CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data on the previous chapter, we can draw a conclusion that teaching vocabulary through pictures is more effective. It can be seen from the
students‟ score of post test that is higher than the score of students‟ to understand the difficult words easily by guessing the meaning, the use of pictures make the
vocabulary learning becomes enjoyable and interesting because they can discover the meaning of difficult words by looking at pictures of them in pictures without
asking another person or looking them up in the dictionary.
B. Suggestion
Based on the conclusion, it is suggested 1.
The teacher choose the technique and materials which are appropriate with the students
‟ need and experience so that learning vocabulary become enjoyable and interesting, and using the accurate technique in
teaching learning process is an obligation for every teacher.
2. The teacher realizes that there are many ways in teaching English to
get t he students‟ attention in the classroom, especially in teaching
vocabulary. 3.
It is important for teaching to teach not only the meaning of the difficult words but also the correct use of them in acceptable pictures.
4. The teacher presents the language in an enjoyable and relaxed
atmosphere. It can be done by using the pictures, games, realia, etc. in order to avoid students bored.
5. The teacher should master many new vocabulary in teach students‟ in
the classroom. 6.
The teacher should also give a high motivation to the students to read more and more English literature to increase their vocabulary level.
7. Next researcher is expected to be better in analyzing this research.
BIBLIOGRAPHY
AS. Hornby, 1987. Oxford Advanced Learner’s Dictionary, Oxford: Oxford
University Press Bailey M. Kathleen, 1998. learning about language Assessment: Dilemas,
Decisions, and Direction, London: Heinle Publisher Baker D. William, 1971. Reading and Writing Skills USA: The University
of Michigan. Burns Anne, 1999. Collaborative Action Research for English Language Teacher,
New York: Cambridge University Press Cellier-MacMillan International, 1971: How to Teach and Learn English, New
York: A Division of MacMillan Ltd, Dawson A. Mildred, Marian Zollinger and Ardell Elwell, 1963.Guiding Language
Learning, New York: Harcourt, Brace World, Inc. Finnochairo Marry and Michael Bonomo, 1973. The Foreign Language Learner A
guide for Teacher, New York: Regents Publishing Company, ______________ and Christopher Brumfit, 1985. the Functional National
Approach: From Theory to Practice. London: Oxford University Press. Frances Mackey William, 1971. Language Teaching Analysis,. London: Indian
University Press, French Allen Virginia. 1983. Techniques in Teaching Vocabulary. New York:
Oxford University Press. Fries C. Charles, 1970. Teaching and Learning English as Foreign
Langugae, Michigan. ____________. Ann Arbor, Teaching and Learning English as Foreign
Language, Michigan University. Fromkin Victoria and Robert Rodman, 1945. An introduction to language,
Victoria: Holt rineheart and Winston, Inc, 1974 Gronlund E. Norman, 1982. Construction Achievement test, New York: Prentice
Hall. Hamzah Amir Sulaiman, 1985. Media Audio Visual, Jakarta: PT. Gramedia
Harmer Jeremy, 1991. The Practice of English Language Teaching, New York: Longman Publishing.
Hatch Evelyn and Cheeryl Brown, 1995. Vocabulary, Semantic and Language Education Cambridge: Cambridge University Press.
Heaton J.B, 1990. Classroom Testing. New York: Longman Inc. I.S.P. Nation, 1990. Teaching and Learning Language, New York: New Burry
House. Kember David, 2000. Action Learning and Action Research, London: British
Library. Meltzer E. David, 2008. The Relationship between Mathematics Preparation and
Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Score, Iowa: Department of Physics and Astronomy.
Mills E. Geoffrey, 2003. Action Research: A Guide for the Teacher Researcher, Ohio: Merrill Prentice Hall.
Oller W. Jhon, 1979. Language Test at School, London: Longman group Limited.
Penny Ur, 1996. A Course in Language Teaching Practice and Theory New York: Cambridge University Press.
Ray L. G. 1987. Educational Research competence for analysis and application. Ohio: Merill Publising Company.
Richards C. Jack and Willy A. Renandya, 2008. Methodology in Language teaching, New York: Cambridge University press.
Schmit Norbert and Michael Mc. Chartey, 1997. Vocabulary: Description, Acquisition and Pedagogy. London: Cambridge University Press.
Wallace J Michael, 2006. Action Research for Learning Teacher, Cambridge: Cambridge University Press.
Webster Noah, 1994. Webster New World Dictionary of American English, prentice hall Regents.
Appendix 1 The Resu
lt of Students’ Score in Pre-Test, Post Test I, and Post Test II No
Pre-Test Post Test I
Cycle I Post test II
Cycle II 1.
