a word the stop speaking

  2

  2 Retell course of the conversation very slow

  4 except in short sentences

  3 Retell course with hesitation without using

  6 situation sentences

  4 Retell with only occasional hesitation,

  8 somatimes not appropriate word class

  5 Retell smothly and easily but sometimes having difficult

  10

  6 Retell the conversation and easily appropriate grooving story

  12

  1 Little understanding in simple conversation

  4

  comprehention

  Having slow understanding in simple 2 conversation, need more explanation and 8 repetation

  3 Having good understanding in simple conversation, but need more explanation 12 and repetation

  4 Rather good in understanding of the normal conversation, sometimes need more explanation and repetation

  15

  5 Having good understanding in the normal situataion, except for colloquial conversation

  19

  6 Having good understanding in the normal and colloquial conversation well.

  23

  vocabulary

  1 Using appropriate vocabulary in

  4 conversation, even in simple conversation

  2 Having very limited vocabulary in the need

  8 of personal basic (time, food, transportation and family)

  3 Frequently using in appropriate words

  12 which interrupt in communication in social and professional case

  4 The use of technical vocabulary is in an

  16 appropriate form in conversation but copies in general vocabulary.

  5 The use of technical vocabulary is wider

  20 and accurate with social situation

  6 The use of technical vocabulary and

  24 general vocabulary is very wideand appropriate like native speaker

  1 Almost all grammatical patterns in

  6

  grammar

  appropriate

  2 Always make mistakes in using basic

  12 grammar constantly which interrupt the communication

  3 Often makes mistakes in using grammar

  18 and interrupt communication

  4 Sometimes make mistakes in using

  24 grammar, but don’t interrupt communication

  5 Little mistakes in using grammar

  30

  6 No more than two mistakes during the test

  36

  pronunciation

  1 The speech is not understandable

  2 Often make mispronouncing and have an

  1 intention to be repeated

  3 Having a certain accent and paying

  2 attention a lot to speech, mispronouncing causing misunderstanding

  4 Having a certain accent and

  3 mispronouncing, but not cause misunderstanding

  5 There is no fatal mispronouncing, the

  4 speech is almost like native speaker

  6 Pronouncing all word correctly, like native

  5 speaker Purwokerto, ......June 2015

  Teacher Researcher

  Arif Abnurokhim S.Pd Anita fitria NIP.................................... NIM 1001050131 K.

Appendices

  1. Listen a song and then complite the blank song liric below!! A Little White Duck

  1 There is a little _____ sitting in the water

  A little white duck doing what he oughter

  He took a bite of a lily pad flapped his wing and he said “ I’m glad

  2

  _______in the water I’m a little white duck Quack! Quack! Quack! There is a little green frog swimming in the water

  3 A little ________doing what he oughter

  4 He ______right off the lily pad

  That little white duck bit and he said “ I’m glad I’m a little green frog swimming in the water Ribbit! Ribbit! Ribbit!

  5 There is a _______floating on the water

  A little black bug doing what he oughter He tickled the frog on the lily pad

  6 That the

  ______bit and he said “ I’m glad I’m a little black bug floating on the water Bzzz! Bzzz! Bzzz! There is a little red snake playing in the water A little red snake doing what he oughter

  7

  8 He frightened ______ and ______so bad

  He ate the bug ang he said “ I’m glad

  9

  ______ playing in the water I’m a little Hiss! Hiss! Hiss! Now there’s nobody left sitting in the water Nobody left doing what he oughter

  There is nothing left but the lily pad

  10 The duck and ______ ran away

  , I’m sad Cause there is nobody left sitting in the water Boo! Hoo! Hoo!

  2. Please classified the lyric song above into the same word classes!! No Noun Verb Adjective Adverb

  1

  2

  3

  4

  5

  6

  7

  8

  9

  10 Experiment class Lesson Plan

  School : SMP NEGERI 2 WATUKUMPUL Subject : English Grade/Semester : VII / 2 Time allocation :2 X 2 JP Topic : Discribing L.

Core Competences

  CC1 : Comprehending and applying their religion precept that they believe in.

  CC2 : Comprehending and practising honest behavior, discipline, responsibility, caring (mutual, cooperative, tolerant, peaceful), polite, responsive and proactive and demonstrating attitudes as part of solutions to various problems in interacting effectively with the social and natural environments as well as in putting yourself as a reflection of the nation in the Association world.

  CC3 : Understanding, applying, analyzing knowledge (factual, conceptual, procedural) based on a sense of curiosity about science, technology, art, culture, and Humanities with insight into humanity, nationality, State of the Union, and the associated cause civilization phenomena and happenings as well as apply the procedural knowledge in a specific field of study in accordance with their aptitude and interest in solving problems.

  CC4 : Processing, comprehending, and serving in the concrete and the abstract realm associated with the development of learned in school independently, and be able to use appropriate methods to academic rules.

M. Basic Competence

  BC1.1 : Grateful for the opportunity to learn as an international language of communication that is embodied in the spirit of learning.

  BC2.2 : Shows behaviour an honest, disciplined, confident, and responsible, to implement transactional communication with teacher and friends. BC3.10 : understanding the social function, text structure, and linguistic elements of the discriptive text to explain and ask about discription of people, animal and thing based on the text

  BC4.4 : Arrange oral and written discriptive text about people, animal, and

  thing, with taking the social function, text structure and linguistic elements, correctly and based on the context.

N. Indicator 8. Showing interest in learning English

  9. Participating in all of activities given by the teacher when learning English.

  10. mentioning some thing related with a text 11. understanding what the aim of discriptive text

  12. Analysing some thing related with a text

  13. Making oral and written text about thing appropriate with pictures O.

Learning Objective

  At the end of the lesson students are able to : 7. show interest in learning English.

  8. participate in all of activities given by the teacher when learning English. 9. mention some thing related with a text 10. understand what the aim of discriptive text

  11. Analyse some thing related with a text

  12. Make oral and written text about thing appropriate with pictures P.

Material of teaching

  That is a window, that is a door This is a blackboard, this is a floor This is a table, that is the floor That is a desk, this is a floor

  Social function: recognizing, identification, commending, criticising Generic structure: - mentioning and discribing about people, animal, and thing.

  Language features:  Mention of singular noun a and the, and plural (-s)  Pronoun it, they, this, our, my, your, their etc  Use adjective: big, small, tall, short, beautiful, clever etc  Use action verb in present tense  Pronountiation, intonation, stresses, and spelling G.

