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THE EFFECTIVENESS OF USING SYNONYM IN
LEARNING VOCABULARY
(A Quasi-Experimental Study at the Eighth Grade Students of SMP Islam At
Taqwa Pamulang)
By:
Kuswatun
1110014000059
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2017
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Educational Science certifies that
the ‘skripsi’ (scientific paper) entitled “The Effectiveness of Using Synonym in
Learning Vocabu1ary”, written by Kuswatun, 1110014000059, was examined
by the Committee on July 31st, 2017 and was declared to have passed and have
fulfilled one of the requirements for the degree of S.Pd. (S-1) in Department of
English Education.
Jakarta, 29th
September2017
EXAMINATION COMMITTEE
Chairman : Dr. Alek, M.Pd.
NIP. 19690912 200901 1 008
Secretary : Zaharil Anasy, M.Hum.
NIP. 19761007 200710 1 002
Examiner I : Drs. H Sunardi Kartowisastro, Dipl, Ed.
NIP. 15002279
Examiner II : Desi Nahartini, M. Ed.
Acknowledged by
i
ABSTRACT
KUSWATUN. (NIM: 1110014000059). The Effectiveness of Using Synonym in
Learning Vocabulary (A Quasi-Experimental Study at the Eighth Grade Students of
SMP Islam At Taqwa Pamulang). Skripsi of Departement of English Education,
Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta,
2017.
Advisor I : Dr. Atiq Susilo M.A,
Advisor II : Neneng Sunengsih, M.Pd.
Key words : vocabulary learning, synonyms,lexical,
The aim of this research was to investigate the effectiveness of using synonym in
learning vocabulary for the eighth grade students of SMP Islam At-Taqwa Pamulang.
The method used in this research was a quantitative method and the research design
was a quasi-experiment. The sample of this research was the eighth grade of SMP
Islam At-Taqwa Pamulang. They were 8.2 class as the experimental class, whereas
8.2 as the control on. Each class consisted of 23 students. For sampling technique, the
researcher used quota sampling. The instrument used in this research was a written
test on the pretest and posttest. The data is served by numerical and tested by
statistical formula of t-test. Based on the calculation of the data, after using synonym,
the mean score of the experimental class was increased. It means that using synonym
is effective to apply in learning vocabulary and based on t-test, using synonym has
significant effect in learning vocabulary for junior high school. The researcher used t-
test to examine the research hypothesis. The result shows that the value of t-test is
3.953 while the value of t-table significant degree of 5% (α = 0.05) , t count was 1.680.
It means that t-test is higher than t-table or tobserve > ttable. It indicated the null
hypothesis is rejected and the alternative hypothesis is accepted. In conclusion, based
on the difference of mean score between pre-test and post-test, using synnyms is
effective to apply in learning vocabulary. Based on t-test, using synonym has
significant effect in learning vocabulary in junior high school.
ii
ABSTRAK
KUSWATUN. (NIM: 1110014000059). Keefekifan Penggunaan Sinonim dalam
Belajar Kosakata (Sebuah Penelitian Kuasi-Eksperimen dikelas 8 SMP Islam At-
Taqwa Pamulang). Skripsi, Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu
Pendidikan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.
Advisor I : Dr. Atiq Susilo M.A,
Advisor II : Neneng Sunengsih, M.Pd.
Key words : belajar vocabulary, sinonims, kata
Tujuan penelitian ini adalah untuk melihat keefektifan menggunakan sinonim
substitusi terhadap peningkaan kosakata siswa pada siswa kelas 8 di SMP Islam At-
Taqwa Pamulang. Metode yang digunakan dalam penelitian ini adalah metode
kuantitatif dan desain penelitian yang digunakan adalah quasi eksperimen. Adapaun
sample dalam penelitian ini adalah siswa-siswi kelas 8 SMP Islam At Taqwa
Pamulang, kelas 8.2 sebagai kelas eksperimen dan kelas 8.1 sebagai kelas kontrol.
Masing-masing kelas terdiri dari 23 siswa. Untuk teknik pengambilan sample,
peneliti menggunakan teknik sampling kuota. Instrumen yang digunakan dalam
penelitian ini adalah tes tertulis dalam pretest maupun posttest. Data yang disajikan
berupa angka dan diuji dengan menggunakan rumus t-test secara statistik.
Berdasarkan perhitungan data, setelah menggunakan synonym dalam belajar
kosakata, terdapat peningkatan pada nilai rata-rata kelas eksperimen. Ini berarti
bahwa menggunakan synonym efektif untuk digunakan dalam belajar vocabulary
pada sekolah menengah pertama. Peneliti menggunakan t-test untuk menguji
hipothesis peneliannya. Hasil menunjukkan bahwa nilai t-test adalah 3.953 pada
derajat signifikansi 5% (α = 0.05), sedangkan t tabel adalah 1.680 atau t hitung > t tabel.
Disimpulkan bahwa berdasarkan perbedaan nilai rata-rata antara pre-test dan postest,
penggunaan sinonim efektif digunakan dalam belajar vocabulary atau kosakata dan
berdasarkan pada hasil t-test, menggunakan sinonim mempunyai dampak signifikan
dalam belajar kosakata di sekolah menengah pertama.
iii
ACKNOWLEDGEMENTS
حیم حمن الر بسم اللھ الر
In the name of Allah, the Beneficent the Merciful
All praise be to Allah the Lord of the world, who gives blessing and mercy upon
the writer completing this skripsi. Peace and blessing from Allah always be upon
to His messenger, Prophet Muhammad, his families, his relatives and all his
followers.
The writer has finished her skripsi entitled “The Effectiveness of Using
Synonym in Learning Vocabulary (A Quasy-Experimental Study at the Second
Grade Students of SMP Islam At-Taqwa Pamulang”. It is presented to the Faculty
of Educational Sciences in Partial Fulfillment of the Requirement for Degree of
Strata (Bachelor of Art) in English Language Education.
The writer would like to express her greatest honor and deepest gratitude to
her beloved parents, her father Rasma’un (Alm.) and her mother Darsiyah, and
also to her three sisters and her three brothers who always give their materials,
prayers, and motivation to finish the writer’s study.
The great appreciation are delivered to her advisors, Dr. Atiq Susilo, M.A
and Neneng Sunengsih, M.Pd, for their patience in providing of guidance,
comments, helpful corrections and suggestion in finishing this skripsi
Her deepest gratitude also goes to those who have helped her in finishing
this skripsi, to:
1. All lecturers, especially those at Department of English Education, for
their knowledge, motivation, and patience during her study at Department
of English Education and Syarif Hidayatullah State Islamic University of
Jakarta.
2. Dr. Alek, M.Pd., the Head of Department of English Education.
3. Zaharil Anasyi, M. Hum., the Secretary of Department of English
Education and the Academic Advisor of English Educational B Class of
2010.
iv
4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of the Faculty of Educational
Science.
5. H. Budi Waluyo, S.Pd., the principal of SMP Islam At-Taqwa Pamulang,
who has allowance her doing to research. Also, all teachers at SMP Islam
At-Taqwa Pamulang, especially Tami Asriani, S.Pd. who has helped her to
conduct this research.
6. The second grade students of SMP Islam At-Taqwa Pamulang who has
assisted to collect the data for this research.
7. Her friends, Finah Triyanah, Tami Asriani, Alfiyah Nur Fauziyah, Yusri
Nur Fadhilah, Nurhilaliyah, Septia Ayu Handayani, and all friends in
Department of English Education B class who always offer her happiness,
patience, sharing, and support.
8. All people who give contribution to finish this study whose name cannot
be mentioned one by one.
Finally the writer truly realizes that this skripsi cannot be considered as a
perfect masterpiece. Therefore, the writer who expected with pleasure, hopefully
to get suggestion and criticism to make it better.
Jakarta, July 2017
The writer
v
TABLE OF CONTENTS
Page
TITLE
SURAT PERNYATAAN KARYA SENDIRI
APPROVAL
ENDORSEMENT SHEET
ABSTRACT ................................................................................................... i
ABSTRAK ....................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................ iii
TABLE OF CONTENTS .............................................................................. v
LIST OF TABLES ....................................................................................... viii
LIST OF APPENDICES............................................................................... ix
CHAPTER I : INTRODUCTION ............................................................... 1
A. Background of the Study .................................................. 1
B. Identification of Problem .................................................. 4
C. Limitation of Problem ....................................................... 4
D. Problem Formulation ........................................................ 4
E. Purpose of the Study ......................................................... 5
F. Significance of the Study .................................................. 5
CHAPTER II : THEORETICAL FRAMEWORK ................................... 6
A. Vocabulary ........................................................................ 6
1. Definition of Vocabulary .......................................... 6
2. Kinds of Vocabulary ................................................. 7
3. The Importance of Vocabulary ................................. 9
4. Learning Vocabulary ................................................. 11
B. Synonym ........................................................................... 14
1. Definition of Synonym ............................................. 14
2. Types of Synonym .................................................... 15
3. Features in Synonym ................................................ 17
vi
C. Relevant Previous Study ................................................... 18
D. Conceptual Framework ..................................................... 20
E. Research Hypothesis ........................................................ 21
CHAPTER III : RESEARCH METHODOLOGY .................................... 22
A. Place and Time of Research ............................................. 22
B. Population and Sample of the Study ................................. 22
C. Method and Design of the Study ...................................... 23
D. Instrument of the Study .................................................... 24
E. Data Collection ................................................................. 25
F. Data Analysis .................................................................... 25
1. Normality Test .......................................................... 25
2. Homogeneity Test..................................................... 26
3. The Technique of Data Analysis .............................. 26
G. Statistical Hypothesis of the Study ................................... 28
CHAPTER VI : RESEARCH FINDINGS .................................................. 29
A. Research Findings ............................................................ 29
1. Data Description ....................................................... 29
a. The Data of Experiment Class ....................... 29
b. The Data of Controlled Class .......................... 31
c. Summary ......................................................... 33
2. Analysis of the Data ................................................. 32
a. Test of Normality ............................................ 32
b. Test of Homogeneity ....................................... 35
3. Test Analysis ............................................................ 37
B. Discussion ......................................................................... 40
CHAPTER V : CONCLUSION AND SUGGESTION .............................. 42
A. Conclusion ....................................................................... 42
B. Suggestion ....................................................................... 42
vii
REFERENCES .............................................................................................. 43
APPENDICES
viii
LIST OF TABLES
Table 3.1 Research Description ………………………………………………. 24
Table 4. 1 The Score of the Pre-Test and Post-Test in Experimental Class …... 31
Table 4. 2 The Score of the Pre-Test and Post-Test in Controlled Class ........... 33
Table 4. 3 The Summary/ Frequency of Experimental and Controlled Class … 35
Table 4. 4 The Result of Normality Test of the Experimental and the
Controlled Class’ Pre-Test ………………………………………… 36
Table 4. 5 The Result of Normality Test of the Experimental and the
Controlled Class’ Post-Test ………………………………………... 37
Table 4. 6 The Result of Homogeneity Test of the Experimental and
the Controlled Class’ Pre-Test ……………………………………. 38
Table 4. 7 The Result of Homogeneity Test of the Experimental and
the Controlled Class’ Post-Test …………………………………… 38
ix
LIST OF APPENDICES
Appendix 1 : Frequency distribution of Pre-Test
Appendix 2 : Frequency distribution of Post-Test
Appendix 3 : Statistical Hypothesis Test Calculation
Appendix 4 : Normality Test
Appendix 5 : Homogeneity Test
Appendix 6 : Lesson Plan of Experimental class
Appendix 7 : Lesson Plan of Controlled Class
Appendix 8 : Instruments test Pre-test
Appendix 9 : Instruments test Post-test
Appendix 10 : Surat Bimbingan Skripsi
Appendix 11 : Surat Keterangan Penelitian
1
BAB I
INTRODUCTION
A. Background of the Study
Teaching English as foreign language has a big charge. To be communicative is
one of the aims of learning English. Children could speak well if they master the
words of English language. If they have varied words, they will speak anything what
they want since it is better.
