Beruflich Dokumente
Kultur Dokumente
RESEARCH PROPOSAL
BY
FATHUL QORIB
NIM : 11 2009 029
THE
CORRELATION
BETWEEN
VOCABULARY
MASTERY
AND
1. Background
In Indonesia, English is the first foreign language and it has been taught to the
students from the first year of secondary school up to university. Also, English
language is more difficult to learn as a second language, because the students can not
acquire the language from social environment especially in Indonesia. They can not
communicate even when they want to speak English, they must find appropriate word
first.
It is different in the countries that use English as a second language.
According to Beck and McKeown (1991:482), five to six years old have a working
vocabulary of 2,500 to 5,000 words. It means that before the learners have a school in
order to get more knowledge including vocabulary, the learners have a habit that
force them to have vocabulary such as speak and listen each other. but, this habit will
be influenced by the environment during a learning process in the school. The
influence will appear whether a child is near the bottom or the top of that range
depends upon their literacy skills coming into the first grade (White, Graves and
Slater, 1990:281). It explains us that even the learners had a little bit vocabulary in
child years, all of them can not evolve if they do not get a good influence when they
are in the first grade.
Most students in Indonesia still also do not have the ability to speak English,
although they have graduated from senior high school. The students can not do that
because they lack of vocabulary. Vocabulary is one of English components or sub
skill that must be taught to the learners, because vocabulary has the primary role for
all languages. No matter how well the student learns grammar, no matter how
successfully the sounds of second language just can not happen in any meaningful
way (Schmitt and McCarthy, 2000:140). It is clear that
1
understood when students have vocabulary. No matter how clever the students in
grammar, if they are lack in vocabulary, the students still can not master English itself
that makes the students can not communicate using English well. The statement also
tells us that one of the language components, which are very important in
communication, is vocabulary.
Realizing the importance of vocabulary in language learning, Education and
Culture Department (1994:33) states that the purpose of teaching vocabulary is to
give the students knowledge concerning the meaning and the usage of word in
sentence pattern they have already studied. It means that in order to make the students
can communicate using English well, the teaching of vocabulary must be
accompanied with knowing the meaning of words itself. Also, the class of words
must be known in order to make easier in using it in the sentences with the correct
grammar that they learn before or after they learn about the vocabulary. After these
elements can be mastered by students, as a matter of fact it will be easier for them in
communicating using English.
Moreover, Langan (1988:22) states that a good vocabulary is an oral part of
effective communication, a command of many words will make you better in writing,
speaking, listening, and reading. It is clear that vocabulary plays an important role for
the students to use English for communication. It also tells us that vocabulary
influences a students language skill including listening skill.
Listening skill refers to the skill to understand the oral language. The skill to
understand the spoken language becomes very important for listening to the radio,
understanding foreign visitors, studying, etc. To develop this study, students need
plenty of practice in listening to English spoken at normal speed. Agustina (1998:3)
states that the learners can not study any other language skills without listening first.
For example a child can speak a word after listening to the word several times. A
child begins to use language by learning the spoken form. In other words, they learn
by listening, understanding repetition.
5. Hypotheses
The writer proposes two hypotheses in this research, they are: Null hypothesis
(Ho) and Alternative hypothesis (Ha) as stated below:
(Ho)
(Ha)
6. Literature Review
This part presents: (1) the concept of the vocabulary, (2) the importance of
vocabulary, (3) categories of vocabulary, (4) the concept of listening, (5) the
importance of listening, (6) the correlation between listening and vocabulary, and (7)
related previous study.
Agustina (1998:3) states that the learners can not study any other language skills
without listening first. For example a child can speak a word after listening to the
word several times. A child begins to use language by learning the spoken form. In
other words, they learn by listening, understanding repetition.
In vocabulary mastery, listening helps to enlarge students vocabulary. It is
through listening that students learn many expression they will eventually see in
print. Listening takes place all the time. In the classroom, the students listen to the
teachers explanation about the meaning of words, phrases, and expression.
Furthermore, listening is the important skill in order to get some information
and remember it including the information about the material given by the teacher.
Iwankovitsch (2001:5) cited that the importance of listening goes beyond our ability
to recall information. It is clear that listening is very important in learning language
especially English.
From the explanation above, it can be concluded that listening has a
fundamental function in order to understand about what the information said by
speakers. Listening is also very important to get information then recall it in order to
know what the meaning of information itself.