Steps of Teaching

  

Phase Learning Activity Time

Opening a. Orientation  The teacher greets to the students.

  • The teacher asks the condition of students.
  • The teacher checks students’ attendance list.
  • The teacher asks the leader of the class to lead pray.
  • The teacher asks the students what they have learned in the previous time.

  b. Apperception  Teacher delivers her experience.

  10 minutes

  • Teacher asks the students to deliver their experience.
  • Teacher asks students some questions related to the experience.
  • Teacher tells the material will be learnt.

  • The students are expected to know and understand everybody in family and answer the question.

Main f. Observing

  • Teacher asks the student to observe things in the

  Activity classroom.

  • The students mention things in the classroom g.

Questioning

  • Students are stimulated to ask some questions related to the things in the classroom Teacher answers students’ question.
  • h.

Associating

  • Students listen song thing around us
  • Teacher gives lyric and ask students to underline word about thing that related with song
  • Taecher asks some students to write their work in front of class and discribe that thing
  • Teacher gives some question about things around us
  • question

  Each students answer the question related to the teachers’

  60 j. Networking Minutes

  • Dividing students into some group, each group consist of five students
  • Ask the student to discribe thing in their home after play sunda manda game
  • Teacher using number head together for learning model
  • Teacher and students give feedback about the process of the learning.

  • Teacher asks the difficulty while learning thing around us

  Closing about family.

  10

  • Students and the teacher review and conclude the

  Minutes material.

  • Teacher tells the material that they are going to learnt in the next meeting  Teacher closes the lesson.

H. Techique of Teaching

  • Listening  Repeating  Drilling  Discussion  Networking  Sunda manda game
  • Number head together I.

Media

   Song  Speaker  Pictures  Powerpoint slide J.

   Source of Learning

   When English rings the Bell.

K. Assessment Analytic Speaking Guide Using Scale

  

Speaking point indicators score

aspect fluency

  1 Onli say a word the stop speaking

  2

  2 Retell course of the conversation very slow

  4 except in short sentences

  3 Retell course with hesitation without using

  6 situation sentences

  4 Retell with only occasional hesitation,

  8 somatimes not appropriate word class

  5 Retell smothly and easily but sometimes

  10 having difficult

  6 Retell the conversation and easily

  12 appropriate grooving story

  comprehention

  1 Little understanding in simple conversation

  4 Having slow understanding in simple 2 conversation, need more explanation and 8 repetation

  Having good understanding in simple 3 conversation, but need more explanation 12 and repetation

  4 Rather good in understanding of the normal

  15 conversation, sometimes need more explanation and repetation

  5 Having good understanding in the normal

  19 situataion, except for colloquial 6 conversation

  Having good understanding in the normal

  23 and colloquial conversation well.

  vocabulary

  1 Using appropriate vocabulary in

  4 conversation, even in simple conversation

  2 Having very limited vocabulary in the need

  8 of personal basic (time, food, transportation and family)

  3 Frequently using in appropriate words

  12 which interrupt in communication in social and professional case

  4 The use of technical vocabulary is in an

  16 appropriate form in conversation but copies in general vocabulary.

  5 The use of technical vocabulary is wider

  20 and accurate with social situation

  6 The use of technical vocabulary and

  24 general vocabulary is very wideand appropriate like native speaker

  1 Almost all grammatical patterns in

  6

  grammar

  appropriate

  2 Always make mistakes in using basic

  12 grammar constantly which interrupt the communication

  3 Often makes mistakes in using grammar

  18 and interrupt communication

  4 Sometimes make mistakes in using

  24 grammar, but don’t interrupt communication

  5 Little mistakes in using grammar

  30

  6 No more than two mistakes during the test

  36

  pronunciation

  1 The speech is not understandable

  1

  2 Often make mispronouncing and have an intention to be repeated

  2

  3 Having a certain accent and paying attention a lot to speech, mispronouncing causing misunderstanding

  3

  4 Having a certain accent and mispronouncing, but not cause misunderstanding

  4

  5 There is no fatal mispronouncing, the speech is almost like native speaker

  5

  6 Pronouncing all word correctly, like native speaker Purwokerto, ......June 2015

  Teacher Researcher

  Arif Abnurokhim S.Pd Anita fitria NIP.................................... NIM 1001050131 Control class Lesson Plan

  School : SMP NEGERI 2 WATUKUMPUL Subject : English Grade/Semester : VII / 2 Time allocation :2 X 2 JP Topic : Discribing Q.

Core Competences

  CC1 : Comprehending and applying their religion precept that they believe in.

  CC2 : Comprehending and practising honest behavior, discipline, responsibility, caring (mutual, cooperative, tolerant, peaceful), polite, responsive and proactive and demonstrating attitudes as part of solutions to various problems in interacting effectively with the social and natural environments as well as in putting yourself as a reflection of the nation in the Association world.

  CC3 : Understanding, applying, analyzing knowledge (factual, conceptual, procedural) based on a sense of curiosity about science, technology, art, culture, and Humanities with insight into humanity, nationality, State of the Union, and the associated cause civilization phenomena and happenings as well as apply the procedural knowledge in a specific field of study in accordance with their aptitude and interest in solving problems.

  CC4 : Processing, comprehending, and serving in the concrete and the abstract realm associated with the development of learned in school independently, and be able to use appropriate methods to academic rules.

R. Basic Competence

  BC1.1 : Grateful for the opportunity to learn as an international language of communication that is embodied in the spirit of learning.

  BC2.2 : Shows behaviour an honest, disciplined, confident, and responsible, to implement transactional communication with teacher and friends. BC3.10 : understanding the social function, text structure, and linguistic elements of the discriptive text to explain and ask about discription of people, animal and thing based on the text

  BC4.4 : Arrange oral and written discriptive text about people, animal, and thing, with taking the social function, text structure and linguistic elements, correctly and based on the context.

S. Indicator 14. Showing interest in learning English

  15. Participating in all of activities given by the teacher when learning English.

  16. mentioning some animal related with a text 17. understanding what the aim of discriptive text

  18. Asking some animal related with a text

  19. Making oral and written text about animal appropriate with pictures T.

Learning Objective

  At the end of the lesson students are able to : 13. show interest in learning English.

