Documente Academic
Documente Profesional
Documente Cultură
\~t
\ _1
j-1\n
This Paper
Has fulfilled The Requirement for the Degree of Sarjana (SI)
At The English Department the Faculty of Education
By:
DWIHARTATI
NIM. 0014000382
!
ENGLISH DEPARTMENT
FA CUL TY OF TARBIY A AND TEACHERS TRAINING
SY ARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2005 MI 1426 H
L>\>
A Paper
Presented to The Faculty ofTarbiyah and Teachers Training Jn Partial Fulfillm.:nl nCThe
Requirement for The Degree of Sarj ana ( 31 )
By:
!)Wl HJ},J(l:i\Tl
NIM.0014000382
Advisor:
ENGLISH DEPARTJYf.ENT
FACULTY OF TARRIYAH. AND TEACHERS Ti<iAlNING
SYAHJ.F HTDAYATULLAH STATE JSLAJ'vHC UN!VERSrf':/
F <,
'
KA
J.J ,.a\..M.N.
2005 1\'l / 1425
~
~r
Smart Education Center Villa Mutiara Jombang, Ciputat)" was examined at the
examination session pf the faculty of Tarbiyah of Syarif Hidayatullah State Islamic
University Jakarta on October 10, 2005. This skripsi has fulfilled the requirement for
the det,>ree of Sarjana (SI) at the English Department.
Jakarta, October I0, 2005
Examination Committee
The Read of Committee
r.HAziz.Fahrurrozi M .. A.
NIP. 150 202 343
Examiner I
~-----....
Dr;.Sya { M.Pd.
NIP. 150 246 289
ACKNOWLEDGMENT
6. Her Family, exactly her Father (Kasimo), her Mother (Suharmi), and her Brother
(Aris, lyut, and Fajar), and my adopted father Vinod Jayashinge who had given
their materials and support.
7. Her Boss (Djupri and Family) who had given permission to completed her
Skripsi.
8. The writer does not forget to say thanks to Akim and his family, Nana, Dina, Aam
and her family, Chaira Saidah, Risnawati, Dayat, Novi, Faris, Opunk, Ruslan,
Teguh and all of her wonderful friends of the English Department 2000.
May Allah Bless, Protect and Guided them all, Amin.
The writer
TABLE OF CONTENT
ACKNOWLEDGEMENT
TABLE OF CONTENT
111
UST OF TABLES
CHAPTER I: INTRODUCTION
._A. Background of the Study.........................................
F. Hypothesis ...
11
12
13. VOCABULARY
I. The Meaning of Vocabulary ............................... .
14
16
17
18
2l
BIBLIOGRAPHY.
APPENDIX
- 31
33
LIST OF TABLES
24
25
25
83
83
83
84
CHAPTER I
INTRODUCTION
A. Background of the Study
Edward David Allen and Rebecca M. Vallete, Classroom Technique: Foreign langtmge and
!oi1gl1sh as Second Language (New York; Harcourt Brave Javanovich l977) p.149.
The formulation of the problem is: "which one is more effective in using
picture or without picture in teaching vocabulary"
The study is based on both library and field research. In library research she
got some information concern with the topic from the books, textbook, magazine,
newspaper. etc.
ln field research the writer collected data by teaching and observing two
classes, experiment class by using picture in teaching vocabulary and control
class without pictures in teaching vocabulary. The research is conducted in an
English Course institution in Ciputat, SEC (Smart Education Center) Ciputat,
especially for pre basic level students.
F. Hypothesis
!he experiment hypothesis
(Ha)
vocabulary before using picture and after using picture for the pre beginner
students of SEC.
The Null Hypothesis (Ho) is: Teacher vocabulary before using picture has no
inlluencc for the pre beginner students of SEC.
CHAPTER II
THEORETICAL FRA1\1EWORK
A.. PICTURES
Vernon S.Berlach and Donald P. Elly, Teaching and Media a ,\:Vstematic Approach, 2nd (New
Jersey:Prentice Hall), 1980,pP.273.
word acting as a cue for substitution the size and shape of the pictures are
excellent for speedy and stimulating words.
The kinds ru1d nw11bers of pictures that the teacher should take with him to
carry out the activities in class can be taken from magazines, articles or others and
should be attractive and interesting to capture the students' attention. The purpose
of using pictures for the students is to give them an opportunity to practice the
language in real context or in situations in which they can use it to communicate
their ideas.
Picture is the non-verbal sources infonnation. The non-verbal helps us to
predict what the next might be about, and this ability to predict helps us to
recognize meaning more quickly that if we had to sort it out solely from what we
hear and read. Picture can represent these non-verbal sources of infonnation.
Indeed, they and what they represent are centrally bound up with the nature of
communication itself What we see affects how we interpret what we hear and
vice versa.
Andrew Wright, Visual Material for language Teacher, Longman Group Ltd, 1983, p.73.
Andrew Wright, Picturesjor language Leaming, (New York: Cambridge University press,
l994), p.137
. l structures.6
grammatlca
According to Betty Morgan Bowen, there are some types of pictures as
their shapes:
a. 'Wall Charts
h. \Vall Pictures
Wall Pictures is simply a large illustration of scene or event a set of scenes
or events. It is usually to be used with the whole class.
e. Sequence Picture
Sequence Picture is a series of pictures of a single subject. Its function is
to tell a story or a sequence of events.
-----------(, Cirazna Szyke, "(}sing l'icture as Teaching Aids", (English Teaching Foru1n,
Vol.XfX, No.4,0ctober, 1981)
d. Flash Cards
! Word flashcard, card with printed words on it can help up rapidly; the
Composite Pictures
These are large single pictures, which show a scene (Hospital, beach, canteen,
railway station, street) in which number of people can be seen doing things. They
enable students to see places, people and events that they would otherwise not see
because of factors like distance, time and cost. Because of their size, composite
picture are most appropriate for whole-class teaching rather than individualized
learning or group work. 8
Betty Morgan Bowen. Look Here!, Visual Aids r11 La11g11age Teaching, London: Essential
language teaching series, 1973, p. 13-31
'Noor Azlina Yu nus, Prepari//g and U>i//g Aids for English Language Teaching, (Kuala
Lumpur Oxford University Press, 1981), p. 49
10
b.
A picture se1ies
c.
These are single pictures of objects, person or activities. Such pictures ve1y in
size from small newspaper pictures and full-page magazine pictures to poster-sized
pictures, and can be mounted singly. There is an enormous variety of material
available from newspaper, magazines, catalogues, greeting cards, trail brochures,
advertisements, old textbooks and even \\'Tapping paper. 9
d.