This case can be seen when students have already known by rote a song lyric, they
will easily sing that song while the song is being played. It can also be said that when
people master in a listening then they must also master in vocabulary.
In listening to a foreign language, the students have been on an experience of
thinking that the language is a spoken abnormally fast. They may be able to identify
a single word or phrase, but by the time they have the impression of having blanked
out. Sometimes they missed the words. So, when people listen to something they
must concentrate of what the speaker said. However, they are able to listen to exactly
the same data again; they quickly identify those words or phrases, which have been
isolated in the previous hearing. They also are able to build their vocabulary quickly.
Besides that, listening enriches their vocabulary because by listening they can get
new words and spelling. From the description above, it can be said that more
vocabulary people have, better they master the language.
6.7 Related Previous Study
In relation to this study, there are several pieces of research that dealt with the
writers study. In this study, the writer discusses only one of them which is
considered closely related to this study. That research was done by Tibo (2007)
entitled The Correlation Between Students Achievement in Vocabulary and
Reading Ability at the Second Year Students of MAN II Bekasi. In that study, Tibo
analyzed whether or not there was a significant correlation between students
achievement in vocabulary and reading ability in mastering English.
Based on the previous study above, the writer compares his investigation with
Tibos. There are similarity and differences between the writers study and his. The
similarity deals with the subject that is the correlation between language skill, and
the differences are in (1) the location of the research, (2) the objectives, (3) the
sample of the research, and (4) the analysis of the study in each research.
11
Dependent Variable
(X)
(Y)
Vocabulary Mastery
Listening Achievement
12
9. Operational Definitions
The title of this study is The Correlation between Listening Achievement and
Vocabulary Mastery at Ten Grade Students of SMA N 1 Rantau Panjang in
Academic Year 2013/2014 . To avoid misinterpretation, some terms used in the title
are operationally defined. Those are correlation, listening, listening achievement, and
vocabulary.
Correlation refers to the two things or more that have a mutual relationship
and influencing each other. The correlation in this study refers to find whether one
variable has a mutual relationship to the other variable or no.
Listening is a way for getting information such as a word, a sentence, and
phrase from other people orally in order to make people can communicate each other
finely.
Listening Achievement in this study refers to the students knowledge of
determining the word from context (what has already been said).
Vocabulary refers to the total number of words in a language.
Table 1
Population of Study
No
Class
Male
1
2
X.1
X.2
Total
15
14
29
Students
Female
22
22
44
13
11. Sample
Sample is the group of subject in which information is obtained. It is selected
in such away that it represents the larger group (population) from which it is obtained
(Fraenkel and Wallen, 1991:340). In this study, sample will be taken by using non
random sampling. Manuel (2000:2) describe that non random sampling is a sampling
method which is not based on a random mechanism in the selection of the study
sample. Since the population consists of 73 students, as stated by Arikunto
(2006:130), if the population is less than 100 students, all of the population can be
taken as a sample. Therefore, all of the tenth grade students of SMAN 1 Rantau
Panjang in academic year 2013/2014 will be sample. The distribution of the sample is
shown in Table 2.
Table 2
Sample of Study
No Subpopulation
1
2
X.1
X.2
Total
Students
Male
Female
15
14
29
22
22
44
14
students scores in vocabulary. The students will be asked to answer the multiple
choice question that consist of 50 questions. The test will be presented in appendix B.
However, before giving the test to the sample, the test will be tried out to the
students of another school but still in the same level with the sample. The writer will
give the same test with try out to the participant and sample.
Furthermore, questionnaire will also be given to the students in order to get
some information about the relationship between vocabulary mastery and listening
achievement. A questionnaire is a trial to collect information using some writtenquestion that must be answered in written form (Nawawi, 1995:177). Johnson and
Christinsen (2000:127) state that questionnaire is a self-report data-collection
instrument that each research participant fills out as part of research study. Moore
(1992:24) says that questionnaire is a means of collecting the data in which the
researcher call on students to examine themselves and react to a series of statement
about their attitudes, feeling and opinions.
In this study, the writer uses a close direct questionnaire with the
questionnaire will consist of 20 questions. The writer will show this questionnaire in
appendix C. A close direct questionnaire is a questionnaire consisting of questions
that must be answered by the respondents and there are several answers that have
been provided so that a respondent only chooses the most appropriate answer to
collect the data of correlation between vocabulary mastery and listening achievement.
