IMPROVING STUDENTS’ VOCABULARY MASTERY IN LEARNING
ENGLISH USING CONTEXTUAL TEACHING AND LEARNING (CTL):
A CLASSROOM ACTION RESEARCH OF THE FOURTH YEAR STUDENTS OF
SD DJAMA’ATUL ICHWAN (DJI) SURAKARTA IN
2005/2006 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements for Getting
Bachelor Degree of Education in English Department
by
SUGIARTI
A 320 020 062
ENGLISH DEPARTMENT
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2006
APPROVAL
IMPROVING STUDENTS’ VOCABULARY MASTERY IN LEARNING
ENGLISH USING CONTEXTUAL TEACHING AND LEARNING (CTL):
A CLASSROOM ACTION RESEARCH OF THE FOURTH YEAR STUDENTS OF
SD DJAMA’ATUL ICHWAN (DJI) SURAKARTA IN
2005/2006 ACADEMIC YEAR
by
SUGIARTI
A 320 020 062
Approved to be Examined by Consultant
Consultan I Consultan II
Drs. Martono, M. A. Aryati Prasetyarini, S.Pd.
NIP. 131792933 NIK. 725
ACCEPTANCE
IMPROVING STUDENTS’ VOCABULARY MASTERY IN LEARNING
ENGLISH USING CONTEXTUAL TEACHING AND LEARNING (CTL):
A CLASSROOM ACTION RESEARCH OF THE FOURTH YEAR STUDENTS OF
SD DJAMA’ATUL ICHWAN (DJI) SURAKARTA IN
2005/2006 ACADEMIC YEAR
Accepted to be Examined by
the Board of Examiners
School of Teacher Training and Education
Muhammadiyah University of Surakarta
on November 6, 2006
1. Drs. Martono, M. A. ( )
2. Aryati Prasetyarini, S. Pd. ( )
3. Dra. Dwi Haryanti, M. Hum. ( )
Dean,
(Drs. H. Sofyan Anif, M. Si)
NIK. 547
TESTIMONY
Herewith, I testify that in this research paper, there is no plagiarism of the
previous literary work which has been raised to obtain bachelor degree of a
university, nor there are opinions or master piece which have been written or
published by others, except those which the writing are referred in the manuscript and
mentioned in literary review and bibliography.
Hence, later, if it is proven that there are some untrue statements in this
testimony, hence I will hold fully responsible.
Surakarta, 10 October 2006
SUGIARTI
NIM. A 320020062
MOTTO
ِ ﱠ َ َ ْ ُ ْ ِ ُ ْر
ا ن ﻣﻊ اﻟﻌﺴﺮ ﻳﺲ ًا
Sesungguhnya sesudah ada kesulitan, ada jalan keluar (kemudahan)
(Q.S. Al-Insyiroh : 6)
No venture, no gain
(Proverb)
Hiduplah sesuka hatimu, sesungguhnya kamu pasti akan mati.
Cintailah siapa saja yang kamu senangi,
sesungguhnya kamu pasti akan berpisah dengannya.
Lakukan apa saja yang kamu kehendaki, sesungguhnya kamu
akan memperoleh balasannya.
(Wise man)
Keep praying and be a positive thinking!
(Sugiarti)
DEDICATION
From the deepest of my heart, the writer would like
to dedicate this research paper to:
♥ Allah SWT, the Lord of the Universe
♥ My prophet Muhammad SAW
♥ My beloved father and mother
♥ My beloved lovely sisters
♥ My beloved grand fathers and grandmothers
♥ Someone who will always accompany me
in my worship in my future life
♥ All of my dearest nice friends
♥ Ex-MUECERS
♥ All MUECERS
♥ Everyone who wants to be my family
ACKNOWLEDGEMENT
First of all, the writer would be like to say Alhamdulillahirobbil’alamin as her
grateful thanks to Allah SWT who has blessed, given wonderful love; strength and
guidance; and shown the truth in the path of life to the writer. Hence, she can entirely
accomplish this research paper entitled "IMPROVING STUDENTS’
VOCABULARY MASTERY IN LEARNING ENGLISH USING CONTEXTUAL
TEACHING AND LEARNING (CTL): A Classroom Action Research At The Fourth
Year Students of SD Djama’atul Ichwan (DJI) Surakarta in 2005/2006 Academic
Year". She believes that there is nothing she can do without Him.
Secondly, the writer is also aware that it is not far away from any help and
advice of people surrounding her. In this opportunity, therefore, the writer would like
to express her great gratitude and appreciation to the following persons who have
already helped her in the process of writing this research paper:
1. Drs. H. Sofyan Anif, M.Si., the Dean of School of Teacher Training and
Education of Muhammadiyah University of Surakarta.
2. Koesoemo Ratih, S.Pd., M.Hum., the Head of English Department of School of
Teacher Training and Education of Muhammadiyah University of Surakarta, who
has given the writer supports and permissions to write this research paper.
3. Drs. Martono, M.A., as her first consultant for his great helps, who has been
willing to give guidance, advice, and encouragement from beginning up to the
completion of this research paper.
4. Dra. Aryati Prasetyarini, as her second consultant, who has also given the writer
guidance, corrections, and suggestion in accomplishing this research paper for
better result.
5. Thanks to Dra. Dwi Haryanti, M.Hum., for the time to take a part in supporting,
guiding, and advising her in finishing the research paper.
6. All of the lectures of English Department of Muhammadiyah University of
Surakarta, who have transferred a lot of knowledge and skills to the writer.
7. Hj. Siti Hani’ah, the headmaster of SD Djama’atul Ichwan Surakarta, who has
given the writer permission to do the research in her school.
8. Miss. Wulandari, the ex-English teacher of the fourth year students. Thank you
for helping the writer in conducting the research.
9. Her best gratitude to her beloved Mom and Father, thanks for their love, endless
prayer, best wishes, support, and everything during her life. They mean a lot to
her as figures who have influenced her life from nothing until she become her
today.
10. Her beloved sisters (Mba’ Lutia and De’ Watiq), thanks for your love, advices,
pray, support, and everything.
11. All of her big family in Sukoharjo who always care with her (Thanks for
everything), Mas Hardy in ITS (Thanks for the greatest support, pray, advice, and
motivation), and her beloved granny (I love you with all of my heart).
12. Her beloved best friends (Aning, Dessy, Mursyid, Aries, Fatmi, Rani, and
Manies) who always love, motivate, pray and give her their shoulders to cry on.
13. Her both nice friend and brother, Mas Risyad, who always prays, supports,
advices, cares, and helps her. Thanks for all!
14. Her beloved close friends (Hesty Eko, Lilis, Ritha, Ndari, Sitty, Anita, and Hesty
Probo) who make her days colourful with their love, joke and support. (Don’t
forget our great adventures, galz!!)
15. Her beloved lovely and real friends (Sofri, Rini Maulani, and Anthin) who always
give her love; care; advice; support, and make her smile (You will always be in
her heart).
16. All MUECERS and ex-MUECERS (Febby, Rindu, Mas Henry, Rindang, Alex,
Dian, Indra, Fillo, Sigit, Juwita, Sapto, Dina, Anggar, Erick, Ninik, Farah, Adi,
Sarah, Tina, Alvin, Nurul, Mba’ Nita, Nyit-Nyit, Ari, Mba’ Rodli, Mas Awan,
Mas Paul, Mba’ Adi, Mas Irfan, Mba’ Tanti, Mba’ Lia, Mba’ Evi, Mba’ Mitha,
Mas Rinto, Mas Mucklis, and all of those who cannot be mentioned one by one).
Thanks for love, support, and for being a great family for her. Her best regard is
always for all of you!
17. Mr. Bambang in "BJ Comp", thanks a lot for being very kind, patient, and
friendly in typing her research paper (Allah SWT always blesses you!).
18. All of her family in LPBI HARVINDO (Mr. Jo, Miss Hermin, Ms. Puji, Miss
Wulan, Miss Kiki, Miss Ike, Miss Enny, Miss Jamilah, Mr. Widi, Mr. Bagus,
Miss Vivi, Ms. Ina, and Ms. Diyah), thanks for the greatest support, love, pray,
and experience.
19. Her group of drama "STAR GIRL" (Syahara, Risna, Daning, Ummul, "all
cheerleaders", Ruditha, Yanti, Mareta, Kephis, Eko, Hanafi, Catur’s GANK,
Yoyok, and all of those who cannot be mentioned one by one) for love, fun, joke,
and wonderful moment. That was a great gift to her B’day (Miss you all!!).
20. All of family in English Department ’02, especially in class B who cannot be
mentioned one by one, thanks for great friendship during and after her study.
21. All of those who have helped in finishing this research paper and who cannot be
mentioned one by one.
Last but not least, the writer is fully aware that this research paper is
incomplete yet and still far from being perfect. Therefore, the writer would be grateful
for any correction and comments from the readers to make it better.
Surakarta, 10 August 2004
The Writer
TABLE OF CONTENT
page
TITLE .............................................................................................................. i
APPROVAL .................................................................................................... ii
ACCEPTANCE ............................................................................................... iii
TESTIMONY .................................................................................................. iv
MOTTO ........................................................................................................... v
DEDICATION................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
TABLE OF CONTENT................................................................................... xi
LIST OF TABLE ............................................................................................. xv
LIST OF ABBREVIATION ............................................................................ xvi
SUMMARY..................................................................................................... xvii
CHAPTER I : INTRODUCTION ................................................................. 1
A. Background of the Study ................................................. 1
B. Previous Research............................................................ 4
C. Problem Statement ........................................................... 6
D. Objective of the Study ..................................................... 6
E. Limitation of the Study .................................................... 7
F. Benefit of the Study ......................................................... 7
G. Research Paper Organization........................................... 8
CHAPTER II : UNDERLYING THEORY .................................................... 10
A. The Characteristics of Young Learner............................. 10
B. General Concept of Vocabulary....................................... 12
1. The Nature of Vocabulary Mastery ........................... 12
2. Kinds of Vocabulary .................................................. 13
3. Vocabulary Limitation ............................................... 14
4. The Teaching of Vocabulary ..................................... 17
C. General Concept of CTL.................................................. 19
1. The Notion of CTL .................................................... 19
2. The Strategies of CTL................................................ 20
3. The Element of CTL .................................................. 20
4. The Classroom Model of CTL................................... 25
a. Establishing Context ............................................ 26
b. Modelling and Giving Example (demonstration). 26
c. Guidance .............................................................. 26
d. Independent Work................................................ 27
e. Building the Continuous Space............................ 27
CHAPTER III: RESEARCH METHOD......................................................... 28
A. The Setting and Time of Research................................... 28
B. The Subject of the Research ............................................ 28
C. Type of the Research ....................................................... 28
D. Research Method ............................................................. 29
1. The Step of Action Research ..................................... 30
2. The Procedure of Action Research ............................ 31
E. Data and Data Source....................................................... 33
F. Method of Collecting Data............................................... 34
G. Technique of Analyzing Data .......................................... 35
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ....................... 39
A. Research Finding ............................................................. 39
1. Cycle 1 ....................................................................... 40
a. Planning ............................................................... 40
b. Action and Implementation.................................. 41
c. Observation .......................................................... 50
d. Reflection............................................................. 51
2. Reflection Cycle 2...................................................... 55
a. Planning ............................................................... 55
b. Action and Implementation.................................. 55
c. Observation .......................................................... 64
d. Reflection............................................................. 65
3. Cycle 3. ...................................................................... 68
a. Planning ............................................................... 68
b. Action and Implementation.................................. 68
c. Observation .......................................................... 75
d. Reflection............................................................. 75
B. Discussion ........................................................................ 78
CHAPTER V : CONCLUSION AND SUGGESTION .................................. 81
A. CONCLUSION................................................................ 81
B. SUGGESTION ................................................................ 81
1. For the Students ......................................................... 82
2. For the English Teacher ............................................. 82
3. For the Other Researchers.......................................... 82
BIBLIOGRAPHY
APPENDICES
LIST OF TABLE
Table 3.1. The System of Score Category ............................................ 37
Table 4.8. The Students’ Vocabulary Mastery of SD Djama’atul
Ichwan Class IV B ............................................................... 79
Table 4.9. The Students’ Mean Scores of SD Djama’atul Ichwan
Class IV B ............................................................................. 79
LIST OF ABBREVIATION
CTL : Contextual Teaching and Learning
S : The student’s mastery in %
R : The student’s right answer
N : The maximum number of the whole answer
SM : Standard Mark (100)
Σx : The total score
N : Number of students
ΣR : The total of the students’ right answer
SUMMARY
Sugiarti. A 320 020 062. IMPROVING STUDENT’S VOCABULARY MASTERY IN
LEARNING ENGLISH USING CONTEXTUAL TEACHING LEARNING (CTL): A
CLASSROOM ACTION RESEARCH OF THE FOURTH YEAR STUDENTS OF SD
DJAMA’TUL ICHWAN (DJI) SURAKARTA IN 2005/2006 ACADEMIC YEAR.
Muhammadiyah University of Surakarta. 2006.
This research is aimed to know whether or not the students have adequate
vocabulary mastery in learning English, to know the student’s participation during
English teaching learning process using CTL to improve students’ vocabulary
mastery, and to describe the achievement of the students’ vocabulary mastery in their
test result. The result of this study hopefully will give contribution in learning
English.
In this research, CTL is used to improve students’ vocabulary mastery in
learning English using. This research was carried out at SD Djama’atul Ichwan,
especially in class IV B that consists of 45 students. To collect the required data, the
writer did observation, gave test, and used documentation. There were three cycles in
this action research in which each cycle used pre-test and post-test. She analyzed the
data by comparing the result of pre-test and post-test. The results of pre-test and post-
test were used to know the score of the vocabulary mastery. The mean of the
students` vocabulary mastery after the teacher did the action was 77.35 % that
belongs to good category and the mean of the students` mean score was 77.27. While,
before the teacher did the action, the mean of the students` vocabulary mastery was
45.06 % that belongs to fair category and the mean of the students` mean score was
45.17.
Based on the research finding, it can be concluded that the result of the
students` achievement showed that Contextual Teaching and Learning (CTL) in
teaching vocabulary could improve the students’ participation and achievement
better. The students’ score was getting better in each cycle. It indicated that the
teaching learning process was successful in which both the researcher and the
students gained the objectives.
Therefore, it is better for the students to study English carefully through
practice and experience, and to be active and creative in learning English. While the
English teacher should teach the students with CTL, process considerable knowledge
to manage an interesting classroom, and prepare the lessons they are going to teach as
well as possible.
Consultan I Consultan II
Drs. Martono, M. A. Aryati Prasetyarini, S.Pd.
NIP. 131792933 NIK. 725
Dean,
(Drs. H. Sofyan Anif, M. Si)
NIK. 547
CHAPTER I
INTRODUCTION
A. Background of the Study
English is learned in Indonesia as the first foreign language. Since English
plays an important role in an international communication, mastering English either
written or spoken is absolutely needed, especially for Indonesia as a developing
country. Besides, it is useful to follow the globalization era to become a modern
nation. Thus, English is taught formally in high school as a compulsory subject, even
now the elementary schools have begun to introduce English in their curriculum. As it
is written in the GBPP 1998 that English is not obligatory in Elementary school, but it
is organized as a local content. This means that children will be introduced to the
foreign language early.
There are four language skills, namely listening, speaking, reading and
writing. The four skills are closely interdependent. The beginning steps in learning
language that have to be conducted by learners are being able to know the words, to
understand the meaning, and to use them in communication. Moreover, in the early
stages of learning a language, one is better introduced to vocabulary than grammar.
Without an extensive vocabulary, the students will be unable to use the structure and
function they may have learned for comprehensible communication. Thus, in learning
English, students have to learn vocabulary first in order to master English.
Vocabulary is central of language teaching and learning. It means that by
mastering the vocabulary, of course with grammar, the learners will produce so many
sentences easily either in spoken or written one. Then, they can communicate with
other people fluently and express their opinion or ideas conveniently.
Mastering vocabulary is important for learners since vocabulary knowledge,
as one of the basic component, plays an important role in the four language skills. It
gives contribution to learners to perform their skills better. It is impossible for the
students to perform their English appropriately, if their vocabulary is very poor. In
short, by having too limited vocabulary, the students find it difficult to master
language skills, since a good store of words is crucial for understanding and
communicating. Therefore, vocabulary mastery must be on the first priority in
English language teaching.