Wall posters arc not designed specifically for teaching, but rather for
advertising or propaganda purposes. Although they provide very little textual
information, they cannot be dismissed from the ESL class- room as they can be
used to iII ustrate topics and provide motivation for discussion.
lhtd. p.50
11
12
"'Edmundo J. Mora, "Using Pictures Creatively", English Teaching Fomm, vol. XXVI, No.4,
October, 1988
13
2)
3)
---------- - - - - - - - " Vernon S. Gerlach and Donald P. Elly, Op. Cit. p. 277
AJ. Ro111iszowski~ 771e selection and use ofi11str11ctio11a/ Media: for hnproved classroom
f'eaching and inleractie, Jndil'idualized i11.11ructim1, London: Kogan Page, 1988, 2nd ed, p. I 03
12
14
Although the pictures have the disadvantages but from the statement
above, it can be concluded that there are many advantages, which can be taken
from the use of pictures in composing, they are:
B.
,..
;,.
,-
,..
Help both the students and the teachers in teaching-learning process, etc.
VOCABULARY
I. The Meaning of Vocabulary
Evelyn Hatch and Cheryl Brown. Vocahulwy, Semantics and Language Education,
(Cambridge: Cambridge University Press, 1995), p. l
15
\Vebster's, 77u.! Largest Abridg111ent of}Vehster 's New Inter11ational dictiona1y of En.s;lish
l.a11g11age. Webster's Collage Dictionary. USA: G & G Merriam co, 1935, p. 1073.
17
16
content word,, on the other hand, can be added to at any times as new
scientific advances make new words and communication about new inventions
necessary (Pen, school, go, pretty, etc).
The content words can be divided into three general classes:
a) Words naming things, ideas, entitles, that we might call them nouns
b) Words naming actions called verbs
"Carol J fisher, Jerry, Childrm 's Language and the language Art. USA : Alemary Press, l977.
p.92-93
17
c) Words used to describe the qualities of those things or action called adjectives
and adverbs 19
John Haycraft distinguishes vocabulary into active and passive vocabulary.
a. Active vocabulary-words that the students understand can pronounce correctly
and used constructively in speaking and writing.
b.
"z~ainun,
. . A. M . 0 p c1t_,p
. ....?
10
18
22
Michael H. Long and Jack C. Richards, Methodology in 1ESOL: a Book ofReadings, (New
York: Newbury House Publishers, 1987), p.105
19
each word for commw1ication. We consider possible techniques for making students
feel it is important to know the English word. Here is one way:
l. The teacher arranges the pictures aJong ledge of the black board, saymg
something like this: "We'll put the taxi here. That's the first picture. Then the
bus ... then the traffic light ... then the clmrch ... then the policemen ... then the
mailbox."
2. The teacher asks a member of the class (We'll call her Lia) to came to the
blackboard.
TEACHER:
Lia is going to move one of the pictures for us. We are going to tell her
which picture to move. Lia, please move the policeman. Put the
policeman first (Lia moves the picture
placing it
3.
The teacher indicates that vari0t1s members of the class should request Lia to
make other changes in the order of the pictures using English, of course. For
example:
A STUDENT:
Move the church. Put the church first. (Lill does so.)
A STUDENT:
If the class has began to learn the ordinal numerals (first, second, third, etc)
these may be reviewed in connection with this activity. After each rearrangement of
the pictures. the teacher (and then various students) says: "Now the _is first; the
is second; the
is third."
20
In the activity, which has just been described, students use English words
while talking about changes in location of pictures and changes in relationships. To
make such changes quickly and easily, we need pictures that can be moved and
rearranged w(J:hout taking time to pin them or tape them to the wall. 23
23
Allen French Virginia, Techniques in Teaching Vocabu!aJy, Oxford Univercity Press; p.34
CHAPTER III
RESEARCH METHODOLOGY AND FINDING
A.
Research Methodology
l. The Purpose of The Research
The research was held at SEC (Smart Education Center), which located on
Villa Mutiara Jombang, Ciputat. The field research was done from May 12Ll' until
June l 0'11
The population of the study consists of 20 students from pre beginner students
of Smart Education Center (S.E.C) from two classes. The sample was taken by
random sampling system where 10 students from experiment (Picture) class and
10 students are from control (drill) class.
Sampling is done in random in order to get representative data and make it
easy to calculate. In this research the writer presented a lesson using picture and
drill. And also she gave the explanation of doing test.
4. Instrument of Research
22
The instrument in this research was the final test. The material of test was
taken from the flash card, which taught in the class, like names of animals, tools
of school, occupation, and transportation. This test made by the English teacher.
This instrument was given only to experiment class during teaching learning
process.
a. Observation
students of pre basic, the English teacher, the English teaching - learning
process in the classroom.
b. Ex1leriment
23
c. Evaluation
The writer gives vocabulary test to the students then they have
answered the question. The test was held at first research (pre test) and at the
end of the research (post test) in each meeting.
Data analysis is the last step in the procedure of experiment, in this case,
processing the data. Data processing is the step to know the result of both the
experiment class and control class also their difference.
To find out the differences of students' score in using picture technique in
teaching English vocabulary will be compared to the students; that using drill
technique in teaching English vocabulary the writer using T - test.
Before using T-test formula, the writer has to seek the differences of mean
variables by using formula as followed:
M1 =
>
and Mi
=I
Ni
Nz
And after getting mean variables, the writer has to seek the standard of
deviation of variable and standard error mean of variables by using formula as
followed:
~and
24
2. SEM1 =
and
N-1
The next step is seeking the standard error mean differences of variables by
Ml=
~SEM1 2 +SE~12
To Ml-M2
B. Research Finding
l. Description of Data
As mentioned in this chapter, the writer conducted both library research and
field research. The \VTiter did field research by teaching two classes; Experiment
class (By using Picture technique) and control class (By drill technique). The
research of both methods was done four times for each method respectively. And
the writer got the data from pre-test and post-test. The pre-test was given before
the lesson began and the post-test was given at the end of the teaching.
There are fifteen items in the pre-test; the instrument of this research consists
oftwo types;
a. Multiple choice, there are ten items and each item scored 5, so the total of this
type is 50.
25
b_ Matching, there are five items and each items scored I 0, so the total of this
type is 50_
And there are twenty items for post-test; this research consists of three types;
a_ Multiple choice, there are ten items and each item scored 5, so the total of this
type is 50_
b_ Matching there are five items and each items scored 5, so the total of this type
is 25_
c_ Completion, there are five items and each items scored 5, so the total of this
type is 25_
Having finished the field research by using picture in teaching vocabulary and
without using picture in teaching vocabulary the writer obtained the score as
follows:
Table I
~fhe Result of Control Class (Y)
i -Student Pre-test score Post-test score Y=Y2-Y1
!
''
!
!'
