The effectiveness of using flash card in teaching vocabulary: a quasi experimental study in the seventh grade of MTs N 13 Jakarta

( A Quasi Experimental Study in the Seventh Grade of MTs N 13 Jakarta)

By: Neneng Suhaimi

109014000019

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

THE

EFFECTIVENESS OF USING

FLASH CARI)

IN TEACHING VOCABULARY

( A _Quasi Experimental study in the seventh Grade of MTs N t 3 Jakarta) A "Skripsi"

Presented to the faculty of Tarbiyah and reachers' Training in a partial

Fulfillment of the Requirements of the Degree of Strata I (Bachelor of Art) in

English Language Education

By: Neneng Suhaimi

109014000019

Approved by

Advisor I _{Advisor II}

SUAdr fartowisastro. Ol

NrP. 1s022779

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2014

V

Ertin.

rlr\rroI-Training certified

that

the

skripsi

(Scientific Paper) entitled THB EFFECTIVENESS

OF

USING

FLASH CARD IN

TEACHING

VOCABULARY

(A _{Quasi- Experimental Study} in the Seventh Grade of MTs N l3 Jakarta _), written by Neneng Suhaimi (109014000019). It was examined by

the committee on December 24tt', 2014. The skripsi has been accepted and

declared to fulfill one of the requirements for the degree of "S.pd" (Bachelor of

Afts) in English Language Education at the English Education Department.

Jakarta, December 24th, 201 4 BXAMINATION COMMITTEB

CHAIRMAN

SECRETARY

EXAMINER I

EXAMINER II

Drs. Svauki. M.Pd

NIP. 19641212199103 1 002

Zaharil Anasv. M.Hum NrP. 19761 007 200710 1 Drs. A.M.Zaenuri, M.Pd NrP. 19530304 197903 I 001

Ismalianing Eviyuliwati. M.Hum

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Acknowledged by

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KEMENTERIAN AGAMA UIN JAKARTA

FITK

Jl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen

:

FITK-FR-AKD

Tgl.

Terbit :

1 Maret 2010

No. Revisi: 01

Hal 1tl

SURAT PERNYATAAN KARYA

SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama :Neneng Suhaimi

TernnatlTol T ahir _{. 2 a),dq)} Tqnoerano _ar)E- .4. _{+ uc>€ttzu€l} r)ecpmhar I QQO_{I 77u}

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Jurusan / Prodi

Judul Skripsi Flash Card in Teaching

Dosen Pembimbing : 1. Sunardi Kartowisastro, Dipl. Ed.

2.Ertrn, MA. TE,SOL

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat Wisuda

Jakarta,8 Januari 2015 : 109014000019

: Pendidikan Bahasa Inggris : The Effectiveness of Using Vocabulary

iv

Allah, the Lord of the Universe, who gives the writer guidance and strength in

completing this “skripsi”. Then peace and blessing be upon the Prophet Muhammad shalallahu ‘alaihiwassalam, the man who had brought us from the darkness into enlightment, to his family, his relatives, and his followers.

First, the writer would like to give her gratitude and thanks to Drs. Sunardi Kartowisastro., Dip.Ed. and Ertin, MA. TESOL, as her advisors, for their time, guidance, kindness, contributions and patience in correcting and helping her

during completing this “skripsi”. Then, the writer would like to give thanks and appreciation to:

1. All lecturers, especially those of the English Education Department, who have taught and given knowledge to the writer, whose names cannot be mentioned one by one.

2. Drs. Syauki, M.Pd., the Head of English Education Department and Zaharil Anasy, M.Hum., as the secretary of English Education Department.

3. Nurlena Rifa’I, Ph.D., the Dean of Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta.

4. Hj. Retno Dewi Utami, M.Pd., as the headmistress, Junaidi, S.Pd., as the English teacher, and the administration staffs of MTs Negeri 13 Jakarta, who have given the writer an opportunity to do the research in the school. Special thanks are for seven grade students in academic year 2013-2014 for their cooperation as the respondents of this research.

5. My beloved parents, Nahrudin and Mahwiyah, for their irreplaceable encouragement, unbreakable patience with have eased the writer to finish her study. Throughout her life, they have been and still are ever ready to assist her in her various endeavors.

v

6. All her friends in PBI 2009, special thanks to all her best friends who have supported her, shared their ideas with her, and built many magic moments together: Nurbaity Rahayu, Hery Fitrianto, Isti Farhata, Salsabila, Siti Ulfa R. and others that are too numerous to name.

May Allah SubhanallahuwaTa’ala bless them. Finally, the writer realizes

that this „skripsi’ is still far for being perfect. Therefore, the writer would like to

accept some suggestions to make this “skripsi” better. Then she hopes this

“skripsi” could be a valuable writing. Aamiin.

Jakarta, December 2014

vi

Teaching Vocabulary ( A Quasi Experimental Study in the Seventh Grade of MTs N 13 Jakarta)”. Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014.

Keywords: Flash Card, Grouping, Vocabulary

This research investigated the use of Flash Card in teaching vocabulary. It is conducted because Flash Card is considered could solve the problem that is students’ low achievement in vocabulary and high imbalance in achievement between students upper and lower level. The use of Flash Card gives students an opportunity to work in group with other students and helps each other in teaching learning process in order to improve their vocabulary. The objective of this research is to find out the effectiveness of using visual media, Flash Cards, in improving students’ vocabulary. The method used in this study is a quasi-experimental research. The population of this research is students of seventh grade of MTs N 13 Petukangan, South Jakarta. The subject of the study is 7 A and 7 D, 7 A is chosen as the controlled class and 7 D as the experiment class.

The result of data analysis using t-test showed, the value of to is 2.43 with degree of freedom 60 in the significance degree (α) of 50%, tt is 1.671. It means that to>tt (to is higher than tt). Therefore, the null hypothesis (Ho) is rejected. Then, the alternative hypothesis (Ha) is accepted that there is a significant difference of students’ achievement in vocabulary between students who are taught by using Flash Card and students who are taught without Flash Card media. The Mean score of students’ post-test in experimental class is higher than in controlled class. It means that the use of Flash Card is effective in improving students’ vocabulary.

vii

ABSTRAK

Neneng Suhaimi, 109014000019. “The Effectiveness of Using Flash Card in Teaching Vocabulary (A Quasi Experimental Study in the Seventh Grade of MTs N 13 Jakarta)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Keywords: Flash Card, Grouping, Vocabulary

Penelitian ini meneliti kegunaan Flash Card dalam pembelajaran kosakata (Vocabulary). Penelitian ini dilakukan karena Flash Card dipertimbangkan mampu memecahkan permasalahan seperti rendahnya prestasi siswa dalam kosakata dan adanya perbedaan yang signifikan antara siswa yang berkemampuan tinggi dan yang berkemampuan rendah. Penggunaan Flash Card sebagai media pembelajaran memberikan siswa kesempatan untuk bekerjasama dalam kelompok dan saling membantu dalam proses pembelajaran dengan tujuan untuk meningkatkan kemampuan kosakata mereka. Tujuan penelitian ini adalah untuk mengetahui apakah Flash Card efektif untuk meningkatkan kemampuan siswa dalam pembelajaran kosakata. Penelitian ini menggunakan metode Kuasi Eksperimen. Populasi penelitian ini adalah siswa kelas VII MTs N 13 Petukangan, Jakarta Selatan. Subjek penelitian ini adalah kelas 7 A dan 7 D. Dimana 7 A sebagai kelas kontrol dan 7 D sebagai kelas eksperimen.

Hasil analisis data menggunakan uji-t menunjukkan bahwa nilai t hitung sebesar 2.43 dengan t table pada taraf signifikan 5% sebesar 1.671. Itu artinya t hitung lebih besar daripada t table. Oleh karena itu hipotesis nol ditolak dan hipotesis alternatif diterima bahwa ada perbedaan prestasi siswa yang signifikan dalam mempelajari kosakata antara siswa yang diajarkan dengan menggunakan Flash Card dan siswa yang diajarkan tidak menggunakan Flash Card. Dengan nilai post-test rata-rata di kelas eksperimen lebih tinggi dari kelas control. Itu artinya penggunaan Flash Card dalam pembelajaran kosakata efektif untuk meningkatkan prestasi siswa.