In English teaching and learning process, it will be better if the students learn
about the words earlier or they know the vocabulary for the first time. How important
is vocabulary? The writer thinks if there is no vocabulary, the students will find
difficulties in other language skill proficiency. For instance, in reading skill, the
student will be hard enough to comprehend the text if they find unknown words. As
Rapley and Nichols thought that it is important for children to learn vocabulary to
improve their reading comprehensions. Students will struggle to comprehend the text
if they are lack of vocabulary.
David Wilkins claimed about the vocabulary importance. “Without grammar,
very little can be conveyed, without vocabulary nothing can be conveyed”.1 He also
said that by learning more words and expression will result more improvement. With
words, people can say anything they want, but with grammar people can only say
little thing because they speak with words most not grammar.
Qi Pan claimed, “Vocabulary is the crucial element in learning well a foreign
language as one of three basic parts (phonetic, vocabulary, and grammar)”.2 As
foreign learners, the students have to learn the words first. Mastery of the words
meaning can help to understand sentences, passages, or courses.
1 Scott Thurnbury, “How to Teach Vocabulary”, In Jeremy Harmer (ed), (England: Longman)
p.13. 2 Qi Pan, Vocabulary Teaching in English Language Teaching, Theory and Practice in
Language Studies, Vol. 1, NO. 11, 2011, pp. 1586 – 1589.
2
There are many ways to enhance students’ vocabulary mastery, such as learning
by using context clues, pictures, games, semantic mapping, paraphrasing, or using
lexical items; synonym, antonym, and collocation. According to June Preszler, it
needs to focus on ways that can help student improve their vocabulary. She suggested
that there are four practices that educator focuses so that the words will be alive in the
students’ mind; 3developing word awareness and loving the word, developing explicit
rich instruction to build vocabulary, building strategies for independence, and
engaging students actively with wide range of book.
Students’ words knowledge should be noticed while learning language. One of
the four practices is developing word awareness. As the writer observed, many
students of junior high school have weaknesses in vocabulary. It was possible
because of they are lack of vocabulary knowledge. In Richards’ book, it is mentioned
that the frequently amount of the words students must know is 2000 or so the words
frequently occurred on the written text learned.4 The teacher just gave them
vocabulary based on the textbook, and then asked to look for the meaning on
dictionary. The students will not know that the other words has same meaning, they
seldom hear because the teacher just focuses on what the goal that must be achieved.
Generally, students were not aware of whether they find the new word that exactly
has the same meaning with other words or not. In this research, the writer gave
limitation in the words that must be mastered only about 40 words.
The writer tries to develop the junior high school students’ knowledge of
vocabulary in paraphrasing by finding the synonym of the words as the key words.
Based on Pleszer’s statement, one of the ways to enhance students’ vocabulary is
using lexical items, such as synonym and antonym. Vocabulary and reading has a big
relation. So, the writer focused on students’ reading description text to know and
teach the students’ vocabulary especially adjective words. She also focused on the
3 June Preszler, On Target: Strategies to Build Students’ Vocabulary, (Rapid City: Black Hill
Special Service Cooperative), 2006, p.2. 4 Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching,
(New York: Cambridge University Press, 1992), p. 32.
3
synonym of the words because the student have some difficulties to mention the
meaning of words, some difficulties to mention the other words that has same
meaning, and they were also still confused about the synonym of the words. They got
some difficulties in comprehending the passage and did not be able to response the
question that using different words. So, she suggested by giving synonym in learning
vocabulary can help the students to know the other words in the text to comprehend
easily.
As written in the syllabus on reading skill “Students should able to response the
meaning on the simple essay or text accurately and fluently related to daily-
environment in descriptive and recount text” which means students should be able to
comprehend the meaning of the text they read. The students were expected to be able
to response the meaning of the simple text by answering the questions based on the
text correctly. In fact, the students of SMP Islam At-Taqwa get difficulties in
answering the question if the question uses another word in describing what in the
text is. They only could answer the question that written on the text. In other words,
they were still confused to answer the implied simple question. The words they knew
will help in comprehending the text. It is necessary to develop their vocabulary. In
this technique, the writer used synonym to develop their vocabulary knowledge. By
learning the synonym, the students not only know one word but also other words that
have nearly same meaning on the text. Such as Stuart Webb stated on his journal that
in learning words, it may be easier by learning the synonym of the known words that
without known synonym.5 As the writer mentioned above that student still have some
difficulties about synonyms, so she used synonyms in learning vocabulary. It has
been also mentioned in Vicki L Cohen and John Edwin Cowen’s book that the
5 Stuart Webb, The Effect of Synonym on Second-Language Vocabulary Learning, Reading
in a Foreign Language, Vol. 19, No. 2, October 2007, pp. 120 – 136.
4
teacher is able to help students learn about words by giving the word part and word
relationship, such as synonym, antonym, homograph, and idiom.6
Therefore, based on the explanation above, the writer is eager to conduct a study
about the effectiveness of using synonyms in learning vocabulary (A Quasi-
Experiment Study at the Third Grade Students of SMP Islam At-Taqwa Pamulang) as
her “skripsi” title.
B. Problem Identification
Considering the importance of problem identification, problems were identified as
follows:
1. The students get difficulties in comprehending the passage
2. The students are not able to response the question that using the different
words.
C. Limitation of the Problem
Based on the background of the study above, problem the study was focused on
this study in learning vocabulary at the junior high school students by using synonym
at SMP Islam At-Taqwa Pamulang.
D. Problem Formulation
Based on the limitation of the problem above, the problem of the study was there
any effect of using synonym in learning vocabulary give effect the students’
vocabulary improvement. The formulation of the problem is: Is using synonym
effective in learning vocabulary at SMP Islam At-Taqwa Pamulang?
6 Vicki L. Cohen and John Edwin Cowen, Literacy for Children in an Information Age;
Teaching Reading, Writing and Thinking, (Singapore: Wadsworth Cengage Learning, 2009), p. 227.
5
E. Purpose of the Study
The purpose of the study is to find out empirical evidence in the effectiveness of
using synonym in learning vocabulary. The students are expected to know the
meaning of the words by knowing the synonym of the words.
F. Significance of the Study
The finding of the study can be used by teachers, students, and other researchers
in increasing students’ vocabulary. For both teachers and students, this study can be
useful as a technique in teaching vocabulary since the treatment of this technique is
conducted continuously, it will make the students comprehend the words easily. The
teacher as a facilitator guides the students to improve their vocabulary by knowing
the other words that have same meaning. Later, it is for other researchers who may
need to use and apply by using other technique in teaching synonym vocabulary.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary
When talking about vocabulary, it must be about the words. There are many
definitions of vocabulary given by experts. Vocabulary is related to word or lexis.
Vocabulary is list of words and its meaning. John Read stated that vocabulary is
about knowing the meaning of the words, accordingly the aim of vocabulary test is
to expose whether the learners are able to match each word with a synonym, an
equivalent word in their own language or not.1
The word “vocabulary” generally represents a review of the words or their
arrangements in a particular language. As Joklova stated that one item of vocabulary
can consist of more than one word.2 For instance, the word „bookstore‟, it consisted
of two words „book‟ and „store‟ and still express an idea. The idea showed the place.
That word is called as word phrase.
The writer summarizes that vocabulary is not just about words or lexis but also
about the expression of its word and the meaning of the word that people known in
the language. A language will not be communicative if the people do not know what
the meaning of its words is with the expression they showed.
Joseph Mukoroli defines vocabulary as the whole stock of words fitting to a
branch of knowledge or known by personal. He also claimed that the lexicon of
language is its vocabulary included the expressions.3
1 John Read, Assessing Vocabulary, (New York: Cambridge University Press, 2000), p.16.
2 Katerina Joklova, Using Pictures in Teaching Vocabulary, Bachelor’s Thesis of Masaryk
University, Brno, 2009, p. 7. 3 Joseph Mukoroli,”Effectiveness Teaching Strategies for the English for Academic Purposes
ESL Classroom” Thesis of Master of Art in Teaching degree at the SIT Graduate Institute, Brattleboro,
2011, p.6.
7
2. Kinds of Vocabulary
The words that people produced are not only words, but also their own types.
The scientists mentioned their own ideas in identifying the types of words or
vocabulary.
Harmer mentioned in his book, in frequently vocabulary was distinguished into
two types, there are;4
a. Active vocabulary
It means the words that student have been taught and learned and able to use.
They recognize the words and able to produce in spoken or written language as well.
In other hand, active vocabulary is the words that can recall and use at will when the
situation requires it the words can be choose and used actively from memory.
b. Passive Vocabulary
It means the words that student was going to recognize but when they find them,
they get difficulty in producing. In other hand, passive vocabulary is the word that
can be listened and understand used prompts to recall its meaning.
Beside the two types of vocabulary above, John Read mentions two kinds of
word or vocabulary, there are:5
a. Function words are the words used to make sentences grammatically correct.
The words of this kind are article, prepositions, pronouns, conjunctions,
auxiliaries.
b. Content words are the words that give the contents of the story and tell the
listener where to focus his or her attention. They are nouns, verbs, adjectives,
and adverbs.
It can be concluded, the two types of vocabulary which John claimed included in
types of active vocabulary which Harmer stated. In other words, the types of
vocabulary mentioned above have continuity each other. When students learn about
4 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
Publishing, 1991), p. 159. 5 Read, op. cit., p. 18.
8
function and content words, it can be active vocabulary if they can use and produce
the words properly in daily conversation spontaneously. It might be passive
vocabulary if the students cannot recall the words from their mind spontaneously.
They have already learned about the words but they find difficulties to produce it.