I
'
f
I
1
2
3
4
5
6
7
8
9
10
I
'
(Y1)
(Yz)
62,75
54,5
53
54,25
51,75
62,5
52
63
67
61
65,75
61,75
59
64,75
55,5
67
64,75
59,5
__,
'
7,25
6
10,5
3,75
4,5
12,75
-3,5
68
64,5
3,5
26
Table II
The Result of Experiment Class (X)
Student Pre-test score Post-test score X=X2-X1
lI
l
2
3
4
5
6
7
8
9
10
(X1l
(X2l
63,75
50,5
54,5
64,75
73,75
68,25
64,5
59,75
69
63,5
76,25
67,5
71
71,5
76,5
75,25
71,5
72,75
75,5
69,25
12,5
l7
16,5
6,75
2,75
7
7
13
6,5
5,75
Table III
The Comparison of X and Y
nt
\
---l
I
I
--r
I
AL
I
12,5
17
16,5
6,75
2,75
7
7
l3
6,5
5,75
y
3
7,25
6
I 0,5
3,75
4,5
12,75
-3,5
l
3,5
D<=
'LY=
94,75
48,75
x
3,025
7,525
7,025
-2, 725
-6,725
-2,475
-2,475
3,525
-2,975
-3,725
0
M1=94 75
JO
M'.ll. =48 75
M1 = 9,475
M2 =4,875
lO
y
-l,875
2,375
1,125
5,625
-1,125
-0,375
7,875
-8,375
-3,875
-1,375
0
x"
v"
9,150
56,625
49,350
7,425
45,225
6,125
6,125
l2,425
8,850
13,875
3,515
5,640
1,265
31,640
1,265
0,140
62,015
72,l40
l5,015
1,890
L:x2=
L:i=
2 l5,18
192,53
27
2. Analysis of Data
In analyzing of the data the writer uses the comparative technique. The
comparative technique is analysis technique to evaluate hypothesis concemmg
differences between two variables that examined statistically.
Jn the comparative technique, 1J1e ;ariables are compared to know whether
di llcrenccs are very significant or they arc only happened by chance. The writer uses
T-tcst to find out the differences score of using picture in teaching vocabulary and
without picture in teaching vocabulary. The formula ofT-test is:
)
:-x
94.75 = 9.475
N
lO
b. Detennining mean II with formula:
=
---'"'-----
--
00
c.
48.75
4.875
10
~ ~ = ~ 2;~18 =Fl =
4.6
= ~ 192.53
=~ 1_'.?.2--5
=4.3
N
!O
SEM1
=~ Ni-1
SD1
4.6
10-l
=~
4.6
"105l =0.71
28
nm
SEM2=\j "~
N1-l
2.
94.3
""0.47
0.69
10- I
JsEM/+sEM/
=J0.71+0.69=~=1.18
To= Ml -M2
SEML SEM2
4.
sEM1-M2
3.
4.3
9.475 - 4.875
1.18
4.6
1.18
= 3.89
to : tt = 3. 89 > 2. l 0
3. Interpretation of Data
Based on the data collected from the test gained from the experiment class,
taught by using picture, and control class, taught by using drill, it showed the mean
29
scores oftest in the experiment class was 9.475 while the mean scores oftest in the '
control class was 4.875.
From the explanation above the analysis of the result on the table above, we
can see that the using picture in teaching vocabulary is adequately success. It can be
seen on the table above that the students who receive picture in learning vocabulary
get higher score than the students who do not. It means that the influence of using
picture in teaching vocabulary in experiment class is bigger than teaching vocabulary
using drill in control class. It can conclude that picture have influence in teaching
vocabulary for the primary school students as (Basic class) in Smart Education Center
(S.EC).
4. Discussion of Finding
Based on the research finding, why there is significance influence between
using picture in teachmg vocabuJary and without it, perhaps there are some reasons to
discuss.
I. Using picture in teaching - learning process make student interested more m
learning vocabulary.
2. By using picture the students are faster and easier in memorizing vocabuJary
because they can see directly the type and the shape of the object.
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on data found in the previous chapter, it can be concluded that the use
of picture has significant influence in teaching English vocabulary. As can be seen
from the average score of test of the pre-basic class is (3.89)2 4 in using picture in
teaching vocabulary
From the result of the analysis, it is generally accepted that using picture is a
good technique and method in teaching vocabulary.
B. Suggestion
21
BIBLIOGRAPHY
Allen, David, and Rebecca M, Classroom Technique: Foreign Language and English
as Second Language. New York: Harcourt Brave Javanovich, 1977
Allen French Virginia, Technique in Teaching Vocabulary, Oxford University press
Berlach Vernon S. and Elly Donald P., Teaching and Media a Systematic Approach,
2'"1 (New Jersey: Prentice Hall), 1980
Bowen Betty Morgan., Look Here! , Visual Aitf.1 in Language Teaching, London:
Essential language teaching series, 1973
Fisher Carol .!, Jerry., Children's Language and The Language Art. USA: Almery
press, 1977
Hatch Evelyn and Brown Cheryl., Vocabulwy, Semantic and Language Education,
(Cambridge: Cambridge University press, 1995)
Haycraf John., Introduction to English Language Teaching, (Harlow: Longman
Group Limited, 1978)
Long Michel H. and Richards Jack C., Methodology in TESOL: A Book <>(Readings,
(New York: Newbury House Publisher, 1987)
Mora Edmundo J., Using Pictures Creatively, English Teaching Forum, vol. XXVI,
no.4 October, 1988
Romiszowski.AJ., The Selection and Use of Instruction Aiedia: For Improved
( 'fassroom
Teaching and Interactive, lndividuali::ed Instruction, London:
Kogan page, 1988
Szyke Grazna., Using Picture as Teaching Aids, (English Teaching Forum, Vol. XIX,
no.4, October, 1981)
Webster Noah.,. Webster New word Dictionmy of American English (prentice Hall,
1994)
Wright Andrew, Pictures For l,anguage [,earning, (New York: Cambridge
University press, 1994)
Wright Andrew, Visual lvfaterial For Language Teacher, Longman Group Ltd, 1983
32
Yunus Noor Azlina,. Preparing and [/.ving Aidv for English Language Teaching,
(Kuala Lumpur: Oxford University press, 1981)
Zainuri, A.M. Vocabulary I, UIN Jakarta, 2003
Zhihong Yang, Learning Word~, English Teaching Forum, vol.38, no.3 July, 2000
33
APPENDIXl
RENCANA PEMBELAJARAN I
Nama Lembaga
Level
Mata Pelajaran
Terna
Waktu
2. Peny4jian ( 60 ')
Guru memperkenalkan nama-nama hewan dengan menggunakan kartu yang
mana nama-nama hewan tersebut telah terlampir di dalam kartu dalam bahasa
Inggris
34
3. /'cnutup (5 ')
o GCirn mcnanyakan pada mercka apa yang sudah mcrcka dapal dari apa yang tclah
mereka pelajari.
o Guru mengakhiri pelajaran, dengan penutup salam
G. \Vaktu
Pendahuluan
Penyajian
Penutup
: 25 l\'[ enit
: 60 Menit
: 5 Menit
90 Menit
Jakaita, J uni 2005
Mengetahui
Penulis
(Dwihartati)
35
AN\MAL
Kelinci
I
~
\
. ' '._:1
.
'
''
Three
'I
. -"
,_
...,Four:!