  14. participate in all of activities given by the teacher when learning English.

  15. mention some animal related with a text 16. understand what the aim of discriptive text

  17. Ask some animal related with a text

  18. Make oral and written text about animal appropriate with pictures U.

   Material of teaching

  Social function: recognizing, identification, commending, criticising Generic structure: - mentioning and discribing about people, animal, and thing.

  Language features:  Mention of singular noun a and the, and plural (-s)  Pronoun it, they, this, our, my, your, their etc  Use adjective: big, small, tall, short, beautiful, clever etc  Use action verb in present tense  Pronountiation, intonation, stresses, and spelling.

  Time Opening d. Orientation  The teacher greets to the students.

  • The teacher asks the condition of students.
  • The teacher checks students’ attendance list.
  • The teacher asks the leader of the class to lead pray.
  • The teacher asks the students what they have learned in

  10 minutes the previous time.

  • Teacher asks the students to deliver their experience.
  • Teacher asks students some questions related to the experience.
  • Teacher tells the material will be learnt.

  • The students are expected to know and understand everybody in family and answer the question.

Main k. Observing

  • Students observing some animal pictures around us

  Activity

  • question l.

  students mentions some animal based on the teacher’s

Questioning

  • Students are stimulated to ask some question related to the material Teacher explains the material based on the students’
  • question.

  m. Associating

  • Teacher gives students question about the animals
  • mind
  • Second student should mention their answer to their

  First the students answer the teacher’s question on their

  60 Minutes

  partner

  • Last students should share their answer to all students

  n. Experimenting

  • Teacher gives some question about animals
  • Each students answer the question related to the teachers’ question

  o. Networking

  • Dividing student into some group
  • Ask the students to play dark game
  • Students describe the animal after play dark game
  • Teacher and the students give feedback about the process of the learning

  • Teacher asks the difficulty while learning thing around

  Closing us about family.

  • Students and the teacher review and conclude the material.

  10 Minutes

  • Teacher tells the material that they are going to learnt in the next meeting  Teacher closes the lesson.

W. Techique of Teaching

  • Observing  Networking  Dark game
  • Think pair share X.

Media

   Pictures  Powerpoint slide Y.

Source of Learning

   When English Rings the Bell Z.

   Assessment Analytic Speaking Guide Using Scale Speaking point indicators score

  aspect fluency

  1 Onli say a word the stop speaking

  2

  2 Retell course of the conversation very slow

  4 except in short sentences

  3 Retell course with hesitation without using

  6 situation sentences

  4 Retell with only occasional hesitation,

  8 somatimes not appropriate word class

  5 Retell smothly and easily but sometimes having difficult

  10

  6 Retell the conversation and easily appropriate grooving story

  12

  1 Little understanding in simple conversation

  4

  comprehention

  Having slow understanding in simple 2 conversation, need more explanation and 8 repetation

  Having good understanding in simple 3 conversation, but need more explanation 12 and repetation

  4 Rather good in understanding of the normal conversation, sometimes need more 15 explanation and repetation

  5 Having good understanding in the normal situataion, except for colloquial 19 conversation

  6 Having good understanding in the normal and colloquial conversation well.

  23

  vocabulary

  1 Using appropriate vocabulary in

  4 conversation, even in simple conversation

  2 Having very limited vocabulary in the need

  8 of personal basic (time, food, transportation and family)

  3 Frequently using in appropriate words

  12 which interrupt in communication in social and professional case

  4 The use of technical vocabulary is in an

  16 appropriate form in conversation but copies in general vocabulary.

  5 The use of technical vocabulary is wider

  20 and accurate with social situation

  6 The use of technical vocabulary and

  24 general vocabulary is very wideand appropriate like native speaker

  1 Almost all grammatical patterns in

  6

  grammar

  appropriate

  2 Always make mistakes in using basic

  12 grammar constantly which interrupt the communication

  3 Often makes mistakes in using grammar

  18 and interrupt communication

  4 Sometimes make mistakes in using

  24 grammar, but don’t interrupt communication

  5 Little mistakes in using grammar

  30

  6 No more than two mistakes during the test

  36

  pronunciation

  1 The speech is not understandable

  2 Often make mispronouncing and have an

  1 intention to be repeated

  3 Having a certain accent and paying

  2 attention a lot to speech, mispronouncing causing misunderstanding

  3

  4 Having a certain accent and mispronouncing, but not cause misunderstanding

  4

  5 There is no fatal mispronouncing, the speech is almost like native speaker

  5

  6 Pronouncing all word correctly, like native speaker Purwokerto, ......Februari 2015

  Teacher Researcher

  Arif Abnurokhim S.Pd Anita fitria NIP.................................... NIM 1001050131 Control class Lesson Plan

  School : SMP NEGERI 2 WATUKUMPUL Subject : English Grade/Semester : VII / 2 Time allocation :2 X 2 JP Topic : Discribing AA.

Core Competences

  CC1 : Comprehending and applying their religion precept that they believe in.

  CC2 : Comprehending and practising honest behavior, discipline, responsibility, caring (mutual, cooperative, tolerant, peaceful), polite, responsive and proactive and demonstrating attitudes as part of solutions to various problems in interacting effectively with the social and natural environments as well as in putting yourself as a reflection of the nation in the Association world.

  CC3 : Understanding, applying, analyzing knowledge (factual, conceptual, procedural) based on a sense of curiosity about science, technology, art, culture, and Humanities with insight into humanity, nationality, State of the Union, and the associated cause civilization phenomena and happenings as well as apply the procedural knowledge in a specific field of study in accordance with their aptitude and interest in solving problems.

  CC4 : Processing, comprehending, and serving in the concrete and the abstract realm associated with the development of learned in school independently, and be able to use appropriate methods to academic rules.

BB. Basic Competence

  BC1.1 : Grateful for the opportunity to learn as an international language of communication that is embodied in the spirit of learning.

  BC2.2 : Shows behaviour an honest, disciplined, confident, and responsible, to implement transactional communication with teacher and friends. BC3.10 : understanding the social function, text structure, and linguistic elements of the discriptive text to explain and ask about discription of people, animal and thing based on the text

  BC4.4 : Arrange oral and written discriptive text about people, animal, and

  thing, with taking the social function, text structure and linguistic elements, correctly and based on the context.

