1

CHAPTER 1

INTRODUCTION

1.1 Background

English functions as a global language and it has been used as a medium for

international communication. The need to master English is really compulsory for it

becomes one of the requirements for such purposes as finding jobs, health business,

pursuing education, transaction in marketing, dealing with entertainment, and getting

global information. For these reasons, Indonesian government includes English as one of

the main subjects in the curriculum that is taught from junior high school to University

level.

SMP Negeri 10 Palu has applied the curriculum 2013 since the academic year

2013/2014. Curriculum 2013 state that one of the commmunicative aspects is the

linguistics aspect as a medium to use English accurately and acceptably , involving kind

of genre, vocabulary, grammar, pronunciation, stress, intonation, spelling,punctuation,etc.

There are some components in English and vocabulary is one of the language

components. It plays a very important role in communication. It helps people to

communicate and comprehend language well. When people have a large number of

vocabulary in mind, they will easily select words in certain occasion. It becomes one of

the crucial problems for the students in learning English.

In teaching learning English, the researcher experiences some teaching realities

such as the students lack of capability that cause them get difficulties. They cannot

understand the subject well, especially when the teacher says something because they
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lack of vocabulary stock. They just listen to their teacher’s explanation without knowing

how to express and apply their idea or to respond to the questions.

English teaching and learning process become uninteresting because the students

had problems in grasping the meaning of vocabulary because everytime the teacher talks

in English some of the students don’t understand what the meaning is.. Although they

have got the materials in the previous lesson, they forget what they have learnt. It is also

proven for the researcher. When the teacher asked some questions, only few students

gave their answers. The students also have problems in pronouncing the words because

the way English words are written is different from the way they are pronounced. As a

result, they easily get bored and forget the vocabulary they have learnt. That is why the

students’ vocabulary mastery is low.

Besides, the teacher has some problems concerning English teaching, she also

deals with students difficulties in memorizing new words. It is very easy for the students

to forget the word being taught. Probably, this happens because of the weakness of the

students and their lack of vocabulary. The students get very confused when the teacher

asks them to say the words or sentences in English and to understand the meaning of

some English vocabularies. They do not give a good response due to lack of vocabulary.

The situation remains a problem in English teaching which is marked by students’ low

score achievement which cannot reach the KKM ( Criteria Of Success ).

Based on those problems, the researcher she needs to overcome the problem. She

decides to find a way out that help the students to study English better. The English

teachers must help the students to tackle their difficulties by giving motivation and being

creative in teaching, especially in teaching vocabulary. She focusses on vocabulary

because it is the subject based on the curriculum emphasis. Vocabulary is one of the

language components which has to be mastered by the students in learning a new

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language. It should be mastered together with other language components and the

language skills (reading, writing, listening, and speaking).

The teacher should know how to meet their students’ needs. She must find

suitable materials and interesting technique in teaching and learning process to raise the

students’ amusements in learning. One of the techniques that the teacher will use is

“Make-a-Match technique”. It is a technique of teaching vocabulary where students find

couples through question and answer parts using cards. Through this technique, the

students will work together to learn and they can share their ideas with their teammates

and ask others to find or match couples of the card. The cards consist of questions and

answers part. Each student should find the cards or match them with the other cards. The

first student who can match the card, will be the winner.

The researcher chooses this technique because it is beneficial for the students.

The techniques is not only can create active and fun situation in which students paymore

attention to materials, but also can improve their scores. It is helpful in the process of

learning vocabulary of a new language. “Make-a-Match” technique applies cooperative

learning to increase students’ vocabulary. The researcher thinks that when the students

have been interested in the subject, they will concentrate and participate actively in the

class. And it, of course, will improve their ability. Based on the arguments and principles

mentioned in the background above, the researcher will conduct a study in the form of

Classroom Action Research which is entitled “Teaching English Vocabulary to The

Seventh Year Students of SMP Negeri 10 Palu through Make-a-Match Technique” .

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1.2 Problem Statement

Refering to the background of the research previously presented, the researcher

formulates the research question as follows:

“How does Make-a-Match technique improve English vocabulary of the seventh

year students of SMP Negeri 10 Palu ?”

1.3 Objective of the Research

The objectives of the research will find out how “Make-a-Match” technique

improves English vocabulary of the seventh year students of SMP Negeri 10 Palu.

1.4 Research Scope

This research deals with the teaching of English words (nouns, verbs and

adjectives) to one class of the seventh year students of SMP Negeri 10 Palu and focuses

on meanings of vocabulary that relate to one topic ( My Favourite Animals) through

“Make-a-Match”technique.

1.5 Significances of Research

1. Teacher

The result of the research is expected to be an alternative method for the

teachers in teaching English vocabulary. This research will give a new way

for the teacher to get information about how to teach vocabulary by

applying Make-a-Match technique. Besides, this research is also expected to

give idea to the teacher to overcome the students’ problem in memorizing

English vocabulary.
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2. Students

This research is expected to motivate students in learning new vocabularies

and gaining learning motivation.

3. Researcher

The researcher is expected to get new experience and know well about

teaching vocabulary through “make a match” technique and know very well

about teaching vocabulary through “Make-a-Match” technique.

1.6 Definition of Key Terms

To make it easier in understanding this research, the researcher defines the

definition of key terms as follows:

Teaching is an activity that tries to help someone to acquire change, develop skill,

attitude, idea, and appreciate language.

Vocabulary is a list of words and often phrases and is usually arranged

alphabetically and defined or translated; a lexicon or glossary.

SMP Negeri 10 Palu is one of the Government Schools in Palu. There are six

English teachers teaching at the school; three males and three females.It consisit

of 450 student.

Make-a-Match technique is one of the techniques which is introduced in

cooperative learning. This technique lets the students work together to learn and

can share their ideas to their teammates .

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CHAPTER 2

THEORETICAL FRAMEWORK

2.1 Previous Study

In conducting this research, there are many previous studies which support

it. These previous studies as follow:

The first, Anggraeni, (2016), the student at Post Graduate Program of English

Education , University of Tadulako, Indonesia. Her study relates to “The Impact of the

application of Make-a Match Technique towards Students vocabulary mastery”.Based on

the data, in test I, the result of the research was that 5 students ( 50 %) were in low, while

test II, the result of the research was found that it showed 8 students (80 %) were

succesful. After analizing all the data, it is concluded that teaching vocabulary through

“Make-a-Match” technique can make learning process interesting, make the students

understand the meaning of the words, make students have ability to communicate to

other. It was found that the teaching vocabulary through “Make-a-Match” technique

improve the students’ vocabulary achievement.

The second, Rahmawati (2016), the students at English Education Department

Faculty of Tarbiyah and Teacher Training State Islamic Institute (IAIN) of Tulung

Agung. In her study “The Effectiveness of Make A Match Technique Toward Students’s

Vocabulary Achievement” showed that the result was significant differences of

student’s score before being taught using make a Match Technique. It was known after

analyzing by using SPSS 16. The result of analyzing showed that T-test score was 3.315

while the T-table was 2.021. It means that T-test score was higher than T-table. In other
 7

words, Make A Match Technique was effective to be used in teaching vocabulary for

junior high scool.

Third, Sulistiani (2012) ,the research with title “The Effectivenes of Using Make

a Match Technique on Students’ Achievement In Vocabulary Of The Fifth Grade

Students of SDN II Plosokandang. The result of this research is shows pre-test achieved

there are 10 students get insufficient score, 5 students get sufficient score, 8 students get

good score, 2 students get very good score and now body and excellent score. It means

that there are 40% students get insufficient score, 20% students get sufficient score, 32%

students get good score, 8% students get very good score and 0% who students get

excellent score in achievement vocabulary before using Make a Match Method. After

teaching by using make a match, the result of post-test are 2 students get insufficient

score, 1 students get sufficient score, 9 students get good score, 9 students get very good

score, 4 students get excellent. it means that there are 8% students get fair score, 4%

students get sufficient score, and 36% students get good score, 36% students get very

good score, and 16% students get excellent score in vocabulary achievement after using

make a match method. It means that there is significant difference between score of pre-

test and post-test, so the null hypothesis is rejected.

The first research has some similarity. The researcher also uses Make a Match

to improve students’ vocabulary mastery and focuses on meaning of vocabulary. The

other similarity is the research use CAR and use qualitatative and quantitative in

technique of collecting the data. The difference is the subjects are students of

elementary school (in thi case the mentally retarded students of SDLB Negeri 2

Palu),whereas this research the subject is students of SMP Negeri 10 Palu in seven
 8

grade.The Lesson Plan use KTSP curriculum,while in this research using K 13

curriculum.

The second, is research that is conducted by Rahmawaty (2016). Similar to

this research, Rahmawaty also uses Make a Match to improve students’ vocabulary

mastery, but the limitation of this research is teaching make a match technique just

focuses on noun.It can be noun in clasroom or part of house like living room,

bedroom, bathroom,kitchen, dining room, garage, and so on. In this research, the

researcher used quantitative approach by using experimental research.While in this

research used qualitative and quantitative by using CAR.

The third, is research that is conducted by Sulistiani (2012). Similar to this

research, Sulistiani also uses Make a Match to improve students’ vocabulary mastery.

The difference is difference level and subject of implementing Make a Match.

Sulistiani implements Make a Match in elementary school. The fifth grade students as

subject of her research, whereas this research is implemented in the seven year

students of junior high school. Besides that, her research design use quantitative

research which is pre-experimental.

2.2 Literature Review

2.2.1 The General Concept of Vocabulary

There are some definitions of vocabulary. According to Kridalaksana (1993),

”Vocabulary is a component of language that maintains all of information about meaning

and using word in language.” Vocabulary is a core component of language

proficiency and provides much of the basis for how well learners speak, listen,

read, and write (Richards and Renandya, 2002).

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Furthermore Webster Dictionary (1935) noted that, vocabulary is: “ A list or

collection of words usually alphabetically arranged and explained orlexicon, stock of

words use in language or by class, individual, etc..”

The definition above concludes that vocabulary is a component of language and

numbers of words by a person class, profession, etc in the communication and every

aspects of life.Vocabulary can be defined as sound that expresses a meaning and form an

independent unit of a language. It can be stated that vocabulary is the smallest unit of

speech that processes individual meaning to speak and can be used to interact one another

and vocabulary can be said as a group of words on certain language as a part in teaching –

learning in foreign language.

Vocabulary knowledge is important because it encompasses all the words we

must know to access our background knowledge, express our ideas and communicate

effectively, and learn about new concepts.

2.2.2 The Purpose of Learning Vocabulary.

To learn something people have to know the purpose of the things they learn, in

this case the purpose of learning vocabulary is to help the learners easier in expressing the

ideas because the vocabulary is all of the words contained in a language, the words used

in the science field. Vocabulary development is a process of acquiring new words to be

used in daily life, and more specifically, the basis for learning any language. Vocabulary

development focuses on helping students learn the meaning of new words and concepts in

various contexts and across all academic content areas. Teaching students to develop

vocabulary means providing explicit instruction on important words from text and

teaching students strategies to help them learn word meanings independently.

As a matter of fact, vocabulary is an important element in teaching English

because it can help the students to understand what the teacher says and they can use it in
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expressing ideas, opinion and arguments either in a spoken or in a written form.

Vocabulary should be at the centre of language teaching and must be developed because

it has the effect in English language acquisition, and should be important to be learnt in

supporting the student’s ability in English.

2.2.3 Method in Teaching Vocabulary

When students do not understand an author’s vocabulary, they cannot understand

the text. Good vocabulary instruction emphasizes useful words (words that student see

frequently), important words (key words that help student understand the text), and

difficult words (idiomatic words, words with more than one meaning etc). As a teacher,

she/he should be inventive in selecting interested activities and must provide a great

variety of them. In practice, there are some methods in teaching vocabulary, especially in

getting students attention while learning vocabulary. According to Norton (2006), the

methods are as follows: a) To keep children amused, teacher should make class more

interesting by prowling around them; b) Try to remember their names because children

feel that a child pays attention to them; c) Ask them to close their books when teacher is

talking in order to keep their attention to the teacher, not to their book; d) Try to find

different ways of choosing the learners whom teacher is going to interact with.

Based on the statement above, the researcher should prepare the materials and

make the situation in such a way that students find it enjoyful and interesting. The teacher

should have a method to make the student active and attractive.By applying“Make-a-

Match”technique the students cooperated with other students more actively. The

researcher believes that the cooperative learning is a good method for students in helping

each other.

2.2.4 Kinds of Vocabulary

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Some experts divide two types of vocabulary: passive and active vocabulary.

Harmer (1991) distinguishes between these two kinds of vocabulary. The first kind of

vocabulary refers to the one that the students have been taught or learnt and which they

are expected to be able to use. Meanwhile, the second term refers to the words which the

students will recognize when they meet them, but which they will probably not be able to

pronounce.

Haycraft (1995) divides two kinds of vocabulary, namely receptive vocabulary

and productive vocabulary.

a. Receptive Vocabulary ( Passive vocabulary )

Receptive vocabulary is the words that the learners recognize and understand

when they are used in the context, but which they cannot produce. It is vocabulary that

the learners recognize when they see or meet in reading text but do not use it in speaking

and writing.

b. Productive Vocabulary (Active Vocabulary)

Productive vocabulary is the words which the learners understand, can pronounce

correctly and use constructively in speaking and writing. It involves what is needed for

receptive vocabulary plus the ability to speak or write at the appropriate time. Therefore,

productive vocabulary can be addressed as an active process, because the learners can

produce the words to express their thoughts to others.

The researcher thinks that disabilities students or mental retarded in the school

use the receptive vocabulary due to the lack of vocabulary in English lesson. That is why

they cannot speak English well. As a result, they cannot produce the new vocabulary. In

this research the researcher use vocabulary focusing on nouns, verbs, adjectives, and

adverb, and topic in her research is the animals.

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According to Downing (2006), English vocabulary is classified grammatically

according to terminological traditionally. There are classification of word classes or part

of speech, namely; noun, verb, adjective, and adverb. Kinds of vocabulary can be

explained as follows:

a. Noun

Colman (2005) adds, a noun is the name of something: a thing or a person, or a place,

or even a feeling or a state of mind. For example, man, conference, book, work, coffee,

Saturday, Jessica, office, girl, boy, bed, etc. Similarly, Huddleston and Pullum (2005)

state that noun category includes words denoting all kinds of physical objects (people,

animals, places, things) and substances. Noun can be classified into six parts as explained

below:

a. Proper Noun

A proper noun refers to someone to something specific and capitalized, for

example: Indonesia, India, June, August, etc.

b. Collective Noun

A collective noun refers to a group of person or things that is generally thought of

as one unit, for example: family, animal, class, etc.

c. Count Noun

A count noun refers to name of persons, things, places, or ideas that can be

counted, for example: books, three chairs, girls, etc.

d. Common Noun

Common noun is a noun referring to a person, place or thing in general sense:

usually we should write it with capital letter when it begins a sentence., for

example : the children, the vegetables, the moon, etc.

e. Concrete Noun
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Concrete noun refers to objects and substances, including people and animals,

physical items that we can perceive through our senses, it means concrete nouns

can be touched, felt, held, something visible, smelt taste, or be heard. For

example: The bread was eaten by Sarah. My parent spent their holidays in

village.

f. Abstract noun

Abstract noun is noun which names anything which can’t be perceived through

physical sense. For example: Maria has high imagination about her future.

b. Verb

Verb is a word that expresses an action or state of being, and the time of when it

is.Verb expresses action, events, process activities, etc. Completed sentence must contain

at least one verb, for example: run, read, wash, dance sweep, sing, write, etc. DeCapua

(2008) states that verb expresses what the subject does or describes something about the

state or condition of the subject. Dykes (2007) also adds that verbs are doing, being or

having words and a verb needs a noun (or a pronoun) in front of it for it to make sense.

Verb is seriously important; it means that there is no way to have a sentence without it.

c. Adjective

Adjective is defined as a word that gives more explanation about noun or pronoun.

Adjective can be used before noun. According to Jackson (2005), adjectives denote: size

(large, small, etc.), color (blue, red, etc.), shape (oblong, square, etc.), appearance (pretty,

nice, etc.), evaluation (commendable, reasonable, etc.), and so on, while Dykes (2007)

says, in the grammatical sense, adjective means to add the characteristics of something.
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d. Adverb

Jackson (2005) states that adverb is denoting manner (cautiously), time (soon),

direction (along), and many others. On ther other hand, Dykes (2007) states that an

adverb is a word that adds meaning to any other word, except noun or pronoun (that being

the job of an adjective). He also says that there are five kinds of adverbs which can be

explained as follows: a) adverbs of time tell us when the action of the verb does or does

not occur; b) adverbs of place tell us where the action of the verb does or does not

happen; c) adverbs of manner tell us the way in which the action of the verb does or does

not happen; d) interrogative adverbs are the question words that apply to the verb in a

sentence; e) comparative adverbs follow a similar pattern to comparative adjectives.

Certainly, adverb makes the sentence more clearly to be understood.