___ ;_.'):,
. , .. '
Seven.!
Nine'
I (\
- : ..
'"
,_. ,.;'
36
/four
4
Kucing
.I
l
!
El2ven 1
'
..!.
!
i
I
I
Four)
Eight!
Twelve
12
1
i
'
.I
Four)
::.
_; . .. ~(I
!2
--- ...
r.,:
.. 1~,.
. \ ., ' ! \.
37
b. Rabbit
c. Horse
d. Tiger
b. Cat
c. Horse
d.Monkey
a. Elephant
b. Snake
c. Monkey
d. Cat
b. Monkey
d. Camel
b. Giraffe
c.Snake
d. Lion
a. Penguin
b. Pigeon
c. Rabbit
d. Cat
a. Monkey
b. Elephant
'
Jrr
38
'
c. Giraffe
.J.~
:~~
d. Horse
j\
b. Cat
c. Cnnd
d. giraffe
J 0.
a. Elephant
b. Swan
c. Dog
d. Octopus
b. Swan
c. Turke\
d. Penguin
<::.:-<;-::~,,
IL Match the left side of the following words into right side
!. T;gcc
A.
,,
(jf l\~.~~~
j:~~W,.J:i';j
4
2. Crocodrle
'if\
3. Giraffe
4. Elephant
5. Jellyfish
&.
\~1;\)~~
I , \':.\
1,\
1.
v
c~,,~
o.~4j~
4
... '
.
39
Name:
I. Choose the right answer of the following questi.
- 'crossing A, B, C or D
l.
c. Horse
c. Snake
d. Monkey
a. Elephant
b. Snake
c. Monkey
d. Cat
a. Snake
b.Monkey
c. Lion
d. Camel
c. Snake
d. Lion
. a. Elephant
c. Rabbit
b. Pigeon
d. Cat
7. The bird has long leg and we usually see it at the beach?
a. Monkey
b. Elephant
c. Giraffe
d. Pinguin
b. Cat
c. Camel
d. giraffe
b. Lion
..
40
c.Dog
d. Octopus
a. Eagle
b. Swan
c. Turkey
d. Penguin
IT. Match the left side of the following words into right side
1. Cat
2. Crocodile
3. rfiger
;?
c(f
a_) ~
~~,
.i!....//
\
4. Monkey
5. Eagle
2. T - A - B - l - R -B (Kelinci):
3. H-E-R-0-S(Kuda):
4. K-E-M-0-N-Y (Monyet):
5.G-A-L-E-E (Elang):
41
APPENDIXES II
RENCANA PEMBELAJARAN II
Nama Lembaga
Level
Mata Pelajaran
Tema
Waktu
43
b. Rabbit
c. Horse
d. Tiger
c. Horse
d. Monkey
b. Cat
b. Snake
c. Monkey
d. Cat
b. Monkey
c. Lion
d. Camel
b. Giraffe
c. Snake
d. Lion
b. Pigeon
c. Rabbit
d. Cat
b. Elephant
c. Giraffe
d. Horse
b. Cat
c. Camel
d. giraffe
b. Swan
c. Dog
d. Octopus
b. Swan
c. Turkey
d. Penguin
II. Match the left side of the following words into right side
l. Tiger
A. Uhur-ubur
2. Crocodile
B. Jerapah
3. Giraffe
C. Harimau
4. Elephant
D.Buaya
5. Jellyfish
E. Gajah
44
a. Penguin
Q. Rabbit
c. Horse
a. Camel
b. Cat
c.Snake
a. Elephant
b. Snake
(Kelinci)
d. Tiger
(U1ar)
d. Monkey
(Kucing)
c. Monkey
d. Cat
b. Monkey
c. Lion
b.Dog
d. Camel
(Anjing)
c. Snake
d. Lion
b. Pigeon
c. Rabbit
(gajah)
d. Cat
7. The bird has long leg and we usually see it at the beach?
a. Monkey
b. Elephant
c. Giraffe
d. Pinguin
8. This animal has long neck and most lives in Arabic? (unta)
a. Tiger
b. Cat
c. Camel
d. giraffe
b. Lion
c. Dog
b. Swan
c. Turkey
d. Octopus
(Merpati)
d. Penguin
II. Match the left side of the following words into right side
1. Cat
A. Monyet
2. Crocodile
B. Harimau
3. Tiger
C. Kucing
4.Monkey
D. Buaya
5. Eagle
E. Elang
(Pingwin)
46
APPENDIX III
RENCANAPEMBELAJARANIIl
Nama Lembaga
Level
Mata Pelajamn
Terna
Waktu
2. Penyqjian ( 60 ')
Guru memperkenalkan nama-nama buah dengan menggunakan kartu yang mana
nama-nama buah tersebut telah terlampir di dalam kartu dalam bahasa Inggris
Guru mengajarkan bagaimana pengucapan nama-nama buah dalam bahasa Inggris
dan di ikuti oleh seluruh siswa.
47
3.
l\'llllllljJ
(5 ')
Guru mcmnyakan pacla mereka apa yang sudah mcreka dapal dari apa yang tclah
rnert~ka pclajari.
Ciuru 111:.::ngakhiri pclajaran, dengan p~nutup sa!attt
G. W:rktu
l'endalr uI u:111
Pcnyajian
Pcnutup
: 25 M'enit
: 60 Menit
: 5 tv1enit
90 lv1enit
hkarta, Juni 2005
Mengctahui
Pcnulis
(Dwiharlati)
STATlONAR'j
48
ENGGARlS
---------------
BOLPO\N
PAPAN TULIS
BUKU
~-
~----'------'
49
/drlver}
SUP\R
50
b. Ruler
c. Black board
d.Pen
b. Pen
c. pencil case
d. Pencil sharpener
b. Book
c. Blackboard
d. Ruler
b. Chalk
c. Pen
d. Pencil sharpener
b. Ruler
c. Chalk
d. Book
b. Pen
c. Pencil
d. Ruler
7. Tomakealineweuse ..... .
a. Book
b. Rubber
51
d. Chalk
c. Ruler
b. Nurse
c. Teacher
d. Farmer
a. Chalk
b. Marker
c_ Pencil
d. Pen
b. Chalk
Pen
cl.Ruler
c.
II. Match the left side of the following words into right side
L Pencil
2. Ruler
3. Chalk
4. Teacher
5. Book
52
SMART EDUCATION CENTER
Post Test
PRE BASIC LEVEL
Name:
I. Choose the right answer of the following questiou by crossing A, B, C or D
b. Ruler
c. Black board
d. Pen
. -~
):!
b.Pen
c. pencil case
d. Pencil sharpener
a. Rubber
b. Book
c. Blackboard
d. Ruler
b. Chalk
c. Pen
d. Pencil sharpener
b. Ruler
c. Chalk
d. Book
b.Pen
c. Pencil
d. Ruler
a. Nurse
b. Rubber
c. Ruler
d. Teacher
a. Pen
b. Ruler
c. Chalk
d. Pencil case
b. Rubber
~--~--"~
53
c. Pencil
d.Pen
b. Chalk
c. Pen
d.Ruler
~ i, , ; , ,
, , , ,
II. Match the left side of the following words into right side
1. Rubber
A.
f!ii
..
