A. Choose the correct answer by crossing the word in the box a , b , c , and , d! (things in the house) - Muhammad Yusuf Ramadhan lampiran
Pre – Test English Vocabulary Test Instruction : Pray before doing test.
1. Read the instruction and questions carefully and do the best by yourself.
2. Check the answer before submitting the test sheet.
3. A. Choose the correct answer by crossing the word in the box a , b , c , and , d!
(things in the house) 1. There is a metalic....
a. spoon
b. knife
c. cut
d. fork
2. What is the woman doing?
a. the woman is dancing on the floor
b. the woman is running on the track
c. the woman is jumping on the road
d. the woman is walking on the road There are ... on the picture
3.
a. shoes
b. slippers
c. heels
d. gloves There is a .... cupboard
4.
a. blue
b. red
c. black
d. grey
There is an elephant which has two...
5.
a. horns
b. tusks
c. wings
d. tails There is a girrafe which has a.... neck
6.
a. long
b. short
c. big
d. tall 7. A person who cooks in the restaurant is....
a. a cashier
b. a waiter
c. a chef
d. a waitress There are a white....
8.
a. owls
b. hawks
c. pigeons
d. eagles 9. There is a ... skirt
a.
rockb.
trouserc.
shockd.
10. There are birds fyling in the...
a. ocean
b. land
c. ground
d. air
B. Arrange the letters into correct words! (Things in the kitchen / Food)
11. H-E-S-C-E-E
12. G-G-E
13. O-P-O-N-S
14. M-K-I-L
15. A-L-T-S
16. P-P-E-P-R-E
17. M-B-O-U-C
18. O-C-F-F-E
19. O-W-L-B
20. T-E-E-S-W
Match the words on the left (A) with the words on the right (B) which C. have a right meaning ! A B
21.Cupboard
a. Almari
b. Bantal
22.Pillow
c. Garpu
d. Sendok
23.Key
e. Kunci
f. Lada
24.Onion
g. Kertas
h. Rok
25.Pepper i. Piring j. Nangka
26.Papper k. Garam l. Gula
27.Skirt m. Guling n. Bawang
28.Plate
29.Salt
30.Jack Fruit ANSWER KEYS A.
B.
C.
1. A
11. CHEESE
21. A
2. B
12. EGG
22. B
3. A
13. SPOON
23. E
4. D
14. MILK
24. N
5. A
15. SALT
25. F
6. A
16. PEPPER
26. G
7. C
17. COMB
27. H
8. C
18. COFFE
28. I
9. A
19. BOWL
29. K
30. J
10. D
20. SWEET
Post – Test 1 English Vocabulary Test Instruction : 1. Pray before doing test.
2. Read the instruction and questions carefully and do the best by yourself.
3. Check the answer before submitting the test sheet.
A. Choose the correct answer by crossing the word in the box a , b , c , and , d! (Things in the house) 1. There are.... in the house.
a. brooms
b. baskets
c. pillows
d. tables 2. There is a woman... the hill.
a. jumping
b. walking
c. climbing
d. diving 3. there is a .... on the picture.
a. grey ring
b. blue ring
c. red ring
d. gold ring there are fives birds flying in the ....
4.
a. ground
b. air
c. rock
d. ocean
5. The man has .... hair
a. long
b. pony
c. curly
d. brown There is an elephant which has two....
6.
a. horns
b. tusks
c. wings
d. tails There is a man ...
7.
a. catching the ballon
b. erupting the ballon
c. blowing the ballon
d. playing the ballon
8. There is monkey which has ...tail
a. tall
b. big
c. long
d. short There is a...
9.
a. water melon
b. jackfruit
c. grape
d. banana
B. Arrange the letters into correct words! (Things in the kitchen/Food)
11. N-O-D-L-O-E
12. A-T-E
13. F-R-I-U-T
14. V-E-G-T-E-A-B-E-L
15. C-O-F-E-F-E
16. B-W-O-L
17. F-R-O-K
18. S-T-O-E-V
19. L-A-T-P-E
20. G-A-S-S-L
Match the words on the left (A) with the words on the right (B) which C. have a right meaning ! A B
21.Meat Ball o. Sate
p. Dompet
22.Basket q. Gelas r. Kentang goreng
23.Wallet s. Cabai t. Boneka/Wayang
24.Milk shake u. Bawang Goreng
v. Keranjang
25.Fried Onion w. Burger x. Susu Kocok
26.Satay y. Kopi z. Garpu
27.Cup aa. Sendok bb. Bakso
28.Puppet cc. Kipas angin
29.Chili
30.Fan
ANSWER KEYS A.