1

CHAPTER I

INTRODUCTION

A.

Background of the Study

Nowadays, English has an important role in the world. Almost people use it to communicate each other. They communicate by chatting, advertising, televising, and traveling using English. Therefore, it is needed by them as a medium to achieve their goals in life, indeed in education. In Indonesia, English becomes a foreign language. In daily activities, Indonesian uses English only in a certain area such as in school, office and another place which has an opportunity to use it. In education, it is one of the compulsory subjects that has been introduced from elementary to university level. English is also one of the subjects which will be examined in UN (National Examination) where the test almost all consists of about paragraphs that compiled of the words. Moreover, student has to be able to get scoring above the average of scoring standard. In addition, in educational worlds Indonesian Government has also shown its attention in the English curriculum as stated in (KTSP 2006) Unit Lesson Grade Curriculum 2006 that English Teaching in Indonesia is to develop students’ ability in the four language skills – listening, reading, speaking, and writing.1 To master those four skills, students also have to learn the language elements such as structure, sound, especially vocabulary. Without vocabulary the students can have the difficulties in learning them. They cannot read, write, speak even listen because all the lessons they have consist of vocabulary.

Learning Vocabulary is one of the important factors in all language teaching, students must keep learning words as they learn structure and as they practice sound system. Moreover, those words have a vital role in conveying students’ expression, ideas, and their thought in learning process. On the contrary, many students have lack of vocabulary. They get difficulties

1

in understanding a sentence or in producing expression. They often keep passive when teacher teaches in the class. All of these problems can come from students themselves or from the teacher. In teaching way, commonly teachers teach the way they learned. They think that their ways are easy and right to apply to their students.2 They do the same manner to the students without thinking about students need.

In this writing, the writer focuses on vocabulary especially for noun, adjective, verb and word meaning. In the second semester, some of objectives of learning English in the seventh grade of MTs are to master possessive adjective, tenses and descriptive adjective. To master those basic competences, students have to know about noun, adjective and verb. Commonly, they get difficulties to differentiate them. To overcome this problem, the teacher tries to teach based on the students ability and make the students easy to understand the vocabulary by using creative and interesting ways.

The rapid development of technology can help teacher in teaching English especially in teaching vocabulary. One of the ways that teacher can use in improving vocabulary is by using Instructional Media. Instructional media is all types of educational tools which are used as intermediates in the teaching and learning process to improve the effectiveness and efficiency of achievement of instructional objectives.3

There are many media or instructional media that the teachers can choose properly in their classes. According to Celce-Murcia as quoted by Brinton, media can be classified into “non-technical” and “technical” media. Non-technical media consist of blackboards, flashcards, posters, newspapers, maps, realia , etc. while, technical media typically include audiotapes, TV, film, computer, language lab, etc.4 Generally, there are three categories of

2

Rita S. Dunn and Kenneth J. Dunn, Learning Styles/ Teaching Styles : Should They.. Can They.. be Matched?, Educational Leadership Journal, January 1979, p. 241

3

Ahmad Rohani, Media Instruksional Edukatif, (Jakarta: Rineka Cipta, 1997), p.3

4

Marianne Celce-Murcia, (ed), Teaching English as a Second Language, 2nd Edition, (USA: Heinle and Heinle Publisher, 1995), p.457

3

instructional media, named audio, visual, and audio-visual media. But in discussing this writing, the writer will take the visual media. However, based on Dunn and Dunn, 40 % Young students use visual style in language learning.5 Therefore, the writer proposes Flash Card as a tool to teach vocabulary at Islamic Junior High School. On the other side, student can get and understand the materials easily and it can be an interesting way in learning English especially vocabulary.

The chosen school as population in this research is MTs N 13 Jakarta, as the writer know some teachers in there. Therefore, she could get extra support then the research can be well carried out.

Starting from those above phenomena the writer in this particular writing intends to investigate The Effectiveness of Using Flash Card in Teaching Vocabulary in the seventh grade of MTs Negeri 13 Jakarta.

B.

Identification of the Problem

Based on the background above, the writer identifies some problems: 1. Many students are lack of vocabulary.

2. Teachers teach English by using the way they learnt without thinking students’ need.

3. Students get difficulties to differentiate noun, adjective and verb

C.

Limitation of the Problem

The writer limits the study on the use of Flash Card as one of the visual media in term of teaching vocabulary. The writer limits the study on the use of noun, adjective, verb and word meaning in the seventh grade of Islamic Junior High School in Semester II in the academic year of 2013-2014.

5

D.

Formulation of the Problem

In this section, the writer plans to conduct a research of using flash card in teaching vocabulary in the seventh grade of MTS N 13 Jakarta. The main problems of this research can be formulated:

Is the use of Flash Card effective in teaching vocabulary?

E.

Objective of the Study

The objective of this research is to find out whether or not the use of Flash Card is effective in teaching vocabulary.

F.

Significance of the Study

The result of the study is to give an alternative technique to the teaching of English Vocabulary in Junior High School and to make teaching vocabulary easier and more enjoyable for the students. Then, it is expected to be a reference to conduct further research about this study.

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CHAPTER II

LITERATURE REVIEW

A.

Vocabulary

A verbal language is one of things which differentiate human being from animal. Human beings can communicate with others by using verbal language, they can share and get the ideas or information but animal cannot (do). To communicate well, one thing which human has to have is sufficient words. Without the words, message will not be sent clearly because the content of that message consists of combination of words. Yang Zhihong stated that to communicate and express the ideas effectively, human must have sufficient words. Word itself is the important basic of the language form. Students who have limited vocabulary will face the obstacle in learning a foreign language1. More students who have a lot of words is easier for them to learn a language.

1.

Definition of Vocabulary

Talking about vocabulary, the writer advises a lot of definitions to define. First of all, vocabulary is a number of words which have a meaning. It is also one of the most important elements or aspects in learning a language. However, vocabulary is more complex than its definition suggests. According to Djalinus Syah and Azimar Enong, vocabulary is the treasury of the words, that is a list and a number of words which we have known. 2Next, Dan Douglas states that knowledge of vocabulary is one of the most important aspects that includes in language knowledge,3 that means vocabulary is very important thing for everybody who learn languages, it is obvious that

1

Yang Zhihong, Learning World, ( English Teaching Forum, vol. 38, No.3, July 2000 ), p. 18

2

Djalinus Syah and Azimar Enong, Tata Bahasa Inggeris Modern ( Dalam Bentuk Tanya Jawab),

(Jakarta: CV. Miswar, 1982), p.1

3

Dan Douglas, Assessing for Specific Purpose, (Cambridge: Cambridge University Press, 2000), p. 35

vocabulary is one of the most important aspects of foreign language learning.4 Penny Ur stated that vocabulary is as the words we teach in the foreign language.5 Based on the definitions above, it shows that vocabulary is a meaningful word where a language cannot have a function in communication without its existence. For that reason, vocabulary is important in learning a language especially as a foreign language for students.

2.

Kinds of Vocabulary

There are many classifications made by the experts in language area about the types of vocabulary. Djalinus Syah and Azimar Enong divided vocabulary into two parts, namely: general vocabulary and special vocabulary. The general vocabulary is the words used in general; there is no limit of field or user, general in meaning and use. Whereas special vocabulary, is the words used in the certain field or job, profession or special science and technology. For example: politicians, journalist and lawyers.