2. Pencil case
B.
C.1.;
.
3. Pencil Sharpener
-~~
. "-.:JS
4. Teacher
5. Chalk
2. U - B - E - R- B
3.C-A-L-K-H
4. R-E-A-C-H-T-E
5.L-1-P-N-E-C
D.eg
J\
54
APPENDIXES IV
RENCANA PEMBELAJARAN IV
Nama Lembaga
Level
Mata Pelajaran
Terna
Waktu
E. Media Pembelajaran
Papan Tulis dan spidol
F. Kegiatan Pembelajaran
I .. Pendahu/uan (25 ')
,- Guru memberi salam dan bertegur sapa.
,. Guru mengabsen kehadiran siswa.
r
Guru mengarahkan siswa pada topic yang akan dibahas dengan mengajukan
beberapa pertanyaan.
,. Guru memberikan kertas Iatihan soal tentang materi yang akan di bahas.dan siswa
mengerjakannya dengan batas waktu 15 menit. (pre test)
,. Guru menjelaskan tujuan pembelajaran.
r Guru mc1\jelusk11n kepudii sisw11 kcginllm ynng nknn mernkn lukukun: menghoptll,
mengerjakan Iatihan.
2. Penyajian ( 60 '.)
55
3.
Guru memberikan waktu kepada siswa untuk menghafal nama pekerjaan yang
telah ditulis dipapan tulis dalam waktu lO menit
Guru memberikan pertanyaan kepada seluruh siswa yang bcrhubungan dengan
nama-nama pekerjaan dalam bahasa lnggris dan siswa di wajibkan menjawab
dengan scrempak tanpa melihat catatan mereka.
Gum mcrnberikan kesempatan untuk bertanya kepada siswa.
Guru mcmbcrikan soal-soal dalam kertas Iatihan (post test) yang bcrhubungan
dengan materi
kepada siswa Khususnya contol class.
Guru mcngumpulkan pekerjaan siswa.
(5)
Guru mcnanyakan pada mcreka apa yang sudah mereka dapat dari apa yang telah
n1crcka pclajari.
Guru mcngakhiri pelajaran, dengan penutup salarn
Pe1111111p
o
,J
G. Waktu
PendahuJ uan
Pcnyajian
Penutup
: 25 M'enit
: 60Menit
: 5 Menit
90 Menit
Jakarta, J uni 2005
Mengctahui
Pcnulis
(Dwihartati)
56
b. Ruler
d.Pen
c. Black board
b.Pen
d. Pencil sharpener
c. pencil case
a. Rubber
b. Book
c. Blackboard
d. Ruler
a. Book
b. Chalk
c.Pen
d. Pencil sharpener
a. Rubber
b. Ruler
c. Chalk
d. Book
b.Pen
c. Pencil
d. Ruler
b. Rubber
c. Ruler
d. Chalk
b. Nurse
c. Teacher
d. Farmer
a. Chalk
b. Marker
c. Pencil
d.Pen
b. Chalk
c. Pen
d.Ruler
ll. Match the left side of the following words into right side
I. Pencil
A. Kapur
2. Ruler
B. Buku
3. Chltlk
C. Penggaris
4. Teacher
D. PensiJ
5. Book
E. Guru
57
SMART EDUCATION CENTER
Post Test
PRE BASIC LEVEL
Name:
I. Choose the right answer of the following question by crossing A, B, C or D
The students write the letter with ........ (Pulpen)
a. Pencil
b. Ruler
c. Black board
b. Pen
(Pensil)
c. pencil case
a. Rubber
b. Book
c. Blackboard
b. Chalk
(Peruncing pensil)
d. Pencil sharpener
c. Chalk
d. Book
(Buku)
b. Ruler
b. Pen
(Kapur tulis)
c. Pencil
a. Nurse
d. Ruler
c. Pen
a. Chalk
d. Pencil sharpener
(Papan tulis)
a. Book
d. Pen
b. Rubber
d. Ruler
(guru)
c. Ruler
d. Teacher
a. Dentist
b. Nurse
c. Teacher
d. Farmer
a. Chalk
b. Rubber
c. Pencil
a. Pencil
b. Chalk
c. Pen
d. Pen
(Penggaris)
d.Ruler
IL Match the left side of the following words into right side
1. Rubber
A. Kapur
2. Pencil case
B. Penghapus
3. Pencil Sharpener
C. Rautan/peruncing pinsil
4. Teacher
D. Tempat pensil
5. Chalk
E.Guru
58
2. p
3. R
4.
5.
()
-- -
(Guru)
(Pensil)
(Penggaris)
](
(Buku)
R
(Penghapus)
59
APPENDIXES V
RENCANA PEMBELAJARAN V
Nama Lembaga
Level
Mata Pelajaran
Terna
Wak'tu
60
3. /'c1111111p (5 'j
Gurn mcnanyakan pada rnereka apa yang sudah m,;reka dapal dari apa yang tclah
1ncrcka pclajar-i.
l'cndahuluan
l'cnyajian
Pcnutup
: 25 ivt'cnit
6U Menit
5 '.v!cnit
90 1v!enit
Mcngetahui
l'cnulis
(Dwihartati)
OCCUPATlON
hairdresser
_AUT
PEHATA
RAM'BUT
PETAN I
iorryJ
LOP.I
61
nurse '
Pt: RAWAT
l?t:MAUAM \<EBAKA~AN__
62
SMART EDUCATION CENTER
Pre Test
PRE BASIC LEVEL
Name:
I. Choose the right answer of the following question by crossing A, B, C or D
1. lfwe are sick we go to .....
a. Dentist
b. Nurse
c. Doctor
d. Driver
2. My father is a .....
a. Sailor
b. Pilot
c. Fanner
d. Postman
b. fireman
'u .
. .
'
../
c. Nurse
d. Teacher
a. Dentist
b. Nurse
c. Doctor
d. Pilot
b. Postman
c. Hairdresser d. F=er
_
..
"'1...L.1'1diii?l:\I>:~
b. Pilot
c. Sailor
d. Mechanic
b. Tailor
63
c. Farmer
cl Teacher
b. Nurse
c. Ikntist
d. Butcher
b. Hairdresser
c. Tailor
cl Sailor
a. Pilot
b. Tailor
c. Chemist
cl Sailor
IL Match the left side of the following words into right side
!. Baker
2. Architect
3. Butcher
4. Sailor
5. Driver
D.
E ..
~
.