Kamil and Hiebert distinguish between the words and the knowledge of the
words. According to them, the words or vocabulary itself comes in two forms; oral
and print words while the knowledge of word also divided into two forms; receptive
and productive vocabulary.6
a. Oral Vocabulary is set of the words for which the meaning is known when
speak or read orally.
b. Print vocabulary is the words for which the meaning is known when write or
read silently.
c. Receptive vocabulary is set of the words that the meaning can be assigned by
individual when listening or reading.
d. Productive vocabulary is set of the words that can be used by an individual
when writing and speaking.
They argued, receptive vocabulary is larger than productive vocabulary. For
instance, in the teaching and learning process, the students more often listen to the
teachers‟ instruction that will give them many new words to receive. For beginning
readers, oral vocabulary exceeds print vocabulary. They will comprehend easily with
more simply oral instruction.
Different from Kamil and Hiebert, Pikulski and Templeton and classified the
vocabulary onto four types based on The American Heritage Dictionary that defines
vocabulary as “the sum of words used by, understood by, or at the command of a
particular person or group”, there are:7
6 Elfrieda H. Hiebert and Michael L. Kamil (ed), Teaching and Learning Vocabulary, (New
Jersey: Lawrence Erlbaum Associate, 2005), p. 3. 7 John J. Pikulski & Shane Templeton, Teaching and Developing Vocabulary: Key to Long-
Term Reading Success, Houghton Mifflin Reading, (USA: 2004), pp. 1 – 2.
9
a. Expressive Vocabulary
It is used to refer to the vocabularies we use to express ourselves.
b. Receptive Vocabulary
It used to refer to the vocabularies of listening and reading
c. Meaning or Oral Vocabulary
It is combination of listening and speaking vocabulary.
d. Literate Vocabulary
It is about the combination of reading and writing vocabulary.
It can be concluded, there are not only two types of vocabulary mentioned
before, but there are many types such as Kamil and Hibert also Pikulski and
Templeton mentioned. They were classified the types of word based on the word and
knowledge, also based on the sum of words used by. According to Pikulski and
Templeton, vocabulary was classified into four types such as oral vocabulary, print
vocabulary, receptive vocabulary, and productive vocabulary. It is classified based
on the words itself come and the knowledge of the words. In other hand, Pikulski
and Templeton have their assumption about the types of the vocabulary. They were
classified the four types of vocabulary; expressive vocabulary, receptive vocabulary,
oral vocabulary and literate vocabulary. There is similarity on the types that they
were mentioned between oral vocabulary and receptive vocabulary but it has
different definition based on their own assumption.
3. The importance of Vocabulary
Vocabulary, much more than grammar, is the key to the students understand
what they heard and read; and to communicate successfully with other people.
Without sufficient vocabulary people cannot understand others or express their own
ideas. Language learning usually involves a large number of different literacy
10
activities and practices, and without some breadth and depth of vocabulary
knowledge these are difficult to grasp or do.8
Thurnbury claimed about the vocabulary importance. “Without grammar very
little can be conveyed, without vocabulary nothing can be conveyed”.9 He also said
that by learning more words and expression will see the more improvement. With
words people can say anything they want, but with grammar people can only say
little thing because they speak with words most not grammar. People can understand
what they read or listen if they know the meaning of words, though the speaker has
incorrect grammatically. It is more difficulties to understand the passage or speech if
they did not know the meaning of the words though spoken grammatically correct.
Vocabulary helps students understand and communicate with others in English. The
students who have unlimited vocabulary will be more easy to get and learn what
they read.
Vocabulary is obviously a very important element within a language as the
knowledge as the overwhelming majority of meaning is carried lexically; and,
therefore something to be taken into consideration both in second and foreign
language teaching, although not only one that conveys meaning. Rosa‟s opinion
about the importance of vocabulary, she said that the students need to be made
aware of the importance of vocabulary because, in general, there is a tendency to
concentrate on grammar, paying little attention to vocabulary.10
Such as the writer‟s
experiences, from the elementary school until senior high school, when learning
English concern in grammar, it less about vocabulary. When talked about
vocabulary, it only about looking for the meaning of the difficult words.
8 Ibid, p. 1.
9 Scott Thurnbury, “How to Teach Vocabulary”, in Jeremy Harmer (ed), (United Kingdom:
Longman, 2002) p.13. 10
Rosa Ma López Campilo, Teaching and Learning Vocabulary: An Introduction for English
Students, p. 36.
11
4. Learning Vocabulary
One of the factors bringing to the unsuccessful in learning English is the
students‟ lack of vocabulary. Vocabulary is one of the vital elements in constructing
meaningful communication. Without knowing the words needed to convey their
ideas and feeling the learners cannot speak and write well. The student who masters
a good structure seems to lose its function whenever it is not supported by the
abundance of words. In other words, it can be said that no matter how well students
learn grammar and sounds of words, without words to express wide range of
meanings, communication will become meaningless.
Learning vocabulary is one of the efficient ways in improving the English
students‟ comprehension. “The more complex the information is, the more likely the
students are to misinterpret it”.11
It is because, for comprehending the information
students must be told step by step. If they get complexion in the information, they
will get difficulties in understanding.
In Clouston journal, it stated that vocabulary learning is an incremental process,
both for sheer numbers of words and for specific lexical items.12
In learning
vocabulary, the significant point is the selection of words the teachers want to give
to student. In the beginner, it is quite easy to teach concrete words and then become
more abstract and complex.
Learning vocabulary is a rather more complex process than it might in first sight
appear.13
It might be simple when we heard about learning vocabulary. It may be
thought that only learn about word and it was easy. In fact, learning vocabulary is
more complex because it does not mean acquiring the same amount of knowledge
for every word in a language.
Vocabulary learning is often divided between intentional learning and incidental
learning. Intentional learning as being designed, planned for, or intended by teacher
11
Paul Nation, Teaching Vocabulary, The EFL Professional’s Written Forum, 2005, p.1. 12
Michael Lessard Clouston, Vocabulary Learning and Teaching: Pedagogy, Research, and
Resourses, Teaching with Excellence Strand, 2012, p. 2. 13
Campilo, loc. cit.
12
or student. While, incidental learning is unintentional or unplanned learning. Hatch
and Brown mentioned based on Ramsey stated, a 12-year-old in Spain knows
approximately 135.000 vocabulary words in the first language. High school students
studying English in Spain are introduced to 800-1000 English words in first year
EFL classes, 1,700-2,000 more in second year classes, and another 2,500-3,000 in
third year. So in three year might acquire 6,000 words in English.14
There are five essential steps in vocabulary learning;
a. Encountering new words
It means having a source for words. Learning new words could be done by
reading books, listening to radio, watching television, or reading newspapers or
magazines. Dictionaries are also used as source to find the new words or the old one.
The students also can be encouraged to generate their own word list.
b. Getting the word form
It is the second step in learning vocabulary visually or auditory or both to be
getting of clear image of the form of vocabulary item.
Based on the classic study done by Brown and McNeill the importance of having
representation of the form of the word becomes apparent when the students think
about what happen when try to retrieve words. The importance of getting the words
form appears when the students are asked to give word definitions. A major problem
for the language learners and given name synophones identified problem for learners
arising from words similar in forms.
c. Getting the word meaning
It is the third essential step in the learners‟ reported strategies is the one most
often associated with the idea of vocabulary learning. It includes such strategies as
“asking native English speakers the words mean”, “asking people who speak native
14 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education, (New
York: Cambridge University Press, 2001), p. 368.
13
language the meaning in my mind”, and “explaining what I mean and asking
someone to tell me the English word”.
With the requirements of the task or situation and also with the level of the
learners showed the level of distinctions. Sometimes, language learners need
different kind of definitions and distinctions depend on the words being learned and
the reason for needing them. Learners often get close to the meaning of the English
words, choosing meanings that have some of the features of the test word. For
example, a windshield is a window, but it is a particular kind of window. The other
words are strong and hard, share some features with heavy, but distinct in some
ways. Some ways to get the word meaning are by using dictionaries and by having a
bilingual friend or teacher explanation. One very popular to get the words meaning
practically and incidentally is through context.
d. Consolidating word form and meaning in memory
Many kinds of vocabulary learning drills, such a flashcards, matching exercises,
crossword puzzles, and so on, strengthen the form-meaning connection. It was
mentioned as the example of consolidation word form and meaning in memory.
Cohen claimed that the more words learners can get through this step, the more
words they will know overall.15
e. Using the word
It is the final step in learning words. According to Brown and Payne, some
would argue that this step is not necessary if the goal is receptive knowledge word.
Such an argument, people may not understand the word being used, but they are able
to comprehend the meaning by the context.
15
Ibid, p. 391.
14
B. Synonym
1. Definition of Synonym
In discussing synonym, the relation of meaning identity, an initial distinction
needs to be drawn between lexical synonym (synonym between individual lexemes)
and phrasal synonym (synonym between expressions consisting of more than one
lexeme).16
When talk about synonym, it is about the meaning of the words.
Synonym is the other word that has the same meaning. Like example the word
„pretty‟ has same meaning with the word „beautiful‟, those are pleasant to look. It
must be able to differentiate between the lexical and phrasal synonym.
So, what the definition of synonym? Many scientists and writers gave their own
perception about the meaning of synonym. Synonym is the relation that holds
between bound morpheme, lexemes, lexical units, phrases, clauses, sentences, and
preposition. Stanojevic also stated about synonym, he said that synonym is a
paradigmatic relation that enables lexically simple units to have the same meaning as
lexically complex units, and vice versa, e.g. ophthalmologist and eye specialist.17
Based on his statement known that synonym is simple words allowed to have the
same meaning as complex words. The writer assumed that synonym that one or
more words that have the same meaning.
According to Hatch and Brown, synonym is one of the semantics features. They
determine the meaning of synonym as the words that share meaning. They assumed
that synonym refer to the same entity. If all features are the same, the words should
be interchangeable.
All of the authors have different ideas about the synonym. Such as Stanojevic‟s
ideas, he said that synonym is about relation between the simple and complex lexical
which has same meaning. Meanwhile, Hatch and Brown stated that synonym is
16
Nick Riemer, Introducing Semantics, (New York: Cambridge University Press, 2010) , p.
150. 17
. Maja Stanojevic, A Cognitive Synonym: General Overview, Linguistic and Literature
Series, Facta Universitas, Vol. 7, No. 2, 2009, p. 194.
15
about share meaning. It means that synonym is the word which has same meaning
with another word, one meaning for one more words.
In traditional grammar, synonym accounted as relationships between lexical
items that share a meaning.18
Same as Hatch and Brown statement, synonym is
about share meaning. Franklin and Chander stated on their book that generally, there
are no complete synonyms in modern linguistics. If two forms are phonemically
different, then their meanings are also different. Thus, the word “buy” and
“purchase” are similar in meaning, but different in their level of formality and not
completely interchangeable. Though in some contexts words may appear completely
synonymous, there are likely to be different in other context. When cases of
synonym are looked at carefully, it usually turns out that differences of this type are
present. Thus this assumption of modern linguistics has so far turned out to be
justified.