30 75
85 2.
70 70
85 3.
25 60
80 4.
70 70
85 5.
75 80
95 6.
35 70
80 7.
70 75
90 8.
65 70
85 9.
70 75
90 10.
70 75
80 11.
75 75
90 12.
70 75
95 13.
60 60
70 14.
60 75
85 15.
45 70
80 16.
60 70
80 17.
65 75
85 18.
50 65
85 19.
50 60
85 20.
55 65
85 21.
70 75
95 22.
35 80
80 23.
70 75
90 24.
75 75
80 25.
65 65
85 26.
50 65
85 27.
60 65
90 28.
70 75
80 29.
60 70
80 59.48
70.68 84.82
The Student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65
Appendix 3 Standar Kompetensi dan Kompetensi Dasar
Kelas VII Semester II SMP Prakarya Anjatan – Indramayu
Standar Kompetensi Kompetensi Dasar
1. Membaca
Memahami makna teks tulis fungsional dan esai pendek
sangat sederhana
berbentuk Descriptive dan Procedure yang
berkaitan dengan
lingkungan terdekat.
2. Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esai
pendek sangat
sederhana berbentuk
Descriptive dan
Procedure untuk berinteraksi dengan lingkungan terdekat.
1.1 Merespon makna yang terdapat
dalam teks tulis fungsional pendek sangat sederhana secara akurat,
lancer dan
berterima yang
berkaitan dengan
lingkungan terdekat.
2.1
Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan
menggunakan ragam bahasa tulis secaara akurat,
lancer dan
berterima untuk
berinteraksi dengan
lingkungan terdekat.
Observer
Ana Zulaecha NIM. 206014000104
Appendix 4
RENCANA PELAKSANAAN PEMBELAJARAN RPP
Sekolah : SMP PRAKARYA ANJATAN
Siklus ke- : 1
Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 1
Kelas Semester : VII II
Jenis Teks : Procedure Text
Tema : How to make fried banana
Aspek Skill : Menulis
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi
Memahami makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana
untuk berintea dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berinteraksi dengan lingkungan terdekat.
Indikator
Siswa mampu menyebutkan langkah-langkah membuat fried banana.
Siswa mampu menyebutkan bahan-bahan apa saja yang digunakan dalam
membuat fried banana.
Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Memahami teks procedure.
Menyebutkan bahan-bahan untuk membuat banana.
Menyebutkan alat-alat apa saja yang dibutuhkan untuk membuat banana.
Menyebutkan langkah-langkan membuat fried banana.
Materi Pembelajaran
Ingredients
Flour Sugar
Salt Water
Palm Oil Banana
MATERIALS Materials Tools
:
Frying pan Wash basin
Spatula Stove
Plate
PROCEDURE How to make fried banana?
1. First, peel the banana and cut it become two part. 2. Then, mix the flour, salt, sugar, and water into the
washbasin.
3. Next, immerse the banana into the washbasin.
STEPS 4. After that, pour the palm oil into frying pan and wait
until hot. 5. Then, put the banana in the frying pan and wait until hot.
6. Next, bring it and put on the plate. 7. Finally, fried banana can be deserved.
Metode technik : Three-Phase Technique.
A. Langkah-langkah kegiatan Belajar Mengajar KBM
No Tahap
Kegiatan Guru Kegiatan Siswa
waktu
1. Pendahuluan
Apresiasi
Motivasi
Salam Memeriksa
kehadiran siswasiswi
Memfokuskan siswasiswi pada
materi yang akan diajarkan
Menjelaskan tujuan
pembelajaran Mendeskripsikan
materi yang akan disampaikan
Menjawab salam
Absensi
Siswa Mendengarkan
dan memperhatikan
penjelasan dari guru
Siswa Menanggapi
pertanyaan yang
dilontarkan oleh guru
2. Kegiatan Inti
Guru menjelaskan Siswa
materi Procedure texts tentang
Ho to ake Fried Ba a a
. Guru
menyebutkan bahan-bahan yang
diperlukan untuk membuat Fried
Banana. Guru
menyebutkan alat- alat rumah tangga
yang diperlukan untuk membuat
Fried Banana. Guru menjelaskan
bagaimana cara membuat Fried
Banana. Memperhatikan
ucapan guru
Siswa mendengarkan
penjelasan guru.
Siswa mengikuti penjelasan
guru.
