Post on 21-Feb-2023
i
SUPPLEMENTARY MATERIALS TO TEACH VOCABULARY
BASED ON TASK BASED LEARNING FOR SEVENTH GRADERS
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Brigitta Estianasari Windyaningrum
Student Number : 061214044
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
I dedicate this thesis to those whom I love much,
Jesus Christ & Virgin Mary, who always care about me
My parents, who love me
My sisters, who support and love me
All of my friends, who always help me
People are often unreasonable, illogical, and self-centered;
Forgive them anyway.
If you are kind, people may accuse you of selfish ulterior
motives; Be kind anyway.
If you are successful, you will win some false friends and some
true enemies; Succeed anyway.
If you are honest and frank, people may cheat you;
Be honest and frank anyway.
What you spend years building, someone could destroy
overnight. Build anyway.
If you find serenity and happiness, they may be jealous; Be
happy anyway.
The good you do today, people will often forget tomorrow; Do
good anyway.
Give the world the best you have, and it may never be
enough; Give the best you've got anyway.
You see, in the final analysis, it is between you and God;
it was never between you and them anyway.
~ mother Teresa’s Prayer ~
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
ABSTRACT
Windyaningrum, Brigitta E. 2011. Supplementary Materials to Teach
Vocabulary Based on Task Based Learning for Seventh Graders. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.
Vocabulary is an important element in language learning. Yet, it is
probably difficult to learn and teach since it depends on many factors such as
unfamiliar words, classroom atmosphere, students’ capability, unavailability of
the materials and the complicated language. The most common problem
encountered by the students in learning English is when they find the unfamiliar
words or vocabulary. Teaching vocabulary is still important although it is not
mentioned in the recent curriculum because vocabulary is taught through the
skills’ learning. Having sufficient vocabulary mastery will assist the students to be
able to develop their skills such as to comprehend the reading texts or to write an
essay.
This study was aimed at helping Junior High School teachers provide
interesting supplementary materials by designing supplementary vocabulary
materials based on integrated skills-task based for seventh graders. The
supplementary materials were presented in various activities and tasks to avoid the
students’ boredom. There were two problems to be discussed in this study: 1) how
is a set of supplementary materials to teach vocabulary based on task based
instruction for seventh graders designed? and 2) what do the designed
supplementary vocabulary materials based on task based instruction for seventh
graders look like?
This study employed Educational Research and Development (R & D).
Due to the time and resource limitation only four steps of R & D model were
employed, namely research and information collecting, planning and developing
product, preliminary testing and product revision. This study also adapted Kemp’s
instructional design model and considered relevant theories related to vocabulary,
task-based learning, young learners’ characteristics and School-Based Curriculum
to design the materials based on task-based learning for seventh graders.
To acquire the information for developing the supplementary materials,
the writer distributed questionnaire to the students of SMP BOPKRI 2 Yogyakarta
and interview the English teacher. Having designed the supplementary materials,
the writer distributed questionnaire to the English teacher and lecturers to obtain
feedback, comment and evaluation on the designed supplementary materials.
To answer the second question, the writer presented the revised version of
the designed supplementary materials. The supplementary materials covered eight
units. Each unit consisted of four sections namely “Come in”, “Work it out”,
“Make it better”, “Do it over”. Finally, the writer hopes that the designed
supplementary materials will be useful for seventh graders and the teachers in
teaching learning vocabulary and it will inspire the English teachers or other
researchers to provide attractive and interesting vocabulary materials using
various techniques and media.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
ABSTRAK
Windyaningrum, Brigitta E. 2011. Supplementary Materials to Teach
Vocabulary Based on Task Based Learning for Seventh Graders. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Kosakata adalah elemen penting dalam pembelajaran bahasa namun
kadang kosakata juga sulit untuk dipelajari dan diajarkan tergantung pada
beberapa faktor diantaranya kosakata baru, suasana kelas, kemampuan siswa,
materi dan bahasa. Masalah yang kerap kali ditemui siswa dalam pembelajaran
bahasa Inggris adalah saat mereka menemui kata-kata baru. Belajar kosakata tetap
penting meskipun pembelajaran kosakata tidak disebutkan dalam kurikulum yang
baru karena kosakata tidak lagi diajarkan terpisah namun pembelajarannya
dijadikan satu dengan pembelajaran ketrampilan. Dengan mampu menguasai
kosakata yang cukup banyak para siswa diharapkan dapat terbantu dalam
mengembangkan ketrampilan yang dipelajari seperti dalam memahami bacaan
maupun dalam membuat esai.
