CHAPTER 1 (Alan Skripsi)

CHAPTER 1
INTRODUCTION
This chapter consists of background of study, problem statement,
suggested solution, research question, objective, and significance of study,
definition of key terms, and scope and limitation.
1.1 Background of Study
English is an international language and it is used all over the world. In
Indonesia, English as a foreign language and it is a compulsory subject in the
curriculum. It has been taught at school as one of the main subject from Elementary
School until University. This effort is the way to improve English ability in order to
develop English as a foreign language.
The objective of teaching English is to enable students to communicate in
English orally and written form. Accuracy and fluency are aspect of language
proficiency. Accuracy refers to mastering language components; pronunciation,
vocabulary and grammar. Meanwhile, fluency refers to mastering language skills:
listening, speaking, reading and writing. Moreover, mastering language skills is the
objective of English teaching based on the current School-Based Curriculum.
The objective of teaching vocabulary for the first grade of junior high school
is to enable students to master vocabulary of noun, verb, adjective and adverb can be
1
used in daily activity in English class. Moreover, based on Competency standard and
basic competency the first grade students are expected to be able to express
meaningful ideas in term of functional text and simple short essay in the form of
descriptive to interact with people in their nearest environment.
The most important thing in learning language especially English is learning
vocabulary. According to Ghazal (2007, p.84) Vocabulary is central to language and
is of great significance to language learners. Without vocabulary we cannot speak,
write, and understand what we are reading and listening. Moreover, there are some
researches regarding that vocabulary more important than grammar. Among them is
David Wilkins quoted by Shejbalová (2006, p.1) explained that “The importance of
vocabulary for language learning: “Without grammar very little can be conveyed,
without vocabulary nothing can be conveyed”. The researcher realizes that how
importance of vocabulary in learning English as a foreign language, but it does not
mean that the other components are to be ignored such as grammar.
Generally many of the English EFL students often complain to their teachers
about their problems to learning the target vocabulary. According to Huang (1999) in
(“EFL vocabulary”, n.d, p. 5), explained that “There are so many new words in the
textbook. It takes me forever to look up those words in the dictionary,” one student
complains. Another expresses his frustration by saying, “I’m often confused by the
several meanings of the same word”. In other words, their perception competency in
2
English is being held back by their limited vocabulary. With limited vocabulary in
their hand, it is automatically make them to rely on guessing the meaning from the
context. For teachers creating English teaching effectively and efficiently is not an
easy job, therefore the English teacher must be able to organize teaching learning
activities. They have to present materials by using a suitable teaching technique and
methods. There are many techniques and methods of language teaching that can be
selected for teaching vocabulary, some of the teacher are using kind of games such
as; stick figure, puzzle wall card, pictures and etc.
Teaching learning process of language cannot be separated from the
curriculum or syllabus. Based on our curriculum, the purposes of teaching English in
Indonesia is students can master four skills (listening, speaking, reading and writing).
But in many work fields most of students cannot state their ideas and opinion well
since they are not accustomed to speak, feeling shy, hesitation and fear to make a
mistake. Commonly, it is caused by the limited vocabulary. Moreover, Ting (1987)
in (“EFL vocabulary”, n.d, p. 5) explained that when it comes to writing and
speaking in learning English, students struggle with the correct uses of English
vocabulary and often make errors when they try to use the newly learned words. It
means that teaching vocabulary is very essential for language acquisition, whether
first, second or foreign language. In this case teacher’s competence is a significant
role in guiding students’ achievement.
3
The researcher conducted a preliminary study at the second grade of SMP N.
1 VII-1, Leihitu through observation checklist in the classroom and interviews some
of students, and she found some vocabulary problems. Firstly, he found that many
students seem to be very bored every time they learn English at school. It’s caused by
the strategy that teacher used in teaching vocabulary is monotonous. Second, the
students cannot even remember so many vocabularies. It’s caused they tend to forget
the meaning of the word which has been taught or practiced before. Moreover, it was
supported by the result of interview to the English teacher in preliminary study that
the students’ difficulties come from lack of vocabulary and low participation in
English class.
Based on statement of the problem above, the researcher offered the use of
four- square as a strategy to motivate and to increase junior high school student’s
vocabulary. According to Yip, Sandra (n.d) explained that, The Four - Square
Vocabulary is a strategy that helps develop and increase the student's knowledge of
vocabulary through personal connections with the words. The researcher believes that
it is an effective way to increase their vocabulary, it is used as personal dictionary for
every student, it is also easy to fill the square with many words. This learning strategy
is expected make the students more active in English class, motivated and enjoy in
learning English.
4
1.2 Problem Statement
Based on the background of the problem above, it can be identified some
problems:
Firstly, the students seem to be very bored every time they learn English at
school. It’s caused by the strategy that teacher used in teaching vocabulary is
monotonous.
Second, the students could not even remember so many vocabularies. It’s
caused they tend to forget the meaning of the word which has been taught or
practiced before. Moreover, it was supported by the result of interview to the English
teacher in preliminary study that the students’ difficulties come from lack of
vocabulary and low participation in English class
1.3 Research Questions
The researcher formulates the research questions as follows;
1. Can Four- Square help student to increase their vocabulary?
2. What are the students’ responses to the implementation of Four- Square in
teaching vocabulary?
5
1.4 Objectives of the Study
1. To find out the students improvement in students’ vocabulary at class VII1 of
SMP N. 1, Leihituthrough the use of Four- Square strategy.
2. To know students’ responses toward the implementation of Four- Square as a
strategy.
1.5 Significant of the Study
1. Institution: School is one of research target. Hopefully it will be use as
consideration in applying innovative teaching.
2. Teacher: hopefully this study could give valuable contributions to English
teacher in teaching vocabulary, in order to reach the goal of teaching
vocabulary meaningfully.
3. Student: this study will hopefully help the student to increase their
vocabularies.
1.6 Scope and Limitation
In this study, the teaching of vocabulary by using Four- Squareis limited in
teaching noun and verbs at class VII-1of SMP N. 1, Leihitu.
6
CHAPTER II
REVIEW OF LITERATURE
This chapter contains the theories that related to this study, and then it
used to compose the material. This chapter consists of principle of
vocabulary, Four – Square strategy, and Four – Square strategy in teaching
vocabulary.
2.1.1 The Understanding of Vocabulary
Definition of Vocabulary
According to Hornby (n.d) quoted by Saeful (2013) vocabulary is “a total
number of words which (with rules for combining them) make up the language/list of
words usually with definition for translation”. Moreover, Brown and Hatch (1995:1),
vocabulary is “a list or set of words for a particular language or a list or set word that
individual speakers of language might use”. While McMillan English Dictionary
inKristenova (2006) states that the word “vocabulary” means all the words in a
particular language.
7
From the definition above, the researcher can conclude that vocabulary is a
list or stock of words usually arranged alphabetically which make up the language
and usually with definition for translation.
2.1.2 The Importance of Vocabulary
The knowledge of vocabulary is important at all levels. Vocabulary is one of
language elements which are integrated in communicative expression. It should be
taught as soon as possible if teaching stimulates the students to talk about the
immediate environments. Words became meaningful in context with all of other
words which was surrounding them that helps to give them in their meanings.
According toPaivio (1986) quoted by Ashoori & Baleghizadehin Pakistan Journal of
Social Sciences (2010)explained that “Vocabulary learning is an important goal in
itself, far more important and complex than is generally conceded by teachers of
foreign languages”. Furthermore, Mc Carthy (1990) quoted byKristenova (2006)
added that “No matter how well the student learns grammar, no matter how
successfully the sounds of L2 are mastered, without words to express a wide range of
meanings, communication in an L2 just cannot happen in any meaningful way”.
The researcher concludes that it is generally known that for communication,
either written or spoken, the vast knowledge must be in grammar and vocabulary.
8
These two areas of language acquisition must go hand in hand in the teaching
process. In spite of this, vocabulary is the building stone in learning foreign language.
One can communicate with a little grammar, but it is almost impossible to
communicate with a little vocabulary.
Furthermore, it could help the students to enjoy their classes. One who
masters enough vocabulary will find fewer difficulties than those who have fewer
vocabularies. When they read a certain text, they will easily get the information from
it since they can understand every word in the text. Read (1988) also explained that
the importance in the development of vocabulary and vocabulary needs for foreign
language learners have been recognized that they are very difficult to understand in
reading comprehension because of lack of words knowledge. On the others hand,
those who lack of vocabulary will face a lot of problems.
2.1.3 Kinds of Vocabulary
In fact, there are many different kinds of vocabulary or word. According to
Aeborsold and Lee in Saeful (2013) express thedifferentiate vocabulary into active
vocabulary and passive vocabulary.Active vocabulary is all of the words produced
during lesson or event in the later lesson. This term is used in speaking and writing
appropriately. It is also called ‘productive vocabulary’.Moreover, Haycraft (1978)
stated that productive vocabulary is “words which the student understands can
pronounce correctly and use constructively in speaking and writing”. Meanwhile
9
passive vocabulary is all of the words heard or read by the students. It refers the
language items that can be recognized and understood in the context or reading or
listening and are also called as ‘receptive vocabulary’.Receptive vocabulary is “words
that the student recognizes and understands when they occur in a context, but which
he cannot produce correctly” (Haycraft, 1978).
According to Finochiaro in Saeful (2013) describes that vocabulary is also
classified into two kinds, function words and content words. Function words need to
be learned as quickly as feasible (in a logical order and sequence, however). For
examples: for, many, will, etc. Content words can be learned in small groups around
“life” situations. For examples: school, pencil, book, etc.
Based on to the explanation above, some experts classify vocabulary into
active and passive, productive and receptive, and function and content word.
2.1.4 Learning Vocabulary
An important in learning vocabulary is memorizing a large of vocabularies.
According to "DepartemenPendidikanNasional" (2000: 174) inform at the end of the
first year students of Junior High School are hoped to have at least 500 words to
support their reading, listening, writing, and speaking. Thornbury (2002: 23) stated
that the learner needs not only to learn a lot of words, but to remember them. In fact,
learning is remembering. To keep their memorizing of words, teacher must repeat and
recycle the vocabularies that have been memorized. The words stand a good chance
10
of being remembered if they have been met at least seven times over space interval.
According to Brown and Hatch in Saeful (2013), they have presented five essential
steps in learning vocabulary:
a) Encountering new words
The first step in learning vocabulary is encountering new words, means that,
having a source for words. In this step, the student can learn new words by
reading books, newspaper or magazines, listening to Television or Radio.
b) Getting the word form
Second step in learning vocabulary is getting the word form means, getting
ofaclear image-visual or auditory or both-of the form of the word item. This
step is appeared when the student think about what happens when they try to
retrieve the words. For example, when students are asked to givedefinitions
about the word.
c) Getting the word meaning
Third step in learning vocabulary is getting the word meaning, means getting
the meaning of vocabulary item. This step is shown when the students
produce the meaning of such a word. For example; the students ask to the
teacher or to the native language the meaning of new words.
d) Consolidating word form and meaning in memory
11
Fourth step in learning vocabulary is consolidating word form and meaning in
memory means that, joining word form and meaning that the student had in
the previous step to place it in his memory. This step is appeared in
vocabulary learning drills, such as vocabulary cards, matching exercises, and