Teaching English to the students of Elementary School is presenting
vocabulary since they meet English for the first time. The students are introduced
with simple things around them, which are familiar to them. Meanwhile, curriculum
of elementary education also contains a number of vocabularies to learn besides
expressions and simple sentences about things around the children, family, school,
geography, and their communication to the environment.
The problems that most of the students encounter are their inadequate
vocabularies and their low motivation in joining teaching – learning process. There
are some indications which show the weaknesses of students’ vocabulary. For
example: first, in reading activity, students may sometimes stop to read and
pronounce the English sentences or words because they have difficulty to read them
correctly. Second, in speaking activity, they find difficulty to express their ideas
orally because they lack of vocabulary, even though it is a simple thing. Third, the
students’ English achievements tests result are still low.
Both the government and teachers have made a lot of efforts concerning with
teaching development. Nowadays, the government revised English syllabus in 1990.
Meanwhile, several approaches and methods were chosen to be applied in teaching in
order to achieve the objective of teaching learning. Theoretically, there are a lot of
methods and techniques of teaching and learning which can be used by teachers, but
not all of them are helpful for their students. Concerning with the nature or
characteristics of the early stages of English learners, teachers should not just apply
any methods on conveying massages. However, they have to adjust the theory with
students’ circumstances. Allen (1983: 33) says that the teaching English to the
beginner should need the techniques. The best technique is using an approach which
still has relation to their world.
According to Scoot and Peter (1994), teachers are pressed to extend their craft
to prepare more diverse students for work and life beyond schools. They are
challenged to provide more authentic instructional contexts and activities than that of
the traditional knowledge – based curricula. ATEEC (Advanced Technology
Environmental Education Center) Fellows (2000) stated that students learn best, and
retain what they have learned, when (1) they are interested in the subject matter and
(2) concepts are applied to the context of the students’ own lives. An excellent way to
do this involves strategies of Contextual Teaching and Learning (CTL). These
strategies work together to connect the content of knowledge with the context of
application. From those statements we know that teachers must provide authentic
instructional contexts and activities in teaching English. Hence, Contextual Teaching
and Learning (CTL) is a suitable approach in foreign language teaching.
From the discussion above, the writer is interested in carrying out a research
dealing with mastery of vocabulary. The students’ mastery of vocabulary will
encourage them to have good language skills. Due to the fact, in this research, the
writer as the teacher brings forward the way of teaching English vocabulary using
Contextual Teaching and Learning (CTL). The material is related to the students’
level and it involves them to learn actively. Hence, the writer takes courage to
conduct a study entitled “Improving Students’ Vocabulary Mastery In Learning
English Using Contextual Teaching and Learning (CTL): A Classroom Action
Research at the Fourth Year Students of SD Djama’atul Ichwan (DJI) Surakarta in
2005/2006 Academic Year.”
B. Previous Research
In this study, the writer summarizes the relevant previous researchers to
prove the originality of this study. The first is Kunsusiyah (1997) with the title of
her research “Teaching Vocabulary Using Picture and No Picture at MTs Nurul
Huda Kembang Ampel Boyolali”. The purpose of her study is to know the result
of teaching vocabulary using picture. The research design is experimental
research, and the data were collected by giving tests to students in order to know
their vocabulary mastery. The scores are obtained from the tests and then
analyzed by using statistical calculation of t-test. The result of her experiment
shows that the students who are taught vocabulary using picture have higher
score than those taught using no picture. It can be concluded that the result of this
application is successful since the students can enrich their vocabulary.
The second is Hanafi (2003), in her thesis entitled “Improving
Kindergarten Students` Motivation In Learning English Using Song, Picture, And
Stories (A Classroom Action Research In The Class `B` Students of R.A.
Perwanida Surakarta In 2003 / 2004 Academic Year”). Her research
implementation includes 3 cycles with the result of teaching English by using
song, picture, and stories always increases from Cycle One to Cycle Two and
from Cycle Two to Cycle Three. According to her, the teacher can encourage the
students to improve the motivation in learning English by using songs, pictures,
and stories. Besides, the students become active in teaching-learning process both
in responding and answering teachers’ questions and instructions, and also in
doing the exercises.
Based on the researches above, the writer studies language acquisition as
well, but in different perspective. The writer has not found other researchers who
have applied the CTL to improve the students’ vocabulary mastery. The writer
thinks that her study is different from others. The first researcher focuses on
picture as an alternative approach of teaching vocabulary at Junior High School.
While the second researcher, Hanafi, focuses learning English using songs,
pictures, and stories to improve students’ motivation at Kindergarten. On the
basis of the reason above, the writer is interested in carrying out research dealing
with mastery of vocabulary that is different from the previous ones.
C. Problem Statement
This research concerns with the following problems:
1. Do the students have adequate vocabulary in learning English?
2. How is the students’ participation during English teaching-learning process?
3. How is the achievement of students’ vocabulary mastery in their tests result?
D. Objective of the Study
Based on the problem statement above, the objectives of the study are:
1. To know whether or not the students have adequate vocabulary mastery in
learning English.
2. To know the students’ participation during English teaching-learning process
using CTL to improve students’ vocabulary mastery.
3. To describe the achievement of students’ vocabulary mastery in learning
English using CTL to improve their vocabulary mastery in their test results.
E. Limitation of the Study
This research has broader scope and it is impossible for the writer to handle all
problems. Therefore, the writer limits the scope of the study. The writer wants to
know whether or not the CTL method can improve the students’ vocabulary mastery
at the fourth year of SD Djama’atul Ichwan (DJI) Surakarta.
F. Benefit of the Study
In this study the writer expects that the research paper has some benefits both
in theory and practice:
1. Theoretical benefit:
a. The finding of this research will enrich the theory of students` vocabulary
mastery.
b. The result of the research paper can be a useful input in English teaching
learning process especially for teaching vocabulary using CTL.
c. The finding of the research can be used as the reference for those who
want to conduct a research in English teaching – learning process.
2. Practical benefit:
a. The research will improve the writer herself in mastering English.
b. The reader will get a large knowledge about teaching vocabulary using
CTL.
c. The finding of this research will be useful to the readers who are interested
in analyzing vocabulary mastery of elementary school.
d. For English teachers, the result of the study can help them in teaching
vocabulary using CTL to improve the students’ vocabulary mastery and
motivate students to be active in the teaching learning process.
G. Research Paper Organization
Research paper organization is given in order that the readers could easily
understand the context of the research paper. The study is divided into five chapters
that will be organized as follows.
Chapter I is the introduction which consists of the background of the study,
the previous research, the problem statement, the objective of the study, the limitation
of the study, the benefit of the study, and the research paper organization.
Chapter II is the underlying theory. It covers three points of theory. The first is
the characteristics of young learners. The second is the general concept of vocabulary
mastery. It consists of the nature of vocabulary mastery, the kinds of vocabulary, the
vocabulary limitation, and the teaching of vocabulary. The third is the general
concept of Contextual Teaching and Learning (CTL). It consists of the notion of CTL,
the strategies of CTL, the elements of CTL, and the classroom model of CTL
Chapter III is research methodology. This covers the setting and time of
research, the subject of the research, the type of research, the research method, the
data and data source, the method of collecting data, and the technique of analyzing
data.
Chapter IV is the research finding and discussion of improving vocabulary
mastery in learning English using CTL in SD Djama’atul Ichwan (DJI) Surakarta.
Chapter V is the last chapter. It consists of conclusion and suggestions.
CHAPTER II
UNDERLYING THEORY
In this chapter, the writer uses some references that deal with the topic. It is
important for the researcher to know the meaning of this research in order to make
easy in analyzing the vocabulary mastery. The theories discussed in this research are:
the characteristics of young learners, general concept of vocabulary mastery and
general concepts of CTL.
A. The Characteristics of Young Learners
In the teaching foreign language at elementary school, the teacher should
know the characteristics of the young learners since every pupil is different each
other. In introducing the foreign language at the beginner class, the pupils should be
adapted with their situation.
The situation is related to the children’s world. Therefore, in the teaching
foreign language to the Elementary School, teachers should use the technique to
make easy in teaching process. Scott and Yteleberg (1990: 1-4) divide children
into two main groups. They are five to seven years old and eight to eleven years
old.
The categories of the children in period five to seven years old are:
1. They talk about what they are doing.
2. They tell you about what they have done or heard.
3. They understand situations more quickly than they understand the language
used.
4. They use language skills long before they are aware of them.
5. Their own understanding come through hands, eyes, ears, and the physical
world is dominant at all times.
6. They can not decide what to learn by themselves.
7. They love playing and learn best when they are enjoying themselves.
The categories of children in period eight to eleven years old are:
1. Children ask question all the time.
2. Children have defined views about what they like and don’t like to do.
The implication in language is the children like the lesson which uses visual
aids such as pictures, posters, and flashcard.
3. Children have developed sense of fairness about what happens in the
classroom and begin to ask the teacher’s decision.
The implication in the language is the teacher tries to arise students’ interest
and involve their emotion related to the material. The children are thinking
what they should do according to the teacher’s decision.
4. They are able to make some decisions about their own learning.
5. Children are able to work with other and to learn from others.
The implication in the language teaching is that the teacher explains the
material and the students can study the material together with their friend.
Students are expected to interact with people through pair and group work.
6. On one hand, they love playing and learn when they are enjoying themselves;
on the other hand, they can take themselves seriously.
B. General Concept of Vocabulary
1. The Nature of Vocabulary Mastery
a. Vocabulary
Hornby (1995:1331) states that vocabulary is the total number of
the words which (with rules for combining them) make up a language.
This statement is then strengthened by Burns (1975:295) who says that
vocabulary means the stock of words used by a person, class or profession.
From those statements, we can infer that vocabulary is a stock or
list of words with explanation of their meanings used to make up a
language by a person, class or profession.
b. Mastery
There are some definitions of mastery. Ellis et al. (1998:502) state
that mastery is comprehensive knowledge or use of a subject or
instrument. This idea is supported by Hornby who defines the word
`mastery` as a complete knowledge or complete skill (1995:721).
From these two definitions above, it comes to the conclusion that
mastery means the competency to understand the whole knowledge.
c. Vocabulary Mastery
It can be said that vocabulary mastery is the competence or
complete knowledge of a list or a set of words that make up a language
which might be used by a particular person, class, or profession.
Vocabulary mastery is one component to master English as a
foreign language in elementary, intermediate and advanced levels. In
learning the four language skills (listening, speaking, reading, and
writing), vocabulary is one basic component to be mastered. It is
reasonable, remembering that the four language skills need knowledge of
words because they will get nothing without vocabulary. The larger the
students master vocabulary, the better they perform their language. By
having too limited vocabulary, the students will find difficulties in
mastering reading and other skills.
Vocabulary mastery means the students having ability in
understanding and using the vocabulary. Vocabulary mastery itself deals
with words and meaning. The students are not only hoped to know the
words but also their meaning. It is the duty of the teacher to select with
what words are suitable to be taught to the students, so the students will
learn more easily.
2. Kinds of Vocabulary
There are some kinds of vocabulary as follows:
a. Active Vocabulary
According to Quinn (in Ernawati, 1996: 11), active vocabulary
means the words that should be used in speaking and writing. The
speakers have to master some limits of vocabulary of this active
vocabulary. In communication, although they have to reproduce the
speech with listening, according to the situation, they can choose the
words mastered, such as, in teaching, in discussion, and other meetings.
We have to respond the speech of the person who speaks to us. It can be
said that active vocabulary is words needed in speaking and writing.
b. Passive Vocabulary
In Quinn’s opinion, passive vocabulary means the words needed
merely to comprehend, especially in reading. The speakers in this
situation will not reproduce some sentences, but they are asked to receive
the messages by comprehending the passages or listening to some
broadcasts. It can be concluded that passive vocabulary is words needed
in reading and listening.
3. Vocabulary Limitation
Vocabulary knowledge concerns with word and meaning as the basic
elements of vocabulary that should be known by language learners. The term
is used to classify words based on their functional categories.
The classification of words of a language depends on their function in
communication (Hatch and Brown, 1995: 218). Words are classified based on
functional words and content words. Functional words include nouns, verbs,
adjectives, and adverbs. Content words refer to a thing, quality, state, or
action, and which have lexical meaning. Functional words have major classes;
there are pronoun, preposition, conjunction, and determiner. So, word
classification membership is an important lexical feature. In the study of word
classification, the writer limits on nouns, pronouns, verbs, adjectives, adverbs,
prepositions, and conjunctions.
a. Nouns
A noun is a word (or group of words) that is the name of a person, a place,
a thing or activity or a quality or idea; nouns can be used as the subject or
object of a verb. Nouns can be divided into sub classes. There are proper
nouns and common nouns. There are also countable nouns (books, pianos,
birds), mass or uncountable nouns (rice, water, gravy), abstract nouns
(idea, faith, religion), concrete nouns (chair, table, book), and collective
nouns (class, group, government).
b. Pronouns
Pronoun is a word that is used in place of a noun or a phrase.
For example: she, her, he, him, they, and them.
c. Verbs
Verbs are words that denote or describe an action, experience or state.
Vendler in Hatch and Brown (1995) places verbs into four classes:
activities (run, walk, look for), accomplishment (build, kill), achievement
(recognize, find, lose), and states (know, love, have).
d. Adjective
Adjective is a modifier that used to highlight quantities or attributes. Its
most usual position is before the noun it modifies, but it fills other
positions as well. The types of adjective are:
1) Determiners
They are articles (the, a, an), demonstrative adjectives (this, that, these,
those), and possessive adjectives (my, your, her), numeral adjectives
(four, ten, first, third), and adjectives of indefinite quantity (some, few,
all).
2) Descriptive adjectives
They usually indicate an inherent quality (old, young, new), or a
physical state such as (blue, yellow, red), size or age.
e. Adverbs
Adverb is a word that adds to the meaning of a verb, adjective, another
adverb or a whole sentence. Adverbs are similar to adjectives in many
ways although they typically assign attributes to verbs, to clauses or to
entire sentences rather than to nouns. Locative adverbs like ‘here’ and
‘there’ are used very early young children as ways of pointing to the
location of objects. Time adverb like ‘now’ and ‘yesterday’ are used by
second language learners as an initial why to mark time.
f. Preposition
Preposition is a word (or group of word) which is used to show the way in
which other words are connected. For example: in, on, beside, at, and
between.
g. Conjunction
Conjunction is a word that connects sentences, phrase, or clause.
For example: and, so, but.
4. The Teaching of Vocabulary
The purpose of vocabulary lesson crucially depends on the interaction
between the teacher and the learner. The teacher has to know the need and the
ability of the students. The teacher also has to know how learners go about
learning vocabulary. If the teacher knows more about learners’ strategies and
what work and what does not work well, they can help learners acquire more
profitable strategies.
Dealing with interaction between the teachers and the learners, both
teachers and pupils have to work hard to construct meaning. The teacher has
to present meaning in a way that is comprehensible to learners and learners
have to relate new meanings to ones already known.
There are the learners’ strategies that can make the teachers know how
to help the students in understanding and mastering vocabulary. The following
are the ways to teach vocabulary:
a. Ostensive Definition
The meaning of an item is not presented verbally; instead the students are
supplied with sensory experience. They can see, hear, taste, or feel what
the item refers to. Reality, picture or other things are needed for
presentation.
b. Exemplification
Giving examples are sometimes easier to do than giving definition or
explanation. Besides, the result is also more satisfying.
c. Explanation
An explanation often makes the meaning of a new item. So, through
explanation, the student will be easier to understand the new item.
d. Definition
A linguistic definition may be useful, but sometimes it is dangerous since
the definition contains items which are more difficult than the item itself.
When definition contains an easier item and is given in context, it will be
useful.
e. Paraphrase
A paragraph of the utterance in which a new item is used can often make
the meaning of item clearer than using techniques focusing on the item.
f. Translation
Translation is still one way of teaching vocabulary. Using this technique, a
teacher must be careful because it is difficult to find one item in one
language which has completely the some meaning as an item of another
language. It seems that this technique should be taken as the last way out.
g. Discovery
This is a technique, which is recommended, in communicative approach.