Studi ini bertujuan untuk membantu guru SMP dalam penyediaan materi
kosakata tambahan yang menarik dengan membuat materi berdasarkan prinsip
task-based learning untuk siswa SMP kelas VII. Materi ini diberikan dalam
berbagai kegiatan dan tugas agar siswa tidak bosan. Ada 2 rumusan masalah yang
dipaparkan dalam studi ini: 1) bagaimana materi tambahan untuk pengajaran
kosakata dengan menggunakan task based untuk siswa SMP kelas VII dirancang?
dan 2) bagaimanakah penyajian materi tambahan untuk pengajaran kosakata yang
telah disusun tersebut?
Studi ini menggunakan metode penelitian dan pengembangan (R & D),
namun karena keterbatasan waktu dan sumber hanya empat langkah dari model R
& D yang digunakan yakni penelitian dan pengumpulan informasi, perencanaan
dan pembuatan materi, evaluasi dan revisi. Dalam mendesain materi tambahan,
penulis juga mengadaptasi model desain materi Kemp dan mempertimbangkan
beberapa teori yang terkait dengan pengajaran kosakata, task-based learning,
karakteristik siswa, dan Kurikulum Tingkat Satuan Pendidikan.
Untuk mendapatkan informasi yang dibutuhkan dalam pembuatan materi
tambahan ini, penulis menyebarkan kuesioner pada para siswa SMP kelas VII dan
melakukan interview kepada guru bahasa Inggris SMP kelas VII. Setelah
membuat materi, penulis menyebarkan kuesioner kepada guru bahasa Inggris
SMP kelas VII dan dosen untuk mendapatkan masukan, komentar dan evaluasi
tentang materi yang telah disusun.
Untuk menjawab permasalahan kedua, penulis menyertakan materi yang
telah disusun dan direvisi. Materi tambahan yang disusun mencakup 8 unit. Setiap
unit terdiri dari 4 bagian yakni “Come in”, “Work it out”, “Make it better”, “Do it
over”. Akhirnya, penulis berharap materi ini berguna dan bermanfaat bagi siswa
dan guru bahasa Inggris SMP kelas VII dalam pembelajaran kosakata dan dapat
menginspirasi guru dan peneliti lain untuk membuat materi yang lebih menarik
dengan berbagai teknik dan media.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
ACKNOWLEDGEMENTS
Praise be to God, my Lord Jesus Christ who never leaves me alone
everytime and everywhere. I am so grateful for the gift of beautiful life, valuable
experiences, miraculous blessings, amazing miracles, worth time, everlasting love,
friendship, brotherhood and everything He grants for me. I thank Him for giving
me the chance to do all things in my best and for bringing me to all wonderful
moments I ever had. I also thank Virgin Mary, who always teaches me kindness,
willingness, honesty, love and strength.
From my deepest heart, I thank the great people in my life whom I can
learn and get many things from, my father, Bapak Matheus Poniman and my
lovely mother, Ibu Fransisca Christina Sri Suharni for the care, love, prayer,
understanding, patience, and for everything that I can not mentioned one by one. I
warmly thank them for the endless love they gave to me. I know I will not be here
now without them. I also thank my twin sisters, Rina and Rini for their love,
support, and prayer. I am very pleased that they are willing to listen to me and tell
me valuable things that make me get all my best. I thank them endlessly for the
warm home and for every single beautiful moment I ever had.