64
b. Nurse
c. Doctor
d. Driver
[UI
I~ I
' A
a. Pilot
b. Driver
c. Sailor
d. Teacher
a. Dentist
b. Nurse
c. Doctor
d. Pilot
b. Postman
c. Pilot
d. Sail.or
b. Pilot
c. Sailor
d. Mechanic
a. Sailor
b. Tailor
c. Fanner
cL Teacher
b. Nurse
c. Dentist
d. Postman
b. Butcher
65
c. Tailor
d. Sailor
a. Architect
b. Tailor
c. Chemist
d. Sailor
IL Match the kft side of the following words into right side
A.
1. Teacher
2. Chemist
3. Nurse
4. Postman
---- 1
5. Architect
R - S - 0 - L (Pelaut)
2. V - R - E - D - R-1 (Supir)
/"'"
0
.)
S U
R - E - N (Perawat)
4. 0 H I - L -A- T (Penjahit):
5. T-0-R-D-E-K
(Dokter):
Ei',~a,
66
APPENDIXES VI
RENCANA PEMBELAJARAN VI
Nama
Lc:vd
J ,cmb'~:t
rvfata P~laj:1r
.11
Tc!lla .
\1/aktu
: I3ahasa fnggris
: Occupation
: 90 Menit
E. Media l'cmbelajaran
Tulisan-tulisan yang berhubungan denga11 peketjaan
F. Kcgiatan Pembclajaran
!. l'enda/111/uun (25 ')
r
Guru mcrnberi salam dan bcrtegur sapa.
,.. Guru rnengabsen kehadiran siswa.
,.. Guru mengarahkan siswa pada topic yang akan dibahas dengan mengaj ukan
beberapa pertanyaan.
r Guru mernberikan kertas latihan soal tentang materi yang akan di bahas.dan siswa
mengcrjakannya dengan batas waktu 15 menit. (pre test)
r
Guru menjelaskan tujuan pcmbelajaran.
r Guru menjelaskan kepada siswa kegiatan yang akan meraka lakukan: menghapal,
mcngerjakan latihan.
2. !'enycy1a11 ( 60 j
Guru mempcrkenalkan nama-nama pckerjaan dalam bahasa Inggris dengan
menulisnya di papan tulis.
Guru mengajarkan bagaimana pengucapan nama-nama pekerjaan dalam bahasa
lnggris dan di ikuti oleh seluruh siswa.
67
Guru mcrnberikan waktu kcpada siswa unluk menghafal nama kcndaraan yang
telah ditulis dipapan tulis dalam waktu 1.0 mcnit
Guru rncmberikan pertanyaan kcpada selumh siswa yang bcrhubw1gan dengan
nan1:1-n:11na kcndaraan dalarn bahasi1 lnggris dan sls\va di \Vajibkun 1ncnja\\'al)
dengan ::.::r~n1rx1k tanpa n1clihat catatan 1ncr~:~~L
Guru 1: . ,;flcribn kcscmpatan untuk bcrt:mya kep:.!da sis I'.::.
Guru r;; . ;11bcriL:rn soal-soal daL1111 kcrtas btibn (post ksi) yang berhubung;in
dl'.nI7:.H1 i:;:iteri (occup:.ltion) kcpada sis,va }:hususnya conlol c\~1s:s.
1ncrcka r-.~!aj<iri .
._:) Cluru ni,::igaklliri peh\jaran, dcngan pcnu1up. .salan1
Pcnya_i i~u1
P._::;H:U.tp
: 25 h1~1lil
: 60 ivknit
: 5 Menit
90 !vkr1it
Jakarta, Juni :2005
i\fengetalmi
't,[i'[' l;''
'1,., ,.
~;\!
~fJ/'
- .\I;.a, S.pd)
.,
( I.. 11 y l ~nrl1
l\~nulis
(Owihartati)
68
SlVlARTEDUCATION CENTER
Pre Test
PRE BASIC LEVEL
Na n1c:
b. Nurse
c. Doctor
d. Driver
c. Farmer
d. Postman
a. Sailor
b. Pilot
b. firerna.n
c. Nurse
d. Teacher
b. Nurs.-:
c. Doctor
d. Pilot
b. Postman
c. Hairdresser d. Farmer
b. Pilot
c. Sailor
d. Mechanic
a. Sailor
c. Fani1er
b. Tailor
d. Teacher
b. Nurse
c. Dentist
d. Butcher
9. Ori want to cat her hair, she goes to ....... (Tukang cukur)
a. Baker
b. Hairdresser c. Tailor
d. Sailor
a. Pilot
b. Tailor
c. Chemist
d. Sailor
II. Match the left side of the following words into right side
l. Baker
A. Tukang daging
2. Architect
B. Tukang Roti
3. Butcher
C. Pelaut
4. Sailor
D. Supir
5. Driver
E. Arsitck
69
I. ('.hoi 1 ~;e tLc ri~~lit anS\\t'r of the follo,\ing question by crPssing }'-,I{,(.: or
,\
a. l)cnlist
1
ill Or hurt
b. I ~--Uf.SC
c. Doctor
A ...... sailaboatorship
a. Sailor
a. Pilot
b.
(Doktcr)
d. Drive<'
(l'claut)
b. Piiot
~.
aTL'.
c. Farn1cr
d. Postman
c. Sailor
d. Tcachc:r
(Supir)
r:~ivcr
(Pcrawat)
c. Doctor
cl. Pilot
a. Fircn1an
b. Pbsunan
c. Pilot
rl. Sailor
(gurn)
c. Sailor
d. Mechanic
c. Farmer
d. Teacher
b. 'falror
a. Doctor
c. Dentist
(Tukang pos)
d. Postman
(Tukang daging)
b. Butcher
c. Tailor
d. Sailor
b. Tailor
c. Chemist
d. Sailor
11. Match the left side oftfre following words into right side
1. Teacher
(,
A. Tuk<mg pos
2. Chemist
B. Perawat
J.
"
Nurse
C. Arsitck
4. Postman
D.Gurn
5. Architect
E. Ahli kimia
L)
70
HI. Complete the following words with suitable letters!
I.
s ---- R
(Pelaut)
2. T - I
---
(Penjahit)
'
D
-'.
(Supir)
4.
N -- s -
5. D
-~---
(Perawat)
T (Dokter Gigi)
71
APPENDIXES VII
RENCANA PEMBELAJARAN VH
Nania J__,crnbaga
Level
Mata Pclajaran
Terna
\Vaktu
E. Media .Pembelajaran
Word flashcard (Terlampir)
F. Kcgiatan Pemhelajarna
1. I'endahuluan (25 ')
,- Guru memberi salam dan bertegur sapa.
r
Guru mengabsen kehadiran siswa.
r
Guru mengara11kan siswa pada topic yang akan dibahas dengan mengajukan
beberapa pertanyaan.
r Guru memberikan kertas latihan soal tentang materi yang akan di balms.dan siswa
mengerjakannya dengan batas waktu 15 menit. (pre test)
r Guru menjelaskan tujuan pembelajaran.
,- Guru menjelaskan kepada siswa kegiatan yang akan meraka lakukan: menghapal,
mengerjakan latihan.