The students are supplied with a context, which contains the new item and
task so that they try to find the meaning of item by themselves.
h. Exercise or task
The technique is used to deal with familiar vocabulary. The students are
supplied with a material, which encourages them to recall and use the
vocabulary they have learned or acquired.
C. General Concept of CTL
1. The Notion of CTL
There are some definitions of CTL. They are as follows:
a. Contextual Teaching and Learning is a concept of study
that helps teacher to relate the material taught with the real
situation of the students, and encourages them to make a
relationship between their knowledge and the
implementation in their daily lives as the member of
family, moreover, as member of society where they live
in. (US Department of Education, 2001)
b. “… the contextual teaching and learning system is an
education process that aims to help students see meaning
in the academic material they are studying by connecting
academic subjects with the context of their daily lives, that
is, with the context of their personal, social, and cultural
components active, self-regulated learning, making
connection, significant work, critical and creative thinking
collaborating, nurturing the individual, recognizing and
reaching high standard, using authentic.” (US Department
of Education and the National Scholl to Work Office,
2001)
c. An approach of teaching and learning relating the material
and classroom activities to real situation and actual
experience focusing on the learning process leading to
creativity, critically thinking, problem solving and being
able to apply their knowledge in their daily lives.
(Suyatno, 2002:3).
From the three sufficient definitions above, it comes to conclusion that
CTL is an approach of teaching and learning in context that emphasizes higher
level thinking, functioning in collaborate groups and solving challenging
problems. The concept can be applied by teacher to help his or her students by
relating the material and classroom activities to their real situation and actual
experience, so they are able to use their knowledge and skill in real-world
situation and apply them directly to their daily lives as family and citizens.
2. The Strategies of CTL
There are six strategies of CTL as stated by Blanchard (2001) in
Suyatno (2002). They are as follows:
a. Emphasizing the importance of problem solving.
b. Considering the use of teaching learning activity in various contexts, such
as at home, society, and place of work.
c. Teaching students by monitoring and guiding their learning in order to be
independent learners.
d. Emphasizing learning of the learner lives in different contexts.
e. Encouraging students to learn from and with others.
f. Using the authentic assessment.
3. The Elements of CTL
There are seven most important elements of CTL, they are
Constructivism, Questioning, Inquiry, Learning Community, Modeling,
Reflection, and Authentic Assessment. A class can be said using CTL
approach if it applies the seven elements in the learning process.
a. Constructivism
Constructivism refers to the basic thinking of CTL approach, that
knowledge is built by human little by little which its result is widen
through a limited context.
In constructivism, knowledge is not sets of fact, concept, or rule
which are ready to be taken and memorized. Learners have to construct the
knowledge and give meaning through real experience, by solving
problems, finding something that is important to them, and wrestling with
ideas. Teacher will be unable to give all of knowledge in his or her own
minds. The essence of constructivism theory is an idea that students have
to find and transform the complex information to other situations, and if it
is required, the information will be their own.
In constructivism view, ‘receiving strategy’ is more important than
how much the students receive and memorize knowledge. So, the
teacher’s role is to facilitate the process by:
1) making meaningful and relevant information to students,
2) giving opportunities to students in finding and applying their
own ideas, and
3) encouraging them to apply their own strategy in learning.
b. Questioning
Questioning is the main strategy in learning using CTL. It is
essential for both teacher and students. On the one hand, it is the teacher’s
activity to encourage, guide, and evaluate students’ thinking ability. On
the other hand, it is the important part in doing learning basing on inquiry.
In a productive learning, questioning activity is important for:
1) Getting information, both administration and academic,
2) Checking students understanding,
3) Encouraging the students’ respond,
4) Knowing how far the students’ anxiousness,
5) Knowing the students’ attention to the teacher desired,
6) Encouraging students ask more questions,
7) Refreshing the students’ knowledge.
c. Inquiry
Inquiry is the point of learning activity in CTL. It refers to
searching information, confirming what have been known, and directing
attention to the unknown aspect. The students’ knowledge and skills
hopefully are not just as the result of remembering facts, but as the result
of their self inquiry. The cycles of inquiry involves: observation,
questioning, hypothesis, data gathering and conclusion.
The teacher must plan activity focusing on the finding activity,
whatever the material taught. There are five cycles in inquiry: 1)
Observation
2) Questioning
3) Hypothesis
4) Data gathering
5) Conclusion
d. Learning Community
The concept of learning community suggests that the learning
result is achieved from teamwork. The result of learning is achieved from
‘sharing’ among friends or groups. In the CTL, teachers are suggested to
always do the learning activity in pairs or group works. The students who
understand the material can share their knowledge with their friends who
have not understood yet. Here, the member and number of the groups can
be various. Besides, teachers can do collaboration by bringing the students
an expert into the classroom. For example: a farmer, a technician, or a
seller.
Learning community can be done if there is two-direction
communication process. In learning community, two groups (or more) are
involved to learn each other in communication. Someone who involves in
the activity of learning community gives her or his friends’ needed
information and in learning and vice versa.
Everyone can learn from others since they can be the learning
sources. It means that everyone will be very rich of knowledge and
experience. Learning method with learning community technique is very
helpful learning process in classroom.
e. Modeling
It means that in the certain learning of knowledge or skill, there
must be a model that can be imitated by the students. It can be a manner to
use something, the example of something or the teacher who gives an
example to do something. So, the teacher gives a model about how to
learn.
In CTL approach, the teacher is not the only model. The model can
be designed by involving students. The teacher can choose a student to be
a model to his or her friends by spelling and pronouncing some words
correctly. Then, the other students can imitate the model as a ‘standard’ of
competence that must be acquired.
f. Reflection
It is a way of thinking about what students just learned, or to think
flashback about what they have done in the past. The meaningful
knowledge is acquired from a process. Their previous knowledge is
widening little by little through learning context. The teacher helps the
students to make correlation between their previous and new knowledge.
Therefore, they feel that they get something that is useful for them about
what they just learned. In the end of learning, the students do the
reflection. The realization can be students’ notes or results of discussion.
g. Authentic Assessment
Since the assessment emphasizes learning process, the data of
assessment is gained from the collected datum from the real action which
is done by the students in their learning process. While the authentic
means that the data must be taken from both in and beyond the school.
Thus, the teacher must use a variety of assessment strategies that give
students opportunities to demonstrate what they know as well as how it is
used in and beyond school.
There are some assessments that can be used by teacher. They are:
(1) task, (2) home work, (3) quiz, (4) presentation, (5) demonstration, (6)
report, (7) journal, and (8) test result.
4. The Classroom Model of CTL
There are several series of presentation that can be used as a classroom
model of CTL. They are described as follows:
Build Space Build Space
Guidance Step Establish Context
Independent Step
Modeling Step
Build Space
Based on the classroom model of CTL described above, it can be
drawn several steps in the classroom model. They are as follows:
a. Establishing Context
Students are given information about the purpose, process, role,
responsible and the expected result. The teacher uses new information and
skill in the learning contexts and students’ lives. In establishing context,
the teacher does the following activities:
1) Activation and determining previous learning: Teacher determines the
previous knowledge and skill of the students, so that the new learning
can be created with known concepts.
2) Introducing new learning: Teacher introduces new topics that are
related to the students’ previous new knowledge and skill, and the
need of curriculum.
b. Modeling and Giving Example (demonstration)
Teacher gives example and practical model of learning well that focusing
on the developing of the class’ demand and need.
c. Guidance
Teacher has increasing responsibility of new learning to their students by
giving suggestions, questions, and other challenging things in a safe
learning environment.
d. Independent Work
Students are more active in deciding and following their schedule in which
their independent skills and questions give a framework to their next
study.
e. Building the Continuous Space
Teacher and students together plan additional examples about new
knowledge and skill in order to improve concepts, their understanding and
topic applications. After building the continuous space, the next step is
doing the assessment of students’ achievement. The appropriate
assessments of the students’ achievement, both formal and informal, are
used and its kinds are adjusted to the topic and curriculum expectation.
CHAPTER III
RESEARCH METHODOLOGY
A. The Setting and Time of Research
This classroom action research is carried out at SD Djama'atul Ichwan
(DJI) Surakarta. It is located on Jl. K.H. Agus Salim No. 45, Sondakan, Laweyan,
Surakarta 57147. The fourth year classrooms are located on the third floor. The
students’ seats are four rows. This classroom action research was done on March
to May 2006.
B. The Subject of the Research
SD Djama'atul Ichwan consists of six grades in which each grade consists
of three classes, namely class A, B, and C. the subject of the study that is used by
the writer is class B of the fourth year students, that is class "IV B". It consists of
45 students, twenty four boys and twenty one girls. Some of the students are
talkative, noisy, and especially they are also passive in English learning process.
That is why the writer chooses the class ‘IV B’ as the subject of the study.
C. Type of the Research
In this research, the researcher uses classroom action research since this
research has not been implemented before. Here the researcher uses some ways to
improve the students’ vocabulary mastery. Kemmis (1983) in Hopkins (1993) in
Tim Pelatih Proyek PGSM (1999: 6) says that action research is:
“……a form of self-inquiry undertaken by participant in a social
(including educational) situation in order to improve the
rationality and justice of (a) their own social or educational
practices, (b) their understanding of their practice, and (c) the
situation in which practices are carried out.”
Furthermore, Kasbolah (2001: 15-17) states that there are four
characteristics of action research. Firstly, the action research is carried out by
practitioners rather than outside researchers. In this research, the classroom action
research is carried out by the teacher herself as researcher. Secondly, action
research is the systematic study attempting to overcome real problems. In this
research, the classroom action research is the attempt to overcome students’
problems in vocabulary mastery. Thirdly, the action research is intended to
change things to be better than before. Fourthly, action research is a kind of
collaborative research. It means that the research takes participants in form of a
team consisting of insiders and outsides. The insiders are some teachers who
want to do action research and the outsiders are the researchers in their fields. In
this research, the classroom action research is done by the writer and the previous
English teacher as the collaborator.
D. Research Method
The research method used in this study is classroom action research. There
are some definitions of action research, such as, according to Niff that is quoted
from Carr and Kemmis (1996) who defined that:
Action research is a form of self-reflective inquiry undertaken by
participants (teacher, students or principles, for example) in
social (including education) situation in order to improve the
nationality and justice of (a) their own social or educational
practices, (b) their understanding of these practices, and (c) the
situations (and institutions) in which these practices are carried
out.
Another definition comes from Mills (2000:5) who defines that:
Action research is as systematic inquiry done by teacher or other
individuals in teaching or learning environment to gather
information about and subsequently improve the ways particular
school operate, how they teach, and how well their students learn
(2000: p.5)
From the definitions, it can be drawn an inference that action research in
this study means the systematic study of attempts to improve the teaching-
learning process in order that the students’ achievement is very satisfying. In
reality the students’ vocabulary mastery in the elementary school is still
unsatisfying.
In order to reach the goal, this classroom action research is done in several
steps and procedures. They are as follows:
1. The Steps of Action Research
Here the researcher uses some ways, as Kemmis (1982) stated, to
improve the students’ vocabulary mastery. The steps are as follows:
a. Planning
It is everything that must be done to improve, increase, or change the
behavior and attitude as the solution in solving the problem.
b. Action
It is everything done by the teacher or the researcher based on the planning
in order to improve, increase, or make any changes intended.
c. Observation
The researcher observes how the teaching-learning process runs. She
monitors and responds the students while they receive material in the class.
d. Reflection
In this step, the writer tries to formulate the conclusion of the previous step.
The conclusion contains the evaluation of the teaching-learning process in
the class. If the writer finds some problems unsolved during the teaching-
learning process, the writer prepares the replanning step.
The scheme of Action Research Steps:
Planning
Reflecting Acting
Observing
(Mc. Taggart, 1991: 60)
2. The Procedure of Action Research
In this case the writer uses some steps as Kemmis (1982) stated which
involves planning, action, observation, and reflection. There are some cycles
in this action research. In each cycle, the procedures are as follows:
a. Planning
The activities in planning are:
1) Preparing material, making lesson-plan, and designing the steps in
doing the action.
2) Preparing list of students’ name and scoring.
3) Preparing sheets for classroom observation.
4) Preparing a test (to know whether the students’ vocabulary mastery
improve or not).
b. Action or Implementation
1) Giving pre-test.
2) Teaching vocabulary using CTL. The activity is based on the planned
materials, and planned steps.
3) Giving occasion to the students to ask any difficulties or problems.
4) Giving post-test.
c. Observation
The activity is observing the students during the action and making notes
in observation sheets like the students’ feeling, thinking, and something
they do in English teaching-learning process. She plans this observation
flexible and open to record the unexpected.
d. Reflection
The result of the observation is analyzed and the results of the vocabulary
tests are counted. From these, a self-reflection can be known, whether the
students’ vocabulary mastery improves or not. The writer’s reflection is
done by discussing it with her collaborator. From both results above, it can
be resolved and designed for the next cycle. The procedures are briefly
described in the following scheme:
Cycle I
Alternative of
Problems solving the Action I
problem (Plan of
Action I)
Action I has Cycle I I
given
Reflection I Data Analysis Observation I
satisfactory
result
Action I has Alternative of
not given solving the Action II
satisfactory problem (Plan of
result Action II)
Action II has
given
Reflection II Data Analysis Observation II
satisfactory
result
Action II has
not given
satisfactory Next cycle
result
E. Data and Data Source
The data of this research are the procedure and the result of teaching
vocabulary using CTL. The result is in the form of the comparison between
pretest and post-test score.
The sources of data in this study are:
1. Event
It is the English teaching-learning process using CTL in the fourth year
students of SD Djama’atul Ichwan (DJI) Surakarta.
2. Document
In this study, the documents are the writing materials, sheets of classroom
observation, lesson plan, and list of students’ achievement in English tests.
F. Method of Collecting Data
To collect the data accurately, the researcher uses some
methods.
1. Observation
In collecting the data, the writer uses observation. Observation is a
technique of collecting the data by closely watching and noticing classroom
events or happenings, or interactions, either as a participant in the classroom
or as an observer of another teacher’s observation.
In this study, the researcher is a teacher who teaches English using
CTL and an active participant observer in which in this research the teacher
does observation by herself as a researcher. She observes the students’
activities while teaching learning process occurred. It is very important in this
case, not only to know their own felling about the English learning but also
how they think about their teacher.
She also makes collaborative efforts with her collaborator to explore
teaching possibilities by observing all of the students’ activities and situation
during the English teaching-learning process using CTL. The function of
collaborator here is to evaluate the teacher’s teaching, offer suggestion on the
best way to teach, and help her to create students’ motivation in learning
English, such as, by giving advice to the students in spare time in a class.
2. Test
In this study the writer uses written tests to measure the students’
achievement in vocabulary mastery. She gives pretest and posttest to know the
students’ ability in vocabulary before and after teaching vocabulary using
CTL. The aim is to know whether the students’ vocabulary mastery is
improving or not.
G. Technique of Analyzing Data
After collecting the data, the next step of this research is analyzing the
data. In this study the technique of analyzing data are as follows:
1. Describing the procedure of teaching vocabulary using CTL in SD Djama’atul
Ichwan (DJI) Surakarta.
2. From the result of observation sheets, the students’ behavior and participation
during the action is analyzed to find whether the students are active or not in
teaching learning process.
3. Analyzing every answer stated in the student’s answer-sheets to determine
whether they are true or false.
4. Computing the student’s correct answer.
5. In analyzing the test score of the written test, first of all, the writer calculates
the percentage of the correct answer of each student by using percentage
correction. The percentage is used to measure the student’s vocabulary
mastery. To find out the percentage, the writer uses the percentage correction
formula as:
R
S= x SM
N
Where:
S = the student’s mastery in %
R = the student’s right answer
N = the maximum number of the whole answer
SM = Standard Mark (100)
( Suharsimi Arikunto, 1998 : 38)
The writer, then, uses the result of the percentage correction of the
student’s correct answers to get the student’s intended scores. After that, she
uses the percentage correction formula to calculate the correct answer
percentage of the whole students to measure the students` vocabulary mastery.