Furnas mentioned that synonyms are word identical in meaning.19
Such as
Furnas‟ statement that synonyms are the same meaning of words. According to all
statements above show that synonyms are about word meaning. Synonyms are
words similarity.
2. Types of Synonym
There are two types of synonyms; they are lexical synonym and propositional
synonym as following:20
a. Lexical Synonym is a sense relation that holds between two or more lexical units
with the same sense in the given context in which they are interchangeable. For
example is the word sleeping and asleep.
18
Franklin C. Southworth and Chander J. Daswani, Foundations of Linguistics, (Canada: The
Free Press, 1974), p. 180. 19
Edith Furnas, The Study of Synonyms as an Aid in the Acquisition of a Vocabulary, The
School Review, The University of Chicago Press, Vol. 16, No. 2, 2013, pp. 115 – 118. 20
Stanojevic. loc. cit.
16
b. Propositional synonym can be explained by means of paraphrase when the
propositional contents of sentences are identical.
According to Furnas, synonym is divided into two types between lexical and
propositional synonym. So the point is the lexical synonym concern on the same
sense of lexical units in the context, while propositional synonym is paraphrase
meaning of the words or sentence identically.
Different from Furnas, Stanojevic mentioned on her journal based on Cruse
statement that a scale of synonymy can be established. The scale has been set up
consists of absolute synonym, cognitive synonym and near-synonymy. As the
explanation as follow:21
a. Absolute synonym is set as the complete identity of all meaning of two or more
lexemes in all contexts are same meaning. However, it is untypical for a language
to have absolute synonym. Firstly, the function of one of the words would
gradually become unessential and unmotivated. As a result, it would soon be
abandoned or dropped. Secondly, their interchangeability in all the contexts can
neither be demonstrated nor proved, for, on one hand, the number of context is
infinite, and
b. Cognitive Synonym is what most semanticists would regard as synonym. Furnas
mentioned that many theories of semantics would restrict the notion of synonyms
what he calls descriptive which is the identity of descriptive meaning. It is also
known as descriptive synonyms, propositional synonyms or referential synonyms.
Furnas also mentioned that cognitive synonyms is sometimes describes as
incomplete synonyms, or non-absolute or partial synonyms. The examples are:
liberty/ freedom, statesman/ politician, hide/ conceal, thrifty/ economical/ stingy.
There are two definitions of cognitive synonyms and both of them should be equally
taken into account:22
21
Ibid., p. 194. 22
Ibid,. p. 195.
17
1. Cognitive synonyms imply sentences with equivalent truth-conditions and
propositions which are mutually entailing.
2. Cognitive synonyms are described as word with the same cognitive meaning and
as words with the same sense. Therefore, cognitive synonym is regarded as a
sense relation.
c. Near-synonyms are lexemes whose meaning is relatively close or more or less
similar. The examples are; mist/ fog, stream/ brook, dive/ plunge. In certain
context, near-synonym can be contrast. Such as “He was killed, but I can assure
you he was not murdered, madam”. It was the words kill and murder, they have
same meaning. They have differences alphabetically. Regularly, near-synonym
found in dictionaries of synonym or thesauri where most of the term listed under a
single dictionary entry are not considered to be cognitive synonym.
Cruse concluded the most underline between cognitive and near-synonym is in
principle clear, although it may appear a challenging cases but it is much harder to
figure out between near-synonym and non-synonym.
3. Features in Synonym
Synonym is the words that share meanings. Brown and Hatch assumed that
synonym refer to the same entity. If all features are the same, the words should be
interchangeable. However, native speaker will consistently select among them in
similar ways. For example, we might assign the same features to cease and stop and
yet realize that cease is most often selected in legitimate discourse.
Synonym does not usually share all of the features. Synonym often used to make
the lexical choices more appropriate. Although dictionaries list synonym as words
with similar meaning the fact that A is a synonym of B does not mean that B is
required as synonym of A. For example, the Dictionary for American Synonyms lists
18
murder as a synonym for kill but does not list kill as synonym for murder.23
According to Hatch and Brown one the most important ways that make text hold
together is with the use of synonym or chains of related words. For example, in
talking about a problem at school, might be use school, university, college, campus,
or other words interchangeably as synonym.
C. Relevant Previous Study
There were two relevant or previous studies which were conducted related to the
study the researcher would like to do. The first study was written by Stuart Webb,
titled “The Effect of Synonym on Second-Language Vocabulary Learning”. The
objective of the study was to know the effect of synonym on word knowledge in a
study of 84 japanese students learning english, especially in learning words with and
without high-frequency synonym that were known to the learners. The study was
conducted to the 84 Japanese students of English as a foreign language from two
first-year classes at a university in Fakuoka, Japan. The method used in the study
was experiment. He used pre-test and post-test in measuring the scores of the
students before and after get treatment. He determined the material as a target word;
twenty low-frequency words were selected from the fifth frequency band in the
COBUILD dictionary. The target with high-frequency synonym were locomotive,
visage, lane, abode, boulder, crave, doze, sob, abhor, and dagger. The target words
without high-frequency synonym were lick, spear, recluse, pawn, landfill, mourn,
convent, pier, reef, and marinate.
In the study, he found information that learning synonym for known words may
be easier than learning words that do not have known synonyms. From result of the
study showed that the learners had significantly higher scores for the words that had
known synonyms on productive knowledge. The result indicate that the learning
burden for synonyms of known words is less than for non-synonyms because
23
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education, (New
York: Cambridge University Press, 2001, p. 19.
19
synonyms represent knowledge of syntagmatic association that has been acquired. In
other words, the students have no burden in learniing vocabulary about synonyms
that the words have been known. It will make the students to thinks twice if they
learns the words synonyms that they have been not know before.
The other previous study came from Le Thi Thuy Trang, entitled “Synonym
Substitution in English and Vietnam”. The objective of this study is to identify
different types of Synonym Substitution in English and Vietnamese, to describe
some linguistic features of Synonym Substitution in part of syntax, to find out some
similarities and differences of Synonym Substitution in English and Vietnamese in
the fields of syntax and semantics, ans to offer some suggestions to the teaching and
learning of English to Vietnamese teachers and learners.
This study used the combination of both qualitative and quantitative approach.
The researcher used statistic and descriptive methods, analytic and synthetic method,
the comparative and contrastive method. The study was conducted to Vietnamese
learners and English teacher. The steps involved in the study was collecting samples
on synonym substitution in English and Vietnamese from novels, literacy works and
short stories in English and Vienamese, picking out and classifying samples of
synonym substitution that they satisfy the criteria mentioned in the study,
presenting, describing and analyzing various kinds of synonyms subtitution used in
English and Vietnamese, finding out the syntatic and linguistic features of synonym
substitution in English and Vietnamese, and discussing the findings and suggesting
some implications for learning and teaching English. The result of the study was
The writer used both of the study above as the relevant previous study because of
same variable about synonym. She has same perception as Webb claimed about
using synonym. By using synonym can help students in learning vocabulary. It also
help students to improve their known words.
20
D. Conceptual Framework
There are two variables in this research, the independent variable of this study is
using synonym and learning vocabulary is as the dependent variable. This research
is intended to know whether using synonym is able to give a positive effect in
students‟ learning vocabulary or not and to know whether the students‟ vocabulary
by using synonym is better than without using synonym.
Using synonym can help students in developing their vocabulary. It also help
them in their vocabulary learning. In SMP Islam At-Taqwa Pamulang vocabulary is
not taught by itsefl, so the students have problem when they were asked about the
meaning of a word. Some of them know the word but do not know what the meaning
of it is.
There is an increase in their English understanding after they learniing
vocabulary by using synonym. Not only one word they know, but by using
synonym, they know more some words. Because when they learn about one word,
they are also looking for the other words has same meaning. It really helps them to
expand their vocabulary. Besides, knowing more vocabulary can help them to
comprehend text or passage easily. Vocabulary is one of important English elements
that must be mastered.
With using synonym while learning vocabulay, it will help students improve
their vocabulary. Not only the meaning of the words, but they can also know the
other words that have same meaning. There are many techniques in teaching
vocabulary, in this study the writer used drilling in her study to improve students‟
vocabulary by using synonym.
If students learn vocabulary by using synonym, it will improve their knowledge
about synonym of the words. It will improve their vocabulary mastery also. They
will know more vocabulary, and it will make them comprehend sentences or
passages more easily.
21
E. Research Hypothesis
In this research, the researcher states the hypothesis as follows:
1) Null hypothesis (Ho): There is no positive effect of using synonym in
learning vocabulary.
2) Alternative hypothesis (Ha/H1): There is positive effect of using synonym in
learning vocabulary.
22
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology of the research. It covers place and
time of the research, population and sample, method and design, instrument of the
study, the technique of data collection, and the technique of data analysis.
A. Time and Place of the Study
The research of this study was conducted at Junior High School; the focus of the
research was the 2nd
grade students. The writer conducted the study at SMP Islam At-
Taqwa Pamulang located on Jl. Benda Timur No.13. It was conducted on April- May
2015.
B. Population and Sample
In this study, the writer took the population of 2nd
grade students at Junior High
School of SMP Islam At Taqwa Pamulang. The population was 50 students from two
classes and each of class consisted of around 23-25 students.
The writer used two classes of second grade students as a sample. The writer used
quota sampling in taking the sample from the population because she took the sample
based on the sample that was determined. Sugiyono said that quota sampling is one of
sampling techniques to determine sample from the population which has certain
criteria as amount desired.1 So, the writer determined the two classes of second grade
as experimental class and controlled class; 8.2 as experimental class and 8.1 as
controlled class based on English teacher’s recommendation. After the writer had
given the classes pre-test, it is resulted the similar result. The mean score of pre-test
from both classes was not much different. It means the class with lower scores of pre-
1 Sugiyono, Metode Penelitian Pendidikan(Pendekatan Kuantitatif, kualitatif dan R&D),
(Bandung: Alfabeta, 2012), p.124
23
test would be the experimental class because the class needed improvement in
vocabulary.
C. Method and Design of the Study
This study belongs to quantitative research. It is categorized as a quasi-
experimental design which discuss about the effectiveness of paraphrase using
synonym substitution especially in adjective vocabulary in description text. William
Wiersma stated that quasi-experiment is an estimation of true experimental which the
sample was taken systematically. The design used in this research was nonequivalent
control group design in which both of experimental and controlled groups were given
pre-test and post-test systematically.2
The experiment was designed as follows:
Table 3.1
Research Description
Sample Pre-test Treatment Post-test
Experimental Class
O1
XE
O2
Controlled Class
O3
-
O4
Descriptions:
XE: The treatment in experimental class by using synonym
O1: Pre-test (the experimental class test before given a treatment)
O2: Post-test (the experimental class test after given a treatment)
O3: Pretest {the controlled class test)
O4: Post-test (the controlled class test)
2 Sugiyono, op. cit., 116
24
D. Instrument of the Study
The writer collected the data by giving two tests. The tests were divided into pre-
test and post-test; pre-test before the treatment given and post-test after the treatment
given for both of classes. The tests were given for both of the experimental and
controlled classes.