2.3 Make-a-Match Technique

“Make-a-Match” technique is a cooperative learning that helps the

students to have social interaction with other students and help them to understand

the vocabulary . “Make-a-Match” technique is a technique for teaching student

vocabulary by asking the student to find their couple or match. This technique can be

used in all subjects and for all age levels of students (Lie, 2010). Considering its benefits

as described above, the researcher wants to offer one alternative of teaching techniques to

overcome students’ problem namely “Make-a-Match” technique. The benefit of this

technique is that the teacher can make students active and have fun. It also makes the

students interested and participate in teaching and learning process.

The procedure of this technique is students are divided into some groups to make

teaching and learning process more interesting and fun. Doing as instructed, the students

tried to learnt in group and memorized vocabulary in a fun way. This teaching model is

suitable to all the students and all subjects relevant to teaching vocabulary (Lie, 2010).
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Taking into her consideration about its advantages, the researcher formulates her

research entitled teaching English vocabulary through “ Make-a-Match ” technique. This

technique is suitable for students because the technique is interesting and fun. By

applying this technique the students had enthusiasm in learning process and they gave

good response and do their best in learning.

The things that the teacher needs to be prepared in teaching vocabulary by using

” Make-a-Match ” technique are use the cards. The cards consist of cards containing

questions and other cards containing the answers to these questions. The next step is the

teacher divided the class into two groups of the community. The first group is the group

that carried the cards contains questions. The second group is the group that took the

cards containing the answers. And the researcher plays the role as the assessor to her

students.

“Make-a-Match” technique is one of cooperative learning technique that is

developed by Curran (1994). “Make-a-Match” technique is one of the techniques which is

introduced in cooperative learning. This technique lets the students work together to learn

and they can share their ideas to their teammates. The researcher can say collaborative

learning is a technique of teaching and learning in which students work in a team together

to explore a significant question or create a meaningful project. In cooperative learning,

students work together in small groups on a structured activity. They are individually

accountable for their work, and the work of the group as a whole is also assessed.

Cooperative groups work face-to-face and learn to work as a team.

In order to create an environment in which cooperative learning can take place,

three things are necessary to do. First, students need to feel safe, but also challenged.

Second, groups need to be small enough that everyone can contribute. Third, the task
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students work together on must be clearly defined. The cooperative and collaborative

learning techniques present here should help make this possible for teachers.

The cooperative learning is an appropriate strategy for the students. This

technique focus in the spirit in which the smart students can help their friends who are

weak (having trouble) in a familiar atmosphere. Cooperative strategies have advantages,

such as increased socialization among children with the other students, it grows reward

or children's appreciation and provide positive attitude to the learning achievement of

students, and provide opportunities for challenges to develop their potential as optimally

as possible.

Cooperative learning comprises many techniques which are developed by many

experts. Some of cooperative learning techniques are “Make-a-Match”, two stay two

stray, inside-outside circle, think-pair-share, numbered head together, structured

numbered heads, jigsaw, student team achievement division (STAD), team games

tournament (TGT), team-assisted-individualization (TAI), group investigation. And in

case the researcher would like to teaching the students vocabulary through “ Make-a-

Match” technique.

2.4 The Procedures of Teaching Make-a-Match Technique

This technique can generate student learners to engage actively in learning

process. This, for example, gives opportunity to students to look for their couple while

they study a certain topic or concept at the same time in pleasant atmosphere. This

technique can be applied for all class levels and subjects.

In implementing Make A Match technique, the researcher use the Lie (2002 : 55)

model’s steps in implementation Make a Match technique as follow :

1. The teacher prepares some cards containing some topics.

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2. Every student gets one card.

3. Every student thinks the answer of the question from the card held.

4. Every student looks for the couple having card which fits in its card.

5. Every student who is able to check off its card before deadline is given the point.

6. After one card phase and then it is shaken again so that every student gets

different card from the previous one.

7. And so on

8. Conclussion/ closing.

2.5 The Advantages/Disadvantages of Make-a- Match Technique

The Make a match learning process has advantages and disadvantages. According

to Lie (2007), the advantages of “Make-a-Match”technique are:

1. Students are more active in learning

2. Raising student’s motivation in learning.

3. The learning material drives students to give more attention to learning.

4. Train the students’ bravery to perform in presenting their result.

5. The Make a Match learning technique can be used for all subject.

6. Promote team learning and collaborative skills.

7. Create “fun” learning environment.

The disadvantages of the “ Make-a-Match ”technique are:

1. It needs guidance from the teacher to do this activity.

2. The teacher has to limit the time when the students are doing this activity, so

they do not have chance to ruin the activities or waste the program.
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According to the researcher, the advantage of “ Make-a-Match ” technique is that

the teacher can make students active and have fun. It also makes the students interested

and participated in teaching and learning process. Besides that, this technique can

improve students’ vocabulary where they build their words by following the technique

instruction. By doing so, it can make the learning process in the class effective and fun.

This technique used in this study because the researcher wants to improve the

students’ achievement in vocabulary through this technique. She thinks that “Make-a-

Match” technique is the right technique to be applied to teach vocabulary to the students.

She also concludes that “Make-a-Match” technique is applicable in the classroom for

teaching vocabulary because it makes teaching and learning process interesting and

enjoyable. By using “Make-a-Match“ technique in teaching vocabulary in the classroom,

it becomes easy for students to remember the vocabulary that has been taught. It helped

students to increase their new vocabulary and get an impression that vocabulary learning

is not boring but fun and interesting.

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CHAPTER 3

RESEARCH METHOD

The purpose of the research is to find out whether teaching English vocabulary by

applying “Make-a-Match” technique improves the vocabulary of the students of SMP

Negeri 10 Palu.

3.1 The Research Design

The design of this research was Classroom Action Research as proposed by

Kemmis (1983). He suggests that classroom action research is a form of self-reflective

inquiry undertaken by participants in social (including educational) situation in order to

improve the rationality and justice of (a) their own social or educational practices; (b)

their understanding to these practices, and; (c) the situations in which the practices are

carried out. It is most rationally empowering when undertaken by participants

collaboratively, though it is often undertaken by individuals and sometimes in

cooperation with outsider.

Moreover, classroom action research is a method of how a group of teachers can

organize their teaching learning condition and learn from their own experience. They can

try an idea as reparation in their teaching learning process and look the real effect of those

efforts. From all the definitions above, it is concluded that classroom action research is an

action in a research which can be applied by the teacher as researcher,other teacher or

teacher with his/her colleague, etc which involves a group of students to improve

teaching and learning process or to enhance the understanding of the students to the

lesson.
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There are four components in one cycle in doing classroom action research. They

are planning, acting, observing, and reflecting. The four phases of the classroom action

cycle are conducted integratedly. Each phase concluded based on the previous one and

the next. It means that the activities in the classroom action research that the researcher

done on planning, action, and then observation and followed by reflection phase to

determine the next cycle.

Figure 3.1. Classroom Action Research Design

REFLECTION PLANNING

ACTION
OBSERVATION

REFLECTION

ACTION
OBSERVATION

Source : Adopted from Kemmis and Taggart’s ( in Nunan, 1989,13)

3.2 The Procedure of the Research

The researcher and her collaborator used some steps in this research as described

as follows; (1) Planning; (2) Action; (3) Observation; and (4) Reflection. The four main

activities are called as spiral cycle. It means that one cycle in action research consists of

four stages. After conducting the first cycle, the researcher continues the research to the

second cycle when it is necessary.

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3.2.1 Planning

In this step, the research team prepared anything which is needed in the

implementation of action research. The activities in the planning stage are as follows:

a) The researcher and her collaborator designed the lesson plan collaboratively. The

lesson plan is designed based on the language skill to be developed and what

teaching strategy applied in the teaching learning process.

b) The researcher and her collaborator prepared the observation checklist, field

notes and test.

c) The researcher and her collaborator designed the evaluation for measuring the

students’ achievement at the end of the cycles.

3.2.2 Action

1). Opening the class (Warming Up)

The researcher gave students motivation by asking their health condition in the

class. She done discussion on a certain topic which is suitable with the theme. For

example, the teacher asked them the topic about their pet, cattle and so on dealing with

the topic that discussed that day.

2). Presentation (Survival Activity in the Circle Time)

In this stage, the researcher explained the material that has been prepared for

this cycle. The researcher explained the material by giving students fun game (Make-a-

Match technique), showing the card consist of question part containing the picture using

Indonesia words and the answer part containing English words. Then, the researcher

asked the students to inpair or group etc. Each cycle conducted in a meeting of 45

minutes.
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3). Practice (Main Activity )

In this stage, the researcher asked the students to practice or play (Make-a-Match

technique) that have been prepared. The researcher told the students the procedure of the

playing the games (Make-a-Match technique).The researcher prepared some cards

containing some topic . Every student gots one card. Every student thinks the answer to

the question from the card holded on. Every students looked for couple having card

which fitted in its card. Every students who was able to check off its card before deadline

is given the point. After one card phase is done,then,the card is shaken again so that

every student got different card from previous phase. The student who matches the card

the fastest, be the winner, and so on. The latest activity is conclussion or closing.

4). Production

In this stage, the students expected to be able to answer the reseacher’s question.

To obtain the purpose, the reseacher has to created classroom atmosphere as well as

possible and chose interesting activities and good technique.

5) Closure

In this stage, the researcher end the class by saying good bye and

Wassalamualaikum warrahmatullahi wabarakatuhu. However, importantly, before closing

it, the researcher reminds the students to study harder at home. The researcher also let the

students ask some questions.

If there is a question from student, the researcher answered it. Otherwise, the

teacher ends the class right away.

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 Step of teaching

Planning Fist activity.

Designing a well- prepared plan (discussing with colllaborator, lesson

plan (material) and test ).

Action Second Activity ( Action 1)

The Teacher Students

-The teacher gaves the instruction to - Students paid attention to

students to pay attention. the teacher’s instruction.

-The teacher shows the pictures of -The students looked at the

animals . picture given by the
teacher.
a. -The teacher asked the students names -The students gave their
of animals. response about the
b. pictures.
-The teacher gaves examples of the - The students repeated the
pronounciation of the animals’ names. name of the animals.

-The teacher mentioned the meaning of -The students memorized

each animal. words of the animals

-Teacher practiced questioning and - The students prepared

answering regarding animals through a themselves.
game.(make-a-match technique).

-Teacher created pair or group in this - The students found their

technique.
- The teacher explains to the student how
to match one card to other cards. It’s
procedure:
1. - The teacher prepares some cards
containing pictures and name of
animals.
couple
- The students pay
attention to teacher’s
explanation.
- Every student gets one
card.
- Every student thinks the
answer of the question
from the card holded on.
-Every student looked for
couple who had the card
which fitted in its card.
-Every student who is able
to checked off its card
before deadline was
given the point.
-After one card phase is
done, then it is shaken
 24

again so that every

student gets different
card from previous
phase.
- And so on.
- After having played game using make a -The students done the
match technique, the teacher ask some work or their exercise
questions related using the make-a -
match technique (topic animal).
The question is a written test and it is
answered individually as evaluation.

3.2.3 Observation

In this stage, the researcher and her collaborator observed whether the

implementation of planning works well or not. The aims of the observation are to record

and to collect data about any aspect that exists in the teaching and learning process.

Actually observation can not be separated from action because it is also conducted at the

same time. When the researcher does the action, her collaborator observed the whole

activities to collect evidence in order to be able to evaluate it thoroughly. The collaborator

also notice the students’ response or their participation in the classroom as well as the

effect of the strategy applied. In this stage, the observation checklist either for the

students or the researcher, field notes, tests are used to collect the data.

3.2.4 Reflection

After conducting the observation, the researcher and collaborator carried out

discussion to reflect the results of the observation and evaluation. Reflection aims at

assessing the strengths and weaknesses found in the implementation of the action and

determining what needed to improve in the next cycle if the indicator of success is not

achieved. If it happens, the researcher revise the plan, acts the plan, re-observed the plan,

and make reflection as the final process. If the result of the first cycle achieve the

indicator of success, the researcher will not need to conduct the second cycle.
 25

3.3 The Subject and the Setting of Research

3.3.1 The Subject of Research

The subject of this research is class seven E students of SMP Negeri 10 Palu, on

academic period of 2017 - 2018. The class consist of 27 students.

3.3.2 The Setting of the Research

The research will be conducted at SMPN 10 Palu located at Lere Palu Barat

district. The object of research is teaching vocabulary through “ Make-a-Match ”

technique dealing with the teaching of English words (noun,verb, adjective, and adverb)

to one class of students of SMP Negeri 10 Palu and will focuse on meaning of

vocabulary that related to one topic (My Favourite Animals) through “ Make-a-Match

”technique.

3.4 Kind and Source of the Data

The researcher will need two kinds of the data, quantitative and qualitative data.

The researcher will collect quantitative data by doing a test. In finding qualitative data,

the researcher and the collaborator will do the observation check list and field notes in the

class room regarding the researcher activities in studying English by implementing “

Make-a- Match ” technique. There are three raters in collecting the data; they are the

researcher,collaborator, and students. After conducting the test, the researcher and the

collaborator will discuss the result in order to combine their opinion and considerations.

3.5 Technique of Collecting Data

The data of the research will be collected by using some techniques of data

collection : observation,paper and pencils methods. The data which will be collected in

this study consists of the information obtained during the process and the results of
 26

action research implementation, and the results of the discussion between collaborator

and researcher. The techniques used to conduct are follows:

a. Observation will be conducted during the implementation of the research.

Observation will take regular conscious notice of classroom action and

occurrences, which are particularly relevant to the issues or topics being

investigated.

b. Paper and pencils method.

Pencil and paper method is applied to get the result of the test. Since the

researcher attempts to improve the vocabulary matery, the researcher will give

written test to the students.The test will be given at the end of each cycle.

3.6 Instrument of Data Collection

The researcher will collect all data dealing with the students’ achievement to the

increase of vocabulary mastery to get the meaningful input in this research. Data

collected is the factual evidence that can be responsible.

3.6.1 Observation Check List

To write everything dealing with teaching and learning process, the researcher

will provide check list. Check list is addressed to the researcher and collaborator. For

collaborator, check list is provided relating to the criteria of teaching learning

effectiveness when teaching vocabulary through“Make and Match”technique. In this

observation, the writer will use a technique which use field note.In this observation, the

writer will use a technique which used in the field note. Field note is a way of reporting

observations, reflections and reactions to classroom problems (Hopkins, 1993: 116).

3.6.2 Field Notes

Field notes will be used to support data of the research. It is intended for noting

broad events during the observation activities. This research employs field notes mainly
 27

for collecting data on the teaching learning vocabulary through “Make a Match”

technique and taking some notes related to teaching and learning activity in class seven E

of SMP Negeri 10 Palu. The researcher will write some unusual fact during teaching and

learning process.The researcher will apply field notes into two parts. (1) The descriptive

part, which will include a complete a description of the setting, the people (the teachers

and the students), reaction interpersonal relationship, and accounts of the events (who,

what is done, when and how it is done). (2) The reflective part, which will include

observers’ personal feeling or impression about the events, comment on the research

method, decision, and problems, and speculation about data analysis.The uses of field

notes, hopefully, will help the researcher observe the class situation. It also shows some

notes taken in each action. In the field notes the observer wants to observe and to take

notes on students’ activities and response during teaching and learning process.

3.6.3 Test

Test will be used for getting data of research result and students activities in

teaching learning. The researcher will conduct the written test for the students in order to

evaluate their progress in the vocabulary. The test is used to implement the teaching of

vocabulary through “Make-a-Match” technique. It is to measure students vocabulary

comprehension.The scoring system is presented in the following table:

Table 3.1 Test

Number of
No. Test Score per item Maximum Score
Test

1. Multiple Choice 10 items 1 10

2. Matching Test 15 items 1 15

Total 25 items 25
 28

The test consist of 25 questions. The test consist of multiple choice with 10

questions and matching test with 15 questions as well. The maximum score for 1 question

of completion test is 1 and for matching test is 1 point if it fulfills all the criteria

mentioned in the table 3.1. Therefore the total score for the test is 25 points. Finally, the

maximum score that will be gained if the students answer all questions correctly 25

points.

3.7 Technique of Data Analysis

There are two techniques in analyzing data, quantitative and qualitative. The data

will be collected by using some techniques of qualitative and quantitative data collection.

The qualitative data will be collected from observation check list and field note. The

quantitative data will be collected from tests. In the qualitative technique of analyzing

data, the collaborator used observation check list during learning process in particular the

second and the third meetings.

The qualitative data will be described based on the finding of class observation. In

doing the analysis of data, the researcher will use the observation sheets and lastly,

transcribe them to obtain the activity recording during the teaching and learning process.

In this phase, the process of analyzing the qualitative data uses 4 components,

namely:collection data, reduction of data, presenting the data, and conclusion or

verification. It is a process of attempting to reduce the large amount of data to more

managable category. From reduction of data, data will be accounted into precentage list.

Then the data that had been ready will be presented and concluded to decide the next

steps.The steps are:

a. Collecting data

It is a process to collect the data through observation and the result will be

used in order to suggest further episodes of data collection and analysis.