Aeborsold and Field also classified vocabulary into: active and passive vocabulary.

a. Active vocabulary, refers to put items which the learner can use appropriately in speaking or writing and it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the target language, they are also hoped to be familiar with

4

Jack C. Richards and Theodore S. Rodger, Approach and Method in Language Teaching, (Cambridge, Cambridge University Press, 2001), p. 31

5

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

7

the collocation and understand the connotation meaning of the words, this type is often used in speaking and writing.

b. Passive vocabulary, refers to language items that can be recognized and understood in the context of reading or listening, and also called as receptive vocabulary.6

Fries says vocabulary is of two, namely: Function and content words. The function words are a closed class. We cannot add to the prepositions or auxiliaries or modals or any structure words of the language. The content words, on the other hand, can be added to at any times as new scientific advances make new words and communication about new inventions necessary.7

The content words can be divided into three general classes: a. Words naming things, ideas, entitles, that we might call

them nouns

b. Words naming actions called verb

c. Words used to describe the qualities of those things or action called adjectives and adverbs.8

Usually, students in the class learn new vocabulary based on the topic which teacher gives from the source book.

3.

Technique of Teaching Vocabulary

There are many techniques in teaching new vocabulary. Teacher and students should cooperate to make their class live. According to

6

Jo Ann Aeborsold and mary Lee Field, From Reader to Reading Teacher, (New York: Cambridge University Press, 1997), P. 139

7

Finnochiaro Mary and Bonomo Michael, The Foreign Language Learner: A Guide for Teacher,(New York:Regent Publishing Company inc, 1973), p.86

8

Charles C. Fries, Teaching & Learning English as a Foreign Languge, (USA: The University of Michigan, 1945), p. 47

Allen, the techniques which can encourage students to use new vocabulary through such activities as the following:9

a. Guessing games in which members of the class are identified by location and by clothing

b. Actions that are performed in response to commands

c. Drawing of pictures by students to match English description d. Discussions of pictures drawn by member of the class

In teaching vocabulary, teacher has to have an interesting and enjoyable way in which the students can easily learn new vocabulary without forcing to remember them. By using games, pictures, discussion, commands, and the other interesting ways, the goal of teaching and learning process can be achieved.

B.

Media

1.

Definition of Instructional Media

The term media is derived from the Latin word “Medium” which means

“between”. It refers to anything which can bring the information between

sender (teacher) and receiver (students) to achieve their understanding. Heinech states that media convey the instructional purpose, for instance to facilitate communication, considered as the instructional media.10 Example of media are film, television, diagrams, printed materials, computers and instructors.

Based on the definition above, it shows that instructional media are the tools used by the teachers to their students to convey the instructional

purpose in learning process. It is expected to suitable to improve students’

interest in learning the subjects.

9

Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University Press, 1983), p. 21-30

10

Heinech, Instructional Media and The New Technologies of Instruction, (Canada: John Willy and Sons, Inc, 1993), p.6

9

2.

Kinds of Instructional Media

Media is used to make teaching and learning process is going to be well, for students and teacher can achieve the educational objective. In the real situation, many factors that can influence their activities in the class, one of them is fell bored that students have because the boring methods that teacher used. Therefore, teacher has to use the interactive way in teaching vocabulary.

Based on the channel information, media can classify into three, namely audio, visual, and audio-visual media. Audio media are the media that can be listened (audible media), visual media refers to media that can be seen (visible media), and the audio-visual media are the media that can be listened and seen.11

In this research, the writer only takes visual media as one of many kinds of instructional media. The writer will use Flash Card in teaching vocabulary.

3.

Definition of Visual Media

The word “visual” it means focus on activities using the eyes.

Students can learn something by using their eyes more than their ears.

In Oxford Learner’s Dictionary, visual media described as “picture, film-strips, cinema film, map, etc. which are used as teaching aids.12 It can be defined as a thing which can be seen and used as a visual teaching learning.

From the definition above, the visual media can be seen by students when they learn something and it can help them in getting the understanding easily by using their eyes such as using picture, table, real object, etc.

11

Amir Hamzah Sulaiman, Media Audio-Visual untuk Pengajaran, Penerangan dan Penyuluhan, (Jakarta: PT Gramedia, 1981), p.11

12

4.

Kinds of Visual Media

a. Pictures

Pictures have been used for centuries to help students understand several foreign languages. It can motivate the students in learning, make the materials to be understood clearly, and has attraction more than the others because it is an interesting thing with the powerful color. There are many definitions about pictures that have been given by the author. According to Andrew Wright, pictures are not just aspect of method but through their representative of places, objects, and people they are an essential part of the overall experiences.13 Vernon S. Gerlach points out that pictures are a two dimensional visual representative of a person, places or things. Pictures may not only be worth a thousand words, it may also be worth years or thousand miles.14

From the definition above, it shows that a picture is common media that have been used by the teacher in teaching vocabulary. It is used because it representative place, people, scene, or something that far outside. It can improve and motivate students in learning vocabulary.

b. Real Object

The real object, (it) means that the teachers use the objects that have directly connection with their own lives. Allen states that real objects are better than pictures whenever we have them in the classroom.15 For example: windows, doors, walls, floors, desks, and clocks.

c. Flash Card

1). Definition of Flash Card

13

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p.2

14_{Vernon S. Gerlach, “Teaching and Media” a Systematic Approach}

, ( New Jersey: 1980), p. 273

15

11

Other example of visual media is flash card. It is card on which the words and/or pictures are printed or drawn. They should be a big enough to seen by students in the class.16 According Robert Lado, Flash Cards are sets of cards with a word or phrase on one side and its meaning- usually in translation- on the other.17 Adrian Doff states Flashcards are cards with single pictures which can be held up by the teacher.18

In this research, the writer will take flashcard as a visual media in teaching vocabulary

2). How to make a good Flash Card

Based on Ilyin and Tragardh, there are some steps to make a flash card. They are:

a). Cut manila folder in half

b).Trim of tab, unless you wish to leave it for labeling purposes if flashcard is to be stored vertically

c). Draw a single large picture on each card, leaving a wide margin for fingers on the sides and bottom

d). Label the card in the upper lefthand corner of the back e). Flash cards back to front so that labels come up before card

is shown19

In this research, the writer made flash card by using different ways. They are:

a). First, the writer picked up the colorful pictures from the internet.20 Pictures based on the topic which will be learnt by students.

16

John Hycraft, An Introduction to English Language Teaching, (London: Longman, 1978), p.100

17

Robert Lado, Language Teaching (A Scientific Approach), ( New York: McGraw- Hill, Inc, 1964), p.197

18

Adrian Doff, Teach English ( A Training Course for Teachers), (Cambridge : Cambridge University Press. 1988), p.82

19

Donna Ilyin and Thomas Tragardh, A Classroom Practices in Adult ESL, (TESOL: Washington DC, 1980), p. 57

b). Second, all those pictures were printed

c). Then, printed pictures were covered by using plastic glue for the back and front side

d). Flash card had already used

3). Advantages and Disadvantages of Flash Card a). Advantages of Flash Card

1. It is simple and effective

2. Easy to make and to find the picture21 3. Easy to handle and to store 22

b) Disadvantages of Flash Card

1. Not all materials can be conveyed by Flash Card 2. Need require thought and preparation in advance

C.

Previous Study

Some students of university had conducted the similar research about improving students’ vocabulary by using flashcard. First, Fadilah had

conducted the research by the title “Increasing Students’ Vocabulary Mastery of Concrete Noun through Flashcard”. The purpose of the research is to find out whether teaching vocabulary using flashcard could increase students’ vocabulary mastery of concrete noun or not. The sample of this research was class IVA in academic year 2012/2013. In collecting the data the writer administered the pretest, treatment, and posttest. Vocabulary test in multiple choices form was that used as the instrument of the research. The data were analyzed by using repeated measure t- test. The result showed that teaching

vocabulary using flashcard could increase students’ vocabulary mastery of

concrete noun at the fourth grade of SDN 1 Jati Mulyo Lampung Selatan.

20

www.google.com

21

John Haycraft, op. cit., p. 100

22

13

Another study was conducted by Maryam Eslahchar Komachali with the

title “The Effect of Using Vocabulary Flash Card on Iranian Pre-University

Students’ Vocabulary Knowledge”. The aim of the study is to investigate the

effect of using vocabulary flash card on Iranian pre-university students’ vocabulary knowledge. The participants of the study comprised 50 female learners. They were randomly assigned into two homogenous groups each consisting of 25 learners. The control group received the traditional treatment while the experiment group received the vocabulary flash card treatment. Before starting the treatment, two similar test were prepared as the pretest/posttest which revealed significant differences between the two groups. The result showed that the students in the experimental group outperformed the students in the control group in their vocabulary knowledge.