The writer used the same test for both of classes. The test consisted of 25 items of
multiple choice questions; the scale 4 is the score of each item for the correct answer.
On the other hand, the writer used ANATES program to measure validity and
reliability of the test.
1. Validity
Validity is needed to measure the validation of the instrument. In other words,
validity is important in this research to determine the accuracy of the test as the
instrument on what want to be measured.
In this research, the writer used ANATES application program to know validity
of the test which consisted of 40 items multiple choice. After she had measured the
validity by using ANATES, there were 25 items of multiple choices valid in pre-test
and post-test which would be used in both of classes.
2. Reliability
Reliability is the degree to which an assessment tool produces stable and
consistent result.3 The writer used similarly, Hughes adds that to be valid, a test must
provide consistently accurate measurement. It must therefore be reliable.4
It means that reliability is necessary in the research to assess whether the
instrument is good or not. To achieve the reliability instrument, the writer used
ANATES program. From 25 items the writer got 0.72 reliable of the instrument.
3 Colin Phelan and Julie Wren. Exploring Reliability in Academic Assessment, Graduate
Assistant, UNI office of Academic Assessment.2005-06.
4 Op. cit, p. 50.
25
E. Data Collection
1. Pre-test
The pre-test was given to both of classes; experimental and control classes. It
functions to ensure that both of classes have same level and achievement in
vocabulary mastery especially in synonym adjective.
2. Treatment
The writer taught the synonym adjective of vocabulary both of experimental and
controlled classes. In experimental class, she taught paraphrase by the synonym and
just giving explanation in controlled class.
3. Post-test
The post-test was conducted after the treatment given to know whether the
treatment from the writer gave effect to the students’ vocabulary or not.
F. Data Analysis
After the writer had got students’ scores of pre-test and post-test between
experimental and controlled class, the writer analyzed the data by requirement test
before. It consists of normality test and homogeneity test.
1. Normality Test
Normality test is the test to determine the sample of the research from normal
population.5 In other words, normality test is used to determine whether sample is
normal or not. Normality test used in this research is Lilliefors test because the
sample taken was less than 30 participants. The writer tested normality test by using
SPSS 18. The criteria of the testing follow:
5 Dr. Budi Susetyo, Statistik Untk Analisis Data Penelitian, (Aditama:Bandung, 2010),
p.137.
26
If Lvalue < Ltable it means that the sample is lower from the population, Ho was
accepted and H1was rejected (normal distribution). If Lvalue > Ltable it means Ho was
rejected and H1 was accepted (not normal distribution).
2. Homogeneity Test
Homogeneity test is used to see whether the population variance from both of
experimental class and control class is similar or different.6 In this research, to
measure homogeneity the writer, would use Fisher test. The formula is follow:
The criteria of homogeneity test are as follow:
1) If , H0 is accepted, it means that sample has homogenous variant.
2) If , H0 is rejected, it means that sample does not have homogenous
variant.
It seemed on both of two group pre-test result. Homogeneity test is only used in
pre-test because it functions to know whether both of groups have the same ability
before being given a treatment or not.
3. The Technique of Data Analysis
Analyzing the data is the last step of the research as one of the procedure of a
quasi-experiment research. The writer analyzed the data taken from both classes. She
used T-test formula as a technique of data analysis in this research. It is used to know
the effectiveness of paraphrase use by using synonym substitution on students’
vocabulary by analyzed the data of T-test and see the significant difference of
6 Op. cit, p. 160
27
students’ scores from both experimental and control classes. The formula is as
follow7:
With the explanation:
= Mean of the differences of Experimental Class
M2 = Mean of the differences of Control Class
SE = Standard Error of Experimental Class
SE = Standard Error of Control Class
X = Experimental class
Y = Control class
In order to get the calculation of T-test, there are several steps to be taken as
follows:
1. Determining Mean of variable X, with formula:
M1 =
2. Determining Mean of variable Y, with formula:
M2 =
3. Determining Standard of Deviation Score of variable X, with formula:
SD = √
4. Determining Standard of Deviation Score of Variable Y, with formula:
SD = √
5. Determining Standard Error Mean of Variable X, with formula:
SEм =
√
6. Determining Standard Error Mean of Variable Y, with formula:
7 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2009),
p. 314.
28
SEм =
√
7. Determining Standard Error of Different Man of Variable X, with formula:
SEм -м = √
8. Determining t₀ with formula:
t₀ =
9. Determining Degrees of Freedom (df), with formula:
df = (N + N ) – 2
G. Statistical Hypothesis of Study
The statistical hypotheses of study are:
- Ho = X1 < X2 (The mean score post-test of experimental class is smaller than
score post-test of control class; it means that using synonym on students’
vocabulary is not effective).
- Ha= X 1 > X2 (The mean score post-test of experimental class is higher than score
post-test of control class; it means that using synonym on students’ vocabulary is
effective).
29
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents the data description which consists of the score of pre-test
and post-test of the experimental and the control class. Moreover, the discussion of
the research finding is also explained in this chapter.
A. Research Finding
1. Data Description
In the following description, it presented the research finding. The finding was
gained from the result of pre-test and post-test score from the experimental and
controlled classes.
a. The Data of Experimental Class
The following is table presented pre-test score from the experimental and the
controlled classes.
Table 4.1 The Score of the Pre-test and Post-test in Experimental Class
Student’s
Number Pre-Test Post-tes
Gained
Score
1 56 84 28
2 52 76 24
3 52 80 28
4 48 84 36
5 44 68 24
6 44 72 28
7 44 72 28
8 44 60 24
9 40 72 32
30
Student’s
Number Pre-Test Post-tes
Gained
Score
10 40 64 24
11 36 72 36
12 36 60 24
13 36 60 24
14 32 56 16
15 32 48 16
16 32 52 20
17 28 44 16
18 28 64 36
19 24 64 40
20 24 56 32
21 20 44 20
22 20 52 32
23 16 44 28
Total Score 828 1448 616
Mean Score 36 62.96 26.78
Max 56 84 28
Min 16 40 28
According to the result of pre-test and post-test from the experimental class in the
table above, it could be seen from 23 students in the experimental class, the total
mean of pre-test was 828 which consisted of mean score 36 and the total score of
post-test was 1446 which consisted of mean score 62.96. So, the average of gained
score was 26.78. Before the treatment of using synonym, the lowest score was 16 and
the highest score was 52. Then after being given the treatment, the lowest score was
44 and the highest score was 84. This class was really low in knowing the synonym
31
of words. It showed from the score of pre-test. No students got above 60, their scores
were under 60. Then, almost 52% of the students increased and got score above 60.
b. The Data of Controlled Class
Table 4.2
Score of Pre-test and Post-test in the Controlled Class
Students’
Number Pre-test Post-test
Gained
Score
1 60 64 20
2 56 52 -4
3 56 68 12
4 52 60 8
5 48 68 20
6 48 64 16
7 48 64 16
8 48 56 8
9 44 52 4
10 44 44 0
11 40 52 12
12 40 60 20
13 36 48 12
14 36 60 24
15 32 32 0
16 32 52 20
17 32 56 24
18 28 48 20
19 28 52 24
32
Students’
Number Pre-test Post-test
Gained
Score
20 24 28 4
21 24 48 24
22 16 60 44
23 16 52 36
Total 888 1240 364
Mean 38.61 53.91 15.83
Max 60 68 8
Min 16 28 12
According to the result of pre-test and pos-test from the control class, it could be
seen from 23 students, total score of pre-test was 888 which consists of mean score
was 38.61 and total score of post-test was 1240 which consists of mean score was
53.91. So, the avearge of gained score was 15.83. Before the treatment of
paraphrasing using synonym, the lowest score of pre-test was 16 and it is the same as
the experimental class and the highest score was 60. Then, after the treatment had
been given, the lowest score of post-test was 28 and the highest score was 68. In this
class, all of students got the scores under 60 in the pre-test, but there was only one
student got 60. There was an increase in their post-test score, eventhough it was less.
Their maximum score only 68.
Therefore, based on the both scores from experimental and control classes, the
average of score from the students who got treatment by using synonym was higher
than students from control class.
33
c. Summary
The following is a summary table of pre-test and post-test:
Table 4.3
The Summary/Frequency of the Experimental Class and Control Class
Experimental Class Control Class
Pre-test Post-test Pre-test Post-test
Mean 36 69.91 38.61 53.91
Median 36 64 40 52
Mode 44 72 48 52
Minimum 16 44 16 28
Maximum 56 84 60 68
Sum 828 1448 888 1240
Variance 76.52 77.04 84.61 70.87
Standard Deviation 8.75 8.78 9.19 8.42
The table 4.3 above shows that students’ learning outcomes in both classes
increased. Yet, the experimental class increased more than the control class. For the
complete statistical calculation, it can be seen in the APPENDIX
2. Analysis of the Data
Before calculating t-test, the writer tested normality and homogeneity of the data.
The table as follows:
a. Test of Normality
The result of normality test on both the experimental and control classes’ pre –
test and post – test score was gained from Lilliefors test using IBM Statistics SPSS
18. The results are as follow:
34
Table 4.4
The Result of Normality Test of the Experimental and the Control Classes’ Pre
– test Score
Tests of Normality
Class
Kolmogorov-Smirnova
Statistic Df Sig.
Pretest Score Experimental .123 23 .200*
Control .157 23 .200*
a. Lilliefors Significance Correction
*This is a lower bound of the true significance.
From the Table 4.4, it can be seen that the value of normality in pre-test of the
experiment class was 0.200 with significance 0.05. It means the data of pre-test in the
experiment class is normal because the value of pre-test of experimental class is
bigger than the significance 0.05 (0.200 > 0.05). Meanwhile, the value of normality
in pre-test of control class is 0.200 with significance 0.05. It means the data of pre-
test in the control class is normal because the value is bigger than the significance
0.05 (0.200 > 0.05).
35
Table 4.5
The Result of Normality Test of the Experimental and the Control Classes’
Post-test Score
Tests of Normality
Class
Kolmogorov-Smirnova
Statistic Df Sig.
Posttest Score Experimental .173 23 .`200*
Control .097 23 .111
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
From the Table 4.5, it can be seen that the value of normality in post-test of the
experimental class is 0.200 with significance 0.05. It means the data of post-test in
the experimental class is normal because the value of pre-test experimental class is
bigger than the significance 0.05 (0.200> 0.05). Meanwhile, the value of normality in
post-test of control class is 0.111 with significance 0.05. It means the data of post-test
in the control class is normal because the value is bigger than the significance 0.05
(0.111 > 0.05).
b. Test of Homogeneity
Similarly, after finishing the normality test, the homogeneity test is also required
as a pre-requisite analysis test. To calculate homogeneity test, the researcher used
Levene Statistic Test from IBM Statistics SPSS 18 software. The following is the
result which was obtained from this calculation:
36
Table 4.6
The Result of Homogeneity Test of the Experimental and the Control
Classes’ Pre-test Score
Homogeneity Test of Variances
Levene
Statistic df1 df2 Sig.