17. FORK
30.O
29. E
28. F
27. C
26. A
25. G
24. J
23. B
22. H
21. N
20.GLASS C.
19. PLATE
18. STOVE
1. A
2. C
15. COFFE
14. VEGETABLE
13. FRUIT
12. TEA
11. NOODLE
10. A B.
9. A
8. C
7. C
6. A
5. C
4. B
3. D
16. BOWL
Post – Test 2 English Vocabulary Test Instruction : Pray before doing test.
4. Read the instruction and questions carefully and do the best by yourself.
5. Check the answer before submitting the test sheet.
6. D. Choose the correct answer by crossing the word in the box a , b , c , and , d!
(Things in the house) 1. There are five .... on the road.
e. pedicabs cycles
f.
g. motor cycles
h. cars 2. There is a man who has ... nose.
e. flat
f. big
g. small
h. long 3. There are five....
e. breads
f. cheese
g. cakes
h. donuts
There are 4 ducks swiming in the ....
4.
e. ground
f. air
g. rock
h. water There is a black
5.
....on the picture.
e. bowl
f. cup
g. plate
h. glass
There is a man .... in the ocean.6.
e. diving
f. swimming
g. surfing
h. drinking There is a man ...
7.
e. catching the ballon
f. erupting the ballon
g. blowing the ballon
h. playing the ballon
8. There is monkey which has ...tail
e. tall
f. big
g. long
h. short
There is a...
9.
e. water melon
f. jackfruit
g. grape
h. longan There is a farmer who.... in the field.
10.
e. planting
f. running
g. walking
h. sleeping
E. Arrange the letters into correct words! (Things in the kitchen/Food)
11. B-O-O-R-M
12. J-U-C-E-I
13. M-A-E-T 14 .K-N-F-E-I
15. B-A-A-N-N-A
16. M-E-U-N
17. X-O-B
18. F-R-T-U-I
19. W-O-L-B
20. S-A-Y-A-T
Match the words on the left (A) with the words on the right (B) which F. have a right meaning ! A B
21.Meat dd. Pisau ee. Daging
22.Broom ff. Gelas gg. Sapu
23.Knife hh. Cabai
ii. Boneka/Wayang
24.Cucumber jj. Kotak
kk. Kelengkeng
25.Longan ll. Gelas Tempe mm.
26.Tempeh
nn. Kipas angin
oo. Garpu27.Box pp. Sendok qq. Kubis
28.Fan rr. Kopi
29.Glass
30.Doll
ANSWER KEYS A.
18. FRUIT
30.F
29. I
28. K
27. G
26. J
25. H
24. N
23. A
22. D
21. B
20.SATAY C.
19. BOWL
1. A
2. B
16. MENU
15. BANANA
14. KNIFE
13. MEAT
11. BROOM 12. .JUICE
10. A B.
8. C 9. .D
7. C
6. A
5. A
4. D
3. D
17. BOX
LESSON PLAN CYCLE 1, ACTION 1
School : SMK MUHAMMADIYAH 3PWT Subject : English Grade / Semester : X/ 2 (two) Theme / Topic : Things in the house (There is/are) Target Language : Vocabulary Skill : Writing Time Allocation : 2 x 45 Minutes
A. STANDARD COMPETENCE
1.Applying the vocabulary word the by using “there is/are”accurately and appropriately in daily life contexts
B. BASIC COMPETENCE
1.5 Applying the vocabulary word the by using “there is/are” in the form of written text accurately and appropriately in daily life contexts
C. INDICATORS
1. Identifying the vocabulary word the by using “there is/are” according to the time and place happened.
2. Analyzing the vocabulary word the by using “there is/are” according to the time and place happened.
3. Implementing the vocabulary word by using “there is/ are”according to the time and place happened.
D. LEARNING OBJECTIVES
In the end of the lesson, the students will be able to:
1. Identify the vocabulary word the by using “there is/are” according to the time and place happened.
2. analyze the vocabulary word the by using “there is/are” according to the time and place happened.