The last of previous study that the researcher found is “The Impact of Using Flash Cards on Promoting University Students’ Knowledge of Vocabulary” conducted by Nima Sakhouri and Kamran Mehrgan. The main purpose of this study is to find out whether the use of flash cards promotes

students’ knowledge of vocabulary or not. To this aim, 80 college freshmen

(39 males and 41 females) at Roudbar Islamic Azad University were selected and then were randomly assigned to two groups of forty: an experiment and a control group. Having investigated the performance of students in both experimental and control groups, the researchers found out that the experimental group showed no significant difference from the control group on the post-testing. Astonishing as it might be, the result of the analysis has indicated quite clearly that using flash cards plays no significant role in promoting the vocabulary knowledge of college freshmen.

According to the three of studies above, the studies concern on teaching vocabulary. They are similar to this study which concerns on teaching vocabulary by using flash card. The studies above were using experimental method. The differences between the three studies above and this study are the place to conduct it and the kinds of vocabulary that will be taught. In this research, the writer will teach noun, adjective, verb and word meaning as the

materials. This study will be conducted using Flash card as visual media in teaching vocabulary in the seventh grade of MTs N 13 Jakarta.

D.

Conceptual Framework

Vocabulary is one of elements to learn a foreign language. By mastering vocabulary, students are expected to be able to produce good sentences and share their ideas correctly. Learning vocabulary is not easy for students of foreign language. There is too much new vocabulary which has different form and sound from their mother tongue. Therefore, as the teachers, they need to use an interesting and enjoyable way in order to solve this problem. One of the ways is using visual media in teaching vocabulary.

One of visual media which teacher can use is Flash Card. Flash Card is a card on which words and/or picture printed or drown. It is colorful color to

interest students’ attention in learning new vocabulary. Using Flash Card can

make students active in producing the new words and sharing their thought by grouping in the class. It is hoped in order the objective of teaching and learning process can be achieved.

From the explanation above, the writer believes that the use Flash Card

could improve student’s achievement in learning vocabulary. Therefore, the

writer would like to do a study by using Visual Media in improving students’ vocabulary.

E.

Research Hypotheses

Research hypotheses are expressed as follow:

Ho : The use of Using Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

Ha : The use of Using Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

15

CHAPTER III

RESEARCH METHODOLOGY

A.

Place and Time of Research

This research was conducted to 7th grade students of MTs N 13 South Jakarta which located in Jl. H. Mochtar Raya G. H. Doel Petukangan, South Jakarta since 28th of January 2014 until 7th of March 2014.

The research was done for 6 meetings in each class (experiment and controlled class). One meeting for pre-test in both classes, four meetings for giving treatment (using Flash Card) in experiment class and ( using audio media) in controlled class, and one last meeting for post-test in both classes. It started from 28th of January 2014 until 7t of March 2014.

Table 3.1

The Schedule of the Research

No. Date Time Activity

1 January 28th 2014 13:00 Asking for permission to do a research in MTs N 13 Jakarta 2 January 30th 2014 09:00 Disposition from administration

office, to the headmistress. Setting up the schedule with curriculum responsible person Setting up the plan of the research with an English Teacher in MTs N 13 Jakarta

3 February 12th 2014

06:30 – 07:50 Pre-test in Controlled Class

4 February 12th 2014

5 February 19th 2014

10:40-12:00 1st treatment in Controlled Class

6 February 20th 2014

10:40-12:00 1st treatment in Experiment Class

7 February 26th 2014

12:30-13:50 2nd treatment in controlled Class

8 February 26th 2014

10:40-12:00 2nd treatment in Experiment Class

9 February 27th 2014

12:30-13:50 3rd treatment in controlled Class

10 February 27th 2014

10:40-12:00 3rd treatment in Experiment Class

11 February 28th 2014

12:30-13:50 4th treatment in controlled Class

12 February 28th 2014

10:40-12:00 4th treatment in Experiment Class

13 March 6th 2014 12:30-13:50 Post-test in Controlled Class 14 March 6th 2014 12:30-13:50 Post-test in Experiment Class 15 March 7th 2014 09:00 Closing ceremony with

headmistress and her vices, also with teachers.

B.

Method of Research

In this research, the writer uses a quantitative research because the writer wants to know the effectiveness of using flash card in teaching vocabulary.

C.

Population and Sample

1. Population

The population in this research is of the students of MTs N 13 Jakarta in the seventh grade academic year 2013/2014.

17

2. Sample

Sample of this research are class VII A and VII D. The writer used VII A as a controlled class and VII D as an experimental class. There are 33 students of VII A and 32 students of VII D. During the research, 2 students from VII A were sick and 1 student from VII D was absent. Therefore, there were 31 students in each class.

D.

Technique of Data Collecting

The writer took pre-test and post-test in this research. The pre-test was conducted to know that the students in both classes have the homogenous skill in English and to know their earlier knowledge of vocabulary before the treatment. After the treatment finish, the writer gave post-test to both classes and compared their vocabulary achievement.

Before the test was given for pre-test, the writer did the validity of test to seventh grade of MTs N 13 Jakarta class VII C based on the random. The chosen class as controlled and experiment class is based on the purposing sampling. Then, the writer examined the validity, reliability, index of difficulty, and discriminating power using ANATES software.

In this research, both class (experiment and controlled class) were given two test about vocabulary based on their source books: Pre-test and Post-test 1. Pre-test

There are 40 items of multiple choices. The score per item is 2.5 for correct answer. Students will get 100 point if they can answer all the questions correctly. The same test was given for both classes. The purposes of pre-test are to know the homogenous skill in English of the students and to know their earlier knowledge of vocabulary before the treatment.

2. Post-Test

As same as the pre-test, there are 40 items of multiple choices. The score per item is 2.5 for correct answer. Students will get 100 point if they can answer all the questions correctly. The purpose of post-test is to know the

improvement of students in their vocabulary achievement after the treatment.

E.

Technique of Data Analysis

The technique of data analysis will use the t-test formula that is adapted from Suharsimi Arikunto.1 The t-test is used to compare the score in pre-test and posttest. After getting the score from pre-test and post-test, the writer analyzes it by using statistic calculation of T-Test formula with the degree of significance 5%.

The t-test formula can be formulated as follow:

t

₀

=

= Mean of the Gained Score of Experiment Class = Mean of the Gained Score of Controlled Class = Standard Deviation of Experiment Class = Standard Deviation of Controlled Class

= Number of students in Experiment Class = Number of students in Controlled Class

In order to get the calculation of T-test, there are several steps to be taken:

The following steps describe as follows:

1. Determining mean of gained score of experiment class:

=

1

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, Sixth edition, (Jakarta: Asdi Mahasatya, 2006), p. 311

19

Mean of score in Experiment Class

= Gained score of Experiment Class

= Number of students in Experiment Class

2. Determining standard deviation of Experiment Class

= Standard deviation

= Squared of gained score in Experiment Class = Gained score of Experiment Class

= Number of students in Experiment Class

3. Determining mean of gained score in Controlled Class

=

= Mean of score in Controlled Class

= Gained score of Controlled Class

= Number of students in Controlled Class

4. Determining standard deviation of Controlled Class

= Standard deviation

= Squared of gained score in Controlled Class = Gained score of Controlled Class

5. Determining value of hypotheses testing

t

_{0 =}

= Mean of the Gained Score of Experiment Class = Mean of the Gained Score of Controlled Class

= Standard Deviation of Experiment Class = Standard Deviation of Controlled Class = Number of students in Experiment Class = Number of students in Controlled Class

6. Determining Degree of Freedom

df = degrees of freedom

= number of students of experiment class = number of students of control class

F.