The formula is:
R
S= x SM
N
Where:
S = the students’ mastery in %
R = the students’ right answer
N = the maximum number of the whole answer
SM = Standard Mark (100)
The writer also uses the percentage formula to look for the level of the
students’ vocabulary mastery. In determining the level of the students’
vocabulary mastery, the writer uses five categories, which is described in
Suharsimi Arikunto’s category system as:
Table 3.1
The System of Score Category
Percentage Interpretation
81 – 100 Very Good
61 – 80 Good
41 – 60 Fair
21 – 40 Poor
0 – 20 Very Poor
From the percentage of the correct answer, then, the students’
vocabulary mastery will be found.
6. After analyzing the test scores of the written test, the writer, then, uses a
statistical technique to find the mean score of the students. To know the
results of this research, the writer uses a formula proposed by Purwanto (1985:
38) by comparing the mean score result of pretest and post-test. In scoring the
test, the writer calculates the students’ scores by using the following formula:
M=
∑x
N
Where:
M = mean (the score)
∑x = the total score
N = number of students
If the mean score result increases, the students’ vocabulary mastery is
considered improved and the research is successful and vice versa.
7. Making conclusion and suggestion based on the data analysis.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter presents the result of classroom action research using Contextual
Teaching and Learning (CTL) to improve students’ vocabulary mastery in learning
English. After identifying the problem, the teacher found the fact that the students did
not have adequate vocabulary. It means that the answer of the first problem statement
is ‘No, they do not’. The other problems are the students’ participation and their
achievement in learning English was low. It can be seen from the teacher’s
observation in the classroom and the result of the students` achievement test of
vocabulary mastery. In fact the students paid their attention less to English lesson and
some of them were passive in English teaching-learning process. The facts caused the
target of the teaching and learning process cannot be reached. Therefore, she tried to
use Contextual Teaching and Learning (CTL) to solve the problems. She believed that
it could improve the students’ vocabulary mastery, participation and achievement in
learning English.
A. Research Finding
The research findings were taken from the results of teaching learning
process using CTL and the students’ achievement during the action research. The
research consists of three cycles. Every cycle was held in four meetings and each
of them took 60 minutes. In each cycle, the teacher used two topics. In the first
cycle, the teacher used Things in the Classroom and Prepositions as the topics. In
the second cycle, the teacher used My Body and Colors for the topics. Meanwhile,
the topics of the third cycle were Occupation and Activity. The specification of the
time schedule for the teaching English using CTL can be seen on the table 4.1 of
the appendix.
Every cycle in this research consists of series of steps, namely planning,
action or implementation, observation and evaluation, and reflection. They can be
explained in the following parts:
1. Cycle 1
a. Planning
The activities were as follows:
1) Preparing materials, making lesson-plans, and designing the steps in
doing the action.
In the first cycle, the teacher used Thing in the Classroom and
Preposition as the topics, and each topic was held in two meetings.
After preparing material, she made and prepared lesson plans. She also
designed the steps in doing the action before she taught the students.
2) Preparing list of students’ name.
3) Preparing sheet for classroom observation.
4) Preparing tests (pre-test and post-test)
The teacher made and prepared pre-test and post-test. She gave the
pre-test that the material was never taught before to the students before
implementing the action. The test was also given in the end of the
cycle as a post-test; therefore, the writer knew the differences between
the results of those tests.
b. Action or Implementation
In this step, the researcher did the action by using Contextual
Teaching and Learning (CTL) lesson plans. It means that the teaching and
learning process in the classroom used CTL. In this cycle the teacher
introduced two topics, they are Things in the Classroom and Preposition.
Since each topic was held in two meetings, so the writer described the
action based on the topic.
1) First topic: ‘Things in the Classroom’
On the first meeting, on Saturday, the fourth of March 2006,
the teacher (the writer) entered her English class. The lesson began at
13.00. First of all, she greeted the students and checked the students’
attendance by counting the number of the students, then crossing those
who were absent. Before implementing the action, the writer gave the
students a pre-test for about 30 minutes. The test was also given in the
end of the cycle as a post-test, so the writer knew the differences
between the results of those tests.
After pre-test, she introduced the model of CTL presentation in
studying vocabulary. The steps were: (a) establishing context which
involves activation and determining previous learning, and introducing
new learning, (b) modeling and giving example or demonstration, (c)
guidance, (d) independent work, and (e) building the continuous space
which involves assessment of achievement. Then, she began to teach
vocabulary with those steps.
a) Establishing Context
The teacher started this stage by asking the students about
things that they can see at school. Then, she asked the students to
mention things in the classroom in Indonesian. After that, she
continued her teaching by asking them to mention the things in
English. Based on their previous knowledge and skill, the teacher,
then, introduced the new topic they will learn, Things in the
Classroom.
b) Modeling and Giving Example (demonstration)
The teacher began this stage by introducing things in the
classroom to the students. She did it by mentioning and showing
them real things in the classroom, for example: an eraser, books,
pencils, a blackboard, and many others. She demonstrated the
learning by pointing several things in the classroom and
pronouncing words and sentences about the names of the things.
To make clear the words pronounced, she wrote them on the
blackboard. Then, she asked the students to repeat the words and
sentences pronounced by her. For example: she pointed an eraser
and pronounced “an eraser”, and then the students repeated
together by pronouncing “an eraser”. Then, she pronounced “This
is an eraser”, and the students repeated the simple sentence after
her by pronouncing “This is an eraser”.
After introducing things with the real things in the
classroom, she showed pictures about things in classroom to the
students by giving them the copy of material completed with
pictures and sentences. She asked them to look at the pictures, and
gave them example how to read and pronounce the sentences on
the copy of material. Then, she asked them to repeat after her.
Besides, she helped the students in understanding and mastering
the vocabulary through translation in order to make the meaning of
the item clearer then before.
c) Guidance
In this stage, the teacher walked around the class and
guided the students to read and pronounce the words about things
in the classroom correctly. She also suggested them to be more
active and to ask her their difficulties in learning the material.
d) Independent Work
In this stage, the students were more active in following the
study by reading the words on the copy of material and trying to
pronounce them correctly. They also asked some questions related
to the unclear words to the teacher.
Then, to evaluate the students’ understanding of the words
they have learnt, the teacher pointed several things in the
classroom and asked them to name the things. In this case, most of
the students were active in answering her questions. Since the time
at the first meeting was up, the teacher gave them home
assignment to memorize the words already learnt on the first
meeting. It was important for their next study.
e) Building the Continuous Space
This stage was done on the second meeting. It was on
Saturday, the eleventh of March 2006. As usual, the lesson began
at 13.00. The teacher started her teaching with her pre-teaching
activities, by greeting and checking the students’ attendance.
Besides, she gave them review about previously learned material
by asking them about things in the classroom. Then, she asked
them to mention things in classroom in English, and then they
answered her question enthusiastically by mentioning things in the
classroom in English.
The teacher, then, continued her teaching by pointed
several things in the classroom and asking the students to name the
things. For example: she pointed a table and asked the students
“What is this?”, then, the students answered the question together
by pronouncing “This is a table”. She continued to give the other
examples to them.
To build the continuous space, the teacher asked the
students to plan additional example of things in the classroom
together with her, in order to improve concepts and students’ topic
application. She gave them challenging questions by asking them
to mention names of things in the classroom which are never
explained before.
She encouraged them to be more active and helped them to
pronounce the words correctly. Besides, she wrote the words
mentioned on the blackboard and asked them to write on their
workbook.
The next step was doing assessment of students’
achievement. The teacher did it by giving the students the copy of
exercises completed with pictures and questions. Then, she asked
them to do the exercise in pairs. After they finished the exercise,
they and the teacher discussed the answers together. She asked
some of them to write their answers on the blackboard. After that,
she asked some of the other students to read them loudly. Most of
them can answer the exercise correctly. Therefore, to evaluate the
students’ understanding, she asked them to close their books and
gave them some questions about the theme to be answered orally
one by one without seeing note. From this evaluation, the teacher
can see the students’ vocabulary mastery. However, there were
some of them can answer the question well, but some of them
cannot pronounce the words correctly. Hence, she guided them to
pronounce correctly. At the end of the meeting, she gave them
home assignment to keep memorizing the words already learnt.
2) Second topic: “Preposition”
On Saturday, the eighteenth of March 2006, as usual the
teacher entered her English class at 13.00. Firstly, she greeted the
students and checked their attendance by counting the number of them,
the crossed those who were absent. The teacher, then, introduced
Preposition as the topic to the students. After that, she began to teach
vocabulary with the model of CTL presentation in studying English.
a) Establishing Context
The teacher began this stage by asking the students to
mention prepositions in Indonesian in order to activate and
determine their previous knowledge, so that the new learning can
be created with known concept. After activating and determining
previous learning, she introduced new learning with Preposition as
the topic since it was related to their previous new knowledge and
skill, and the need of curriculum.
b) Modeling and Giving Example (demonstration)
Firstly, the teacher gave the students example of several
prepositions in English. She did it by: (1) writing the prepositions
on the blackboard, for example: on, in, under, behind; completed
with their meaning in Indonesian, (2) giving example to the
students how to read the propositions correctly, and (3) asking
them to repeat the words pronounced by the teacher correctly.
Secondly, she showed real things in the classroom and used
them in practical model of learning the prepositions, then, gave
them the example how to use the preposition in simple sentences.
For example: the teacher put a pen on a book, then she asked the
students, “Where is the pen?”. Then, she gave example how to
answer the question by pronouncing “The pen is on the book”. The
students paid their attention to her explanation enthusiastically.
To make the students more understand than before, she
gave example how to pronounce the words and sentences about
prepositions correctly, and asked them to repeat the words and
sentences pronounced by her. To evaluate the students’
understanding of the words they have learnt, she pointed some
things in the classroom, and asked them to answer where the things
were. For example: she pointed a blackboard and asked them
“Where is the blackboard?” then, the students answered “The
blackboard is on the wall”.
After doing the evaluation, she gave the copy of text about
preposition completed with pictures in order to make clear about
the theme. Then, she gave example how to read the passage
sentence by sentence correctly, and asked them to repeat after her.
All of the students repeated and read the text loudly together.
c) Guidance
In this stage, as usual, the teacher walked around the class
and suggested the students to be more active in learning English.
She not only asked them some questions about preposition and
challenged them to repeat her in pronouncing words or sentences
correctly, but also, guided them in reading and pronouncing the
words or sentences in order to understand about the theme.
d) Independent Work
In this step, most of the students were more active in
following the English lesson. They tried to pronounce the words or
sentences, and answer the question correctly. Finally, to close the
third meeting, the teacher gave them the copy of exercise and
asked them to do it at home as homework by looking at the picture
and filling in the blanks with preposition. Besides, she gave them
home assignment to memorize the words already learn. They were
very important to their next study.
e) Building the Continuous Space
This stage was held on the fourth meeting. It was on
Saturday, the twenty fifth of March 2006. As usual, the teacher
began the lesson at 13.00. She started the lesson by greeting the
students and checking the students’ attendance. Then, she gave
them review about previously learned material by asking them
about preposition.
Next, she asked the students to mention preposition in
English. Most of them mentioned the preposition enthusiastically
and correctly. Then, she continued her teaching by discussing their
homework. She asked the students to read their homework loudly,
and then, she wrote them on the blackboard. Most of them were
able to answer the homework correctly.
In the last step of the CTL classroom model, the teacher,
then gave occasion to the students to ask any difficulties to her.
Since there was no question, she asked them to help her to make
some sentences related to the topic. The result was that there were
various sentences found by the students and teacher. This activity
was very important since it can improve concept, their
understanding, and the topic application.
After building the continuous space, the next step was
doing evaluation as the last assessment of students’ achievement
on the first cycle. The teacher gave them post-test I of vocabulary.
c. Observation
In the process of observation the teacher was helped by her
collaborator, she was an ex-teacher of the fourth year students of this
school. It was to make the observation more objective and easier.
One of the elements in the learning process using CTL is learning
community. The concept of learning community is that the learning result
is achieved from teamwork through group or pair work. Someone who
involves in the activity of learning community must give her or his
friends’ needed information in learning and vice versa. The students who
understand the material can share their knowledge with their friends who
have not understood yet.
In the teaching and learning process in this first cycle, many of the
students who understood the material did not share their knowledge to
their friends who have not understood yet, although the teacher has asked
them to do the task or exercise in pairs. Besides, she asked them to learn
the material from and with others. The fact caused the students can not
create the learning community well. Besides, when the teacher gave them
the questions and asked them to answer orally. Many of them can answer
the questions correctly, but some of their pronunciations were still
incorrect. However, most of the students were more active than before.
Therefore, the first cycle had not given the optimal result yet.
d. Reflection
In this step, the writer tried to formulate the calculation of the
previous step. The result of the observation shows that in the first cycle
most of the students were more active than before. However, the students’
participation in the classroom was still low since some of them did not
repeat the teacher’s sound when she asked them to repeat after her.
Besides, they had not created the learning community yet and there were
still some of them who pronounced the words incorrectly.
After correcting the student’s answer sheets of pre-test I, the writer
calculated the students’ scores. Here is the achievement of the students’
vocabulary mastery. The percentage, score, and category of each student’s
vocabulary mastery of the pre-test I can be seen on the table 4.2 of the
appendix.
After calculating the percentage of the student’s vocabulary
mastery and getting the student’s intended scores, the writer then
calculates the correct answer percentage of the whole students to measure
the student’s vocabulary mastery.
From the result of the pre-test I, the total number of the students`
right answer is 595 out of the total 1350 numbers. Therefore, the students`
vocabulary mastery of pre-test I can be calculated as follows:
R
S= x SM
N
595
S= x 100
1350
S = 44.07 %
It means that 44.07 % of the students` answers are correct; it
reflects that they were able to answers 44.07 % of the total answers.
According to Arikunto’s percentage level, this percentage belongs to fair
category. It means that the fourth year students’ vocabulary mastery of
pre-test I is fair or still unsatisfying.
After knowing the students’ vocabulary mastery, then, the writer
calculates the mean score of the students’ pre-test I as follows:
M=
∑X
N
1988
M=
45
M = 44.18
It can be seen that the mean score of the students’ pre-test I is
44.18. So, the result is also still unsatisfying.
After knowing the students’ achievement of pre-test I, the writer
described the brief description of the percentage, score, and category of
the vocabulary mastery of post-test I that can be seen on the table 4.3 of
the appendix.
From the result of the Post-test I, it can be seen that the students
have 977 correct answers out of the total 1350 answers. Therefore, the
students’ vocabulary mastery of the Post-test I can be calculated as
follows:
R
S= x SM
N
977
S= x 100
1350
S = 72.37 %
From the computation, the percentage of the students’ correct
answer is 72.37 %; it means that they were able to answer 72.37 % of the
total answers. According to Arikunto’s percentage level, this percentage
belongs to good category. In conclusion, the fourth year students’
vocabulary mastery of Post-test I is good or satisfying.
The next step is calculating the mean score of the students’ Post-
test I as follows:
M=
∑X
N
3254
M=
45
M = 72.31
It can be seen that the mean score of the students’ Post-test I is
72.31. So, the result is also satisfying.
Having analyzed the result of the pre-test and the post-test in this
first cycle, the teacher finds that the English score of the students’
vocabulary mastery has increased. It can be seen from the result that the
student’s achievement of the post-test I were better than the pre-test I. The
students’ vocabulary mastery of pretest I is 44.07 %, while the student’s
vocabulary mastery of post-test I is 72.37 %. After that, the teacher
calculated the mean score. The computation shows that the mean of the
pretest I is 44.18 and the mean of the post-test I is 72.31. It means that the
student’s achievement increases significantly. Unfortunately, the result of
the observation shows that the students’ participation is still low.
After analyzed the result of action in first cycle, the teacher can
conclude that it is very important for the teacher to be careful with the
students pronunciation, she can ask the students three or four times to
repeat the words. She must give support to the students who did not repeat
the teacher’s sound, and be careful with the students’ sentences.
From reflecting the result of the observation above, it can be
concluded that cycle I has not given a satisfying result yet since the
students’ participation in learning English and their achievement have not
improved optimally yet. It is very important to continue to the next cycle
to motivate them to master their vocabulary. The second cycle is carried
out as follow up to the first cycle. The teacher used the same method but
the different themes.