 29

b. Reducing Data

It is a process of attempting to reduce the large amount of data that might be

collected to more managable categories of concept or theme. Then, the data

will be organized based on the problem formulation.

c. Presenting Data

It involves presenting an account of the research for others. A major

consideration is to ensure that the report set out the major process of the

research and that the findings outcomes are well supported with example data.

d. Making Conclusion

It is the final step, the data will add to assembly of information that permits

ideas to be formulated and further action to be taken. Further action means

that initial data analysis could be verified and conclusion could be drawn.

Observation results and documentation belongs to data that will be analyzed

by those steps.

In quantitative technique of analyzing data, the researcher will use the students

test at the end of the lesson which will mean the students test in order to know whether

“Make-a-Match” technique could improve the students’ English vocabulary. The result of

the tests will be analyzed using descriptive statistics. It will analyze the result of teaching

and learning process to know the difference before and after the cycle.

To calculate the result of students test the researcher will use the formula

proposed by Harahap( 1992 ) as follows:

 30

a. Individual Learning Achievement

X
DSI  X  x 100 %
y

Where :

X = Student obtained score

Y = Maximum score

DSI = Daya Serap Individual ( Individual Learning Achievement )

b. Classical Learning Achievement

KBK 
 N x 100 %
S
Where :

∑ N = the total successful students

∑ S = the total students joining the test

KBK = Ketuntasan Belajar Klasikal ( Classical Learning Achievement )

3.8 Criteria of Success

Collaborator and the researcher will use the criteria of success which are used in

SMP Negeri 10 Palu called Kriteria Ketuntasan Minimal. It is important for the

researcher and her collaborator to determine the criteria of success as the standard

reference of the successfulness or the failure of cycle applied in this research. It covered

individual score and classical achievement. This research will be considered successful if

the students can achieve the target of KKM 65. The researcher will use the following

scoring scale that had been used in SMP Negeri 10 Palu to determine the criteria of

success.
 31

Whereas, the classical achievement will be categorized successful if 65% of the

students get score equal or greater than 65. The researcher will use the following criteria

of success to determine the successful percentage of classical achievement as follows

(Hadi, 2009):

80% < NR ≤ 100%: very good

60% < NR ≤ 80%: good

40% < NR ≤ 60%: fair

0% < NR ≤ 40%: poor

The criterion will be approved if the aspects are in very good or good category

only.

3.9 Research Schedule

Table 3.2 :

Research Schedule

Month

No. Task Agust Sept Okt Nov Des

2017 2017 2017 2017 2017

1. Writing research proposal

2. Seminar proposal

3. Collecting the data

4. Analyzing the data

4. Result seminar

5. Article for e-Journal

publication
 32

6 Thesis

CHAPTER 4

RESEARCH FINDINGS

The result of research implementation was presented in chapter 4 which

consists of research finding, discussions,conclusion and suggestion.

4. 1 Research Finding

The implementation of the research was conducted in SMP Negeri 10

Palu. Before conducting the research, the collaborator and the researcher shared a

common knowledge about action research. The action research was conducted

collaboratively. The researcher and the collaborator also disscussed the research

implementation result during the teaching learning process. The implementation

of the research was teaching vocabulary using “Make-a- Match“ technique

through classroom action research. The cycle consisted of four meetings for

presenting the material. Each meeting took 45 minutes. For the first until third

meetings the researcher gave materials to know how the implementation of the

“Make-a-Match“ technique with a material topic about “My Favourite Animals”

furthermore to apply this technique. For the first until third meeting the researcher

presenting the material with the sub topic of animal (Pets and Cattles) and second

meeting the researcher emphasized on pets and third meeting emphasized on

cattles, at least they would memorize two or more words. Every meeting focused

on meaning and dealing with noun and verb. The last meeting of the action

research, the researcher conducted a test to measure students’ improvement after

 33

having the application of “Make-a-Match“ technique. The test consist of 10

questions of matching the words and multiple choice.

Every cycle consisted of a series of steps:, planning, implementation,

observing, reflecting.

4.1.1 The Cycle I

4.1.1.1 Planning the Action

Considering the fact that the students’ vocabulary was low, the researcher

implemented an action that was suitable and interesting for the students. The

researcher implemented ” Make-a-Match “ technique, a technique which related to

teaching student vocabulary by asking the students to find their couples using

question and answer parts by the cards. The cards consisted of cards containing

questions and other cards containing the answers.

The researcher believed that ” Make-a-Match “ technique was appropriate

technique to improve the students’ vocabulary mastery. Of course, the researcher

had to prepare the lesson plan as teacher’s guide in teaching before implementing

the action. The researcher also had to prepare the materials and students’

worksheet consistsing of some tasks and other things related to the action. During

the lesson, all of the instruments were needed in order to achieve the objective and

to organize the lesson well. There were three sections in lesson plan, namely:

opening, main activities, and closing. This cycle consisted of four meetings. Each

meeting took 45 minutes.

The researcher planned similar activities for each meeting, but different

from vocabulary mastery, that was the meeting where the researcher emphasized
 34

on students’ memorizing at least two or more the words. In these research, there

were two topics to be discussed about animals especially pets and cattles. Every

meeting dealt with noun and verb and focused on meaning. The objective of the

lesson was to introduce new vocabulary to the students related to the topic. The

action plan would be implemented by the researcher. The collaborator observed

the whole teaching and learning process in the classroom.

4.1.1.2 Implementing in Cycle I

The action plan was implemented by the researcher and the collaborator.

In implementing the action, the researcher used the lesson plan that had been

prepared before. In the these cycle, she introduced vocabulary dealing with

animals. The action consisted of three sections: pre-activity,while-activity, and

post activity. Each of the section was described as follows:

a). The First Meeting ( Monday, November 13rd 2017 )

The first meeting was conducted on Monday, 13 November 2017,. The topic

of “ Animals“ that the researcher presented were “ Pets and Cattles”. The

researcher was teaching English vocabulary focusing on meaning. The researcher

wanted to emphasized at least five words ( chicken, cat, dog, cow, and duck ) the

students would memorize.

1. Pre-Activity

The lesson started at 08.00 a.m. the researcher and the collaborator entered

the class. The researcher asked one of the students to lead the prayer. The

researcher greeted the students and checked the students’ attendance. The

researcher told the students that the researcher and the collaborator had to do the
 35

research in the class. The researcher did not directly tell the students the topic of

the lesson. The researcher gave motivation to the students by telling them about

the material.

2. While- Activity

The researcher gave the introduction of the lesson to the student about

teaching English vocabulary. The researcher tried to attract the students by giving

show two pictures of animals ( chicken and cow ) . The students had to show the

pictures. They were the names of animals which were familiar to the students like

chicken and cow . The researcher asked some questions related to animals, for

example: “ Do you know this picture?” and “ What picture is this?”. The students

answered the researcher question in English and sometimes in bahasa Indonesia.

The researcher asked the students, “Who knows, what is our material in this

meeting “. Sometimes the students answered the researcher question, and the other

one only kept silent. The researcher asked the students the lesson was about

animals. There were types of animals, they were pets and cattles. The students had

to show the pictures. There were the names of animals which were familiar to the

students like chicken and cow. And then, the researcher said to the students “We

will learn about Pets in the second meeting and in third meeting we will lesson

about Cattles, but today we learn both of them”. The researcher mentioned names

of the animals, gave their pronounciation and gave the meaning names of the

animals. The recearcher said that in the meeting she would teach them or gave

them explanation of characteristic animals, such as in food for feeding them,

breeding, activities of the animals and related to English words ( noun and verb).
 36

The researcher asked the students whether the students knew about “ Make-a-

Match “ technique. Then they answered together, “Not yet, Mom”. The researcher

let them know or introduced the mode of presentation or implementation in

studying vocabulary by “ Make-a-Match “ technique in that lesson. And the

students were interested and payed attention to the researcher’s explanation.

After that, the researcher gave the students evaluation related to material and

students paid attention to the teacher’ instruction and to the evaluation.

3. Post-Activity

The researcher reviewed the material given together. The researcher gave

conclusion of the material. The researcher gave feedback to the students. The

researcher advised the students to remember the lesson today and asked them to

attend the class in the next meeting because it would be continued with the same

topic and used to apply that technique. And the students answered that they would

attend the class. The researcher asked the students whether they had questions or

not. But no students asked question. When the time given was over, the researcher

asked the students whether they were happy or not with the lesson. The students

answered “Yes”. Then the researcher said goodbye and closed the lesson.

b). The Second Meeting ( Wednesday, November 15th 2017)

The second meeting was conducted on Wednesday, November 15th 2017. The

topic of “Animals“ that the researcher presented was “Pets”. The researcher was

teaching English vocabulary focus on meaning and related to noun. The

researcher wanted to emphasize at least three (3) words that students had to

memorize; they are chicken, cat and bird.

 37

1. Pre-Activity

The lesson started at 09.00 o’clock. The researcher and the collaborator

entered the class. The researcher asked one of the students to lead the prayer. The

researcher greeted the students and checked the students’ attendance. The

researcher did not directly tell the students the topic of the lesson. The researcher

gave motivation the students by telling them the material. The researcher tried to

attract the students by showing two pictures of animals (Pet). The students had to

show the pictures. There were the names of animals which were familiar to the

students like cat and chicken. The researcher asked some questions related to

animals, for example: “Do you know this picture?” and “What picture is this?”.

The students answered the researcher’s question in English and sometimes in

bahasa Indonesia.

The researcher asked the students what the topic of the lesson they learned.

The researcher said the topic was related to animals, especially to pet, which is

one of types of animals. The researcher said to the students that they were learning

English words (noun and verb) and teaching of vocabulary was focused on

meaning. The researcher said the basic competence which would be learned.

2. While- Activity

The researcher asked the students names of animals. There were the names

of animals which were familiar to the students like chicken,cat, fish, bird and dog.

The researcher drilled and gave the model of the pronounciation (emphasis to

chicken and cat) of the words and the students repeated the names of animals with
 38

their pictures on the whiteboard. The researcher corrected the students’

pronounciation of the words.

The researcher mentioned the meaning of each animals. The students paid

attention when the researcher asked the meaning of the word and they tried to

memorize the words of the animals. After all the pictures had been shown on the

whiteboard, the researcher gave the example of the pronounciation of the word

and gave the meaning (emphasized on the words chicken and cat), the researcher

discussed about the pictures of the animals (Pet) on the whiteboard together.

And then, the researcher asked the students to learn English words such as

noun and verb, but in this meeting the researcher focused on noun. The researcher

explained the noun to the students and asked the students nouns that refered to

person, things , and animals and also she discussed about kinds or characteristics

of the animals (pet) such as: food for feeding, breeding, and activities. The

students gave their responses that matched the researcher explanation. The

researcher gave the questions to the students with avalaible answers and they

chose the answers given by the researcher. The aim was that to help the students

to answer the questions easily.

When she taught them noun, she related them to “Food for feeding

animals“. The question was about “ chicken ” and the researcher asked the

student or gave them question “What are their food? They eat corn and

everything“ and the students answered the question. The students chose the

answer because the answer was avalaible (corn or everything). The researcher

said that refered to noun because corn or everything included in noun. And when
 39

the researcher taught about verb. The researcher said that verbs refered to animals

that do the something such as eating, drinking, sleeping and also breeding. So

“Breeding “ belonged to verb. She told them breeding is one of activity that the

animals do. Related to breeding, the researcher asked the student or gave them

question. The question was about chicken. The researcher asked “Does it lay eggs

or birthing?” and the student answered the question “ chicken lays eggs ”.

The researcher told the students there would be game in the lesson. The

researcher showed the student several cards in her hands. The students directly

saw the cards on the the researcher hands. The students asked the researcher

“What is that, mom?“, and the researcher answer the students question “These are

cards”. The cards consisted of two parts. They were question part containing

pictures of the animals and the other one consisting of the answer parts containing

English words. And then the researcher told them that the card is called “Make-a-

Match” technique.

The researcher gave students instructions of the procedure of “Make-a-

Match” technique to the students. The researcher asked the students to make

groups. Each group consisted of two persons. They were 10 students in the class.

The researcher gave the procedure of playing the games (Make-a-Match

technique) to the students. The researcher prepared some cards containing some

topics. Every student got one card and thought the answer of the question from

the card held in his/her hand. Every student looked for couple having card which

fitted in its card. Every students who is able to check off its card before deadline is

given the point. After one card phase, then the card was shaken again so that every
 40

student got different card from previous phase. When she or he matche the card

the fastest, she or he was the winner. And so on.

This technique was guided by the the researcher. The students looked

happy and excited. After that the researcher showed the couples of the cards one

by one and asked students to mention their names. The researcher corrected if

there was any mistake made by students working in their groups. After having

played game using “Make-a-Match“ technique, the researcher asked some

questions related using the “Make-a-Match” technique (with the topic of animal).

The question consisted of objective test either matching or multiple choice test,

and the student answered the question individually as evaluation. The students did

the work or their exercise.

3. Post-Activity

The researcher reviewed the lesson of that day by asking the students some

questions. The researcher gave a chance to the students to recall what had learned

by learning experience and then they took a conclusion together. The researcher

advised the students to remember the lesson today. The researcher gave feedback

to the students. The researcher asked the students whether they had questions or

not. But no students asked question. When the time given was over, the researcher

asked the students whether they were happy or not in the lesson. The students

answered “Yes”. Then the researcher said goodbye and closed the lesson.

c). Third Meeting (Monday, November 20th 2017)

Third meeting was conducted on Monday, November 20th 2017. The topic

of “ Animals“ that the researcher presented was “ Cattles ”. The researcher would
 41

be teaching English vocabulary focus on meaning and related to verb. The

researcher wanted to emphasis at least three ( 3 ) words they would be memorize,

they are cow, duck and rabbit.

1. Pre-Activity

The third meeting was conducted on. The topic differed from the topic in

previous lesson. The lesson started at 07.15 a.m. the researcher and the

collaborator entered the class. The researcher asked one of the students to lead the

prayer. The researcher greeted the students and checked the students’ attendance.

The researcher did not directly tell the students the topic of the lesson. Check the

students’ attendance. Then she reviewed the lesson of the last meeting. She asked

about what they did in the last meeting.

She told the students that the first topic until now of the lesson by

conducting a game called “Make-a-Match” technique. And the researcher had to

continue the application of “ Make-a-Match ” technique. The researcher asked the

student what the topic would be learnt. And the topic still related to animals but of

different types of animals, namely, cattles. The researcher said to the students that

they learned English words (nouns and verbs) and teaching of vocabulary focused

on meaning. And then, the researcher told students the basic competence which

they would learn.

2. While- Activity

The researcher asked some questions related to animals, for example: “Did

you remember this?” and “What picture is this?”. The students answered the

researcher’s question in English and sometimes in bahasa Indonesia. The students

 42

asked what the pictures’ names of the animals. The researcher said that they were

still talking about the animals but were especially focusing on the cattles.

The researcher asked the students some names of animals. There were the

names of animals which were familiar to the students like cow, goat, rabbit, horse

and duck. The researcher drilled and gave the model of the pronounciation of the

words and the students repeated the names of animals (emphasized on cow and

rabbit) whose pictures were on the whiteboard. The researcher corrected the

students’ pronounciation of the words.

After all the pictures had been shown on the whiteboard, the researcher

mentioned the meaning of each animal (emphasized on cow and rabbit). The

students paid attention to the researcher asking meaning of the word and their

tried to memorize words of the animals.

And then, the researcher said to the students that they still learned English

words such as nouns and verbs. The researcher explained the nouns to the students

and asked them nouns which refered to person , things , and animals. She also

discussed kinds or characteristics of the animals (Cattles) with students such as:

their food for feeding, breeding, and activities. The students gave their responses

concerning the researcher’s explanation. The researcher gave the questions to the

students with avalaible options of answers and they had to choose the answers

given by the researcher. It aimed at putting the students in the easy situation to

answer the questions.

When she taught them of noun, she asked them questions dealing with

“Food for feeding“, and the question was about “ cow “ and the researcher asked
 43

the students or gave the question “What is their food? They like to eat grass or

leaves and everything“ and the student answered the questions. The students could

choose the answer because the answer was avalaible (grass or leaves and every

relevant thing). The researcher said that the words refered to noun because grass

and leaf were things. And things were included in noun classification. And when

the researcher taught verbs, the researcher said verbs were animals which do

something to prove that animals would be eating, drinking, sleeping and also

breeding. So “Breeding “ was included in verb classification. She told them that

breeding was one of activity done by the animals. Related to breeding, the

researcher asked the students or gave the question about Rabbit. The researcher

asked “Does it lay eggs or birthing?“ and the students answered the question that

Rabbit was birthing.

The researcher asked the students there would be game in their lesson. The

researcher said to the students that the game was the same as the one in previous

meeting. The researcher showed the students several cards in her hands. The

researcher said “This is callled Make-a-Match”. The students paid attention to the

researcher. And the researcher asked the students to pay attention to the

researcher when she gave explaination related to “Make-a-Match” technique.