The questionnaire is a multiple choice form of four alternatives based on the Likert
Scale type. Likert Scale is a scale with a number of points or spaces, usually at least
three but not more than seven (Wiersma, 2000:305).
13. Validity
Validity is the most important idea to consider when preparing selecting and
instrument for use validity to the appropriateness, meaningfulness of an
interferences, researcher makes (Fraenkel and Wallen, 1990:127). The validity
content is a form that is based on the degree to which a test adequately and
15
sufficiently measurement skills or behavior it set out to measure. The test item of
each test will be devised in accordance with the table of specification in order to
make the test have a high degree of content validity. The table of test specification for
vocabulary and listening tests can be seen in Appendix D. Moreover, the tests will be
related to the syllabus (see Appendix E). Then, index of difficulty formula (IDIF) will
be used to check the difficulty level of each item in the vocabulary test. The formula
of IDIF can be seen below.
100%
Where :
P = Indeks of difficulty
B = Total of students with the correct answer
Js = Total of students
16
Moreover, the internal consistency of reliability will be used in this study and
estimated by Kuder-Richardson 21, or KR21. This formula will be done toward both
tests (Vocabulary and Listening). Fraenkel and Wallen (1990:136) state that for
researcher purposes, a useful rule is that reliability should be at least 0.70 and
preferably higher. Formula of Kuder-Richardson 21 is as follows and it will be
estimated manually:
K
(
K
M
)
KR
21
1
2
K
k
1
(
SD
)
K
KR-21
SD
In which :
SD =
Where:
SD = Standard Deviation of the difference
X
= Students Score
= Mean Score
17
100%
Where :
TS
= Test Score
Nc
Nt
Meanwhile, Likert Scale Type by Wiersma will be used in order to score the
questionnaire. In scoring the questionnaire, the following rule is used:
Option a is scored 4
Option a is scored 1
Option b is scored 3
Option b is scored 2
Option c is scored 2
Option c is scored 3
Option d is scored 1
Option d is scored 4
18
Degree of Correlation
0.00 0.199
Very Weak
0.20 0.399
Weak
0.49 0.599
Fair
0.60 0.799
Strong
0.80 1.000
Very Strong
19
References
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Rineka Cipta.
Arikunto. (1998). Prosedur penelitian: suatu pendekatan praktek. Jakarta: PT.
Rineka Cipta.
Arikunto. (2006). Prosedur penelitian: suatu pendekatan praktek. Jakarta: PT.
Rineka Cipta.
Alkufaisi. (1998). A vocabulary building is a necessity not a luxury english.Teaching
Forum, 26 (2). 42-43.
Best & James. (1993). Research and education. Massachusetts: A division of Simon
and Schucster, Inc.
Christensen & Johnson. (2010). Educational research: quantitative, qualitative, and
mixed approaches. California: Sage Publication Inc.
Daryanto. (2001). Evaluasi pendidikan. Cetakan II. Jakarta: Rineka Cipta.
Donoghue. (1990). The child and the english language and arts. Los Angeles, CA:
WN. C. Brown Publisher.
Education & Culture Department. (1994). Sekolah menengah pertama mata
pelajaran bahasa inggris. Jakarta. Education and Culture Departement.
Hulley. (2007). Designing clinical research. Philadelphia : Lippicott William &
Wilkins.
Iwankovitsch. (2001). Language arts journal of michigan: the importance of
listening. vol.17(2) retrieved on April 22, 2014 from
http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1314&context=lajm
&seiredir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fhl%3
Did%26as_sdt%3D0%2C5%26q%3Dthe%2Bimportance%2Bof%2Blistening
#search=%22importance%20listening%22.
Jackson & Z Amvela. (2000). Words, meaning and vocabulary. An introduction to
modern english lexicology. Retrieved on November 20, 2013 from
http://books.google.co.id/books?hl=en&lr=&id=gzjnGTaa26oC&oi=fnd&pg=
PP7&dq=the+meaning+of+vocabulary&ots=jJbc2F7n3d&sig=Y35x1y_glTyt
20
slr6UUCnBB64uhE&redir_esc=y#v=onepage&q=the%20meaning%20of%20
vocabulary&f=false
Johnson & Christensen. (2000). Educational research: quantitative and qualitative
approach. USA: A Pearson Educational Company.
Langan. (1988). English skill with readings. New York: McGraw-Hill Book
Company.