3. implement the vocabulary word by using “there is/ are” according to the time and place happened. Character building might be developed by this lesson :
Trustworthiness Self- respecting Self- confidence
E. Learning Material There is andThere are means something exists.
1. There is
Use “there is” (there’s) for a noun- singular Example:
- There is a mouse in the bag
- There is a book on the table
2. There are
Use “there are” for a noun- plural Example:
- There are four girls in a team
- There are books on the table
Negative form of “there is” and “there are”
Example: There is a car There isn’t a car There are four balls There aren’t four balls *place there is and there are at the start of a sentence.
Questions with there is and there are
Place is or are in front of there to form a question Example: - There is a pen on the table.
- Is there a pen on the table?
- There are pens on the table.
- Are there pens on the table? Formula
For singular form
(+) There is + singular noun (-) There is + not + singular noun (?) Is there + singular noun.
Example 1. There is a car in front of my house.
2. There is not a car in front of my house
3. Is there a car in front of my house ?
For plural form
(+) There are + Plural Noun (-) There are + not + Plural Noun (?) Are there + Plural Noun Example:
1 There are any flowers behind my house 2 There are not any flowers behind my house.
3 Are there any flowers behind my house?
F. LEARNING METHOD
1. Approach : Direct Method
2. Technique : Discussion,Snakes and Ladders game
G. MEDIA AND LEARNING SOURCES
: laptop, board marker, white board
1. Teaching aids
2. Learning sources : - Bring Me to The World professional Worker
(English for Vocational Schools Book 2)
H. LEARNING ACTIVITY Stages Activities Opening Teacher activities Students Class room
Open the learning
A. Orientation process Greet the students Answer the greeting Check the Answer teacher’s student’s calling attendance list.
B. Apperception Teacher gives Students watch the Students look at brainstorming to picture and answer the pictures the students by the teacher’s showing the questions. pictures and gives some questions related to the picture, such as: Have you ever seen those pictures? Do you have those kinds of things?
Students may ask Teacher gives more information further information about the picture about the picture
Teacher asks the Students guess the students to guess material which is the material which going to be learnt is going to belearnt C. Motivation Explaining: why the students need to study vocabulary in there is/are.
Main activities
A. Exploration Teacher shows Students analyze some pictures the picture related to the material .
Teacher gives Students find the some example of vocabulary dealing there is/are with the picture.
Teacher and students discuss together about the use of vocabulary .
B. Elaboration Teacher asks the Students make a students to make group consist of 4 groups consist of 5- students. 6 students.
Teacher distributes Snakes and Ladders board game to each group.
Teacher gives Students pay Students play the some instructions attention to the game. to the students. teacher’s instruction and play snakes and ladders game.
Teacher asks the Students play the studens to analyze snakes and ladders the vocabulary game based on the pictures Teacher monitors
Students practice the group’s describing things activities based on the board in spoken form.
Teacher asks each Each group group to make 5 presents their work sentences there in front of the is/are related to the class. picture and asks them to present their work in front of the class.
C. Confirmation Teacher checks the students understanding about the material given. Teacher gives feed back to the students. Teacher reviews Pay attention to the the material given teacher’s review.
Clossing Teacher concludes the material that has been learnt Teacher closes the learning process
I. Assessment Formula for essay question
No. Criteria/Aspect Skor Correct answer
4 Task 1 Wrong answer
= × 100%
Sign Purwokerto,January2015 Guru pamong Lilis Setiyani S.Pd. M Yusuf Ramadhan
J. APPENDIXES
1. Apperception 2.
3. Task 1 Answer the following question based on your own words!
1. ……a new moon tonight 2. ……a mailbox on the corner. 3. (+) There is a flag at the top of the building.
(–)……………….. (?)………………..
4. ……elevator in the building ? 5. (+) There are ten new words in this lesson.
(–)………………. (?)……………….