.599 1 44 .443
From the Table 4.6, it can be seen that the value of homogeneity in pre-test
was 0.443 with significance 0.05. It means the data of pre-test was homogeny
because the value of pre-test of experimental and control classes was higher than the
significance 0.05 (0.443 > 0.05).
Table 4.7
The Result of Homogeneity Test of the Experimental and the Control
Classes’ Post-test Score
Homogeneity Test of Variances
Levene
Statistic df1 df2 Sig.
1.736 1 44 .194
From the Table 4.7, it can be seen that the value of homogeneity in post-test
was 0.194 with the significance 0.05. It means the data of post-test wass homogeny
because the value of post-test is bigger than the significance 0.05 (0.194 > 0.05).
37
c. Test Analysis
After finishing the statistical analysis of pre-requisite test including the normality
and homogeneity test, the writer calculated the t-value of the observation and the
writer also would like to calculate the gains (d).
Students’
Number
Experimental
(X)
Controlled
(Y)
x
(X – MX)
y
(Y – MY) x
2 y
2
1 28 20 1.22 4.17 1.4884 17.3889
2 24 -4 -2.78 -19.83 7.7283 303.2289
3 28 12 1.22 -3.83 1.4884 14.6689
4 36 8 9.22 -7.83 85.0084 61.3089
5 24 20 -2.78 4.17 7.7284 17.3889
6 28 16 1.22 0.17 1.4884 0.0289
7 28 16 1.22 0.17 1.4884 0,0289
8 24 8 -2.78 -7.83 7.7284 61.3089
9 32 4 5.22 -11.83 27.2484 139.9484
10 24 0 -2.78 -15.83 7.7284 250.5889
11 36 12 9.22 -3.83 85.0084 14.6689
12 24 20 -2.78 4.17 7.7284 17.3889
13 24 12 -2.78 -3.83 7.7284 14.6689
14 16 24 -10.78 8.17 116.2084 66.7489
15 16 0 -10.78 -15.83 116.2084 250.5889
16 20 20 -6.78 4.17 45.9684 17.3889
17 16 24 -10.78 8.17 116.2084 66.7489
18 36 20 9.22 4.17 85.0084 17.3889
19 40 24 13.22 8.17 174.7684 66.7489
20 32 4 5.22 -11.83 27.2484 139.9489
21 20 24 -6.78 8.17 45.9684 66.7489
38
Students’
Number
Experimental
(X)
Controlled
(Y)
x
(X – MX)
y
(Y – MY) x
2 y
2
22 32 44 5.22 28.17 27.2484 793.5489
23 28 36 1.22 20.17 1.4884 406.8289
∑ 616 364 1005.9132 2895.3047
Descriptions:
X : Gained score of the experimental class
Y : Gained score of the controlled class
(X – MX) : The result of the gained score subtracted by the mean score of
experimental class
(Y – MY) : The result of the gained score subtracted by the main score of
controlled class
x2
: Quadrat result from the gained score minus the main score of
experimental class
y2
: Quadrat result from the gained score minus the main score of
controlled class
The formula of T-test was expressed as follows:
The calculation can be seen as follows:
1. Determining Mean of variable X:
∑
2. Determining Mean of variable Y:
∑
39
3. Determining Standard of Deviation Score of Variable X:
√∑
√
√
4. Determining Standard of Deviation Score of Variable Y:
√∑
√
√
5. Determining Standard Error Mean of Variable X:
√
√
√
6. Determining Standard Error Mean of Variable Y:
√
√
√
7. Determining Standard Error of different Mean of Variable X and Mean of
Variable Y, with formula:
√
√
= √
= √
=
8. Determining to with formula:
40
9. Determining Degrees of Freedom (df), with formula:
= 46 – 2
= 44
10. The Testing of Hypothesis
After calculating the data, the writer tested her hypothesis based on statistical
hypothesis test states:
a. If , it means that H0 is accepted and Ha is rejected.
b. If , it means that H0 is rejected and Ha is accepted.
As the result of the writer calculating, the writer gained the tvalue was 3.953 while
ttable was 1.680. Moreover, it is concluded that tvalue (3.953) > ttable (1.680) or H0 is
rejected and Ha is accepted. Therefore, there was a significant effect of using
synonym memorizing on students’ vocabulary mastery.
On the other words, after the writer found the result of t-test, there was a
significant effect of using synonym memorizing on students’ vocabulary mastery.
B. Discussion
From the descriptions above, the mean score pre-test (experimental class) was 36.
It changed in post-test after being given a treatment and it was 69.91. The mean score
pre-test (control class) was 38.61. It changed in post-test 53.91. Thus, the increasing
41
mean score in experimental class was 26.78 but in control class only 15.83. Both of
classes from pre-test and post-test score got a normality and homogeneity data which
the value (p) < significance (α =0.05). The gained of hypothesis of test using t-test
with significance 0.05 showed that tvalue (3.953) > ttable (1.680). It is concluded there
was a significant effect by using synonym in learning vocabulary as a treatment in the
experimental class on students’ vocabulary knowledge.
In learning process of students’ vocabulary using synonym, the students seem like
difficult to understand for the first time. It is caused that most of them have not
known yet about the synonym of the words more. They only know the meaning for a
word. They do not understand that the words with the same meaning are called as
synonym. The students were so enthusiastic in learning vocabulary synonym.
Based on the explanation about the result on the table above, the writer can
conclude that using synonym in learning vocabulary is success in increasing students’
vocabulary score. From the data above, students’ score increased after using synonym
in learning. Moreover, it can be said that using synonym affects students’ vocabulary
comprehension.
By using synonym, it increased significantly in learning vocabulary. Compared to
other technique currently used by English teachers, synonym memorizing can be
effective technique for teaching. The effectiveness of using synonym in learning
vocabulary can be seen from the score of experimental class students that increased
after the treatment that was applied in the class.
42
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of using T-test formula, it can be interpreted from the
result of research analysis, it is proven that the students’ vocabulary scores taught
by using synonym is better than before or when they were not taught by using
synonym. It can be seen from the score of to is higher than ttable. Besides, the
students know more the vocabulary from the synonym of the words which can
make their vocabulary knowledge increase.
From the result of statistically calculation, it can be seen that the value of to or
ttest is 3.953 and degree of freedom (df) is 44. In the table of significance 5%, the
value of degree of significance is 1.680. Comparing those values, the result is
3.953 > 1.680 which means to score is higher than tt scores.
The result shows that t-test (to) > t-table (tt) (3.953 > 1.680). It means that Ho
is rejected and Ha is accepted. It is concluded that using synonym is effective in
learning vocabulary in SMP Islam At-Taqwa Pamulang.
B. Suggestion
Based on the writer’s research and observations, here are some points that she
might suggest;
1. Teachers can use synonym in learning vocabulary with their own strategy or
other subject to enrich students’ knowledge of English vocabulary.
2. It is the best when the teacher has prepared lesson plan and known the
interesting techniques in teaching in order to make students do not get bored.
3. Students should be given stimulation before teaching to get their attention, to
make them focus and interested in learning English.
43
4. Students can use synonym in learning certain subject when the aim of their
learning is comprehended.
5. For other researchers, they can make a research about synonym in teaching
and learning other material or in teaching and learning synonym of the words
using other techniques.
REFERENCES
Campilo, Rosa Mª López. Teaching and Learning Vocabulary: An Introduction for
English Students.
Clouston, Michael Lessard. Vocabulary Learning and Teaching: Pedagogy, Research,
and Resources. Teaching with Excellence Strand, 2012.
Cohen, Vicki L. and Cowen, John Edwin. Literacy for Children in an Information
Age: Teaching Reading, Writing, and Thinking. Singapore: Wadsworth
Cengage Learning, 2009.
Furnas, Edith. The Study of Synonyms as an Aid in the Acquisition of a Vocabulary.
The School Review. The University of Chicago Press. Vol. 16. No, 2013.
Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman
Publishing, 1991.
Hatch, Evelyn and Brown, Cheryl. Vocabulary, Semantics, and Language Education.
New York: Cambridge University Press, 2001.
Hiebert, Elfieda H. and Kamil, Michael L. (ed). Teaching and Learning Vocabulary.
New Jersey: Lawrence Erlbaum Associate, 2005.
Joklova, Katerina. “Using Pictures in Teaching Vocabulary”, Bachelor Thesis of
Masaryk University, 2009.
Mukoroli, Joseph. “Effectiveness Teaching Strategies for the English for Academic
Purposes EFL Classroom”. Thesis of Master of Art in Teaching degree at the
SIT Graduate Institute. Battleboro, 2011.
Nation, Paul. Teaching Vocabulary. The EFL Professional’s Written Forum, 2005.
Pan, Qi. Vocabulary Teaching in English Language Teaching. Theory and Practice in
Language Studies. Vol. 1. No. 11, 2011.
Phelan, Collin and Wren, Julie. Exploring Reliability in Academic Assessment,
Graduate Assistant, UNI office of Academic Assessment, 2005 – 2006.
Pikulski, John J. and Templeton, Shane. Teaching and Developing Vocabulary: Key
to Success. Houghton Mifflin Reading. USA, 2004.
Preszler, June. On Target: Strategies to Build Students’ Vocabulary. Rapid City:
Black Hill Special Service Cooperative, 2006.
Read, John. Assessing Vocabulary. New York: Cambridge University Press, 2000.
Richards, Jack C. and Rodgers, Theodore S. Approaches and Method in Language
Teaching. New York: Cambridge University Press, 1992.
Riemer, Nick. Introducing Semantics. New York: Cambridge University Press, 2010.
Southworth, Franklin C. and Daswani, Chander J. Foundations of Linguistics.
Canada: The Free Press, 1974.
Stanojevic, Maja. Cognitive Synonym: General Overview. Linguistic and Literature
Series. Facta Universitas. Vol. 7. No. 2, 2009.
Sudijno, Anas. Pengantar Statistika Pendidikan. Jakarta: PT. Raja Grafindo Persada,
2009.
Sugiyono, Metode Penelitian Pendidikan (Pendekaan Kuantitatif, Kualitatif, dan
R&D). Bandung: Alfabeta, 2012.
Thurnbury, Scott. How to Teach Vocabulary. Jeremy Harmer (ed). England:
Longman.
