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i
THE USE OF DIRECT METHOD AND
SUGGESTOPEDIA TO IMPROVE STUDENTS’
VOCABULARY MASTERY
(Comparative Study of the First Year Students of MTs
Darul Ulum Reksosari, Suruh in the Academic Year of
2015/2016)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial Fulfilment of
the Requirements for the Degree of SarjanaPendidikan Islam
(S.Pd.I) in English Education Department of Teacher Training
and Education Faculty State Institute for Islamic Studeis (IAIN)
Salatiga
By
ROISA INDRIANI
113 11 043
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE
INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
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iii
iv
v
MOTTO
Do the best, be good, then you will be the best
Every action has a reaction, every act has a consequence, and every kindness has jind reward.
vi
DEDICATION
This thesis is whole – heartedly
Dedicated to:
ALLAH SWT
The prophet Muhammad SAW
My beloved mother and father
My brother and sister
All the people
vii
ABSTRACT
ROISA INDRIANI (2015) “THE USE OF DIRECT METHOD AND
SUGGESTOPEDIA TO IMPROVE STUDENTS‟ VOCABULARY
MASTERY (Comparative Study of the First Year Students of MTs Darul
Ulum Reksosari, Suruh in the Academic Year 2015/2016)”
The objective of the research is to find the difference of Direct Method and
Suggestopedia to improve students‟ vocabulary mastery of first year of MTs
Darul Ulum Reksosari in the academic year 2015/2016; and to know the
significant difference of Direct Method and Suggestopedia to improve students‟
vocabulary mastery of first year of MTs Darul Ulum Reksosari in the academic
year 2015/2016.
This thesis is quantitative research with experimental method. The writer gives the
students pre–test before treatment and post–test after treatment. The students‟
average of experimental group is 62.52 and the average of control group is 62.67.
Then, the result of the t-test above, the pre test shows –0.25 then the result is
compared with the t–table with 1% of significant level 60 shows 2.66. After
giving different treatment, the students were given post test. The students‟
average score of experimental group after treatment is 75.9 and the students‟
average score of control group is 70.09. Then the result of t–test, the post test
shows 10.56. It is compared with the t–table 1 % of significance 60 shows 2.66.
The finding of the study are t–test is lower than t–table. So the writer concluded
students of experimental class who learnt vocabulary through direct method got
higher scores than the students of control class who learn vocabulary trough
suggestopedia. The use of direct method in teaching vocabulary had helped the
students to remember vocabulary. In order words, it had a positive effect on the
students of the first grade of MTs Darul Ulum Reksosari.
Keyword: Vocabulary Mastery, Comparative Study, Direct Method,
Suggestopedia
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TABLE OF CONTENT
TITLE .......................................................................................................... i
DECLARATION ......................................................................................... ii
ATTENTIVE COUNSELOR NOTES ........................................................ iii
STATEMENT OF CERTIFICATION ........................................................ iv
MOTTO ....................................................................................................... v
DEDICATION ............................................................................................. vi
ACKNOWLEDGEMENT ........................................................................... vii
ABSTACT ................................................................................................... ix
TABLE OF CONTENTS ............................................................................ x
LIST OF TABLES ....................................................................................... xii
LIST OF APPENDICES ………………………………………………….. xiii
CHAPTER I INTRODUCTION
A. The Background of the Study …………………… 1
B. The Statement of the Study ……………………… 3
C. The Objectives of the Study ……………………... 4
D. The Significance of the Study …………………… 4
E. The Definition of Term …………………………. 5
F. Review of Related Literacy ……………………... 7
G. Outline of the Graduating Paper ………………… 7
CHAPTER II RESEARCH THEORIES
A. Language Teaching ……………………………… 9
1. The term of language teaching ........................ 9
2. Language teaching stategies ........................... 10
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3. Language teaching methodologies .................. 12
a. Direct Method ...........................................
b. Suggestopedia.......................................
12
18
B. Vocabulary ………………………………………. 28
C. Theoretical Framework …………………………. 32
D. Theoretical Hypothesis (Ha) …………………… 33
CHAPTER III RESEARCH REPORT
A. Research Setting ………………………………… 35
B. Research Methodology ………………………….. 40
CHAPTER IV DATA ANALYSIS AND DISCUSSION
A. Description of MTs Darul Ulum Reksosari........... 50
B. Description of the First Grade Students ................ 51
C. Description of the Research Conduct .................... 51
D. Data Analysis ......................................................... 52
E. Discussion of the Findings……………………….. 67
CHAPTER V CLOSURE
A. Conclusions ……………………………………… 70
B. Suggestion ……………………………………….. 72
BIBLIOGRAPHY
APPENDIX
x
LIST OF TABLE
Table 3.1 The Situation of Educational Facilities and Tools ……………. 36
Table 3.2 The Situation of the Teacher and Staffs ……………………….. 37
Table 3.3 The Situation of the Students …………………………………. 38
Table 4.1 The Score of Individual Students‟ of the Experimental Class … 52
Table 4.2 The Score of Individual Students‟ of the Control Class ………. 54
Table 4.3 Distribution of Pre – test Score Experimental Class …………... 57
Table 4.4 Distribution of Pre – test Score Control Class …………............ 58
Table 4.5 Comparison Score of Pre – test ………………………………... 59
Table 4.6 Distribution of Post – test Score Experimental Class ………….. 62
Table 4.7 Distribution of Post – test Score Control Class …………........... 63
Table 4.8 Comparison Score of Post – test ……………………………….. 64
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LIST OF APPENDICES
Appendix 1 Pengajuan Judul Skripsi .................................................................... 74
Appendix 2 Surat Bimbingan Skripsi .................................................................... 75
Appendix 3 Surat Izin Penelitian ........................................................................... 76
Appendix 4 Surat Keterangan Telah melakukan Penelitian .................................. 77
Appendix 5 Lesson Plan ........................................................................................ 78
Appendix 6 Student‟s Worksheet of Pre-test and Post-test ................................... 84
Appendix 7 The Answer Key of Pre-test and Post-test.......................................... 94
Appendix 8 Surat Bimbingan Skripsi .................................................................... 96
Appendix 9 Daftar Nilai SKK ................................................................................ 98
Appendix 10 Skrip Interview Responden ...........................................................102
Appendix 11 Skrip Chek List responden Direct Method ..................................... 103
Appendix 12 Skrip Check List Responden Suggestopedia .................................. 100
Appendix 13 Curriculum Vitae ............................................................................ 104
1
CHAPTER I
INTRODUCTION
This chapter presents and discusses background of the study, the statement of
study, the objectives of study, the significant of study, the definition of term,
hypothesis, methodology, and outline of the graduating paper.
A. The Background of the Study
English is one of the most important languages. As we know that
English language become the international language, so many people learn
English for many purposes, such as for English teacher, English Lecturer,
tourism, etc. So, English is very important in communication process
internationally. When we want to go international, we must mastering
English.
English has four skills. They are speaking, reading, writing, and
listening. Beside that the student also study about grammar, structure and
vocabulary. The one of English components taught to the teacher is
vocabulary because it has primary role for all language skills.
Vocabulary is the one of importance to learn foreign language. The
students can improve vocabulary mastery such as by reading book, watching
TV, chatting among the country, watching film video. With mastering
vocabularies, the students will easy to speak and write in English. Not just it,
when the students read English book they will understand because they have
many vocabularies in their mind.
2
In fact, all of students often find new word every study English with
their teacher, and they do not know it. The students also difficult differentiate
among verb, adverb, noun and adjective. The difficulty of learning English is
not only at junior high school but also at the senior high school and even at
the university. Because process of learning English as foreign language is
same with the process when the children learn to talk for the first time.
Children with low vocabularies would have to learn words much faster
than their peers, at a rate of three to four root words per day, if they were to
catch up within five or six years. Biemiller (2003).
Many factor which influence the students low of vocabulary was caused
by the teacher can not apply the correct method, low attention from the
students or the place was not comfortable. Here the researcher want to
increase the students‟ vocabulary mastery with apply the method. In the
teaching learning processed the material is important, and the teacher is more
important, but the method is the most important. One of the elements that
influence language teaching learning is method. The success or the failure of
teaching program usually is measured by the method used, because the
method will establish the content and the way to teach language.
In English teaching learning, there are so many kind of method to teach
students. Every method has strengths and weakness. There is no method that
good or worse, but the method is suitable with the material / subject or not.
So, the teacher should choose the best way to improve students mastery.
The writer interested to compare both of method. Because the writer
impossible to compare all of the method, so the researcher chose Direct
3
Method and Suggestopedia to increase students‟ vocabulary mastery. With
compare that method the researcher hope it will increase students‟ vocabulary
mastery. Because both of method focus on target language and many
vocabulary taught.
From the statement above the writer knows the important to master
English on vocabulary. So that, the writer interested to conduct a research:
COMPARATIVE STUDY OF STUDENTS‟ VOCABULARY MASTERY
USING DIRECT METHOD AND SUGGESTOPEDIA AT THE FIRST
YEAR OF JUNIOR HIGH SCHOOL.
B. The Research Question of the Research
Based on the background of study, the writer formulates the following
question of the study:
1. How far is the difference of students‟ vocabulary mastery taught by direct
method and those taught suggestopedia in the first year of the first year
of MTs Darul Ulum Reksosari in the academic year 2015/2016?
2. How far is the significance difference of students‟ vocabulary mastery
taught by direct method and those taught suggestopedia in the first year
of the first year of MTs Darul Ulum Reksosari in the academic year
2015/2016?
4
C. The Objectives of the Research
The objective of the study is to find out:
1. To find out the difference of the student‟s vocabulary mastery taught by
direct method and those taught suggestopedia in the first year of the
first year of MTs Darul Ulum Reksosari in the academic year
2015/2016.
2. To find out the significance difference of the student‟s vocabulary mastery
taught by direct method and those taught suggestopedia in the first year
of the first year of MTs Darul Ulum Reksosari in the academic year
2015/2016.
D. The Significance of the Research
The writer hopes that this research about comparative study direct
method and suggestpedia produces benefits as:
1. Practically
Identify the current levels of MTs Darul Ulum Reksosari and find
out the best method between Direct Method and Suggestopedia to
improve students‟ vocabulary mastery of the first year of MTs Darul
Ulum Reksosari in the school year 2015/2016.
a. For the researcher
1) To more understand about direct method and suggestopedia.
2) To improve the ability in the use of direct method and
suggestopedia.
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b. For the teachers
1) To recommend teachers to choose and select the correct
method to improve students‟ vocabulary skill.