I deeply thank my advisor, Christina Kristiyani, S.Pd., M.Pd. for the
clear step by step guidance, valuable feedback, advice, and support. I am very
grateful to Caecilia Tutyandari, S.Pd, M.Pd., the chairperson of English
Language Education Study Program for giving me permission to conduct the
study. I would also express my appreciation to all lecturers and staffs of PBI and
of Sanata Dharma University.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
My gratitude also goes to Mr. Yulius, the headmaster of SMP BOPKRI
2 Yogyakarta, who has permitted me to do a research. Special gratitude is directed
to Ariaty Puji L., S.Pd. who has helped me during my research. I thank her for
the time, guidance, suggestions and chance to conduct this study. Students of
SMP BOPKRI 2 Yogyakarta also deserve my appreciation for being the
participants of my study.
I warmly thank all of my relatives and friends for the encouragements
and inspiration. Gratitude goes to those who have colored my life and have
supported me, my wonderful friends, PBI 2006 The Glitters (Nita, Beti, Stella,
Nisa, Berlin, Jati, Ragil, Kurnia, Jojo, Ardi, Christin, Emiko, Henny, Homo),
The Fireflies (Nonok, Aldi, Adven, Riris, Satrio), KKN (Aya, Arum, Vincent,
Doni, Bayu, Galih), Mudika St. Vinsensius a Paulo and Mudika St.
Bonaventura for the support, help, strength, laugh, smile, friendship, togetherness
and understanding. I am so lucky to have them in my life.
I am deeply indebted to all people and parties, who are too many to
mention. I deeply thank to anyone who have contributed their help and support
from the beginning to the end of my study physically, spiritually and/or
financially.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………………
APPROVAL PAGES ………………………………………………………
STATEMENT OF WORK’S ORIGINALITY …………………………….
DEDICATION PAGE …..………………………………………………….
LEMBAR PERNYATAAN PERSETUJUAN ………………………………..
ABSTRACT ………………………………………………………………..
ABSTRAK …………………………………………………………………..
ACKNOWLEDGEMENTS ……………………………………………......
TABLE OF CONTENTS …………………………………………………..
LIST OF TABLES …………………………………………………………
LIST OF FIGURES ………………………………………………………...
LIST OF APPENDICES …………………………………………………...
i
ii
iv
v
vi
vii
viii
ix
xi
xiv
xv
xvi
CHAPTER I: INTRODUCTION ……………………………………….... 1
A. Research Background ……………………………………………..... 1
B. Problem Formulation ……………………………………………….. 4
C. Problem Limitation …………………………………………………. 4
D. Research Objectives ……………………………………………….... 5
E. Research Benefits …………………………………………………… 5
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
F. Definition of the Terms ……………………………………………... 6
1. School-based Curriculum ………………………………………. 6
2. Task Based Learning ..………………………………………….. 6
3. Vocabulary ……………………………………………………… 7
4. Seventh Graders ………………………………………………… 7
5. Supplementary ………………………………………………….. 7
CHAPTER II: REVIEW OF RELATED LITERATURE ……………... 8
A. Theoretical Description ……………………………………………… 8
1. Instructional Design …………………………………………….. 8
2. Teaching Vocabulary …………………………………………… 10
a. The Nature of Teaching Vocabulary ……………………….. 10
b. Principles on Teaching Vocabulary ………………………... 11
3. Task Based Learning …………………………………………... 13
a. The Definition of Task Based ……………………………….. 13
b. Framework of Task Based Learning ……………..………….. 14
c. The Types of Tasks ………….………………………………. 16
4. Students’ Characteristics ………………………………………... 18
a. Physical Development ………………………………………. 19
b. Social Development …………………………………………. 19
c. Cognitive Development ……………………………………... 19
d. Emotional Development …………………………………….. 20
5. School-based Curriculum ……………………………………….. 20
B. Theoretical Framework ……………………………………………… 22
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
CHAPTER III: METHODOLOGY ………………………………………. 25
A. Research Method ……………………………………………………. 25
B. Research Respondents ………………………………………………... 27
C. Research Instruments ………………………………………………... 28
D. Data Gathering Technique …………………………………………... 30
E. Data Analysis Technique ……………………………………………. 31
F. Research Procedures ………………………………………………… 33
CHAPTER IV: RESULTS AND DISCUSSION ……………………..…... 35
A. Steps on Designing English Vocabulary Materials ……….…….…… 35
1. Research and Information Collecting ……………………………… 35