CC. Indicator 20. Showing interest in learning English

  21. Participating in all of activities given by the teacher when learning English.

  22. mentioning some thing related with a text 23. understanding what the aim of discriptive text

  24. Asking some thing related with a text

  25. Making oral and written text about thing appropriate with pictures DD.

Learning Objective

  At the end of the lesson students are able to : 19. show interest in learning English.

  20. participate in all of activities given by the teacher when learning English.

  21. mention some thing related with a text 22. understand what the aim of discriptive text

  23. Ask some thing related with a text

  24. Make oral and written text about thing appropriate with pictures EE.

   Material of teaching

  Social function: recognizing, identification, commending, criticising Generic structure: - mentioning and discribing about people, animal, and thing.

  Language features:  Mention of singular noun a and the, and plural (-s)  Pronoun it, they, this, our, my, your, their etc  Use adjective: big, small, tall, short, beautiful, clever etc  Use action verb in present tense  Pronountiation, intonation, stresses, and spelling FF.

   Steps of Teaching Phase Learning Activity Time Opening g. Orientation  The teacher greets to the students.

  • The teacher asks the condition of students.
  • The teacher checks students’ attendance list.
  • The teacher asks the leader of the class to lead pray.
  • The teacher asks the students what they have learned in the previous time.

  10 minutes

  • Teacher asks the students to deliver their experience.
  • Teacher asks students some questions related to the experience.
  • Teacher tells the material will be learnt.
  • The students are expected to know and understand everybody in family and answer the question.

Main p. Observing

  • Teacher asks the student to observe things in the

  Activity classroom.

  • The students mention things in the classroom q.

Questioning

  • Students are stimulated to ask some questions related to the things in the classroom Teacher answers students’ question.
  • r.

Associating

  • Teacher asks some students to write things in their home in white board
  • Teachers ask some student to mention the meaning of the thing that had been write by their friend.
  • Students repeat what the student say

  60 s. Experimenting Minutes

  • Teacher gives some question about things around us
  • question

  Each students answer the question related to the teachers’

  t. Networking

  • Dividing students into some group, each group consist of five students
  • Ask the student to describe thing after play sunda manda game.
  • Teacher using number head together for learning model
  • Teacher and students give feedback about the process of the learning.

  • Teacher asks the difficulty while learning thing around us

  Closing about family.

  10

  • Students and the teacher review and conclude the

  Minutes material.

  • Teacher tells the material that they are going to learnt in the next meeting  Teacher closes the lesson.

GG. Techique of Teaching

  • Observing  Networking  Sunda manda game
  • Number head together HH.

Media

   Pictures  Powerpoint slide II.

   Source of Learning  When English rings the Bell. JJ. Assessment Analytic Speaking Guide Using Scale

  Speaking point indicators score aspect fluency

  1 Onli say a word the stop speaking

  2

  2 Retell course of the conversation very slow

  4 except in short sentences

  3 Retell course with hesitation without using

  6 situation sentences

  4 Retell with only occasional hesitation,

  8 somatimes not appropriate word class

  5 Retell smothly and easily but sometimes

  10 having difficult

  6 Retell the conversation and easily

  12 appropriate grooving story

  comprehention

  1 Little understanding in simple conversation

  4 Having slow understanding in simple 2 conversation, need more explanation and 8 repetation

  Having good understanding in simple 3 conversation, but need more explanation 12 and repetation

  4 Rather good in understanding of the normal conversation, sometimes need more 15 explanation and repetation

  5 Having good understanding in the normal situataion, except for colloquial 19 conversation

  6 Having good understanding in the normal and colloquial conversation well.

  23

  vocabulary

  1 Using appropriate vocabulary in

  4 conversation, even in simple conversation

  2 Having very limited vocabulary in the need

  8 of personal basic (time, food, transportation and family)

  3 Frequently using in appropriate words

  12 which interrupt in communication in social and professional case

  4 The use of technical vocabulary is in an

  16 appropriate form in conversation but copies in general vocabulary.

  5 The use of technical vocabulary is wider

  20 and accurate with social situation

  6 The use of technical vocabulary and

  24 general vocabulary is very wideand appropriate like native speaker

  grammar

  1 Almost all grammatical patterns in

  6 appropriate

  2 Always make mistakes in using basic

  12 grammar constantly which interrupt the communication

  3 Often makes mistakes in using grammar

  18 and interrupt communication

  4 Sometimes make mistakes in using

  24 grammar, but don’t interrupt communication

  5 Little mistakes in using grammar

  30

  6 No more than two mistakes during the test

  36

  pronunciation

  1 The speech is not understandable

  2 Often make mispronouncing and have an

  1 intention to be repeated

  3 Having a certain accent and paying

  2 attention a lot to speech, mispronouncing causing misunderstanding

  4 Having a certain accent and

  3 mispronouncing, but not cause misunderstanding

  5 There is no fatal mispronouncing, the

  4 speech is almost like native speaker

  6 Pronouncing all word correctly, like native

  5 speaker Purwokerto, ......June 2015

  Teacher Researcher

  Arif Abnurokhim S.Pd Anita fitria NIP.................................... NIM 1001050131

  Appendix

  1

  1

  1

  1

  1

  1

  23

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  24

  1

  1

  25

  1

  1

  27

  1

  26

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  22

  1

  1

  1

  1

  1

  1

  19

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  18

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  21

  1

  1

  1

  1

  1

  1

  1

  1

  1

  20

  1

  1

  1

  22

  20

  12

  16

  17

  25

  17

  22

  Ite m di fic ul ty F

  23

  349 341 271 379 276 264 202 318 301 359 278 256 rxy 0.745 0.405 0.374 0.404 0.438 0.462 0.404 0.452 0.406 0.480 0.463 0.362 r table 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 Criteria Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid

  16 ( ∑X) 2 484 484 289 625 289 256 144 400 361 529 289 256 ∑Y 424 424 424 424 424 424 424 424 424 424 424 424 ∑Y 2 6826 6826 6826 6826 6826 6826 6826 6826 6826 6826 6826 6826 (∑Y) 2 179.776 179.776 179.776 176.776 176.779 176.779 176.776 176.776 176.776 176.776 176.776 176.776 ∑XY