Manuel. (2000). Teknik Sampling. Retrieved on April 22, 2014 from
http://beingsmartinafunway.blogspot.com/2009/11/teknik-sampling.html
Mason & Bramble. (1997). Research in education and behavioral sciences: concepts
and methods. London: Brown and Benchmark publisher.
Margono. (2004). Metodologi penelitian pendidikan. Jakarta: PT.Rineka Cipta.
McKeown. (1991). Language arts. Social studies texts are hard to understand:
mediating some of the difficulties. 68. 482-490.
Morley. (1984). Listening and language learning in ESL: developing self-study
activities comprehension. New Jersey: Prentice Hall, Inc. Nation. 2002.
Nawawi. (1995). Metode penelitian bidang sosial. Yogyakarta: UGM Press.
Neelankavil. (2007). International business research. New York: M.E. Sharpe.
Phelan & Wran. (2005). Exploring reliability in academic assessment. Retrieved on
September 29, 2014 from
https://www.uni.edu/chfasoa/reliabilityandvalidity.htm
Schmitt & McCarthy. (2000). Vocabulary: description, acquisition and pedagogy.
New York: Cambridge University Press.
Schuessler. (2002). Using the concepts of reliability and validity, critically examine
how confident Human Resource professionals should be in using interviews as
an effective selection technique. Grin Verlag.
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White, Graves & Slater. (1990). Journal of Educational Psychology. Growth of
reading vocabulary in diverse elementary schools: decoding and word
meaning. 82 (2), 281-290.
21
22
APPENDIX A
Listening Test
Name :
Class :
Time : 1 x 45 minutes
In earlier (............)1 there lived a girl, who named Snow White. She lived
(............)2 his aunt and uncle (...........)3 her parents died. One (...........)4 she heard her
uncle and aunt (...........)5 about leaving Snow White in the castle because they
(...........)6 to go to America and they did not have enough money to take Snow White
with them. Princess Snow White did not want her uncle and aunt to do this. So he
decided to escape.
The next day she ran away from (............)7 when her aunt and uncle were
(............)8 breakfast , she fled into the wood. In the wood she felt very tired and
hungry. Then she saw this cottage. She knocked but no one answered her so she went
inside and felt asleep Meanwhile seven dwarfs came home from his work. They get
into. There, they (...........)9 Snow White woke up from his sleep. She saw the dwarfs.
23
The dwarf said : "What is your name ? Snow White said , "My name is Snow
White." One dwarf said. If you want , you can stay here with us. Snow White tells
all about her story . Then daughter snow and the seven dwarves are now living
happily ever (...........)10.
Once (...........)11 a time , there were two (............)12, Sura and Baya name.
Sura is the (...........)13 of the Beast is the Beast shark and Baya the(...........)14. They
live in the deep sea. After Sura and Baya were looking for some food. Suddenly,
Baya see a (............)15 goat. "Yummy is good , this is the most delicious lunch," said
Baya . No (............)16! This is my lunch. You greedy" Sura said. Later they fought
for goats. After (............)17 hours of fighting, they were very tired. Feels tired of
fighting, they live in (............)18 places. Sura Baya live in the water and stay in the
country.
Border is the beach, so they do not will fight again. Someday, Sura went to
the ground and look for (............)19 food in the river. he was very hungry and there
was not much food in the sea. Baya was very angry when he knew that Sura broke a
promise. They fight again. They both punching and kicking. Tail Sura Baya fight.
Baya did the same thing to Sura. He bit very hard until Sura finally gave up and
returned to the sea. Baya was (............)20. Named his final city of Surabaya.
24
25
Pinocchio was terrified . When the guards came and (............)37 him out of the
cage, he immediately ran very fast and he managed to escape. At the same time, the
(............)38 wizard, summoned all his troops with him, ran after him and he pulled out
his wand. Evil devil (............)39 the little wooden puppet into a chocolate cake! When
he returned home, he told the whole story to his father and they went to find a fairy
god. After a long journey, they finally found the fairy (............)40 and they had a
magic potion for Pinocchio, Pinocchio to treat the poor.
In the afternoon, there was a poor farmer. He lives with his (............)41. One
day, he dug his field and found a very large (............)42. He then store them in their
homes. One sunny morning, she dropped (............)43 in the box. Suddenly, the box
gets filled with apples. No matter how many apples were taken (............)44, more
apples going on inside the box. One day, forming dropping gold (............)45 into the
box.
Simultaneously, Apple began to disappear and the box full of gold coins.