And the researcher asked the students the cards consisted of two parts,

namely, question that contained pictures of the animals and the other part

consisted of the answer parts containing English words. The researcher gave

instructions of the procedure of “Make-a-Match” technique to the students. The

researcher asked the students to make groups. Each groups consisted of two
 44

persons. They were 10 students in the class. The researcher gave the procedure of

playing the games (Make-a-Match technique) to the students. The researcher

prepared some cards containing some topics. Every student got one card. Every

student thought the answer of the question from the card they held in their hands.

Every student looked for couple that had card which fitted in its card. Every

students who was able to check off its card before deadline was given the point.

After one card phase, then the card was shaken again so that every student got

different card from previous phase. When she or he matched the card the fastest,

she or he was the winner. And so on.

This technique was guided by the the researcher. The students looked

happy and excited. After that the researcher asked the students to show the

couples of the cards one by one and asks students to mention it. The researcher

corrected if there was any mistake made by the group during the students’ work.

After having played the game using “Make-a-Match“ technique, the researcher

asked some questions related to the use of the ”Make-a-Match“ technique (with

the topic of animal). The question consisted of objective test: matching and

multiple choice test, and the students answered them individually as evaluation.

The students did the work or the exercise.

3. Post-Activity

Before closing the lesson, the researcher reviewed it by asking the students

some questions. The researcher gave a chance to the students to recall what they

had learned from their learning experience and made a conclusion together. Then,

the researcher advised the students to memorize the lesson. The researcher gave
 45

feedback to the students. The researcher asked the students whether they had

questions or not. But no students asked question. She also asked the students

whether they were happy or not with the lesson. The students answered “Yes”.

The researcher closed the lesson and said goodbye

d). The fourth meeting (Wednesday, November 22nd 2017)

The Fourth Meeting was carried out on Wednesday, November 22nd 2017. In

the four meeting, the researcher and the collaborator conducted the test to find

how much the students’ learning achievement was after the implementation of

“Make-a-Match“ technique. In this part, the researcher evaluated the students’

work. The test was divided into two parts- matching test and multiple choice test.

The test was done by the students.

1. Pre-Activity

After the bell had rung at the second period at 09.00 o’clock a.m., the

researcher and the collaborator entered the classroom together. Before doing her

duty, the researcher had to greet the students first. Then, she checked their

attendance by asking a question “who are absent today?” The students answered,

“We are all present, mom”. Nobody was absent. So all of the10 students were

present.

2. While- activity

Then, the researcher explained what they were going to do on that day.

She said that they would gave a test to evaluate what they had learned before. It

was a written test divided by two parts -matching test and multiple choice test. In

the matching test, the students had only match the question to answers, which was
 46

provided and in multiple choice test the students had to answer the questions by

choosing the best answer on the part of paper sheet which had been provided. The

students had only to choose the correct answer according to the appropriate

question. While the total number of it was 10 points and the time allotment to do

the written test was fourty five minutes. The students did the written test, the

researcher read the written test while the students did the written test after the

researcher finished reading it. After finishing the test, they could submit it to her.

3. Post-Activity

Having done all the activities, the researcher closed the class by saying

thanks to the students for attending and participating in the class well. But, before

closing the class she gave general review about the test. Most of students could do

the test well. She motivated the students to study harder. Besides, she also gave a

chance to students to ask question if they still found something unclear. Because

there was no question, finally she said “good bye” and “assalamu’alaikum” to the

class.

The test was conducted in order to know how much the students’

achievement in learning the vocabulary was after the technique was implemented.

The result of the test showed improvement of students’ score.

 47

Table 4.1
The Result of Test

No Name Obtained score Score Criteria

Successfull Failed
1. ALU
2. ALY
3. AND
4. ANM
5. ANR
6. DEW
7. DIM
8. DWI
9. ERA
10. GIL
11. IME
12. INA
13. LAI
14. MBA
15. MRE
16. MRI
17. MKU
18. MUA
19. MUH
20. NFD
21. NUR
22. NFF
23. PAR
24. PAU
25. RAH
26. REZ
27. TRI

percentage ( % )
 48

In brief of the test results can be seen in the following table:

4.2 Performance Achievement Cycle 1

Number Aspects of Acquisition Result

1 The Highest Score
2 The Lowest Score
3 The Number of Students
4 The Number of Students who pass
5 Class learning mastery %

Based on table 4.2,it was obtained that the students’ class learning mastery

was 50 percent. In terms of teaching materials, there were still 5 students who had

not completed it individually. Thus, the researchers had to continue to cycle II to

improve processes gained in cycle I.

4.1.1.3 Observing the Action

Observation or monitoring was an important aspect in a classroom action

research. The data resulted from observing or monitoring would be the basis in

deciding further action. Observation was done to know whether “Make-a-Match“

technique could be implemented in teaching English to improve students’

vocabulary mastery. It was done during the implementation of the action. When

the students were doing the activity, the researcher observed the students’

behaviors to know the advantages and weaknesses of the technique being applied.

When the researcher implemented teaching vocabulary using “Make-a-Match “

technique, the process was observed and the result can be explained as follows:

1. Students’ Activities
 49

The students’ activities in learning process were done by filling in the

observation sheet provided and assessed by the collaborator. The results of

observations can be seen in Table 4.3.

Table 4.3. Observation Students’ Activities in Cycle 1

N Teaching step Meeting 1 Meeting 2 Meeting 3

o 1 2 3 4 1 2 3 4 1 2 3 4
Pre Activities √ √ √
 Greeting to teacher
when entering into the
classroom
 Paying attention to the √ √ √
teacher’s instruction.
 Responding to √ √ √
teacher’s instruction.
 Asking question related √ √ √
to the teacher’s
instruction.
 50

2 While Activities √
 The students pay √ √
attention to the teacher
explanation of the
materials √ √ √
 Interacting actively in
class √ √ √
 Discussing in
classroom with group
mate. √ √ √
 Performing Make-a-
Match with classmate
by teacher’s
instruction.
3 Post Activities √
 Students pay attention √ √
to the teacher’
instruction about
evaluation. √ √
 Responding to √
teacher’s
instruction of the √ √
evaluation √
 Students do the √ √ √
evaluation
 Self preparation to end
the class
Total Score 16 24 28
Maximum Score 48 48 48
The average percentage 33,3 % 50 % 62,2 %
(%)
Note : 4: Very Good , 3: Good, 2: Fair 1: Poor

Table 4.3 : The improvement of students’ ability during teaching learning proces
cycle 1.

Based on observations of students activity in Table 4.3, it shows that the

total score obtained for the first meeting is 16 from the maximum score is 48 with

a percentage of the average value 33,3 percent and the category of "poor". In the

second meeting, the researcher got the total score of 24 with a percentage of the

average value 50 percent in “ fair ” category. While in the third meeting, it shows

a score of 28 from the maximum score of 48 obtained an average percentage of

 51

62,2 per cent in “good” category. So, the increase of students’ activities from the

first meeting until the third meeting has not given the expected results. It has not

reached the predetermined indicators, namely, the average categories are “good”

and “very good”.

2. Teacher activities

Teacher’s activities observation sheet is used in order to see the suitability of

the implementation of learning in the classroom with a lesson plan that has been

prepared.

Table 4.4. Observations Teacher’s Activities in Cycle 1

No Teaching step Meeting 1 Meeting 2 Meeting 3

1 2 3 4 1 2 3 4 1 2 3 4
Pre Activities √ √ √
 Greeting the students
 Setting up the required √ √ √
media in learning.
 Tell the students about the
√ √ √
objective of teaching.
 Asks students some √ √ √
preliminary questions to
answer orally in order to
direct them to the content
of the lesson and explore
students’ prior knowledge
 52

about the topic that the

class will discuss
2 While Activities √ √ √
 The teacher attracts
students’ learning interest
by applying Make-a-
Match
 The teacher facilitates √ √ √
students to employ some
expressions they know to
initiate or to begin a
conversation.
 The teacher gives a clear √ √ √
instruction to the students.
 The teacher gives score to
√ √ √
the students who are able
to perform the
conversation.
3 Post Activities √ √ √
 Instruct the students how
to do the activity.
 Reflect the previous √ √ √
material.
 The teacher concludes √ √ √
the material.
 Ends the class √ √ √
Total Score 37 39 41
Maximum Score 48 48 48
The average percentage (%) 77 % 81 % 85 %

The observations of teacher activity in Table 4.4 shows the number of

scores in the first meeting which is 37 from a maximum score of 48 with an

average percentage of 77 per cent. In the second meeting, the score is 39 from a

maximum score of 48 with an average percentage of 81 per cent while in the third

meeting, the researcher got the total score of 41 from the maximum score of 48

with an average percentage of 85 per cent at the “very good” category which

means that performance indicators have been achieved.

4.1.1.4. Reflection
 53

Based on the result of the action and observation, the researcher found that

there were several weakness conditions during the research; among ohers that the

students had difficulties in pronouncing the words and also they did not know

meaning of the word. Then, the researcher, as the model, drilled the students how

to pronounce correctly and gave the meaning of each word. The researcher taught

she would apply the technique in the next cycle, while on the other side the

students had enthuasiasm and courage to learn. When the teaching learning

activities were taking place in the implementation of the “ Make-a-Match “

technique, the students were very excited to do their tasks. However, there were

also still several things which were considered to be weaknesses. For example,

some students dominated the group and that there was also a group which did not

know what to do and when the researcher supervised the group, only one or two

students did their task. So it needed guidance from the researcher to help students

do this activity. The researcher also had to limit the time when the students were

doing this activity so that they would not have chance for playing.

From the result of the test, the researcher found that the students’ class

learning mastery was 50 percent. In terms of teaching materials, there were still 5

students who had not completed their task individually. It means that the students’

vocabulary progress was not significant. Even though in general the researcher

found the students’ improvement in vocabulary, the students’ ability if compared

with pronouncing and understanding the meaning of words was poor. The result

of the test showed that the students made a lot of mistakes in understanding the

meaning. Based on the research reflection above, it can be concluded that the
 54

result of cycle one was not satisfactory because the result of learning vocabulary

was not satisfactory yet.

4.1.1.5 Revising the Plan

Based on the reflection above, the action showed that both results had

positive result and the weaknesses. The positive result was that students were

paying attention to the researcher’s explanation or her instruction to them while

and they were doing their exercise, but on other hand they have low capability to

learn, especially in practicing of students’ pronunciation, the researcher should

give some examples of right pronunciation and gave the meaning of the word. So

in this case the researcher taught that it was necessary to make the next plan and

to conduct the next cycle in order to solve the problems and improve the

weaknesses that appeared in the first cycle. In the next cycle, the researcher

revised the plans and prepared four meetings. In this cycle 1, the researcher and

the collaborator made a teaching and learning plan to next cycle.

Based on the test scores results, students had more difficulties in

understanding the meaning. The researcher had to create more activities to help

students understanding the meaning. She would motivate the students to catch or

understand the meaning of the words. In every meeting, the researcher

emphasized two or more vocabulary to be memorized by the students. The

researcher did more teaching English vocabulary focusing on meaning and each

meeting was dealing with nouns and verbs.

Based on result of the test in this cycle, they had failed to answer the

questions related to nouns and verbs, so the researcher gave more explanation in
 55

every meeting. For example, in the first meeting the researcher emphasized on

nouns and verbs, and in the second meeting the researcher emphasized on nouns,

and in the next meeting the researcher emphasized on verbs.

To the next cycle, the researcher and the collaborator planned the

implementation of “Make-a-Match“ technique, the researcher had to change the

group activities and it was hoped that the students would be more familiar with

group work activity and there was no student who dominated in doing task in a

group.

Cycle I also showed that the students could improve their English score

with the calculates the standardized of score (Kriteria Ketuntasan Minimal) in

score of 60. The result of the test shows that students who completed this standard

is more than 60.

4.1.2 Cycle II

4.1.2.1 Implementation in Cycle II

a. First Meeting ( Monday, November 27th 2017 )

This meeting was conducted on Monday, November 27th 2017. In this

meeting, the researcher started to be strict to the students.. The topic of “Animals“

that the researcher presented was “Pets and Cattles”. The researcher taught

English vocabulary focusing on meaning. The researcher wanted to emphasize at

least five (5) words such as Bird, Fish, Rabbit, Horse and Goat for students to

memorize.
 56

1. Pre-Activity

The lesson started at 09.00 o’clock The researcher and her collaborator

entered the class and greeted the students. The researcher then let the collaborator

to move to the back of the class to carry out her job. The researcher checked the

attendance list to know who did not come. In this meeting, all of the students

attended. After that, she started to do brainstorming to the students by asking

some questions, such as; “what did you do in last weekend?” and “How do you

spend your time in last holiday?”

2. While- Activity

In this activity, the researcher started to explain about the meaning

vocabulary of animals (pets and cattles), such as dog, bird, fish, rabbit, horse and

goat. The researcher wanted all of the students to be able to say or mention the

meanings of the vocabulary when the researcher asked them. After that, she asked

the students to perform the“ Make-a-Match “ technique based on the instruction

that had been given by her. When doing by applying the “Make-a-Match“

technique, the students looked enthusiastic and the researcher felt happy because

this time the students presented “Make-a-Match“ technique in a good way.. After

that, the researcher asked the students to do the exercise.

3. Post-Activity

In this stage, before the researcher asked the students to conclude the

lesson at that meeting, she first asked the students the difficulties that found

during the teaching and learning process. The researcher also provided 10 minutes

to the students to give their comments or suggestions to their friends’

 57

performance. And the last, she and her collaborator ended the meeting and left the

class.

b). The Second Meeting (Wednesday, November 29th 2017 )

The second meeting was conducted on Wednesday, November 29th 2017.

The topic of “Animals“ that the researcher presented was “Pets”. The researcher

taught English vocabulary focusing on meanings and related to nouns. The

researcher wanted to emphasized at least three (3) words the students had to

memorize, namely, dog, bird, and fish.

1. Pre-Activity

The lesson started at 07.15 a.m. The researcher and the collaborator

entered the class. The researcher asked one of the students to lead the prayer. The

researcher greeted the students and checked their attendance. The researcher did

not directly tell the students the topic of the lesson. She checked the students’

attendance. The researcher gave motivation the students by telling them about the

material. The researcher tried to attract the students by showing two pictures of

animals (pet ). The students had to looked at the pictures. There were the names of

animals which were familiar to the students like dog. The researcher asked some

questions related to animals, for example: “Dou you know this picture?” and “

What picture is this?”. The students answered the researcher’s question in English.

And the researcher showed the pictures one by one to answer her question.

The researcher asked the students what the topic they learned. The

researcher said the topic was related to animals, especially to pet of one animal.

The researcher said to the students they were learning English words (noun) and
 58

teaching of vocabulary focus on meaning. The researcher said the basic

competence the students would learned.

2. While- Activity

The researcher asked the students some names of animals. There were the

names of animals which were familiar to the students like chicken,cat, fish,bird

and dog. The researcher drilled the model of the pronounciation of the words and

the students repeated the names of animals whose pictures were on the

whiteboard. The researcher corrected the students’ pronountiation of the words.

The researcher wanted the students one by one to say the pronounciation of

animal (emphasizing on dog, bird, and fish ) and the either students to hear she or

he pronounciation.

The researcher mention the meaning of each animals. The students pay

attention of the researcher asking meaning of the word and their tried to memorize

word of the animals. After all the pictures had been show on whiteboard, and the

researcher gave the pronounce of the word and gave the meaning, and she asked

them one by one would be mention or saying meaning of animals word ( emphasis

to dog, bird, and fish ). She wanted all of the students, at least would be memorize

the words.

After that the researcher taught the vocabulary related to English words (

noun and verb), but in these meeting the researcher told them focus on noun. The

researcher explain noun to the students and asked to the students noun was refers

to person , things , and animals and also the researcher discussed about the

pictures of the animals ( Pet) on the whiteboard together. The students gave their
 59

response about the researcher explanation. The researcher gave the question to the

students with avalaible answer, they had choosen the answer given by the

researcher. It’s aim to easely to the students answer the questions.

When she taught them of noun, she asked them dealing to “ Food for

feeding “. The question about “ dog “ and the researcher asked to the student or

gave the question “ What is their food ? Their like meat or everything “ and the

student answers of the questions. The students can be choosen the answer because

the answer is avalaible ( meat or everything ). The researcher said that was refers

to noun, because corn or everythings was included noun.

After that, she asked to the students to perform of “ Make-a-Match “

technique based on the instruction that has been given by her. When doing of “

Make-a-Match “ technique.The researcher gave to instructions of the procedure of

“ Make-a-Match ”technique to the students.

The students looked happy and excited. After that the researcher asked the

students to show of the couples of the cards one by one and asked students to

mention it. The researcher corrected if there any mistakes produced or result of

their group by students working. After having played game using “ Make-a-Match

“ technique, the researcher would asked some questions about the use make a

match technique ( topic animal). The students pay attention to the teacher’

instruction and to to the evaluation.