  17

  23

  19

  20

  12

  19

  17

  17

  30

  0.82

  32 Criteria reliable 1.034

  0.82

  3E+05 r11 0.832

  25 Spq 5.689 Vt 28.29333 1.034 11443

  30 F.V 0.733 0.733 0.567 0.833 0.567 0.533 0.400 0.667 0.639 0.767 0.567 0.533 Criteria easy easy medium easy medium medium medium medium medium easy medium medium R eli abi li ty p 0.733 0.733 0.567 0.833 0.567 0.533 0.400 0.667 0.633 0.767 0.567 0.533 q 0.267 0.267 0.433 0.167 0.433 0.467 0.600 0.333 0.367 0.233 0.433 0.467 pq 0.196 0.196 0.246 0.139 0.246 0.249 0.240 0.222 0.232 0.179 0.246 0.249 k

  30

  30

  16 N

  30

  30

  30

  30

  30

  30

  30

  30

  16

  25

  1

  1

  1

  1

  1

  29

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  28

  30

  1

  17

  12

  22

  22

  16 ∑X 2

  17

  23

  19

  20

  16

  1

  17

  25

  17

  22

  22

  ∑X

  1 V ali di ty

  1

  1

  1

  Validity, Reliability and Item Dificulty Analysis Pre Test No

  5

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  6

  1

  1

  1

  8

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  7

  1

  1

  1

  1

  1

  4

  1

  1

  8

  1

  1

  1

  12

  11

  10

  9

  7

  1

  6

  5

  4

  3

  2

  1

  Number of item Resp

  1

  1

  1

  1

  1

  1

  1

  3

  1

  1

  1

  1

  1

  1

  1

  1

  1

  2

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  14

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  16

  1

  1

  1

  17

  1

  1

  1

  1

  15

  1

  1

  1

  1

  1

  1

  1

  1

  13

  1

  1

  1

  1

  10

  1

  1

  1

  1

  1

  1

  1

  1

  1

  9

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  12

  1

  1

  1

  1

  1

  1

  11

  1

  1

  1

  1

  32 Number of item

  13

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  9

  

6826 6826 6826 6826 6826 6826 6826 6826 6826 6826 6826 6826

179.776 179.776 179.776 176.776 176.779 176.779 176.776 176.776 176.776 176.776 176.776 176.776

207 256 274 341 304 329 232 249 187 216 160 236

0.468 0.387 0.588 0.405 0.445 0.421 0.417 0.451 0.401 0.397 0.440 0.467

  

0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361

Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid

  12

  16

  16

  22

  19

  21

  14

  15

  11

  13

  14

  9

  30

  30

  30

  30

  30

  30

  30

  30

  30

  30

  30

  30

0.400 0.533 0.533 0.733 0.633 0.700 0.467 0.500 0.367 0.433 0.300 0.467

medium medium medium easy medium medium medium medium medium medium difficult medium

0.400 0.533 0.344 0.733 0.633 0.700 0.467 0.500 0.367 0.433 0.300 0.467

  14 144 256 256 484 361 441 196 225 121 169 81 196

424 424 424 424 424 424 424 424 424 424 424 424

  13

  1

  21

  1

  1

  1

  1

  1

  1

  1

  12

  16

  16

  22

  19

  14

  11

  15

  11

  13

  9

  14

  12

  16

  16

  22

  19

  21

  14

  15

  1

  1

  14

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  15

  16

  17

  18

  19

  20

  21

  22

  23

  24

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  

0.600 0.467 0.467 0.267 0.367 0.600 0.533 0.500 0.633 0.567 0.700 0.533

0.240 0.249 0.249 0.196 0.232 0.210 0.249 0.250 0.232 0.246 0.210 0.249

  Y Y 2

  16

  30 0.600 medium 0.600

  18

  0,361 Valid

  6826 179.776 295 0.504

  81 18 ∑Y ∑Y 2 18 424 6826 324 424

  9

  16

  4

  9 12 144 1 22 484

  3

  1

  4

  25

  1 21 441 14 196 1 17 289 12 144 1 22 484 10 100 1 22 484

  1 14 196

  9

  3

  1 13 169

  1 13 169

  1 20 400

  1 15 225 17 289 1 16 256 15 225 1 15 225 15 225 1 13 169

  1 16 256 16 256 1 16 256

  1 17 289

  1 18 324

  0.400 0.240

  Validity, Reliability and Item Dificulty Analysis Post Test No

  1

  1

  1

  1

  22

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  21

  1

  1

  1

  1

  1

  1

  1

  1

  1

  24

  25

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  23

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  17

  18

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  20

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  19

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  27

  28

  27

  25

  Ite m di fic ul ty F

  528 341 271 379 276 264 570 541 506 546 371 276 rxy 0.431 0.748 0.529 0.529 0.590 0.492 0.572 0.694 0.369 0.472 0.451 0.567 r table 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 Criteria Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid

  23 ( ∑X) 2 625 729 784 784 784 625 729 625 576 729 625 529 ∑Y 609 609 609 609 609 609 609 609 609 609 609 609 ∑Y 2 12.931 12.931 12.391 12.391 12.391 12.391 12.391 12.391 12.391 12.391 12.391 12.391 (∑Y) 2 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 ∑XY

  25

  27

  24

  25

  25

  28

  28

  28

  28

  27

  25

  23 ∑X 2

  25

  27

  24

  25

  28

  25

  25

  30

  0.82

  32 Criteria reliable 1.034

  0.82

  3E+05 r11 0.856

  25 Spq 3.493 Vt 19.5969 1.034 11443

  30 F.V 0.853 0.900 0.933 0.933 0.933 0.833 0.900 0.833 0.800 0.900 0.833 0.757 Criteria easy easy medium easy medium medium medium medium medium easy medium medium R eli abi li ty p 0.833 0.900 0.933 0.933 0.933 0.833 0.900 0.833 0.800 0.900 0.83 0.757 q 0.167 0.100 0.067 0.067 0.067 0.167 0.100 0.167 0.200 0.100 0.167 0.233 pq 0.139 0.090 0.062 0.062 0.062 0.139 0.090 0.139 0.160 0.090 0.139 0.179 k