2. Cycle 2
Based on the result of cycle I, it is necessary for the teacher to continue
the next cycle.
a. Planning
In this second cycle, the teacher used My Body and Colors as the
topics. The teacher hoped the students’ participation and achievement
increase, so that the objectives of the study can be achieved. The activities
of planning are preparing:
1) materials, making lesson-plan, and designing the steps in doing the
action,
2) list of students’ name,
3) sheet for classroom observation,
4) tests (pre-tests and post-test).
b. Action or Implementation
1) First topic : “My Body”
On Saturday, the fourth of April 2006, the teacher (the writer)
entered her English class at 13.00. First of all, she greeted the students
and checked the students’ attendance by counting the number of the
students, then crossed those who were absent. Before she started the
lesson, she gave present to them for about 30 minutes. The themes on
cycle II were My Body and Colors.
After pre-test II, she began to teach English with the following
steps:
a) Establishing Context
The teacher began this stage by activating the students. She
asked the students to mention parts of body in Indonesian. After
that, she continued her teaching by asking them to mention them in
English. Based on their previous knowledge and skill, the teacher,
then, introduced My Body as the new topic they were going to
learn.
b) Modeling and Giving Example (demonstration)
In this step, the teacher started her teaching by introducing
parts of the body by showing and pointing real parts of the body to
the students, and giving them example how to pronounce its
names. For example: she pointed her eye and pronounced “eye”.
Then, she gave the other examples (such as: an arm, a nose,
hands), and asked the students to imitate her demonstration and
repeat the words pronounced by her. For example: she pointed her
arm and pronounced “arm”, then the students imitated her
demonstration by pointed their own arm, and repeated the word
together by pronouncing “arm”. She continued her teaching with
the other examples.
To make clear the words pronounced, she wrote them on
the blackboard and asking the students to write them on their
workbooks. After that, she gave them the copy of material
completed with pictures, sentences, and exercise. She asked them
to look at the pictures, and gave them example how to read and
pronounce the sentences correctly. Then, she asked them to repeat
after her for about three or four times. For example: she read and
pronounced “My mouth”, the students read and pronounced the
words together by pronouncing “My mouth”. She, then, continued
to read and pronounced “I can eat with my mouth” and the
students read and repeat the sentence together by pronouncing “I
can eat with my mouth”. She continued with the other examples.
c) Guidance
In this stage, the teacher walked around the class and
guided the students to read and pronounce the words and sentences
about parts of the body correctly. She also checked their writings
on their notebook and guided them to write correctly. She gave
support to the students who did not repeat the teacher’s sound, and
encouraged them to pronounce the words and sentences loudly and
correctly.
d) Independent Work
In this step, the teacher gave evaluation to the students. To
evaluate the students understanding of the words and material they
have learnt, the teacher pointed parts of her body, and then asked
them to name the parts of her body she pointed. For example: she
pointed her nose and asked the students “What is this?”. Then, the
students answered it together by pronouncing “This is a nose”. She
continued with the other examples by pointing the other parts of
the body and asking them with the other questions. The students
were more active in following and answering the study. They read
the words and sentences, and tried to pronounce them correctly. In
this ease, most of them were able to pronounce the words and
sentences on the material. They were also able to write the words
wrote by the teacher on the blackboard on their notebooks
correctly.
Finally, for closing the meeting, she gave the students home
assignment to study and memorize the words already learnt. She
also gave them homework to do the exercise on the copy of the
material by naming the picture of parts of the body. They were
very important for their next study.
e) Building the Continuous Space
This stage was done on the Saturday, the eighth of April
2006. It was the second meeting of cycle II. As usual, the lesson
began her teaching at 13.00. The teacher started her teaching with
pre-teaching activities. She greeted and checked the students to
mention parts of the body in English, and the students answered
her question enthusiastically by mentioning them correctly. Then,
she discussed the students’ homework together by asking the
students to write their answers on the blackboard and read them
loudly. Most of them can answer and read them correctly.
Here, to build the continuous space of learning English, the
teacher asked one of the male students to come forward to be a
volunteer as the model of learning part of the body for his friends.
As the model of learning, he pointed parts of his body and asked
his friends to name the parts of the body he pointed. The other
students, then, imitated his demonstration by pointing their own
part of the body, and answering his questions with the correct
sentences. For example, he pointed his ear and asked his friends,
“What is it?” and the other students imitated his demonstration by
pointing their own ears and answering “It is an ear”.
He continued to point the other parts of the body which had
not been explained before. This activity was important, since by
doing it the teacher and the students can together plan additional
examples about new knowledge and skill in order to improve
concepts, their understanding, and the topic applications. In this
step, the model pointed part of his body, such as waist, elbow,
back, and many others. In this learning activity, the teacher helped
them by informing the names of the part of the body pointed by the
model to them. For example, when the model pointed his stomach
and asked, “What is this?”, the other students could not answer the
question. Since they did not know the English of stomach, the
teacher helped them by pointing her stomach and pronouncing
“This is a stomach”. To make clear the words pronounced, she
wrote the new words on the blackboard. So, the other students
understood the new words, then, they answered together by
pronouncing “This is a stomach”, and pointing their own stomach.
After building the continuous space, she gave the
assessment of students’ achievement. She gave the students to
copy of task and crossword puzzle about parts of the body. She,
then, asked them to do in pairs by filling in the blank based on the
pictures and questions. After the students finished their task, then,
the teacher discussed the answers together with the students by
asking them to raise their hand first before answering the
questions. Then, she asked them to write their answers on the
blackboard to make clear the written form of the words.
2) Second topic: “Colors”
On Saturday, the fifteen of March 2006, as usual the teacher
entered the English class at 13.00. She began her teaching by greeting
the students and checking their attendance. She counted the number of
the students and crossed those who are absent. Then, she introduced
Colors as the new topic to the students. After that, she began to teach
English with the model of CTL presentation.
a) Establishing Context
The teacher began this stage by asking the students to
mention activities in Indonesian in order to activate and determine
their previous knowledge, so that the new learning can be created
with the known concept. Then, she introduced Activity as the new
topic for them, which related to their previous knowledge and skill,
and the need of curriculum.
b) Modeling and Giving Example (demonstration)
She started this stage by writing several kinds of colors on
the blackboard, for example: brown, red, green, yellow; completed
with its meaning in Indonesian. In this case, the students wrote the
words written on the blackboard automatically on their notebooks.
After that, she gave example to them how to read the words
correctly and asked them to repeat after her. All of the students
read the word together enthusiastically.
The next step, the teacher showed real things in the
classroom and used them as teaching aids of learning colors. She
mentioned the colors of the things in simple sentences. For
example: she pointed a table and pronounced, “The table is
brown”, then, asked the students to repeat after her. The students
paid their attention and repeated after her together correctly. She
continued her teaching by asking the students, “What colors is the
blackboard?” and asking them to repeat her question after her. The
students, then, repeated her question after her. Next, she gave
example how to answer the question by pronouncing “The
blackboard is black”, and asked them to repeat after her. The
students repeated the sentence together loudly.
She continued her teaching by giving the copy of material
about the theme completed with picture and sentences in order to
make clear about the theme. She gave them example how to read
the sentences correctly and asked them to repeat after her correctly.
All of the students read and repeated after her loudly and correctly
together.
c) Guidance
In this stage the teacher walked around the class and
suggested the students to be more active in learning English. As
usual, she guided them in reading and pronouncing the words and
sentences correctly. Besides, she checked their notebooks and
guided them to write the words correctly. In guiding the students,
she also gave them challenging question in order to motivate them
in learning. She did it by pointing some things in the classroom and
asking them to answer what colors the things are.
d) Independent Work
In this stage, the students were more active in learning
English. The students followed the teaching- learning process
actively. They wrote the words written by the teacher on the
blackboard on their notebooks. There were some of them who
asked her about unfamiliar words they met on material, then, the
teacher wrote the words completed with its meaning on the
blackboard, so that, they understood the material. They ere very
enthusiastically when she asked them to color the picture based on
the sentences on the copy of material given.
e) Building the Continuous Space
In this stage, the teacher and the students planed additional
example about the theme. She did it by asking them the name the
colors of things she mentioned. For example, she asked “What
color of zebra?”, then, the students answered “Black and white”
together loudly. She continued her question with the other
additional examples. Finally to close the meeting at that time, she
gave them homework about the theme.
This stage was continued to the next meeting. It was on
Saturday, the twenty second of April 2006. As usual, she began the
lesson by greeting and checking the students` attendance. After
remaining them about previously learned material, she asked them
to mention color in English. The teacher, then, discussed
homework together with the students by asking them to write their
answers on the blackboard. Most of them were active in doing
activities.
Then, she continued to build the continuous space by
asking the students to work in pairs and make one simple sentence
using the words those were studied before. After they had finished,
then, she discussed it together with the students. After building the
continuous space, the next step was did the assessment of student’
achievement. She gave them post-test II of vocabulary for about 30
minutes. It was very important since it can describe the students’
vocabulary mastery after getting the action.
c. Observation
In the second cycle, observation was also carried out during the
implementation of the action. In the process of observation the teacher was
helped by her collaborator in order to make the observation more objective
and easier.
The process of teaching and learning in cycle II were more active
than in cycle I. It can be seen from the fact that most of the students were
more active in doing activities. Many of them were very enthusiastic when
the teacher asked one of them to be a model of learning.
The students were happier than in cycle I especially when she used
picture, model of learning and real things in the teaching- learning process.
In the cycle, they could create learning community since they started to
learn from and with others.
d. Reflection
By analyzing the result of action II, the teacher concluded that
teaching English using CTL can improve the students’ participation in
learning English. Besides, it can improve the students’ vocabulary
mastery.
In learning activity in the classroom, they were able to make
simple sentences. They also did not tend to make noisy anymore. So, it
can be said that CTL can improve the students’ participation improvement.
From the result of the post-test II, it can be seen that their score or
achievement were better than the pretest II and post- test of the cycle I. For
the brief description of the student’s vocabulary mastery of post- test II
can be seen on the table 4.4 of the appendix.
From the result of the Pre-test II, we can see that the total number
of the student’s right answer is 616 out of 1350 answers. So, the student’s
vocabulary mastery of the Pre-test II can be calculates follows:
R
S= x SM
N
616
S= x 100
1350
S = 45.63 %
Since the correct of the students’ answer is 45.63 %. So, the
percentage belongs to fair category. It means that the fourth year student’s
vocabulary mastery of Pre-test II is fair or still unsatisfying.
After describing the students’ vocabulary mastery, then, calculates
the mean score of the students’ Pre-test II as follows:
M=
∑X
N
2052
M=
45
M = 45.6
The mean score of the students’ Pre- test II is 45.6. So, the result is
satisfactory.
After knowing the students’ achievement of pre-test II, the writer
describes the brief description of the percentage, score, and category of the
vocabulary mastery of post-test II that can be seen on the table 4.5 of the
appendix.
From the result of the Post-test II, the total number of the students’
right answer is 1061 out of the total of 1350 answers. So, the students’
vocabulary mastery of the Post-test II can be calculated as follows:
R
S= x SM
N
1061
S= x 100
1350
S = 78.59 %
It shows that 78.59 % of the students’ answers are correct.
According to Arikunto’s percentage level, so this percentage belongs to
good category. It means that the fourth year students’ vocabulary mastery
of Post-test II is good or satisfying.
The next step is calculating the mean score of the students’ Post-
test II as follows:
M=
∑X
N
3531
M=
45
M = 78.47
Since the mean score of the students’ post -test II is 78.47. It means
that the result of the mean score is also satisfying.
From the result of the students` achievement above it can be
concluded that using CTL in teaching English can improve the students’
achievement of vocabulary mastery. It can be seen from the fact that the
student` vocabulary mastery of pretest II of this cycle is 45.63 %, while
the students’ vocabulary mastery of post-test II is 78.59 %. The mean of
pretest II in this cycle is 45.6, while the mean of post-test II is 78.47. It
means that the students’ achievement increase very significantly.
From the result above, it can be said that cycle II was more
successful then the cycle I. In this cycle, however, there were still some
students who look embarrassed or afraid to speak or read loudly. In order
to make sure that the steps in the cycle II were appropriate and to solve the
problem which still appear in this cycle, the teacher decided to plan the
third cycle.
3. Cycle 3
a. Planning
In the cycle III, the teacher planned the activity as follows:
1) Preparing materials, making lesson- plan, and designing the step is
doing the action.
2) Preparing list of students’ name.
3) Preparing sheet for classroom observation.
4) Preparing tests (pretest and post- test).
b. Action or Implementation
In this third cycle the teacher used the same method but different
themes. The teacher used CTL lesson plans and introduced two topics, the
first was Occupations and the second was Activity
1) First topic: “Occupation”
On Saturday, the twenty ninth of April 2006 the teacher entered
her English class at 13.00, then, she greeted the students and checked
the students’ attendance by counting the number of the students, then
crossing those who were absent. Before she started the lesson, she gave
pretest III to the students for about 30 minutes. After the students had
finished the pre-test, she collected and began to teach them with the
following steps:
a) Establishing Context
The teacher activated the students by asking them to
mentions occupation in Indonesian. After knowing their previous
knowledge, then, she introduced new topic to the students by
giving them the copy of material completed with a list of words, its
meanings in Indonesian, and the pictures and sentences about the
theme.
b) Modeling and Giving Example (demonstration)
In this stage, the teacher gave example how to read and
pronounce the words correctly, then, asked them to repeat after her.
After that, she asked one of the students to come forward to be a
volunteer as the model of learning about the theme. The model
gave example to the other students how to read and pronounce the
words correctly, and asked them to repeat after his or her. All of
students were enthusiastic in following the teaching- learning
activities.
c) Guidance
The teacher walked around the class and motivated the
students to be more active in following the teaching- learning
process. She also guided them in reading and pronouncing the
word about the theme. She encouraged them to ask more questions
to her if they had difficulties in learning the material.
d) Independent Work
In this stage, she gave the students’ evaluation about the
learned material. She asked them to do exercise by finding the
meaning of the list of words in Indonesian in pairs. It was very
important since in CTL the students must be able to learn from and
with others in order to create the learning community. In this case,
they did the exercise enthusiastically.
Then to close the meeting she gave them homework to do the
exercise on the copy of material by correcting some incorrect
words and writing the name occupations of pictures provided.
e) Building the Continuous Space
The next meeting on Saturday, the sixth of May 2003, she
entered the English class, and she continued the lesson of the last
week. After doing the pre-teaching activities, she continued by
asking the students to mention the occupations in English
correctly. She, then, discussed the students’ homework together
with them by asking them to write their answers on the blackboard.
After that, she asked them about the theme orally and asked
them to answer her questions orally too. For example, she asked
“What are you?” to the students, then, they answered together by
pronouncing “I am a student”. She continued her question by
asking them one by one, for example, she asked “What is your
father?”. Then, the students answered her question one by one
enthusiastically by pronouncing the different answers each other,
such as “My father is a police”, ”My father is a soldier”, ”My
father is public officer”, and many others. Besides, she also asked
some of them, “What is your mother?” and the students answered
with the various answer too, for example, “My mother is a
housewife”, “My mother is a teacher”, “My mother is a nurse”,
and so on.
After building the continuous space, the teacher gave the
assessment of students’ achievement. She gave the students the
copy of exercise completed with pictures related to the theme. She
asked them to do the exercise in pairs, then, they did the exercise in
pair enthusiastically. After that, the teacher discussed the exercises
together with the students. Finally, to close the meeting she gave
the students home assignment to keep studying and memorizing
the words already learnt at home.
2) Second topic : “Activity”
On Saturday, the twentieth of May 2006, as usual the teacher
began her English teaching at 13.00. First of all, she greeted the
students and checked their attendance. She, then, introduced Activity as
the topic to the students. She began her teaching with the model of
CTL presentation.
a) Establishing Context
In this stage the teacher began her teaching by activating
the students by asking them to mention activities in Indonesian in
order to determine their previous knowledge. It was very important
to create new learning with known concept. After the activity, she
started to introduce new learning with Activity as the topic. The
topic was related to their previous new knowledge and skill, and
the need of curriculum.
b) Modeling and Giving Example (demonstration)
In this stage, the teacher introduced several activities in
English to the students. She wrote several kinds of activity on the
blackboard, for example: sleep, read, write, play; completed with
the meaning in Indonesian. Then, she giving example to the
students how to read and pronounce the words. After that, she
asked them to repeat after her.