2. Planning and Developing Product ……………………………….. 42
3. Preliminary Testing …………………………………………………. 50
4. Product Revision ………………………………………………… 55
B. The Presentation of English Vocabulary Materials
Based on Task Based for Seventh Graders ……………………..…… 57
CHAPTER V: CONCLUSION AND SUGGESTIONS ………………… 61
A. Conclusion …………………………………………………………… 61
B. Suggestions ………………………………………………………….. 63
REFERENCES …………………………………………………………… 65
APPENDICES ………………………………………………………………... 67
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
LIST OF TABLES
Table Page
2.1 Basic Competence and Competency Standard ............................................ 22
3.1 The Form of the Result of Participants’ Questionnaire ............................... 33
4.1 Data of Respondents .................................................................................... 38
4.2 The Result of the Questionnaire ................................................................... 40
4.3 Topics and General Purposes ....................................................................... 43
4.4 Learning Topics ........................................................................................... 44
4.5 Learning Indicators of the Materials ............................................................ 45
4.6 The Organization of Subject Contents ......................................................... 47
4.7 The Description of the Respondents……………………………………….51
4.8 The Result of the First Part of the Post-Designed Questionnaire..................52
4.9 The Description of the Final Version of the Materials ..................................58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xv
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Model …………………………………...... 9
2.2 Task Based Learning Framework ……………………………………..... 16
3.1 The Writer’s Research Procedures ……………………………………... 34
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xvi
LIST OF APPENDICES
Page
Appendix 1: Letters of Permission .............................................................. 68
Appendix 2: Instruments for Need Analysis …………………………...……70
a. List of Questions for Interviewing the Teachers …………………… 71
b. Questionnaire for Need Analysis …………………………….…….. 72
Appendix 3: Questionnaire for Materials’ Evaluation ................................ 74
Appendix 4: The Final Version of the Materials ........................................ 77
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
This chapter presents detailed information about the research
background that leads to the study, the problem formulation in a form of questions
and the limitation of the problem. Besides, this chapter also presents the research
objectives, the research benefits, and definition of the terms which includes some
terms related to the study.
A. Research Background
Nowadays, it is important for the students of second language to learn not
only the language skills but also language element. One element that takes major
part of a language is vocabulary. According to Kreidler (1963:21), vocabulary is a
stock of words in a language that can support the learners to learn the language
skills. Through vocabulary, the students can learn both language skills and
language elements. It is why vocabulary is considered as the first and foremost
important thing in learning second language. Yet, vocabulary is probably one of
the main problems encountered by the students. Students may encounter new and
unfamiliar words when they use the second language in communication. This fact
will influence the students in understanding and expressing the meaning of the
language. In order to achieve the objectives of the teaching learning process, the
students are required to master the language elements first including vocabulary.
Having sufficient vocabulary mastery will help the students to be able to develop
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
their skills such as to comprehend reading texts, to understand listening passage or
to write an essay. Considering the importance of vocabulary role in students’
learning, the mastery of this element should be developed.