2) The teachers know the importance of using different method;
direct method and suggestopedia to improve students‟
vocabulary skill.
c. For the students
1) To motivated students to more active learning vocabulary.
2) The students motivated to learning English.
2. Theoretically
The result of this study is expected to be able to add some concepts
of language teaching, especially the concept of teaching vocabulary and
as a reference to other researchers who want to study more intensively
about this problem.
E. The Definition of Term
1. Vocabulary Mastery
There are many definitions of vocabulary proposed by some
experts. It is very important for one to know what vocabulary is before
discussing vocabulary mastery. Mastering a large number of vocabularies
is very important for foreign language learners. Without mastering it, of
course, foreign language learners will get some difficulties in developing
the four language skills.
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2. Direct Method
The direct method has one very basic rule: No translation is
allowed. In fact, the direct method receives its name from the fact that
meaning is to be conveyed directly in the target language through the use
demonstration and visual aids, with no recourse to the students‟ native
language.
3. Suggestopedia
Suggestopedia is a method of teaching developed by Georgi
Lazanov, a Bulgarian psychiarist educator. It first started purely as a
psychological experiment aimed at increasing memory capacities in the
educational process. Suggestopedia is a specific set of learning
recommendations derived from suggestology, the science of suggestion
which concerns “with the systematic study of the national and/or
conscious influences that human beings are constantly responding to”
(Stevick, 1976: 42).
F. Review of Related Literacy
In this research, the writer reviews several research conducted by the
previous researchers as composition. The first related research is Juhaeriyah
(2010) Comparative Alanysis Between Direct Method and Situational
Language Teaching to English Achievement of the First Year Students of
SMPN 1 Wonosegoro in the Academic Year of 2007 / 2008. Second
Muawanah (2010), The Use of Direct Method to Improve the Students
7
Vocabulary Mastery (a Classroom Action Research of the Fifth Year Students
of SD N Wonokerto Bancak, in the Academic Year of 2009 / 2010.
These researches are as literary review by the writer, because she
assumes that those researches will help the writer to carry out and finish her
research. The third study has similarities and differences matter with the
writer‟s. The similarity is the researches applying Direct Method and
Suggestopedia in improving students‟ vocabulary mastery, from the
researches there is different, especially in the purpose of the study.
The first research is done by Siti Juhaeriyah. She used Direct Method
and Situational Language Teaching. This research is to know the differences
of both method. The second is by Siti Muawanah. She also use Direct method
to improve students vocabulary mastery. This research is to know the
effectiveness of Direct Method to improve students‟ vocabulary.
While, the writer‟s research is comparative study which compare two
methods in language learning, Direct Method and Suggestopedia. This
research is done in MTs Darul Ulum Reksosari toward the first year students‟
in academic year 2015/2016. The purpose is to know the difference of two
methods to improve students‟ vocabulary mastery. These treatments are
implemented toward two different classes.
G. Outline of the Graduating Paper
This thesis is divided into five chapters. Each chapter will contain
different topic.
8
Chapter I is the introduction. This chapter explains the background of
the study, statements of the problem, the objectives of the study, the
significant of the study, the definition of the study, hypothesis, methodology
and the system of the thesis presentation.
Chapter II is the review to the related research theories. This chapter
describes theories that relevant toward research, theory description, there are;
language teaching, vocabulary, theoritical framework and statistical
hypothesis (Ha).
Chapter III is research report. This chapter includes about research
setting about general description of MTs Darul Ulum Reksosari, and research
methodology such research approach, population and sample, research
variable, data collection method, research instrument, evaluation criteria, data
analyze, and statistical hypothesis.
Chapter IV contains the result of the experimental research in
improving students‟ vocabulary mastery through Direct Method compared
with Suggestopedia of the firt grade of MTs Darul Ulum Reksosari.
Chapter V, the writer tries to give the conclusion and suggestions based
on the research findings that had been gained after conducting the research.
Bibliography
Appendix
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CHAPTER II
RESEARCH THEORIES
Chapter II is the review to the related research theories. This chapter
describes theories that relevant toward research, theory description, there are;
language teaching, vocabulary, theoritical framework and theoritical hypothesis
(Ha).
A. Language Teaching
a. The Terms of Language Teaching
Longman keys to Language Teaching are full of practical
suggestions for lessons and activities which will help you in your daily
teaching. They are written in clear, jargon – free english so you can read
them quickly and refer to them easily as you need them. The authors are
all experienced teachers who give straight forwad advice on basic
teaching techniques.
Language learning is a curious enterprise, effortless for children
while often effortful for adults. This intriguing dichotomy has been the
subject of intense research in linguistics and psychology, and this
dissertation focuses on how children could accomplish the difficult task
of language learning with such unconscious ease.
10
b. Language Teaching Strategies
Many researchers and experts have defined language learning
strategies from different points of view. According to Wenden (1987a),
language learning strategies can be defined from the aspect of language
learning behaviours, such as learning and regulating the meaning of a
second or foreign language, cognitive theory, such as learners‟ strategic
knowledge of language learning, and the affective view, such as learners‟
motivation, attitude, etc. It is argued that three points of views can
improve language learning.
Qxford (1990 : 9) claims that language learning strategies have the
following:
1. Contribute to the main goal, communicative competence
2. Allow learners to become more self – directed
3. Expand the role of teacher
4. Are problem – oriented
5. Are specific actions taken by the learner
6. Involve many aspects of the learner, not just the cognitive
7. Support learning both directly and indirectly
8. Are not always observable
9. Are often conscious
10. Can be taught
11. Are flexible
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12. Are influence by a variety of factors.
Based on earlier research into learning strategies, Oxford (1990)
developed a new language learning strategy system, which includes two
main classifications: direct strategies and indirect strategies. Direct
strategies are specific ways that involve use of language, sub-divided into
memory, cognitive and compensation strategies. Indirect strategies do not
directly involve using the language, but they support language learning ,
Oxford (1990), and are further divided into metacognitive, affective, and
social strategies,
These strategies can be specified as follows:
1. Memory strategies for remembering and retrieving new
information.
2. Cognitive strategies for understanding and producing the language.
3. Compensation strategies for using the language despite lack of
knowledge.
4. Metacognitive strategies for coordinating the learning process.
5. Affective strategies for regulating emotions.
6. Social strategies for learning with others
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B. Language Teaching Methodologies
1. Direct Method
a. The Understanding of Direct Method
The Direct Method is not translation and native language.
Student must associate the meaning in target language directly.
Grammar is taught inductively, that is the students are presented
with example and they figure out the rule or generalization from
the example, students practice vocabulary by using new words
in complete sentences.
The Direct Method is not translation and native language.
Student must associate the meaning in target language directly.
Grammar is taught inductively, that is the students are presented
with example and they figure out the rule or generalization from
the example, students practice vocabulary by using new words
in complete sentences.
The direct method has one very basic rule: no translation is
allowed. In fact, the direct method receives its name from the
fact that meaning is to be conveyed directly in the target
language through the use of demonstration and visual aids, with
no recourse to the students‟ native language.
The Direct Method represented the product of enlightened
amateurism. It was perceived to have several drawbacks. First, it
13
required teachers who were native speakers or who had
nativelike fluency in the foreign language. It was largely
dependent on the teacher's skill, rather than on a text book, and
not all teachers were proficient enough in the foreign language
to adhere to the principles of the method. Critics pointed out that
strict adherence to Direct Method principles was often
counterproductive, since teachers were required to go to great
lengths to avoid using the native tongue, when sometimes a
sirnple brief explanation in the student‟s native tongue would
have been a more efficient route to comprehension.
b. Technique of Direct Method
What follows are several types of teaching and learning
activities wich can be conducted in Direct Method:
a) Reading Aloud
Students take turns reading section of passage, play, or
dialog out loud. At the end of each student‟s turn, the
teacher uses gestures, picture, realia, examples, or other
means to make the meaning of the section clear.
b) Question and Answer Exercise
This exercise is conducted only in the target languange.
Students are asked questions and answers in full sentences
to that tey practice with new words and gramatical
14
structure. They have the opportunity to ask question as well
as answer them.
c) Getting Students to Self-Correct
The teacher can have the students self correct by asking
them to make a choise between what they said and an
alternate answer he supplied. The are, however, other ways
of getting students to self-correct. For example a teacher
might simply repeat what a student has just said, using a
questoning voice to signalto the student that something was
wrong with it. Another possibilityis for the teacher to repeat
what the student said, stopping just before the error. The
student knows that thw next word was wrong.
d) Conversation Practice.
The teacher asks students a number of questions in the
target languange, wich the students have to understand and
to be able to answer correctly. The teacher can ask
individual students questions about themselves. Later, the
students will be able to ask each other they own questions
using the same grammatical structure.
e) Fill-in-the-blank Exercise
This technique has already been discussed in the Grammar
– Translation Methods, but differs in its application in the
Direct Method. All the items are in the target language;
15
furthermore, no explicit grammar rule would be applied.
The students would have included the grammar rule they
need to fill in the blanks from examples and practice with
earlier parts of the lesson.
f) Dictation
The teacher reds the passage three times. The first time the
teacher reads it at a normal speed, while tha students just
listen. The second time the reads the passage phrase by
phrase, pausing long enough to allow students to write
down what they hve heard. The last time the teacher again
reads at normal speed, and students check their work.
g) Map Drawing
The class included one example of a technique used to give
students listening comprehension practice. The students
were given a map with the geographical features unnamed.
Then the teacher gave the students directions such as
following, „Find the mountain range in the west. Write the
words “Rocky Mountain” across the mountain range‟. He
gave instruction for all the geographical features of the
United State so that students would have completely
labelled map if they followed his instruction correctly. The
students then instructed the teacher to do the same thing
with a map he had draw on the board. Each student could
16
have a turn giving the teacher instructions for finding and
labelling one geographical feature.
h) Paragraph Writing
The teacher in this class asked the students to write a
paragraph in their own words on the major geographical
feature of the United States. They could have done this from
memory, or they could have used the reading pasage in the
lesson as a model.
c. The Principles of Direct Method
Richards and Rodgers (1986:9-10) summarized the
principles of the direct method:
a) Classroom instruction was conducted exclusively in the
target language.
b) Only everyday vocabulary and sentences were taught.
c) Oral communication skills were built up in a carefully
traded progression organized around question – and –
answer exchanges between teachers and students in small,
intensitive classes.
d) Grammar was taught inductively.
e) New teaching points were taught through modelling and
practice.