  30

  30

  30

  30

  30

  27

  30

  30

  30

  30

  30

  23 N

  25

  27

  14

  25

  27

  28

  1

  1

  1

  1

  28

  1

  1

  1

  1

  1

  27

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  26

  1

  1

  1

  29

  28

  1

  28

  27

  25

  ∑X

  1 V ali di ty

  1

  1

  1

  1

  1

  1

  1

  30

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  16

  Number of item Resp

  1

  1

  1

  1

  1

  1

  1

  1

  1

  5

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  7

  1

  6

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  4

  1

  1

  12

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  11

  1

  10

  9

  8

  7

  6

  5

  4

  3

  2

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  3

  1

  2

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  13

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  14

  12

  15

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  8

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  9

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  10

  1

  11

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  32 Appendix

  Number of item

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  22

  16

  12

  

370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881 370.881

207 256 274 341 304 329 232 249 495 567 523 492

0.597 0.445 0.595 0.714 0.530 0.603 0.683 0.478 0.514 0.497 0.370 0.461

0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361 0.361

Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid

  23

784 484 576 625 529 529 484 529 529 729 625 529

609 609 609 609 609 609 609 609 609 609 609 609

12.931 12.931 12.391 12.391 12.391 12.391 12.391 12.391 12.391 12.391 12.391 12.391

  25

  27

  23

  23

  23

  22

  23

  25

  24

  22

  28

  23

  25

  27

  16

  19

  23

  30

  30

0.400 0.533 0.533 0.733 0.633 0.700 0.467 0.500 0.767 0.500 0.833 0.767

medium medium medium easy medium medium medium medium medium medium difficult medium

0.400 0.533 0.344 0.733 0.633 0.700 0.467 0.500 0.767 0.500 0.833 0.767

  30

  30

  30

  30

  30

  30

  30

  30

  21

  30

  30

  23

  25

  27

  23

  15

  14

  23

  22

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  23

  1

  23

  25

  24

  22

  28

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  13

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  23

  1

  1

  1

  1

  1

  1

  1

  24

  22

  1

  21

  20

  19

  18

  17

  16

  15

  14

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  1

  

0.600 0.467 0.467 0.267 0.367 0.600 0.533 0.500 0.233 0.100 0.167 0.233

0.240 0.249 0.249 0.196 0.232 0.210 0.249 0.250 0.178 0.090 0.139 0.179

  Y Y 2

  6

  30 0.600 medium 0.600

  18

  169 0.538 0,361 Valid

  100 609 12.931 370.881

  1 10 100 16 256 1 16 256 10 ∑Y ∑Y 2 10 609 12.931

  36

  1

  25 24 576 24 576 24 576 24 576

  1 17 289

  1 16 256

  1 17 289

  1 18 324

  1 22 484 23 529 20 400 20 400 20 400 18 324 18 324

  1 23 529 23 529 23 529 23 529 23 529 23 529 23 529

  1 24 576 24 576 24 576 23 529

  0.400 0.240 Calculating of t-test

  1. Class percentage

  a. The result of experiment class 1) Pre-test

  Where : F =1704 N =3000

  So : 2) Post test

  Where : F =2432 N=3000

  So :

  b. The result of control class 1) Pre test

  Where : F=1708

  N=3000 So :

  2) Post test Where : F=1948

  N=3000

  2. Class mean

  a. The result of experiment class 1) Pre test

  ∑ Where

  : ∑y=1704 N=30

  So : 2) Post test

  ∑ Where : ∑y=2432 N=30 81,06

  b. The result of control class 1) Pre-test

  ∑ Where : ∑x = 1708

  N = 30 So :

  2) Post-test ∑

Where :∑x =1945

  N =30 So : c. Finding the mean of deviation of experimental class (Mx) ∑

  Where : ∑x = 728 N = 30

  So :

  d. Finding the mean of deviation of control class (My) ∑

  Where : ∑y = 240 N= 30

  So :

  2 e.

  Finding ∑x (∑ )

  ∑ ∑

  ( ) ∑

  ∑ ∑

  2 f.

  Finding ∑y (∑ )

  ∑ ∑ ( )

  ∑ ∑ ∑

  3. T-test

  a. The application of t-test formula ∑

  √{ ∑ } { }

  √{ } { }

  √{ } * + √ √ b. DF (degree of freedom) The degree of freedom (df) was calculated by using following formula: d.f =(Nx + Ny -2) d.f =(30+ 30 -2) d.f =58