Since 2006 Indonesia has applied the curriculum namely School-Based
Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). As the
consequences, all levels of education are expected to use School-Based
Curriculum in carrying out their teaching learning process. Based on the
curriculum, English becomes one of the subject matters that should be taught in
Junior High School. As stated in the curriculum, the main objective of learning
English for Junior High School students is that the students can come to the
functional level. The English taught in Junior High School includes four skills,
listening, speaking, reading and writing as stated in the School-Based Curriculum,
while vocabulary and grammar are taught through the skills’ learning.
SMP BOPKRI 2 is one of the junior high schools which teaches English in
its teaching learning process. This school has applied School-Based Curriculum or
Kurikulum Tingkat Satuan Pendidikan (KTSP) in its teaching learning process
since 2006. Based on the writer’s observation, most of the seventh graders seem
that they do not involve in the teaching learning process. It happens because of
some reasons. One of the reasons is because of their lack of vocabulary. The
students have different vocabulary mastery since the students have different
background of learning English. From the result of interviewing the English
teacher of SMP BOPKRI 2 Yogyakarta, it was found out that the students have
already had background of learning English since they were in elementary school.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
Most of them have learned English for one to three years and there were only few
of them who have learned English since they were in the first grade of elementary
school. There are also few of them who just learned English in Junior High
School. To make the students participate actively in the class activities, the writer
thought that they first should master the language elements including vocabulary.
It is why the writer decided to design vocabulary materials to the seventh graders
of SMP BOPKRI 2.
For the teacher, teaching vocabulary is difficult since the teacher becomes
one of the important factors that makes the successful teaching learning process.
The teacher should consider many things, for example what kind of teaching
technique she or he will use. Teacher must determine the most efficient and
effective methods (Kemp, 1977: 55). Kemp further stated that teacher needs to
know the strengths and weaknesses of the alternative methods and then make
selections in terms of the students characteristics and needs that will best serve the
objectives. In other words, to create enjoyable teaching learning process, the
teacher should select an interesting teaching technique without forgetting the
students’ needs and level.
To make the successful teaching learning process, the teacher should
decide what the most appropriate teaching technique she or he will use in learning
vocabulary by regarding the development of students’ skills. There are many
teaching techniques that can be used to teach vocabulary. Task based learning is
one of them. Task based can be chosen as the appropriate teaching technique since
it gives advantages for teaching learning process. According to Rooney (2000:1)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
in his article Redesigning Non Task-Based Materials to Fit a Task-Based
Framework, task based allows for the need analysis. It means that the course
content can be matched to the students’ need. He also stated that student-centered
is the main principle in teaching learning process by using task-based. Task based
also enables the students to learn vocabulary in natural context based on the
language used.
This study aims at helping the English teacher of Junior High School to
provide interesting materials in learning vocabulary. It also helps the students to
learn vocabulary in communicative ways.
B. Problem Formulation
Considering the background presented above, the writer formulates the
problems of the study as follows.
1. How is a set of supplementary materials to teach vocabulary based on task
based learning for seventh graders designed?
2. What do the supplementary materials to teach vocabulary based on task based
learning for seventh graders look like?
C. Problem Limitation
This study limits the discussion on English language teaching by working
on instructional design area. This study is to design and develop supplementary
materials to teach vocabulary based on task based. Task-based learning helps the
students learn language in communicative way. It also challenges the students to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
interact naturally in the target language and to participate in active and
communicative task in English.
D. Research Objectives
This study is to bring about some objectives that are presented as the
following.
1. To find out how a set of supplementary vocabulary materials based on task
based learning for seventh graders is designed.
2. To present the supplementary materials to teach vocabulary based on task based
learning for seventh graders.
E. Research Benefits
This study is expected to be able to give several contributions. The
contributions are formulated as follows.
1. For the material designers
The results of the study can give a reference to the material designers to
guide them in selecting and designing a set of supplementary materials to teach
vocabulary for the seventh graders.