Statistical Hypotheses

Statistically, the hypotheses are expressed as follow: Ho : μA μB

Ha : μA μB

In which:

Ho : Null Hypothesis Ha : Alternative Hypothesis

21

μA : Students’ score in learning vocabulary by using flash card μB : Students’ score in learning vocabulary by using audio media

And then, the criteria used as follows:

If t-test (to) t-table (tt) in significant degree of 0.05 (5%), it means that Ha is rejected and Ho is accepted. In other word, the use of using Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

If t-test (to) t-table (tt) in significant degree of 0.05 (5%), it means that Ha is accepted and Ho is rejected. In other word, the use of using Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

22

The writer held field research by teaching and learning process. It was done into two classes; they are 7A as controlled class and 7D as experiment class. By doing pre-test and post-test the data was gotten by the writer. Pre-test was given before the treatment began and post-test was given after the treatment finished.

The data is described into two tables. The achievements of students in the first class were presented in table 4.1 and the achievements of students in the second class were presented in table 4.2.

1. Experiment Class

Table 4.1

The Score of the Individual Students of the Experiment Class ( By Using Flash Card )

Students Pre-Test Post-Test

Gained Score (Post-Test – Pre

Test)

1 90 75 -15

2 70 95 25

3 62.5 60 -2.5

4 92.5 97.5 5

5 82.5 87.5 5

6 70 57.5 -12.5

7 77.5 90 12.5

8 80 87.5 7.5

9 90 87.5 -2.5

10 62.5 70 7.5

23

12 65 77.5 12.5

13 80 90 10

14 92.5 97.5 5

15 82.5 77.5 -5

16 92.5 90 -2.5

17 85 92.5 7.5

18 85 90 5

19 75 80 5

20 90 95 5

21 75 72.5 -2.5

22 90 97.5 7.5

23 70 82.5 12.5

24 62.5 62.5 0

25 80 77.5 -2.5

26 72.5 67.5 -5

27 85 82.5 -2.5

28 72.5 75 2.5

29 72.5 62.5 -10

30 75 70 -5

31 57.5 70 12.5

Σ 2397.5 2482.5 85

Mean 77.33870968 80.08064516 2.741935484

Table 4.1 above describes the lowest score in the post-test is as same as score in the pre-test, it is 57.5. The highest score in the post-test is higher than in the pre-test, it is 97.5.

To know more detail about frequency distribution of experiment class students, the data can be seen on the table of class interval below:

a). Pre-Test of Experiment Class Range Pre-test of experiment class

= H – L = 92.5 – 57.5 = 35

Class

= 1 + 3.3 log n = 1 + 3.3 log 31 = 5.92

Interval Pre-Test = R / C = 35 / 5.92 = 5.9 = 6 Percentage

P = x 100 %

Explanation: H : Highest Score L : Lowest Score R : Range of the score F : Frequency of the score N : Number of Students

25

Table 4.1.a

Frequency Distribution of Experiment Class Pre-Test

No. Class Interval Frequency Percentage

1 57.5 - 62.5 5 16.12

2 63.5 - 68.5 1 3.22

3 69.5 - 74.5 6 19.35

4 75.5 - 80.5 7 22.58

5 81.5 - 86.5 5 16.12

6 87.5 - 92.5 7 22.58

Σf 31 100

From the table above, 22.58% students got score about 75.5 - 80.5 and 87.5 - 92.5 with the frequency 7 students, 3.22% student got score about 63.5 – 68.5, 16.12% students got score 57.5 – 62.5, and only 16.12% students got score about 81.5 – 86.5 and 19.35 % students got score about 69.5 – 74.5.

Data frequency distribution can be described on the chart below :

0 1 2 3 4 5 6 7

57.5 - 62.5 63.5 - 68.5 69.5 - 74.5 75.5 - 80.5 81.5 - 86.5 87.5 - 92.5

Diagram 4.1.a

b). Post-Test of Experiment Class Range Post-test of experiment class

= H – L = 97.5 – 57.5 = 40

Class

= 1 + 3.3 log n = 1 + 3.3 log 31 = 5.92

Interval Post-Test = R / C = 40 / 5.92 = 6.75 = 7 Percentage

P = x 100 %

Table 4.1.b

Frequency Distribution of Experiment Class Post-Test

No. Class

Interval Frequency Percentage

1 57.5 - 63.5 4 12.90

2 64.5 - 70.5 5 16.12

3 71.5 - 77.5 6 19.35

4 78.5 - 84.5 3 9.67

5 85.5 - 91.5 7 22.58

6 92.5 - 98.5 6 19.35

27

From the table above, 22.58% students got score about 85.5 - 91.5 with the frequency 7 students, 9.67% students got score about 78.5 – 84.5, 12.9% students got score about 57.5 – 63.5, 16.12% students got score about 64.5 – 70.5, and only 19.35 % students got score about 71.5 – 77.5 and 19.35 % students got score about 92.5 – 98.5.

Data frequency distribution can be described on the chart below:

Diagram 4.1.b

2. Controlled Class

Table 4.2

The Score of the Individual Students of the Controlled Class ( By Using Audio Media )

Students Pre-Test Post-Test

Gained Score (Post-Test – Pre

Test)

1 80 72.5 -7.5

2 85 77.5 -7.5

3 87.5 87.5 0

4 82.5 80 -2.5

5 95 100 5

6 82.5 87.5 5

7 75 70 -5

8 82.5 82.5 0

9 90 90 0

10 80 72.5 -7.5

11 60 70 10

12 85 87.5 2.5

13 85 85 0

14 75 70 -5

15 62.5 72.5 10

16 95 90 -5

17 65 57.5 -7.5

18 72.5 75 2.5

19 80 85 5

20 80 82.5 2.5

21 77.5 77.5 0

22 82.5 87.5 5

29

24 75 55 -20

25 77.5 72.5 -5

26 87.5 72.5 -15

27 70 62.5 -7.5

28 80 80 0

29 82.5 82.5 0

30 90 85 -5

31 92.5 85 -7.5

Σ 2487.5 2432.5 -55

Mean 80.24193548 78.46774194 -1.774193548

Table 4.4 above describes the lowest score in the post-test is lower than in the test, it is 55. The highest score in the post-test is higher than in the pre-test, it is 100.

a). Pre-Test of Controlled Class Range Pre-test of controlled class

= H – L = 95 – 60 = 35 Class

= 1 + 3.3 log n = 1 + 3.3 log 31 = 5.92

Interval Pre-Test = R / C = 35 / 5.92 = 5.9 Percentage

Table 4.2.a

Frequency Distribution of Controlled Class Pre-Test

From the table above, 38.7% students got score about 78 - 83 with the frequency 12 students, 3.22% student got score about 66 – 71, 9.67% students got score about 60 – 65, 16.12% students got score about 72 – 77, and only 16.12% students got score about 84 – 89 and 16.12 % students got score about 90 – 95.

Data frequency distribution can be described on the chart below :

Diagram 4.2.a

Frequency Distribution of Controlled Class Pre-Test

No. Class

Interval Frequency Percentage

1 60 - 65 3 9.67

2 66 - 71 1 3.22

3 72 - 77 5 16.12

4 78- 83 12 38.70

5 84 - 89 5 16.12

6 90 - 95 5 16.12

31

b). Post-Test of Controlled Class Range Post-test of controlled class

= H – L = 100 – 55 = 45 Class

= 1 + 3.3 log n = 1 + 3.3 log 31 = 5.92

Interval Pre-Test = R / C = 45 / 5.92 = 7.6 = 8 Percentage

P = x 100 %

Table 4.2.b

Frequency Distribution of Controlled Class Post-Test

From the table above, 29.03% students got score about 71 - 78 and 79 - 86 with the frequency 9 students, 3.22% student got score about 95 - 100,

No Class

Interval Frequency Percentage

55-62 2 6.45

63-70 4 12.90

71-78 9 29.03

79-86 9 29.03

87-94 6 19.35

95-100 1 3.22

6.45% students got score about 55 – 62, and only 12.9% students got score about 63 – 70 and 19.35 % students got score about 87 – 94.

Data frequency distribution can be described on the chart below:

Diagram 4.2.b

Frequency Distribution of Controlled Class Post-Test

From the result of the research, the comparison between experiment and controlled class based on the pretest and post test score can be described on the chart below:

33

75 76 77 78 79 80 81

Pretest Posttest

Experiment Class Control Class

Diagram 4.3

Pretest and Posttest score in Experiment and Controlled Class

B.

