Selasa, 21 Oktober 2008

Proposal Bahasa Inggris Improving Students Vocabulary

Oleh MARYAM GONE






C

1


HAPTER I



INTRODUCTION




    1. Background





Vocabulary plays an
important role in language learning. We can not hold speaking without
vocabulary. It is the basic element of English subject. We will not
have skill in English without mastery of English vocabulary. It also
plays an important role in four skills of English namely listening,
speaking, reading, writing. In order to communicate well with the
people especially foreigner, we need to have adequate vocabulary.



In talking about
vocabulary, we can find that many of students were difficult to
improve vocabulary because the technique of teaching from the teacher
is not interested and students feel bored since they just learn by
heart of vocabulary rewrite the vocabulary that’s written by
teacher on the white board. They just pay attention on what the
teacher’s explanation. In addition to all these, the technique
of the teacher is not according to the children characteristic where
si fulan show that children in learning have s Looking back the case
above, then it will raise a question in our mind how to attract the
students to learn English and improve their vocabulary.



Concerning with the
explanation above, in teaching English need some technique in order
the students can have spirit and mastery vocabulary easily. One of
techniques in teaching vocabulary is trough games. Mc. Callum (1980:
IX) says that games can be one of the highest motivating techniques.



In addition,
Ubberman (1998), from his experience in teaching he found that trough
games the learner was enthusiasm enjoy and entertain with the
language they learn, but also they practice it incidentally. Its
concludes that ‘learning trough games is a way to make the
lesson more interesting, enjoyable and effective.



The fact that the
writer found that most of students in SDN 11 Kendari Barat based on
her pre observation on Thursday 5 and 12 august show us that they
feel bored to learn English because in learning process the teacher
just use conventional teaching and asked them to memorize all
glossaries written in white board. In this research the researcher
will investigate the vocabulary part because in teaching English for
the elementary level are emphasize on vocabulary as the fundamental
knowledge for beginner. Its according with …………
say that for the beginner …. teach English especially
vocabulary with enjoy condition in order students feel not bored
again. In this research the researcher will use pre - test and post
- test to know the improvement of the student vocabulary number
before and after treatement.



Based on the
explanation above, the writer is interested to conduct the research
entitled “Improving Students Vocabulary under Games at the 5st
year of SDN 11 Kendari Barat”.









    1. Research
      Question





Based on the
background above, so the writer formulates of the research question
as in the following: can games technique improve students’
vocabulary at the five grade of SDN 11 Kendari Barat?














    1. Objective
      of the Study





Based on the
research question above, this study aims at developing number of
vocabulary of students SDN 11 Kendari Barat.




    1. Significances
      of the Study





The significant of
the study is expected to be useful information for English teacher to
be more creative in teaching and learning process accordingly the
education unit level curriculum in teaching vocabulary in order to
stimulate students.




    1. Scope
      of the study





The scope of this
study is to investigate the use of games in improving the students’
number of vocabulary at 5th class who enrolled 2007/2008.
The kinds of games are brainstorming game and noun review game.




    1. Definition
      of Terms





In order to avoid
misunderstanding of the title of this study, the writer is defined
some technical terms as in the following:




  1. Vocabulary.




Vocabulary is a list
of words and often phrases, usually arranged alphabetically and
defined or translated; a lexicon or glossary. (Definition of
vocabulary by the Free Online Dictionary, Thesaurus and
Encyclopedia.htm)




  1. Game.




According to Manser
(1989:245) say that Game is form of play, sport, especially with
rules.




  1. Action research.




Action research is a
form of self reflective enquiry under taken by participants in social
situation in order to improve the rationality and justice of their
own social or educational practices, their understanding of these
practices and the situations in which these practice are carried out
(Hopkin, 1992:2).




























CHAPTER II


R

5


EVIEW OF RELATED LITERATURE








This chapter
consisted of some related research findings, some pertinent ideas,
theoretical framework related to vocabulary improvement.





    1. Vocabulary





2.1.1 Concept of
vocabulary



Hidayat
(2005:1) “ secara material bahasa adalah kumpulan kata –
kata. Jadi kalau orang ingin mempelajari suatu bahasa, ia harus
menghapalkan kata katanya. Daftar kata –
kata dalam bahasa inggris lebih dari 50.000 (belum termasuk
derivasinya). Menurut Benedict R. Anderson, kamus Indonesia –
inggris (An Indonesian English dictionary) yang disusun oleh John
M.Echols dan Hasan Shadily hanya berisi 12.000 kata saja”.



Pora
(2003: V) “Penguasaan kosakata adalah sebuah kemestian bagi
seseorang yang
ingin memahami suatu bacaan, perakapan atau tulisan yang berbahasa
inggris. Tanpa kosakata yang cukup adalah mustahil bagi kita untuk
dapat mencapai tujuan tersebut”.



