Conclusion Langkah-langkah kegiatan Belajar Mengajar KBM

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.