2. Penyaiian ( 60 ')
Guru memperkenalkan nama-nama kendaraan dengan menggunakan kartu yang
mana nama-namakendaraan tersebut telah terlampir di dalam kartu dalam bahasa
Inggris
Guru mcngajarkan bagaimana pengucapan nama-nama kendaraan dalam bahasa
lnggris dan di ikuti oleh seluruh siswa.
72
ditangau n1crcka.
C-iuru inen:1nyakar1 pada n1asing-111asing sis\va tcntang na1na-n~11na kendaraan apa
"
ei
3.
saja yang ada pada flashcard yang ada pada tangan mercka.
Guru mcmbagikan kcmbali l1ashcard kcpada siswa dengan gambar yang berbcda,
dan siswa di haruskan menghapalka:n kembaJi flashcard yang rncmiliki kata-kata
yang bcrbcda, dan seterusnya sampai semua siswa mendapatkan semua flash card.
Guru m.:rnbcrikan pertanyaan kep::ida siswa secara kescluruhan tentang namanarna kendaraan dalam bahasa lnggris .. Dan siswa di haruskan mcnjawab sccarn
scrempak.
Guru 1ncmberibn kcscmpatan unluk ber1anya kepada siswa.
Guru rnembcrikan soal-soal dalam ke1tas latihan yang berhubungan dengan
rnakri (transport<ttion) kepacla siswa e:q1<.:rinient class. (post test)
(Juru n1l:ngu1npufk;:u1 pckcrjaan sis\v.a.
}\'nUll!/)
(5
'.J
Guru rncnanyabn pada mereka apa yang sudah rnercka dapal dari apa yang tclah
rnereka pelajari.
C!uru 1nL:11gakhiri pckijaran, clc:n~~~111 .rx;nutup sa!a111
G. W:ddu
l'endah uI ua n
Pcnyajian
l'enutup
: 25 l\knit
: 60 Menit
: 5 Menit
90 lvknit
Mcngetahui
l'cnulis
(llwiharlali)
73
I 11--;' I r1/___:.:._<
. [aeropl2110A
----'/
PESA'vJA.T
B1S
{taaj
SEPEDA
MOB\L
TAKSI
--------
----~
'lAI
----,n
t (yior('yci
~1 t. ~
_,,.
_, l n
~~
---------I
1\11..,-
Mf\T"f\f)
g
.!!.
74
===,,,,-,,,,-""=,,_,,,,,,,____,,,,,,,==="""'"""'
---"""--____,,,.._,,,,-..
,'"'''''""-~-==="""""""'=""""-""'-~~"'
Name:
1 choose t\" d;)1t answer of the following question by crns<:'g A, B, C or D
1. My Lihc:r drives ....... to office
d. Car
a. IL:l'ck
b. Bus
...
\.
'
"~,'
rt''
~~.~;.
3. I go t,' school
a. f:; "
4. We~-
c>\
a. I! :icopter b. Aeroplane
c. T:,:i11
<l. Ship
<~~
"
---
b. Taxi
c. S!:ip
d. Lorry
b: -.1c]e
b. Lorry
\(E':&/
,0 i
d. Bus
'
7. My father will buy a .. _... for my brother's birthday, ;-;!!'.~~,-,).:=,,,_y_;_'. _:_ :~..'_'~.'
a. h 'otorcycle b_ bicycle
. \,
. __ ,-_o -
-,
!
i,
75
c. Helicopter d. Lorry
8. l see a ...... in the sea
a. Ship
b. Train
c. Helicopter d. Lorry
: ~ 6; \~~-: ~ '~~:"
a. Taxi
b.Bus
c. Pedicap
d. Carriage
10. P-0-1-L-C-E-R-T-H
a. Aeroplane
b. Police car
c. Ambulance d. Helicopter
II. Match the left side of the following words into right side
J. Lorry
2. Aeroplane
3.. Ambulance
4. Ship
5. Bicycle
B.~
76
Post Test
PRE BAsrc LEVEL
l'\an1e:
--
; i
i(;S <J.11
:c.:uptcr b. L,orry
;;._ J '
d. Aeroplane:
b. Bus
c. :-\.
,'_i_I,
i_:yc\c d. Taxi
b. Car
d. Motorcycle
. ~l.
i-l:~
,.
~;;_c.:r
~-: .. :::copter
b. Aeroplane
c. , '"'"
d. Ship
5. r11e
~<<-1~:cnts
b. Taxi
d. Lorry
6. ___ --. Brings sick people to hospital
iitJ.
b.Lorry
c. b1..::\ c!c
d. Ambulance
b bicvcle
77
c. Helicopter d. Lorry
:J'.. My brother buys a new ...... from Suzuki show room
b. bicycle
d. r-.1otorcyclc
ho:~J
h. 13us
JL.'.ltrl:.a1ch the
i~~- ~ide
'~
A. G'-'.)
,...-r:--,;~
.:. ..~
t/f.'.li fl
c.
..'.!..;Ship
5.. N!otorcyclc
.,
H-1 l'-S
:r.
1-X-T--A
E-N-A-L-E-R-0-P-A
S.
R- C-A
f;.. . ~
78
APPENDIXES VIII
RENCANA PEJ\lll'.cLA.TARA?; \'!![
:vrata Pclajar.
,J
-T:~n1~1
Vlakt:1
1n~nggunaka:n k~ita
yang h~rseJj~l.
l~ . ~redia i::-dn~lajaran
\\'ord Card
F. I1:cgi.atan !'enibelajarau
79
Guru mcmbcrikan waktu kepada siswa untuk mcnghafal nam:1 buah yang telah
ditu!is dipapan tulis dalarn waktu JO mcnit
(/uni rn,.:rnb~rikan pc:rtanyaan kcpada sGluruh sisv1a yang b~rh111-"ungan dL~ngan
n:~;r::1-n:;n1;1 liuJh dalan1 bal1asa 1nggris dan sis\va di \\'~1jibk:1n n:cnja\V:tb dcngan
SL'1-.:1:1p::L t::i~p:: n11.:ld1:1t catatan 111crc!:a.
"
.,
bcrhubung~n
Pcnda h u! i 1::: 1
P;..'.n;:a.1i:i11
l)enl1tup
~5
ivl'cnit
{JO ~\\cnit
Ivl..;ngctahui
80
i.bll~.HlS(~
l k: r :. ;''er b. Lorry
C.