Data Analysis

Before the writer analyzed the data, she had calculated the data into the statistic calculation. The writer used ttest formula to find the empirical evidence statistically and to make the testing of hypothesis easier. The Experiment Class was X variable and the Control Class was Y variable.

The ttest formula as follow:

t

_{0 =}

1. The writer determines means of score in Experiment Class =

= = 2.7

2. The writer determines means of score in Controlled Class

=

= = - 1.8

3. Determining standard deviation of Experiment Class

= 2116.94

4. Determining standard deviation of Controlled Class

35

5. Determining value of hypotheses testing

t

0 =

t

_{0 =}

t

_{0 =}

t

0 =

t

_{0 =}

t

_{0 =}

t

0 = 2.43

6. Determining Degree of Freedom

The value of Degree of Freedom (df) is 60 at the degree of significance 5% = 1.671

C.

Hypotheses Testing

In the research, the writer proposes null hypothesis (Ho) and alternative hypothesis (Ha):

Ho : The use of Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

Ha : The use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

The assumption of this hypotheses as follows:

If to t table, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

If to t table ,the null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected. It means the use of Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

Based on the description of data calculation, it can be inferred that: 1. The value of to is 2.43

2. The degree of freedom (df) is 60, so the value of t table in the significance 5% = 1.671

It shows that to t table, it means that the null hypothesis (Ho ) is rejected and the alternative hypothesis (Ha) is accepted

D.

Interpretation of Data

Flash Card is a card where the words and/or pictures are printed or drawn. It can be used to combine vocabulary and picture. It is considered could effective to improve students’ vocabulary and make teaching and

37

learning process fun and enjoyable. Students can study new vocabulary by making small group or pair using this card to understand the meaning. Therefore, this card can minimize the high imbalance between students upper and lower level.

The result of data analysis using t-test showed, the value of to is 2.43 with degree of freedom 60 in the significance degree (α) of 5%, t table is 1.671. It means that to > ttable (to is higher than ttable). Therefore, the null hypothesis (Ho) is rejected. Then, the alternative hypothesis (Ha) is accepted that the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta. The research results showed that there is different score in both classes. The experiment class got increasing score in the posttest and the controlled class got decreasing score in the posttest. It could be seen from the mean of students’ pretest and posttest from both classes. The mean of pretest in controlled class is 80.24 and the mean of posttest is 78.47. On the other side, the mean of pretest in experiment class is 77.34 and the mean of posttest is 80.08. From the result of the research, it can be concluded that the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta

When the writer did the research, there were some problems in the research field. There had been UCUN (uji coba ujian nasional) for 2 weeks which disturbed the research schedule. Therefore, schedule in experiment and controlled class should follow the time remaining. Then, there was PENSI (Pentas Seni) in MAN 19 that located beside MTs N 13 Jakarta which makes a noisy condition when the writer did research in the class. It made students didn’t focus on the research.

Moreover, the research schedule of experiment class and controlled class is not same in learning time. For experiment class, the writer did the research before noon. On the contrary, the writer did the research after noon in the controlled class. It influenced students’ thought and students’ mood in teaching and learning process. The other reason is because the sound system in the class was not function. The writer used a small sound system to give dialog

recording to students in controlled class. Therefore, the score posttest in the controlled class got decreasing score.

40

CHAPTER V

CONCLUSION AND SUGGESTION

A.

Conclusion

Based on the finding of research data, the collected data have been analyzed by T-test to find out whether or not the use of Flash Card is effective in teaching vocabulary. The writer obtained that Ttable is lower than to in significant level 5% (1.671).

The writer states that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. In other words, the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta.

B.

Suggestion

From the result of research above, the writer would like to give some suggestions as the following:

1. For the students

Students should repeat the word meaning in flash card again and again to avoid forgetfulness. It often happened when the teacher asked them to mentions the word meaning that had been learnt before, students could not answer the questions.

2. For the teacher

Teacher should use flash card to teach vocabulary especially for concrete noun, such as colors, fruits, vegetables, seasons, animals, and others. It is better than the others because it can be bright and colorful and make a real impact on visual learners. Therefore, it makes students easier to remember the word meaning. Then, flash card need a lot of teachers’ time, so teachers should work together with their students to collect picture from selected topic. Last, there are some activities of teaching by using flash card to avoid students’

boring. Some of them such as memory activity, drilling, identification, and TPR activity

3. For further researcher

Hopefully this research can be advanced by the further researcher. Not always to teach word meaning, flash card can also be used to teach speaking by making sentence or story based on the picture shown on the flashcard, teaching grammar by making language rules on the side of flash card. It is also used to teach pronunciation and listening skill.

41

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43

APPENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Experimental Class Sekolah : MTs Negeri 13 Jakarta Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (tujuh)

Aspek : Membaca dan Vocabulary

Waktu : 2 x 40 menit

Tahun Pelajaran : 2013-2014

Pertemuan : I

I. Standar Kompetensi

Memahami makna dalam teks tulis fungsional sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat. II. Kompetensi Dasar

Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat.

III. Indikator

 Siswa mampu mengartikan kata-kata yang ada pada Flash Cards

 Siswa mampu menebak kata berdasarkan gambar yang terdapat di dalam flash cards

 Siswa mampu mengartikan kalimat yang ada di dalam dialog  Siswa mampu mengerti isi dari dialog

Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence)

-Tanggung Jawab (responsibility) -Berani (Courage)

-Rasa ingin tahu (coriousity) IV. Materi Pokok

V I E W / S C E N E R Y T H I N K L O V E B E A C H

N I C E C O M E

M E E T

S W I M M I N G

S U R F I N G P A R A S A I L I N G W A T E R

45

V. Metode Pembelajaran (Grouping)

VI. Langkah-langkah Kegiatan A. Pendahuluan

 Greeting

E N J O Y B E A U T I F U L R I G H T B L U E O C E A N

W H I T E S A N D B R E E Z E C O N T I N U E G O

 Ice Breaking  Mengabsen

 Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok

 Guru meminta siswa membentuk kelompok-kelompok kecil.

 Guru membagikan flash cards yang berisi kosa-kata mengenai dialog yang akan mereka pelajari.

 Murid secara kelompok memahami setiap kosa-kata yang berada pada flash card.

 Guru menanyakan beberapa kosa-kata yang ada pada flash card ke tiap-tiap kelompok.

 Siswa menjawab pertanyaan guru.

 Guru meminta tiap perwakilan kelompok maju ke depan

kelas untuk “tebak kata” menggunakan gesture (bahasa

tubuh), kata-kata yang ada pada flashcard.

 Siswa menjawab setiap kata yang diberikan oleh temannya lewat gesture secara kelompok.

C. Penutup

 Guru bersama siswa menyimpulkan materi yang telah dipelajari.

 Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan.

 Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah.

 Guru mengucapkan salam dan keluar kelas

VII.Sumber dan Media

a. Sumber pembelajaran:

 Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar

Sofyanda, Learning More English 1 for Grade VII Junior

High School, Bandung : Grafindo Media Pratama, 2013”.

 Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga

Serangkai Pustaka Mandiri, 2012”.

b. Media pembelajaran : Flash Card VIII. Penilaian

47

Teknik : Tes Tulis Tes Lisan

Translate the dialogue below! TASK 1:

Agus : Lovely view, don’t you think?

Irwan : Yeah, I think so. I love the beach scenery very much. Agus : I am Agus, by the way. Nice to meet you.

Irwan : Nice to meet you. I am Irwan.

Agus : Well, have you been at this beach before, Irwan?

Irwan : Yes, I have been here for several times. I usually came here when it was on semester holiday.

Agus : What did usually you do here then?

Irwan : I came here for swimming, surfing, parasailing, and other water sport. However, this time I prefer to just enjoy the

view of the beach. It is very beautiful, isn’t it?

Agus : Yes, you are absolutely right, especially the blue ocean, the white sand and the breeze. Well, it would be nice to

continue our conversation, but I’m sorry I have to go now.