crossword puzzles, etc. Such vocabulary learning strategies can consolidate
the connection between word form and meaning in memory.
e) Using the word
The last step in learning vocabulary is using word that is, applying the word in
the real life. For example, when the student face the vocabulary test.
2.1.5 Teaching Vocabulary
In preparing the materials that will be taught to the students, first of all we
have to know the learners, because if we have known who the learners are, we can
choose appropriate materials that suitable to the level of learners (whether beginners,
intermediate, or advanced). Second, we must have more techniques in teaching and
learning vocabulary. It is needed in order the teacher and learners do not bore and
make easily in teaching and learning process.According to Beglar and Hunt (n.d)
instructs that when teaching unfamiliar vocabulary, teachers need to consider the
following:
12
1. Learners need to do more than just see the form (Channell, 1988). They need
to hear the pronunciation and practice saying the word aloud as well (Ellis &
Beaton, 1993; Fay and Cutler, 1977; Siebert, 1927).
2. Start by learning semantically unrelated words. Also avoid learning words
with similar forms (Nation, 1990) and closely related meanings (Higa, 1963;
Tinkham, 1993) at the same time. For example, because affect and effect have
similar forms, simultaneously studying them is likely to cause confusion.
3. It is more effective to study words regularly over several short sessions than
to study them for one or two longer sessions. As most forgetting occurs
immediately after initial exposure to the word (Pimsleur, 1967), repetition and
review should take place almost immediately after studying a word for the
first time.
4. Study 5-7 words at a time, dividing larger numbers of words into smaller
groups. As learners review these 5-7 cards, they will more quickly get
repeated exposure to the words than when larger groups (20-30) are studied.
5. Use activities like the keyword technique to promote deeper mental
processing and better retention (Craik and Lockhart, 1972). Associating a
visual image with a word helps learners remember the word.
13
6. A wide variety of L2 information can be added to the cards for further
elaboration. Newly met words can be consciously associated with other L2
words that the learner already knows (Prince, 1996), and this word can be
added to the card. Also, sentence examples, part of speech, definitions, and
keyword images can be added (see Schmitt & Schmitt, 1995).
2.2 Testing Vocabulary
Vocabulary tests are useful component of language proficiency batteries.
KitaoandKitao (n.d) state that “a good knowledge of English vocabulary is important
for anyone who wants to use the language, so knowledge of vocabulary is often
tested. It is important that the teacher be aware of what they were doing when testing
vocabulary” (para. 1). It means that in making the test for the students, the teachers
have to give what they have taught.
2.2.1 Format of Vocabulary Test
The decision on which format to use will be key to successful vocabulary
assessment. When selecting a format, the teacher must take three main issues into
account. First, the idea of test validity needs to be taken into consideration. Content
validity is the idea that we test what we teach, how we teach it. Therefore, when
selecting test formats teacher should select only those that students have had
experience with. Students should never have to encounter a new format in a testing
situation. This would be a serious violation of test validity. Other cornerstones of
14
testing, namely practicality and wash back, should also be taken into consideration.
From a practicality standpoint, teacher should select formats that are easy to mark and
which give results that are easy to interpret. The formats that are choosing also have a
positive wash back effect on teaching and learning. The format that is used in
vocabulary testing such as multiple choice, synonym/definition items, picture items
and matching items (Combe, 2013).
a. Multiple Choice Tasks
Multiple Choices is one of the most common formats in professionally-
developed language tests. It is one of receptive vocabulary test. Multiple
choice take many forms but their basic structure is stem and response
options, which include the key or correct answer and the distracters or
incorrect responses. The student must then identify the correct or best
response choice.
b. Synonym/Definition Items
The simplest multiple choice item has a single word in the stem, with four or
five alternatives. Testers choose from among the alternatives the word or the
definition that is the closest in meaning to the word in the stem. Alternatively,
the definition might be the stem, and the testers choose from four or five
words that one that fits the definition. Obviously the definition needs to be
simply and clearly written.
c. Picture Items
15
The stem in the previous type of item can be replaced with a picture. The
testers choose which of the four or five alternatives matches the picture.
Obviously it should be clear what is being depicted in the picture, so that the
test is of the meaning of the word, not the tester’s ability to interpret the
picture. This type of test is appropriate for elementary students.
d. Matching Items
Another common objective format used in vocabulary assessment is
matching. Matching questions usually present the student with two columns
of information. The student’s task is to find the matches between the two
columns. It is also receptive vocabulary test.
2.3 Definition of Four – Square Strategy
According to Yip, Sandra (n.d) “The Four - Square Vocabulary is a strategy
that helps develop and increase the student's knowledge of vocabulary through
personal connections with the words. A piece of paper divided into four
parts(squares) and each square contains the synonym and/or antonym, the definition
of the word, a picture representation of the word, or a sentence containing the word.
In the middle of the paper a circle would be drawn in and it contains the vocabulary
word.
2.3.1 The Purpose of Using Four- Square Strategy
16
Generally as the beginner to understand the sentence is not easy, especially if
the student’s lack of vocabulary, that is why to know the vocabulary is strongly
important to understand the language. However, it is crucial to know the strategy to
present the vocabulary to students.
Thepurpose ofthisstrategy istoimprove students’comprehension ofthe
ideaspresented i n thetextbook o r anyotherclassroom s t r a t e g y . Specifically,
t h i s strategyisdesigned tohelp studentsl o o k carefully attext. Students
reacttothetext,usinga codingsystemtodistinguishideastheyunderstand
f r o m ideastheydonot. Thisstrategy involves i nferri ng, determiningimportance,
a n d making connections .
The researcher realizes that the purpose of four- square is to increase
vocabulary; it is an important part of education. Students tend to learn many words
from hearing them, spoken around them, and learn further words from general
reading, but they may forget what they have learned. Therefore, this four- square as a
medium for them to increase their vocabulary, many teachers also believe it helps for
children to be specifically taught to learn useful words and their meaning.
2.4 Teaching Vocabulary through Four – Square Strategy
Based on Adolescent Literacy Journal (2012) states that teaching vocabulary
by using Four Square can helps students to identify andunderstand unfamiliar
vocabulary. The Four Square can be used with the entire class, small groups, or for
17
individual work. The Four Square draws on a student's prior knowledge tobuild
connections among new concepts and creates a visual reference by which
studentslearn to compare attributes and examples.
The applications of teaching vocabulary through Four Square:
 It can be used as a word wall
 Students can keep a copy in their binders to create their own glossary
 Students can work in small groups to create model and report back to
whole class
Moreover, for teaching by using Four – Square, there is principle in teaching
vocabulary based on Marzano (n.d) the following:
1. Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own
words. (Allow students whose primaryexisting knowledge base is still in their
native language towrite in it.)
3. Ask students to construct a picture, symbol, or graphic representing the word.
4. Engage students periodically in activities that help them add to their
knowledge of the terms in their notebooks.
5.Periodically ask students to discuss the terms with oneanother.
6. Involve students periodically in games that allow them to play with terms.
2.4.1 The Procedure of Four- Square Strategy
18
According to Johns, J. L. (2003)has suggested some steps that teacher can do
in teaching vocabulary through four- square strategy, they are:
1. Use the four-square template as a guide and adapt squares to meet your
needs.
2. Teacher shows the picture about profession of someone in First Square.
3. Asks student to choose words from the text that relate with picture which
important for the students to know. The word goes in second of the
squares.
4. In another square is the meaning of the word. In Bahasa. This can either
be the students summarized the meaning or from a dictionary.
5. In a fourth students will write the word or sentence about what they do
based on picture.
6. Keep in mind the squares be changed to fit the purpose of the lesson. For
example, maybe you want to list antonyms, synonyms, make sentences or
definition of words.
The Example:
19
2.5 Previous Study
There is a study to increase students’ writing through Four – square strategy. It was
research that has done by Mahfudhotin, Nurul (2014), entitled “The Implementation
of Four-Square Writing Technique in Teaching Writing Narrative Writing of Short
Story to Tenth Grader of Senior High School” this research explains about of
implementation of Four – Square strategy in teaching writing. She used Four - Square
20
to teach writing in order to find out the response of the students’ to write narrative
writing, because by using this technique is more effective to teach writing than just
teaching writing by presentation only. In fact, the result of analysis of interpretation
of the data shows that teaching writing is more effective by using Four – Square. It
can be seen from the result of the test.
From the previous studies it can be concluded that Four - Square can help
students in learning English.The researcher hopes that the students will be interested
also in vocabulary by using this strategy, and then it is easier for the researcher to
transfer her knowledge to the students. This is suitable such as what the researcher
does to her research.
CHAPTER III
METHODOLOGY
This chapter describes research design, setting and subject of the
research, research procedure,indicator of success, data and source of data,
and technique of data analysis.
21
3.1 Research Design
The researcher uses “Classroom Action Research” as method to apply the use
of vocabulary card in the classroom. According toKemmis and Taggart (1988) in
Rossouw (2009, p.6) states that, “Action Research is a form of self-reflective enquire
undertaken by participants (teachers, students or principals) in social (including
educational) situation in order to improve the rationality and justice of their own
social or educational practices, their understanding of these practices and the
situations and institutions in which these practices are carried out.”Groups of
participants can be teachers, students, principals, parents and other community
members, any group with a shared concern. The purpose of teacher research is to
gain understanding of teaching and learning within one’s classroom and to use that
knowledge to increase teaching efficacy/student learning.
In conducting the action research we need cycles as guidance. Kemmis and
Taggart (1988) cited in Tran Thi Thu Hien (2009: 101) said, the cycle of classroom
action research are (1) planning (2) action (3) observation and (4) reflection.
Figure: 3.1. Simple action research mode develop by Kemmis and
Taggart (1988) cited in Tran Thi Thu Hien(2009:101)
22
3.2 The Setting and the Subject of Research
The subject of this research is students at class VII-1 of SMP N 1, Leihitu. The
number of students is consists of 20 (twenty). It is chosen based upon observation and
the unstructured interview result with the English teacher at that class proving that
they have problem in vocabulary. That is way they need an appropriate technique to
help them in improving their English scores by improving students vocabulary.
3.3 Research Procedure
Based on the preliminary study that conducted by the researcher in which the
researcher identified and analyzed the problem, than the researcher came to the
conclusion to use Four Square as technique in teaching vocabulary. During the
implementation of the action, the researcher made the observation to see the natural
setting of the teaching and learning processes when the technique was applied. The
researcher made evaluationto gather the data from the subjects. After that, the
researcher and the teacher reflected whether the action was successfully solving the
23
problem. The researcher finished the study and reported the result after the students
showed their progress in vocabulary. Based on the column below, the first procedure
was planning the action. In this step, the researcher designed lesson plan and
determined teaching material. The second procedure was action. In this step, the
researcher explained and applied Four- Square technique in classroom as technique
in teaching vocabulary. After that, the researcher made evaluation through test,
observation checklist and questionnaire to collect the data. And the last, the
researcher reflected the result of evaluation. After analyzed the result of reflection in
first cycle, the researcher continued to the second cycle, because the indicator of
success was not achieved in first cycle.
Figure: 3.3
24
Classroom Action Research Procedure develop by Kemmis& Taggart (1998:26)
Planning the action
Designing lesson plan and determining