She continued to give them example by giving them the
copy of material about activity completed with picture, sentences
and exercise. Then, she gave example to them how to read and
pronounce the sentence well, and asked them to repeat after her.
c) Guidance
As usual, the teacher walked around the class and
motivated the students to be more active in learning English. She
guided the students in reading and pronouncing the sentences
correctly. Besides, she encouraged them to ask more questions to
her about their difficulties in learning the material. It was very
important in order to increase the students’ responsibility of new
learning.
d) Independent Work
In this stage, the teacher asked the students to do the
exercise by matching the activities and the pictures provided on the
copy of material. It was done in order to evaluate their
understanding about the learned material. In this case, most of the
students were more active in doing the exercise.
Finally, to close the meeting she gave the students home
assignment to memorize the words already learnt at home, and
gave them homework to answer the questions as shown in the
pictures provided on the copy of material. The students were
enthusiastic and active in asking their difficulties in learning to the
teacher. All of those were very important to their next study.
e) Building the Continuous Space
The next meeting was on Saturday the twenty seventh of
May 2006. The teacher began the English lesson at 13.00 by
greeting the students and checking the students’ attendance. The
teacher, then, gave them review about previously learned material
by asking them about activity. She asked them to mention activities
in English.
She continued her teaching by discussing their homework
together with the students. She asked them to write their answers
first on the blackboard, and then discussed their answers one by
one. After that, she gave them occasion to ask any difficulties
about all learned materials that they did not understand yet. The
teacher, then, she gave post-test III of vocabulary to the students. It
was the last assessment of the students’ achievement on the third
cycle. The test was held for about 30 minutes. After they finished
the test, then, the teacher closed their meeting by giving them
home assignment to keep memorizing the words already learnt.
c. Observation
The teacher observed in the third action, while she was monitoring,
she helped the students when they got difficulties. She tried to activate the
students who were still quiet in repeating the words pronounced by the
teacher by giving guidance.
The teaching-learning process in action III was increasing. The
students who were quiet in action I and in action II, they looked confident
and eager to use their vocabulary in answering the teacher’s questions and
doing the exercise.
In written form process (words and sentences), there were a few
students who found difficulties. The teaching-learning process was very
active (both teacher and students) and the class was not nervous like the
cycle before, but she believed that in all the action process especially in
learning vocabulary there are some problems.
By observing the teaching-learning process in cycle I, cycle II, and
cycle III, she concluded that CTL could improve the students’
participation and vocabulary mastery. The improvement can be seen
through the result of activity from cycle I, cycle II, and cycle III.
d. Reflection
Based on the result of the observation and the test, the researcher
evaluated the students’ vocabulary mastery as well as the framework of
teaching-learning process that she carried out. The result of this phase
implies that the students got more significant progress than the result got
in first cycle. It is known by counting the students who could answer the
exercises correctly. Most of the students had a better condition when
teaching-learning process was happening.
From the result of the post-test III, it can be seen that their score or
achievement were better than the pretest III and post- test of the cycle II.
For the brief description of the student’s vocabulary mastery of post- test
II can be seen on the table 4.6 of the appendix.
Based on the result of the Pre-test III, it can be seen that the total
number of the student’s right answer is 618 out of the total of 1350
answers. So, the student’s vocabulary mastery of the Pre-test III can be
calculated as follows:
R
S= x SM
N
618
S= x 100
1350
S = 45.48 %
The students’ correct answer of Pre-test III is 45.48 %. According
to Arikunto’s percentage level, it belongs to fair category. This category
reflects the student’s vocabulary mastery of Pre-test I.
The writer, then, calculates the mean score of the students’ Pre-test
III as:
M=
∑X
N
2058
M=
45
M = 45.73
From the calculation above, it can be seen that the mean score of
the students’ Pre-test III is 45.73. So, result is also still unsatisfying.
After knowing the students’ achievement of pre-test III, the writer
describes the brief description of the percentage, score, and category of the
vocabulary mastery of post-test III that can be seen on the table 4.7 of the
appendix.
Based on the description of the result of the post-test III above, the
students have 1095 correct answers out of the total 1350 answers. The
writer then calculates the percentage of the correct answer of the students
to determine the students’ vocabulary mastery of the Post-test III the
calculation as follows:
R
S= x SM
N
1095
S = x100
1350
S = 81.1 %
From the calculation, it means that they were able to answer 81.1
% of the total answers. According to Arikunto’s percentage level, this
percentage belongs to very good category. In conclusion, the level of the
students’ vocabulary mastery of Post-test III is very good or very
satisfying.
After knowing the students’ vocabulary mastery, the writer
calculates the mean score of the students’ Post-test III as follows:
M=
∑X
N
3646
M=
45
M = 81.02
From the computation, the mean score of the students’ Post-test III
is 81.02. Since there is no poor category of the student’s vocabulary
mastery anymore, so the result of the students’ achievement is very
satisfying. It means that the goal of this classroom action research can be
reached.
After analyzing the result of the pre-test and post-test in the third
cycle, it can be concluded that CTL can improve the students’
achievement of the vocabulary mastery. It can be concluded from the fact
that the students’ vocabulary mastery of pre-test III is 45.48 %, while their
vocabulary mastery of post-test III is 81.1 %. Besides, the mean score of
the pre-test III is 45.73, while their mean score of post-test III is 81.02. It
means that the students’ achievement in the third cycle also increases
significantly.
B. Discussion
In teaching English to the students of Elementary school, the teacher
should provide authentic instructional contexts and activities. As everybody
knows that the goal of learning a certain language or foreign language is the
student can master the language that they learned both in written form and spoken
form. By learning anything around the students’ lives, it is expected that the
students are able to understand and master the materials easily. Therefore, the
vocabulary material that is taught to them should be familiar, concrete, and
relevant to the live of children.
In her research finding, the result of the students’ achievement showed that
Contextual Teaching and Learning (CTL) in teaching vocabulary could improve
the students’ participation and achievement better. The students’ achievements in
cycle I, cycle II, and cycle III were satisfying. The result of teaching English
always increases in every cycle. It can be seen from the vocabulary mastery and
the mean scores of the students.
Table 4.8
Students’ Vocabulary Mastery
of SD Djama`atul Ichwan class IV B
Cycle I Cycle II Cycle III
Pre test Post-test Pre test Post-test Pre test Post-test
44.07% 72.37% 45.63% 78.59% 45.48% 81.1%
(Fair) (Good) (Fair) (Good) (Fair) (Very
Good)
Table 4.9
Students’ Mean Scores
of SD Djama`atul Ichwan class IV B
Cycle I Cycle II Cycle III
Pre test Post-test Pre test Post-test Pre test Post-test
44.18 72.31 45.6 78.47 45.73 81.02
The results of pre-test and post-test were used to know the score of the
vocabulary mastery. As stated before, there were three cycles in this action
research, each cycle used pre-test and post-test. The pre-test and post-test consist
of 30 test items, so there were 1350 test items. All items of the test can be seen in
the appendix 2.
After analyzing the result of cycle I, cycle II, and cycle III, it can be
concluded that CTL can motivate the students to involve actively in learning
vocabulary in the classroom. Besides, the result of the written test was also good
and satisfying. The students’ score was growing better in each cycle. The mean of
the students’ vocabulary mastery after the teacher did the action was 77.35% that
belongs to good category and the mean of the students` score was 77.27. While,
before the teacher did the action, the mean of the students’ vocabulary mastery
was 45.06 % that belongs to fair category and the mean of the students` mean
score was 45.17. It indicated that the teaching-learning process was successful,
both the researcher and the students gained the objectives.
APPENDI
X
The Blueprint of Vocabulary Test
1. I. Pre-Test
Number of Items Total
No. The Items Test I Test II Test III Number
of Items
1. Noun 1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, 4, 47
5, 6, 7, 8, 5, 7, 8, 9, 5, 6, 8, 9,
9, 10, 11, 11, 12, 15, 10, 11, 12,
12, 13, 14, 18, 19, 21, 14, 15
15 22, 23, 24,
26, 29
2. Preposition 16, 17, 18, 15
19, 20, 21,
22, 23, 24,
25, 26, 27,
28, 29, 30
3. Verb 6, 10, 13, 16, 17, 18, 19
14 19, 20, 21,
22, 23, 24,
25, 26, 27,
28, 29, 30
4. Adjective 16, 17, 20, 7
25, 27, 28,
30
5. Adverb 7, 13 2
90
Total
2. II. Post-Test
Number of Items Total
No. The Items Test I Test II Test III Number
of Items
1. Noun 1, 2, 3, 4, 1, 4, 5, 8, 1, 2, 3, 4, 46
5, 6, 7, 8, 9, 10, 12, 5, 6, 7, 8,
9, 10, 11, 13, 14, 15, 10, 11, 12,
12, 13, 14, 16, 18, 20, 13, 15
15 21, 23, 24,
27, 30
2. Preposition 16, 17, 18, 15
19, 20, 21,
22, 23, 24,
25, 26, 27,
28, 29, 30
3. Verb 2, 3, 6, 7, 16, 17, 18, 20
11 19, 20, 21,
22, 23, 24,
25, 26, 27,
28, 29, 30
4. Adjective 17, 19, 22, 7
25, 26, 28,
29
5. Adverb 9, 14 2
90
Total
Table 4. 1
The Time Schedule for Teaching English in Class IV B
SD Djama`atul Icwan (DJI) Surakarta
No Date Cycle Theme Time
1 4 March 2006 I Things in the classroom 13.00 - 14.00
2 11 March 2006 Things In the classroom 13.00 - 14.00
3 18 March 2006 Preposition 13.00 - 14.00
4 25 March 2006 Preposition 13.00 - 14.00
5 1 April 2006 II My Body 13.00 - 14.00
6 8 April 2006 My Body 13.00 - 14.00
7 15 April 2006 Colors 13.00 - 14.00
8 22 April 2006 Colors 13.00 - 14.00
9 29 April 2006 III Occupations 13.00 - 14.00
10 6 May 2006 Occupations 13.00 - 14.00
11 20 May 2006 Activity 13.00 - 14.00
12 27 May 2006 Activity 13.00 - 14.00
Lesson Plan 1
School : SD Djama’atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Things in the Classroom
Day / Date : Saturday / 4 March 2006
Time : 60 minutes
Meeting : 1
I. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention names of things in the classroom.
2. Read and write in English words about things in the classroom.
3. Involve actively in the teaching – learning process.
II. Material
Theme: Things in the classroom.
III. Teaching - Learning Activities
A. Pre – Teaching Activities: 35 minutes
1. Greeting and checking the students` attendance by counting the
number of students, then cross those who are absent.
2. Giving the students pre – test I of vocabulary.
B. Whilst – Teaching Activities : 20 minutes
1. Activating the students by asking them to mention things in the
classroom that the already knew in Indonesian language.
2. Introducing new topic “Things in the Classroom” to the students by
mentioning and showing real things in the classroom to the students, for
example: a book, a table, shoes, and a blackboard.
3. Giving example to the students how to pronounce the word about things
in the classroom, and write them on the blackboard.
4. Asking the students to repeat the words pronounce by the teacher.
5. Showing pictures and sentences to the students by giving them the copy
of material about things in the classroom.
6. Giving example to the students how to read and pronounce the words
and sentences about things in the classroom, and asking them to repeat
the words and sentences after her.
7. Pointing things in the classroom and asking the students to name the
things pointed by the teacher. For example:
a. Putting a pen on the book.
b. Asking a question to the students: “What is this?”
c. Giving example how to answer the question, for example: “This is a
pen”.
C. Closing: 5 minutes
The teacher gives the students home assignment to memorize the words
already learnt.
IV. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher points some things in the classroom and asks the students to name the
things.
V. Teaching Aids and Reference
A. Teaching Aids : Things In the classroom.
B. Reference : Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 2
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Things in the Classroom
Day / Date : Saturday / 11 March 2006
Time : 60 minutes
Meeting : 2
VI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention names of things in the classroom.
2. Read and write in the English words about things in the classroom.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
VII. Material
Theme: Things in the classroom.
VIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of the students, then cross those who are absent.
2. Remaining the students about previously learned material by asking
them about things in classroom.
B. Whilst – Teaching Activities: 45 minutes
1. Asking the students to mention things in the classroom in English.
2. Pointing the things in the classroom and asking the students to name the
things.
3. Asking the students to find the other example of the things in the
classroom and helping them how to write the words on the blackboard
4. Giving the copy of exercise about things in the classroom completed
with picture and questions to the students.
5. Asking the students to do the exercise in pairs by looking at the picture
and answering the questions.
6. Discussing the answers of the exercise together.
a. Asking the students to write their answers on the blackboard.
b. Asking the other students to read their answers loudly.
7. Asking the students to close their books and giving them some questions
about things in the classroom to be answered orally one by one without
seeing note.
C. Closing: 5 minutes
The teacher gives the students home assignment to keep memorizing the
words already learnt.
IX. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher points some things in the classroom and asks them to mention the names
of the things both in chorus and one by one. Besides, she asks the students to do
exercise in pairs and to answer her questions orally one by one without seeing
note.
X. Teaching Aids and Reference
A. Teaching Aids : Things in the classroom.
B. Reference : Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 3
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Prepositions
Day / Date : Saturday / 18 March 2006
Time : 60 minutes
Meeting : 3
XI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention prepositions in English.
2. Read and write prepositions in the English words.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
XII. Material
Theme: Prepositions
XIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then cross those who are absent.
2. Introducing new topic to the students.
B. Whilst – Teaching Activities: 45 minutes
1. Activating the students by asking them to mention prepositions in
Indonesian language.
2. The teacher introduces new learning about prepositions in English to the
students.
a. Writing the prepositions on the blackboard, for example: on, in,
under, behind.
b. Giving example to the students how to read the preposition correctly.
c. Asking the students to repeat the words pronounced by the teacher
correctly.
3. Showing real things in the classroom and using them as practical model
of learning prepositions, then giving example how to use the preposition
in simple sentences. For example:
a. Putting a pen on the book.
b. Asking a question to the students: “Where is the pen?”
c. Giving example how to answer the question, for example: “The pen
is on the book.”
4. Giving the students example how to pronounce the words and sentences
correctly, and asking them to repeat the sentences pronounced by the
teacher.
5. Pointing things in the classroom and asking the students to answer where
the things are.
6. Giving the copy of text about prepositions completed with picture in
order to make clear the theme.
7. Giving example to the students how to read a passage sentence by
sentence correctly and asking them to repeat after her.
C. Closing: 5 minutes
1. The teacher gives the students home assignment to memorize the words
already learnt.
2. Giving the copy of exercise to the students and asking them to do the
exercise at home as homework by looking at the picture and filling in the
blanks with prepositions.
XIV. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher points some things in the classroom and asks the students to answer
where the things are. Besides, she gives them exercise to be done at home as
homework
XV. Teaching Aids and Reference
A. Teaching Aids : Things in the classroom.
B. Reference : Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 4
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Prepositions
Day / Date : Saturday / 25 March 2006
Time : 60 minutes
Meeting : 4
XVI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention prepositions in English.
2. Read and write prepositions in English words.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
XVII. Material
Theme: Preposition
XVIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then cross those who are absent.
2. Remaining the students about previously learned material by asking
them about preposition.
B. Whilst – Teaching Activities: 45 minutes
1. Asking the students to mention prepositions in English.
2. Discussing home work together by asking the students to read their
home works loudly, and writing them on the blackboard.
3. Giving occasion to the students to ask any difficulties
4. Giving post - test I of vocabulary to the students.
C. Closing: 5 minutes
The teacher gives the students home assignment to keep memorizing the
words already learnt.
XIX. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher gives them post test 1 of vocabulary.
XX. Teaching Aids and Reference
A. Teaching Aids : Things in the Classroom.
B. Reference : Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 5
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : My body
Day / Date : Saturday / 1 April 2006
Time : 60 minutes
Meeting : 5
XXI. Objective
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention parts of the body.
2. Read and write in English words about parts of the body.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
XXII. Material
Theme: My body.
XXIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 35 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then cross those who are absent
2. Giving the students pre – test II of vocabulary.
B. Whilst – Teaching Activities: 20 minutes
1. Activating the students by asking them to mention parts of body in
Indonesian language.
2. Introducing parts of the body by showing and pointing real parts of the
body to the students, and giving example how to pronounce its names to
the students, for example: nose, eye, arm.