Answer Keys
Task 1
1.There is a new moon tonight 2.There is a mailbox on the corner. 3.(-) There is not a flag at the top of the building. (?) Is there a flag at the top of the building?
4.Are there elevators in the building? 5.(+) There are not ten new words in this lesson
(-) Are there ten new words in this lesson?
LESSON PLAN CYCLE 1, ACTION 2
School : SMK MUHAMMADIYAH 3PWT Subject : English Grade / Semester : X/ 2 (two) Theme / Topic : There is/are Target Language : Vocabulary Skill : Speaking Time Allocation : 2 x 45 Minutes
A. STANDARD COMPETENCE
1.Applying the vocabulary word the by using “there is/are” accurately and appropriately in daily life contexts
B. BASIC COMPETENCE
1.5 Applying the vocabulary word the by using “there is/are” in the form of written text accurately and appropriately in daily life contexts
C. INDICATORS
1. Identifying the vocabulary word the by using “there is/are” according to the time and place happened.
2. Analyzing the vocabulary word the by using “there is/are” according to the time and place happened.
3. Producing the vocabulary word by using “there is/ are” according to the time and place happened.
D. LEARNING OBJECTIVES
In the end of the lesson, the students will be able to:
1. Identifythe vocabulary word the by using “there is/are” according to the time and place happened.
2. analyze the vocabulary word the by using “there is/are” according to the time and place happened. 3. produce the vocabulary word by using “there is/ are” according to the time and place happened.
Character building might be developed by this lesson : Trustworthiness Self- respecting Self- confidence
E. Learning Material There is andThere are means something exists.
1. There is
Use “there is” (there’s) for a noun- singular Example:
- There is a mouse in the bag
- There is a book on the table
2. There are
Use “there are” for a noun- plural Example:
- There are four girls in a team
- There are books on the table
Negative form of “there is” and “there are”
Example: There is a car There isn’t a car There are four balls There aren’t four balls *place there is and there are at the start of a sentence.
Questions with there is and there are
Place is or are in front of there to form a question Example: - There is a pen on the table.
- Is there a pen on the table? - There are pens on the table.
- Are there pens on the table?
Formula
For singular form
(+) There is + singular noun (-) There is + not + singular noun (?) Is there + singular noun.
Example 1. There is a car in front of my house.
2. There is not a car in front of my house
3. Is there a car in front of my house ?
For plural form
(+) There are + Plural Noun (-) There are + not + Plural Noun (?) Are there + Plural Noun Example:
1 There are any flowers behind my house 2 There are not any flowers behind my house.
3 Are there any flowers behind my house? List of thing on the picture Book Monkey Cats Juice Broom Puppets Jack fruits Coffe
F. LEARNING METHOD
1. Approach : Direct Method
2. Technique : Discussion,Snakes and Ladders game
G. MEDIA AND LEARNING SOURCES
: laptop, board marker, white board
1. Teaching aids
2. Learning sources : - Bring Me to The World professional Worker (English for Vocational Schools Book 2)
H. LEARNING ACTIVITY Stages Activities Opening Teacher activities Students Class room
Open the learning
A. Orientation process Greet the students Answer the greeting Check the Answer teacher’s student’s calling attendance list.
B. Apperception Teacher gives Students wacth the Students look at brainstorming to picture and answer the pictures the students by the teacher’s showing the questions. pictures and gives some questions related to the picture, such as: Have you ever seen those pictures? Do you have those kinds of things? Students may ask Teacher gives more information further information about the picture. about the picture
Teacher asks the Students guess the students to guess material which is the material which going to be learnt is going to belearnt
C. Motivation Explaining: why the students need to study vocabulary in there is/are.
Main activities
A. Exploration Teacher shows Students analyze some pictures the picture related to the material .
Teacher gives some Students find the example of there vocabulary dealing is/are with the picture.
Teacher and students discuss together about the use of vocabulary .
B. Elaboration Teacher asks the Students make a students to make group consist of 4 groups consist of 4 students. students. Teacher distributes Snakes and Ladders board game to each group. Teacher gives some Students pay Students play the instructions to the attention to the game. students. teacher’s instruction and play snakes and ladders game.