Siswa memperhatikan
penjelasan Guru
3. Penutup
Guru menjelaskan kembali materi
yang sudah di Siswa
memperhatikan penjelasan
pelajari. Guru memberikan
kesimpulan dari materi yang telah
di ajarkan Guru memberikan
tugas kepada siswanya tentang
Procedure. guru.
Siswa mampu mencerna
kesimpulan yang diberikan
oleh guru. Siswa mengikuti
perintah guru
Alat dan Sumber Pembelajaran
1. Sumber Bahan:
Buku paket Bahasa Inggris English in focus for grade VII junior high school SMPMTs
Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 “tude ts’ Worksheet
2. Media:
White Board Spidol
Gambarpictures
Aspek Penilaian
1. Aspek Proses
Penilaian proses dilakukan selama proses belajar mengajar berlangsung. 2.
Aspek Hasil Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang
diberikan oleh guru.
Mengetahui, Indramayu, 01 Maret
2011 English teacher
Observer
Josef Subagio, S.Pd.I Ana Zulaecha
NIK. 325 074 764 820 000 3 NIM. 206014000104
Appendix 5
RENCANA PELAKSANAAN PEMBELAJARAN RPP
Sekolah : SMP PRAKARYA ANJATAN
Siklus ke- : 1
Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 2
Kelas Semester : VII II
Jenis Teks : Descriptive text
Tema : Describing people
Aspek Skill : Speaking
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi
Mengungkap makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
10.1 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek
sangat sederhana dengan menggunakan ragam bahasa lisan secara secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
Indikator
Siswa mampu mengggambarkan seseorang dari ciri-ciri tubuhnya..
Siswa mampu mejelaskan apa yang ada pada seseorang.
Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Menyebutkan ciri-ciri bentuk tubuh seseorang.
Menjelaskan warna rambut, warna mata dan bentuk wajah seseorang
Menjelaskan apa saja yang melekat pada diri seseorang.
Materi Pembelajaran
How to describe someone in English
Height |
Build |
Hair |
Eyes |
Type of hair |
Complexion |
Other features
Learn about appearances requires Real Player.
Height
He is tall. He is short.
He is normal height.
+
He is very tall. He is quite short.
He is relatively normal height.
Build
She is skinny. negative She is fat. negative
She is underweight. negative She is overweight. negative
She is thin. negative She is plump. neutral
She is slim. positive She is stocky. neutral
She is slender. positive She is bonny. positive
Note - if a man is fat especially round the waist we often say he has a beer belly.
Hair
blondefair hair brown hair
red hair black hair
grey hair blonde
brunette redhead
- -
Eyes
grey eyes green eyes
blue eyes brown eyes
dark eyes
Note This is a black
eye
Type of hair
She has long hair.
She has short hair.
He has no hair. = He is
bald. She has
medium length hair.
She has medium length
hair. She has short
hair.
+
She has long,
black hair.
She has short,
black hair. -
She has medium
length , blonde hair.
She has medium
length, red hair.
She has short, blonde hair.
+ +
She has long,
straight, black
hair. She has
short, straight,
black hair. -
She has medium
length, straight,
blonde hair.
She has medium
length, wavy, red hair.
She has short, curly, blonde
hair.
o
Her hair is long,
straight Her hair is
short, straight
- Her hair is
medium length,
Her hair is medium
length, wavy Her hair is
short, curly and blonde.
r
and black.
and black. straight and
blonde. and red.
+ She wears
glasses.
Type of complexion
He is asian. He has light-brown
skin. She is black.
She has dark skin.
He is white. He has fair skin.
She is white. She has lightly
tanned skin. She is white. She
has very pale skin.
Other features
moustache Beard
chin forehead
nostrils
eyebrows Cheeks
fringe lips
teeth
Metode technik : Three-Phase Technique.
B. Langkah-langkah kegiatan Belajar Mengajar KBM
Tahap Kegiatan Guru
Kegiatan Siswa waktu
No 1.
Pendahuluan
Apresiasi
Motivasi
Salam Memeriksa
kehadiran siswasiswi
Memfokuskan siswasiswi pada
materi yang akan diajarkan
Menjelaskan tujuan
pembelajaran Mendeskripsikan
materi yang akan disampaikan
Menjelaskan ateri te ta g
How to describe someone in
E glish Menjawab
salam Absensi
Mendengarkan dan
memperhatikan penjelasan dari
guru Menanggapi
pertanyaan yang
dilontarkan oleh guru
2. Kegiatan Inti
Guru menggambarkan
seseorang dari mulai warna
rambut, bentuk rambut, tinggi
rendahnya seseorang sampai
dengan warna kulit.
Memperhatikan ucapan guru
Siswa mendengarkan
penjelasan guru.