3. Asking the students to imitate the teacher by pointing their own parts of
the body and repeat the words pronounced by the teacher.
4. Giving example how to write the words about parts of the body by
writing them on the blackboard and asking them to write them on their
notebooks.
5. Showing pictures to the students by giving them the copy of material
completed with the pictures, sentences, and exercises.
6. Giving the students example how to read the sentences correctly and
asking them to repeat after her, then asking them to do the exercise in
pairs by naming the picture of parts of the body.
7. Discussing the answers of the exercise together by asking the students to
read their answers loudly.
C. Closing: 5 minutes
The teacher gives homework the students’ home assignment to memorize
the words already learnt, and to do the exercise on the copy of the material
by naming the picture of part of the body.
XXIV. Evaluation
To evaluate the students understanding of the words they have learnt, the model
point parts of his body and asks his friends to answer his questions.
XXV. Teaching Aids and Reference
A. Teaching Aids : Parts of the body
B. Reference : Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 6
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : My Body
Day / Date : Saturday / 8 April 2006
Time : 60 minutes
Meeting : 6
XXVI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention parts of the body and their functions.
2. Read and write in English words about parts of the body and their
function.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
XXVII. Material
Theme: My Body.
XXVIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then cross those who are absent.
2. Remaining the students about previously learned material by asking
them about parts of the body.
B. Whilst – Teaching Activities: 45 minutes
1. Asking the students to mention part of the body in English.
2. Asking one of the male students to come forward to be a volunteer as the
model of learning parts of the body for his friends.
a. He, as the model, points part of his body and asks his friends with
the sentence “What is it?”
For example: He points his eye and asks to the other
students:”What is it?”
b. The other students imitate him by pointing parts of their own bodies
and answer his questions with the correct sentence.
For example: They point their eyes and answer “It is my
eye”.
3. Giving the students the copy of task and crossword puzzle about part of
the body.
4. Asking the students to look at the pictures, giving them example how to
read and pronounce the sentences correctly, and asking them to repeat
after her.
5. Choosing one of the female students to be a model for their students to
read the sentences loudly and asking the others to repeat after her.
6. Asking the students to do the task and crossword puzzle about parts of
the body in pairs by filling in the blank based on the pictures and
questions.
7. Discussing the answers of the task and crossword puzzle by asking the
students to raise their hand first before answering the questions.
C. Closing: 5 minutes
The teacher gives the students home assignment to memorize the words
already learnt and bring pencils color for the next meeting.
XXIX. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher points parts of the body and asks them to name the parts of the body.
Besides, the teacher gives the students task and crossword puzzle to be
answered correctly in pairs.
XXX. Teaching Aids and Reference
A. Teaching Aids : Parts of the body.
B. Reference : Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 7
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Colors
Day / Date : Saturday /15 April 2006
Time : 60 minutes
Meeting : 7
XXXI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objective
By the end of this course, the students are expected to be able to:
1. Mention and differentiate colors in English.
2. Read and write words and sentences about colors in English.
3. Involve actively in the teaching – learning process.
4. Do the exercises about the theme well.
XXXII. Material
Theme: Colors.
XXXIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then cross those who are absent.
2. Introducing the new topic to the students.
B. Whilst – Teaching Activities: 45 minutes
1. Activating the students by asking them to mention colors in Indonesian
language.
2. The teacher introduces new learning about colors in English to the
students.
a. Writing several kinds of color in the blackboard, for example:
brown, red, green, yellow.
b. Giving example to the students how to read preposition correctly
completed with the meanings in Indonesian.
c. Asking the students to repeat the words pronounced by her correctly.
3. Showing real things in the classroom and using them as practical by
models of learning colors, then, giving example how to use the kinds of
the color in simple sentence. For example:
a. Pointing a table and pronouncing, “The table is brown”, then, asking
the students to repeat after her.
b. Asking a question to the students, “What color is the blackboard?”,
and asking them to repeat her question after her.
c. Giving example them how to answer the question by pronouncing,
“The blackboard is black”, then, asking them to repeat after her.
4. Pointing things in the classroom and asking the students to answer what
colors the things are.
5. Giving the copy of material about the theme completed with picture and
sentences in order to make clear about the theme.
6. Giving example to the student how to read the sentences correctly and
asking them to repeat after her.
7. Asking the students to color the pictures based on sentences on the copy
of material given.
C. Closing: 5 minutes
1. The teacher gives the students home assignment to memorize the words
already learnt.
2. Giving the copy of exercises to the students and asking them to do the
exercises at home as homework by giving the clear instruction and
example how to do them firstly.
XXXIV. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher points some things in the classroom and asks the students to answer
what colors the things are. Besides, she gives them exercise to color the
pictures based on the sentences on the copy of material given. Finally, she
gives them homework about the theme.
XXXV. Teaching Aids and Reference
A. Teaching Aids : -
B. Reference : - Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
- Sutarto, Joko.2005. Smart 1. Solo : Harvindo.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 8
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Colors
Day / Date : Saturday / 22 April 2006
Time : 60 minutes
Meeting : 8
XXXVI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention activities in English.
2. Read and write words about activities in English.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
XXXVII. Material
Theme: Colors
XXXVIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then cross those who are absent.
2. Giving review to the students about previously learned material by
asking them about colors.
B. Whilst – Teaching Activities: 45 minutes
1. Asking the students to mention colors in English.
2. Discussing homework together by asking the students to write their
answers on the blackboard.
3. Asking the students to make one simple sentence in pairs, then asking
some of them to read their sentences loudly.
4. Giving post-test II of vocabulary to the students.
C. Closing: 5 minutes
The teacher gives the students home assignment to memorizing the words
already learnt.
XXXIX. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher gives them post-test II of vocabulary.
XL. Teaching Aids and Reference
A. Teaching Aids : Colors
B. Reverence : - Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
- Sutarto, Joko. 2005. Smart 1. Solo: Harvindo.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 9
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Occupations
Day / Date : Saturday / 29 April 2006
Time : 60 minutes
Meeting : 9
XLI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention occupations.
2. Read and write about occupations in English word.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
XLII. Material
Theme: Occupations.
XLIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 35 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then cross those who are absent.
2. Giving pretest III of vocabulary to the students.
B. Whilst – Teaching Activities: 20 minutes
1. Activating the students by asking them to mention occupations in
Indonesian.
2. Introducing new topic of occupations to the students by giving them the
copy of material completed with a list of words, the meanings in
Indonesian, pictures about the theme, and sentences.
3. Giving example how to read and pronounce the words correctly, and
asking the students to repeat after her.
4. Asking one of the students to come forward to be a volunteer as the
model of learning occupations for his friend by giving example how to
read and pronounce the words correctly, and asking the other students to
repeat after the model.
5. Asking the students to do exercise by finding the meaning of list of
words in Indonesian in pairs.
C. Closing: 5 minutes
The teacher gives the students home assignment to memorize the words
already learnt. She also gives them home work to do the exercises on the
copy of material by correcting some incorrect words and writing the
occupations of pictures provided.
XLIV. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher asks one of the students to be a model for his/her. Besides, she asks
them to find the meaning of list of words in Indonesian.
XLV. Teaching Aids and Reference
A. Teaching Aids : -
B. Reverence : Sutarto, Joko. 2005. Smart 1. Solo : Harvinda
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 10
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Occupations
Day / Date : Saturday / 6 May 2006
Time : 60 minutes
Meeting : 10
XLVI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention occupations in English.
2. Read and write words about occupations in English.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
XLVII. Material
Theme: Occupations.
XLVIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then, cross those who are absent.
2. Remaining the students about previously learned material by asking
them about occupations.
B. Whilst – Teaching Activities: 45 minutes
1. Asking the students to mention occupations in English.
2. Discussing the student’s homework together by asking the students to
write their answers on the blackboard.
3. Asking the students about occupations:
- “What are you?”
- “What is your father?”
- “What is your mother?”
4. Giving the students the copy of exercises completed with pictures related
to the theme, and then, asking them to do the exercises in pairs.
5. Discussing the exercise together.
C. Closing: 5 minutes
The teacher gives the students home assignment to keep studying the
material and memorizing words already learnt at home.
XLIX. Evaluation
To evaluate the students’ understanding of the words and material they have
learnt, the teacher asks the students about the theme one by one. Besides, she
asks them to do the exercises in Pairs.
L. Teaching Aids and Reference
A. Teaching Aids : -
B. Reference : Sutarto, Joko. 2005. Smart 1. Solo : Harvindo
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 11
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Activity
Day / Date : Saturday / 29 April 2006
Time : 60 minutes
Meeting : 11
LI. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention activities in English.
2. Read and write words about activities in English.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
LII. Material
Theme: Occupations.
LIII. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then crossing those who are absent.
2. Introducing the new topic to the students.
B. Whilst – Teaching Activities: 45 minutes
1. Activating the students by asking them to mention preposition in
Indonesian.
2. The teacher introduces several activities in English to the students.
a Writing several kinds of activity on the blackboard, for example:
sleep, read, write, play; completed with the meaning in Indonesian.
b Giving example to the students how to read and pronounce the
words.
c Asking the students to repeat after her.
3. Giving the copy of material about activity completed with pictures,
sentences, and exercises to the students.
4. Giving example to the students how to read and pronounce the words.
5. Asking the students to do the exercise by matching the activities and the
pictures provided on the copy of material
6. Discussing the answers together.
C. Closing: 5 minutes
1. The teacher gives the students home assignment to memorize the words
and study the material already learnt.
2. Giving the students homework to answer questions as shown in the
pictures provided on the copy of material.
LIV. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher asks them to do the exercise on the copy of material. Besides, she gives
them homework to answer question as shown in the pictures provided.
LV. Teaching Aids and Reference
A. Teaching Aids : -
B. Reverence : Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Lesson Plan 12
School : SD Djama`atul Ichwan
Class : IV B
Subject : English for Elementary School
Topic : Activity
Day / Date : Saturday / 27 May 2006
Time : 60 minutes
Meeting : 12
I. Objectives
A. General Instructional Objective
This course is designed to equip the students with vocabulary that they can
use in daily communication.
B. Specific Instructional Objectives
By the end of this course, the students are expected to be able to:
1. Mention activities in English.
2. Read and write about activities in English words.
3. Involve actively in the teaching – learning process.
4. Do the vocabulary exercises well.
II. Material
Theme: Activity.
III. Teaching - Learning Activities
A. Pre – Teaching Activities: 10 minutes
1. Greeting and checking the students` attendance by counting the number
of students, then crossing those who are absent.
2. Remaining the students about previously learned material by asking
them about activity.
B. Whilst – Teaching Activities: 45 minutes