Teacher asks the Students play the studens to analyze snakes and ladders the vocabulary game based on the pictures
Students practice describing things based on the board in spoken form.
Teacher monitors the group’s activities Teacher asks each Each group group to make a presents their work conversation based in front of the on the picture and class. asks them to present their work in front of the class.
C. Confirmation Teacher checks the students understanding about the material given. Teacher gives feed back to the students. Teacher reviews Pay attention to the the material given teacher’s review.
Clossing Teacher concludes the material that has been learnt Teacher closes the learning process
I. Assessment
AspekPenilaian Accuracy
No. NamaSiswa Fluency Total Kompeten/belumkompeten Pron. Into. Gram.
(4) (2) (2) (2) (10) Keterangan:
A. Fluency: Kelancaranberbicaradankemampuanmembedakantingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, diselingisedikitkeraguan
3. Fair (2) = jelastapitersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan Grammar
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingisedikitkeraguan
3. Fair (1) = jelastapitersendat
4. Poor (0,5) = tidakjelas dan tersendat
Sign Purwokerto,January2015 Lilis Setiyani S.Pd. Muhammad Yusuf Ramadhan
J. APPENDIXES
1. Apperception 2.
3.
LESSON PLAN CYCLE 2, ACTION 1
School : SMK MUHAMMADIYAH 3PWT Subject : English Grade / Semester : X/ 2 (two) Theme / Topic : Menus Target Language : Vocabulary Skill : Writing Time Allocation : 2 x 45 Minutes
A. STANDARD COMPETENCE
1.Understanding simple memos and menus,schedule of public transport trips, and signs-traffic signs
B. BASIC COMPETENCE
1.6Understanding simple memos and menus, schedule of public transport trips, and signs-traffic signs in the form of written text accurately and appropriately in daily life contexts
C. INDICATORS 1. Identifying vocabulary in the menus.
2. Analyzing vocabulary in the menus.
3. Implementing vocabulary in the menus.
D. LEARNING OBJECTIVES
In the end of the lesson, the students will be able to: 1. identify vocabulary in the menus correctly.
2. Analyze vocabulary in the menus correctly.
3. implement vocabulary in the menus correctly. Character building might be developed by this lesson :
Trustworthiness Self- respecting Self- confidence
E. LEARNING MATERIAL
Definition of Menus :
- list of dishes available at a restaurant (the dishes making up a meal)
- the food and drink that are regularly served or consumed(the dishes making up a meal)
F. LEARNING METHOD
1. Approach : Direct Method
2. Technique : Discussion,Snakes and Ladders game
G. MEDIA AND LEARNING SOURCES
: laptop, board marker, white board
1. Teaching aids
2. Learning sources :
- Bring Me to The World professional Worker (English for Vocational Schools Book 2)
H. LEARNING ACTIVITY Stages Activities Opening Teacher activities Students Class room
Open the learning
A. Orientation process Greet the students Answer the greeting
Check the Answer teacher’s student’s calling attendance list.
B. Apperception Teacher gives Students watch the Students look at brainstorming to picture and answer the pictures the students by the teacher’s showing the questions. pictures and gives some questions related to the picture, such as: Have you ever seen those pictures? Do you know what is this ?
Students may ask Teacher gives more information further information about the picture about the picture
Teacher asks the Students guess the students to guess material which is the material which going to be learnt is going to be learnt
C. Motivation Explaining: why the students need to study vocabulary in menus.
Main activities
A. Exploration Teacher show pictures related to the material (menus) Teacher explain the Students pay material about attention to the menus teacher’s explanation
Teacher and students discuss together about the use of vocabulary
B. Elaboration Teacher asks the Students make a students to make group consist of 4 groups consist of 4 students. students.
Teacher distributes Snakes and Ladders board game to each group.
Teacher give some Students pay Students discuss instructions to the attention to the with their own students. teacher’s partners in each instruction and play group to play the snakes and ladders game and game. understanding the
Teacher asks the vocabulary in the studens to analyze board the vocabulary based on the pctures Teacher monitors the group’s activities Teacher asks each Each group group to make 5 presents their work sentences based on in front of the the picture on the class. board and asks them to present their work in front of the class.