2. For the teachers
This study is expected to help the English teachers provide interesting
English materials. It will also enable the teachers to use the designed materials as
their supplementary vocabulary materials in the classroom.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
3. For the seventh graders
This study is to present a set of supplementary vocabulary materials which
can help the learners in vocabulary practice. It is supposed to give opportunities
for the learners to learn actively and communicatively by using the designed
supplementary materials presented.
F. Definition of the Terms
There are some important terms related to the study. Those are as follows.
1. School-based Curriculum
According to Pusat Kurikulum Badan Penelitian dan Pengembangan
Pendidikan Departemen Pendidikan Nasional, School-based Curriculum is a new
curriculum developed and carried out by each level of education under the
coordination and supervision of Department of Education. The curriculum
requires the teacher to make their own teaching materials based on the
competence standards and basic competencies. In this study, the writer uses
curriculum which is used in SMP BOPKRI 2 YOGYAKARTA namely School
Based Curriculum. The curriculum is used as the reference in designing the
materials. The materials in this study are designed by considering the Competency
Standards and Basic Competences.
2. Task Based Learning
In task-based learning, the students participate in active and
communicative tasks in English. Task-based learning refers to an approach
derived from communicative language teaching approach, which utilizes the use
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
of language tasks as the central key in learning (Richards and Rodgers, 2001:223).
Freeman and Larsen (2000:44), in the book entitled Techniques and Principles in
Language Teaching, add that a task-based instruction has aims in providing the
students a natural context for language use. In this study, task based deals with the
technique used in classroom by motivating the students to learn language by
themselves.
3. Vocabulary
Hornby (1974: 959) defines vocabulary as the words that make up a
language which can stand alone or together and they may have different meaning.
In this study, the vocabulary refers to the vocabulary in the English curriculum to
the seventh grade students of Junior High Students.
4. Seventh Graders
Seventh graders are students who are in the first grade of Junior High
School. They are usually 12-13 years old. They are categorized as adolescence
who develop emotionally, socially, cognitively and personally. In this study,
seventh graders are students who are in the seventh year of formal education held
in Indonesia. The students are the students of SMP BOPKRI 2 Yogyakarta.
5. Supplementary Materials
In this study, supplementary materials are the materials which are used to
add or complete the existing teaching materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two main parts, namely theoretical
description and theoretical framework. In the theoretical description, the writer
reviews some theories used as the references of the study. Then, the writer draws
a theoretical framework based on the theoretical description which is used as the
guideline to answer the problems of this study.
A. Theoretical Description
In the theoretical description, the writer discusses some theories which
will be used as the guidance to the development of the vocabulary materials. They
are instructional design, vocabulary, task based, students’ characteristics and
School-based Curriculum.
1. Instructional Design
In this study, the writer would consider Kemp’s instructional design
model to design and develop the vocabulary materials since Kemp’s model of
instructional design is a flexible one. The flexibility of Kemp’s model means that
the designer can start from any steps as long as the whole elements are done.
Kemp’s design (1977:13-91) consists of eight parts. The first is
considering the goals, list topics, and stating the general purposes for teaching
each topic. The second is identifying the characteristics of the students for whom
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
the instruction is to be designed. The third is specifying the learning objectives to
be achieved. The fourth is listing the subject contents that support each objective.
The fifth is developing pre-assessments to determine the students’ background
and present level of knowledge about the topic. The sixth is selecting teaching
learning activities and instructional resources that will treat the subject contents so
that the students will accomplish the objectives. The seventh is coordinating
support services as budget, personnel, facilities, equipment, and schedules to carry
out the instructional plan. The last is evaluating students’ learning in terms of their
accomplishment of objectives, with a view to revise and reevaluate any phases of
the plan that need improvement. The model can be described in Figure 2.1.