Manser (1991:461)
say vocabulary is total number of words in language.



Allen
in Yusnita (2006:4) vocabulary is very important in a language. When
we learn a language English, we learn the
words of language.



Landou and Bogus in
Yusnita (2006:5) state that (1) all words used or understood by a
particular person, class, profession, etc (2) all the words of
language.



Based on some
definition of vocabulary above the writer
concludes that vocabulary is the list of word in a language with
meaning and definition and it is very important to develop student’s
ability in learning speaking, listening, reading and writing as the
fundamental in learning language and to apply in their life with
meaningful.






      1. Types of
        vocabulary






Basically, there are
two types of vocabulary in teaching. It includes active and passive
vocabulary. Active vocabulary refers to the word that’s mostly
used in dictionary, conversation, and writing. Otherwise passive
vocabulary understood to mean that they will be understood and
remembered when we read. These explanations above can be explained
clearly by Shaw, P and De Pet in Samsuddin (2001: 8) According to
them:




  1. Active vocabulary.
    Words in which students will need o understand and also use
    themselves. In teaching, active vocabulary, it is usually word
    spending tie by giving example and asking questions, so that
    students can really see how the word is used.



  2. Passive vocabulary.
    Words which students want to use themselves. To save time, it is
    often best to present it quickly with the simple examples. If it
    appears as a part of a text or dialogue, we often leave students to
    guess the word from the context.




Besides he also
reminds that emphasize that students should understand for more word
than they can product, so we should not try treating all new words as
active vocabulary.



By looking the
statement above the writer can conclude that we should try to
practice our vocabulary we have, to make us more understand the
meaning of vocabulary even we use in simple sentences.






      1. Teaching
        Vocabulary






In teaching
vocabulary should be integrated into four language skills. Yusnita
(2006: 10) suggest the criteria as follows;




  1. What to teach.




In this session, we
have to know the procedure as following:




  1. Look at the theme
    and sub theme being discussed.



  2. Look at the list of
    vocabulary items in the curriculum / syllabus.



  3. Look at the text,
    how many vocabulary items are included in it.



  4. Decide how many
    vocabulary items will be taught.





  1. When to teach




In teaching
vocabulary there are steps that must be followed, they are:




  1. When we do pre
    teaching (as pre-teaching activity) select only key words.



  2. In whilst reading
    activity (we can develop the deducing from the text)



  3. After whilst
    reading activity (as post activity)



  4. Out side of the
    reading context, or as independent subject matter (without relating
    to the text has been discussed, but still related to the theme or
    sub theme). We can either use a new text or put the words in context
    followed by explanations and practice.





  1. How to teach :






    1. Presentation





We can use various
techniques we have known such as contextual meaning, paraphrasing,
and definition.





    1. Practice





In this stage we can
use the following types of exercise such as sentence translation,
word classification, cross word puzzles.





    1. In this stage the
      students are expected o apply the newly





Learned vocabulary
trough the following activities:





    1. Speaking
      activities



    2. Writing activities






  1. Why to Teach:






    1. To develop the
      students vocabulary in order to use language fluently.



    2. To develop the
      students vocabulary skill, such as Deducing meaning from the
      context, seeking for clarification, word formation and word
      association.





Ur Penny ( 1996 :
60-68 ) implies that there are six aspect must be taught namely form,
grammar, collocation, aspect of meaning, meaning relation, an word
formation.






      1. Form. What is
        meaning by form include pronunciation and spelling. This is
        unquestionably important especially related to English, in which
        spelling vary often different from the pronunciation in teaching,
        we need to make sure that both these aspect are accurately
        presented and learned.



      2. Grammar. The
        grammar of a new item will need to be taught if this is not
        obviously covered by the general rules. This is true because an
        item may have unpredictable from defending on its grammatical
        context, or it may have some idiomatic way of connecting with
        other words in a sentence. For example verb form, singular/plural
        form of noun, verb patterns jus to mention few. All these need to
        be informed clearly to the students.



      3. Collocation.
        Knowing how to form collocation is another aspect of knowing a
        word. Collocation is words, which often occur, together in
        specific order. Knowledge of collocations, therefore, enables
        learners to anticipate the words, which surround a specific word.
        Learner will then able to say I’d like a peanut butter and
        jelly sandwich rater than I’d like a jelly and peanut butter
        sandwich.



      4. Aspect of
        meaning. There are aspect of meaning that are important for the
        students to know namely denotation, connotation and
        appropriateness. Denotation is the kind of meaning which is
        written in a dictionary. This type of meaning is also called
        dictionary meaning or lexical meaning of word. Denotative meaning
        is therefore, obvious/ a less obvious component of meaning of an
        item is its connotation meaning. This is the meaning which added
        or associated to an item either negative or positive one, which
        may not be indicated in a dictionary definition. An example for
        this is the word dog, which means s loyal, or friendship I
        English. A more subtle aspect of meaning that needs to be taught
        is whether a certain items are appropriate in a certain context or
        not. As we know that a word may only be used in spoken but not in
        a written form or that a word is more suitable in a formal or
        informal discourse.