C. Confirmation Teacher checks the students understanding about the material given. Teacher gives feed back to the students. Teacher reviews Pay attention to the the material given teacher’s review.
Clossing Teacher concludes the material that has been learnt Teacher closes the learning process
I. Assessment Formula for essay question
No. Criteria/Aspect Skor Correct answer
4 Task 1 Wrong answer
= × 100%
Sign Purwokerto, January 2015 Guru pamong Lilis Setiyani S.Pd. M Yusuf Ramadhan
Appendix 1.
2.
3.
LESSON PLAN CYCLE 2, ACTION 2
School : SMK MUHAMMADIYAH 3PWT Subject : English Grade / Semester : X/ 2 (two) Theme / Topic : Menus Target Language : Vocabulary Skill : Speaking Time Allocation : 2 x 45 Minutes
A. STANDARD COMPETENCE
1. Understanding simple memos and menus, schedule of public transport trips, and signs-traffic signs
B. BASIC COMPETENCE
1.6Understanding simple memos and menus, schedule of public transport trips, and signs-traffic signs in the form of written text accurately and appropriately in daily life contexts
C. INDICATORS 1. Identifying vocabulary in the menus.
2. Analyzing vocabulary in the menus.
3. Producing vocabulary in the menus.
D. LEARNING OBJECTIVES
In the end of the lesson, the students will be able to: 1. identify vocabulary in the menus correctly. 2. analyze vocabulary in the menus correctly. 3. produce vocabulary in the menus correctly. Character building might be developed by this lesson :
Trustworthiness Self- respecting Self- confidence
E. LEARNING MATERIAL
List of menus Meet ball Sataii Fried rice A juice Coffe Steak Burger Fried potato
F. LEARNING METHOD
1. Approach : Direct Method
2. Technique : Discussion,Snakes and Ladders game
G. MEDIA AND LEARNING SOURCES
: laptop, board marker, white board
1. Teaching aids
2. Learning sources : - Bring Me to The World professional Worker (English for Vocational Schools Book 2)
H. LEARNING ACTIVITY Stages Activities Teacher activities Students Class room Opening
Open the learning process A. Orientation
Greet the students Answer the greeting Check the Answer teacher’s student’s calling attendance list.
B. Apperception Teacher gives Students watch the Students look at brainstorming to picture and answer the pictures the students by the teacher’s showing the questions. pictures and gives some questions related to the picture, such as: Have you ever seen those pictures? Do you know those kinds of things?
Students may ask Teacher gives more information further information about the picture about the picture
Teacher asks the Students guess the students to guess material which is the material which going to be learnt is going to be learnt
C. Motivation Explaining: why the students need to study vocabulary in menus.
Main activities
A. Exploration Teacher show pictures related to the material. Teacher explain the Students pay material about attention to the menus teacher’s explanation
Teacher and students discuss together about the use of vocabulary .
B. Elaboration Teacher asks the Students make a students to make group consist of 4 groups consist of 4 students. students.
Teacher distributes Snakes and Ladders board game to each group.
Teacher give some Students pay Students discuss instructions to the attention to the with their own students. teacher’s partners in each instruction and play group to play the snakes and ladders game and
Teacher asks the game. understanding the studens to analyze vocabulary in the the vocabulary board. based on the pctures Teacher monitors the group’s activities Teacher asks the Each students students to make presents their work conversation in front of the related to the class. picture
C. Confirmation Teacher checks the students understanding about the material given. Teacher gives feed back to the students. Teacher reviews Pay attention to the the material given teacher’s review.
Clossing Teacher concludes the material that has been learnt Teacher closes the learning process
I. Assessment
AspekPenilaian Accuracy
No. NamaSiswa Fluency Total Kompeten/belumkompeten Pron. Into. Gram.
(4) (2) (2) (2) (10) Keterangan:
A. Fluency: Kelancaranberbicaradankemampuanmembedakantingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, diselingisedikitkeraguan
3. Fair (2) = jelastapitersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan Grammar
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingisedikitkeraguan
3. Fair (1) = jelastapitersendat
4. Poor (0,5) = tidakjelas dan tersendat
Sign Purwokerto, January 2015 Guru pamong Lilis Setiyani S.Pd. M Yusuf Ramadhan
J. Appendix
1
2 3.