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f) Concrete vocabulary was taught through demonstration,
objects and pictures; abstract vocabulary was taught by
association of ides.
g) Both speech and listening comprehension were taught.
h) Correct pronunciation and grammar were emphasized.
d. The Strengths and Weakness of Direct Method
a) The strengths of Direct Method
i. Learners always give attention
ii. Learners know much of words
iii. Learners can have pronunciation like native speaker
iv. Learners get much try on the conversation, especially topics
which have teaching in the classroom.
v. Drawing and giving example make student easy in
understanding new vocabulary
b) The weakness of Direct Method
vi. This method has principles, can used by private schools
which have few the lessons. But, this method can‟t used
by state schools which have more he lessons.
vii. This method require teacher which can speak fluently like
native speaker.
viii. The class is depended on the teacher
ix. Students no allowed to translate where as they still in lower
level
18
x. The class situation is boring because there is no role play or
song
2. Suggestopedia
1) The Understanding of Suggestopedia
Suggestopedia is a method developed by the Bulgari an
psychiatrist educator Georgi Lozanov. Suggestopedia tries to
harness these influences and redirect them so as to optimize lea
rning. The most conspicuous characteristics of Suggestopedia are
the decoration, furniture, and arrangement of the classroom, the use
of music, and the authoritative behavior of the teacher. The method
has a somewhat mys tical a ir about it, partically because it has few
direct links with established learning or educational theory in the
West, and partially because of its arcane terminology and
neologisms, which one critic has unkindly called a " package of
pseudo-scientific gobbledygook" (Scovel 1979: 258)
Suggestopedia is a method developed by the Bulgari an
psychiatrist educator Georgi Lozanov. Suggestopedia tries to
harness these influences and redirect them so as to optimize lea
rning. The most conspicuous characteristics of Suggestopedia are
the decoration, furniture, and arrangement of the classroom, the use
of music, and the authoritative behavior of the teacher. The method
has a somewhat mys tical a ir about it, partically because it has few
direct links with established learning or educational theory in the
West, and partially because of its arcane terminology and
19
neologisms, which one critic has unkindly called a " package of
pseudo-scientific gobbledygook" (Scovel 1979: 258)
Suggestoped is can perhaps be best understood as one of a
range of theotles that purport to describe how attentiveness is
manipulated to optimize learning and recall. A number of
researchers have attempted to identify the optimal mental states for
facilitating memorization and facilitating recall.
Suggestopedia was critized on a number of fronts. Scovel
(1979) showed quite eloquently that Lozanov‟s experimental data,
in which he reported astounding results with suggestopedia, were
highly questionable. Moreover, the practicality of using
Suggestopedia is an issue that teachers must face where music and
comfortable chairs are not available.
In applications of suggestopedia to foreign language learning,
Lozanov and his followers experimented with the presented with
the presentation of vocabulary, readings, dialogs, role – plays,
drama, and a variety of other typical classroom activities. Some of
the classroom methodology was not particularly unique. Students
were encouraged to be as “childlike” as possible, yielding all
authority to the teacher and sometimes assuming the roles (and
names) of native speakers of the foreign language.
Lozanov does not articulate a theory of language, nor does it
seem he is much concerned with any particular assumptions
regarding language elements and their organization. The emphasis
20
on memorization of vocabulary pairs - a target language item and
its native language translation - suggests a view of language in
which lexis is central and in which lexical translation rather than
contextualization is stressed. However, Lozanov does occasionally
refer to the importance of experiencing language material in "whole
meaningful texts".
Lozanov recommends home study of recordings of "whole
meaningful texts (not of a fragmentary nature)" that are, "above all,
interesting." These are listened to "for the sake of the music of the
foreign speech" (Lozanov 1978: 277). The texts should be light
hearted stories with emotional content. Lozanov's
recommendations of such stories seems to be entirely motivational,
however, and does not represent a commitment to the view that
language is preeminently learned for and used in its emotive
function.
Authority is also used to suggest a teacher-student relation like
that of parent to child. In the child's role the learner takes part in
role playing, games, songs, and gymnastic exercises that help "the
older student regain the self-confidence, spontaneity and receptivity
of the child" (Bancroft 1972: 19).
The learner learns not only from the effect of direct instruction
but from the environment in which the instruction takes place. The
bright decor of the classroom, the musical background, the shape of
the chairs, and the personality of the teacher are considered as
21
important in instruction as the form of the instructional material
itself.
2) Technique of Suggestopedia
There may be some elements you could usefully adapt to your
own teaching style.
a) Classroom Set – up
The challenge for the teacher is to create a classroom
environtment that is bright and cheerful. This was
accomplished in the clsasroom we visited where the walls
were decorated with scenes from a country where the target
language is spoken. These conditions are not always
possible. However, the teacher should try to provide as
positive an environment as possible.
b) Peripheral Learning
This technique is based upon the idea that we perceive
much more in our environment than we consciously notice.
It is claimed that, by putting posters containing grammatical
information about the target language on the classroom
walls, students will absorb the necessary facts effortlessly.
The teacher may or may not call attention to the posters.
They are changed from time to time to provide grammatical
information that is appropiate to what the students are
studying.
22
c) Positive Suggestion
It is the teacher‟s responsibity to orchestrate the suggestive
factors in a learning situation, thereby helping students
break down the barriers to learning that they bring with
them. Teachers can do this through direct and indirect
means. Direct suggestion appeals to the students‟
consciousness: A teacher tells students they are going to be
successful. But indirect suggestion which appeals to the
students‟ subconscious, is actually the more powerful of the
two. For example, indirect suggestion was accomplished in
the class we visited through the choice of the dialogue
entitled, „To want is to be able to.‟
d) Choose a New Identity
The students choose a target language name and a new
occupation. As the course continues, the students have an
opportunity to develop a whole biography about their
fictional selves. For instance, later on they may be asked to
talk or write about their fictional hometown, childhood, and
family.
e) Role – Play
Students are asked to pretend temporarily that they are
someone else and to perform in the target language as if
23
they were that person. They are often asked to create their
own lines relevant to the situation. In the lesson we
observed, the students were asked to pretend that they were
someone else and to introduce themselves as that person.
f) First Concert
The two are component of the receptive phase of the lesson.
After the teacher has introduced the story as related in the
dialogue and has called her students‟ attention to some
particular grammatical points that arise in it, she reads the
dialogue in the target language. The students have copies to
it as the teacher is reading.
g) Second Concert
In the second phase, the students are asked to put their
scripts aside. They simply listen as the teacher read the
dialogue at normal speed. The teacher is seated and reads
with the musical accompaniment. Thus, the content governs
the way the teacher reads the script, not the music, which is
pre – Classical or Baroque. At the conclusion of this
concert, the class ends for the day.
h) Primary Activation
24
This technique and the one that follows are components of
the active phase of the lesson. The students playfully reread
the target language dialogue out loud, individually or in
groups. In the lesson we observed, three groups of student
read parts of the dialogue in the particular manner: the first
group, sadly; the next, angrily; the last, cheerfully.
i) Creative Adaption
The students engage in various activities designed to help
them learn the new material and use it spontaneously.
Activities particularly recommended for this phase include
singing, dancing, dramatizations, and games. The important
thing is that the activities are varied and do not allow the
students to focus on the linguistic message, just the
communicative intent.
3) The role of Suggestopedia
The primary role of the teacher is to create situations in
which the learner is most suggestible and then to present
Iinguisitic material in a way most likely to encourage positive
reception and retention by the learner.
Lozanov lists several expected teacher behaviors that
contribute to these presentations.
a) Show absolute confidence in the method.
b) Display fastidious conduct in manners and dress.
25
c) Organized properly and strictly observed the initial stages
of the teaching process – this includes choice and play of
music, as well as punctuality.
d) Maintain a solemn attitude towards the session.
e) Give tests and respond tactfully to poor papers (if any)
f) Stress global rather than analytical attitudes towards
material.
g) Maintain a modest enthusiasm.
As Stevick (1976) points out, there are certain styles of
presentation of material that are important, intricate, and
inaccessible. It appears that teachers have to be prepared to be
initiated into the method by stages and that certain techniques
are withheld until such times as the master teacher feels the
initiate is ready. In addition, Bancroft (1972) suggests that
teachers are expected to be skilled in acting, singing, and
psychotherapeutic techniques and that a Lozanov-taught teacher
will spend three to six months training in these fields.
4) The Strengths and Weakness of Suggestopedia
a) The strengths of suggestopedia
- Comfortable environment in classroom set up build
mental power of student
- The using of native language help student in solving
target language problem
26
- Good suggestion can make student believe to their
ability and be confidence
- The picture is changed regularly depend on the topic
adding student knowledge
- Soft music can bring their mind to the new environment
b) The weakness of suggestopedia
- Little attention is given to grammar
- Student must trust the teacher, if not they will get
difficulties in forming a good environment
- Classroom set up not always possible to provide by the
teacher
- It is expensive because a teacher must change the
poster on the wall every week
- Teacher should proved de a relaxed and comfortable
environment
C. Vocabulary
1. The Understanding of Vocabulary Mastery
Vocabulary is more than a list of words, and although the size of
one‟s vocabulary matters, it is knowing how to use it which matters most.
The best comparison is to an artist‟s palette of colours which can be
mixed and applied to create powerful effects.
From the definition above, it can be concluded that vocabulary is
the total numbers of words, a list or set of words in a particular language
that a person knows or uses.
27
Meanwhile Porter (2001: p. 953) states that mastery is learning or
understanding something completely and having no difficulty in using it.
Mastery is defined as the complete control of knowledge (Oxford
Advanced Dictionary)
Vocabulary mastery is always being an essential part of English.
Lewis and Hill (1990: 12) say that vocabulary mastery is important for
the students. It is more than grammar for communication purpose,
particularly in the early stage when students are motivated to learn the
basic words. Without having proportional English vocabulary, students
will get some difficulties in using English. Vocabulary mastery can be
measured by the requirements of generalization (being able to define
words) and application (selecting an appropriate use of it).
2. The Important of Vocabulary
Vocabulary is one element of the language that should be learnt
and taught. It will be hard to master the language without mastering or
understanding a certain number of vocabularies. Vocabulary is very
important an English teaching ang learning. If the students do not know
the meaning the word, they will have difficulty in understanding what
they see, read and learn. Their vocabulary will increase if the students
read more words. This reason makes vocabulary very important.
A number of criticisms can be made of discrete – point vocabulary
tests.
- It is difficult to make any general statement about a learner‟s
vocabulary on the basis of scores in such a test. If someone gets 20
28
items correct out of 30, what does that say about the adequacy of
the learner‟s vocabulary.