  Appendix Students score in control class

  76 Good

  19

  76 Good

  21 Rizki M

  15

  60 Fair

  19

  22 Rizkimaelani Putri

  13

  13

  52 Fair

  16

  64 Good

  23 Romi Bagus P

  12

  48 Fair

  52 Fair

  20 Rifki Masruhan

  68 Good

  18 Muhamad Iyan S

  17

  68 Good

  17 Muhamad Burhan

  15

  60 Fair

  15

  60 Fair

  16

  76 Good

  64 Good

  15

  60 Fair

  19 Nur Holisin

  17

  68 Good

  19

  17

  24 Ropiah

  11

  92 Very good

  52 Fair

  16

  64 Good

  29 Titis N.S

  18

  72 Good

  23

  30 Zulfaini

  28 Sri Suwarningsih

  15

  60 Fair

  23

  92 Very good ∑ 416 1708 487 1948

  X

  13.86

  56.93 Fair

  13

  76 Good

  16

  52 Fair

  64 Good

  16

  64 Good

  25 Safani Rizki

  12

  48 Fair

  13

  26 Sahrul Angwar

  19

  15

  60 Fair

  17

  68 Good

  27 Solehan

  17

  68 Good

  44 Fair

  16 Maria Ulfa

  No of students Name of students Pre test Post test

  6 Amirul

  56 Fair

  5 Almaidah

  15

  60 Fair

  16

  64 Good

  17

  52 Fair

  68 Good

  19

  76 Good

  7 Dedi Hermawan

  12

  48 Fair

  12

  14

  13

  8 Dino Altavian

  16

  T Score criteria T Score Criteria

  1 Afi Faoziyah

  15

  60 Fair

  16

  64 Good

  2 Ahmad Junaedi

  64 Good

  4 Alfin S

  18

  72 Good

  3 Aldiyanto

  17

  68 Good

  18

  72 Good

  48 Fair

  14

  48 Fair

  14 Khoerul Anwar

  15

  60 Fair

  13 Istikomah

  13

  52 Fair

  14

  56 Fair

  12

  14

  48 Fair

  13

  52 Fair

  15 Khoerul Iman

  13

  52 Fair

  12

  56 Fair

  12 Ismail

  56 Fair

  10 Faqihudin

  11

  44 Fair

  9 Dina Rizki Utami

  14

  56 Fair

  19

  76 Good

  12

  52 Fair

  48 Fair

  13

  52 Fair

  11 Herul Anam

  12

  48 Fair

  13

  16.23 64.93 good Appendix Students score in experiment class

  No of students Name of students Pre test Post test

  22 Ropiah

  18

  72 Good 21 Romi Bagus P.

  20

  80 Good

  20

  80 Good

  22

  4

  88 Very good

  23

  92 Very good

  23 Sahrul Angwar

  22

  88 Veri good

  24

  16 Very bad

  92 Very good 20 Riski Maelani P.

  24 Solehan

  22

  12 Very bad

  16

  64 Good

  17 Nur Holisin

  13

  52 Good

  88 Very good

  23

  18 Rifki Maaruhan

  9

  36 Bad

  20

  80 Good 19 Riskia M.

  13

  52 Fair

  96 Very good

  4

  96 Very good 16 Muhammad Iyan S.

  96 Very good

  16

  64 Good

  29 Uripah

  12

  48 Fair

  24

  30 Umi Kulsum

  10

  18

  72 Good

  24

  96 Very good 426 1704 623 2432

  14.20

  56.80 Fair

  20.77

  40 Bad

  28 Titis N.S

  16 Very bad

  26 Sri Suwarningsih

  23

  92 Very good 25 Solihatun B.

  15

  60 Fair

  20

  80 Good

  15

  92 Very good

  60 Fair

  24

  96 Very good

  27 Suci Amalia

  13

  52 Fair

  23

  3

  24

  T Score Criteria T Score Criteria

  6 Amirul

  72 Good

  5 Almaidah

  17

  68 Good

  24

  96 Very good

  19

  68 Good

  76 Good

  21

  84 Very good

  7 Dina Rizki U

  14

  56 Fair

  23

  18

  17

  8 Faqihudin

  16

  1 Afi Faoziyah

  16

  64 Good

  23

  92 Very good

  2 Ahmad Junaedi

  64 Good

  4 Alfin S

  17

  68 Good

  3 Aldiyanto

  15

  60 Fair

  18

  72 Good

  92 Very good

  16

  12 Very bad

  5

  64 Good

  22

  88 Very good

  13 Khoerul Iman

  14

  56 Fair

  20 Very bad

  12 Khoerul Anwar

  14 Maria Ulfa

  15

  60 Fair

  20

  80 Good

  15 Muhammad Burhan

  3

  16

  92 Veri good

  64 Good

  92 Very good

  18

  72 Good

  9 Herul Anam

  21

  84 Very good

  23

  10 Ismail

  23

  22

  88 Very good

  24

  96 Very good

  11 Istikomah

  12

  48 Fair

  81.06 Very good Appendix Measuring t-value num Experimental class num Control class

  Pre-test Post-test

  21

  19

  68

  76

  8

  64

  20

  16

  72 56 3136

  20

  52

  76 24 576

  80

  52

  80

  21

  60

  76 16 256

  22

  88

  92

  4

  16

  22

  52

  92 40 1600

  19

  23

  16

  52

  4

  16

  15

  12

  96 84 7056

  15

  52 48 -4 -16

  16

  12

  64 52 2704

  44

  64 60 -4 -16

  68 24 576

  17

  52

  88 36 1296

  17

  60

  60

  18

  36

  80 44 1936

  18

  64 12 144

  88

  14

  64 12 144

  92 40 1600

  27

  68

  76

  8

  63

  28

  40

  64 24 576

  28

  52

  29

  27

  48

  96 48 2304

  29

  72

  92 20 400

  30

  72

  96 24 576

  30

  60

  92 32 1024 1704 2432 798 36996 1708 1948 240 4960 56,80

  52

  64

  96

  25

  8

  64

  23

  48

  68 20 400

  24

  16

  92 76 5776

  24

  64

  64

  60

  8

  80 20 400

  25

  48

  52

  4

  16

  26

  60

  96 36 1296

  26

  60

  68

  48

  80 20 400

  X X

  68

  4

  68

  72

  4

  16

  4

  52

  56

  4

  16

  5

  96 28 784

  4

  5

  60

  64

  4

  16

  6

  76

  84 12 144

  6

  68

  76

  16

  72

  64

  64

  2 Pre-test Post-test Y Y

  2

  1

  64

  92 34 1156

  1

  60

  64

  4

  16

  2

  68

  68

  4

  16

  2

  64

  72

  8

  64

  3

  60

  72 12 144

  3

  8

  7

  60

  12

  11

  48

  92 44 1936

  11

  48

  52

  4

  16

  12

  64

  88 24 576

  56

  4

  60

  4

  16

  13

  56 20 -36 -1296

  13

  52

  56

  4

  16

  14

  16

  52

  56

  9

  92 36 1296

  7

  48

  48

  8

  64

  72

  8

  64

  8

  56 44 -12 -144

  84

  48

  92

  8

  64

  9

  56

  76 20 400

  10

  88

  96

  8

  64

  10

  81.06 26.30 12332 56,93 64,93 8,01 1653.3333

  Appendix R-table

  N Sig. Level N Sig. Level N Sig. Level 5% 1% 5% 1% 5% 1% 3 0,997 0,999

  28 0.374 0.478 65 0.244 0.317 4 0,95 0,99 29 0.366

  0.47 70 0.235 0.306 5 0,878 0,959 30 0.361 0.463 75 0.227 0.296 6 0.811 0.917 31 0.355 0.456 80 0.220 0.286 7 0.754 0.874 32 0.349 0.449 85 0.213 0.278 8 0.707 0.834 33 0.344 0.442 90 0.207 0.270 9 0.666 0.798 34 0.339 0.436 95 0.202 0.263 10 0.632 0.765 35 0.334 0.430 100 0.195 0.256 11 0.602 0.735 36 0.329 0.424 125 0.176 0.230 12 0.576 0.708 37 0.325 0.418 150 0.159 0.210 13 0.553 0.684 38 0.32 0.413 175 0.148 0.194 14 0.532 0.661 39 0.316 0.408 200 0.138 0.181 15 0.514 0.641 40 0.312 0.403 300 0.113 0.148 16 0.497 0.623 41 0.308 0.398 400 0.098 0.128 17 0.482 0.606 42 0.304 0.393 500 0.008 0.115 18 0.458