      5. Meaning
        relationship. How the meaning f an item relates to the other is
        also important vocabulary teaching? There are various such as
        relations hip, some of them are synonyms, hyponyms, homonyms,
        super ordinates etc. besides those mentioned above, it may also
        helpful to think of meaning relationship in term of cluster of
        semantic feature such as for example stagger, stroll, prance, and
        limp. These words share semantic feature namely the action of
        alternating feet or walking, but they also have different
        features. This different feature contributes to what is often
        called shade of meaning.



      6. Word formation.
        Vocabulary items, whether one-word or multi-words, can often be
        broken down into their components are put together is another
        piece of useful information perhaps mainly for more advanced
        learners. Some o f these word formation processed are coinage,
        borrowing, compounding, blending, clipping, back-formation,
        conversion, acronyms, prefixes and multi processes.








    1. Game





2.2.1 Concept of
games



Mc Callum (1980: IX)
says that games automatically stimulate the student’s interest.
Games can be one of the highest motivating technique.



Lee (1986:1) games
are enjoyable, there is communicative aspect to this activity, games
therefore should not be regarded as a marginal activity, feeling in
odd moments when the teacher and class have nothing better to do.



Manser (1991:171)
says that game is form of play.



After looking the
some definition, the writer concludes that the games is technique in
teaching second language it can be play that make us enjoy naturally
and learning will be easily and effective, it is accordingly with
early and receptive age.






      1. The use of
        games






According
to Carrier (1980) the advantages of games are as follows:



a. Games add variety
the range of learning situation.



b.
Game scan be used to punctuate long formal teaching units and review
students’ energy before returning to more formal learning.



c.
Games can be used to change the pace of a lesson and to maintain
motivation.



d.
Games can give hidden practice if specific language points without
students being aware of this.



e. Games can
incerese students vocabulary and so reduce the domination of the
class room by the teacher.



f.
Game scan act a testing mechanism, in the sense that they will expose
arese of weakness and the need for remedial work



According
to Gerlach and Elly (1971 :341) the advantaegs of game are:



a.
Games and simulation permit students to experience life like
situation in which social intruction and obserable outcome.



b.
The students seek to solve problem in whic he is intimately
involved.



c.
The students satisfield when he seen a new insight as new ideas and
concept are formulate .



d.
The students are placed in a more realistic environment than in many
other form of learning.



e. A high degree
interest is generated trough realistic participation.



From
the definition above, the writer conclude that games much utilities,
they are: the students make a fun, unboried, not underspresure,
interest and they can improve their vocabulary.




















    1. Previous Study
      about Teaching Vocabulary Trough Games.

















































Description



Researcher



La
Tiri



Yohanes
Jenabi



Yusnita



Current
research



Title



Using
Cross-Puzzle in the Teaching of Vocabulary for Second year
Students at SLTP Negri 10 Kendari



The Effect of
Using Flashcard on Students’ Vocabulary Improvement at the
Sixth Grade of SD Negri 10 Poasia



The
Contribution of Wishpering Game at the Eight Class Students of SMP
Negri 3 Palopo in Memorizing Vocabulary



Improving
Students’s Vocabulary under Games at the 5th Year
of SDN 11 Kendari Barat



Subject



The
total number of the sample were 40 students






The total
number of the sample were 50 students



The total
number of the sample were 30 students



The total
number of the sample are 17 students



Design



Pre-test and
post test design



Queasy
Experiment



Pre-Experiment



Action
Research



Findings



There was a
significant effect of cross-puzzle technique in teaching
vocabulary at the second year students of SLTPN 10 Kendari. It was
proved by the mean score on pre-test was 5,58 and post-test 6.80



There was a
significant effect of using flashcard towards the students’
vocabulary improvement at the sixth grade of SDN 10 Poasia. It was
shown by the mean score on pre- test was 6,84 and post-test was
7,39



The was a
significant effect of using game toward the students’
memorizing the vocabulary at the SMPN 3 Palopo. It was shown by
the mean score on pre-test was 4,3 and post-test 8,58
































This table shows
that there were three researchers who had been conducted the same
study. Those studies were experimental study in which they tried to
prove the effectiveness of game in improving the students’
vocabulary achievement.



La Tiri investigated
the effect of using cross-puzzle on the students’ English
vocabulary. He found that there was significant effect on vocabulary
achievement by using cross-puzzle. It was proved by mean score before
pre-test 5,58 and post-test 6,80. Yohanes Jonabi investigated the
effect of flashcard in improving vocabulary achievement. He found
that there was a significant effect of using flashcard. It was proved
by the mean score of pre test 6, 84 and post-test 7,39.