- Being proficient in a second language is not just a matter of
knowing a lot of words – or grammar rules, for that matter – but
being able to exploit that knowledge effectively for various
communicative purposes. Learners can build up an impressive
knowledge of vocabulary (as reflected in high test scores) and yet
be incapable of understanding a radio news broadcast or asking for
assistance at an enquiry counter.
- Learners need to show that they can use words appropriately in
their own speech and writing, rather than just demonstrating that
they understand what a word can mean. To put it another way, the
standard discrete – point items test receptive but not productive
competence.
- In normal language use, words do not occur by themselves or in
isolated sentences but as integrated elements of whole texts and
discourse.
- In communication situation situations, it is quite possible to
compensate for lack of knowledge of particular words.
3. Problem in teaching and learning vocabulary
There are some problems in learning vocabulary faced by the
students. Roger (1995: 43) states that the ease or difficulty of vocabulary
items depends on a number of factors. They are:
a) Similarity to L1
29
The difficulty of vocabulary items often depends on how a similar
item is in form and meaning to the students‟ first language. There
are many examples of these: someone described as sensible in
English will be understood sensitive by many European and if you
say an embarrased to a Spanish speaker, they may will think that
you are expecting a baby.
b) Similarity to English words already known
Once the students have some English words that relate to an
English word that they are already familiar which is easier than
one, which is not. For example, if students have already met the
word friendly, they should be able to guess the meaning of
unfriendly.
c) Conotation
Connotation of the word is another difficult aspect that the learners
have to get to grip. For example, either skinny or slim could be used
to describe someone who is thin. But these two words have very
different in their connotation and by choosing one of them
however; the speaker actually conveys a particular attitude. Skinny
is negative connotation, while slim is positive connotation.
d) Spelling and pronunciation
The spelling of English word can cause problems for students who
speak languages with very regular spelling systems. Particular
spelling patterns can also cause confusion where the pronunciation
concerned. For example: through, though, tough.
30
e) Multi – word items
A lexical item may consist of more than one word, as in a
compound like tennis shoes, or rally car or a phrasal verb such as
to put some one up.
f) Collocation
How a lexical item collocates can also cause difficulty. For
example we say that people injured or wounded but things are
damaged.
31
D. Theoretical Framework
The theory of learning of Direct Method is not translation and native
language. Student must associate the meaning in target language directly.
Grammar is taught inductively, that is the students are presented with
example and they figure out the rule or generalization from the example,
students practice vocabulary by using new words in complete sentences.
In helping student eliminate their feeling about the barriers to learning
the classes set up to make student comfortable to environment and relax, that
is why in the class there are soft music, dim light, and arm chair in semi
circle. There are some pictures on the wall that support into one topic that
will be taught, and it changes few weeks based on the topic or theme. This
class use target language and sometime native language is still used.
The using of target language is a must in Direct Method, no translation
and native language that used. Students must think in the target language. The
primary language is spoken not written. Vocabulary is emphasized over
grammar. Practicing target language is the purpose but in suggestopedia
native language is still used to help student to understand the meaning in
target language. Grammar is showed by putting poster on the walls which
display information. The grammar is dealt with explicitly but minimally. In
fact it is believed that student will learn best if their conscious attention is
focused not on the language form, But on using the language.
32
In Direct Method there is not native language that use during teaching
and learning process. Teacher and student use target language. No translation
teacher ask student to think in target language directly. To make the meaning
of something clear the teacher use realia, gestures, pantomime or draw it on
the blackboard.
In suggetopedia class native language is still used to help student
understand more about target language, student may translate the meaning but
the use of native is reduce from time to time till student master vocabulary in
target language. Student errors are not corrected directly by the teacher she
explains it later on the next lesson or on the last meeting by herself.
The result both of direct method and suggestopedia have many difference
in the learning process, there for they still have correlation at least everything
that the teacher do is to make student can be able to communicate in target
language on their daily activity, to make this succeed student must think by
using target language directly and student confidence is need to facing their
barriers of learning that is why they need suggestion.
E. Theoretical Hypothesis (Ha)
Hypothesis is the problem estimate or answer proposed of problem
statements. According Arikunto (2010; 43 - 44) hypothesis is as a temporary
answer to research problems, until it is proved by founding data. In a
research, the writer has to find the problem solutions by collect much
information. In order to focuses to research problem, the researcher has to
33
organize the alternative answer and explanation to the problems. Then, the
writer searches information by research to strengthen and finds the evidences.
Alternative Hypothesis (Ha): There is significant difference between
teaching vocabularies by using Direct Method compared with Suggestopedia.
34
CHAPTER III
RESEARCH REPORT
Chapter III is research report. This chapter includes about research setting
about general description of MTs Darul Ulum Reksosari, and research
methodology such research approach, population and sample, research variable,
data collection method, research instrument, evaluation criteria, data analyze, and
statistical hypothesis.
A. Research Setting
1. The place and Time of the Research
This study was conducted at first grade of MTs Darul Ulum reksosari
Rt.05/01 Kec. Reksosari, Suruh, Kab. Semarang, Provinsi Jawa Tengah.
The writer do the research in first semester in the academic year of
2015 – 2016. The research was held over period of time from August,
31st 2015 to september 30th 2015.
2. Brief Information of MTs Darul Ulum Reksosari
MTs Darul Ulum Reksosari is an educational organization under
institute Darul Ulum. The location is at Reksosari Rt.05/01, Reksosari,
Suruh, Kab.Semarang, central Java 50776. This width of this location is
about 2.775 m2. This location is strategie,because in the roadside Tingkir
– Karanggede. So, this location is easy to reach from any direction.
The name of the school is Madrasah Tsanawiyah Darul Ulum (MTs
DU) Reksosari. The headmaster of this school in the academic of
35
2015/2016 is Drs. Hisyam and the head of administration is Umi
Zumroh.
MTs Darul Ulum Reksosari is permanently subsidized by the
government. The facilities are text book, teachers and officials. The
students of MTs Darul Ulum Reksosari in academic year 2015/2016 are
278 students.
3. The situation of Educational Facilities and Tools
TABLE 3.1
The situation of Educational Facilities and Tools
of MTs Darul Ulum Reksosari
No Type Total Good
Condition
Damage
Comdition
Damage Categorize
Litle Medium Serious
1 Clasroom 9 7 2 2
2 Library 1 1
3 Sains Lab 1 1
4 Biologi Lab
5 Fisika Lab
6 Kimia Lab
7 Computer Lab 1 1
8 Language lab
9 Chief room 1 1
10 Teacher‟s room 1 1
11 Officer‟s room 1 1
12 Counseling
room 1 1 1
13 Mosque
14 UKS 2 2 2
15 Toilet 4 1 3 3
16 Warehouse 1 1 1
17 Sirculation
Room
18 Yield 1 1
19 OSIS Room
36
4. The situational of the Teachers and Staffs
Education in general is combined effort of several forces to achieve
common goals. One of those forces is teacher. Formal education needs
qualified people as teachers and staffs as administrators to run on the
teaching learning process well. The teachers and staffs of MTs Darul
Ulum are follow:
TABLE 3.2
The situation of the teacher and staffs
of MTs Darul Ulum Reksosari
No Name Subject
1. Drs. Hisyam Indonesian Language Teacher
2. Hj.SitiNgatikoh, S.PdI Hadist and Holy Qur‟an Teacher
3. M.Chazim As Fiqih Teacher
AqidahAkhlak Teacher
4. M.Musta‟in
Indonesian Language Teacher
Civic Society Teacher
AqidahAkhlak Teacher
5. M.AbdulHaris, s.s
Arabic Teacher
IPS Teacher
Civic Society Teacher
6. Maryati, S.Pd Mathematics Teacher
7. SitiMasrifah, S.Ag IPS Teacher
8. Sitakhasunah, S.Pd Sains Teacher
9. Sholikin, S.PdI English Teacher
Javanese Teacher
10. Karmani, S.Ag
The history of Islamic Teacher
AkidahAkhlak Teacher
BTA Teacher
11. M. Ikhwanudin
Sport Teacher
Civic Social Teacher
Art and culture Teacher
12. UmiZumroh Art and culture Teacher
13. Listinawati, S.Pd
Sains Teacher
TIK Teacher
Mathematics Teacher
14. Arwan, S.Pd
English Teacher
BTA Teacher
Computer Teacher
37
5. The Situation of the Students
In academic year 2015/2016, the total students of MTs Darul Ulum
Reksosari is 278, consists of male and female. The students are divided
in three grades, as follow:
TABLE 3.3
The situation of the Students
of MTs Darul Ulum Reksosari In Academic Year 2015/2016
No Grade Male Female Total
1. 7A 14 18 32
2. 7B 17 15 31
3. 7C 18 13 31
4. 8A 15 9 24
5. 8B 12 10 22
6. 8C 15 12 27
7. 9A 12 15 27
8. 9B 17 11 28
9. 9C 14 14 28
Total 161 117 278
38
6. School Organization Structure
Kepala Perpustakaan
Siti Masrifah, S.Ag
Petugas Lab. IPA
Listinawati, S.Pd
Petugas Lab.Komputer
Arwan, S.Pd
Wakasek Kesiswaan
Musta‟in
Wakasek Kurikulum
Hj.St Ngatikoh
Wakasek Sarpras
M.Abdul Haris,S.S
Wakasek Humas
M.Chazim As
Kepala Madrasah
Drs.Hisyam
Kepala Tata Usaha
Umi Zumroh
Pimpinan Yayasan
Drs. A. M Tontowi
Guru
Siswa
39
B. Research Methodology
1. Research Approach
A quantitative approach is one in which the investigator primarily
uses postpositivist claims for developing knowledge (i.e., cause and
effect thinking, reduction to specific variables and hypotheses and
questions, use of measurement and observation, and the test of theories),
employs strategies of inquiry such as experiments and surveys, and
collects data on predetermined instruments that yield statistical data.
Quantitative approach: post positivist knowledge claims,
experimental strategy of inquiry, and pre- and posttest measures of
attitudes.
The type of this research is a comparative research. It is a research
which has a purpose to know differences of conditions in two method
whether both of which have different conditions or not. This research
compare direct method and suggestopedia to increase students‟
vocabulary mastery of first year students of MTs Darul Ulum Reksosari
in academic year of 2015/2016.
2. Sampling Technique
The technique of this research is random sampling. Because In this
research, the sample is representative. To get representative sample, the
researcher also uses sampling technique. According to Sutrisno Hadi
(1981; ), random sampling is taking sample randomly without prejudice.