teaching material.
Action
Explain and apply Four- Square as technique to

increase students’ vocabulary.
Evaluation
Collect data about the implementation through

test, observation checklist and questionnaire
Reflecting
Analyzing the result base on the indicator

of success
Stop and Success

Fail
Report
a. Planning
25
In this step, researcher prepared some aspects for the learning activity such as:
 Prepared the schedule and materials for the students
 Prepared lesson plan for each meeting
b. Acting
In this stage, the researcher will provide the treatment Four- Square as
technique to the students. To do the action, the researcher collaborated with the
English teacher. The researcher conducted classroom action research in cycles until
the target could be achieved.
c. Evaluation
Evaluation will do at the end of each lesson and the end each cycle. The
researcher use test, observation checklist and questionnaire to do the evaluation. This
aim to assess student’s performance as well as to determine if the researcher needs to
go to the next cycle. In cycle 2 the researcher decides the action had achieved the
indicator of success. In this research, the researcher collaborates with the English
teacher to evaluate student’s progress.
d. Reflection
The purpose of Reflection is to see and to know about all of teaching progress
when implementing strategy in classroom. Reflection is made based on the data that
the researcher and the teacher got from their evaluation through the result of test,
questionnaire and observation checklist during teaching and learning process to see
26
the achievement of students. Based on the result of reflection in the first cycle, the
students’ score do not achieve the indicator of success. Therefore, the researcher
decided to continue to the second cycle.
3.4 Indicator of Success
The cycle stops when the students reach the target. The target of the researcher
is 80% of students getting score 71-100. The score will be described in following
assessment criteria suggested by Kristianty (2007).
Grade Score Category Description
Students had mastered 26-30

A 91-100 Excellent
vocabularies that they had learned

B 80-90 Good
vocabularies that they have learned.

C 71-79 Enough
Students had mastered less than 15

D <71 Fail
27
3.5. Data and Source of Data
The data of this research is taken from the result of test in each cycle,
observation checklist, and questionnaire.
3.5.1. Test
The model of test that the researcher will be used in this test was
multiple-choice, sentence completion and matching items. All of that consists
of 35 numbers. (See appendix 3)
3.5.2. Observation checklist
The researcher uses observation checklist to observe the classroom. It is
useful to know students’ response and to know the increase of students’
vocabulary was applied four- square as technique of teaching. There were 3
items in this observation checklist. They were pre-teaching, while teaching and
post teaching. (See appendix 1)
3.5.3. Questionnaire
The researcher distributes questionnaire to know students’ response
toward the implementation of four-square as technique in teaching vocabulary.
The questionnaire consists of 10 questions. (See appendix 4)
28
3.6 Technique of Data Analysis
3.6.1 Test
Test consists of 30 questions. To analyze the result of students test, the
researcher usesKristianty’s formula (2007). The result of the test is calculated
using the following formula:
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒄𝒐𝒓𝒓𝒆𝒄𝒕 𝒂𝒏𝒔𝒘𝒆𝒓

𝑮𝒓𝒂𝒅𝒆 𝒐𝒇 𝒎𝒂𝒔𝒕𝒆𝒓𝒚 = × 𝟏𝟎𝟎
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒒𝒖𝒆𝒔𝒕𝒊𝒐𝒏
3.6.2 Questionnaire
To analyze the questionnaire, the researcher uses the percentage formula
based on Sudjana& Ibrahim (1989).
𝑭
𝑷 = × 𝟏𝟎𝟎
𝑵
P: percentage
F: frequency
N: number of respondent
100 %: constant number
29
CHAPTER IV
RESULT AND DISCUSSION
This chapter describes the result and discussion of classroom action
research (CAR). Test, observation checklist, and questioners are used to
analyze the result of this research. Also, the testing is presented in this
chapter. The following is the discussion of the students’ improvement in
vocabulary and student’ responds toward Vocabulary card technique.
4.1 Result
This chapter discusses about the data collected by the researcher through
classroom observation, test and questionnaire. It was collected when the
researcher applied Vocabulary card as technique in teaching vocabulary to the
class VII1 of SMP Kartika XIII-1 Ambon.
This research was implemented in two cycles. Each cycle consisted of three
meeting times included the test. After applying the Vocabulary card technique, the
researcher gave the test to the students to measure their achievement in learning
vocabulary. The test consisted of thirty questions in the form of multiple choices
and matching items. The result of the test is presented below.
4.1.1 First Cycle
30
After using Vocabulary card as Technique in teaching-learning process, the
researcher gave thetest at the end of the cycle. The purpose of this test was to
measure the students’ improvement in learning vocabulary. The result of the test
was shown in figure 4.1.1
Figure 4.1.1 Individual student’s score in the First Cycle
100
90
80
70
60
50 score
40 number of students
30
20
10
0
1 2 3 4 5 6 7 8 9 101112131415161718
The graphic above showed that 9 students had scores lower than 70.
Next,3students got score 70. In addition 4 students got score higher than 70 which
were2 students got score 73, 1 student got score 76 and 1 student got score 80.
Meanwhile, 1 student achieved score 83.Furthermore, only 1 student acquired the
highest score 93. Based on the result, it can be described that there were some
31
students not achieved the target. Due to this result, the researcher continued to the
second cycle to increase students’ score.
Figure 4.1.2 Percentage of individual students score
First Cycle
70
60
50
40
First Cycle
30
20
10
0
Good Enough Fail
The graphic above showed the students’ score of the first cycle in percentage.
In general, students performance in vocabulary test was below the indicator of
success. The result showed that 15% of the students achieved the good level (grade
B), it meaning that only 3 students get score 80-95 of vocabulary tested. Menwhile,
15% of the studentsachieved enough level (grade C). It described that, 3 students
obtained score 71-77 of vocabulary tested. Moreover, 70 % of the total achieved the
fail level (grade D). it showed that 12 students received score 57-69. From the
description, it can be concluded that from 18 students, only 6 students achieved level
of enough to good while this result showed that students could not reach the indicator
of success.
32
4.1.2. Reflection of First Cycle
The researcher and her collaborator reflected about the result of the action.
Based on the analysis of the students’ vocabulary score in cycle 1, the result did not
achieve the criteria of success. 70% of students must achieve the Minimum Mastery
Criterion (KKM). It can be seen that only 30% of the students who got the score
above the Minimum Mastery Criterion (KKM). So, the implementation of vocabulary
card technique has not satisfactory result yet on the improvement of students’
vocabulary. Therefore, the researcher and collaborator made conclude some revision
before the implementation of the next cycle in order to achieve the criteria of success
of this study.
First, the revision was focused on the teaching procedure. In the first cycle,
students were confused on making a vocabulary card. The students had difficulties in
understanding how to play a game by using vocabulary cards. These problems were
time-consuming and made the other students disturbed and felt bored. Then the
teacher had to give examples to make a vocabulary card clearly and slowly.
Second revision was on classroom rules. In this cycle especially in second and
third meeting some students do not bring their last vocabulary card and it made other
students disturbed because his/her friend borrowed their vocabulary cards and it made
33
the activity given by the teacher delayed. Because of this problem, the teacher should
remind the students to bring their vocabulary cards in every meeting.
Third revision was on the explanation about the materials. In this case the
explanation on several parts of speech such as noun and adjective. The teacher should
give the explanation clearly and slowly to make the students understand about them
and always repeat and check their understanding at the beginning or at the end of the
lesson.The last, students had to bring dictionary, in order to help them to find out the
meaning of words as their learning source in addition to the teacher.
4.1.2. Second Cycle
To get a better result of implementing the technique, the researcher decided to
conduct second cycle. The action was done based on some revisions that have been
explained before. It needed to achieve the indicator of success and also made the
teaching learning process run well. After applying Vocabulary card as teaching
technique, the researcher gave a test to the students. The result of the test in this cycle
is presented in table 4.1.2
34
Graphic 4.3 Individual student’s score in second Cycle
120
100
80
60 Score
Number of students
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
The result of vocabulary test in the second cycle showed that the students
made great improvement in vocabulary learning. The test result described that 7
students (39%) were successfully achieved excellent level (grade A). in which 5
students had score 100 and 2 students had score 96. Based on this data 7 students in
the classroom could achieve the highest level. They could master 26-30 vocabularies.
In addition, 2 student (11 %) achieved good level (grade B), which had score 88. It
means that they can master 21-25 vocabularies. In the lowest level of score, 9
students (50 %) achieved enough level (grade C), which 6 students got score 72 and 3
students got score 76. This meant that the student could master 16-20 vocabularies at
35
the day and it was the enough to achieve the criteria of success although students
needed to improve it. The data of this explanation can be seen clearly in table 4.1.4
Figure 4.1.4 Percentage of individual students score
Second Cycle
60
40
20 Second Cycle
0
Second Cycle
Excellent
Good
Enough
In this cycle, the students’ results of the test showed progress and all the
students (100%) achieved the indicator of success. This result indicated that the
implementation of Vocabulary card as a technique was successful enhanced students’
vocabulary mastery. After the entire researcher and the teacher stopped the cycle and
reported the result findings.
4.1.4 Reflection of Second Cycle
In this cycle, all the students had already reached the indicator of success in
vocabulary test.Their score was above 70 and the most of them were able to
understand vocabulary. Beside that by the new arrangement of class and clear
instruction in teaching process when applying Vocabulary card as a technique in
36
teaching vocabulary, it made all of students could participate in learning process. By
making the revision, it showed that the action in the second cycle could run
smoothlyand the students could use vocabulary card as media in memorizing and
retaining their vocabulary. The data from the test result conveyed that students’
vocabulary improved well. Therefore, the research was ended and the researcher
reported its result.
4.1.5 The Result of Questionnaire
In order to get the students’ response about the use of Vocabulary as teaching
technique to increase their vocabulary, the researcher distributed the questionnaire
that is consisted of ten questions (multiple choices-yes/no answer). The answers of
the questionnaire are described in the following explanation.
Table: 4.1.5 Data students’ responds of teaching vocabulary using Vocabulary
card through Questionnaire.
No Questionnaire Answer
% %
1 AApakahkamumerasasenangketikamempel Ya Tidak
ajarikosakataBahasainggrismenngunaka 18 0
n vocabulary card. 100% 0%
2 AApakahkamumerasabelajarkosakatadenga Ya Tidak
37
nlebihbaikmenggunakan vocabulary 14 4
card. 80% 20%
3 Apakah kamu merasa termotivasi belajar Ya Tidak
kosakata dalam Kegiatan Belajar 12 6
Mengajar dengan menggunakan