4.
TEACHERS’ OBSERVATION
The Indicators of Teachers’ Activities ( √)
Action Indicators
No Cycle 1 Cyle 2
1
2
1
2 1 Preparing the material systematically.
2 Reviewing the previous material.
3 Introducing and explaining the material using Snakes and Ladders Game.
4 Giving motivation strategies.
5 Telling the aim of the lesson.
6 Giving explanation and example.
7 Asking question to the students.
8 Giving opportunities for asking and giving suggestion.
9 Going round the class to observe the students.
10 Giving feed back after evaluating the students in doing their assignment.
Total Average
STUDENTS’ OBSERVATION
The Indicators of Students’ Activities ( √)
No Students’ activity Score
1
2
3
4
5
1 Pay attention on the material given
2 Answer question from the teacher
3 Ask the question about the material
4 Shows enthusiasm to do the assignment
5 Shows a good cooperation with their friends.
Note: 1= Very Bad 2= Bad 3= Fair 4= Good 5= Very Good
Students’ Questionnaire
Petunjuk
1. Berilah tanda centang ( √) pada salah satu jawaban ya atau tidak.
2. Jawablah dengan jujur sesuai dengan hati nuranimu.
3. Jawaban ini tidak berpengaruh terahadap nilaimu.
4. Identitas siswa dirahasiakan.
NO Statement YES NO
1 Students feel happy when studying English vocabulary using Snakes and Ladders Game.
2 Students feel better learn vocabulary by using Snakes and Ladders Game.
3 Students feel motivated to learn vocabulary in learning
process by applying Snakes and Ladders Game Student feel that Snakes and Ladders Game suitable to
4 be applied in learning English vocabulary.
5 Students more easily understand the English vocabulary by using Snakes and Ladders Game.
6 Students find it easier to remember new vocabulary that already have when see boards/pictures in the game.
7 Students learn Snakes and Ladders Game direction can help to develop vocabulary.
Students play Snakes and Ladders Game dice can solve
8 students’ problem in learning English vocabulary. Total Average Table of Students` Score Pre-test Total responden :27 Reach KKM :8 Procentase :29,63 %
No Name Class The Result Pre test
21 Gladys Tabah Rahmatulah
X TKR A 53,3
16 Esa Yoga Pratama
X TKR A 33,3
17 Febri Nur Fauzi
X TKR A
40
18 Feri Bogie Prasetyo
X TKR A
70
19 Fredy Adhi Prayogo
X TKR A 63,3
20 Gilang Adi Santoso
X TKR A 63,3
X TKR A 56,6
X TKR A 66,6
22 Hafizh Hanan
X TKR A 66,6
23 Ichsan Odiesgi Januar Achmad
X TKR A 73,3
24 Imam Maulana
X TKR A
70
25 Isa Permana
X TKR A 73,3
26 Juliono
X TKR A 56,6
27 Ranu Rias Prayudi
X TKR A 73,3
Total 1555,7 Average
15 Efan Nur Rohman
14 Dimas Putra Ariyanto
1 Abel Romansah
7 Aldi
X TKR A
70
2 Adimas Zikri Utomo
X TKR A 46,6
3 Aditiya Putra Pratama
X TKR A
40
4 Agus Setiono
X TKR A 56,6
5 Ahmad Saputra
X TKR A 56,6
6 Al 'Awal Gagas Putra Haryono
X TKR A 26,6
X TKR A
70
70
8 Anas Muzaki