The random sampling in this research is restricted random sampling or
40
conditional random sampling. This random sampling is not random
sampling toward individual, but random sampling to sub – population of
individuals, group populations, area populations, or cluster populations.
3. Population and Sample
The population in this research is students of first grade of MTs
Darul Ulum, there are 94 students of first grade. But the writer took 62 of
them.
The writer took two classes as sample for research. First is 7A class
as experiment class of which its students were taught vocabulary using
Direct Method. Second is 7B class of which the students were taugh
vocabulary using Suggestopedia.
4. Research Variable
There are two variables in this research dependent variable and
independent variable. Dependent variable is observed to determine what
effect. Independent variable is variables selected by the research to
determine their effect on or relationship with the dependent variable
(Dean Brown, 1987: 10).
The independent variable in this research are the type of methods,
there are direct method and suggestopedia. The dependent variable in this
research is the ability in vocabulary mastery.
41
5. Data Collection Method
In this study, several procedures would be used in order to get the
empirical data required. Collecting data in this research, the researcher
use observation and interview.
a. Test
Test is a series of question or exercise and the other instruments
which is used to measure skill, intelligent knowledge,
comprehension or talent which is had by individual or group.
The writer made multiple choice test and easay test of
vocabulary as pre-test and post-test to know the students‟ ability.
After conducting the test, the writer scores the test result to
explore the score of each individual. Through this scoring it will be
easier to distinguish students score among high, middle and low. The
result of the test will be analyze with t-test formula.
b. Observation
The data that is got from this activity will be used by the
researcher to know the condition when the treatment is done. So that
it will be addition of data which is used to make conclusions. In this
research, this method is used to find the comparative between using
of direct method and suggestopedia in teaching vocabulary for the
first year of MTs Darul Ulum Reksosari in academic year
2015/2016.
c. Interview
42
Collecting data use interview and observation because the
researcher cans explore the different interpretation, interaction, and
variety opinion about the fact. The interview method has goal to
getting information through verbal communication between an
interviewer and respondent. The interviewer get information from
the soure. This technique is applied to find conclusion or the
comparative between direct method and suggestopedia.
6. Research Instrument
Data collection instrument is an invaluable tool in data collection.
For several data collection methods, incidentally term for the instrument
is the same as the method.
a. Test Questioning
The test are objective in the sense that they can be scored
without requiring any judgement by the scorer as to whether an
answer is correct or not. These tests assessed vocabulary knowledge
by presentinglearners with a list of foreign words to be matched with
their English translations. Other early tests used multiple – choice
items in a similar way, with a 12 words in the stem and four or five
L1 words as the options.
Multiple choice vocabulary tests proved to have excellent
technical characteristics, in relation to the requirements of
psychometric theory. Well – written items could discriminate
effectively among learners according to their level of ability, and
43
thus the tests were highly reliable. Reliability was the great virtue of
a psychometric test.
In this research the writer will give the students 20 number
multiple choice and 10 number for complete a text with correct verb.
b. Check List
An observation checklist is a list of things that an observer is
going to look at when observing a class. This list may have been
prepared by the observer or the teacher or both. Observation
checklists not only give an observer a structure and framework for an
observation but also serve as a contract of understanding with the
teacher, who may as a result be more comfortable, and will get
specific feedback on aspects of the class.
c. Interview Guide
This guide is designed to help prepare for these encounters.
Remember that a moderate amount of anxiety associated with the
interview process is good. Following these guidelines will increase
the effectiveness in the interview. Remember, the employer is
actually on your side. She has a need and has every reason to hope
that you will fill it.
44
7. Research Design
No Experimental Group Control Group
1. Pre – test Pre – test
2. Calculating the test result Calculating the test result
3. Concluding the test result Concluding the test result
4.
Teaching learning using Direct
Method
Teaching learning using
Suggetopedia
5. Post – test Post – test
6. Calculating the test result Calculating the test result
7. Concluding the test result Concluding the test result
The test used by the writer in collecting data are:
b. Pre – Test
The writer did the pre – test when the teacher for the first time
entered the class. It is aimed to know the students ability in
material vocabulary.
c. Treatment
The researcher gives different treatment for two different classes.
Class A as an experimental group is use direct method in learning
English vocabulary. While, Class B as a control group use
suggestopedia in learning process.
45
d. Post – Test
Post – test was done in order to know the changeable on student‟s
vocabulary mastery between use direct method and
suggestopedia.
8. Evaluation Criteria
1. Pre – test
a. Multiple choice, there are 20 items and each item is scored 3, so
the total score of this type is 60
b. Completing, there are 10 questions and each item is scored 4, so
the total score of this type is 40
2. Post – test
a. Multiple choice, there are 20 items and each item is scored 3, so
the total score of this type is 60
b. Completing, there are 10 questions and each item is scored 4, so
the total score of this type is 40
9. Data Analysis
In analyzing the data, the writer uses statistical calculating of t-test to
find out the difference score of student‟s achievement in teaching
vocabulary using Direct Method compared with Suggestopedia. Data
processing is the step to know the result of both experimental class using
Direct Method as variable X and controlled class using Suggestopedia as
variable Y, and their differences.
46
The writer used statistical method to analyze the data. The data used
was pre-test and post-test score. In this research, the writer used the data
to analyze central tendency and t-test analyze then comparing t-test with
t-table.
Central tendency is a statistical explanation used to represent the
distribution of sample or population. The score represents all of
distribution scores being researched. There are three particulars of central
tendency, that are mean, median, and modus.
The formula is:
M = N
fx
Explanation:
M : Average of score
fx : Sum of students‟ score
N : The number of the students
The next step is to count the standard deviation of group A, then to
count the SD of group B. after that, the researcher accounts the
coefficient of the mean difference by using the formula as follow:
to =
NbNaNbNa
XbXa
MbMa
11
2
22
Explanation:
Ma : The average of group A (experimental group)
Mb : The average of group B (control group)
Σ Xa2 : Standard Deviation of group A
47
ΣXb2 : Standard Deviation of group B
Na : The numbers of subject in group A (experimental group)
Nb : the numbers of subject in group B (control group)
t0 : Coefficient of the mean difference
Then the result will be consulted with t – table. But, before
consulting with t – table the researcher have to determine the degree of
freedom (df) by using formula;
df = Na + Nb – 2
Explanation:
df : degree of freedom
Na : The number of group A
Nb : The number of group B
The researcher choose 1 % of the significant degree, it means that
the researcher is still willing accept conclusion of research though of
population there are 1 % which is inappropriate with the conclusion. If
the result shows that t0 equal t – table, it means that there is a significant
difference between the two groups. If the result shows that t0 is less than t
– table, it means that there is no significant difference between them
(Suharsimi Arikunto: 2005; 392).
10. Statistical Hypothesis
The writer states the hypothesis as follows:
48
Ha (Alternative hypothesis): there is significance difference between
teaching vocabularies mastery by using Direct Method compared with
Suggestopedia.
The hypothesis criterion states that: if to > tt = Ha is accepted. Ha is
the alternative hypothesis, to is t observation, and tt is t test.
49
CHAPTER IV
RESEARCH FINDINGS
This chapter contains the result of the experimental research in improving
students‟ vocabulary mastery through Direct Method compared with
Suggestopedia of the firt grade of MTs Darul Ulum Reksosari.
A. Description of MTs Darul Ulum Reksosari
The research compare two methods of using Direct Method and
Suggestopedia in improving students‟ vocabulary mastery was divided in two
class. Every class was held in once meeting. Both for the first class and
second class, the researcher took the same topic which was about “Time”. It
was held in September 4th
until 5th
, 2015.
The writer was carried out among the two class students of A class and B
class of MTs Darul Ulum Reksosari. In gathering the data of pre-research
wanted by the researcher, there were several ways done by him such as:
interviewing the teacher, interviewing the students, observing the teaching –
learning process and giving pre-test to the students.
Based on the interview and observation, There are some important
information the researcher got. The English teacher of MTs Darul Ulum,
meaning that he has not got any related educational the teacher used usual or
less varied technique such as translation. He did the same way from one
meeting to the next meeting covering: explaining in Indonesian about some
vocabulary in target language, translating them in English, asking students to
repeat the words after him, and doing the tasks from the book.
50
B. Description of the First Grade Students
From the interview, observation and pre-test it can be concluded that the
students got low vocabulary mastery, Students got difficulties in memorizing
the meaning of words and the students were bored with monotonous class
atmosphere.
The students‟ problem as mentioned above, which were got from several
ways such as interview, observation and pre-test, came from the rising
indicators and some factors causing those problems during the teaching-
learning process. The indicators were: (1) They have limitation number of
vocabulary mastered, (2) It was hard for them to memorize the meaning of
words, (3) Their scores of English tests were low. Those were mostly coming
from the students‟ point of view.
C. Description of the Research Conduct
The research was conducted in once per each in two class. The first was
in A class as experimental class and the second in B class as control class. It
was done in order to identify the problems during the teaching learning
process dealing with students vocabulary mastery before using a new
technique, to know the technique applied by the teacher in teaching and to
find out the students‟ respond to the lesson including their problems in
learning English.
When teaching, a lot of students do not know the meaning of words that I
gave in the pre-test. So I just focus on one topic that is on “time”. In the class
direct method, slowly they know the meaning of those words. Be different
51
with the class suggestopedia, they just feel comfortable because of the music
that I gave but yet so familiar because they do not focus on the material.
D. Data Analysis
The writer used statistical method to analyze the data. The data used was
pre test and post test scores. In this research, the researcher used the data to
analyze central tendency and t – test analyzes, and then comparing t – test
with t – table.
The writer obtained the result of the students‟ score in experimental and
controlled class. The writer held field research observes the teaching –
learning process and the writer got the data from pre – test and post – test.
The writer makes the table of the students‟ score in order to know the result
of the research in the following, the writer gives the report concerning the
score of the students‟ score. Here with the result of the test are presented in
the following table.