67% 33%
vocabulary card.
4 Apakahkamumerasakalau vocabulary Ya Tidak
card 16 2
cocokditerapkandalambelajarkosakataBa
87% 13%
hasainggris.
5 Apakahkamulebihmudahmemahamikosakat Ya Tidak
abahasainggrisdenganmenggunakan 12 6
vocabulary card. 67% 33%
6 Apakahkamumenyukaipembelajarankosaka Ya Tidak
taBahasainggrisdengan vocabulary card. 14 4
77% 23%
7 Apakahkamumerasa vocabulary card Ya Tidak
dapatmembantumuuntukmengembangka 18 0
nperbendaharaankosakatakamu. 100% 0%
38
dapatmemecahkanmasalahkamudalambe 18 0
lajarkosakatabahasainggris. 100% 0%
9 Apakahpembelajarandenganmenggunak Ya Tidak
an vocabulary card 18 0
mempermudahcarabelajarkamu. 100% 0%
10 Apakahkamumerasalebihmudahmenging Ya Tidak
atkosakatabarudankosakata yang 18 0
telahkamumiliki, ketikabelajar. 100% 0%
From the data above it showed that in the first item, 18 students (100%) said
yes, it means that all of students were interested in the teaching-learning process
through vocabulary card. In next question the second item, were 14 students (80%)
express agreed that they feel better in learning vocabulary through vocabulary card
but 4 students (20%) disagree with that. In the third item, there were 12 students
(67%) understood the teacher’s explanation, while 6 students (33%) did not
understood about teacher’s explanation. The fourth item 16 students (87%) said that
vocabulary card is suitable to be implied in teaching-learning vocabulary, while 2
students (13%) disagree with that.
Furthermore, in the fifth item, there were 12 students (67%) said that they feel more
understand the vocabulary easily, but 6 students (33%) said that they feel difficult
understand the vocabulary. In next question, the sixth item there was 14 students
39
(77%) express that they liked learning vocabulary through vocabulary card, while 4
students (23%) did not like it. In addition, seventh item there were 18 students
(100%) commented that helped in retaining their vocabularies through vocabulary
card. In the eighth item, 100% of response agreed that the students felt that
vocabulary card can solve their vocabulary problems. Moreover, the ninth item,
100% of students felt that vocabulary card can facilitate their vocabulary learning, it
means that they are agree that vocabulary card can help them in retaining vocabulary.
The last item indicated that 100% of students could remember both their previous
vocabulary and the new word easily.
In conclusion, all of students in this class agreed that vocabulary card
technique motivated them to retain their English vocabulary learning and
memorizing. In addition, their vocabulary was increase and actively involved in the
teaching learning process.
4.1.6 The Result of Observation Checklist
Observation checklist was done by the English teacher in two meetings of two
cycles to observe the students attitude during the teaching and learning process.
Observation checklist consisted of the researcher activities in applying
vocabulary card and students’ participation during teaching and learning process.
The participation of the students was observed in order to know the students’
40
involvement during the implementation of the technique, and in answering the
questions on the text given by the teacher.
The result of observation checklist showed that when the vocabulary card was
applied in teaching vocabulary technique, most of the students were interested to
learn vocabulary using this technique. In the first cycle, when the researcher applied
Vocabulary card in teaching process, there were some students felt not interested and
confused in classroom teaching. Because there were some student did not understand
how to make vocabulary card and play a game with it, in the other hand some student
not serious to follow the learning process. As the result the indicator of success could
not be achieved. To overcome this problem, the researcher had give explanation
again about how to make vocabulary card slowly and clearly.
In contrast, on the second cycle, the situations became better than before. They
feel enjoy and motivated to memorize and learning English. It seen from their
enthusiastic and interested in the lesson whiles the teaching learning process and the
increase of their understanding and memorizing from their score. As the result, the
indicator of success could be achieved.
4.2 Discussion
Students were successful in vocabulary learning when the students were
able to retain the meaning of vocabulary which was assessed in the test. The findings
based on the data collected showed the successful achievement of students in retain
41
the meaning of vocabulary in the second cycle. At the end of second cycle, the
researcher stopped the study and reported it. In this section, the researcher discussed
about the students’ vocabulary improvement before and after applied Vocabulary
Cards technique, the students’ responses and also the problems of this research that
arose during the research was conducted.
4.2.1 The Student’s Progress in Learning Vocabulary by Using Vocabulary
Card
The effectiveness of Vocabulary card in overcoming the students’ problems
at class VII1 of SMP Kartika XIII-1 Ambon could be seen from the students’
performance in test from the first cycle to the second cycle after application of the
technique.Based on the result, in the first cycle only 30% of students (12 students)
got enough-good level. In the second cycle 100 % of students (18 students) got
enough-excellent level. The result of the test from the second cycle indicated that
Vocabulary card were successfully implemented and gave positive change for
teaching and learning activities as it could be shown in the increase of students’
result of the test.
In particularfrom the questionnaire and observation checklist result, the
researcher found that vocabulary card technique was a suitable technique to retain
and keep the students’ vocabulary. Vocabulary card could be an alternative technique
in teaching vocabulary. Overall, some points that can be conclude from the research
is vocabulary card technique (1) stimulates the students to memorize and retain their
42
vocabulary easily and enjoy the class activities, (2) increase students’ achievement
and motivation, (3) produce a fun English class, (4) gives a good influence to their
four language skills.
This study result was similar to previous study done byMuttahidah (2011) and
Husnah (2011). Based on their result, the application of Vocabulary card could
improve students’ achievement in vocabulary. According to Nation (n.d, as cited in
Muttahidah, 2011), vocabulary card is a card made from any particular paper content
of a word of target language in one side and the other side is the meaning of the word
in the first language learner. It helps students not only memorizing the words, it’s also
supplies the words repetition that can be helpful for their memorization.
Based on the data findings related to students’ grade, Vocabulary card is one
effective ways in teaching vocabulary. It can improve students’ vocabulary and make
students easier to understand the meaning of words.
4.2.2 Students’ Responses after Applying Vocabulary card in teaching
Vocabulary through Observation Checklist and Questionnaire
After applying the Vocabulary card media at class VII-1 of SMP Kartika
XIII-1 Ambon, there were some changes for students in their response and attitude
toward the vocabulary learning process. The researcher used some data to gather
information. There were an observation checklist to find out students’ involvement
43
or participation in the teaching and learning process and the questionnaire to find out
their responses, especially their opinion toward Vocabulary card application.
Based on the result of observation checklist, all of students could participate
well in teaching and learning process during the implementation of vocabulary card.
It was upholder by Nation (n.d), he convinces that Vocabulary card could make the
students active and be shared with their friends in learning vocabulary, so the
students had been easier to understand the meaning of the words. Because, words
are stored longer on their mind than just memorizing the words list. It is also flexible
because the words on the cards can be adjusted with students’ material.
Moreover, the result of questionnaire also gave positive response. All of
students responded that using Vocabulary card in classroom could increase their
vocabulary and it made them interested in learning. Nation (2005) cited in
Trowbridge (2012) asserts that Vocabulary card is one ofan excellent way of quickly
increasing vocabulary size.It is used as personal dictionary for every student, it is
also easy to create, easy to bring and also can be the instrument to play game.
Overall, from the result of observation checklist and questionnaire,
Vocabulary card give great improvement in teaching process and the students’
respond. It establishes that Vocabulary card is one of useful technique in presenting
vocabulary
44
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusions of the research and the
suggestions which are given not only for the research but for the other
researcher too.
5.1. Conclusion
In this research, the researcher used Vocabulary card as teaching technique to
increase students’ vocabulary. The purpose of this study is to know how the students’
vocabulary can be increase use Vocabulary card as technique in learning process.
The result of this study indicated that students’ vocabulary is achieved by using
Vocabulary card.
After applying Vocabulary card, the result showed that the students’
vocabulary had increased and this was proven by the changing of the students’
individually grade from the first cycle to second cycle. The percentages of the
students’ grade in the first cycle based on each category werefailing (70%), enough
45
(15%), good (15%). While in second cycle the students’ score were improved, where
enough (50%), Good (11%) and excellent (39%).
In addition, students’ response towards the application of Vocabulary card was
also positive. It also can be seen from the result of the questionnaire that most of the
students respond by saying they like the technique because by using this technique
their vocabulary was improved and they were easy to answer the test.
In conclusion, this research was successful in improving the students’
vocabulary by using vocabulary card. In addition, the students were more active and
participated in the teaching learning process of vocabulary. Therefore, vocabulary
card can be alternative technique for teacher in teaching vocabulary which can
increase and keep their vocabulary.
5.2. Suggestion
There are some suggestions to offer to the English teachers and the other
researchers based on the research findings.
1. Vocabulary card technique is effective to increase students’ vocabulary.
2. Vocabulary card can be the alternative to overcome students’ boredom
3. This technique or technique is suggested to the English teacher or other
researcher who want to conduct in similar research or study.
46
Last, the researcher hopes the result of this research can be use as an
additional reference; there will be a further research with different discussion which
can make a revision within development of this vocabulary card.
REFERENCES
Ashoori, A.&Baleghizadeh, S. (2010). The Effect of Keyword and Word List
Methods on Immediate Vocabulary Retention of EFL Learners.Pakistan
Journal of Social Sciences (PJSS) Vol. 30, No. 2, pp. 251-261.Retrieved
fromhttp://www.Final_PJJS-30-2-06.pdf
Beglar, D. & Hunt, A. (n.d).Current Research and Practice in Teaching
Vocabulary. Retrieved December 12, 2013. From:
http://jaltpublications.org/old_tlt/files/98/jan/hunt.html
Combe, C (2013). Assessing vocabulary in the language classroom.Ohio State
University. Retrieved April 8, 2013 from:
http://marifa.hct.ac.ae/files/2011/07/Assessing-Vocabulary-in-the-Language-
Classroon.pdf
Definition of vocabulary, (2011, January 8).Retrieved from
http://05128800.blogspot.com/2011/06/definition-of-vocabulary.html
47
DepartemenPendidikanNasional.(2000). Penyempurnaan/Penyesuaian
Kurikulum 1994 SLTP (Suplemen GBPP) Mata PelajaranBahasa
Inggris.Jakarta
EFL Vocabulary Acquisition and Call, (n.d).Executive position paper 1. Retrieved
June 6, 2013 from:
http://www.udel.edu/fth/edd/epp/SamLinEPP--12December2002.pdf
Ghazal, L. (2007).Learning Vocabulary in EFL Contexts through Vocabulary
Learning Strategies.Novitas-ROYAL, Vol.: 1(2), pp.84-91. Retrieved June 9,
2013 from:http://www.novitasroyal.org/Ghazal.pdf
Johns, J. L. (2003). Reading and Learning Strategies: Middle Grades through High
School. Dubuque, IA: Kendall/Hunt.
Kitao, K. S. &Kitao, K. (n.d).Testing Vocabulary.Doshisha University: Kyoto,
Japan. Retrieved April 30, 2014 from:
http://www.cis.doshisha.ac.jp/kkitao/library/article/test/vocab.htm
Kristenova, L. (2006), “Presenting Vocabulary to Children”.Masaryk University
Faculty of Education.Page 7. From
48
http://is.muni.cz/th/110479/pedf_b/Presenting_Vocabulary_to_Children.pdf
Kristianty, T. (2007). Evaluasi Pembelajaran Bahasa Inggris. Jakarta:
Universitas Terbuka.
Mahfudhotin, Nurul (2014). The Implementation of Four-Square Writing Technique
in Teaching Writing Narrative Writing of Short Story to Tenth Grader of
Senior High School. Surabaya: State University of Surabaya.
Marzano (n.d).Six Step ProcessTeaching Academic Vocabulary.
Nation, P. (n.d). Teaching Vocabulary.Asian EFL journal page 1-2, Victoria
University of Wellington, New Zealand. Retrieved September, 2013
from:http://asian-efl-journal.com/sept_05_pn.pdf
Nation, P. (n.d). Best Practice in Vocabulary Teaching and Learning. Victoria
University of Wellington, New Zealand.Retrieved December 16, 2013.
From:http://www.nation1.pdf.
Rekrut, M. D. (1996). Effective Vocabulary Instruction.High School Journal,
80, 66-74.
Rossouw, D. (2009). Educators as action researchers: some key considerations.
South African Journal of Education, EASAVol 29:1-16, University of
South Africa. Retrieved September 8, 2013 from:
www.ajol.info/index.php/saje/article/download/25178/4377
49
Saeful, A. N. (2013). Teaching Vocabulary through Fair Work.Retrieved December
16, 2013. From:
http://ahmadnursaeful13.wordpress.com/2013/08/29/teaching-vocabulary/
Shejbalová, D. (2006), Methods and Approaches in Vocabulary Teaching and
Their Influence on Students’ Acquisition, Masaryk University. From
http://www.bakalarska_prace.pdf
The Importance of Vocabulary (n.d). Retrieved December 15, 2013. From:
http://www.ukessays.com/essays/education/the-importance-of-
vocabulary.php#ixzz2nV1aivNh
Thu Hien, T.T (2009). Why is action research suitable for education?.VNU
Journal of Science, Foreign Languages page 101, Vietnam National
University. Retrieved September 8, 2013 from:
http://tapchi.vnu.edu.vn/nn_2_09/b4.pdf
Vařechová, K. (2006). Teaching Vocabulary-Holidays. Retrieved December
16,2013From :http://is.muni.cz/th/104367/pedf_b/Bachelor_Thesis.doc
50
Yip, Sandra. (n.d). 4 Square Vocabulary or Vocabulary Four Square. Retrieved
January4, 2015 from: from:
http://spring12ell.wikispaces.com/4+Square+Vocabulary+Chart
APPENDIX 1
LESSON PLAN
(Cycle 1)
School : SMP Kartika XIII-1 Ambon
Subject: English
Class/semester: VII1/I
Aspect: Vocabulary
 Standard Competency :
Giving expression to purpose in very simple short functional text to interact
with environment around.
 Based competency:
51
Giving expression to rhetoric step in very simple short functional text
with using kind of written language with accurate, fluently and can be
accept to interact with environment around.
 Indicator :
o To increase students’ vocabulary related to the topic descriptive text
through vocabulary card technique.
o To give understanding about the topic descriptive text through
vocabulary card technique.
o To increase students’ motivation in learning English through
 Learning purpose :
Vocabulary card technique is able to increase students’ vocabulary
related to the topic.
Student is able to understand the material that given through
vocabulary card.
Student is able to motivation in learning English using vocabulary
card technique.
A. Learning material :
Descriptive text (Pet and My house)
52
B. Allocation time : 6 x 40 minutes (3 meetings)
C. Learning method :
Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
D. Learning activities :
1st meeting
Steps Teacher Student Time allocation
 Greetings  Answer the greetings. 5 minutes
 Absence the students and give some  Students pay 5 minutes
advices to students to interest them in attention well to their
learning English. teacher’s advices.