Farmer soon became rich. After hearing that his son became wealthy, forming a
father visiting couples. His father was not very (............)46. He could not go out to
work again. So the farmer asked his old father to help him take the gold coins out of
26
the box. His father worked (............)47, took the gold coins out of the box. When he
was told that he was very tired and wanted to rest, the farmer yelled to him, Why
are you so (............)48 Why can not you work harder old man said nothing and
continued to work long Suddenly?. Man fell into the box, he died.
As well as gold coins began to (.............)49 and the box is filled with the dead.
The former should be pulled out and buried. To do this, farmers have to spend all the
(............)50 that had been collected earlier. When he had spent all his money, broke
box. farmer was ugly as before, terrible ending.
27
1. Times
26. Boy
2. With
27. Think
3. Because
28. Comes
4. Day
29. Finally
5. Leaving
30. Sun
6. Wanted
31. Problem
7. Home
32. Decided
8. Having
33. City
9. Found
34. Need
10. After
35. Follow
11. Upon
36. House
12. Animals
37. Took
13. Name
38. Evil
14. Crocodile
39. Changed
15. Nice
40. God
16. Way
41. Wife
17. Several
42. Box
18. Different
43. Apples
19. Some
44. Out
20. Happy
45. Coins
21. See
46. Strong
22. About
47. Hard
23. Idea
48. Lazy
24. Give
49. Disappear
25. Morning
50. Money
28
APPENDIX B
Vocabulary Test
Name :
Class :
Time : 1 x 45 minutes
1. The ... of the examination depends on how many subjects you take.
a. Ticket
b. Fee
c. Coast
d. Salary
c. Conference
d. Companion
3. Most cars are fitted with a ... for locking the steering-wheel to prevent theft.
a. Cable
b. Tool
c. Device
d. Window
c. Prospect
d. Principal
5. The doctors didnt know what was wrong with Dad, so they decided to do an ... of
his blood.
a. Amendment
b. Artificial
c. Analysis
d. Acknowledgement
6. In some countries, employers are accused doing an ....... to their workers by paying
them low wages.
a. Exploding
b. Exploitation
c. Exposition
d. Explosion
7. The air was very hot and still, but then came a few gentle ... of wind, followed by a
good breeze.
a. Gales
b. Blows
c. Puffs
d. Blasts
c. Where
29
b. Who
d. Which
9. From this story, we can conclude ......... Cristiano Ronaldo is a great football
player.
a. That
b. If
10. Rizty
Tita
c. Of
d. For
a. For
b. To
c. At
d. On
c. Where
d. If
12. The police shot the boy ........ has robbed a woman at the shop.
a. If
b. That
c. With
d. Who
13. Shintas home is far from her house. She always go to school ....... bike.
a. By
b. With
14. Joko
Kahfi
a. Me
b. I
c. If
d. That
: Hey Kahfi...
That is ......... bag.
I bought it last year.
Please give it to me.
: Okay bro.
c. My
d. Them
15. In making an argument, you should have some references. As a matter of fact you
can defend ......... argument.
a. My
b. You
c. Your
d. Yours
16. As a teacher, we have to know about the characteristic of the students. Because
.......... characteristics are different each other.
a. Their
b. Them
c. They
d. These
30
17. As Moeslim, we should maintain ...... deeds like as the Prophet Muhammad PBUH
did.
a. Our
b. We
c. Us
d. My
18. Every people have to have a vision including women. For example R.A Kartini,
because of ....... vision the modern women in Indonesia can still feel the woman
emancipation.
a. Her
b. She
19. Marko
Peter
c. Their
d. Our
a. Them
b. Her
c. His
d. Him
20. The weather is so hot, Reza ........ to cancel his plan for going to his grandfathers
house.
a. Lies
b. Decides
c. Is
d. Goes
c. Leave
d. Absent
22. I am sure the debate contest can be held next month, but I cant ... it yet.
a. Convey
b. Confine
c. Condemn
d. Confirm
23. The weather forecast ... that it would rain this evening.
a. Asked
b. Spoke
c. Prevented
d. Predicted
c. Apparatus
d. Apparel
25. Your heart makes your blood ... around your body.
a. Circumstance
b. Cynical
c. Cleared
d. Circulate
26. Its no good hiring someone whos never taught in high school before. We need an
... teacher.