3. Post-Activity

The researcher reviewed the lesson of that day by asking some questions

to the students. The researcher gave a chance for the students to recall what had
 60

learned by their learning experience and then they took a conclusion together. The

researcher advise the students to remember the lesson that day. The researcher

gave feedback for the students. The researcher asked to the students whether they

had questions or not. But no students asked question. When the time given was

over, the researcher asked the students whether they were happy or not in the

lesson. The students answered “Yes”. Then the teacher said goodbye and closed

the lesson.

c). Third Meeting ( Monday, December 4th 2017 )

Third meeting was conducted on Monday, December 4th 2017. The topic

of “ Animals“ that the researcher presented were “ Cattles ”. The researcher would

be teaching English vocabulary focus on meaning and related to verb. The

researcher wanted to emphasis at least three ( 3 ) words they would be memorize,

they were goat, horse and duck.

1. Pre-Activity

The third meeting was conducted on Monday, December 4th 2017. The

topic different from the topic in previous lesson, but in these cycle the researcher

wanted to improve teaching English vocabulary especially to verb.

The lesson started at 09.00 o’clock. The researcher and the collaborator

entered the class. The researcher asked one of the students to lead the prayer. The

researcher greeted the students and checked the students’ attendance. The

researcher did not directly tell the students the topic of the lesson but checked the

students’ attendance. Then she reviewed the lesson of the last meeting. She asked

about what they did in the last meeting.

 61

She told the students that the first until now the topic of the lesson by

conducting a game called “ Make-a-Match ” technique. And today the researcher

has been continue the application of “ Make-a-Match ” technique. The researcher

asked the student what was the topic to be learned. And the topic was related to

animals but different types of animals, and types is cattles. The researcher

mentions to the students were learned vocabulary focus on on meaning dealing

to English words ( verb ). And than the researcher mentions the basic competence

to be achieved.

2. While-Activity

The researcher asked some questions related to animals, for example: “

Did you remember this !” and “ What picture is this !”. The students answer the

researcher question in English. The students asked, the picture were name of the

animals. The researcher said we were still talking about the animals but today we

were especially focus on the cattles.

The researcher mention names of animals for the students. There were the

names of animals which are familiar to the students like cow, goat, rabbit, horse

and duck. The researcher drilled to tell and gave the model of the pronounciation (

emphasis to Goat, Horse and Duck ) of the words and the students repeat the

names of animals whose pictures were on the whiteboard. The researcher

corrected the students’ pronounced of the words.

After all the pictures had been show on the whiteboard, the researcher

mentioned the meaning of each animals. The students payed attention of the

researcher asking meaning of the word and they tried to memorize word of the
 62

animals and she asked them one by one to mention or say the meanings of animal

words ( emphasis to goat, horse and duck ). She wanted all of the students, at least

would be memorize the words.

The researcher told to the students, we were still learned vocabulary of

English words such as noun and verb, but today we would be learn about focus on

verb. And when the researcher taught about verb. The researcher said, verbs refers

to animals do the something, such as animals would be eating, drinking, sleeping

and also breeding. So “ Breeding “ was included to verb. She told them breeding

is one of activity to do the animals. Related to breeding, the researcher asked to

the student or gave the question. The question was about duck. The researcher

asked “ Does it laying eggs or birthing “ and the student answered of the

questions, duck was laying eggs.

The researcher asked the students there would be game in this lesson. The

researcher said to the students, the game was same with our last meeting. The

researcher show the student several cards in her hands. The students had been

knew name of the application would be do of the researcher. When the students

doing the application , their looked happy and exited to do it.

After that the researcher asked the students show of the couples of the cards

one by one and asked to the students to mention it. The researcher corrects if there

any mistakes produced or result of their group by students working. After having

played game using “ Make-a-Match “ technique, the researcher would asked

some question related using the ” Make-a-Match “ technique ( topic animal). After
 63

that the students do the work on their exercise. Their answered individually as

evaluation.

3. Post-Activity

Before closing the lesson, the researcher reviewed the lesson of that day by

asking some questions to the students. The researcher gave a chance for the

students to recall what had learned by their learning experience and then they took

a conclusion together. The researcher advises the students to remember the lesson

today. The researcher gaves feedback for the students. The researcher asked to the

students whether they had questions or not. But no students asked question. She

also asked the students whether they were happy or not in today’s lesson. The

students answer “Yes”. The researcher said goodbye and closed the lesson.

c). The four meeting ( Wednesday, December 6th , 2017 )

The Four Meeting (Wednesday, December 6th , 2017). In the four meeting,

the researcher and the collaborator conducted the test. The test was conducted to

find out the students’ learning achievement after the implementation of “ Make-a-

Match “ technique. In this part, the researcher would evaluate the students. The

test would be divided two parts, they were matching test and multiple choice test.

The test would be doing of the students.

1. Pre-Activity

The lesson started at 08.00 a.m.. The researcher and the collaborator

entered the classroom together. Then she didn’t forget to check their attendance

by asking a question, “ Who is absent today?” The students answered, “ We were

 64

present ”. On that day, there were no absent students. They were complete 27

students.

2. While- Activity

Then, the teacher explained what they were going to do on that day. She

said that they would gave a test to evaluated what they have learned before. The

test would be written test , divided two part, they are matching test and multiple

choice test. The researcher gave to know the instructions of the test to more

clearly to the students.

3. Post-Activity

Having done all the activities, the teacher closed the class by saying thanks

to the students’ attending and participating to join the class well. Before closing

the class she gave general review about the test. Most of students could do the test

well. She motivated the students to study harder. Futhermore, she also gave a

chance to ask question, that they didn’t understand yet. Because there was no

question, finally she said good bye and assalamu’alaikum to the class.

In here test was conducted to find out the students’ achievement in

learning the vocabulary after the technique was implemented. The result of the

test showed improvement of students score. The score increased from 50 % to

80 %
 65

Table 4.3
The Result of the Test
In brief of the test results can be seen in the following table;

No Name Obtained score Score Criteria

Successfull Failed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Percentage ( % )

4.4 Performance Achievement of Cycle 2

Number Aspects of Acquisition Result

1 The Highest Score
2 The Lowest Score
3 The Number of Students
4 The Number of Students who pass
5 Class learning mastery %
Table 4.4 shows the results obtained by the students. Their classical

completeness was 80 percent. These results met the required performance

indicators. In terms of teaching vocabulary materials, the average of the test by the

students increased significantly, where criteria for the level of understanding of

the average student was very high. Based on the above data, the researcher can

indicate that this research was successful in the this cycle. Since the results met

the criteria of success which stated that if the students’ achievement was 60 or

more than that and the classical percentage was ≥ 60 %, the research was

considered successful. In other words, the result of students’ test has achieved the
 66

criteria of success. Therefore, the researcher does not need to continue to the next

cycle.

From the illustration above, the researcher concluded that the test has a

significant. It shows that “Make-a-Match” technique gave certain influence in

improving the students’ vocabulary mastery, because the students’ achievement

have been increased after the students’ study vocabulary through “Make-a-Match”

technique. It means that “Make-a-Match” technique was appropriate applied to the

students’ of SMP Negeri 10 Palu in learning vocabulary.

4.1.2.2 Observation in Cycle II

There are two things that become the focus of observation were

observation of student activity and teacher activity during the learning process.

1. Students’ Activities
The students’ activities in learning process were done by filling in the
observation sheet that has been provided and assessed by the collaborator.

Table 4.5 Observation Students’ Activities in Cycle 2

No Teaching step Meeting 1 Meeting 2 Meeting 3

1 2 3 4 1 2 3 4 1 2 3 4
Pre Activities √ √ √
Greeting to teacher
when entering into the
classroom
 Paying attention to the √ √ √
teacher’s instruction.
 Responding to √ √ √
teacher’s instruction.
 Asking question related √ √ √
to the teacher’s
instruction.
2 While Activities √ √ √
 The students pay
attention of the thecher
 67

explanation of the √ √ √
materials
 Interacting actively in √ √ √
class
 Discussing classroom √ √ √
with group mate.
 Performing Make-a-
Match with classmate
by teacher instruction.
3 Post Activities √ √
 Students pay attention √
to the teacher’
instruction about
evaluation. √ √ √
 Responding to
teacher’s
instruction of the √ √ √
evaluation
 Students do the √ √ √
evaluation
 Self preparation to end
the class
Total Score 38 41 48

Maximum Score 48 48 48

The average percentage 79 % 85 % 100 %

(%)

Based on observations of students activity in Table 4.6 shows the total

score obtained for the first meeting in cycle II is 38 from the maximum score is 48

with a percentage of the average value 79 per cent and the category of "good". In

the second and the third meetings, the researcher got the total score 41 and 48

from 48 with a percentage of the average value 100 per cent in category of “very

good”.The results obtained have reached predetermined indicators, so that the

research is successful in this cycle.

2. Teacher activities
 68

Teacher observation sheet activities used in order to see the suitability of

the implementation of learning with the lesson plan.

Table 4.6 Observations Teacher’s Activities in Cycle 2

N Teaching step Meeting 1 Meeting 2 Meeting 3

o 1 2 3 4 1 2 3 4 1 2 3 4
Pre Activities √ √ √
 Greeting to the students
 Setting up the required √ √ √
media in learning.
 To tell the students √ √ √
about the objective of
teaching.
 Asks some preliminary
√ √ √
questions to students to
answer orally in order to
direct them to the
content of the lesson
and explore students’
prior knowledge about
 69

the topic that the class

will discuss
2 While Activities
 The teacher attracts √ √ √
students’ learning
interest by applying
Make-a-Match
 The teacher facilitates √ √ √
students to employ
some expressions they
know to initiate or to
begin a conversation.
 The teacher gives a √ √ √
clear and slowly
instruction to the
students.
 The teacher gives score √ √ √
for the students are able
to perform the
conversation.
3 Post Activities √ √ √
 Instruct the students
about the activity
 Reflect to the previous √ √ √
materials.
 The teacher √ √ √
concludes the
material.
 Ended the class √ √ √
Total Score 43 46 48
Maximum Score 48 48 48
The average percentage 89 % 95 % 100 %
(%)
The observations of teacher activity in Table 4.7 shows the number of

scores in the first meeting is 43 of a maximum score of 48 with an average

percentage of 89 per cent, while in the second meeting, the researcher got the total

score 46 from the maximum score of 48 with an average percentage of 95 per

cent. In the third meetings alone, the result obtained a score of 48 from the

maximum score of 48 with an average percentage of 100 per cent at the “very

good” category and performance indicators have been achieved.

 70

4.1.2.3 Reflection

Based on the result of the observation, teaching learning activities during

the implementation of the “Make-a-Match“ technique were well done. The

researcher found that the students were very excited in doing some activities. The

students were more active in learning, thier motivation in learning grew up, the

learning materials made them pay more attention in learning, became active and

fun. It also made the students interested and participated in teaching and learning

process, promoted team learning and collaborative skills because they could share

their information to other people. This way of teaching vocabulary makes the

students find it easy to remember the vocabulary taught.

After analyzing the result of cycle 2, the teacher concludes that using

“Make-a-Match“ technique has been able to improve of the students’ vocabulary

mastery. The result of the test was good in cycle 2 than cycle I. In previous cycle

the standardized of score that is calculated by the teacher was 60. From the

analysis of the result of the final test the researcher got classical completeness

percentage of 80 per cent which means that there were eight students successful.

This has partly reached the criteria of class learning mastery.

4.2 Discussions

The data were taken from only one class of SMP Negeri 10 Palu. The class

was consisted of 27 students. The researcher took all the students who from the

first until the last meeting. The teaching process of vocabulary was done by using

Make-a-Match technique.
 71

The grade of the students have improved their English vocabulary in

getting vocabulary. The observation sheet, field notes and test achievement were

the evidences to ensure that the students have changed their way in improved their

vocabulary.

As stated in the previous chapter, this research was mainly focused on

meaning dealt with noun and verb of students of SMP Negeri 10 Palu in mastering

English vocabulary. In every meeting the researcher focus on meaning

emphasized on two or more vocabulary dealt with noun and verb . Since the

vocabulary was essential in learning a language, which will help students to

understand both of pronounciation and meaning of the word or language, this

problem should be solved. Therefore, this study, the use of Make-a-Macth

technique was conducted to overcome the problem and improve students‟

vocabulary mastery. Based on the findings above, it could be stated that this

objective was successfully achieved. It could be seen clearly from the result of the

quantitative data (achievement tests ) and the qualitative data (observation check

list and field note).

This research had two cycles. Every cycle consisted of fours steps of

action research; planning, action, observation, and reflection. Cycle I was conducted

in four meetings and Cycle II was conducted in four meetings. So there were eight

meetings altogether.

The researcher analyzed the data from two sources; quantitative data

(achievement tests ) and the qualitative data (observation check list and field

note).
 72

The qualitative data which included the students‟ response toward the

teaching and learning process during the implementation of the use of “Make-a-

Match” technique supported the improvement of the students in mastering English

vocabulary. During the teaching and learning activities the collaborator teacher

observes the students’ performance by putting observation check list and field

note. From the observation sheets, it can be seen that the students were

enthusiastic to pay attention the researcher instruction during the presentation in

class. The students were also become enthusiastic in asking questions to the

teacher when they find difficulties.

From the result of observation check list and field note showed that the

students‟ motivation was good after given in application of “Make-a-Match”

technique. It could be seen from the students participation during the teaching-

learning process and doing the tasks. All of the students looked enjoying the

activities in the class. Their attention to the teaching learning activities became

more serious and they did the instructions enthusiastically. It also happened when

the students were working in the groups. It was observed their activeness in

working in group and in following the teacher instructions from cycle to cycle. As

the result, the teaching and learning process ran well in which all of the students

got involved in the activity.

The result of the quantitative data getting from the tests which indicated

that the students had made an improvement of students score in mastering English

vocabulary.

In the test results can be seen in the following table:

 73

Table 4. 2. 1
The Result of the Test

No Name Score in cycle I Score in cycle II

The result of test clearly showed that their ability in mastering English

vocabulary was categorized into poor level in cycle I.

For further details, the following table shows the improvement in terms of

their score.
 74

Table 4. 2. 2
Performance Achievement in Cycle I and II

No Aspects of Acquisition Cycle I Cycle II

1 The Highest Score
2 The Lowest Score
3 The Number of Students
4 The Number of Students who pass
5 Class learning mastery % %

From the test of cycle 1, there was only 50 percent students successful

percentage. There were five students got individual score 60 as the minimum

score level of success and there were five students got lower than 60 . The

classical score of success was only 50 percent of the students who achieve 60. It

means that the result of classical score did not meet the criteria of success. The

finding from the test of cycle 2 indicate significant improvement. There were

eight students 80 percent who got successful and only two students ( 20 %) were

failed.

The score that was obtained from the test in cycle 1 to the test in the cycle

2 clearly showed that there was 80 percent. It could be concluded that the problem

of students in mastering vocabulary had been solved. All of the students gave

positive response toward the application of the technique. Besides, the students

feel this Make-a-Match technique could enjoyed them in learning and made them

easier to learn English vocabulary. As the result, the result of the data showed this

technique was beneficial for them because it could help them in mastering

vocabulary.
 75

In conclusion, based on the result of the data, the students‟ vocabulary

mastery was improved by the implementation of the use of “Make-a-Match

technique.”
 76

CHAPTER 5

CONCLUSION AND SUGGESTION

1.1 Conclusion

The application of “Make-a-Match“ technique in learning English can

improve the vocabulary of the students of SMP Negeri 10 Palu. The research

showed that there was evidence seen by the increase in the achievement of class

from 50 percent in cycle I to 80 percent in cycle II. From the result of the

research, we can see that teaching vocabulary using “Make-a-Match“ technique

can make students more active, entuasthic, fun, and enjoyable. This technique can

improve students’ vocabulary, because it can make the students interested and all

of students can participate in teaching and learning process and it change the

students’ behavior which their work together with the groups to learn and can

share their idea to other.

1.2 Suggestion

Based on the results of the data analysis and conclusions above, the

researcher gives some suggestions as follows;

1. For the students.

a. The result of this research can motivate the students’ to improve their

vocabulary mastery. Teaching vocabulary through “Make-a-Match”

technique could make the students’ are more enthusiasm and fun in

following teaching learning process.

 77

b. This technique as cooperative learning, through this technique could

improve the students behavior which their work together to learn and

can share their idea to their teammates.

2. For the teacher.

a. Teaching in English vocabulary is not easy, so that before conducting

the teaching learning process to the students, the teacher has to an

effort to build their motivation.

b. The teacher could choose the “Make-a-Match” technique as one of

interest technique toward the lesson that they learnt because by

applying this technique the students will have enthusiasm and enjoyed

in learning process.

c. The result of this research can support the English teachers to apply

this technique in teaching vocabulary and change to the technique that

is more interesting.

3. For the researcher

a. This research can be used as reference to other researchers who will

do further activity and contribute to teaching English.

b. This research only focused on nouns and verb, so that is why the

researcher hopes that other researchers could use different classes of

word, namely, adverbs and adjectives.

78
 79

REFERENCE

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Descriptive Text To The Seventh Graders Of Smpn 1 Karangbinangun
Lamongan. E-journal Unesa, I (1).

Anggraeni, D.(2016). Teaching English Vocabulary Through make A- Match- Technique.