Pre-
Activity
 Brainstorming topic with ask some  Students response 5 minutes
15
questions to motivate students. and answer the
minutes
Do you have a pet at home? questions.
What kind of pet do you like?
What is your pet’s name?
Can you describe your pet?
So what kind of text that will be
53
discussed today is?
 Give a descriptive text to students.  Students’ response. 1 minute
 Teacher read the text and asks  Students are listening 2 minutes
students to listening. when the teacher is
reading a text.
 Teacher asks some of students to  Student response. 7 minutes
read the text.
Whilst -  Teacher explained about the  Students pay 5 minutes
Activities characteristic of descriptive text and attention well to their
58 part of speech such as noun and teacher explanations.
minutes adjective.
 Teacher asks students to find out  Students find out 15 minutes
vocabularies include part of speech vocabularies and find
noun and adjective then find the the meaning in
meaning of the words with dictionary.
dictionary.
54
 Teacher give explain about  Students pay 2 minutes
vocabulary card technique and how attention well to their
to create it with using different colors teacher’s explanation.
in each group words. (Noun: Black
and adjective: Red). Then how to
learn and play using vocabulary card.
 Teacher asks students to make a  Students create 15 minutes
vocabulary card by themselves in vocabulary cards.
pair work
 Teacher asks students to memorize  Students’ response. 5 minutes
the vocabularies and then they have
to check it with their partner.
 Teacher gives students task and ask  Students do 6 minutes
them to do it then correct the answers exercises.
together.
Post-  Teacher check student’s memorizing  Students mention 5 minutes
activities vocabularies that they have been vocabularies that they
7 learned or taught before one by one. have memorize.
55
minutes
 Teacher asks the difficulties during  Students’ response. 2 minutes
2nd Meeting
 Teacher greetings, absence and give  Students answer

Pre –
motivation and advice to students to greetings and pay 7 minutes
activity
interest students in learning English. attention well to their
7 minutes
teacher.
 Teacher read the text and asks  Students listening 1 minutes
Whilst- students to listening. and pay attention
activities well.
68  Teacher asks some of students to read  Students read the 5 minutes
minutes the text text.
 Teacher asks students to find out  Students find 10 minutes
56
noun and adjective then find the the meanings by
meaning of the words with dictionary. dictionary.
 Teacher give explain about  Students’ response 5 minutes
vocabulary card technique and how to and pay attention
create it with using different colors in well.
each group words. (Noun: Black and
adjective: Red). Then how to learn
and play using vocabulary card.
vocabulary card by themselves in pair vocabulary cards by
work. themselves.
 Teacher asks students to memorize  Students memorize 7 minutes
the vocabularies and then they have all vocabularies.
to check it with their friends. After that they have
to check it with theirs
partner.
 Teacher divide students in 3 groups to  Students seat in 1 minute
playing games with vocabulary cards groups.
57
to reinforcement theirs’ memorize.
 Teacher give 1 set of vocabulary  Students pay 17 minutes
cards that put it in the center of a attention when
table, next teacher ask one student to teacher explain about
take one card who available then the rules of game.
gives definition of the word orally And then playing the
without body languages, after that game.
other students have to guess the word.
If it’s true so the card will be have of
student who can answer correct. The
winner in the game is a group who
has a lot of cards).
 Teacher gives some exercises to  Students do some 6 minutes
students and asks them to do it. exercises.
Post –  Teacher asks students the difficulties  Students’ response. 5 minutes
activities during teaching and learning process.
5 minutes
58
3rd meeting
Pre –  Teacher greetings, absence and give

 Students answer
activity some advices to student to interest 5 minutes
greetings.
5 minutes students in learning English.
Whilst-
 Teacher gives evaluation to students
activities
with giving test cycle 1 related to  Students do the test. 60 minutes
60 minutes
topic descriptive text.
Post –
 Teacher gives a questionnaire to  Students answer the
activities 15 Minutes
students. questions.
15 minutes
E. Learning source:
Text books (ArtonoWardimandkk, English in focus), Dep. Pend.
Nasional& Eureka, 2008, Jakarta.
Dictionary two languages (Indonesia-English/English-Indonesia).
F. Assessment indicator
o Technique : Responds the question in writing
59
o Form : written questions
o Instrument : appendix
G. Assessment rubric
o For each correct answer get score 10
o Maximal score 100
The exercise of descriptive text in each meeting: First meeting
Task I. Read the text bellow carefully.
BLECKY
I have a very cute pet. His name is Blecky. Blecky is a Russian Dog. He has
white and spotted black fur. He is 2 years old now. He is not only smart but also
adroit.
Blecky is a loyal pet that I ever had. Every day, he picks me up in front of the
Bus station for waiting me back to home after school. He takes my shoes when I
suggest him to do. He always flatters my hands when I feed him and sometimes he
takes bath with me. He is also a lovely and friendly pet for me he is my playmate. He
60
always accompanies me to go to the market, play football, run and play around. In
short, I love Blecky.
Taken from: Farm1.static.flikr.com (In Focus book, p.152)
Task II. Match the meaning with words in the box below!!
Example: A place where you eat there: Restaurant
- Market - Home - Bus - Station - Fur