31
a. Experimented
b. Exploited
c. Experienced
d. Explored
27. Please dont pass this information on to anyone else. Its ....
a. Confidential
b. Secretion
c. Confident
d. Believable
c. Great
d. Hurried
c. Lazy
d. Beautiful
c. Stinky
d. More tall
c. Beautiful
d. Lazy
c. Soiled
d. Stinky
c. Persuade
d. Join
c. Alive
d. Hell
c. Change
d. Leave
c. Offer
d. Prepare
32
c. Diffuse
d. Confuse
c. Shoot
d. Short
c. Impure
d. Push
c. Slow
d. Jump
c. Moderate
d. Horrific
c. Wrong
d. Gentle
c. Reduce
d. Induce
a. On
b. At
c. Behind
d. In
33
c. On the chair
d. Next the chair
a. On
b. Behind
c. In
d. Toward
34
a. In front of
b. Between
c. Among
d. In
c. At the man
d. On the man
a. In front of
b. Under
c. On
d. Next to
35
1. b. Fee
26. c. Experienced
2. b. Corporation
27. a. Confidential
3. c. Device
28. a. Urgent
4. b. Proverb
29. a. Clever
5. c. Analysis
30. b. Tall
6. b. Exploitation
31. c. Beautiful
7. d. Blasts
32. c. Soiled
8. d. Which
33. a. Beat
9. a. That
34. a. Fatal
10. a. For
35. a. Chance
11. b. When
36. a. Keep
12. d. Who
37. a. Reject
13. a. By
38. d. Short
14. c. My
39. c. Impure
15. c. Your
40. c. Slow
16. a. Their
41. c. Moderate
17. a. Our
42. a. True
18. a. Her
43. c. Reduce
19. c. His
44. a. On
20. b. Decides
21. a. Come
46. c. In
22. d. Confirm
47. a. In front of
23. d. Predicted
24. c. Apparatus
25. d. Circulate
50. d. Next to
36
APPENDIX C
Questionnaire
Name :
Class :
1. Do you like English subject?
a. Very Like
c. Little
b. Like
d. Do not like
b. Elementary School
d. Play Group
c. Rarely
b. Often
d. No
c. Little
b. Very difficult
d. Yes
c. Often
b. Sometimes
d. Never
c. Little
b. Sometimes
d. No
a. Yes
c. Little
b. Sometimes
d. No
c. Little
b. Sometimes
d. No
9. Arrange these skills begin from the most difficult for you: speaking, listening,
reading, and writing.
a. Speaking, listening,
c. Reading, speaking,
b. Listening, speaking,
d. Writing, speaking,
10. Arrange these aspects begin from the most difficult for you: Pronunciation,
grammar, and vocabulary.
a. Grammar, vocabulary,
c. Pronunciation, grammar,
and pronunciation.
and vocabulary.
b. Vocabulary, grammar,
and pronunciation.
c. Little
b. Sometimes
d. No
c. Little
b. Sometimes
d. No
c. Little
38
b. Sometimes
d. No
c. Little
b. Sometimes
d. No
c. Little
b. Sometimes
d. No
16. Can you know the lyrics of an English song only by listening?
a. Yes
c. Little
b. Sometimes
d. No
17. Do you open your dictionary when you face the difficult word from the English
song you are listening?
a. Yes
c. Little
b. Sometimes
d. No
c. Little
b. Sometimes
d. No
19. Can you understand of the English song if you have many of vocabulary?
a. Yes
c. No
b. May be
d. Do not know
20. In your opinion, does the vocabulary mastery have a correlation with listening
achievement?
39
a. Yes
c. No
b. May be
d. Do not know
40
APPENDIX D
Indicator
Type of
Test
Multiple
Choice.
Number of Items
1-7
Conjunction
8-13
Possessive
Pronoun
14-19
Verb
20-25
Adjective
26-31
Synonym
32-37
Antonym
38-43
Preposition
44-50
b. Listening Test
Materials
The Story of
Snow White
The Origin
of Surabaya
City
Pinocchio
and the
Wicked
Witch
Finding
Farmers
Magic Box
Indicator
To find out certain
information.
41
Type of
Test
Filling the
missing
part.