Ship
d. Car
b. Bus
3: [ c'"
td
c. bic\clc
d. Motorcycle
'
d. Ship
c. Ship
i.lv f;,
d. Lorry
c. bicycle
d. Bus
c. l!clicortcr
d. Lorry
. . careCully (taxi)
b. Bus
c. Pedicap
d. Carriage
i.O. l' 1 l I - L - C- E- R- T - H
a. !\emplane
b.Police car
c. Ambulance d. Helicopter
illl.!l\atch 1he left side of the following words into right side
.:~~1.:e:ropla r;c
A. Motor
B. Becak
C. Lorri
D. Pesawat
E. Pedati
81
'-"'""-""'"'-""""~'-''''""'''
(pcsa\,~:t/
c. Ship
(Sepeda)
c. iv1otorcycle d. ra:--:i
b. Eus
I (b1cr dri1cs a ........ (mohi!J
c. bicyck
b. C"r
d.
iviu~urcyclc
b. Taxi
c'.
a. l rain
b. Lorry
(bis)
d. Lorry
(Arnbulan)
c. bicyck
.. Christoph.:r Columbus sailed bl' ..... to discover a ne1v land (kapal laut)
a. Ship
~;.
b. bicycle:
c. Helicopter d. Lorry
b. bicycle
d. Motorcycle
b. Bus
10. The.
c. Hel icoptcr
c. Pedi cap
d. Carriage
a. Aeroplane
b.Police car
c. Ambulance d. Helicopter
i!V\!atch the lcrt side of the following words into right i.ide
T,;,.An1bulance
A Se;)cda
:::. E-!cvclc
13. f\1o:-or
2~Iw1n
c. Am bu Ian
~LShip
D. Kcreta api
(Taxi)
82
III. Complete the following words with suitable letters!
1.
')
'
'
-1.
11
('
),
i\
(Kapa! laut)
(Taksi)
-----
E
R
(Sepeda Motor)
(I lclikoplcr)
(Pesawat)
83
... Stude~-t--;-1"
'
Table IV.
The Pre-test Score of Control Class IY1)
Meeting 2"" Meeting 3"' Meeting 41" Meeting
(A)
I
I
CB)
--ss--r-L---~---I
55
- r n
1~-!
-------
8
60
9
58
---.-----------.------r----.----"--10
49
____________ _, _ _ _ ..!.. ___ _
....
50
55
50
58
50
65
70
69
50
45
---rI
5
--- -------------6----
!'JQ_ __
. .~_:i:.
(D)
60
_. ..--_-:2...+
( c)
-r--
!
I
1
!'
I'
_J
A+B+C+d
66
70
5s
L I_4_0_ _
49
58
49
6~;)
.............l
I
55
57
62
69
I
58
60
I69
58
62
78
69
I 57
I
~162,75
3
54,25
51,75
62,5
52
63
67
61
TablcV
The Post-test Score of Control Class (Y2 )
Stud~~;;-r
I" Meeting
fA)
4 'Meeting
(D)
(B)
5
6
7
8
1()
Student
( c)
!
!
l
70
69
62
65
I
.L
63
55
i
I
I
70
69
I
'
65
50
I
60
70
----------- --------- ----------------?91 .
63
)8
;
I
69
60
63
}i5 --~-_2_--l
75
72
60
65
I
)3
_J __ 70
65
65
60
60
60
50
A+B+c+d
--
59
60
58
60
57
69
----------69
!
I
'!
..L.
I
-1=_9__
65,75
61,75
59
64,75
55,5
67
64,75
59,5
68
64,5
--------~---------
Table VI
_'}'l1~!'j~C.~r.~~t Sc() re iLg11.e.iillleJ!i Cl':s (~L_. _ .... . _
I" Meeting 2'" Meeting i 3" Jl.,leeting 4 Meeting
2::X 1 ~
1
(A)
(B)
I
i
'
I
- r----
63
59
49--T-- 33- l
58
62
75
51
1,
--~-l
69
( c)
(D)
l\Tl-1:\;'.+d
1
73
65
60
69
77
1
I
--r-----
60
I
i
55
I
;___49 _ _ 1
I
68
,
.
74
I
63,75
50,5
54,~_
64,75
73,75
1
]
84
-_._-___ -~-
_____6
- --------1
, ----<--)--
-;~
-----
1---------- ------------
;'
l0
-------
--
--- -
60
~~
65
' ~--
--
4
5
r----~----- -------------r-'\--------------.
6 .-------r-
("-----------------..
9
L______l_O
60
69
68
II
51
I
I
I
I
_________j I
'
7
L---------------
76
62
68
60
70
71
73
62
73
77
7l
60
~
__,__I
I
I
I
I
I
I
\--
86
83
77
75
79
76
78
~~
I
I
~~
Table VU
The Post-test Score ofEx11eriment Class (X2 )
-!-;;-Meeting 2'"1 Meeting 3' Meeting 4"' Meeting
(D)
(A)
I (B)
I ( c)
Student
1
l
~;--~=r----~;
-~---F 6_~---+--__6_8~,2_5_---l
-------i------+------t-----------<t----6--c-4~,5--j
75
74
77
78
80
83
75
~;
63,5
I
I
IX2~
A +!l-+C-hJ
I
I
I
I
76,25
67,5
71
71,5
76,5
75,25
71,5
cC
S lfY:I Ill rl
Education
Center
SURAT KETERANGAN
NOMOR:28/SECNl/05
Ketua Yayasan S.E.C, Villa Mutiara - Ciputat dengan ini menerangkan bahwa:
Nama
: Dwi Hartati
\ c. v 1
N.I.M.
: 00014000382
\I)
Semester
: IX
Jurusan I Fakultas
: B. Inggris I Tarbiyah
Alamat
1.()1
No
lsti111ewa
Lai\1p
I Berkas
l(epada Yth:
: 0014000382
h1kultas
J urusan
: Bahasa Inggris
2. Abstraksi
3. Daftar pustaka sementara
Wassalamu'alaikum Wr.Wb.
Pemohon
~-
.. l
Jfk,.
D~rtati
l .
~{~v\, .'.J\\"\ ~
'\
"\'\
\~
<._I. -
..
.tf.v "-....
lt!\.~~NIM 0014000382
I
DEPARTEMEN AGAMA
UNIVERSITAS ISLAl\1 NEGERI
SYARIF HIDAYATULLAH JAKARTA
Email : uinjku~~1.ntt.1d
........
-""""'"""""'"""""""""'""""'""""""""""'"""""""""""~....,,,,,,.,,,,"""""'"""""""""'""""'""""""""""'"""""'"""""'"""""""""""""'
Kepada Yth.
Drs. Syauki, 1\1.Pd
Dosen Pembimbing Skripsi
Fakultas !!mu Tarhiyah dan !-;cguruan
U!N Syarifl!ida,atullah Jakarta
v,aktu
: DWI HART A TI
: 0014000382
: Pendidikan Bahasa Jnggris
: "Using Picture in Teaching Vocabulary
Penulisan skripsi mahasiswa tersebut telah habis batas waktu yang telah
ditcntukan sejak tang.gal 21 Desember 2004 dan diperpanjang sampai dengan tanggal
21 Juni 2005
Demikianlah, atas kescdiaan Saudara kami ucapkan tcrirna kasih.
Wassalarnu'alaikum wr. wb.
a.n. Dekan
''en1busan :
. Dckan FITK
,. J(etua .lurusan ;'sb .