Frequency Distribution of the Experimental Class’ Pre-test
Score (xi) Frequency
(fi) fixi x(xi – χ) x
2
16 1 16 -20 400
20 2 40 -16 256
24 2 48 -12 144
28 2 56 -8 64
32 3 96 -4 16
36 3 108 0 0
40 2 80 4 16
44 4 176 8 64
48 1 48 12 144
52 2 104 16 256
56 1 56 20 400
∑ 23 828 1760
Mean (χ) :
= 36
Modus : 44
Median : 36
Variance (s2) :
= 76.52
Standard Deviation: = = 8.75
Frequency Distribution of the Experimental Class’ Post-test
Score (xi) Frequency
(fi) fixi x(xi – χ) x
2
44 3 122 -18.96 359.48
48 1 48 -14.96 223.80
52 2 104 -10.96 120.12
56 2 112 -6.96 48.44
60 3 180 -2.96 8.76
64 3 192 1.04 1.08
68 1 68 5.04 25.40
72 4 288 9.04 81.72
76 1 76 13.04 170.04
80 1 80 17.04 290.36
84 2 168 21.04 442.68
∑ 23 1448 1771.90
Mean (χ) :
= 62.96
Modus : 64
Median : 72
Variance (s2) :
= 77.04
Standard Deviation: = = 8.78
Frequency Distribution of the Controlled Class’ Pre-test
Score (xi) Frequency
(fi) fixi x(xi – χ) x
2
16 2 32 -22.61 511.21
24 2 48 -14.61 213.45
28 2 56 -10.61 112.57
32 3 96 -6.61 43.69
36 2 72 -2.61 6.81
40 2 80 1.39 1.93
44 2 88 5.39 29.05
48 4 192 9.39 88.17
52 1 52 13.39 179.29
56 2 112 17.39 302.41
60 1 60 21.39 457.53
∑ 23 888 1946
Mean (χ) :
= 38.61
Modus : 40
Median : 48
Variance (s2) :
= 84.61
Standard Deviation: = = 9.19
Frequency Distribution of the Controlled Class’ Post-test
Score (xi) Frequency
(fi) fixi x(xi – χ) x
2
28 1 28 -25.91 671.33
32 1 32 -21.91 480.05
44 1 44 -9.91 98.20
48 3 144 -5.91 34.93
52 6 312 -1.91 3.65
56 2 112 2.09 4.37
60 4 240 6.09 37.09
64 3 192 10.09 101.80
68 2 136 14.09 198.53
∑ 23 1240 1629.95
Mean (χ) :
= 53.91
Modus : 52
Median : 52
Variance (s2) :
= 70.87
Standard Deviation: = = 8.42
NORMALITY TEST
The criteria of the testing follow:
If the value (p) > significant (α = 0.05) it means that the sample from the
population, Ho was accepted and Ha was rejected (normal distribution)
If the value (p) < significant (α = 0.05) it means that the sample from the
population, Ho was rejected and Ha was accepted (not normal distribution)
The steps were using SPSS 18 to measure normality test as follow:
- Open file
- Click analyze → Descriptive statistics → Explore on menu toolbar
- Click and input score → dependent list and input the other variable in the
factor list
- Click Statistics and choose 95% as descriptive confidence interval for mean
- Click continue until it came back in the menu
- Click plots (checklist normality plots with test)
- Continue and OK
HOMOGENEITY TEST
a. Sample of total (n) 23
b. If the value (p) > significant (α = 0.05), Ho is accepted, it means that
sample has homogenous variant which means, the students had the same
characters n learning vocabulary by using synonym, moreover the data
was valid.
c. If the value (p) < significant (α = 0.05), Ho is rejected, it means that
sample does not have homogenous variant which means, the students had
the same characters n learning vocabulary by using synonym, moreover
the data was valid
The steps were using SPSS 18 to measure homogeneity test as follow:
- Open file
- Click analyze → Compare means → One-way ANOVA on menu
- Click and input score of the students → dependent list
- Click the other variable → factor
- Click option and choose homogeneity of variance test
- Continue and OK
LESSON PLANNING 1
THE CONTROLLED CLASS
Nama Sekolah : SMP Islam At Taqwa Pamulang
Mata Pelajaran : Bahasa Inggris
Kelas/Semster : 8/2
Tahun ajaran : 2014/2015
Materi Pokok : Deskriptif teks
Skill : Reading (Vocabulary)
Pertemuan Ke- : 1
Alokasi Waktu : 2 X 35 menit
A. Kompetensi Inti
1. Menanggapi dan mengamalkan agama yang dianutnya.
2. Menghargai periaku (jujur, disiplin, tanggung jawab, peduli, santun,rasa
ingin tahu, percaya diri, toleran, motivasi internal, pola hidup sehat dan
ramah lingkungan) dalam berinteraksi secara efektif dengn lingkungan social
dan alam dalam jangkauan pergaulan dan keberadaan.
3. Memahami pengetahuan (faktual, konseptual, dan proseduraal) dalam
pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan
keagamaa,kebangsaan, kenegaraan dan peradaban terkait fenomena dan
kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji, berbagai hal dalam ranah konkrit
(menggunakan, mengurai, merangkai, memodifokasi, dan membuat) dan
ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai denganyang dipelajari disekolah dan dari berbagai sumber
lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar
1. Memahami fungsi social, struktur teks, dan unsu kebahasaan dari teks
deskriftif dengan menyatakan dan menanyakan tentang dekripsi orang,
binatang, benda, dan alam sekitar sesuai dengan konteks penggunaannya
2. Menangkap makna dalam teks deskriptif lisan dan tulis
3. Menyusun teks deskriptif lisan dan tulis dengan memperhatikan fungsi social
, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
C. Indikator
a. Memahami definisi dari teks deskriptif.
b. Mengidentifikasi struktur umum dan ciri kebahasaan dari teks deskriptif.
c. Mengidentifikasikan kata-kata adjektif yang terdapat dalam teks deskriptif.
d. Menentukan synonym dari kata-kata adjektif yang diidentifikasi.
D. Tujuan Pembelajaran
a. Siswa dapat memahami definisi dari teks deskriptif.
b. Siswa dapat mengidentifikasi struktur umum dari dan ciri kenahasaan dari
teks deskriptif.
c. Siswa dapaat mengidentifikasikan kata-kata adjektif yang terdapat dalam
teks deskriptif.
d. Siswa dapat menentukan synonym dari kata-kata adjektif yang
diidentifikasi.
E. Materi Pembelajaran (Rincian dan Materi Pokok)
Descriptive text
A descriptive text is a text that describe the features of someone, something or
certain place.
A descriptive text has the generic structure:
1. Introduction
Introduction is the part of the paragraph that introduces the character.
2. Description
Description is the part of the paragraph that describes the character.
The language features of descriptive text:
1. Using adjective
2. Using simple present tense
3. Using particular nouns
4. Two seasons in Indonesia
Indonesia lies in the equatorial line. So, it has tropical climate. A third
of our territorial is land. And two third of our territorial is water. Because of
this, Indonesia has rich natural resources from the sea, and natural resources
from the forest.
There are two seasons in Indonesia; the dry seasons and the wet
season. Dry seasons is also called hot seasons. And wet seasons is also called
rainy season. It is sunny and hot in the dry season.it is cloudy in the rainy
season. Dry season causes the drought for some place the rainy season causes
flood and landslide.
There are two winds called monsoon, make wet and hot season. One
monsoon blows toward Indonesia from Asia. It crosses to South China and
brings the rain. From Australia toward Indonesia brings dry air.
F. Metode Pembelajaran
Pendekatan ilmiah
Tanya jawab
G. Media Pembelajaran
Buku LKS
Notebook
Teks deskriptif dari sumber lain; internet, buku yang relevan, dll.
Whiteboard
H. Karakter yang Diharapkan
Kritis
Percaya diri
Memiliki jiwa bekerjasama
I. Langkah-langkah Pembelajaran
a. Kegiatan Awal (15 menit)
Apersepsi
1. Guru masuk ke dalam kelas memberi salam dan langsung menyapa
menggunakan bahasa inggris agar English Environtment dapat langsung
tercipta di petemuan pertama, kemudian meminta ketua kelas untuk
memimpin berdoa bersama sebelum proses belajar mengajar dimulai.
2. Guru bertanya materi sebelumnya dan mengaitkan dengan materi yang
akan dijelaskan.
3. Guru mengecek kehadiran siswa.
Motivasi
4. Guru memberikan ice breaking kepada para siswa berupa game. Game
inii bertujuan untuk melatih konsentrasi siswa, guru memberikan
instruksi kepada siswa untuk berdiri degan mengangkat kedua tangan ke
depan, kemudian guru menyebutkan salah satu anggota badan (dalam
bahasa inggris) dan siswa harus memegang anggota tubuh dengan tepat.
5. Guru memberi penjelasan kepada siswa mengenai tujuan pembelajaran
yang akan dicapai.
b. Kegiatan Inti (60 menit)
Mengamati (Observing)
1. Guru membagikan satu lembar kertas dengan contoh paragraph teks
deskriptif.
2. Guru membagi siswa ke dalam 5 kelompok.
3. Guru menanyakan kepada siswa tentang pemahaman teks deskriptif
melalui teks paragraph yang dibagikaan.
4. Guru membacakan teks tersebut, dan siswa memperhatikan dengan
melihat teks yang dibagikan.
5. Guru meminta salah satu siswa untuk membacakan teks tersebut dengan
jelas.
6. Guru bertanya tentang apa isi dari teks paragrap tersebut.
Menanya (Questioning)
7. Guru meminta siswa untuk mencari kata-kata yang sulit mengenai materi
teks deskriptif
8. Guru meminta salah satu anak untuk menuliskannya dipapan tulis.
9. Guru menjelaskan kata-kata yang sulit tersebut.
10. Siswa diberi kesempatan untuk menanyakan materi yang belum mereka
mengerti seputar kata-kata sifat dan synonym.
Mengasosiasikan (Associating)
11. Siswa diminta untuk membuat beberapa kalimat dari yang sulit tersebut.
12. Siswa diminta untuk membuat teks descriptive secara sederhana.
Mengkomunikasikan (Communicating)
13. Siswa diminta untuk mempresentasikan hasil teks deskriptif yang telah
mereka buat
14. Kemudian hasil kerja siswa dikumpulkan.
15. Setelah itu guru bertanaya kepada siswa mengenai sinonim kata tersebut
tanpa melihat tuisanhasil kerja sebelumnya.
c. Kegiatan Penutup
1. Guru bertanya kembali kepada siswa terkait materi hari ini. Hal ini
bertujuan untuk mengetahui daya serap siswa.
2. Guru mengulas secara singkat apa saja yang telah dipelajari hari ini
3. Siswa diberi tahu materi yang akan dpelajari untuk pertemuan
selanjutnya.
4. Ditutup dengan mengucapkan salam.
J. Format Kriteria Penilaian
Criteria Rating Score Explanations
Spelling
3
There is no mistake in spelling
written
2
There is one until two mistakes
in spelling written
1 There is more two mistakes in
spelling written
Sentences
3
The sentences is meaning full
and suitable with the context
2
The sentences is only
meaning full or suitable with the
context
1 The sentences is unmeaning full
or unsuitable with the context.