Post Graduate Program of English Education,University of Tadulako,
Indonesia.

Bailey,K.H (2005).New Ways In Teaching Speaking,Mc Grow Hill.Boston.

Ballone, Lena M., and Charlene M. C. “Teachers‟ Beliefs About Accomodating Students
‟ Learning Styles In Science Classes.” Electronic Journal of ScienceEducation
6.2 (2001): 2-42. Web. 6 Oct. 2009.

Colman, R. (2005). The Briefest English Grammar and Punctuation Guide Ever.
Australia: University of New South Wales Press Ltd.

Curran, L. (1994). Lessons for Little Ones: Language Arts & Cooperative Learning. San
Juan Capistrano: CA.

DeCapua, A. (2008). Grammar for Teachers. New York: Springer

Downing, A. and Locke, P. (2006). English Grammar A University Course Second

Edition. USA: Routledge.

Dykes, B. (2007). Grammar for Everyone: Practical Tools for Learning and Teaching
Grammar. Australia: Australian Council for Educational Research Ltd.

Hadi,(2009). Pembelajaran dengan Pendekatan Realistik untuk Meningkatkan

Pemahaman Sistem Persamaan Linier Dua Peubah Siswa Kelas II
SLTP.Unpublished Thesis:Universitas Negeri Malang.

Harahap, N.(1992). Teknik penelitian Hasil Belajar, Jakarta :BulanBintang.

Harmer, J. (1991). The Practice of English Language Teaching. London:Longman.

Haryati. T. 2012. Improving Vocabulary Mastery Of The Fourth Grade Full Inclusive
Students Of Sdn Klampis Ngasem I Surabaya Through Make A-Match
Method. Journal Language Edu, I (1)/23 February 2013.

Hatch, E and Cheryl, B.(1995).Vocabulary, Semantics,and LanguageEducation. New

York: Cambridge University Press.

Haycraft, J. (1995). An Introduction to English Language Teaching. England: Longman

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Hopkins, D. (1993). A teacher’s Guide to Classroom Research. Buckingham: Open

University Press.

Jackson, H. (2005). Good Grammar for Students. London: Sage Publication.

Kemmis, S. and McTaggart, R. 1988. The Action Research Planner. Deakin University,
Third Edition. Australia: Deakin University Level.

Kemmis, Stephen,. McTaggart, Robin., & Nixon, Rhonda. (2014). The Action Research
Planner: Doing Critical Participatory Action Research. Singapore: Springer.

Kridalaksana H.(1993) Kamus Linguistik,edisi ke-3. Jakarta: PT. Gramedia

PustakaUtama.

Lie, A 2007. Cooperative Learning. Jakarta: PT Grasindo.

Lie, A. (2010). Cooperative Learning di Ruang Kelas. Jakarta: PT Gramedia.

Norton, B. (2006). Towards a model of critical language teacher education. Language

Issues, 17(1), 12-17.

Rahmawati,E.E (2016). The Effectivenes of Make A Match Technique toward

Students’sVocabulary Achievement At First Grade Of Mts Al
Ma’arifTulungAgung In Academic Year 2015/2016.English Education
Department Faculty of Tarbiyah and Teacher Training State Islamic Institute
(IAIN) Of Tulungagung,Indonesia.
http://repo.iain-tulunagung.ac.id/4268/2/CHAPTER %201.pdf (08/02/2017)

Sulistiani. 2012. The Effectivenes of Using Make A Match Technique on Students’

Achievement In Vocabulary Of The Fifth Grade Students of SDN II
Plosokandang. English Education Program Department of Islamic Education
State Islamic College (Stain) Tulungagung. Access on February, 16th 2016

Richards, J.C. and Renandya, W.A. (2002). Methodology in Language Teaching: An

Anthology of current Practice. New York: Cambridge University Press.

Webster,SThe Largest Abridgement of Webster.s New International Dictionary of

English Language, Webster.s College Dictionary. (USA : G & G Merriam
co,1935).

APPENDICES
 81

A. Observation Checklist toward Students’ Participation in Learning

Process

Category
Number Observed Items Descriptions
Low Mid High

The students are enthusiastic

1 Enthusiasm to join the class. They are
joyful to be in English class.

The students are motivated to

be involved into class
2 Motivation
interaction. They compete to
sit close to instructor’s site.

The students tend to ask the

3 Interest teacher to repeat his
utterances and instruction.

The students respond to

4 Response teacher’s command
promptly.

The students are time grasp

5 Progress
teacher’s instruction.

Source: Adapted from Bailey (2005: 154)

B. Table of Observations Teacher’s Activities

No Teaching step Meeting

 82

1 2 3 4
Pre Activities
 Greeting the students
 Setting up the required media
in learning.
 To tell the students about the
objective of teaching.
 Asks some preliminary
questions to students to answer
orally in order to direct them to
the content of the lesson and
explore students’ prior
knowledge about the topic that
the class will discuss
2 While Activities
 The teacher attracts students’
learning interest by applying
Make-a-Match
 The teacher facilitates students
to employ some expressions
they know to initiate or to
begin a conversation.
 The teacher gives a clear and
slowly instruction to the
students.
 The teacher gives score for the
students are able to perform the
conversation.
3 Post Activities
 Instruct the students about the
activity
 Reflect to the previous
material.
 The teacher concludes the
material.
 Ended the class
Total Score
Maximum Score
The average percentage (%)

Note : 4: Very Good , 3: Good, 2: Fair 1: Poor

Category :

80 - 100: very good

 83

60 - 80%: good

40 - 60%: fair

0 - 40%: poor

The total obtained score

𝑝𝑟𝑒𝑐𝑒𝑛𝑡𝑎𝑡𝑖𝑜𝑛 𝑡𝑜 𝑀𝑎𝑘𝑒 − 𝑎 − 𝑀𝑎𝑡𝑐ℎ = x 100 %
score maximal

B. Scoring System Scale

No Kinds of test Items Weight Points

1. Multiple Choice 10 1 10

1
2. Match 15 15

25 25

D. Level of Success
 84

Individual score Qualification Level of Success Criteria

86- 100 Very good Successful Very effective

60 - 85 Good Successful Effective

40 - 59 Fair Failed Less effective

< 40 Low Failed Not effective

 85

Appendix 1 Field Note

Class :

Day/Date : .......…………

Material : .....................

Topic : ………………

Meeting : ………………

Direction :

Write down all the teacher’s and the students’ activities uncovered on the student’s and

teacher’s observation sheet while the teaching learning process is going on.

 Result of observation :

……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………..

Palu,

Observer,

................
 86

Lesson Plan

First Meeting

Education Unit : SMP Negeri 10 Palu

Subject : English

Academic Year : 2017 /2018

Class / semesters : VII / 2 (two)

Topic : Oral and written text to state and ask about behavior

of animals.

Time : 2 x 40 minutes

A. Core Competency

KI 1 : Respect and appreciate the teachings of their religion

Respect and appreciate the honest behavior, discipline, responsibility, caring
KI 2 : (tolerance, gotong royong), mannered, confident, in interacting effectively with the
social and natural environment within reach of the association and its existence
Understanding knowledge (factual, conceptual and procedural) by curiosity about
KI 3 :
science, technology, art, cultural phenomena and events related to the visible
Tried, process, and serve in the realm of the concrete (using, parse, compose,
modify, and make) and the realm of the abstract (writing, reading, counting,
KI 4 :
drawing, and writing) in accordance with the learned in school and other sources in
the same viewpoint /theory

B. Competency and Competency Achievement Indicators

Achievement indicators
No. Basic competencies
Competence

Grateful for the opportunity to learn the

language in the English language
1 1.1
international communication embodied in
the spirit of learning.

Shows honest behavior, discipline,

confidence, and responsibility for
2 2.2
implementing a transactional
communications with teachers and friends
 87

Behave responsibility, caring, cooperation,

2.3 and peaceful, in implementing functional
communication.
Understanding the social function, the Listen or read the words
structure of the text, and linguistic elements or speech that is used to
on text to express and ask the animals in express and ask the
accordance with the context of its use. animals in accordance
3. 7.1 with the context of its use.
3. 7 Understanding the social function, the
structure of the text, and linguistic elements Identifying expression
3.7 .2 used to express and ask
on text to express and ask behavior / action /
3 3.8 for the animal in the
function of animals, according to the
3.8.1 context of its use.
context of use.
3:10
3.10.1 Identify the behavior of
Understanding the social function, the animals.
structure of the text, and linguistic elements
of descriptive text to express and ask about Specify the purpose of the
the description of the animals is very short descriptive text about
and simple, according to the context of use. animals.

Develop oral and written texts to express

and ask the animal nature by observing the
social function, the structure of the text and
the correct linguistic elements and in Identify names of animals
and their characteristics.
context.

4.8 4.8 .1 Make text short hair who

Develop oral and written texts to express
used the phrase to
and ask behavior / action / function of the
describe for the animals.
4.9 animal with the correct linguistic elements 4.9.1
4 and in context.
Answer a text based
4:12 4.12.1
descriptive text about
Capture the meaning of descriptive text oral
animals.
4:13 and written, is very short and simple. 4.13.1
Develop oral and written descriptive text, a Use text structure and
very short and simple, about animals by elements of language to
observing the social function, the structure describe the animal.
of the text, and linguistic elements,
correctly and in context.
 88

C. Learning Objectives
2.

After following a series of learning activities, learners can:

1. Listen to or read the words or speech that is used to express and ask the animals
in accordance with the context of its use.
2. Identify expression usedtoexpress and askfor theanimal in the context of its use.
3. Identify names of animals and their characteristics.
4. Make text short hair who used the phrasetodescribeforthe animals.
5. Use text structure and elements of languagetodescribe the animal.

D. Learning Materials

Social Function
Identify, introduce, praise, criticize, admire

Text Structure

(the main idea and details)

a. Name the animals and the name of the selected parts to be described
b. Mention the nature of the beast.
c. Mention the action of atau associated withanimals all in accordance with the
social functions to be achieved.

d. The horse is very strong.Cows are big.Chicks are cute.A cokroach is brown., etc.

Elements of language
1. The adjective related to the physical, mental, psychological
2. What question words... look like? How?
3. Names of animals that are so prevalent in the home, classroom, school, and
surrounding areas.
4. The verb in the simple present tense:be, have.

Topic

Animals around and relevant to students' lives, to provide exemplary behavior of

discipline, self-confident, responsible, love peace, and cooperation.
 89

E. Learning methods

1. Approach : Scientific Approach

1. Strategy : Practice and Cooperative Learning
2. Technique : Make-a-match

F. Media, Tools and Learning Resources

1. Media
Make-a-match card
2. Tools
Picture
White board
Board Marker

3. Learning Resources

c. Zaida, Nur.Bright: An English Course for Junior High

School Students.Jakarta: Erlangga.Hal.124-134.
d. Exemplary words and actions of teachers use every act
of communication interpersonal / transactional correctly
and accurately.
e. Sources from the internet, such as:

 www.dailyenglish.com
 http://americanenglish.state.gov/files/ae/resource_files
 http://learnenglish.britishcouncil.org/en/

G. Steps Learning Activities

Introduction (10 minutes)

1. Teachers greet (greeting);

2. Teachers check students' attendance;
3. Teachers prepare students psychologically and
physically to participate in the learning process;
4. Teachers give students motivation contextually
appropriate teaching material benefits and
applications in everyday life, by giving examples
and comparison locally, nationally and
internationally;
5. The teacher ask about the link between previous
knowledge with the material to be learned;
6. Teachers provide the learning objectives or basic
competencies to be achieved;
7. Teachers deliver the range of material and
descriptions of activities appropriate syllabus.
 90

While- activities (60 minutes)

Observing

1. Learnersand teachers discuss what animals they can encounter in the zoo.

2. Learners observe animals poster image given by the teacher and then name the
animals.

3. Learners listen rekman about thecharacteristicsofanimals.

4. Learners identify the names of the members of the body of animals: dogs, birds,
and fish (Figure prepared by the teacher).

5. Learners answer questions about the animals of the text he was reading (activity
3).

Closing (10 minutes)

1. Learners and teachers to reflect on their learning activities and benefits.

2. Learners and teachers to provide feedback on the process and learning outcomes.
3. Learners pay attention to information about the plan learning activities for the
next meeting.
4. Learners and teachers said goodbye.

H. Appraisal

1. Spiritual Attitudes Assessment Rubric

No. Indicator Score

1 Using 8 positive words and two of them are said”God” and “Thank” 5
2 Using 6 positive words and two of them are said “God” and Thank 4
3 Using 4 positive words and two of them are said “God” and “ Thank” 3
4 Using 4 positive words without the words “God” and “ Thank” 2
5 Using less than four positive words without the words “God” and “Thank” 1
 91

a. Scoring guidelines:

2. Social Attitudes Assessment Rubric

Description of social attitudes Value

Behave courteously, Always 2
caring, and confident in
carrying out the Sometimes 1
interpersonal
communication with Rarely 0.5
teachers and friends.

a. Guidelines Scoring

3. Knowledge
a. Valuation techniques : Written test
b. Form ofthe instrument : Filling text hiatus, filling puzzles, and answer questions
c. Grating :

No. Indicator Grain Instruments

1.
Learners can identify the name of the beast. Activity 1
2.
Learners can answer the questions according to the text. Activity 3
3.

4.
Learners can mebuat questions about the characteristics of
Activity 5
animals.
5.
Learners can answer questions Activity 8

4. Skills
d. Mechanical Ratings :Work method
e. Instrument's Shape :Tests the ability tolisten andwrite.
f. Lattice:

No. Skills / Indicators Grain Instruments

Listening
1. Learners can answer complement hiatus text matching the text
Activity 6
to hear.
2. Learners can complete the sentence in accordance with the
Activity 7
description he heard.
Writing
 92

1.
Learners can describe their favorite or beloved pets Activity 9 and 10

g.Conversion ofreading and listeningskills.

Each correct answer was given a score of 1 (one)

h. Rubric Writing Skills Test

No. Rated aspect Criteria Score

100% of the contents in accordance 5
Appropriateness of the 80% of the contents in accordance 4
1 contents with the goal of 60% of the contents in accordance 3
writing a message 40% of the contents in accordance 2
20% content according 1
100% right choice of words 5
80% said the right choice 4
2 Choice of words 60% said the right choice 3
40% said the right choice 2
20% said the right choice 1
100% writing appropriate vocabulary 5
80% of writing appropriate vocabulary 4
3 Writing vocabulary 60% of writing appropriate vocabulary 3
40% of writing appropriate vocabulary 2
20% of writing appropriate vocabulary 1
100% use proper grammar 5
80% use proper grammar 4
4 Grammatical correctness 60% use proper grammar 3
40% use proper grammar 2
20% use proper grammar 1

i. Scoring Guidelines:

Conversion Competence Knowledge, Skills and Attitudes

value Competency
Predicate
Knowledge Skills Attitude
A 4 4
SB
A- 3.66 3.66
B+ 3:33 3:33
B 3 3 B
B- 2.66 2.66
C+ 2:33 2:33
C
C 2 2
 93

C- 1.66 1.66
D+ 1:33 1:33
K
D- 1 1

Palu, 2017
Headmaster of SMP Negeri 10 Palu English Teacher

DRA.HARLINA. M.Si MUZNA LAMADE, S.Pd

NIP : 19651010 199502 2 001 NIP : 197701162006042016
 94

Lesson Plan

Second Meeting

Education Unit : SMP Negeri 10 Palu

Subject : English

Academic Year : 2017 /2018

Class / semesters : VII / 2 (two)

Topic : Oral and written text to state and ask about action

of animals.

Time : 2 x 40 minutes

A.CorebCompetencies
KI 1 : Respect and appreciate the teachings of their religion
Respect and appreciate the honest behavior, discipline, responsibility,
caring (tolerance, gotong royong), mannered, confident, in interacting
KI 2 :
effectively with the social and natural environment within reach of the
association and its existence
Understanding knowledge (factual, conceptual and procedural) by
KI 3 : curiosity about science, technology, art, cultural phenomena and events
related to the visible
Tried, process, and serve in the realm of the concrete (using, parse,
compose, modify, and make) and the realm of the abstract (writing,
KI 4 :
reading, counting, drawing, and writing) in accordance with the learned in
school and other sources in the same viewpoint /theory

Core competencies

C. Competency and Competency Achievement Indicators

Achievement indicators
No. Basic competencies
Competence
Grateful for the opportunity to learn the
language in the English language
1 1.1
international communication embodied in
the spirit of learning.
Shows honest behavior, discipline,
2 2.2
confidence, and responsibility for
 95

implementing a transactional
communications with teachers and friends
Behave responsibility, caring, cooperation,
2.3 and peaceful, in implementing functional
communication.
Understanding the social function, the M endengarkan or
structure of the text, and linguistic read the words or
elements on text to express and ask the speech that is used to
animals in accordance with the context of express and ask the
its use. animals in accordance
3. 7.1 with the context of its
Understanding the social function, the use.
3. 7
structure of the text, and linguistic 3.7 .2
elements on text to express and ask Identifying expression
3 3.8
behavior / action / function of animals, 3.8.1 used to express and
according to the context of use. ask for the animal in
3:10
3.10. the context of its use.
Understanding the social function, the 1 Identify the behavior
structure of the text, and linguistic of animals.
elements of descriptive text to express and
ask about the description of the animals is Specify the purpose of
very short and simple, according to the the descriptive text
context of use. about animals.