Tabble 4.1
The score of individual students’ of the experimental class
No Name Pre-test Post-test
1. Ahmad Balya 72 90
2. Bastian Azhar 67 75
3. Cinta Novita Sari 57 72
4. Desi Siswati 62 70
5. Dwi Kholisatul Jamilah 70 75
6. Dimas Adi Prasetyo 57 70
7. Fariz Muhammad R 65 82
8. Farida Asdiati 60 87
52
9. Galih Trapsilo 60 72
10. Hasan Ali Muthohar 62 70
11. Handi Setyawan 67 85
12. Kavita Nur Kayani 65 77
13. Khikmatul Azizah 60 72
14. Lailatul Fatiyah 72 85
15. M. Khoirul Amin 55 65
16. M. Wildan Firman S. 62 77
17. M. Khazim Muhlisin 67 80
18. M. Nurul Haq 60 73
19. Muflikhin 55 70
20. Novi Arynda R 72 80
21. Nur Maksum Khoirul F 50 72
22. Nia Fajriati Khasanah 60 77
23. Rijal Badruzzaman 65 82
24. Rois Nur Aziz 67 80
25. Shohib Nur Rohmah 55 70
26. Septian Ananing K 70 80
27. Siti Kholifah 60 77
28. Sidrotul Muntaha 62 75
29. Sugatmono 72 85
30. Yuliani 55 72
31. Wahyu Adi Putra 72 87
53
Tabble 4.2
The score of individual students’ of the control class
No Name Pre-test Post-test
1. Arwidatul Latifah 62 65
2. Ahmad Efendi 60 72
3. Anida Khumaeroh 55 62
4. Ainul Rofiq 60 67
5. Amala Mulyana 67 70
6. Akhsanul Huluq 70 77
7. Ardila Lulu Pramesti 72 62
8. Ahmad Kozin 55 60
9. Abdurrahman 50 67
10. Diah Nur Aini 67 70
11. Dini Hidayati Nafiah 67 72
12. Fina Idamatus Silmi 70 70
13. Fitri Maghfiroh 65 67
14. Halimatus Sa'diyah 67 72
15. Himatul Afida 65 77
16. Kaina Kayla Salsabila 60 67
17. Laras Budiarti 70 77
18. M. Yusuf Arifin 67 80
19. Mega Setyaningsih 67 75
20. M. Irkham 65 77
21. M. Abdul Khalim 52 77
54
22. Muhammad Rizal 55 67
23. M. Syaiful Hidayatul M 65 80
24. Muhammad Hikam B 67 75
25. Muhammad Miftahul H 57 75
26. Muhammad Surya U 65 72
27. Nur Faaza Sholihin 62 70
28. Safik Saifullah 57 67
29. Sintya Fina Febriyana 65 72
30. Sena Emelia 75 77
31. Uswatun Khasanah 60 65
In this research, mean was main position beside the others. Mean is an
average of division between sum of students‟ score and total numbers of
respondent or samples.
The formula is:
M = N
fx
Then the result will be consulted with t – table. But, before consulting
with t – table the researcher have to determine the degree of freedom (df) by
using formula;
df = Na + Nb – 2
Explanation:
df = degree of freedom
55
Na = the number of group A
Nb = the number of group B
The researcher choose 1 % of the significant degree, it means that the
researcher is still willing accept conclusion of research though of population
there are 1 % which is inappropriate with the conclusion. If the result shows
that t0 equal t – table, it means that there is a significant difference between
the two groups. If the result shows that t0 is less than t – table, it means that
there is no significant difference between them. Df = 31 + 31 – 2 = 60, shows
2,66.
56
1. The analysis of pre – test
a. Central Tendency Analyzes
The writer used distribution of pre – test score to calculate the
mean (average) of students in pre – test.
Table 4.3 Distribution of Pre – Test Score
Class A (Experimental Group)
No Interval X F Fx
1. 46 – 50 48 1 48
2. 51 – 55 53 4 212
3. 56 – 60 58 8 464
4. 61 – 65 63 7 441
5. 66 – 70 68 6 408
6. 71 – 75 73 5 365
7. f =31 xf =1938
Mean (Ma) =
f
fx
= 31
1938
= 62,52
57
Table 4.4 Distribution of Pre – Test Score
Class C (Control Group)
No Interval X F Fx
1. 46 – 50 48 2 96
2. 51 – 55 53 4 212
3. 56 – 60 58 5 290
4. 61 – 65 63 7 441
5. 66 – 70 68 9 612
6. 71 – 75 73 4 292
7. f =31 xf =1943
Mean (Mb) =
f
fx
= 31
1943
= 62,67
Based on the distribution of pre – test scores of experimental
and control group, the writer got the average of students‟ score of pre
– test. In experimental group, the average score of students was
62,52. While, the average score of students in control group was
62,67. The average of students in experimental group is lower than
the average of students in control group.
58
b. t – test
The results of pre – test will be compared with t – test. It is to
help the researcher in analyzing the significant difference of Direct
Method and Suggestopedia to improve students‟ vocabulary mastery.
Table 4.5 Comparison Score of Pre – test
Experimental Group Control Group
No Xa
Xa – Ma
=Xa
Xa2 No Xb
Xb – Mb
=Xb
Xb2
1. 72 9,48 89,87
1. 62 -0,67 0,44
2. 67 4,48 20,07
2. 60 -2,67 7,12
3. 57 -5,52 30,47
3. 55 -7,67 58,82
4. 62 -0,52 0,27
4. 60 -2,67 7,12
5. 70 7,48 55,95
5. 67 4,33 18,74
6. 57 -5,52 30,47
6. 70 7,33 53,72
7. 65 2,48 6,15
7. 72 9,33 87,04
8. 60 -2,52 6,35
8. 55 -7,67 58,82
9. 60 -2,52 6,35
9. 50 -12,67 160,52
10. 62 -0,52 0,27
10. 67 4,33 18,74
11. 67 4,48 20,07
11. 67 4,33 18,74
12. 65 2,48 6,15
12. 70 7,33 53,72
13. 60 -2,52 6,35
13. 65 2,33 5,42
14. 72 9,48 89,87
14. 67 4,33 18,74
15. 55 -7,52 56,55
15. 65 2,33 5,49
16. 62 -0,52 0,27
16. 60 -2,67 7,12
59
17. 67 4,48 20,07
17. 70 7,33 53,72
18. 60 -2,52 6,35
18. 67 4,33 18,74
19. 55 -7,52 56,55
19. 67 4,33 18,74
20. 72 9,48 89,87
20. 65 2,33 5,42
21. 50 -12,52 156,8
21. 52 -10,67 113,84
22. 60 -2,52 6,35
22. 55 -7,67 58,82
23. 65 2,48 6,15
23. 65 2,33 5,42
24. 67 4,48 20,07
24. 67 4,33 18,74
25. 55 -7,52 56,55
25. 57 -5,67 32,14
26. 70 7,48 55,95
26. 65 2,33 5,42
27. 60 -2,52 6,35
27. 62 -0,67 0,44
28. 62 -0,52 0,27
28. 57 -5,67 32,14
29. 72 9,48 89,87
29. 65 2,33 5,42
30. 55 -7,52 56,55
30. 75 12,33 152,03
31. 72 9,48 89,87
31. 60 -2,67 7,12
31N 2Xa = 1143,06 31N 2Xb = 1108,66
The result of the comparison:
Ma = 62,52
Mb = 62,67
2Xa = 1143,06
2Xb = 1108,66
Na = 31
Nb = 31
60
t0 =
NbNaNbNa
XbXa
MbMa
11
2
22
=
3131
11
23131
66,110806,1143
67,6252,62
=
31
2
60
4,34
15,0
= 06,057,0
15,0
= 34,0
15,0
= 58,0
15,0
= - 0,25
Based on the comparing score of pre – test of Experimental
group and Control group, the writer calculate t – test. The result of t
– test is = – 0,25
c. Comparing t – test and t – table analysis
After getting t – test value, the writer compared the test value
with t – table. The result of t – test, pre – test shows – 0,25. Then,
this result is compared with t – table with 1% of significance 60
shows 2,66.
2. The analysis of post – test
a. Central Tendency Analyzes
61
Table 4.6 Distribution of Post – Test Score
Class A (Experimental Group)
No Interval X F Fx
1. 61 – 65 63 2 126
2. 66 – 70 68 5 340
3. 71 – 75 73 8 584
4. 76 – 80 78 8 624
5. 81 – 85 83 5 415
6. 86 – 90 88 3 264
7. f =31 xf =2353
Mean (Ma) =
f
fx
= 31
2353
= 75,9
62
Table 4.7 Distribution of Post – Test Score
Class A (Control Group)
No Interval X F Fx
1. 56 – 60 58 1 58
2. 61 – 65 63 2 126
3. 66 – 70 68 9 612
4. 71 – 75 73 10 730
5. 76 – 80 78 6 468
6. 81-85 83 3 249
7. f =31 xf =2235
Mean (Mb) =
f
fx
= 31
2235
= 72,09
b. t – test
the result of post – test will be compared with t – test. It is to
help the researcher in analyzing the significant difference of Direct
Method and Suggestopedia in improving students‟ vocabulary
mastery after giving treatment. To calculate t – test, the researcher
will compare the score of post – test of experimental group and
control group.
63
Table 4.8 Comparison Score of Post – test
Experimental Group Control Group
No Xa
Xa – Ma
=Xa
Xa2 No Xb
Xb – Mb
=Xb
Xb2
1. 90 14,1 198,81
1. 65 -5,09 25,9081
2. 75 -0,9 0,81
2. 72 1,91 3,6481
3. 72 -3,9 15,21
3. 62 -8,09 65,4481
4. 70 -5,9 34,81
4. 67 -3,09 9,5481
5. 75 -0,9 0,81
5. 70 -0,09 0,0081
6. 70 -5,9 34,81
6. 77 6,91 47,7481
7. 82 6,1 37,21
7. 62 -8,09 65,4481
8. 87 11,1 123,21
8. 60 -10,09 101,8081
9. 72 -3,9 15,21
9. 67 -3,09 9,5481
10. 70 -5,9 34,81
10. 70 -0,09 0,0081
11. 85 9,1 82,81
11. 72 1,91 3,6481
12. 77 1,1 1,21
12. 70 -0,09 0,0081
13. 72 -3,9 15,21
13. 67 -3,09 9,5481
14. 85 9,1 82,81
14. 72 1,91 3,6481
15. 65 -10,9 118,81
15. 77 6,91 47,7481
16. 77 1,1 1,21
16. 67 -3,09 9,5481
17. 80 4,1 16,81
17. 77 6,91 47,7481
18. 73 -2,9 8,41
18. 80 9,91 98,2081
19. 70 -5,9 34,81
19. 75 4,91 24,1081
64
20. 80 4,1 16,81
20. 77 6,91 47,7481
21. 72 -3,9 15,21
21. 77 6,91 47,7481
22. 77 1,1 1,21
22. 67 -3,09 9,5481
23. 82 6,1 37,21
23. 80 9,91 98,2081
24. 80 4,1 16,81
24. 75 4,91 24,1081
25. 70 -5,9 34,81
25. 75 4,91 24,1081
26. 80 4,1 16,81
26. 72 1,91 3,6481
27. 77 1,1 1,21
27. 70 -0,09 0,0081
28. 75 -0,9 0,81
28. 67 -3,09 9,5481
29. 85 9,1 82,81
29. 72 1,91 3,6481
30. 72 -3,9 15,21
30. 77 6,91 47,7481
31. 87 11,1 123,21
31. 65 -5,09 25,9081
2Xa 1219,91 2Xb 915,31
The result of the comparison:
Ma = 75,9
Mb = 70,09
2Xa = 1219,91
2Xb = 915,31
Na = 31
Nb = 31
t0 =
NbNaNbNa
XbXa
MbMa
11
2
22
65
=
3131
11
23131
31,91591,1219
09,709,75
=
31
2
60
6,304
81,5
= 06,008,5
81,5
= 30,0
81,5
=
55,0
81,5
10,56
Based on the comparing score of pre – test of control grouo and
experimental group, the researcher calculate t – test. The result of t –
test id 10,56
c. Comparing t – test and t – table analysis
While, in the post – test the result of calculation shows 10,56.