  0.59 43 0.301 0.389 600 0.080 0.105 19 0.456 0.575 44 0.297 0.384 700 0.074 0.097 20 0.444 0.561 45 0.294 0.38 800 0.070 0.091 21 0.438 0.549 46 0.291 0.376 900 0.065 0.086 22 0.423 0.537 47 0.288 0.372 1000 0.06 0.081 23 0.413 0.526 48 0.284 0.368 24 0.404 0.515 49 0.281 0.364 25 0.396 0.505 50 0.279 0.361 26 0.388 0.496 55 0.266 0.345 27 0.381 0.487 60 0.254

  0.33 Appendix t-table  untuk uji dua pihak (two tail test)

  0,50 0,2 0,10 0,05 0,2 0,1  untuk uji satu pihak (one tail test) df 0,25 0,10 0,05 0,025 0,01 0,005

  56 0,679 1.297 1,673 2,003 0,395 2,667 57 0,679 1.297 1,672 2,002 0,394 2,665 58 0,679 1,296 1,672 2,002 0,392 2,663 59 0,679 1,296 1,671 2,001 0,391 2,662 60 0,679 1,296 1,671 2.000 0,390 2,66 61 0,679 1,296 1,670 2,000 0,389 2,659 62 0,678 1,295 1,670 1,999 0,388 2,657 63 0,678 1,295 1669 1,997 0,387 2,656 64 0,678 1,295 1,669 1,997 0,386 2,655 65 0,678 1,295 1,669 1,996 0,385 2,654 66 0,678 1,295 1,668 1,995 0,384 2,652 67 0,678 1,294 1,668 1,995 0,383 2,651 68 0,678 1,294 1,668 1,994 0,382 2,65 69 0,678 1,294 1,667 1,994 0,382 2,649 70 0,678 1,294 1,667 1,993 0.381 2,648 71 0,678 1,294 1,667 1,993 0,380 2.647 72 0,678 1,293 1,666 1,993 0,379 2,646 73 0,678 1,293 1,666 1,992 0,379 2.465 74 0,678 1,293 1,666 1,992 0,378 2,644 75 0,678 1,293 1,665 1,992 0,377 2,643 76 0,678 1,293 1,665 1,992 0,376 2,642 77 0.678 1,293 1,665 1,992 0,376 2,641 78 0,678 1,292 1.665 1,992 0,375 2,64 79 0,678 1,292 1,664 1.990 0,374 2,64 80 0,678 1,292 1,664 1,990 0,374 2,637

Dokumen baru

Tags

Dokumen yang terkait

THE TECHNIQUES OF TEACHING VOCABULARY USED BY THE TEACHER OF THE SEVENTH GRADE STUDENTS AT SMP MUHAMMADIYAH 4 MALANG
0
22
16
THE APPLICATION OF COMIC STRIPS IN TEACHING VOCABULARY (AN EXPERIMENTAL RESEARCH AT SECOND GRADE STUDENTS OF SMPN 8 BANDA ACEH)
1
5
1
THE EFFECT OF USING CONTEXT CLUES ON VOCABULARY ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS AT SMP N 9 JEMBER IN THE 2012/2013 ACADEMIC YEAR
0
5
14
THE EFFECT OF USING EUROTALK FLASHCARDS SOFTWARE ON THE SEVENTH GRADE STUDENTS’ VOCABULARY ACHIEVEMENT AT SMP NEGERI 2 AMBULU IN THE 2013/2014 ACADEMIC YEAR
0
8
14
THE EFFECT OF USING FLASHCARDS ON THE ENGLISH VOCABULARY ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS AT SMP NEGERI 1 WULUHAN IN THE 2010/2011 ACADEMIC YEAR
0
3
14
THE EFFECT OF USING RIDDLES ON THE SEVENTH GRADE STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN I JENGGAWAH IN THE 2012/2013 ACADEMIC YEAR IN THE 2012/2013 ACADEMIC YEAR IN THE 2012/2013 ACADEMIC Y
0
5
14
THE EFFECT OF USING SEMANTIC MAPPING TECHNIQUE ON THE SEVENTH GRADE STUDENTS VOCABULARY ACHIEVEMENT IN READING DESCRIPTIVE TEXT AT SMPN 7 BONDOWOSO IN THE 2013/2014 ACADEMIC YEAR
1
6
5
THE EFFECT OF USING VISUAL DICTIONARY ON THE SEVENTH GRADE STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 1 SUMBERJAMBE IN THE 2010/2011 ACADEMIC YEAR
1
7
13
THE EFFECT OF USING VISUAL DICTIONARY ON THE SEVENTH GRADE STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 1 SUMBERJAMBE IN THE 2010/2011 ACADEMIC YEAR
0
5
13
THE CORRELATION BETWEEN THE WRITING ABILITY OF THE STUDENTS AND JOINING THE ENGLISH COURSE (A STUDY IN THE SEVENTH GRADE STUDENTS OF SMP N 01 DONOROJO JEPARA IN THE ACADEMIC YEAR 20112012)
0
0
15
THE EFFECTIVENESS OF USING FLASH CARD ON LEARNERS’ VOCABULARY MASTERY AT THE EIGHTH GRADE STUDENTS OF MTs MUSLIMAT NU PALANGKA RAYA IN ACADEMIC YEAR
0
0
12
THE VOCABULARY MASTERY OF SEVENTH GRADE STUDENTS OF SMP 2 DAWE KUDUS IN ACADEMIC YEAR 20132014 TAUGHT BY USING PICTURE DICTIONARY
0
0
17
TEACHING AND LEARNING VOCABULARY THROUGH WALL DICTATION AT THE SECOND SEMESTER OF THE SEVENTH GRADE AT SMP N 20 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2016/2017 - Raden Intan Repository
0
0
108
THE USE OF LOGICO MAXIMO GAME IN TEACHING VOCABULARY AT THE FIRST SEMESTER OF THE SEVENTH GRADE OF SMP MUHAMMADIYAH 1 SUKAU WEST LAMPUNG IN 2016/2017 ACADEMIC YEAR - Raden Intan Repository
0
0
96
THE EFFECTIVENESS OF USING INTERACTIVE ANIMATION PROGRAM IN TEACHING VOCABULARY TO THE SEVENTH GRADE STUDENTS AT SMP NEGERI 7 PALEMBANG. -
0
0
87
Show more