Develop oral and written texts to express

and ask the animal nature by observing Identify names of
the social function, the structure of the animals and their
text and the correct linguistic elements characteristics.
and in context.
4.8 .1 Make text short hair
4.8 who used the phrase
Develop oral and written texts to express
4.9.1 to describe for the
and ask behavior / action / function of
4.9 animals.
the animal with the correct linguistic
4 4.12.
elements and in context.
4:12 1 Answering a text
based descriptive text
Capturing the meaning of descriptive text
4:13 4.13. about animals.
oral and written, is very short and simple.
1
Develop oral and written descriptive text, Using text structure
a very short and simple, about animals by and elements of
observing the social function, the language to describe
structure of the text, and linguistic the animal.
elements, correctly and in context.
 96

C. Learning objectives

After following a series of learning activities, learners can:

6. Listen to or read the words or speech that is used to express and ask the
animals in accordance with the context of its use.
7. Identifying expression used to express and ask for the animal in the
context of its use.
8. Identify names of animals and their characteristics.
9. Make text short hair who used the phrase to describe for the animals.
10. Using text structure and elements of language to describe the animal.

E. Learning materials

social function
Identify, introduce, praise, criticize, admire

text structure

(the main idea and details)

e. Naming the animals and the name of the selected parts to be described
f. Mention the nature of the beast.
g. Mentioning the action of at au associated with animals all in accordance
with the social functions to be achieved.

h. The horse is very strong. Cows are big. Chicks are cute. A cokroach is brown. ,
etc.

Elements of language
1.The adjective related to the physical, mental, psychological
2.What question words ... look like? How?
3.Names of animals that are so prevalent in the home, classroom, school, and
surrounding areas.

4.The verb in the simple present tense: be, have.

Topic

Animals around and relevant to students' lives, to provide exemplary behavior of

discipline, self-confident, responsible, love peace, and cooperation.
 97

F. Learning methods

1. Approach : Scientific Approach

3. Strategy : Practice and Cooperative Learning
4. Technique : Make-a-match

G. Media, Tools and Learning Resources

1. Media
Make-a-match card
2. Tools
Picture
White board
Board Marker

4. Learning Resources

a. Zaida, Nur. Bright: An English Course for Junior High School

Students. Jakarta: Erlangga.Hal. 124-134.

Buku Siswa SMP/MTs Kelas VII “Bahasa Inggris: When English

Rings a Bell” Edisi Revisi 2016 (Pusat Kurikulum dan
Perbukuan,Balitbang,Kemdikbud; Hal, 1-20)
b. Hanung.Buku Pendamping kurikulum 2013 Bahasa Inggris untuk
SMP/MTs.Sukoharjo: Hasan Pratama.

c.
1. Exemplary words and actions of teachers use every
act of communication interpersonal / transactional
correctly and accurately.
2. Sources from the internet, such as:

 www.dailyenglish.com
 http://americanenglish.state.gov/files/ae/resource_files
 http://learnenglish.britishcouncil.org/en/

H. Steps Learning Activities

Introduction (10 minutes)

1. Teachers greet (greeting);
2. Teachers check students' attendance;
3. Teachers prepare students psychologically and physically to participate in
the learning process;
 98

4. Teachers give students motivation contextually appropriate teaching

material benefits and applications in everyday life, by giving examples
and comparison locally, nationally and internationally;
5. The teacher asked about the link between previous knowledge with the
material to be learned;
6. Teachers provide the learning objectives or basic competencies to be
achieved;
7. Teachers deliver the range of material and descriptions of activities
appropriate syllabus.

Core activities (60 minutes)

Observe

1. Learners observe the teacher's explanations concerning the use of

pronouns.

2. Learners complete the text of the hiatus by using appropriate pronouns

(activity 4).

Ask

1. Learners make inquiries about the characteristics of animals (activity 5).

2. Learners and teachers play a guessing game â € â € with the teacher giving
a description of the animal. Example (it can fly, it has wings, what is it?)
And then the students to guess the animal and then turns to the learners.

Closing (10 minutes)

1. Learners and teachers to reflect on their learning activities and benefits.

2. Learners and teachers to provide feedback on the process and learning
outcomes.
3. Learners pay attention to information about the plan learning activities
for the next meeting.
4. Learners and teachers said goodbye.

I. appraisal

1. Spiritual Attitudes Assessment Rubric

No. Indicator Score

1 8 Using positive words and two of them are said “God”and Thanks”€ 5
 99

6 Using positive words and two of them are said œGodâ € â € and â €
2 4
œThankâ €
4 Using positive words and two of them are said œGodâ € â € and â €
3 3
œThankâ €
4 Using positive words without the words â € œGodâ € and â €
4 2
œThankâ €
Using less than four positive words without the words â € œGodâ €
5 1
and â € œThankâ €

b. Scoring guidelines:

2. Social Attitudes Assessment Rubric

Description of social attitudes Value

Behave courteously, Always 2
caring, and
confident in carrying Sometimes 1
out the interpersonal
communication with Rarely 0.5
teachers and friends.

b. guidelines scoring

4. Knowledge

b. Valuation techniques : Written test

d. Form of the instrument : Filling text hiatus, filling puzzles, and answer
questions
e. Grating :

No. Indicator grain Instruments

2.
Learners can identify the name of the beast. Activity 1
3.
Learners can answer the questions according to the text. Activity 3
4.
Learners can fill gaps sentences using pronouns. Activity 4
 100

Learners can mebuat questions about the

5. characteristics
Activity 5
of animals.
6.
Learners can answer questions Activity 8

5. skills

e. Mechanical Ratings : Work method

g. Instrument's Shape : Tests the ability to listen and write.

h. Lattice:

No. Skills / Indicators grain Instruments

Listen
2. Learners can answer complement hiatus text matching the
Activity 6
text to hear.
3. Learners can complete the sentence in accordance with the
Activity 7
description he heard.
Write
2.
Learners can describe their favorite or beloved pets Activity 9 and 10

g. Conversion of reading and listening skills.

Each correct answer was given a score of 1 (one)

i. Rubric Writing Skills Test

No. Rated aspect Criteria Score

100% of the contents in accordance 5
Appropriateness of the 80% of the contents in accordance 4
1 contents with the goal of 60% of the contents in accordance 3
writing a message 40% of the contents in accordance 2
20% content according 1
100% right choice of words 5
80% said the right choice 4
2 choice of words
60% said the right choice 3
40% said the right choice 2
 101

20% said the right choice 1

100% writing appropriate vocabulary 5
80% of writing appropriate vocabulary 4
3 Writing vocabulary 60% of writing appropriate vocabulary 3
40% of writing appropriate vocabulary 2
20% of writing appropriate vocabulary 1
100% use proper grammar 5
80% use proper grammar 4
4 Grammatical correctness 60% use proper grammar 3
40% use proper grammar 2
20% use proper grammar 1

j. Scoring guidelines:

Conversion Competence Knowledge, Skills and Attitudes

value Competency
Predicate
Knowledge skills Attitude
A 4 4
SB
A- 3.66 3.66
B+ 3:33 3:33
B 3 3 B
B- 2.66 2.66
C+ 2:33 2:33
C 2 2 C
C- 1.66 1.66
D+ 1:33 1:33
K
D- 1 1

Palu, 2017
Headmaster of SMP Negeri 10 Palu English Teacher

DRA.HARLINA. M.Si MUZNA LAMADE, S.Pd

NIP : 19651010 199502 2 001 NIP : 197701162006042016
 102

Lesson Plan

Third Meeting

Education Unit : SMP Negeri 10 Palu

Subject : English

Academic Year : 2017 /2018

Class / semesters : VII / 2 (two)

Topic : Oral and written text to state and ask about

function of animals.

Time : 2 x 40 minutes

A. Core competencies

KI 1 : Respect and appreciate the teachings of their religion

Respect and appreciate the honest behavior, discipline, responsibility, caring
(tolerance, gotong royong), mannered, confident, in interacting effectively with
KI 2 :
the social and natural environment within reach of the association and its
existence
Understanding knowledge (factual, conceptual and procedural) by curiosity
KI 3 : about science, technology, art, cultural phenomena and events related to the
visible
Tried, process, and serve in the realm of the concrete (using, parse, compose,
KI 4 :
modify, and make) and the realm of the abstract (writing, reading, counting,
 103

drawing, and writing) in accordance with the learned in school and other
sources in the same viewpoint /theory

B. Competency and Competency Achievement Indicators

Achievement indicators
No. Basic competencies
Competence
Grateful for the opportunity to learn the
language in the English language
1 1.1
international communication embodied
in the spirit of learning.
Shows honest behavior, discipline,
confidence, and responsibility for
2 2.2 implementing a transactional
communications with teachers and
friends
Behave responsibility, caring,
cooperation, and peaceful, in
2.3
implementing functional
communication.
Understanding the social function, the
structure of the text, and linguistic M endengarkan or read the
elements on text to express and ask the words or speech that is used
animals in accordance with the context to express and ask the
of its use. animals in accordance with
3. 7.1 the context of its use.
Understanding the social function, the
3. 7 Identifying expression used
structure of the text, and linguistic
3.7 .2 to express and ask for the
elements on text to express and ask
3 3.8 animal in the context of its
behavior / action / function of animals,
3.8.1 use.
according to the context of use.
3:10
3.10.1 Identify the behavior of
Understanding the social function, the animals.
structure of the text, and linguistic
elements of descriptive text to express Specify the purpose of the
and ask about the description of the descriptive text about
animals is very short and simple, animals.
according to the context of use.
4.8 Develop oral and written texts to express 4.8 .1 Identify names of animals
and their characteristics.
and ask the animal nature by observing
4.9 4.9.1
the social function, the structure of the
4 Make text short hair who
4:12 text and the correct linguistic elements 4.12.1 used the phrase to describe
and in context. for the animals.
4:13 4.13.1
 104

Develop oral and written texts to express Answering a text based

and ask behavior / action / function of descriptive text about
the animal with the correct linguistic animals.
elements and in context.
Using text structure and
Capturing the meaning of descriptive elements of language to
text oral and written, is very short and describe the animal.
simple.
Develop oral and written descriptive
text, a very short and simple, about
animals by observing the social function,
the structure of the text, and linguistic
elements, correctly and in context.

D. Learning objectives

After following a series of learning activities, learners can:

11. Listen to or read the words or speech that is used to express and ask the
animals in accordance with the context of its use.
12. Identifying expression used to express and ask for the animal in the
context of its use.
13. Identify names of animals and their characteristics.
14. Make text short hair who used the phrase to describe for the animals.
15. Using text structure and elements of language to describe the animal.

F. Learning materials

social function
Identify, introduce, praise, criticize, admire

text structure

(the main idea and details)

i. Naming the animals and the name of the selected parts to be described
j. Mention the nature of the beast.
k. Mentioning the action of at au associated with animals all in accordance
with the social functions to be achieved.

l. The horse is very strong. Cows are big. Chicks are cute. A cokroach is brown. ,
etc.
 105

Elements of language
1.The adjective related to the physical, mental, psychological
2.What question words ... look like? How?
3Names of animals that are so prevalent in the home, classroom, school, and
surrounding areas.
4The verb in the simple present tense: be, have.

Topic

Animals around and relevant to students' lives, to provide exemplary behavior of

discipline, self-confident, responsible, love peace, and cooperation.

G. Learning methods

1. Approach : Scientific Approach

5. Strategy : Practice and Cooperative Learning
6. Technique : Make-a-match

H. Media, Tools and Learning Resources

1. Media
Make-a-match card
2. Tools
Picture
White board
Board Marker

5. Learning Resources

1. Zaida, Nur. Bright: An English Course for Junior High

School Students. Jakarta: Erlangga.Hal. 124-134.
2. Exemplary words and actions of teachers use every
act of communication interpersonal / transactional
correctly and accurately.
3. Sources from the internet, such as:

 www.dailyenglish.com
 http://americanenglish.state.gov/files/ae/resource_files
 http://learnenglish.britishcouncil.org/en/

I. Steps Learning Activities

 106

Introduction (10 minutes)

1. Teachers greet (greeting);

2. Teachers check students' attendance;
3. Teachers prepare students psychologically and physically to participate in
the learning process;
4. Teachers give students motivation contextually appropriate teaching
material benefits and applications in everyday life, by giving examples
and comparison locally, nationally and internationally;
5. The teacher asked about the link between previous knowledge with the
material to be learned;
6. Teachers provide the learning objectives or basic competencies to be
achieved;
7. Teachers deliver the range of material and descriptions of activities
appropriate syllabus.

exploring

1. Teachers describe pets or animals unique orally.

2. Learners and teachers to discuss the description of the animal.
3. Learners listen to a recording of the text description of animals and fill
gaps on the matter (activity 6).
4. Learners complete the text of the hiatus of the animals in accordance with
the recording heard (activity 7).

associate

1. Learners work in pairs to discuss the question in the text book (activity 8).

Closing (10 minutes)

1. Learners and teachers to reflect on their learning activities and benefits.

2. Learners and teachers to provide feedback on the process and learning
outcomes.
3. Learners pay attention to information about the plan learning activities
for the next meeting.
4. Teacher asks the students to bring pictures of their favorite animals or
favorite.
5. Learners and teachers said goodbye.

J. Appraisal

1. Spiritual Attitudes Assessment Rubric

 107

No. Indicator Score

8 Using positive words and two of them are said œGodâ € â € and â €
1 5
œThankâ €
6 Using positive words and two of them are said œGodâ € â € and â €
2 4
œThankâ €
4 Using positive words and two of them are said œGodâ € â € and â €
3 3
œThankâ €
4 Using positive words without the words â € œGodâ € and â €
4 2
œThankâ €
Using less than four positive words without the words â € œGodâ €
5 1
and â € œThankâ €

c. Scoring guidelines:

2. Social Attitudes Assessment Rubric

Description of social attitudes Value

Behave courteously, Always 2
caring, and
confident in carrying Sometimes 1
out the interpersonal
communication with Rarely 0.5
teachers and friends.

c. guidelines scoring

5. Knowledge

c. Valuation techniques : Written test

f. Form of the instrument : Filling text hiatus, filling puzzles, and answer
questions
g. Grating :

No. Indicator grain Instruments

3.
Learners can identify the name of the beast. Activity 1

Learners can answer the questions according

4. to the
Activity 3
text.
5.
 108

Learners can mebuat questions 6.about the

Activity 5
characteristics of animals.
7.
Learners can answer questions Activity 8

6. skills

f. Mechanical Ratings : Work method

i. Instrument's Shape : Tests the ability to listen and write.

j. Lattice:

No. Skills / Indicators grain Instruments

Listen
3. Learners can answer complement hiatus text matching
Activity 6
the text to hear.
4. Learners can complete the sentence in accordance with
Activity 7
the description he heard.
Write
3.
Learners can describe their favorite or beloved pets Activity 9 and 10

h. Conversion of reading and listening skills.

Each correct answer was given a score of 1 (one)

j. Rubric Writing Skills Test

No. Rated aspect Criteria Score

100% of the contents in accordance 5
Appropriateness of the 80% of the contents in accordance 4
1 contents with the goal of 60% of the contents in accordance 3
writing a message 40% of the contents in accordance 2
20% content according 1
100% right choice of words 5
2 choice of words
80% said the right choice 4
 109

60% said the right choice 3

40% said the right choice 2
20% said the right choice 1
100% writing appropriate vocabulary 5
80% of writing appropriate vocabulary 4
3 Writing vocabulary 60% of writing appropriate vocabulary 3
40% of writing appropriate vocabulary 2
20% of writing appropriate vocabulary 1
100% use proper grammar 5
80% use proper grammar 4
4 Grammatical correctness 60% use proper grammar 3
40% use proper grammar 2
20% use proper grammar 1

k. Scoring guidelines:

Conversion Competence Knowledge, Skills and Attitudes

Palu, 2017
Headmaster of SMP Negeri 10 Palu English Teacher

DRA.HARLINA. M.Si MUZNA LAMADE, S.Pd

NIP : 19651010 199502 2 001 NIP : 197701162006042016
 110

TESTS

A. Cross the correct answer with a,b,c, or d!

1. ............................. live in the sea.

a. turtle b. rooster c. butterfly d. pigeon

2. I have a ......................

a. turtle b. rooster c. butterfly d. pigeon

3.
 111

This is a....................The colour is pretty

a. turtle b. rooster c. butterfly d. pigeon

4. Budi has a........................

a. turtle b. rooster c. butterfly d. pigeon

5. The ........has fierce eyes..

a. lion b. rooster c. butterfly d. Pigeon

6. It is a wild animal. It can swim in the river. It has sharp teeth. It is often dangerous.
It’s skin is very rough.

a.crocodile b.snake c.penguien d.giraffe

7. It is a bird, but it cannot fly. It can swim in the sea and walk on the land. It eats fish.
It lives in very cold area.

a.penguin b.crocodile c.monkey d,giraffe

 112

8. It has a long body. It does not have any legs to move, so it crawls on the land. It eats
small animals like frogs. It is dangerous.

a. crocodile b.snake c. lizard d.fish

9. It can run very fast. It has a very long neck. Itis the tallest animals in the world. It
eats leaves. It lives in Africa.

a. b.cow c. giraffe d.lion

10. It has fingers and along tail. It can climb trees very fast.It eats nuts and
fruits.It’sbodysmall. It can walk like human being.It ia a clever animals.

a.cow b.lamb c.cock d.monkey

B. 1.Match the animal s with the picture!

1.

a. cockroach

2.

b.tiger

3.

c.giraffe

4.
 113

d.buffalo

5.

e.kangaroo

B2. Match the animals with the activity

ANIMALS
NO ACTIVITY
1 Monkey a. Fly
2 Fish b. hop
3 Snake c. climb
4 Giraffe d. crawl
5 Bird e. swim

B3. Match the animals with the characteristic !