X TKR A 33,3
9 Ariiq Yundi Santoso
X TKR A
60
10 Arman Pramdhani
X TKR A 63,3
11 Catur Pamungkas
X TKR A 56,6
12 Danu Budi Kusuma
X TKR A 46,6
13 Dimas Fu`ad Irfanto
X TKR A
57,62
Table of Students` Score in Post-Test 1 No Name Class The Result Post test
X TKR A
17 Febri Nur Fauzi
X TKR A 66,6
18 Feri Bogie Prasetyo
X TKR A 73,3
19 Fredy Adhi Prayogo
X TKR A
70
20 Gilang Adi Santoso
X TKR A
70
21 Gladys Tabah Rahmatulah
X TKR A 63,3
22 Hafizh Hanan
70
16 Esa Yoga Pratama
23 Ichsan Odiesgi Januar Achmad
X TKR A 76,6
24 Imam Maulana
X TKR A 76,6
25 Isa Permana
X TKR A 76,6
26 Juliono
X TKR A
70
27 Ranu Rias Prayudi
X TKR A 76,6
Total
2035,4
Average
X TKR A 56,6
X TKR A 66,6
1 Abel Romansah
8 Anas Muzaki
X TKR A 76,6
2 Adimas Zikri Utomo
X TKR A
70
3 Aditiya Putra Pratama
X TKR A 66,6
4 Agus Setiono
X TKR A 73,3
5 Ahmad Saputra
X TKR A 66,6
6 Al 'Awal Gagas Putra Haryono
X TKR A 56,6
7 Aldi
X TKR A 76,6
X TKR A 56,6
15 Efan Nur Rohman
9 Ariiq Yundi Santoso
X TKR A 73,3
10 Arman Pramdhani
X TKR A 76,6
11 Catur Pamungkas
X TKR A
70
12 Danu Budi Kusuma
X TKR A
70
13 Dimas Fu`ad Irfanto
X TKR A 76,6
14 Dimas Putra Ariyanto
X TKR A 73,3
75,39 Total responden :27 Reach KKM :19 Procentase :70,38%
Table of Students` Score in Post-Test 2 No Name Class The Result Post test
X TKR A 73,3
16 Esa Yoga Pratama
X TKR A 66,6
17 Febri Nur Fauzi
X TKR A
70
18 Feri Bogie Prasetyo
X TKR A 83,3
19 Fredy Adhi Prayogo
X TKR A 76,6
20 Gilang Adi Santoso
X TKR A 73,3
21 Gladys Tabah Rahmatulah
22 Hafizh Hanan
15 Efan Nur Rohman
X TKR A 76,6
23 Ichsan Odiesgi Januar Achmad
X TKR A 83,3
24 Imam Maulana
X TKR A 83,3
25 Isa Permana
X TKR A 83,3
26 Juliono
X TKR A 83,3
27 Ranu Rias Prayudi
X TKR A 83,3
Total 2105,5
Average 79,99
X TKR A 73,3
X TKR A 83,3
1 Abel Romansah
7 Aldi
X TKR A 83,3
2 Adimas Zikri Utomo
X TKR A 76,6
3 Aditiya Putra Pratama
X TKR A 73,3
4 Agus Setiono
X TKR A 86,6
5 Ahmad Saputra
X TKR A
70
6 Al 'Awal Gagas Putra Haryono
X TKR A 66,6
X TKR A 83,3
14 Dimas Putra Ariyanto
8 Anas Muzaki
X TKR A
70
9 Ariiq Yundi Santoso
X TKR A 76,6
10 Arman Pramdhani
X TKR A 86,6
11 Catur Pamungkas
X TKR A 76,6
12 Danu Budi Kusuma
X TKR A 76,6
13 Dimas Fu`ad Irfanto
X TKR A 86,6
Total responden :27 Reach KKM :25 Procentase :92,60%
Students`Competence in Pre Test No Name F N P Category
21 Gladys Tabah Rahmatulah
16 30 53% Fair
16 Esa Yoga Pratama
10 30 33% Bad
17 Febri Nur Fauzi
12 30 36% Bad
18 Feri Bogie Prasetyo
21 30 70% Good
19 Fredy Adhi Prayogo
19 30 63% Good
20 Gilang Adi Santoso
19 30 63% Good
17 30 56% Fair
20 30 66% Good
22 Hafizh Hanan
20 30 66% Good
23 Ichsan Odiesgi Januar Achmad
22 30 73% Good
24 Imam Maulana
21 30 70% Good
25 Isa Permana
22 30 73% Good
26 Juliono
17 30 56% Fair
27 Ranu Rias Prayudi
15 Efan Nur Rohman
14 Dimas Putra Ariyanto
1 Abel Romansah
7 Aldi
21 30 70% Good