And the last by
Yusnita. She investigated the contribution of whispering game in
increasing the vocabulary achievement. She found also there was
significant effect of using whispering game to memorize vocabulary.
Yusnita found the mean score before pre-test 4,3and post-test 8, 58.



From the three
researcher above, the writer initiates to apply game by using action
research design to improve vocabulary achievement of fifth grade of
SDN 11 Kendari Barat. It was differ with the three previous
researchers where this present focuses on process rather than result.



CHAPTER III



M

15


ETHODOLOGY OF THE RESEARCH








This chapter is
divided into the following section: (1) setting the research, factors
that were observed, design of the research, instrument of the
research, data and technique of data collection, the evaluation,
technique of data analysis.





    1. Subjects








This research will
be conducted on July 2008 at the fifth grade of SDN 11 Kendari Barat
enrolled 2007/2008. The number of participants is 17 students.





    1. Factors that
      will be observed





In this study the
factors that will be observed are as follows:




  • Teacher: the way of
    teaching vocabulary under game.



  • Students’
    improvement vocabulary after being taught by using game.



  • The result of
    learning test before and after action conducted.



  • Students’
    participation in following the game procedure to be taught in each
    cycle.






    1. Design of
      Research





The design of the
research is an action research aiming at improving students’
vocabulary of the fifth grade at SDN 11 Kendari Barat.



It
consists of four steps as suggested by Kemmis’ model namely
planning, action, observation and reflection. The research role in
this study is the observer means the research involved her directly
from the beginning until the end of the study. Below is the design of
this study.











































































Kemmis’
model (Citied in Hopkinds, 1985)



3.3.1. Planning



The activities that
will be conducted in this planning steps as follows:




  1. The research and
    teacher will prepare the lesson scenario for 3 topics namely
    shopping, government and earth, and planet.



  2. The research and
    the teacher will prepare the strategy to be applied in solving the
    problem in each cycle.



  3. The researcher and
    the teacher will prepare the instruments of the research to collect
    the data.



  4. The researcher and
    the teacher will prepare vocabulary test (pre-test) before doing the
    action and post-test afterwards to see the development of student
    vocabulary.



  5. The research and
    teacher cooperatively put score of the target of the research is
    students mastery at least enough score (6)




3.3.2. Applying
the Action and Observing



In this session, the
researcher and teacher will implement the action based on the
planning have been arranged. In this observation session, the
researcher will collect the data related to the application of games
in teaching vocabulary, the strategies of teacher in solving problem,
students’ vocabulary achievement before and after the action,
students’ participation in following the game.



3.3.3. Reflection



In this session, the
researcher and observer will analyze the result of action by finding
the weaknesses on each cycle and find the solution for next cycle.





    1. Instrument of
      the Research





The research
instrument that will be used in this research as follows:




  1. Observation sheet
    will use to observe the activity both students and teacher during
    teaching learning process.



  2. Result of learning
    test will use to measure the result of students’ learning.






    1. Data and
      Technique of Data Collection.





3.5.1. Kind of
Data Collection



Kinds of data
collection in this research are qualitative and quantitative data.
Data qualitative will be taken from three sides namely:





    1. The teacher gives
      material or topics to students



    2. The teacher gives
      procedure of game based on topic being taught.



    3. Students’
      participation in joining the game.





Data quantitative
will be taken from vocabulary test



3.5.2. Data
Source



The sources of the
data in this study are the students of fifth year who enrolled
2007/2006 of SDN 11 Kendari Barat and the teacher in that class.



3.5.3. Technique
of Data Collection



In collecting the
data, the writer used two techniques as follows:




  1. Observation.




- The researcher
checked whether games had been applied.



- The researcher
observed students’ participation in following the game.




  1. Giving test.




In collecting the
data related to test, the researcher and the teacher give a pre-test
and post-test



- Pre-test will use
to know the students’ achievement before action.



- Post-test will use
to know the students achievement after action.





    1. The Evaluation





In evaluating the
students’ achievement of vocabulary, the researcher will use
two raters and both of them made the inter rater agreement before
assessing the students’ score.



3.6.1 Two raters



This study will use
two rater namely the writer herself as the first rater and English
teacher of the 5th years of SDN 11 Kendari Barat as the
second rater to get accurate data of students’ vocabulary.








Table 3.6.1
students’ classification in vocabulary achievement/improvement



















Classification



Value



Vocabulary
Achievement



Highest


High


Enough


low



8
– 10


7
– 7,6


6
– 6,6


0
– 5,9



80
– 100%


70
– 79%


60
– 66%


0
– 59%




(Sayekti,
1984)



To compute the final
mark of vocabulary achievement / improvement using the formula as
follows:



Mark =



(Cited by Nyoman
Suwidnya, 2007: 22 ).