- School - Pet - Shoes - Bath - Football
1. A place where bus and train stop: _________
2. Body hair: _________
3. A transportation which is bigger than car: __________
4. A place where you stay with your family: __________
5. Take a shower: __________
6. You wear it to walk: __________
7. Your favorite animal at home: _______
8. A room where you always can study with teacher and classmate: ________
9. A sport game where the members in one team are 11 players: ___________
61
10. A place where you can buy anything: __________
Task III. Fill in the blank below to complete the sentences!
a. Friendly b. Black c. White d. Smart e. Cute
f. Loyal g. Hands h. Russian i. Bath j. Football
1. He is come from Russia. It means that he is a ………….
2. Bi Nani has been working in my house for 10 years. She is very …….to my
family.
3. My favorite ………..team is Barcelona.
4. Before I am going to school, I always take a ………..
5. I have two …….. to hold and two foots to walk.
6. Rara has a dimple in her cheek. She looks very ……….
7. The color of Indonesian flag is red and …………...
62
8. Nina always is the champion in the class. She is very ………
9. Most of people in Africa have …….. skin.
10. Rudi is …….. That is why he has so many friends.
The exercise of descriptive text in each meeting: Second meeting
Task I. Read the text bellows carefully!
MY HOUSE
63
Hello Friends. I am Christian Fernando. But you can call me Christ. I live
in a town. I live with my family. They are my parents, my brothers, my
sisters, and my uncle. I have a big house with five bedrooms, three bathrooms,
a kitchen, a living room, a store, and the large garden.
My garden is clean because every morning I sweep the garden. My sisters
wash the dirty clothes and dirty plates while my brothers water flowers.
Today, my living room is dirty. My mother asks me to sweep the floor.
Task II. Study the pictures below. Find out what pictures they are by choosing
the words in the box!!
64
1……………………….. 2………………………….
3…………………………. 4…………………………
65
5………………………. 6…………………………..
7……………………………. 8…………………………..
9………………………… 10………………………..
Image source: google.com
a. Kitchen b. Garden c. Town d. Bedroom

e. Clothes f. Bathroom g. Family h. House
i. Living room k. Flower 66

Task III. Fill in the blank to complete the sentences!
- Family - Town - Plate - Parents - Uncle

- Kitchen - Bedroom - Bathroom - Garden - Friend
1. I have a small ………… There are only father, mother, my brother and me.
2. My mother really loves to cook. Every day she is almost spend time in ……..
to cook.
3. My grandma lives at village. But next week she will come to vacation in
…….
4. Cici always setting up her …………. After she wake up in the morning.
5. I need a …….. to serving a fried rice.
6. Father and mother really love me. They are a good ……….
7. My father has a ……….. in the back yard. He always water flowers.
67
8. Mother has a little brother. His name is Thomas. I called him ……….
9. Bima has a best ……… his name is Dodi and they are classmate.
10. I was not collecting homework for teacher and I got a punishment to clean up
the ……..
Ambon, 2014
Acknowledgement by
Headmaster English teacher
Ny. L.J Luhukay-L,S.Pd. M.Pd Hermanus. Ipol, AM.Pd
68
Nip: 195910151980032001 Nip: 195705251990021002
Researcher
Noni Yuniarti
Nim : 2009-36-072
Teaching material (1st meeting)
69
Text 1.
BLECKY
I have a very cute pet. His name is Blecky. Blecky is a Russian Dog. He has
white and spotted black fur. He is 2 years old now. He is not only smart but also
adroit.
Blecky is a loyal pet that I ever had. Every day, he picks me up in front of the
Bus station for waiting me back to home after school. He takes my shoes when I
suggest him to do. He always flatters my hands when I feed him and sometimes he
takes bath with me. He is also a lovely and friendly pet for me he is my playmate. He
always accompanies me to go to the market, play football, run and play around. In
short, I love Blecky.
For teacher’s note!!
70
 Vocabularies list related to part of speech:
Noun Adjective
Pet Binatangpeliharaan Spot Bertutul-tutul
Dog Anjing Adroit Tangkas
Fur Bulu Smart Pintar
Bus Bus Cute Manis
Station Stasiun/terminal Russian Khasdari Russia
Home Rumah White Putih
Shoes Sepatu Black Hitam
Hand Tangan Old Tua
Feed Makanan Loyal Setia
Bath Mandi Flatter Menyanjung-
Playmate Temanbermain nyanjung
Market Pasar Lovely Bagus
Football Sepakbola Friendly Ramah
Run Lari
Love Cinta
School Rumah
71
Vocabulary cards for students.
Example:
Front side Back side
1. Noun
PET Hewanpeliharaan
2. Adjective
Cute Manis
72
Teaching material (2ndmeeting)
Text 2.
MY HOUSE
73
Hello Friends. I am Christian Fernando. But you can call me Christ. I live
in a town. I live with my family. They are my parents, my brothers, my
sisters, and my uncle. I have a big house with five bedrooms, three bathrooms,
a kitchen, a living room, a store, and the large garden.
My garden is clean because every morning I sweep the garden. My sisters
wash the dirty clothes and dirty plates while my brothers water flowers.
Today, my living room is dirty. My mother asks me to sweep the floor.
74
For teacher’s note!
Noun
Friend Teman
Call Panggilan
Town Kota
Family Keluarga
Parents Orang tua
Brother Saudaralaki-laki
Sister Saudaraperempuan
Uncle Paman
House Rumah
Bedroom Kamartidur
Bathroom Kamarmandi
Kitchen Dapur
Living room Ruangkeluarga
Store Gudang
Garden Kebun
Clothe Baju
Plate Piring
75
Flower Bunga Adjective
Floor Lantai Big Besar
Hello Salam Large Luas
Dirty Kotor
Vocabulary cards for student.
Example:
1. Noun
House Rumah
2. Adjective
Big Besar
76
Instruments of Test Cycle 1
I.Choose a, b, c or d for the best answers!!!
1. I am Christian Fernando. I live in a town. Town means …..
a. Desa b. Kota
77
c. Pulau d. Negara
2. I have a big house with five bedrooms. Bedroom means……
a. Kamar mandi b. Ruang tamu
c. Kamartidur d. Dapur
3. My garden is clean because every morning I sweep the garden. Garden
means ……..
a. Lapangan b. Ladang
c. Sawah d. Kebun
4. My sisters wash the dirty clothes. Dirty means …..
a. Bersih b. Kotor
c. Basah d. Bau
5. My mother asks me to sweep the floor. Floor means ……
a. Dinding b. Teras
c. Halaman d. Lantai
78
6. I have a very cute pet. Pet means ……
a. Hewanbuas b. Hewanpeliharaan
c. Hewanjinak d. Hewanberbisa
7. Blecky takes my shoes when I suggest him to do. Shoes means ……
a. Sandal b. Pantofel
c. Sepatu d. Boot
8. Every day, Blecky picks me up in front of the Bus station. Busmeans …….
a. Bus b. Mobil
c. Truk d. Motor
9. Blecky always flatters my hands when I feed him and sometimes he takes
bath with me. Bath means …….
a. Makan b. Minum
c. Mandi d. Main
10. Blecky always accompanies me to go to the market.Marketmeans ……
a. Pasar b. Mall
c. Kedai d. Restoran
79
II. Look at the pictures and choose the correct
answers!
1. What is the picture?
a. State b. Village
c. Town d. Province
a. Dining room b. Bedroom
c. Living room d. Bathroom
a. Bathroom b. Living room
c. Bedroom d. Dining room
a. Dining room b. Bedroom
80
c. Bathroom d. Living room
a. Family b. Mother
c. Brother d. Sister
a. Skirt b. Trouser
c. Pants d. Clothes
a. School b. House
c. Office d. Store
a. Tree b. Vegetable
c. Flowers d. Fruit
81
a. Field b. Plants
c. Yard d. Garden
a. Floor b. Roof
c. Door d. Wall
III. Fill in the blank below to complete the sentences!
b. Friendly b. Black c. White d. Smart e. Cute
f. Loyal g. Hands h. Russian i. Bath j. Football
1. He is come from Russia. It means that he is ………….
2. IbuNani has been working in my house for 10 years. She is very …….to my
family.
3. My favorite ………..team is Barcelona.
4. Before I go to school, I always take a ………..
5. I have two …….. to hold and two foots to walk.
6. Rara has a chubby cheek. She looks very ……….
7. The color of Indonesian’s flag is red and …………...
82
8. Nina always the champion in the class. She is very ………
9. Most of people in Africa have …….. skin.
10. Rudi is …….. to all his friends.
Good Luck!!!
83
APPENDIX 2
THE RESULT OF STUDENTS’ TEST IN FIRST CYCLE
Number of student Level Score
1 30 Fail
2 53 Fail
3 53 Fail
4 53 Fail
5 53 Fail
6 56 Fail
7 66 Fail
8 66 Fail
9 66 Fail
10 70 Fail
11 70 Fail
12 70 Fail
13 73 Enough
84
14 73 Enough
15 76 Enough
16 80 Good
17 83 Good
18 93 Good
APPENDIX 3
LESSON PLAN
(Cycle 2)
School : SMP Kartika XIII-1 Ambon
Subject: English
Class/semester: VII1/I
Aspect: Vocabulary
 Standard Competency :
85
Giving expression to purpose in very simple short functional text to interact
with environment around.
 Based competency:
Giving expression to rhetoric step in very simple short functional text
with using kind of written language with accurate, fluently and can be
accept to interact with environment around.
 Indicator :
o To increase students’ vocabulary related to the topic descriptive text
through vocabulary card technique.
o To give understanding about the topic descriptive text through
o To increase students’ motivation in learning English through
 Learning purpose :
Vocabulary card technique is able to increase students’ vocabulary
related to the topic.
Student is able to understand the material that given through
vocabulary card.
86
Student is able to motivation in learning English using vocabulary
card technique.
7. Learning material :
Descriptive text (Niagara Fall and Paris)
8. Allocation time : 6 x 40 minutes (3 meetings)
9. Learning method :
Three phase technique (Introduction, Implementation/ Process, Evaluation/
Assessment)
10. Learning activities :
1st meeting
 Greetings  Answer the greetings. 5 minutes
Pre-
Activity  Absence the students and give some  Students pay 5 minutes
15 advices to students to interest them in attention well to their
minutes learning English. teacher’s advices.
87
 Brainstorming topic with ask some  Students response 5 minutes
questions to motivate students. and answer the
Do you ever go to travelling? questions.
Which place do you visit?
Can you describe the place?
So what kind of text that will be
discussed today is?
 Teacher read the text and asks  Students are listening 2 minutes
students to listening. when the teacher is
reading a text.
Whilst -  Teacher asks some students to read  Student response. 7 minutes
Activities the text.
58
minutes  Teacher explained about the  Students pay 5 minutes
characteristic of descriptive text and attention well to their
part of speech such as noun and teacher explanations.
adjective.
 Teacher asks students to find out  Students find out 15 minutes
88
noun and adjective then find the the meaning by
meaning of the words with dictionary.
dictionary.
 Teacher give explain about  Students pay 2 minutes
vocabulary card technique and how attention well to their
to create it with using different colors teacher’s explanation.
in each group words. (Noun: Black
and adjective: Red). Then how to
learn and play using vocabulary card.
vocabulary card by themselves in vocabulary cards.
pair work
 Teacher asks students to memorize  Students’ response. 5 minutes
the vocabularies and then they have
to check it with their partner.
89
 Teacher gives students task and ask  Students do 6 minutes
them to do it then correct the answers exercises.
together.
 Teacher check student’s memorizing  Students mention 5 minutes
Post- vocabularies that they have been vocabularies that they
activities learned or taught before one by one. have memorize.
minutes  Teacher asks the difficulties during  Students’ response. 2 minutes
2nd Meeting
 Teacher greetings, absence and give  Students answer