Then, this result is compared with t – table with 1% of significance
60 shows 2,66.
E. Discussion of the Findings
The writer states the hypothesis as follows:
1. Ha = “There is a significant difference between the students‟ vocabulary
scores taught by Direct Method and taught by Suggestopedia”.
66
2. Ho = “There is no significant difference between the students‟ vocabulary
scores taught by Direct Method and taught by Suggestopedia”.
The hypothesis criterion states that: if to > tt = Ha is accepted and Ho is
rejected, and if to < tt = Ha is rejected and Ho is accepted. Ha is the alternative
hypothesis, Ho is the null hypothesis, to is t observation and tt is t – test.
The result of the statistic indicates that the value of df (60) on degree of
significance of 1% is 2,66.
Based on the distribution of pre –test, the mean (average) of experimental
group shouw 62,52. And the mean (average) of control group shows 62,67. It
shows that the students‟ ability in vocabulary mastery.
Then, the groups (experimental group and control group) were given
different technique. The result of the treatment can be seen in post – test
score. In the distribution of post – test, the mean (average) of control group is
70,09. And the mean (average) of experimental group is 75,9. Based on this
test, H0 is rejected and Ha is received. Because the average score of
experimental group is higher than control group. It is seen that there is
difference of the average of students score in control group with group work.
It means that before and after giving different treatment there is difference of
Direct Method and Suggetopedia to improve students vocabulary mastery of
the first year students of MTs Darul Ulum Reksosari in academic year of
2015/2016.
While, to know whether there is or there is no significant difference of
Direct Method and Suggestopedia to improve students‟ vocabulary mastery,
the writer compares the score of pre – test and post – test. The writer calculate
67
t – test. The result of t – test, pre test shows – 0,25. Then it is compared with t
– table. The t – table with 1 % of significance 60 shows 2,66. The t – test
value is lower than t – table. Based on this test, H0 is received and Ha is
rejected. It means there is no significance different, because based on the
calculation the t – test value is lower than t – table. It shows that the students‟
ability before giving treatment was relative same.
In the post test, the result of calculation in t – test shows 10,56. Then, this
result is compared with t – table. The t – table with 1 % of significance 60
shows 2,66. Based on this test, H0 is rejected and Ha is received, because the t
– test value is higher than t – table. It means that there is significance
different of Direct Method and Suggestopedia
Based on the research, shows that Direct Method is better than
Suggestopedia to improve students‟ vocabulary mastery for the first year
students of MTs Darul Ulum reksosari in the academic year of 2015/2016.
F. Research Limitation
To avoid misunderstanding in interpreting the problem, it is necesarry for
the writer to make the limitation of the problem. The writer limits the
problem only on compare the method of Direct Method and Suggestopedia to
improve students‟ vocabulary mastery in first grade of MTs Darul Ulum
Reksosari. It is likely will different conclusion when the method will be
68
applied in other school or other grades. Because the result of this study is just
applicable in MTs Darul Ulum Reksosari, it can be different with other
schools in the similar case.
This study is concerned on comparison o two methods of direct method
and suggestopedia in First Year Students of MTs Darul Ulum Reksosari in
academic year 2015 / 2016 to improve students‟ vocabulary mastery. To
know the result of students mastery in vocabulary, the writer uses an
experimental research to investigate the study.
The writer chooses two heterogenic classes to know the significant of this
research. The writer hopes the measure of the students‟ ability will give
contributions to their English Teacher in teaching and learning process.
69
CHAPTER V
CLOSURE
This chapter, the writer tries to give the conclusion and suggestions based on
the research findings that had been gained after conducting the research.
A. Conclusions
Teaching vocabulary by using Direct Method has given a positive
influence, shown from mean from post-test (75.09). The mean of
experimental class which use Direct Method is higher than the mean of
control class which use Suggestopedia.
The result of the analysis in the research. Showed that the value of to is
higher than tt at significance level. It means that the Null Hypothesis (Ho) is
rejected and the Alternative Hypothesis (Ha) is accepted. Thus, there is
positive significant difference between teaching vocabulary by using Direct
Method and Suggestopedia.
B. Suggestion
In this chapter, the writer also would like to propose some suggestions
that hopefully would be used for English teaching learning.
1. For the institution
The number of books and references dealing methods in language
teaching in the library should be increased.
2. For the teacher
a. English teachers are hoped to develop their creativity in teaching
English, so that students‟ have not bored in learning English,
especially in memorizing new vocabulary.
70
b. The English teacher should not always use the source language on
the entire of the teaching learning process in the classroom, because
the students will be difficult to memorizing new vocabulary.
c. The teacher has to considerate the different characteristics of
students and applies the suitable teaching learning strategy and
technique based the characteristics.
d. The teacher gives motivation to students, so that they can be more
motivated in English learning.
3. For the students
a. The students have motivation in English learning, because it is one
of international language.
b. The students should be active in learning English not just depending
on the materials given by the teacher in the class.
c. They have to more active in the classroom.
d. The students have to brave in exploring their creativity, particularly
in English language, and others field generally.
71
BIBLIOGRAFI
Richards, Jack C. Approach and Methods in Language Teaching: A
Description and Analysis. Cambridge University Press
Arikunto, Suharsini. 1998. Prosedur Penelitian Suatu Pendekatan Praktik.
Yogyakarta: PT. Rineka Cipta
Bogdan, Robert. 1992. Pengantar Metode Penellitian Kualitatif. Surabaya:
Usaha Nasional
Fauiziati, Endang. 2005. Teaching Of English as Foreign Language (TEFL).
Surakarta: Muhammadiyah University Press 2005
Larsen – Freeman, D. and Marti Anderson. 2011. Techniques & Principles in
Language Teaching. United Kingdom: Oxford University Press
Sumardi, Muljanto. 1975. Pengajaran Bahasa Asing, Sebuah Tinjauan dari
Segi Metodologi. Jakarta: Bulan Bintang
Brown, H.Douglas. 2000. Teaching by Principles (An Interactive Approach to
language Pedagogy). California: Pearson Longman
Richards, Jack C. Approach and Methods in Language Teaching: A
Description and Analysis. Cambridge University Press
Oxford, R. (1990). Language learning strategies: What every teacher should
know. New York: Newbury House.
Nunnan, David. 1992. Research Methods in Language Learning. UK:
Cambridge University Press.
Hornby, A.S. 1984. Oxford Advanced Learner’s Dictionary of Current
English. London: Oxford University Press.
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Harmer, Jeremy. 1998. How to teach English. England. Pearson Education
limited.
Brown, James Dean, Understanding Research in Second Language Learning;
Cambridge University press.
McCarten, Jeanne. 2007. Teaching Vocabulary (Lesson from the Corpus,
Lessons for the Classroom). USA: Cambridge University Press
O‟Malley, J.Michel and Anna Uhl Chamot. 1995. Learning Strategies in
Second Language Acquisition. Cambridge University Press
Rebecca L. 2005. Language Learning Styles nd Strategies: An Overview.
Oxford
Read, John. 2000. Assessing Vocabulary. UK: Cambridge University Press
Hackman, Sue, 2008. Teaching Effective Vocabulary: (Online),
(http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.
education.gov.uk/publications/eOrderingDownload/TEV_A4.pdf, diakses
30 Juli 2015).
Lee, Chien K. 2010. An Overview of Language Learning Strategies. Vol.7
(online). (http://research.ncl.ac.uk/ARECLS/volume7/lee_vol7.pdf
Diakses 14 Agustus 2015)
73
74
75
76
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class menggunakan Direct Method)
Madrasah
Mata Pelajaran
: MTs Darul Ulum Reksosari
: Bahasa Inggris
Kelas/Semester : VII (Tujuh) / 1
Jenis Teks : Transactional / Interpersonal
Tema : Unit 2 (Where do you live?)
Aspek/Skill : Vocabulary
Alokasi Waktu : 2 x 40 menit
I. Standar Kompetensi
1. Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat
II. Kompetensi Dasar
1.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat
III. Indikator
Siswa mampu memahami kosakata tentang waktu (Jam dan hari)
Siswa mampu bercakap saat menanyakan waktu
IV. Materi Pembelajaran
a. Communication Practice
Percakapan-percakapan memuat ungkapan-ungkapan berikut:
A: What’s the time?
B: It’s a quarter to five.
A: What’s the time?
77
B: It’s half past five.
Teks tentang kegiatan sehari-hari dan waktu pelaksanaanya
b. Grammar Practice
Pengejaan (spelling) abjad
Waktu / jam (1)
Present simple
V. Metode Pembelajaran: Direct Method
VI. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Memberi motifasi kepada siswa
b. Kegiatan Inti
Guru memberikan soal pre – test
Membaca percakapan tentang waktu (jam)
Guru membawa alat peraga berupa jam yang bisa di putar dan
menjelaskan menggunakan bahasa inggris.
Siswa maju untuk praktek secara langsung menggunakan jam
Mengerjakan dan membahas soal latihan terkait kosa kata
Guru memberikan soal post –test
c. Kegiatan Penutup
Menanyakan kesulitan siswa selama KBM saat mempelajari kosa kata
Menyimpulkan materi pembelajaran
Guru menutup pelajaran dengan mengucap salam.