To know the
students’ vocabulary achievement can be illustrated as follow:



















Classification



Value



Vocabulary
Achievement



Very
high


High


Moderate


Low



8
– 10


7
– 7,9


6
– 6,9


0
– 5,9




80% - 100%


70%
- 79%


60%
- 69%


0%
- 59 %




(Ratna
Sayekti, 1985: 125)


3.6.2
Inter Rater Agreement



In evaluating the
reliability of the score, both of them will use inter Rater agreement
which use product moment formula as follows:





Where:



rxy
= the coefficient correlation of inter rater agreement



X = the students’
score from the first rater



Y = the student’s
score from the second rater



N = number of
respondents



The criterion of
coefficient correlation is as follows:




  1. If rxy >
    rtabel, it refers that there is a significant correlation
    of rater agreement or it is accepted.



  2. If rxy <
    rtabel, it refers that there is not a significant
    correlation of inter rater agreement or it’s rejected.




(Ari Kunto, 1992:
71)





    1. Technique of
      Data Analysis





To analyze the data,
the researcher will use two approach, they are:


Data
qualitative will be analyzed by three aspects:




  • Collect the data
    that’s related with the research



  • Reduce the data
    that’s not including the study.



  • Take conclusion
    from the data mean that all the data that have been collected from
    instrument of research will be explaining by words.




Data quantitative
will be taken from the result of vocabulary test gotten before and
after action and it will be analyzed by using descriptive statistic.



BIBLIOGRAPHY






Arikunto.
1996. Prosedur Penelitian. Jakarta: PT Rineka Cipta Press



Asni.2007.students’
speaking improvement Trough Three – step interview at SMA
Kartika Kendari.
Unpublished Thesis Kendari:Haluoleo University



Clark,
Herbet H and Eve V. Clark. 1977. Psychology and Language.
USA: Harcout



Brace Jovanich
Publisher.



Carrier,
M.1980. Take S. London. Nelson.



Gay,
L.R. 1972. Educational Research: Competencies for Analysis and
Application
second edition. USA : Charles E. Merril
Publishing Company.



Gerlac,
SV and Elly, P.D. 1971. Teaching and Media. New jersey,
Prentice-hal inc.



Hidayat,
Rahmat Taufik. 2005. Kosakata Bahasa Inggris. Yogyakarta:
Pustaka Pelajar.



La
Tiri. 2003. Using Cross- Puzzle in Teaching of Vocabulary for
Second Year Students at SLTP Negri 10 Kendari.
Unpublished Thesis
Kendari : Haluoleo University.



Lee,
WR.1986. language Teaching Games and Contest. London: Oxford
University Press.



Lestina,
Sri.2008. Game, Tips &Tricks in Teaching English. Bandung:
Penerbit







Manser,
Martin H. 1983. Oxford Learner’s Pocket Dictionary. London:
New Edition Oxford.



Mc.
Callum, P and Gorge P. 1980. 101 Word Games. London: Oxford
University Press.



Nyoman
Suwidnya. 2007. Increasing Vocabulary Under
Visual Aids (Pictures) at First Year of SMP Negeri 1 Landono
.
Thesis. Unhalu. Unpublished



Pora,
Yusran. 2003. Enrich our vocabulary and idioms. Yogyakarta:
Pustaka Pelajar.



Rose,
Colin and Malcolm J. Nicholl. 2002. Accelerated Learning for the 21st
Century. Jakarta: Penerbit Nuansa.



Samsuddin.
An Increasing of Students’ English Vocabulary of the Third
Years Students of SLTP Negri 2 Asera Trough New Research Based
Approach.
Unpublished Thesis Kendari: Haluoleo University.



Yohanes
Jenabi. The Effect of Using Flashcard on Students’
Vocabulary Improvement at the Sixth Grade of SD Negri 10 Poasia..
Unpublished Thesis Kendari : Haluoleo University.



Yusnita.
2006. The Contribution of Whispering Game at the Eight Class
Students of SMP Negri 3 Palopo in Memorizing Vocabulary.
Unpublished
Thesis STKIP Cokroaminoto Palopo






APPENDIX 1


Instrument
of the Research


Department
Pendidikan dan Kebudayaan


Sekolah
Dasar Negri 11 Kendari Barat


Petunjuk
:




    1. Tulislah
      nama dan nomor siswa sebelum bekerja


    2. Berilah
      tanda silang (X) pada jawaban paling tepat pada huruf A,B,C dan D
      untuk soal – soal dibawah ini:





Mata
Pelajaran : Bahasa Inggris



Kelas
: 5



Waktu
: 2x 24 menit






  1. Toko
    tempat kita membeli pakaian disebut?



    1. Clothes
      shop b. Stationer c. Book shop d. Toy shop



  2. Toko
    tempat kita membeli fragrance



    1. clothes
      shop b. music shop c. Fragrance d. baker’s



  3. Ditoko
    apakah kita bisa membeli rautan?



    1. Stationer
      b. Music shop c. Chemist d. Jeweler’s



  4. Berikut
    ini barang yang bisa kita beli ditoko mainan, kecuali?



    1. Car b. ball c. Doll d. jeweler’s



  5. Barang
    yang bisa kita temui ditoko buku :



    1. Book b. T-Shirt c. doll d. car



  6. Toko
    tempat kita membeli kaset disebut?



    1. music
      shop b. book shop c. chemist’s d. toy shop



  7. Barang
    – barang berikut ini bisa ditemukan ditoko musik, kecuali



    1. Cassette b. CD c. Tape
      recorder d. doll



  8. Ditoko
    apakah kita bisa membeli cincin?



    1. Stationer’s b. Jewel’s c. Toy
      shop d. chemist



  9. Ditoko
    apakah kita bisa membeli roti?



    1. music
      shop b. bakers c. toy shop d. jewelers



  10. Berikut
    ini barang – barang yang bisa kita beli ditoko buku, kecuali:



    1. T-shirt b. Book c. Pencil d. Eraser



      1. Match
        the Draw Lines











        1. Menteri
          luar negri


        2. Menteri
          Sosial


        3. President
          Indonesia


        4. Menteri
          Penerangan


        5. Menteri
          Kehakiman


        6. Wakil
          President Indonesia


        7. Perdana
          Menteri


        8. Menteri
          Pendidikan


        9. Menteri
          Dalam Negri


        10. Jenderal









          1. The
            Minister of social affairs


          2. The
            Minister Foreign Affairs


          3. General


          4. The
            President of Indonesia


          5. The
            Vice President of Indonesia


          6. The
            Minister of Education


          7. The
            Minister of Home Affair


          8. Prime
            Minister


          9. The
            Minister of Information


          10. The
            Minister of Justice





      2. Fill
        in the blank with the correct answer below






  1. Planet
    yang pertama dari matahari adalah?


  2. Planet
    kedelapan dari matahari adalah?


  3. Bagian
    tanaman yang berfungsi untuk menyerap air adalah?


  4. Planet
    yang kedua dari matahari adalah?


  5. Apa
    nama satelit bumi?


  6. Apa
    nama planet yang kita diami?


  7. Planet
    yang terjauh dari matahari adalah?


  8. Sumber
    energi utama dari bagi bumi dan mahluk hidup adalah?


  9. Apa
    nama planet yang bercincin?


  10. Apa
    nama planet yang paling dekat dengan planet bumi sebelum planet
    Jupiter?




APPENDIX 2


The
Key answer of the test


I.
Multiple Choices











1. A



2. C



3. A



4. D



5. D




6. A



7. D



8. B



9. B



10. A




II. Match the
words














      1. B



      2. A



      3. D



      4. I



      5. J


      6. E










      1. H



      2. F



      3. G



      4. C










III.
Answer the question












  1. mercury



  2. Neptune



  3. Root



  4. Venus


  5. Bulan






  1. Bumi



  2. Pluto



  3. Matahari



  4. Saturnus


  5. Mars





APPENDIX 3


Lesson
Scenario





Topic
: Direction and location


Basic
competence : - Understanding the name of public places


- Understanding
the preposition of place


Indicator
: - Students are able to mention the name o public places


-
Students are able to mention the preposition of places


Teaching
and Learning Process



































Pre
activity



Activity



Teacher



Students



time




  • Greeting
    Students


  • Review
    Previous Study









  • Answer
    the teacher greeting


  • Respond
    the teacher’s question




5



Main
activity




  • Teacher
    explain the procedure of game named “ Active
    brainstorming”


  • Teacher
    asks students if they have a question about the procedure of
    game


  • Teacher
    divide 4 group consisted of 6 students


  • Teacher
    gave a name to each group with the color name like green,
    yellow, blue, and black.





- Students pay
attention on teacher’s explanation



  • Students
    raise a question


  • Students
    attention on teacher explanation about the game procedure


  • Each
    student find their friend to be member of the group


  • Students
    memorize the vocabulary about 10 minutes.