My mother is waiting for me in the hotel. Let’s continue

this another time. See you. Irwan : OK, see you

Jakarta, 20 Februari 2014 Guru Praktikan

Neneng Suhaimi NIM 109014000019

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Experimental Class Sekolah : MTs Negeri 13 Jakarta Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (tujuh)

Aspek : Membaca dan Vocabulary

Waktu : 2 x 40 menit

Tahun Pelajaran : 2013-2014

Pertemuan : II

I. Standar Kompetensi

Memahami makna dalam teks tulis fungsional pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat.

II. Kompetensi Dasar

Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat.

III.Indikator

 Siswa mampu mengartikan kata-kata yang ada pada Flash Cards

 Siswa mampu menebak kata berdasarkan gambar yang terdapat dalam flash cards

 Siswa mampu mengartikan kalimat yang ada di dalam dialog  Siswa mampu mengerti isi dari dialog

 Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb)

Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence)

-Tanggung Jawab (responsibility) -Berani (Courage)

-Rasa ingin tahu (coriousity) IV.Materi Pokok

49

M O V E H E L P R E M E M B E R I N V I T E

L A T E

F R I E N D G L A D

T E L L

D E C I D E F A M I L Y

H I S TO R I C A L

B U I L D I N G V A R I O U S

C U L I N A R Y

I D E A

M I S S

C O O L

S U M M E R

H O U S E

C A L L A P L A N E L O N G – S H O R T

51

S T U D Y Junior High School T A K E

Senior High School V I S I T S H O P P I N G B A G

T R A V E L

C A R R Y H O T S U P E R M A R K E T T O U R I S M

O B J E C T

b. Noun, Adjective and Verb. Noun ( Kata Benda) a). Pengertian Noun

Noun adalah kata benda. Contoh kata benda diantaranya, chair, lamp, book, window, dll.

b).Fungsi Noun:

1. Subjek dari kata kerja. Contoh:

-John eats the rice 2. Objek dari kata kerja.

Contoh :

John eats the rice c).Letak Noun :

1. Subjective (setelah kata kerja seperti “be” Contoh : John is the president

2. Setelah kata sifat ( adjective)

Contoh : John draws a great mountain Adjective (Kata Sifat)

a). Pengertian Adjective.

Adjective adalah kata sifat. Contoh dari kata sifat antara lain: clever, dilligent, beautiful, big, small, dll.

b). Fungsi Adjective

1. Memodifikasi (memperjelas) kata benda. Contoh : Beautiful girl

2.Memodifikasi (memperjelas) kata ganti (pronoun) Contoh : They are diligent

c) Letak Adjective

1. Sebelum kata benda Contoh : I have beautiful hair 2.Setelah kata kerja tobe. Contoh : She is clever Verb ( Kata Kerja) a). Pengertian Verb

Verb adalah Kata Kerja. Contoh dari kata kerja: study, watch, play, cook, dll.

b). Fungsi Verb

Dilihat dari sudut bahasa merupakan pusat dari kalimat. c). Letak Verb

Setelah subjek

Contoh: John learn English V. Metode Pembelajaran

53

VI.Langkah-langkah Kegiatan A. Pendahuluan

 Greeting  Ice Breaking  Mengabsen

 Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok

 Guru meminta siswa membentuk kelompok-kelompok kecil.

 Siswa membentuk kelompok

 Guru menjelaskan mengenai noun, adjective dan verb kepada siswa

 Siswa menyimak penjelasan guru dengan seksama

 Guru membagikan flash cards yang berisi kosa-kata mengenai dialog yang akan mereka pelajari.

 Siswa secara kelompok memahami setiap kosa-kata yang berada pada flash card.

 Guru menanyakan beberapa kosa-kata yang ada pada flash card ke tiap-tiap kelompok.

 Siswa menjawab pertanyaan guru.

 Guru meminta siswa bermain cepat ucap kata berdasarkan kata yang berada dalam flash cards.

 Siswa mengikuti permainan yang diberikan oleh guru. C. Penutup

 Guru bersama siswa menyimpulkan materi yang telah dipelajari.

 Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan.

 Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah.

 Guru mengucapkan salam dan keluar kelas VII. Sumber dan Media

a. Sumber pembelajaran:

 Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar

Sofyanda, Learning More English 1 for Grade VII Junior

High School, Bandung : Grafindo Media Pratama, 2013”.

 Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”.

b. Media pembelajaran : Flash Card VIII. Penilaian

Find out Noun, Adjective and Verb based on dialogue below! TASK 2:

Laras : Hi, Anna. Where have you been? I haven’t seen you for a long time? Anna : Hi, Laras. I’m glad to meet you here.

Laras : I’m too. I miss you so much.

Anna : Yeah, I miss you too. Have you gone abroad?

Laras : Yes, I went to Sydney last year, and I came back to Bandung yesterday. Anna : Really? Tell me about it.

Laras : Hhm. I went there to continue my study and this month is summer holiday, so I decided to come back.

Anna : Cool! By the way, would you mind coming to my house this afternoon? Laras : Yes, it sounds great! I’ll be there 4 p.m.

Anna : OK! Sorry, Laras. I’ll be late for a group project meeting, bye. I have to go now. See you later laras.

Laras : Bye. Take care Anna!

Jakarta, 26 Februari 2014 Guru Praktikan

Neneng Suhaimi NIM 109014000019

55

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Experimental Class Sekolah : MTs Negeri 13 Jakarta Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (tujuh)

Aspek : Membaca dan Vocabulary

Waktu : 2 x 40 menit

Tahun Pelajaran : 2013-2014 Pertemuan : III

I. Standar Kompetensi

Memahami makna dalam teks tulis fungsional pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat.

II. Kompetensi Dasar

Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat.

III.Indikator

 Siswa mampu mengartikan kata-kata yang ada pada Flash Cards

 Siswa mampu menebak kata berdasarkan gambar yang terdapat dalam flash cards

 Siswa mampu mengartikan kalimat yang ada di dalam SMS  Siswa mampu mengerti isi dari SMS

 Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb)

Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence)

-Tanggung Jawab (responsibility) -Berani (Courage)

-Rasa ingin tahu (coriousity) IV.Materi Pokok

M O B I L E P H O N E S E N D H O S P I T A L

P A S S E D A W A Y B U Y D I S T R I B U T E

B A D

A G R E E S H O W B O O K F A I R

57

Noun, Adjective, and Verb. Sentence :

Aji has a beautiful hair with a short neck. He wears a white uniform.

Dari kalimat diatas, maka:

Noun: Aji, a, hair, neck, uniform. Adjective: beautiful, short, white. Verb: has, wears.

V. Metode Pembelajaran (Grouping)

VI.Langkah-langkah Kegiatan A. Pendahuluan

 Greeting  Ice Breaking  Mengabsen

 Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok

 Guru meminta siswa membentuk kelompok-kelompok kecil.

 Guru menjelaskan kepada siswa mengenai kalimat yang berisi noun, adjective dan verb

 Siswa menyimak penjelasan guru dengan seksama

 Guru membagikan flash cards yang berisi kosa-kata mengenai dialog yang akan mereka pelajari.

 Siswa secara kelompok memahami setiap kosa-kata yang berada pada flash card.

A S K G E T S H O P P I N G

 Guru menanyakan beberapa kosa-kata yang ada pada flash card ke tiap-tiap kelompok.

 Siswa menjawab pertanyaan guru secara bergantian.

 Guru meminta setiap perwakilan kelompok untuk maju ke depan kelas, lalu memberikan tebakan kalimat untuk kelompok lainnya melalui gesture (bahasa tubuh).

 Siswa menebak kalimat dari teman mereka. C. Penutup

 Guru bersama siswa menyimpulkan materi yang telah dipelajari.

 Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan.

 Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah.