Score =
LESSON PLANNING
THE EXPERIMENTAL CLASS
Nama Sekolah : SMP Islam At Taqwa Pamulang
Mata Pelajaran : Bahasa Inggris
Kelas/Semster : 8/2
Tahun ajaran : 2014/2015
Materi Pokok : Deskriptif teks
Skill : Reading (Vocabulary)
Pertemuan Ke- : 1
Alokasi Waktu : 2 X 35 menit
A. Kompetensi Inti
1. Menanggapi dan mengamalkan agama yang dianutnya.
2. Menghargai periaku (jujur, disiplin, tanggung jawab, peduli, santun,rasa
ingin tahu, percaya diri, toleran, motivasi internal, pola hidup sehat dan
ramah lingkungan) dalam berinteraksi secara efektif dengn lingkungan social
dan alam dalam jangkauan pergaulan dan keberadaan.
3. Memahami pengetahuan (faktual, konseptual, dan proseduraal) dalam
pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan
keagamaa,kebangsaan, kenegaraan dan peradaban terkait fenomena dan
kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji, berbagai hal dalam ranah konkrit
(menggunakan, mengurai, merangkai, memodifIkasi, dan membuat) dan
ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai denganyang dipelajari disekolah dan dari berbagai sumber
lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar
1. Memahami fungsi social, struktur teks, dan unsu kebahasaan dari teks
deskriftif dengan menyatakan dan menanyakan tentang dekripsi orang,
binatang, benda, dan alam sekitar sesuai dengan konteks penggunaannya
2. Menangkap makna dalam teks deskriptif lisan dan tulis
3. Menyusun teks deskriptif lisan dan tulis dengan memperhatikan fungsi social
, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
C. Indikator
a. Memahami definisi dari teks deskriptif.
b. Mengidentifikasi struktur umum dan ciri kebahasaan dari teks deskriptif.
c. Mengidentifikasikan kata-kata adjektif yang terdapat dalam teks deskriptif.
d. Menentukan sinonim dari kata-kata adjektif yang diidentifikasi.
D. Tujuan Pembelajaran
a. Siswa dapat memahami definisi dari teks deskriptif.
b. Siswa dapat mengidentifikasi struktur umum dari dan ciri kenahasaan dari
teks deskriptif.
c. Siswa dapaat mengidentifikasikan kata-kata adjektif yang terdapat dalam
teks deskriptif.
d. Siswa dapat menentukan synonym dari kata-kata adjektif yang
diidentifikasi.
E. Materi Pembelajaran (Rincian dan Materi Pokok)
Descriptive text
A descriptive text is a text that describe the features of someone, something or
certain place.
A descriptive text has the generic structure:
1. Introduction
Introduction is the part of the paragraph that introduces the character.
2. Description
Description is the part of the paragraph that describes the character.
The language features of descriptive text:
1. Using adjective
2. Using simple present tense
3. Using particular nouns
Two seasons in Indonesia
Indonesia lies in the equatorial line. So, it has tropical climate. A third of
our territorial is land. And two third of our territorial is water. Because of this,
Indonesia has rich natural resources from the sea, and natural resources from
the forest.
There are two seasons in Indonesia; the dry seasons and the wet season.
Dry seasons is also called hot seasons. And wet seasons is also called rainy
season. It is sunny and hot in the dry season.it is cloudy in the rainy season.
Dry season causes the drought for some place the rainy season causes flood
and landslide.
There are two winds called monsoon, make wet and hot season. One
monsoon blows toward Indonesia from Asia. It crosses to South China and
brings the rain. From Australia toward Indonesia brings dry air.
F. Metode Pembelajaran
Pendekatan ilmiah
Tanya jawab
G. Media Pembelajaran
Buku LKS
Notebook
Teks deskriptif dari sumber lain; internet, buku yang relevan, dll.
Whiteboard
H. Karakter yang Diharapkan
Kritis
Percaya diri
Memiliki jiwa bekerjasama
I. Langkah-langkah Pembelajaran
a. Kegiatan Awal (15 menit)
Apersepsi
1. Guru masuk ke dalam kelas memberi salam dan langsung menyapa
menggunakan bahasa inggris agar English Environtment dapat langsung
tercipta di petemuan pertama, kemudian meminta ketua kelas untuk
memimpin berdoa bersama sebelum proses belajar mengajar dimulai.
2. Guru bertanya materi sebelumnya dan mengaitkan dengan materi yang
akan dijelaskan.
3. Guru mengecek kehadiran siswa.
Motivasi
4. Guru memberikan ice breaking kepada para siswa berupa game. Game
inii bertujuan untuk melatih konsentrasi siswa, guru memberikan
instruksi kepada siswa untuk berdiri degan mengangkat kedua tangan ke
depan, kemudian guru menyebutkan salah satu anggota badan (dalam
bahasa inggris) dan siswa harus memegang anggota tubuh dengan tepat.
5. Guru memberi penjelasan kepada siswa mengenai tujuan pembelajaran
yang akan dicapai.
b. Kegiatan Inti (60 menit)
Mengamati (Observing)
1. Guru membagikan satu lembar kertas dengan contoh paragraph teks
deskriptif.
2. Guru membagi siswa ke dalam 5 kelompok.
3. Guru menanyakan kepada siswa tentang pemahaman teks deskriptif
melalui teks paragraph yang dibagikaan.
4. Guru membacakan teks tersebut, dan siswa memperhatikan dengan
melihat teks yang dibagikan.
5. Guru meminta salah satu siswa untuk membacakan teks tersebut dengan
jelas.
6. Guru bertanya tentang apa isi dari teks paragrap tersebut.
Menanya (Questioning)
7. Guru meminta siswa untuk mencari kata-kata sifat dari teks paragraph
tersebut, dan menliskannya dibuku masing-masing.
8. Guru meminta salah satu anak untuk menuliskan hasil kata-kata sifat itu
dipapan tulis.
9. Guru meminta siswa untuk mencari makna/arti dari kata-kata sifat
tersebut.
10. Guru menjelaskan terlebih dahulu mengenai apa itu synonym.
11. Siswa diberi kesempatan untuk menanyakan materi yang belum mereka
mengerti seputar kata-kata sifat dan synonym.
Mengasosiasikan (Associating)
12. Siswa dimnta untuk mencari sinonim-sinonim dari kata-kata sifat yang
mereka temukan dengan menggunakan kamus.
13. Siswa diminta untuk membuat beberapa kalimat dari sinonim kata-kata
sifat tersebut.
14. Siswa diminta untuk menghapalkan sinonim dari kata-kata sifat tersebut.
Mengkomunikasikan (Communicating)
15. Siswa diminta untuk mempresentasikan hasl pencariannya mengenai
sinonim kata dengan menyebutkan dan menuliskannya di papan tulis
setiap perwakilan kelompok
16. Kemudian hasil kerja siswa dikumpulkan.
17. Setelah itu guru bertanaya kepada siswa mengenai sinonim kata tersebut
tanpa melihat tuisanhasil kerja sebelumnya.
c. Kegiatan Penutup
1. Guru bertanya kembali kepada siswa terkait materi hari ini. Hal ini
bertujuan untuk mengetahui daya serap siswa.
2. Guru mengulas secara singkat apa saja yang telah dipelajari hari ini
3. Siswa diberi tahu materi yang akan dpelajari untuk pertemuan
selanjutnya.
4. Ditutup dengan mengucapkan salam.
J. Format Kriteria Penilaian
Criteria Rating Score Explanations
Spelling
3
There is no mistake in spelling
written
2
There is one until two mistakes
in spelling written
1 There is more two mistakes in
spelling written
Sentences
3
The sentences is meaning full
and suitable with the context
2
The sentences is only
meaning full or suitable with the
context
1 The sentences is unmeaning full
or unsuitable with the context.
Score =
Pre-test
Direction:
Choose the best answer among a, b, c, or d!
1. I have a friend, Ken is his named. He
loves food, so his body is grease.
The word “grease” has the same
meaning as…
a. big c. lazy
b. fat d. little
2. Tiny baby is crying. The underlined
word has the same meaning as…
a. Giant c. pretty
b. Small d. large
3. The bedding should be light and give
enough protection against the dump
ground.
The underlined word has same
meaning as…
a. Wet c. stony
b. Dry d. rude
4. “…after for she knew I would be all
right.”
The word “all right” has same
meaning as…
a. Fine c. good
b. Well d. kind
5. The hotel was amazing. The word
“amazing” has same meaning as…
a. Good c. calm
b. Dirty d. secure
6. “Her bright skin, chubby cheeks, and
lovely smile.”
The underlined word has same
meaning as…
a. Dark c. brown
b. White d. light
7. The word “lovely” in the 6th
question
has same meaning as…
a. Love c. nice
b. Gorgeous d. like
8. He decided to leave home and go far
away into the woods.
The underlined word has same
meaning as…
a. Recent c. close
b. Distant d. away
9. There is big garden in my house.
The word “big” has same meaning
as…
a. Tiny c. wide
b. Large d. narrow
10. The growth of electronic postal
services has been a major
development. The word “major
development” has same meaning
as…
a. First development
b. Main development
c. Single development
d. Initial development
11. My children like learning a new
thing. The underlined word has same
meaning as…
a. novel c. previous
b. ancient d. last
12. He is very handsome. The synonym
of handsome is…
a. Horrible c. nasty
b. good-looking d. foul
13. They hit a huge stone in the
mountain. The synonym of huge is…
a. small c. tiny
b. big d. thin
14. His spoken was very bad. The
underlined word has same meaning
as…
a. kind c. rude
b. nice d. pleasant
15. The room looks comfortable. The
synonym of comfortable is…
a. scenic c. relaxed
b. flexible d. enjoyable
16. Rita and Dina are in traditional
market buying fruits.
What is the synonym of the
underlined word?
a. Innovative
b. Progressive
c. Conventional
d. Modern
17. Daffa fells anxious when the teacher
mentioned his name.
The word “anxious” has the same
meaning as…
a. Nervous c. relaxed
b. Calm d. happy
18. Please, don’t show me your foolish
action. The underline word has same
meaning as…
a. Wise c. clever
b. Silly d. prudent
19. My father bought the most expensive
car in my town.
The word “expensive” has same
meaning as…
a. Cheap
b. Discounted
c. Economical
d. Luxurious
20. This book is heavy.
The underlined word has same
meaning as…
a. Thick c. long
b. Thin d. short
21. As children, we must be polite to
everyone older.
The word “polite” has the same
meaning as…
a. Rude c. naughty
b. Foul d. kind
22. This is my mother’s favorite TV
program.
The word “favorite” has same
meaning as…
a. Enjoyed c. interested
b. Preferred d. liked
23. You have limited time to go there.
The underlined word has same
meaning as…
a. Narrow c. boundless
b. Little d. some
24. “The Three Musician” is one of the
two famous cubits’ Picasso painting
after 1977.
The word “famous” has the same
meaning as…
a. Remarkable
b. Worthy
c. Well-known
d. Great
25. The most important thing is that it
can satisfy their curiosity about the
pictures.
The underlined word has the same
meaning as…
a. Main c. trivial
b. Crucial d. essential