Pre –
motivation and advice to students to greetings and pay 7 minutes
activity
interest students in learning English. attention well to their
7 minutes
teacher.
90
 Teacher read the text and asks  Students listening 1 minutes
students to listening. and pay attention
well.
 Teacher asks some of students to read  Students read the 5 minutes
the text text.
 Teacher explained about the  Students’ pay 2 minutes

Whilst-
characteristic of descriptive text and attention well to their
activities
part of speech such as noun and teacher’s explanation.
68
adjective.
minutes
 Teacher asks students to find out  Students find 10 minutes
noun and adjective then find the the meanings by
meaning of the words with dictionary. dictionary.
 Teacher give explain about
vocabulary card technique and how to  Students’ response 5 minutes
create it with using different colors in and pay attention
91
each group words. (Noun: Black and well.
adjective: Red). Then how to learn
and play using vocabulary card.
 Teacher asks students to make a
vocabulary card by themselves in pair  Students create
work. vocabulary cards by 15 minutes
themselves.
 Teacher asks students to memorize
the vocabularies and then they have  Students memorize
to check it with their friends. all vocabularies. 7 minutes
After that they have
to check it with theirs
 Teacher divide students in 3 groups to partner.
playing games with vocabulary cards  Students seat in 1 minute
to reinforcement theirs’ memorize. groups.
 Teacher give 1 set of vocabulary
cards that put it in the center of a  Students pay 15 minutes
table, next teacher ask one student to attention when
take one card who available then teacher explain about
92
gives definition of the word orally the rules of game.
without body languages, after that And then playing the
other students have to guess the word. game.
If it’s true so the card will be have of
student who can answer correct. The
winner in the game is a group who
has a lot of cards).
 Teacher gives some exercises to
students and asks them to do it.  Students do some
exercises. 6 minutes
Post –  Teacher asks students the difficulties  Students’ response. 5 minutes
activities during teaching and learning process.
5 minutes
3rd meeting
93
Pre –  Teacher greetings, absence and give
 Students answer
activity some advices to student to interest 5 minutes
greetings.
5 minutes students in learning English.
Whilst-
 Teacher gives evaluation to students
activities
with giving test cycle 1 related to  Students do the test. 60 minutes
60 minutes
topic descriptive text.
Post –
 Teacher gives a questionnaire to  Students answer the
activities 16 Minutes
students. questions.
15 minutes
11. Learning source:
Text books (ArtonoWardimandkk, English in focus), Dep. Pend.
Nasional& Eureka, 2008, Jakarta.
Dictionary two languages (Indonesia-English/English-Indonesia).
12. Assessment
o Technique : Responds the question in writing
o Form : written questions
94
o Instrument : appendix
13. Assessment indicator
o For each correct answer get score 10
o Maximal score 100
Task I.Read the text bellows carefully!
95
Image source: bestourism.com
NIAGARA WATERFALLS
Niagara waterfallis a famous area of waterfalls. It is one of the most beautiful
natural wonders of North America. It is on the Niagara River, about halfway between
Lake Erie and Lake Ontario. The Niagara Rivers forms part of the border between
Canada and the United States. At Niagara Falls, Ontario, Canada is on one side of the
river, and the US' State, New York, is on the other side.
Niagara Falls really has two waterfalls. The Horseshoe Falls is in Canada, and
the American Falls is in the United States. The Niagara Rivers drops into a steep
gorge or canyon, at the falls. Most of the water flows over the Horseshow Falls. They
are not as high as the American Falls, but they are 2,600 feet (792 meters) wide-about
0.5 mile (0.8 kilometers). The American falls are about 1,000 feet (305 meters) wide.
Beyond the falls are the Whirlpool Rapids. There, the powerful swirling water has
carved a bowl out of the rock.
96
At night, colored light shine on the thundering falls. About 10 million people
visit Niagara Falls each year.
Source: http://3b1i.blogspot.com/2013/10/contoh-text-descriptive-tempat.html
Task II. Choose best answers!
1. Where is the place of Niagara Falls?
a. United State b. United Kingdom
b. North America d. South America
2. Niagara really has two waterfalls. Which one is in Canada?
a. American Falls b. Horseshoe falls
c. Lake Erie d. Lake Ontario
3. How high of American Falls?
a. 10 feet b. 100 feet
b. 1000 feet d. 10.000 feet
4. Where most of the water is flows over to?
a. American Falls b. Lake Erie
b. Niagara River d. Horseshoe falls
5. How much people who visit Niagara Falls each year?
a. 10 million b. 100 million
97
c. 1000 million d. 10.000 million
a. Natural b. Visit c. Lake d. Wonders e. Area
f. River g. Feet h. Canyon i. Shine j. Flows
1. This place is no smoking ……….. Nobody can’t smoke here.
2. Borobudur temple is one of 7 …………. In the world.
3. In Kalimantan there is a famous …………. We called it Musi.
4. I have a plan to ………… Singapore next month.
5. Caca has a …………. beauty. So, that’s why she is so beautiful.
6. The roads to Puncak Bogor really scared because there are so many ………..
7. Mitha and Dara have already walked for a hundred ……….. But still not
coming yet.
8. North Sumatra has a famous tourism place. That is ………..
9. The diamond will………… when in the dark place.
10. River is water that ………… from Hulu to Hilir.
98
Task I. Read the text bellow carefully!
Paris
Paris is the capital city of France. It is one of the most beautiful cities in the
world. It is also one of the world's most crowded cities. Lovely gardens and parks are
found throughout Paris. At night, many palaces and statues are lit up. For this reason,
Paris is often called the City of Light.
99
Every year, millions of people visit Paris. The most popular place to visit is
the Eiffel Tower. This huge structure has become the symbol of Paris. The Louvre,
one of the world's largest art museums, draws many visitors. The Cathedral of Notre
Dame, a famous church, is another favorite place to visit.
Task II. Choose the best answers!!
1. What is the capital city of France?
a. a. New York b. Amsterdam
b. c. Paris d. Berlin
2. Why Paris often called The City of Light?
a. Because Paris has so many light.
b. Because, at night many palaces and statues are lit up
c. Because Paris is most crowded cities in the world
d. Because lovely gardens and parks are found in Paris.
100
3. What is the symbol of Paris?
a. a. Eiffel Tower b. Petronas Tower
b. c. Liberty statue d. The Louvre
4. How many people come to visit Paris in every year?
a. a. A hundred people b. A thousand people
b. c. A million people d. Less than a million
5. How about the structure of Eiffel Tower?
a. a. Small b. Average
b. c. Huge d. Short
a. Art b. Light c. World d. Church e. Reason
f. Palace g. Park h. Museum i. Statue j. Capital city
1. My family always goes to ……….. on Sunday for praying.
2. Komodo is one of 7 wonders in the ……………
101
3. Nita was coming late to school. The ……….. is because she was woke up
very late in the morning.
4. Yosi has a talent in ……. He can draw everything.
5. We have a plan on Saturday night. We are going to …….. for spend time and
sitting in a bench.
6. A king lives in his big house and luxurious. It usually called ……….
7. When I go to sleep, I always turn of the ………..
8. Our school will study tour next week and we will visit a …………..
9. My uncle is a sculpture. He likes to make a …………..
10. Bangkok is a …………….. of Thailand.
Ambon, 2014
Acknowledgement by
102
Headmaster English teacher
Ny. L.J Luhukay-L,S.Pd. M.Pd Hermanus. Ipol, AM.Pd
Nip: 195910151980032001 Nip: 195705251990021002
Researcher
Noni Yuniarti
Nim : 2009-36-072
103
Teaching materials (1st meeting)
Text 1.
Image source: bestourism.com
NIAGARA WATERFALLS
Niagara waterfallis a famous area of waterfalls. It is one of the most beautiful
natural wonders of North America. It is on the Niagara River, about halfway between
Lake Erie and Lake Ontario. The Niagara Rivers forms part of the border between
Canada and the United States. At Niagara Falls, Ontario, Canada is on one side of the
river, and the US' State, New York, is on the other side.
Niagara Falls really has two waterfalls. The Horseshoe Falls is in Canada, and
the American Falls is in the United States. The Niagara Rivers drops into a steep
gorge or canyon, at the falls. Most of the water flows over the Horseshow Falls. They
104
are not as high as the American Falls, but they are 2,600 feet (792 meters) wide-about
0.5 mile (0.8 kilometers). The American falls are about 1,000 feet (305 meters) wide.
Beyond the falls are the Whirlpool Rapids. There, the powerful swirling water has
carved a bowl out of the rock.
At night, colored light shine on the thundering falls. About 10 million people
visit Niagara Falls each year.
For teacher’s hand note!
Noun
Waterfall Air terjun
Area Daerah
Natural Alami
Wonder Keajaiban
River Sungai
Lake Danau
105
Canyon Jurang/tebing Adjective
Flow Aliran Famous Terkenal
Feet Kaki Beautiful Cantik
Beyond Melebihi High Tinggi
Swirling Putaranangin Wide Luas
Carve Ukiran
Rock Batu
Visit Kunjungan
Border Perbatasan
Drops Tetes
Whirlpool Pusaran air
Rapid Aliranderas
106
Vocabulary cards for students’.
Example:
1. Noun
Waterfall Air terjun
2. Adjective
Famous Terkenal
107
Teaching material (2nd meeting)
Text 2.
Paris
Paris is the capital city of France. It is one of the most beautiful cities in the
world. It is also one of the world's most crowded cities. Lovely gardens and parks are
found throughout Paris. At night, many palaces and statues are lit up. For this reason,
Paris is often called the City of Light.
108
Every year, millions of people visit Paris. The most popular place to visit is
the Eiffel Tower. This huge structure has become the symbol of Paris. The Louvre,
one of the world's largest art museums, draws many visitors. The Cathedral of Notre
Dame, a famous church, is another favorite place to visit.
For teacher’s note!
Noun
Capital Ibukota
City Kota
World Dunia
Park Taman
109
Palace Istana Adjective
Statue Patung Crowded Padat
Light Lampu Large Besar/luas
Reason Alasan Huge Sangatbesar
Tower Menara
Structure Struktur
Art Seni
Museum Museum
Church Gereja
Vocabulary cards for students’.
Example:
110
1. Noun
Tower Menara
2. Adjective
Crowded Padat
111
Test Instruments Cycle 2
I. Choose a, b, c or d for best answers!
1. Niagara Falls is a famous waterfall. Waterfall means ……..
a. Air sungai b. Air danau
c. Air terjun d. Air minum
2. It is on the Niagara River, about halfway between Lake Erie and Lake Ontario.
Lake means …………
a. Sungai b. Danau
c. Laut d. Samudra
3. The Niagara Rivers drops into a steep gorge or canyon, at the falls. Canyon
means…..
a. Jurang b. Bukit
c. Pegunungan d. Tanjakan
4. The Niagara Rivers forms part of the border between Canada and the United
States. Border means ………
a. Pusaran air b. Perbatasan
c. Putaranangin d. Separuhjalan
5. At night, colored light shine on the thundering falls. Shine means ……..
a. Kilauan b. Cahaya
c. Lampu d. Kilat
112
6. Paris is the capital city of France. Capital city means …….
a. Ibu Negara b. Ibu kota
c. Ibu desa d. Ibu bupati
7. Paris also one of the world's most crowded cities. Crowded means ………
a. Sunyi b. Hening
c. Ribut d. Padat
8. At night, many palaces and statues are lit up. Palace means …………
a. Rumah b. Gedung
c. Istana d. Mall
9. The most popular place to visit is the Eiffel Tower. Tower means ………
a. Tugu b. Menara
c. Patung d. Taman
10. The famous church in Paris is The Cathedral of Notre Dame. Church means
………
a. Mesjid b. Gereja
c.Pura d. Pagoda
113
II. Fill in the blank to complete the sentences!!
a. Capital city b. Statue c. Natural d. Feet e. World
f. Area g. Visit h. Church i. Light j. Palace
k. Art l. Museum m. Park n. Flows o. Reason
1. Caca has a …………. beauty. So, that’s why she is beautiful.
2. This place is no smoking ……….. Anyone can’t smoke here.
3. Mitha and Dara have already walked for a hundred ……….. But still not
coming yet.
4. River………… from Hulu to Hilir.
5. I have a plan to ………… Singapore next month.
6. My family always goes to ……….. on Sunday.
7. Komodo is one of 7 wonders in the ……………
8. Nita was coming late to school. The ……….. is because she was woke up
very late in the morning.
9. Yosi has a talent in ……. He can draw everything.
10. We have a plan on Saturday night. We are going to a…….. for spend time and
sitting in a bench.
114
11. A king and a queen live in a big luxurious house. It usually called a……….
12. When I go to sleep, I always turn of the ………..
13. Our school will study tour next week and we will visit a …………..
14. My uncle is a sculptor. He likes to make a …………..
15. Bangkok is a …………….. of Thailand.
Good Luck!!!
115
APPENDIX 4
THE RESULT OF STUDENTS’ TEST IN SECOND CYCLE
Number of student Level Score
1 72 Enough
2 72 Enough
3 72 Enough
4 72 Enough
5 72 Enough
6 72 Enough
7 76 Enough
8 76 Enough
9 76 Enough
10 88 Good
11 88 Good
12 96 Excellent
13 96 Excellent
14 100 Excellent
15 100 Excellent
16 100 Excellent
17 100 Excellent
116
18 100 Excellent
APPENDIX 5
OBSERVATION CHECKLIST FIRST CYCLE
ITEMS YES NO
NO
Pre activity:
1 Teacher greets the students when entering the class 
2 Students greet the teacher 
3 Teacher checks students attendance 
4 Teacher checks students’ preparation for having 
class
5 Students response by rising their hands and 
giving the information of who are absent
6 Teacher brainstorms the topic 
117
7 Students guess the topic that is going to be taught 
8 Students pay attention to the teacher 
While activity:
1 Teacher gives general explanation about the  
materials.
2 Teacher explains the produce of vocabulary
card technique
3 Teacher gives example and the modeling
4 Teacher masters the material that is given to the 
students
5 Teacher divide student in group and manage 
them
118
6 Teacher gives instructions 
7 Student response, asking and pay attention to the
teacher during learning process. 
8 There is the difficulty that they find while 
applying the technique.
9 Teacher use media when teaching 
10 Students understand the use of teacher’s 
technique in learning vocabulary. 
Post activity 
1 Teacher gives complete instruction about his/her 
technique in teaching vocabulary
2 Teacher makes a conclusion 
119
APPENDIX 6
OBSERVATION CHECKLIST SECOND CYCLE
ITEMS YES NO
N
Pre activity:
1 Teacher greets the students when entering the class 
2 Students greet the teacher 
3 Teacher checks students attendance 
4 Teacher checks students’ preparation for having 
class
5 Students response by rising their hands and 
giving the information of who are absent
6 Teacher brainstorms the topic 
120
7 Students guess the topic that is going to be taught 
8 Students pay attention to the teacher 
While activity:
1 Teacher gives general explanation about the  
materials.
2 Teacher explains the produce of vocabulary
card technique
3 Teacher gives example and the modeling
4 Teacher masters the material that is given to the 
students
5 Teacher divide student in group and manage 
them
121
6 Teacher gives instructions 
7 Student response, asking and pay attention to the
teacher during learning process. 
8 There is the difficulty that they find while 
applying the technique.
9 Teacher use media when teaching 
10 Students understand the use of teacher’s
technique in learning vocabulary. 
Post activity 
1 Teacher gives complete instruction about his/her 
technique in teaching vocabulary
2 Teacher makes a conclusion 
APPENDIX 7
122
DATA STUDENTS’ RESPOND IN TEACHING VOCABULARY USING
VOCABULARY CARD THROUGH QUESTIONNAIRE
No Questionnaire Answer
% %
1 AApakahkamumerasasenangketikamempel Ya Tidak
ajarikosakataBahasainggrismenngunaka 18 0
n vocabulary card. 100% 0%
2 AApakahkamumerasabelajarkosakatadenga Ya Tidak
nlebihbaikmenggunakan vocabulary 14 4
card. 80% 20%
3 Apakah kamu merasa termotivasi belajar Ya Tidak
kosakata dalam Kegiatan Belajar 12 6
Mengajar dengan menggunakan