ANIMALS
NO CHARACTERISTIC
1 Giraffe a. very cute
2 Zebra b. huge
3 Elephant c. sharp teeth / powerful leg
4 Tiger d. have black and white strips
5 Rabbit e. curly eyelash

ANSWER KEY

A. 1. a 6. a
2. b 7. a
3. c 8. b
4. d 9. c
5. a 10.d
 114

B.1
1.c
2.e
3.d
4.b
5.a

B2.
1.c
2.e
3.d
4.b
5.a

B3.
1.e
2.d
3.b
4.c
5.a
 115

6. It is a herbivorous animal because it eayts grass and leaves of the plants. It is

almost blind. It has one or two horns on nose. We can find this animal in Ujung
Kulon.
7. It is a domestic animal. It can run fast. It eats meat or special pet food.It doesn’t
run, but it hops very fast. It lives in Australia country and in island of Papua.
8. It is a small animal.It has four legs,but the front legs are short. It doesn’t run, but
it hops very fast. It lives in Australia country and in island of Papua.
9. It is very big and strong.It is gray.It lives in asia and in Africa. It has two tusks
and a trunk. It has very large ears and four legs. It eats leaves.
10. It looks like a horse , but it smaller. It has black and white stripes on its body. It
eats grass and leaves of the plant.s. It can run very fast

B. 1.Match the animal s with the picture!

1.

a. cockroach

b.

3.

c.

4.

d.

5.
 116

e.

B2. Match the animals with the activity

ANIMALS
NO ACTIVITY
1. Horse a. swim
2. Bee b.play ball
3. Worm c.jump
4. Duck d.crawl
5. Seal e.fly and sting

B3. Match the animals with the characteristic !

ANIMALS
NO CHARACTERISTIC
1. Peacock a. curly fur
2. Dog b.colourful feather
3. Horse c.Fierce eyes
4. Cat d.clever
5. Seal e.strong

ANSWER KEY

B. 1. a 6. a
2. b 7. a
3. c 8. b
4. d 9. c
5. a 10.d

B.1
1.c
2.e
3.d
4.b
5.a

B2.
1.c
2.e
 117

3.d
4.b
5.a

B3.
1.e
2.d
3.b
4.c
5.a

B. 1.Match the animal s with the picture!

1.

a. cockroach

b.tiger

3.

c.giraffe

4.
 118

d.buffalo

5.

e.kangaroo

B2. Match the animals with the activity

ANIMALS
NO ACTIVITY
1 Monkey f. fly
2 Fish g. hop
3 Snake h. climb
4 Giraffe i. crawl
5 Bird j. swim

B3. Match the animals with the characteristic !

ANIMALS
NO CHARACTERISTIC
1 Giraffe f. very cute
2 Zebra g. huge
3 Elephant h. sharp teeth/powerful leg
4 Tiger i. have black and white strips
5 Rabbit j. curly eyelash

ANSWER KEY

C. 1. a 6. a
2. b 7. a
3. c 8. b
4. d 9. c
5. a 10.d
 119

B.1
1.c
2.e
3.d
4.b
5.a

B2.
1.c
2.e
3.d
4.b
5.a

B3.
1.e
2.d
3.b
4.c
5.a
120
121
 122

Cooperative learning

1. 1. COOPERATIVE LEARNING
2. 2. CooperativeLearning is“instructional use of smallgroups through
whichstudents work together tomaximize their own andeach others learning.”
3. 3. The group’s members shouldbe in:• Different levels of ability• Different
ethnic• Different race• Different talent• Different interest• Etc. (heterogenic)
4. 4. How canyou makecooperationwork?
5. 5. The Essential Elements ofC.L.• PositiveInterdependence•
IndividualAccountability• Group Processing• Social Skill Development• Face – to
– FaceInteractionpigface
6. 6. Positive Interdependence• What it is:- Linked with others.- Cannot
succeedunless they do.• What it looks like:- Heads together.- Talking about the
work.- Sharing ideas/answers.- Encouraging each other.- Collaboration.
7. 7. Individual Accountability• How learners areaccountable tothe group
andthemselves.• PersonalResponsibility.
8. 8. Group Processing• What it is:- Reflect on group’swork.- Did the group
achievetheirgoals?- Set new goals fornextsession?• What it looks like:-
Feedback.- Celebration of
9. 9. Face–to–Face Interaction• Eye to eye & knee toknee. Work
togetherproductively andpromote each othersuccess.• Helping each other.•
Exchanging neededresources, info,materials.• Processing information.•
Providing feedback.• Challenge each other.
10. 10. Social Skills • Communication• Collaboration• Problem Solving• Self
Expression• Manners• Appropriate Behavior
11. 11. Characteristics of CooperativeLearning1. TEAM2.
COOPERATIVEMANAGEMENT3. WILL TO COOPERATE4. SKILL TO COOPERATE
12. 12. Procedure of Cooperative Learning1. Convey the purpose of learning and
motivate thestudents2. Serve information3. Organize the students into small
groups4. Guide the groups to work and learn5. Evaluation6. Give the
appreciation/recognition
13. 13. Benefits• Teacher is not the sole provider of knowledge• Efficient way to
learn• Students take ownership in the work andachievement• Students are held
accountable among their peers• Learning revolves around interaction with
peers• Students are active participants in the learningprocess• Builds
interpersonal and interactive skills
14. 14. Types of Cooperative Learning• Student Teams Achievement
Division(STAD)• Jigsaw• Group Investigation• Make a Match• Teams Games
Tournaments (TGT)
 123

15. 15. 1. Student Teams AchievementDivision (STAD) -Robert Slavin-• Definition:

STAD is aCooperative learningstrategy in which smallgroups of learners
withdifferent levels of abilitywork together toaccomplish a sharedlearning
goal.a. Convey the purposeand Motivationb. Groupingc. Presentation
(teacher)d. Team worke. Quiz (evaluation)f. Recognition of team’sachievement
16. 16. 2. Jigsaw in steps1. Divide the class into groups of three to five people.2.
Every student in group was given different assignment.3. Students with the
same assignment form the new team(expert group)4. After the expert groups
finished the discussion, eachof them return to his/her home group and explain
theirassignment to the team.5. Each expert group presents his/her
discussion’soutcome6. Teacher gives evaluation7. Closing
17. 17. 1. Topics and teams -- Topics for study areidentified and students are placed
in teams.2. Planning -- Team members decide what sub-topics are to be
investigated as well as thegoals of their study and how the topics are tobe
studied.3. Action -- Team members gather information,review it,
analyze/evaluate it, and reach someconclusions.3. Group Investigation-Shlomo
Sharan and Yael Sharan-
18. 18. 4. Final Report Preparation -- Each team mustprepare a summary activity. It
may be in the formof a report, a briefing, etc., for the entire class. Theteams, via
representatives, must coordinate thisactivity.5. Presentation -- Each team
presents its findings tothe class. Reduce “lecture/telling” by using roleplays,
panels, simulations, etc.6. Assessment/Evaluation -- The purposes, methods,and
means of evaluation can be negotiatedcollaboratively among the students and
theinstructor.Sharan andHertz-Lazarowitz, 1980.
19. 19. 4. Make a Match -Lorna Curran-1. Teacher prepares some cards containing
concepts/topicsmatching for review season (in one side, the question’scard and
another side, the answer’s card.2. Every student gets a card and think about the
answer orquestion.3. Students look for their pair that has a matching card
withtheir card.4. Student who can match his/her card before the timingoffer will
get the point.5. After first round, cards are mixed again in order studentgets
different card from before.6. Conclusion
20. 20. 5. Teams Games Tournament (TGT)• Students play the game with other
team’smembers to score their own team.• Characteristics:- Student work in
small group- Games tournament- Team recognition
21. 21. Multi way trafficcommunicationAndPeerteaching

Recommended

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 124

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Current methods (1)

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MODEL PEMBELAJARAN MAKE AND MATCH

Model pembelajaran make and match adalah sistem pembelajaran yang

mengutamakan penanaman kemampuan sosial terutama kemampuan bekerja sama,
kemampuan berinteraksi disamping kemampuan berpikir cepat melalui permainan
mencari pasangan dengan dibantu kartu (Wahab, 2007 : 59).
Model make a match atau mencari pasangan merupakan salah satu alternatif yang
dapat diterapkan kepada siswa. Penerapan metode ini dimulai dari teknik yaitu siswa
disuruh mencari pasangan kartu yang merupakan jawaban/soal sebelum batas waktunya,
siswa yang dapat mencocokkan kartunya diberi poin. Teknik metode pembelajaran make
a match atau mencari pasangan dikembangkan oleh Lorna Curran (1994). Salah satu
keunggulan tehnik ini adalah siswa mencari pasangan sambil belajar mengenai suatu
konsep atau topik dalam suasana yang menyenangkan
Suyatno (2009 : 72) mengungkapkan bahwa model make and match adalah model
pembelajaran dimana guru menyiapkan kartu yang berisi soal atau permasalahan dan
menyiapkan kartu jawaban kemudian siswa mencari pasangan kartunya. Model
pembelajaran make and match merupakan bagian dari pembelajaran kooperatif. Model
pembelajaran kooperatif didasarkan atas falsafah homo homini socius, falsafah ini
menekankan bahwa manusia adalah mahluk sosial (Lie, 2003:27). Model make and match
melatih siswa untuk memiliki sikap sosial yang baik dan melatih kemampuan siswa
dalam bekerja sama disamping melatih kecepatan berfikir siswa.
Model pembelajaran make and match adalah salah satu model pembelajaran yang
berorientasi pada permainan. Menurut Suyatno (2009 : 102) Prinsip-prinsip model make
and match antara lain :
a) Anak belajar melalui berbuat
b) Anak belajar melalui panca indera
c) Anak belajar melalui bahas
d) Anak belajar melalui bergerak
Tujuan dari pembelajaran dengan model make and match adalah untuk melatih
peserta didik agar lebih cermat dan lebih kuat pemahamannya terhadap suatu materi
pokok (Fachrudin, 2009 : 168). Siswa dilatih berpikir cepat dan menghafal cepat sambil
menganalisis dan berinteraksi sosial.
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Menurut Benny (2009 : 1001), sebelum guru menggunakanan model make and
match guru harus mempertimbangkan : (1) indicator yang ingin dicapai (2)kondisi kelas
yang meliputi jumlah siswa dan efektifitas ruangan (3) alokasi waktu yang akan
digunakan dan waktu persiapan. Pertimbangan diatas sangat diperlukan karena model
make and match tidak efektif apabila digunakan pada kelas yang jumlah siswanya diatas
40 dengan kondisi ruang kelas yang sempit. Sebab dalam pelaksanaan pembelajaran,
make and match, kelas akan menjadi gaduh dan ramai. Hal ini wajar asalkan guru dapat
mengendalikannya.
Model pembelajaran make and match dapat dipergunakan pada alokasi
Dalam mengembangkan dan melaksanakan model Make and Match, menurut
Suyatno (2009 : 42) guru seharusnya mengembangkan hubungan baik dengan siswa
dengan cara :
a) Perlakukan siswa sebagai manusia yang sederajat
b) Ketahuilah apa yang disukai siswa, cara pikir mereka dan perasaan mereka
c) Bayangkan apa yang akan mereka katakan mengenai diri sendiri dan guru
d) Ketahuilah hambatan-hambatan siswa
e) Berbicaralah dengan jujur dan halus
f) Bersenang-senanglah bersama mereka
Model pembelajaran make and match merupakan model yang menciptakan
hubungan baik antara guru dan siswa. Guru mengajak siswa bersenang-senang dalam
permainan. Kesenangan tersebut juga dapat mengenai materi dan siswa dapat belajar
secara langsung maupun tidak langsung.

Langkah-langkah Model Make and Match

Langkah-langkah penerapan model make and match adalah sebagai berikut
a) Guru menyiapkan beberapa kartu yang berisi beberapa konsep atau topik yang cocok
untuk sesi review, satu bagian kartu soal dan bagian lainnya kartu jawaban.
b) Setiap siswa mendapatkan sebuah kartu yang bertuliskan soal/jawaban.
c) Tiap siswa memikirkan jawaban/soal dari kartu yang dipegang.
d) Setiap siswa mencari pasangan kartu yang cocok dengan kartunya. Misalnya: pemegang
kartu yang bertuliskan nama tumbuhan dalam bahasa Indonesia akan berpasangan dengan
nama tumbuhan dalam bahasa latin (ilmiah).
e) Setiap siswa yang dapat mencocokkan kartunya sebelum batas waktu diberi poin.
f) Jika siswa tidak dapat mencocokkan kartunya dengan kartu temannya (tidak dapat
menemukan kartu soal atau kartu jawaban) akan mendapatkan hukuman, yang telah
disepakati bersama.
g) Setelah satu babak, kartu dikocok lagi agar tiap siswa mendapat kartu yang berbeda
dari sebelumnya, demikian seterusnya.
h) Siswa juga bisa bergabung dengan 2 atau 3 siswa lainnya yang memegang kartu yang
cocok.
i) Guru bersama-sama dengan siswa membuat kesimpulan terhadap materi pelajaran.
Waktu minimal 1 x 45 menit. Sebab model ini membutuhkan waktu lebih untuk
permainan mencocokkan kartu dan membahasnya satu persatu dan menarik kesimpulan.
Persiapan yang perlu dilaksanakan untuk pembelajaran make and match harus cukup
karena harus membuat soal atau jawaban yang berbeda dan ditempel di kartu sebanyak
jumlah siswa.

ABSTRACT Rahmawati, Erin Eka. Registered Number Students, 2813123065. 2016. The
Effectiveness of Make a Match Technique toward Students’ Vocabulary Achievement of
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First Grade of MTs Al-Ma’arif Tulungagung in Academic Year 2015/2016. Thesis. English
Education Program. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Arina
Shofiya, M.Pd. Keywords: effectiveness, Make a Match technique, vocabulary
achievement. Vocabulary is very important to be learnt in learning English. The mastery
of vocabulary affects the success of communication in written and spoken form. There
are many ways can be implemented for teaching vocabulary but teachers have to
choose an appropriate way to be applied. One of the appropriate ways in teaching
vocabulary is Make a Match technique. It helps the teachers teach vocabulary in a
pleasant condition and make the passive learners to be an active learner. In this
technique, learners will try to find their pair according to their own flashcard in certain
time. The formulation of the research problem, are: 1) How is the student’s vocabulary
achievement before being taught by using Make a Match technique? 2) How is the
student’s vocabulary achievement after being taught by using Make a Match technique?
3) Is there any significant effect of Make a Match technic toward students’ vocabulary
achievement? The objectives of the research, are: 1) To find out the student’s
vocabulary achievement before being taught by using Make a Match technique. 2) To
find out the student’s vocabulary achievement after being taught by using Make a
Match technique. 3) To find out the significance effect of make a match technique
toward students’ vocabulary achievement. This research uses experimental design with
quantitative approach. The type of experimental design which is used in this research is
pre-experimental in the form one-group pre-test and post-test. The population of this
research is all students of first grade of MTs Al-Ma’arif Tulungagung. The sample is VII D
class which consists of 43 students. In this research, researcher uses test (pre-test and
post-test) as an instrument. The data analysis uses T-test formula and process by using
SPSS 16 program. The result of administering test show that the students’ mean score of
vocabulary achievement before being taught by using Make a Match technique is 84.56,
while the students’ mean score of vocabulary achievement after being taught by using
Make a Match technique is 91.30. The result of T-score is 3.315 whereas the result of T-
table with the significant level 5% is 2.021. Hence, the result of T-score is higher than the
result of T-table. It means that hypothesis alternative (H1) which states there is
significant difference between students’ score before and after being taught by using
Make a Match technique is accepted. While, the null hypothesis (H0) which states there
is no significant difference between students’ score before and after being taught by
using Make a Match is rejected. It can be concluded that Make a Match technique can
increase the students’ score on vocabulary and it is effective to be used as technique in
teaching vocabulary.
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