Number of Items
1-10
11-20
21-40
41-50
APPENDIX E
SYLLABUS
Nama Sekolah
Mata Pelajaran
Kelas
Semester
Standar Kompetensi
8 Memahami makna
dalam teks fungsional
pendek dan monolog
yang berbentuk
narrative, descriptive,
dan news item
sederhana dalam
konteks kehidupan
sehari-hari
Kompetensi Dasar
8.1
Merespon makna
yang terdapat
dalam teks lisan
fungsional pendek
sederhana
(misalnya
pengumuman,
iklan, undangan
dll.) resmi dan tak
resmi secara
akurat, lancar dan
berterima dalam
berbagai konteks
kehidupan seharihari
Materi Pembelajaran
respond to
narrative texts.
Religius, jujur,
toleransi, disiplin,
kerja keras, mandiri,
demokratis, rasa
Listen to the tape
ingin tahu, semangat
and complete the
kebangsaan, cinta
following story.
tanah air,
menghargai prestasi,
bersahabat, cinta
The Little Girl and
damai, gemar
the Wolf
membaca, peduli
James Thurber
lingkungan, peduli
sosial, tanggung
One afternoon, a big
jawab
wolf 1......
in the dark forest for
a little girl to come
along carrying 2......
to her
grandmother.
Finally, the little girl
came along and she
was carrying a
basket of food. "Are
you carrying
that basket to your
grandmother?"
3 ..........the wolf. The
little girl said
yes she was. So the
wolf asked her
where
her
grandmother lived
and the
little girl told him
and he 4............ into
the woods.
Kewirausahaan/Ekono
Kegiatan Pembelajaran
mi Kreatif
Percaya diri
(keteguhan hati,
optimis).
Berorientasi pada
tugas (bermotivasi,
tekun/tabah,
bertekad, enerjik).
Pengambil resiko
(suka tantangan,
mampu memimpin)
Orientasi ke masa
depan (punya
perspektif untuk
masa depan)
Mengidentifikasi
beberapa iklan lisan
di tempat umum
secara berkelompok.
Mendengarkan iklan
melalui tape secara
klasikal.
Mendiskusikan isi dan
bentuk bahasa yang
digunakan secara
kelompok
Indikator Penca-paian
Kompetensi
Mengidentifikasi topik
sebuah pengumuman
lisan
Mengidentifikasi
informasi tertentu dari
undangan lisan
Mengidentifikasi tujuan
dari pengumuman yang
didengar.
Penilaian
Alokasi
Waktu
Sumber
Belajar
Quiz
1 x 45
Developing
English
Competencies
Ulangan tertulis
1 x 45
for Grade X
Senior High
School
(SMA/MA)
Tape
Tugas
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/ Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
42
Merespon makna
respond to
Religius, jujur,
Percaya diri
dalam teks
narrative texts.
toleransi, disiplin,
(keteguhan hati,
monolog
kerja keras, mandiri,
optimis).
sederhana yang
demokratis, rasa
Berorientasi
pada
Study the following
menggunakan
ingin tahu, semangat
tugas (bermotivasi,
explanation.
Then,
ragam bahasa
kebangsaan, cinta
tekun/tabah,
listen to your
lisan secara
tanah air,
bertekad, enerjik).
teacher
reading
akurat, lancar dan
menghargai prestasi,
another
story
and
Pengambil resiko
berterima dalam
bersahabat, cinta
complete the table
(suka tantangan,
konteks kehidupan
damai, gemar
mampu memimpin)
sehari-hari dalam
membaca, peduli
teks berbentuk;
lingkungan,
peduli
Orientasi
ke masa
Different writers
narrative,
sosial, tanggung
depan (punya
organise their stories in
descriptive, dan
jawab
perspektif untuk
different ways.
news item
masa depan)
However, they
usually give their
information about:
the setting (the place,
time)
the characters (the
43
Mendengarkan
Mengidentifikasi main
berita/deskri psi/
idea dari teks yang
naratif untuk
didengar
menemukan berbagai Mengidentifikasi tokoh
informasi secara
dari cerita yang
klasikal melalui kaset.
didengar
Mendiskusikan
Mengidentifikasi
pembedakan
kejadian dalam teks
penggunaan bahasa
yang didengar
secara lisan dan
Mengidentifikasi ciri-ciri
tertulis secara
dari benda/orang yang
berkelompok
dideskripsikan
Mengidentifikasi inti
berita yang didengar
Mengidentifikasi sumber
berita yang didengar
Tugas
Ulangan tertulis
1 x 45
1 x 45
Developing
English
Competencies
for Grade X
Senior High
School
(SMA/MA)
Tape
Kamus
Tugas
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/ Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
Rantau Panjang,
Juli 2012
Mengetahui,
Kepala Sekolah,
44
45