 Guru mengucapkan salam dan keluar kelas VII. Sumber dan Media

a. Sumber pembelajaran:

 Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”.  Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma

Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”.

b. Media pembelajaran : Flash Card VIII. Penilaian

Teknik : Tes Tulis

SHORT MESSAGE SERVICE (SMS) SMS 1

When A Short Message Becomes Shorter Nelly is 13 years old and she lives in Bandung. It is Sunday and she is going to get shopping in Paris Van Java Mall. She wants to ask her friend, Prita to go there together. So, she takes her mobile phone and sends a text message to Prita. This is what actually wants to say:

Hi Prita! Are you okay? I’ great. Please all e

before tomorrow. Thanks. See you! SMS 2

From : Jack (081899734670)

Bram, I just got a bad news. As you know that

59

away last night. Please forward to other friends. SMS 3

From : Andri (081321858009)

Hi, Intan. Are you feeling better now? There’s good news from school today. Pusat Ilmu will hold a book fair in our school next Saturday. There will be some interesting books to buy. The list of books had been already distributed. I’ll show you tomorrow if you come. All prices will be cut off until 75%. It’s fantastic, isn’t it? I’ll buy some. What do you think of it?

SMS 4

Rika’s essage to Vera

From: Rika (085620083244)

Hi, Vera. I want to tell you something. I have an idea. What do you think about taking a computer course this semester? Would you like to? I’ll be very happy if we can take course together. Reply me soon, please. Thanks.

Vera’s reply to Rika

From : Vera (087823482123)

I have made up my mind. I agree to take a computer course with you this semester, Rika. Taking this course is really a good idea. It would be better if we meet and talk about where we will take the course.

BASED ON THE SMS ABOVE, FIND OUT : NOUN, ADJECTIVE and VERB. Then, TRANSLATE their meaning!

Noun ( Kata Benda) Adjective (Kata Sifat) Verb (Kata Kerja)

Jakarta, 27 Februari 2014 Guru Praktikan Neneng Suhaimi NIM 109014000019

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Experimental Class Sekolah : MTs Negeri 13 Jakarta Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (tujuh)

Aspek : Membaca dan Vocabulary

Waktu : 2 x 40 menit

Tahun Pelajaran : 2013-2014

Pertemuan : IV

I. Standar Kompetensi

Memahami makna dalam teks tulis fungsional pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat.

II. Kompetensi Dasar

Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat.

III.Indikator

 Siswa mampu mengartikan kata-kata yang ada pada Flash Cards

 Siswa mampu menebak kata berdasarkan gambar yang terdapat dalam flash cards

 Siswa mampu mengartikan kalimat yang ada di dalam dialog dan di dalam paragrap

 Siswa mampu mengerti isi dari dialog dan paragrap

 Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb)

Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence)

-Tanggung Jawab (responsibility) -Berani (Courage)

-Rasa ingin tahu (coriousity) IV.Materi Pokok

61

H A P P Y K N O W B L A N K E T

G I V E

S O U P _{S H A M P O O} T O O T H P A S T E B A T H T U B

D I R T Y E G G- C L E A N E G G

F L O W E R S

W H I T E EGG – B R O W N

EGG G A R A G E C O L O U R

L I V I N G R O O M B R U S H

T E L E V I S I O N

T R E E S O F A

18. “….It’s amazing, isn’t it? What do you think of it?” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat

b. Kata Kerja

19. “…your bedroom is clean and neat. How many times a week do you clean your bedroom?”

Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat

b. Kata Kerja

20. “Could you help me to cut the apples, please …”

Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat

112

ANSWER KEY OF POST TEST

PART A PART B

1. B 11. A 1. A 11. B

2. D 12. C 2. B 12. A

3. A 13. D 3. C 13. C

4. A 14. D 4. A 14. C

5. C 15. A 5. C 15. C

6. A 16. A 6. A 16. B

7. B 17. B 7. B 17. C

8. D 18. B 8. A 18. B

9. B 19. D 9. B 19. B

APPENDIX 7

THE RESULT OF NORMALITY AND HOMOGENEITY TEST

A. TEST OF NORMALITY

1. Normality of pretest data in both experiment and controlled class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Experiment .111 31 .200* .947 31 .130

Control .134 31 .166 .966 31 .427

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

2. Normality of posttest data in both experiment and controlled class

The data are categorized normal distributed if the value of significant is higher than 0.05. The result above show that all of data is higher than 0.05, therefore it can be concluded that all data are normal distributed.

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Experiment .149 31 .079 .946 31 .122

VAR00002 .110 31 .200* .962 31 .321

a. Lilliefors Significance Correction

114

B. TEST OF HOMOGENEITY

1. PRE-TEST

Test of Homogeneity of Variances

Variable Levene

Statistic df1 df2 Sig.

2.784 1 60 .100

2. POST-TEST

Test of Homogeneity of Variances

Variable Levene

Statistic df1 df2 Sig.

2.861 1 60 .096

The data are categorized homogenous if the value of significant is higher than 0.05. The result above show that all of data is higher than 0.05, therefore it can be concluded that all data are homogenous.

Nornor : Un.01/F. 1/KM.01 .31.Iilb.12014

Lamp. . Outline/Proposal

Hal

: Permohonan lzin Penelitian

Nama NIM

Jurusan Semester

Tembusan:

1.

Dekan Fll-K

2

Pembantu Dekan Bidang Akademik

3.

Mahasiswa yang bersangkutan

No. Revisi

SURAT

PERMOHONAN IZIN PENELITIAN

01

1t1

Jakarta, 20 Januari 2014

Kepada Yth.

Kepala l''llaclr"asah 1-sanawiyah Negeri 13 Jakar-ta di

Tempat

Assalam u' al a iku m wr.wb.

Dengan hormat kami sampaikan bahwa, : Neneng Suhaimi

:109014000019

: Pendidikan Bahasa lnggris

: Sepuluh (X) -fahun

_Akademik

.201312014

Judul Skripsi

.

The Effectiveness

of

Using Visual Media

in

lmproving (\+, ..J^^+^r \ ,- ^^L. ,. _-.

Diuqenis V'OCaPUrai-y

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan LJIN Jakarta yang

sedang menyusun skripsi,

dan

akan

mengadakan penelitian

(riset)

di

instansi/sekolah/madrasah yang Saudara pimpin.

Untuk

itu

kami

mohon Saudara

dapat

mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassal am u' al aiku m wr.wb.

idikan Bahasa Inggris

la

t2 199 r03 r 002

FITK

Jl lr. H Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

1

rc1If 'c +'s;

ii sr';y ,! lJ

Appendix 9 ₁₁₆

KEMENTERIAN

AGAMA

MADRASAH

TSANAWIYAH

NEGERI

13

JAKARTA

SELATAN

JL. H. DILT]N ULT]JAMI RAYA, PESANGGRAHAN. JAK - SEL. T8LP.7374152

JL. H. MUHTAR RAYA GG. H. DOEL PETUKANGAN UTARA. PESANGGRAHAN JAK . SEL. TELP.73883765 Website :wwrv.rntsnl3iakarta.co,cc Email : mtsnl3pesanggrahan@yahoo.com

SURAT

KETERANGAN

Nomor : MTs.09.1.13/PP.00.51

tgr

12014

Yang Sertanda-iangan

di

o-awah

ini

Kepalar=v{adrasali Tsairawilah NeBeri 13 Jakaita Selatan :

Nama

NIP

Pangkat/Golongan Jabatan

Unit Kerja

Menerangkan bahwa: Nama

NIM

Fakultas .Iurusan

Dra. Hj. Retno Dewi Utami, M.Pd

t96712151994032003 Pembina Tk.1/IV.b

Kepala Madrasah

MTs.N 73 Jakuta Selatan

Neneng Suhaimi 109014000019

Ilmu Tarbiyah dan Keguruan Pendidikan Bahasa Inggris

Bahwa benar nama tersebut diatas telah melakukan penelitian di MTs. Negeri 13 Jakarta Selatan terhadap peserta didik kelas

VII

(tujuh) terhitung sejak tanggal2S Januari s.d 7 Maret 2014 dengan Judul

"

The Effictiveness

of

Using Visual Media

in

Improving Students' Vocubulury

"

Demikian Surat Keterangan ini dibuat untuk dapat dipergunakan sebagaimana mestinya.

2014

Dewi Utami, M.Pd t2r51994032003