50



Post
activity




  • Teacher
    ask students about the noun that students learnt


  • Teacher
    ask students to conclude about topic today




Students
conclude about the topic



5




Media
: Game


Reference
: Star with English 3 Penerbit Erlangga



Lesson
Scenario


Topic
: Shopping


Basic
competence : - Understanding the name of shopping places


-
Understanding the name of daily needs


Indicator : - Students
are able to mention the name of shopping places


- Students
are able to mention the name of daily needs


Teaching
and learning process















































Pre
activity



Activity



Teacher



Students



time




  • Greeting
    Students


  • Review
    Previous Study









  • Answer
    the teacher greeting


  • Respond
    the teacher’s question




5



Main
activity




  • Teacher
    explain the procedure of game named “ Active
    brainstorming”


  • Teacher
    asks students if they have a question about the procedure of
    game


  • Teacher
    divide 4 group consisted of 6 students


  • Teacher
    gave a name to each group with the color name like green,
    yellow, blue, and black.





- Students pay
attention on teacher’s explanation



  • Students
    raise a question









50



Post
activity




  • Teacher
    ask students about the noun that students learnt


  • Teacher
    ask students to conclude about topic today




Students
conclude about the topic



5



Media



Game











Reference



Start
with English 3: Penerbit Erlangga.












Media
: Game


Reference
: : Star with English 3 Penerbit Erlangga


Lesson
Scenario


Topic
: Earth and Planets


Basic
competence : - Understanding the name of Planet


Indicator
: - Students are able to mention the name of Planets


Teaching
and learning process



































Pre
activity



Activity



Teacher



Students



time




  • Greeting
    Students


  • Review
    Previous Study









  • Answer
    the teacher greeting


  • Respond
    the teacher’s question




5



Main
activity




  • Teacher
    explain the procedure of game named “ Active
    brainstorming”


  • Teacher
    asks students if they have a question about the procedure of
    game


  • Teacher
    divide 4 group consisted of 6 students


  • Teacher
    gave a name to each group with the color name like green,
    yellow, blue, and black.





- Students pay
attention on teacher’s explanation



- Students
raise a question










50



Post
activity




  • Teacher
    ask students about the noun that students learnt


  • Teacher
    ask students to conclude about topic today





- Students
conclude about the topic



5








Media
: Game


Reference
: Star with English 3 Penerbit Erlangga



Lesson
Scenario





Topic
: Government


Basic
competence : - Understanding the name of position of government



Indicator : - Students
are able to mention the name of position of government


Teaching
and learning process


































Pre
activity



Activity



Teacher



Students



Time




  • Greeting
    Students


  • Review
    Previous Study









  • Answer
    the teacher greeting


  • Respond
    the teacher’s question




5



Main
activity




  • Teacher
    explain the procedure of game named “ noun review game”


  • Teacher
    asks students if they have a question about the procedure of game


  • Teacher
    ask students to write noun related to government


  • Teacher
    announces the winner of this game by seeing the most nouns
    written by student.








- Students
pay attention on teacher’s explanation



  • Students
    raise a question


  • Students
    write noun related to government as many as possible











50



Post
activity




  • Teacher
    ask students about the noun that students learnt


  • Teacher
    ask students to conclude about topic today





- Students
conclude about the topic



5







Media
: Game


Reference:
Star with English 3 Penerbit Erlangga






Appendix
4



list of game



NOUN REVIEW GAME



Level:


Intermediate
- Advanced



Prosedur:


Langkah
1:


Guru
Memberi waktu 5 menit untuk mereview noun related to government.


Langkah
2:


Lalu
guru menulis seperti ini di papan: “Position in government”


Langkah
3:


Selama
1 menit siswa menuliskan seluruh kata benda yang berhubungan dengan
topik ini, seperti minister of education, president dan lain-lain.


Langkah
4:


Setelah
waktu habis (1 menit tepat), guru memeriksa daftar kata yang dibuat
oleh siswa. Setiap kata dihitung 1 poin.


Siswa
yang memiliki poin terbanyak adalah pemenangnya.


Catatan:


Game
ini dapat digunakan untuk mereview bukan hanya Verbs tapi juga
Adjective, Noun, dan lain-lain.



ACTIVE
BRAINSTORMING



Level:


Elementary
– Advanced



Prosedur:


Aktifitas
dalam game ini cocok dilakukan pada level manapun, dan berlaku pada
kelas dengan jumlah siswa antara 6–40 orang. Tujuannya adalah
bukan hanya untuk menghasilkan daftar kosa kata yang relevan terhadap
tema, tetapi untuk menghidupkan kelas dengan sedikit aktifitas yang
menggerakkan siswa.


Prosedur:



Untuk memulainya,
guru harus memilih 3 atau 4 kosa kata yang merupakan sub kategori
dari tema, temannya adalah “direction and location”,
“shopping” dimana sub kategorinya, name of public places,
preposition of places, shopping places, dan daily needs. Siswa
lalu berpasangan dan diminta untuk menghasilkan ide-ide secara
bersama-sama untuk setiap subkategori, adalah lebih baik dengan
memberi batasan waktu, lalu pasangan-pasangan tersebut harus
dikelompokkan dalam 2, 3, atau 4 kelompok yang lebih besar
(tergantung pada ukuran kelas atau jumlah siswa) untuk membandingkan
ide-ide dan memperpanjang daftar ide-ide mereka jika mungkin.