1. Asking the students to mention activity in English.
2. Discussing homework together by asking the students to write their
answers on the blackboard.
3. Giving occasion to the students to ask any difficulties.
4. Giving post-test III of vocabulary to the students.
C. Closing: 5 minutes
The teacher gives the students home assignment to keep memorizing the
words already learnt.
IV. Evaluation
To evaluate the students’ understanding of the words they have learnt, the
teacher gives them post-test III of vocabulary.
V. Teaching Aids and Reference
A. Teaching Aids : -
B. Reverence : Kurniawan, Rita. 2005. Go with English 4. Jakarta:
Yudhistira.
Counselor Teacher
Drs. Martono M.A. / Dra. Aryati P. Sugiarti
Table 4.2
The Percentage, Score and Category
of The Student’s Vocabulary Mastery of Pre-test I
Students’ S Scores
No. Students’ Name R Category
Number (%) (x)
1. 4686 Guntoro Wibisono 19 63 63 Good
2. 4806 Hindun Gesa Cahyani 12 40 40 Poor
3. 4814 Nur Rohmah 12 40 40 Poor
4. 4821 Sumayyah 18 60 60 Fair
5. 4954 Aisyah Muna Aliyah 13 57 57 Fair
6. 4955 Alifatun Nisaa' 16 43 43 Fair
7. 4956 Amanda Fitriani Indrasari 11 37 37 Poor
8. 4957 Aulia Fahma 9 30 30 Poor
9. 4958 Asna Nur Chasanah 8 27 27 Poor
10. 4960 Claresta Yanudhita Larasati 13 43 43 Fair
11. 4961 Destrina Richil Jannah 15 50 50 Fair
12. 4962 Faizah Azzahra 18 60 60 Fair
13. 4963 Lailly Ulfah Choirunnisa 8 27 27 Poor
14. 4964 Milladina Noer Hanifah 13 43 43 Fair
15. 4965 Nadea Savira Indriyanto 11 37 37 Poor
16. 4966 Nanda Roro Wening Widya H. 12 40 40 Poor
17. 4967 Nisrina Fadhilah Wimanda 13 43 43 Fair
18. 4968 Nur Istiqomah 14 47 47 Fair
19. 4969 Rahmadilla Kurniasari 11 37 37 Poor
20. 4970 Rahmaditta Kurniawati 9 30 30 Poor
21. 4971 Tsoraya Dina Taufiq 21 70 70 Good
22. 4972 Zuhria Dian Rafika 20 67 67 Good
23. 4973 Alfan Yusuf Romadhon P. 10 33 33 Poor
24. 4975 Andega Satrio Putro Prabowo 13 43 43 Fair
25. 4977 Arwansyah Bagas Adi Pratama 11 37 37 Poor
26. 4978 Azis Abdul Rahman 8 27 27 Poor
27. 4979 Bayu Andrian Saputro 14 47 47 Fair
28. 4980 Danar Pamungkas Sugiyarto 18 60 60 Fair
29. 4981 Dawam Restapi Ristiadi 17 57 57 Fair
30. 4982 Fadly Radinal 10 33 33 Poor
31. 4983 Fathurosy Yustiawan Nur Imani 13 43 43 Fair
32. 4984 Ihsan Nur Fauzi 15 50 50 Fair
33. 4985 Luki Akzartiko 14 47 47 Fair
34. 4987 Marcellino Putu Mahendra 13 43 43 Fair
35. 4988 Muh. Abdu Haq Navi 11 37 37 Poor
36. 4990 Muh. Amhar Khanani 12 40 40 Poor
37. 4991 Muh. Birawan Aulia Abshar 17 57 57 Fair
38. 4992 Muh. Chanafi 14 47 47 Fair
39. 4993 Muh. Fauzi 12 40 40 Poor
40. 4994 Muh. Ridho Andri Wibowo 10 33 33 Poor
41. 4995 Muh. Ridlo Rifa'I 11 37 37 Poor
42. 4996 Muh. Seno Probo Waskito 10 33 33 Poor
43. 4997 Ody Wiguna 18 60 60 Fair
44. 4998 Rachmadani Dwi Andrianto 9 30 30 Poor
45. 5049 Muh. Risyad Abror Lazuardi 19 63 63 Good
595 1988
Total
(∑R) (∑x)
Score 44.18 Fair
R = the student’s right answer
S (%) = the student’s mastery in %
Table 4. 3
The Percentage, Score, and Category
of The Student’s Vocabulary Mastery of Post-test I
Students’ S Scores
No. Students’ Name R Category
Number (%) (x)
1. 4686 Guntoro Wibisono 21 70 70 Good
2. 4806 Hindun Gesa Cahyani 19 63 63 Good
3. 4814 Nur Rohmah 22 73 73 Good
4. 4821 Sumayyah 24 80 80 Good
5. 4954 Aisyah Muna Aliyah 25 83 83 Very Good
6. 4955 Alifatun Nisaa' 24 80 80 Good
7. 4956 Amanda Fitriani Indrasari 20 67 67 Good
8. 4957 Aulia Fahma 24 80 80 Good
9. 4958 Asna Nur Chasanah 15 50 50 Fair
10. 4960 Claresta Yanudhita Larasati 20 67 67 Good
11. 4961 Destrina Richil Jannah 22 73 73 Good
12. 4962 Faizah Azzahra 26 87 87 Very Good
13. 4963 Lailly Ulfah Choirunnisa 20 67 67 Good
14. 4964 Milladina Noer Hanifah 22 73 73 Good
15. 4965 Nadea Savira Indriyanto 21 70 70 Good
16. 4966 Nanda Roro Wening Widya H. 21 70 70 Good
17. 4967 Nisrina Fadhilah Wimanda 22 73 73 Good
18. 4968 Nur Istiqomah 19 63 63 Good
19. 4969 Rahmadilla Kurniasari 21 70 70 Good
20. 4970 Rahmaditta Kurniawati 22 73 73 Good
21. 4971 Tsoraya Dina Taufiq 28 93 93 Very Good
22. 4972 Zuhria Dian Rafika 24 80 80 Good
23. 4973 Alfan Yusuf Romadhon P. 20 67 67 Good
24. 4975 Andega Satrio Putro Prabowo 22 73 73 Good
25. 4977 Arwansyah Bagas Adi Pratama 21 70 70 Good
26. 4978 Azis Abdul Rahman 18 60 60 Fair
27. 4979 Bayu Andrian Saputro 19 63 63 Good
28. 4980 Danar Pamungkas Sugiyarto 23 77 77 Good
29. 4981 Dawam Restapi Ristiadi 24 80 80 Good
30. 4982 Fadly Radinal 16 53 53 Fair
31. 4983 Fathurosy Yustiawan Nur Imani 20 67 67 Good
32. 4984 Ihsan Nur Fauzi 21 70 70 Good
33. 4985 Luki Akzartiko 18 60 60 Fair
34. 4987 Marcellino Putu Mahendra 21 70 70 Good
35. 4988 Muh. Abdu Haq Navi 23 77 77 Good
36. 4990 Muh. Amhar Khanani 22 73 73 Good
37. 4991 Muh. Birawan Aulia Abshar 25 83 83 Very Good
38. 4992 Muh. Chanafi 21 70 70 Good
39. 4993 Muh. Fauzi 25 83 83 Very Good
40. 4994 Muh. Ridho Andri Wibowo 19 63 63 Good
41. 4995 Muh. Ridlo Rifa'I 24 80 80 Good
42. 4996 Muh. Seno Probo Waskito 21 70 70 Good
43. 4997 Ody Wiguna 27 90 90 Very Good
44. 4998 Rachmadani Dwi Andrianto 18 60 60 Fair
45. 5049 Muh. Risyad Abror Lazuardi 27 90 90 Very Good
977 3254
Total
(∑R) (∑x)
Score 72.31 Good
R = the student’s right answer
S (%) = the student’s mastery in %
Table 4.4
The Percentage, Score, and Category
of The Student’s Vocabulary Mastery of Pre-test II
Students’ S Scores
No. Students’ Name R Category
Number (%) (x)
1. 4686 Guntoro Wibisono 17 57 57 Fair
2. 4806 Hindun Gesa Cahyani 10 33 33 Poor
3. 4814 Nur Rohmah 12 40 40 Poor
4. 4821 Sumayyah 19 63 63 Good
5. 4954 Aisyah Muna Aliyah 12 40 40 Poor
6. 4955 Alifatun Nisaa' 16 53 53 Fair
7. 4956 Amanda Fitriani Indrasari 10 33 33 Poor
8. 4957 Aulia Fahma 14 47 47 Fair
9. 4958 Asna Nur Chasanah 11 37 37 Poor
10. 4960 Claresta Yanudhita Larasati 12 40 40 Poor
11. 4961 Destrina Richil Jannah 18 60 60 Fair
12. 4962 Faizah Azzahra 19 63 63 Good
13. 4963 Lailly Ulfah Choirunnisa 9 30 30 Poor
14. 4964 Milladina Noer Hanifah 12 40 40 Poor
15. 4965 Nadea Savira Indriyanto 9 30 30 Poor
16. 4966 Nanda Roro Wening Widya H. 14 47 47 Fair
17. 4967 Nisrina Fadhilah Wimanda 15 50 50 Fair
18. 4968 Nur Istiqomah 13 43 43 Fair
19. 4969 Rahmadilla Kurniasari 13 43 43 Fair
20. 4970 Rahmaditta Kurniawati 14 47 47 Fair
21. 4971 Tsoraya Dina Taufiq 22 73 73 Good
22. 4972 Zuhria Dian Rafika 16 53 53 Fair
23. 4973 Alfan Yusuf Romadhon P. 12 40 40 Poor
24. 4975 Andega Satrio Putro Prabowo 11 37 37 Poor
25. 4977 Arwansyah Bagas Adi Pratama 13 43 43 Fair
26. 4978 Azis Abdul Rahman 11 37 37 Poor
27. 4979 Bayu Andrian Saputro 13 43 43 Fair
28. 4980 Danar Pamungkas Sugiyarto 19 63 63 Good
29. 4981 Dawam Restapi Ristiadi 13 43 43 Fair
30. 4982 Fadly Radinal 9 30 30 Poor
31. 4983 Fathurosy Yustiawan Nur Imani 11 37 37 Poor
32. 4984 Ihsan Nur Fauzi 14 47 47 Fair
33. 4985 Luki Akzartiko 12 40 40 Poor
34. 4987 Marcellino Putu Mahendra 16 53 53 Fair
35. 4988 Muh. Abdu Haq Navi 14 47 47 Fair
36. 4990 Muh. Amhar Khanani 18 60 60 Fair
37. 4991 Muh. Birawan Aulia Abshar 15 50 50 Fair
38. 4992 Muh. Chanafi 19 63 63 Good
39. 4993 Muh. Fauzi 13 43 43 Fair
40. 4994 Muh. Ridho Andri Wibowo 12 40 40 Poor
41. 4995 Muh. Ridlo Rifa'I 10 33 33 Poor
42. 4996 Muh. Seno Probo Waskito 9 30 30 Poor
43. 4997 Ody Wiguna 17 57 57 Fair
44. 4998 Rachmadani Dwi Andrianto 8 27 27 Poor
45. 5049 Muh. Risyad Abror Lazuardi 20 67 67 Good
616 2052
Total
(∑R) (∑x)
Score 45.6 Fair
R = the student’s right answer
S (%) = the student’s mastery in %
Table 4.5
The Percentage, Score, and Category
of The Student’s Vocabulary of Post-test II
Students’ S Scores
No. Students’ Name R Category
Number (%) (x)
1. 4686 Guntoro Wibisono 25 83 83 Very Good
2. 4806 Hindun Gesa Cahyani 21 70 70 Good
3. 4814 Nur Rohmah 20 67 67 Good
4. 4821 Sumayyah 24 80 80 Good
5. 4954 Aisyah Muna Aliyah 23 77 77 Good
6. 4955 Alifatun Nisaa' 28 93 93 Very Good
7. 4956 Amanda Fitriani Indrasari 21 70 70 Good
8. 4957 Aulia Fahma 22 73 73 Good
9. 4958 Asna Nur Chasanah 16 53 53 Fair
10. 4960 Claresta Yanudhita Larasati 24 80 80 Good
11. 4961 Destrina Richil Jannah 26 87 87 Very Good
12. 4962 Faizah Azzahra 28 93 93 Very Good
13. 4963 Lailly Ulfah Choirunnisa 19 63 63 Good
14. 4964 Milladina Noer Hanifah 24 80 80 Good
15. 4965 Nadea Savira Indriyanto 22 73 73 Good
16. 4966 Nanda Roro Wening Widya H. 25 83 83 Very Good
17. 4967 Nisrina Fadhilah Wimanda 23 77 77 Good
18. 4968 Nur Istiqomah 22 73 73 Good
19. 4969 Rahmadilla Kurniasari 20 67 67 Good
20. 4970 Rahmaditta Kurniawati 21 70 70 Good
21. 4971 Tsoraya Dina Taufiq 29 97 97 Very Good
22. 4972 Zuhria Dian Rafika 28 93 93 Very Good
23. 4973 Alfan Yusuf Romadhon P. 21 70 70 Good
24. 4975 Andega Satrio Putro Prabowo 24 80 80 Good
25. 4977 Arwansyah Bagas Adi Pratama 25 83 83 Very Good
26. 4978 Azis Abdul Rahman 20 67 67 Good
27. 4979 Bayu Andrian Saputro 21 70 70 Good
28. 4980 Danar Pamungkas Sugiyarto 28 93 93 Very Good
29. 4981 Dawam Restapi Ristiadi 22 73 73 Good
30. 4982 Fadly Radinal 20 67 67 Good
31. 4983 Fathurosy Yustiawan Nur Imani 21 70 70 Good
32. 4984 Ihsan Nur Fauzi 23 77 77 Good
33. 4985 Luki Akzartiko 22 73 73 Good
34. 4987 Marcellino Putu Mahendra 24 80 80 Good
35. 4988 Muh. Abdu Haq Navi 27 90 90 Very Good
36. 4990 Muh. Amhar Khanani 22 73 73 Good
37. 4991 Muh. Birawan Aulia Abshar 27 90 90 Very Good
38. 4992 Muh. Chanafi 30 100 100 Very Good
39. 4993 Muh. Fauzi 24 80 80 Good
40. 4994 Muh. Ridho Andri Wibowo 23 77 77 Good
41. 4995 Muh. Ridlo Rifa'I 25 83 83 Very Good
42. 4996 Muh. Seno Probo Waskito 22 73 73 Good
43. 4997 Ody Wiguna 28 93 93 Very Good
44. 4998 Rachmadani Dwi Andrianto 20 67 67 Good
45. 5049 Muh. Risyad Abror Lazuardi 30 100 100 Very Good
1061 3531
Total
(∑R) (∑x)
Score 78.47 Good
R = the student’s right answer
S (%) = the student’s mastery in %
Table 4.6
The Percentage, Score, and Category
of The Student’s Vocabulary Mastery of Pre-test III
Students’ S Scores
No. Students’ Name R Category
Number (%) (x)
1. 4686 Guntoro Wibisono 18 60 60 Fair
2. 4806 Hindun Gesa Cahyani 9 30 30 Poor
3. 4814 Nur Rohmah 13 43 43 Fair
4. 4821 Sumayyah 16 53 53 Fair
5. 4954 Aisyah Muna Aliyah 14 47 47 Fair
6. 4955 Alifatun Nisaa' 12 40 40 Poor
7. 4956 Amanda Fitriani Indrasari 13 43 43 Fair
8. 4957 Aulia Fahma 10 33 33 Poor
9. 4958 Asna Nur Chasanah 9 30 30 Poor
10. 4960 Claresta Yanudhita Larasati 15 50 50 Fair
11. 4961 Destrina Richil Jannah 17 57 57 Fair
12. 4962 Faizah Azzahra 9 30 30 Poor
13. 4963 Lailly Ulfah Choirunnisa 10 33 33 Poor
14. 4964 Milladina Noer Hanifah 16 53 53 Fair
15. 4965 Nadea Savira Indriyanto 12 40 40 Poor
16. 4966 Nanda Roro Wening Widya H. 15 50 50 Fair
17. 4967 Nisrina Fadhilah Wimanda 14 47 47 Fair
18. 4968 Nur Istiqomah 12 40 40 Poor
19. 4969 Rahmadilla Kurniasari 10 33 33 Poor
20. 4970 Rahmaditta Kurniawati 11 37 37 Poor
21. 4971 Tsoraya Dina Taufiq 20 67 67 Good
22. 4972 Zuhria Dian Rafika 18 60 60 Fair
23. 4973 Alfan Yusuf Romadhon P. 16 53 53 Fair
24. 4975 Andega Satrio Putro Prabowo 14 47 47 Fair
25. 4977 Arwansyah Bagas Adi Pratama 16 53 53 Fair
26. 4978 Azis Abdul Rahman 9 30 30 Poor
27. 4979 Bayu Andrian Saputro 11 37 37 Poor
28. 4980 Danar Pamungkas Sugiyarto 18 60 60 Fair
29. 4981 Dawam Restapi Ristiadi 19 63 63 Good
30. 4982 Fadly Radinal 12 40 40 Poor
31. 4983 Fathurosy Yustiawan Nur Imani 10 33 33 Poor
32. 4984 Ihsan Nur Fauzi 16 53 53 Fair
33. 4985 Luki Akzartiko 17 57 57 Fair
34. 4987 Marcellino Putu Mahendra 12 40 40 Poor
35. 4988 Muh. Abdu Haq Navi 13 43 43 Fair
36. 4990 Muh. Amhar Khanani 14 47 47 Fair
37. 4991 Muh. Birawan Aulia Abshar 19 63 63 Good
38. 4992 Muh. Chanafi 18 60 60 Fair
39. 4993 Muh. Fauzi 11 37 37 Poor
40. 4994 Muh. Ridho Andri Wibowo 13 43 43 Fair
41. 4995 Muh. Ridlo Rifa'I 9 30 30 Poor
42. 4996 Muh. Seno Probo Waskito 12 40 40 Poor
43. 4997 Ody Wiguna 19 63 63 Good
44. 4998 Rachmadani Dwi Andrianto 10 33 33 Poor
45. 5049 Muh. Risyad Abror Lazuardi 17 57 57 Fair
616 2058
Total
(∑R) (∑x)
Score 45.73 Fair
R = the student’s right answer
S (%) = the student’s mastery in %
Table 4.7
The Percentage, Score, and Category
of The Student’s Vocabulary Mastery of Post-test III
Students’ S Scores
No. Students’ Name R Category
Number (%) (x)
1. 4686 Guntoro Wibisono 27 87 87 Good
2. 4806 Hindun Gesa Cahyani 20 67 67 Good
3. 4814 Nur Rohmah 21 70 70 Good
4. 4821 Sumayyah 27 90 90 Very Good
5. 4954 Aisyah Muna Aliyah 25 83 83 Very Good
6. 4955 Alifatun Nisaa' 27 90 90 Very Good
7. 4956 Amanda Fitriani Indrasari 26 87 87 Very Good
8. 4957 Aulia Fahma 21 70 70 Good
9. 4958 Asna Nur Chasanah 19 63 63 Good
10. 4960 Claresta Yanudhita Larasati 20 67 67 Good
11. 4961 Destrina Richil Jannah 27 90 90 Very Good
12. 4962 Faizah Azzahra 30 100 100 Very Good
13. 4963 Lailly Ulfah Choirunnisa 18 60 60 Fair
14. 4964 Milladina Noer Hanifah 24 80 80 Good
15. 4965 Nadea Savira Indriyanto 20 67 67 Good
16. 4966 Nanda Roro Wening Widya H. 24 80 80 Good
17. 4967 Nisrina Fadhilah Wimanda 25 83 83 Very Good
18. 4968 Nur Istiqomah 27 90 90 Very Good
19. 4969 Rahmadilla Kurniasari 23 77 77 Good
20. 4970 Rahmaditta Kurniawati 20 67 67 Good
21. 4971 Tsoraya Dina Taufiq 30 100 100 Very Good
22. 4972 Zuhria Dian Rafika 29 97 97 Very Good
23. 4973 Alfan Yusuf Romadhon P. 22 73 73 Good
24. 4975 Andega Satrio Putro Prabowo 27 90 90 Very Good
25. 4977 Arwansyah Bagas Adi Pratama 22 73 73 Good
26. 4978 Azis Abdul Rahman 19 63 63 Good
27. 4979 Bayu Andrian Saputro 21 70 70 Good
28. 4980 Danar Pamungkas Sugiyarto 30 100 100 Very Good
29. 4981 Dawam Restapi Ristiadi 28 93 93 Very Good
30. 4982 Fadly Radinal 22 73 73 Good
31. 4983 Fathurosy Yustiawan Nur Imani 23 77 77 Good
32. 4984 Ihsan Nur Fauzi 24 80 80 Good
33. 4985 Luki Akzartiko 26 87 87 Very Good
34. 4987 Marcellino Putu Mahendra 22 73 73 Good
35. 4988 Muh. Abdu Haq Navi 28 93 93 Very Good
36. 4990 Muh. Amhar Khanani 25 83 83 Very Good
37. 4991 Muh. Birawan Aulia Abshar 28 93 93 Very Good
38. 4992 Muh. Chanafi 27 90 90 Very Good
39. 4993 Muh. Fauzi 24 80 80 Good
40. 4994 Muh. Ridho Andri Wibowo 22 73 73 Good
41. 4995 Muh. Ridlo Rifa'I 26 87 87 Very Good
42. 4996 Muh. Seno Probo Waskito 21 70 70 Good
43. 4997 Ody Wiguna 30 100 100 Very Good
44. 4998 Rachmadani Dwi Andrianto 19 63 63 Good
45. 5049 Muh. Risyad Abror Lazuardi 29 97 97 Very Good
1095 3646
Total
(∑R) (∑x)
Score 81.02 Very Good
R = the student’s right answer
S (%) = the student’s mastery in %