67% 33%
vocabulary card.
4 Apakahkamumerasakalau vocabulary Ya Tidak
card 16 2
cocokditerapkandalambelajarkosakataBa
87% 13%
hasainggris.
5 Apakahkamulebihmudahmemahamikosakat Ya Tidak
abahasainggrisdenganmenggunakan 12 6
123
vocabulary card. 67% 33%
6 Apakahkamumenyukaipembelajarankosaka Ya Tidak
taBahasainggrisdengan vocabulary card. 14 4
77% 23%
dapatmembantumuuntukmengembangka 18 0
nperbendaharaankosakatakamu. 100% 0%
dapatmemecahkanmasalahkamudalambe 18 0
lajarkosakatabahasainggris. 100% 0%
9 Apakahpembelajarandenganmenggunak Ya Tidak
an vocabulary card 18 0
mempermudahcarabelajarkamu. 100% 0%
10 Apakahkamumerasalebihmudahmenging Ya Tidak
atkosakatabarudankosakata yang 18 0
telahkamumiliki, ketikabelajar. 100% 0%
124

CHAPTER 1 (Alan Skripsi)

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

CHAPTER 1 (Alan Skripsi)

Hochgeladen von

Copyright:

Verfügbare Formate

CHAPTER 1

This chapter consists of background of study, problem statement,

suggested solution, research question, objective, and significance of study,

definition of key terms, and scope and limitation.

1.1 Background of Study

English is an international language and it is used all over the world. In

Indonesia, English as a foreign language and it is a compulsory subject in the

develop English as a foreign language.

The objective of teaching English is to enable students to communicate in

proficiency. Accuracy refers to mastering language components; pronunciation,

vocabulary and grammar. Meanwhile, fluency refers to mastering language skills:

objective of English teaching based on the current School-Based Curriculum.

descriptive to interact with people in their nearest environment.

The most important thing in learning language especially English is learning

vocabulary. According to Ghazal (2007, p.84) Vocabulary is central to language and

is of great significance to language learners. Without vocabulary we cannot speak,

importance of vocabulary in learning English as a foreign language, but it does not

mean that the other components are to be ignored such as grammar.

as; stick figure, puzzle wall card, pictures and etc.

Teaching learning process of language cannot be separated from the

curriculum or syllabus. Based on our curriculum, the purposes of teaching English in

mistake. Commonly, it is caused by the limited vocabulary. Moreover, Ting (1987)

in (“EFL vocabulary”, n.d, p. 5) explained that when it comes to writing and

first, second or foreign language. In this case teacher’s competence is a significant

role in guiding students’ achievement.

it is an effective way to increase their vocabulary, it is used as personal dictionary for

Based on the background of the problem above, it can be identified some

vocabulary and low participation in English class

1.3 Research Questions

The researcher formulates the research questions as follows;

1. Can Four- Square help student to increase their vocabulary?

2. What are the students’ responses to the implementation of Four- Square in

1. To find out the students improvement in students’ vocabulary at class VII1 of

SMP N. 1, Leihituthrough the use of Four- Square strategy.

2. To know students’ responses toward the implementation of Four- Square as a

1.5 Significant of the Study

1. Institution: School is one of research target. Hopefully it will be use as

consideration in applying innovative teaching.

2. Teacher: hopefully this study could give valuable contributions to English

teacher in teaching vocabulary, in order to reach the goal of teaching

1.6 Scope and Limitation

In this study, the teaching of vocabulary by using Four- Squareis limited in

teaching noun and verbs at class VII-1of SMP N. 1, Leihitu.

used to compose the material. This chapter consists of principle of

vocabulary, Four – Square strategy, and Four – Square strategy in teaching

2.1.1 The Understanding of Vocabulary

According to Hornby (n.d) quoted by Saeful (2013) vocabulary is “a total

individual speakers of language might use”. While McMillan English Dictionary

and usually with definition for translation.

2.1.2 The Importance of Vocabulary

The knowledge of vocabulary is important at all levels. Vocabulary is one of

language elements which are integrated in communicative expression. It should be

immediate environments. Words became meaningful in context with all of other

According toPaivio (1986) quoted by Ashoori & Baleghizadehin Pakistan Journal of

Social Sciences (2010)explained that “Vocabulary learning is an important goal in

foreign languages”. Furthermore, Mc Carthy (1990) quoted byKristenova (2006)

meanings, communication in an L2 just cannot happen in any meaningful way”.

The researcher concludes that it is generally known that for communication,

One can communicate with a little grammar, but it is almost impossible to

communicate with a little vocabulary.

reading comprehension because of lack of words knowledge. On the others hand,

those who lack of vocabulary will face a lot of problems.

2.1.3 Kinds of Vocabulary

In fact, there are many different kinds of vocabulary or word. According to