Selanjutnya
papan tulis dibagi dalam beberapa bagian, satu bagian untuk setiap
subkategori, dan seorang siswa dari setiap kelompok dipanggil dan
memegang spidol dengan warna yang ditugaskan pada setiap kelompok.
Harus ada satu warna untuk setiap kelompok, misalnya kelompok hijau,
kelompok kuning, kelompok biru, dan seterusnya. Penulis-penulis
yang ditunjuk pada setiap tim tidak diizinkan untuk membawa kertas
apapun, selain anggota tim mereka harus meneriakkan ide-ide mereka
yang dapat diletakkan pada setiap subkategori. Karena semua anggota
kelompok berteriak pada saat yang sama, nampaknya akan tidak
terkontrol, akan tetapi sungguh diliputi suasana menyenangkan.
Sasarannya adalah untuk menemukan tim yang paling banyak menghasilkan
kata-kata pada papan di akhir permainan.



Catatan:



Sangat baik apabila
aktifitas dihentikan setiap menit atau 2 menit dan menukar penulis
yang akan diutus sehingga semua memperoleh kesempatan. Juga sangat
baik pada ruang kelas yang besar untuk memindahkan kelompok sejauh
mungkin dari papan tulis, untuk meningkatkan hiruk-pikuk dalam kelas.
Akhirnya guru berteriak “Stop!”, dan skor setiap kelompok
disusun dalam bentuk tabel (ditabulasi).



Aktifitas ini akan
mamakan waktu 30 atau 50 menit, dan telah sukses diterapkan pada
rentang umur 16–65 tahun, dan cocok juga diterapkan pada
pelajar yang lebih muda. Alat-alat yang diperlukan hanyalah papan
tulis yang agak besar, dan aneka warna spidol atau kapur, sebanyak
kelompok (tim) yang ada.































APPENDIX 5


THE
SIMULATION OF BRAINSTORMING GAME IN THE CLASS




    1. The
      teacher explain publice places around them such as Market, bank,
      bookstore,etc.


    2. Each
      student involves into their group.


    3. Ask
      student about 10 minutes to morieze the vocabulary


    4. Teacher
      explains the produre of game namely active brainstorming.


    5. Theacher
      divides whiteboard into four according to the group.


    6. Each
      group stands with their line.


    7. Teacher
      asks them to write name of public places


    8. Those
      who write the most is the winner.





THE SIMULATION OF
REVIEW GAME GAME IN THE CLASS




  1. Teacher explaining
    about government (position of governmance) such as president,
    minister, general, king, etc.


  2. Each
    students involves into their group


  3. Ask
    students about 10 minutes to memorize the vocabulary


  4. Theacher
    expklains teh procedure of game namely Noun Review Game.


  5. Teacher
    ask them to make the list of government they know.


  6. Those
    who write the most is the winner .




THE SIMULATION OF
REVIEW GAME GAME IN THE CLASS




  1. Teacher
    explaining about the eart and planet such as: Mercury, Venus, and
    eart.


  2. Each
    students involves into their group


  3. Esk
    students about 10 minutes to memorize the vocabulary



  4. Teacher
    explain the procedure of game namely Noun Review Game



  5. Teacher
    ask them to make the list of Planet and art.



















APPENDIX 6


Observation
sheet




















































Activity



Student



Yes



No



Teacher



Yes



No



Comments



Pre
activity




- do students
review that previous study












- Does teacher
ask students to review the previous study















Main
activity




  • does
    student pay attention on teacher’s explanation


  • does
    student raise a question about the procedure of game


  • does
    student involved in a group













- Does teacher
explain the procedure of game



  • does
    teacher ask student to raise a question about the procedure of
    game


  • does
    teacher divide groups consisted of 6 students




- does a teacher
give a name to each group with the color name















Closing
Activity




- Students
conclude about the topic












- does teacher
ask students about noun that students learnt.



- does teacher
ask students to conclude about today’s topic



















APPENDIX 7


Pre observation
Sheet































Thuesday 5 and 13 2008



Students



Teacher



Opening



- students is not attention fully what teacher
explain



- brainstorming, the teacher gave is so fast so
student was not attention fully



Main activity




  • Some student
    were chatting with their pair


  • Some
    students were free to play


  • The method makes student did not
    responsible with their task





  • The teacher
    did not attention to other student but clever student only


  • The teacher
    did not appointed whole class but only certain students


  • The teacher in asking & responding
    method, not game.




Closing activity



- No students can conclude the material from
teacher



- teacher didn’t conclude the material.








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