VII. Sumber belajar
a. Buku LKS Focus
b. Gambar-gambar yang relevan
78
c. Jam dinding
VIII. Penilaian
a. Teknik : Tes tulis
b. Bentuk : Tertulis
c. Instrumen : Terlampir
Mengetahui Suruh, 2 September 2015
Kepala Madrasah
Drs.Hisyam
NIP.1961051519910
Guru Mata Pelajaran
Maryati, S.Pd
79
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Controlled Class menggunakan Suggestopedia)
Madrasah
Mata Pelajaran
: MTs Darul Ulum Reksosari
: Bahasa Inggris
Kelas/Semester : VII (Tujuh) / 1
Jenis Teks : Transactional / Interpersonal
Tema : Unit 2 (Where do you live?)
Aspek/Skill : Vocabulary
Alokasi Waktu : 2 x 40 menit
IX. Standar Kompetensi
2. Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat
X. Kompetensi Dasar
2.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat
XI. Indikator
Siswa mampu memahami kosakata tentang waktu (Jam dan hari)
Siswa mampu bercakap saat menanyakan waktu
XII. Materi Pembelajaran
a. Communication Practice
Percakapan-percakapan memuat ungkapan-ungkapan berikut:
A: What’s the time?
B: It’s a quarter to five.
A: What’s the time?
80
B: It’s half past five.
Teks tentang kegiatan sehari-hari dan waktu pelaksanaanya
b. Grammar Practice
Pengejaan (spelling) abjad
Waktu / jam (1)
Present simple
XIII. Metode Pembelajaran: Suggestopedia
XIV. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Greeting (Memberi salam dan tegur sapa)
Tanya jawab berbagai hal terkait kondisi siswa
Mengabsen siswa
Memberi motifasi kepada siswa
b. Kegiatan Inti
Guru memberikan soal Pre – test
Guru memainkan musik agar siswa merasa relax dan nyaman saat
pelajaran
Siswa membaca percakapan tentang waktu (jam)
Guru memnyuruh siswa untuk mencari kosa kata yang susah kemudian
di terjemahkan dalam bahasa indonesia menggunakan kamus.
Siswa mengerjakan soal Post – test
c. Kegiatan Penutup
Menanyakan kesulitan siswa selama KBM saat mempelajari kosa kata
Menyimpulkan materi pembelajaran
Guru menutup pelajaran dengan mengucap salam.
XV. Sumber belajar
a. Buku LKS Focus
b. Gambar – gambar yang relevan
81
c. Kamus
XVI. Penilaian
d. Teknik : Tes tulis
e. Bentuk : Tertulis
f. Instrumen : Terlampir
Mengetahui Suruh, 2 September 2015
Kepala Madrasah
Drs.Hisyam
NIP.1961051519910
Guru Mata Pelajaran
Maryati, S.Pd
82
VOCABULARY PRE TEST
Name : Date :
Class : Score :
A. Multiple Choice
1.
What time is it?
a. A quarter past eight
b. A half past seven
c. A half past eight
d. A half past seven
2.
What time is it?
a. Seven past
b. Seven o‟clock
c. Seven
d. Seven to seven
3.
What time is it?
a. A quarter to eight
b. Forty five to eight
c. A half eight
d. A quarter eight
4.
What time is it?
a. A quarter to ten
83
b. A quarter past ten
c. A half to ten
d. A half past ten
5.
What time is it?
a. Eight past ten
b. Eight to ten
c. Ten past eight
d. Ten to eight
6. It is twenty past seven.
a. 07.20
b. 20.07
c. 70.20
d. 20.70
7. It is a quarter past two.
a. 15.02
b. 02.30
c. 02.45
d. 02.15
8. It is a half to six.
a. 06.30
b. 05.30
c. 06.15
d. 06.15
9. It is twenty five to six.
a. 05.25
b. 06.25
c. 05.35
d. 06.35
10. I ceremony every….
a. Sunday
b. Monday
c. Friday
d. Saturday
11. I clean my room every….
a. Do
b. Thing
c. Day
d. Some
12. I breakfeast in the.....
a. Morning
b. Afternoon
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c. Evening
d. Night
13. I sleep at....
a. Morning
b. Afternoon
c. Evening
d. Night
14. I dinner in the….
a. Night
b. Evening
c. Good day
d. Afternoon
15. How many days a week?
a. 5
b. 12
c. 7
d. 30
16. I go to school at…
a. 11.00am
b. 11.00pm
c. 06.30am
d. 06.30pm
17. I always wake up….
a. 05.00am
b. 05.00pm
c. 10.00am
d. 10.00pm
18. Before going to bed I….first
a. Running
b. Sweeping
c. Take a bath
d. Studying
19. …… I go to mosque
a. Everyday
b. Everyone
c. Every thing
d. Everywhere
20. I take a bath ...
a. Two day once
b. Twice a day
c. Twice a week
d. Never
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B. Complete the following paragraph using words provide in the box.
Eddy gets up at a……………. (1) Then, he takes a bath and
gets……….. (2) He has breakfast at a quarter to eight with……... (3)At a
quarter past eight he goes to school by……(4). The …….. (5) starts at nine
o‟clock. Eddy goes home at 4 o‟clock after the school is…….. (6) At a half
past five he does his………. (7) At seven o‟clock he has……….. (8) Then, he
………(9) TV until nine o‟clock. Before going to bed, he ……… (10) for
about one and a half hour.
a. Dinner
b. School
c. Bus
d. Watches
e. Quarter past seven
f. Studies
g. Dressed
h. His family
i. Over
j. Homework
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KEY ANSWER VOCABULARY PRE TEST
I. .
1. D
2. B
3. A
4. B
5. C
6. A
7. D
8. B
9. C
10. A
11. C
12. A
13. D
14. B
15. C
16. C
17. A
18. D
19. A
20. B
II. .
1. E (Quarter past seven)
2. G (Dressed)
3. H (His family
4. C (Bus)
5. B (School)
6. I (Over)
7. J (Homework)
8. A (Dinner)
9. D (Watches)
10. F (Studies)
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VOCABULARY POST TEST
Name : Date :
Class : Score :
C. Multiple Choice
Choose the best answer by crossing a, b, c, or d!
Text for number 1 – 6
Eddy gets up at a quarter past seven. Then, he takes a bath and gets
dressed. He has breakfast at a quarter to eight with his family. At a quarter
past eight he goes to school by bus. The school starts at nine o‟clock. Eddy
goes home at 4 o‟clock after the school is over. At a half past five he does his
homework. At seven o‟clock he has dinner. Then, he watches TV until nine
o‟clock. Before going to bed, he studies for about one and a half hour.
1. What time does Eddy get up?
a.
b.
2. What does he do then?
a b c d
3. What time does he have his breakfast?
a b c d
d
c
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4. What does Eddy do at 17.30?
a. Menyapu
b. Mengerjakan PR
c. Mandi
d. Pergi ke masjid
5. What time does Eddy go to bed?
a. 22.30
b. 22.15
c. 21.45
d. 21.30
6. What he do after studies?
a b c d
7. X : Good morning, madam? Can I .......you.
Y: Well,I buy a kilogram of eggs.
a. Need
b. Buy
c. Pay
d. Help
8. I have breakfast in the …
a. Bathroom
b. Dinning room
c. living room
d. Garden
9. I usually watch … at five o‟clock p.m.
a. Television
b. Tape
c. radio
d. Car race
10. On Sunday I don‟t go to …
a. Bathroom
b. Home
c. Dinning room
d. School
11. Do you get up at six o‟clock a.m. ? No. …
a. I do
b. I do not
c. You do not
d. You do
12. “A half past seven” in Indonesia are …
a. jam setengah tujuh
b. jam setengan Sembilan
c. jam setengah delapan
d. jam setengah sepuluh
13. I want to get a good mark in English test, so I …..every day.
a. Study b. Watching television
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c. play football d. Listen to the radio
14. I always go to my school by …
a. Train
b. plane
c. Bicycle
d. Ship
15. I have … at one o‟clock p.m.
a. Dinner
b. Lunch
c. Breakfast
d. Singing
16. A quarter past ten = …
a. 10.00
b. 10.30
c. 10.15
d. 10.45
17. Ten to seven = …
a. 06.10
b. 07.10
c. 06.50
d. 07.15
18. I go to school at ….. (setengah tujuh pagi)
a. a quarter past six
b. seven o‟clock
c. a half past six
d. ten to seven
19. There are … minutes in a hour.
a. Fifteen
b. sixty
c. twenty
d. forty five
20. I do not go to school on …
a. Friday
b. Monday
c. Tuesday
d. Sunday
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D. Complete the following paragraph using words provide in the box.
Every day I usually ……… (1) in the morning. I always start my habit
to wake up early. I usually get up at …………(2) and immediately smoothed
my bed. after that I started helping mom in the kitchen like………..(3). after
that around ……………..(4) I had a shower immediately. Straight out of the
shower I use the……….(5) . Then I breakfast directly, I use the shoes and
immediately rushed to the……….. (6)
in school until I met with …………(7) after I save the bags and take a
broom to sweep the…………..(8). After that, I immediately prepared to
march and sembayang. then me and my friends go straight into the classroom
for a lesson.
after recess bell rang, I and my friends and the rest to ……….(9) food
and drinks in the cafeteria. then we ………(10) back to the last studying.
after school I change clothes and rest.
a. Cooking
b. Uniform
c. Five o‟clock
d. My friends
e. Buy
f. Wake up
g. a half past five
h. Went
i. School
j. School grounds
91
KEY ANSWER VOCABULARY POST TEST
III. .
21. B
22. C
23. A
24. B
25. A
26. C
27. D
28. C
29. A
30. D
31. B
32. C
33. A
34. C
35. B
36. C
37. C
38. C
39. B
40. D
IV. .
1. F ( Wake up)
2. C (Five o‟
3. A (Cooking)
4. G (a half past five)
5. B (Uniform)
6. I (School)
7. D (My friends)
8. J (School grounds)
9. E (Buy)
10. H (Went)
-
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DAFTAR RIWAYAT HIDUP
Nama Lengkap : Roisa Indriani
Tempat / Tanggal lahir : Kab. Semarang. 28 September 1993
Jenis Kelamin : Perempuan
Kebangsaan : Indonesia
Agama : Islam
Status Perkawinan : Belum Menikah
Alamat Rumah : Sumbersari RT.12/04 Bakalrejo, Susukan,
Kab.Semarang
Riwayat Pendidikan:
1. SDN 1 Bakalrejo, lulus tahun 2005
2. MTs N Susukan, lulus tahun 2008
3. SMK “Bhinneka Karya” 1 Boyolali, lulus tahun 2011
4. Jurusan Tarbiyah, Program Studi Tadris Bahasa Inggris IAIN Salaiga,
Angkatan tahun 2011.
Salatiga, 27 Agustus 2015
Penulis,
Roisa Indriani