Figure 2.1. Kemp’s instructional design model
Goal, topic,
general
purposes
Learners’
characteristics
Revise Learning
objectives
Subject
content
Pre-
assessment
Learning
activities,
resources
Supporting
services
Evaluation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
2. Teaching Vocabulary
a. The Nature of Teaching Vocabulary
Teaching vocabulary is not easy for some teachers. One of the reasons is
that vocabulary teaching and learning must fit into the broader framework of a
language course. It means there should be a balanced range of learning
opportunities. Nation (2003:133-134) suggests four strands to see whether there is
a balanced range of opportunities or not in the language course. They are as
follows.
1. Learning from meaning-focused input
This strand involves learning from listening and reading. The focus of
learning vocabulary in this strand is that learners need to know 98 percent of
running words already. It means that , at most, there should be only one unknown
word in every fifty running words (Nation, 2003: 133).
2. Deliberate Learning
The deliberate learning strand, which is sometimes called form-focused
instruction or language-focused learning, involves paying deliberate attention to
language features such as sounds and spelling. Memorizing students’ first
language translation is considered as the most obvious deliberate learning
technique in learning new vocabulary.
3. Learning from meaning-focused output
In this strand, the students’ main attention is on communicating messages
through speaking and writing. It means that speaking and writing, which are
considered as productive skills, are used as sources of vocabulary learning. Using
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
vocabulary productively can strengthen learning and can push students to focus on
aspects of vocabulary knowledge that they did not need to attend to when listening
and reading (Swain, 1985).
4. Fluency Development
The aim of this strand is to help students make the best use of what they
already know. It is important to see fluency as being related to each of the four
skills of listening, speaking, reading and writing with fluency needed to be
developed independently in each of these skills (Nation, 2003: 134).
b. Principles on Teaching Vocabulary
Nation suggests some principles the language teachers can use for teaching
vocabulary (2003:135-141). They are as follows.
1. Focus on the most useful vocabulary first
Some words, in English, can be used in a wide variety of circumstances
but others have much more limited use. Nation states that teaching useful
vocabulary before less useful vocabulary gives learners the best return for their
learning effort (2003: 135). The most frequent 1000 word families of English is
believed as the most useful vocabulary that every English language students need
since it covers around 70 percent of the running words in both printed media such
as newspaper, novels and academic books, and audio-visual media such as
conversation in the radio. The next most useful list is the second 1000 words of
English or it can also be those words which depend on the goals of the students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
2. Focus on the vocabulary in the most appropriate way
This principle gives explanation at how new vocabulary should be taught
and learned. There are many learning strategies that can be used to teach
vocabulary. Nation suggests four most important vocabulary learning strategies to
teach low frequency words, namely using word parts, guessing from the context,
using word cards and using dictionaries. The ways of helping students with high
frequency words can be simpler that with low frequency words. These ways
includes directly teaching the words, getting students to speak and write using the
words and getting students to study words and do exercise based on the words
(2003: 138-139).
3. Give attention to the high frequency words across the four strands of a course
High frequency vocabulary needs to occur in all strands. It should get
deliberate attention through teaching and study and should be met and used in
communicating messages in listening, reading, speaking and writing (Nation,
2003:139).
4. Encourage learners to reflect on and take responsibility for learning
Vocabulary learning is a large and continuing task. In the teaching-
learning process, the role of teacher should be only as person who provides useful
input and support to help students in learning process, while the students are
people who have to learn and carry on learning. It is why students need to realize
that they must be responsible for their own learning. Students often find it hard
and difficult to take on this responsibility. Nation suggests that in order to take
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
responsibility for their own vocabulary learning, students need to choose words
that will be useful for them.
3. Task Based Learning
In this discussion, there are two parts that will be discussed. Those are the
definition of task based and the framework of task based.
a. The Definition of Task Based
There have been many advocates or researchers defining and explaining
the task based instruction. According to Freeman and Larsen (2000:44), in his
book entitled Techniques and Principles in Language Teaching, a task-based
instruction has aims in providing the students a natural context for language use.
Using task-based, it is expected that the students are able not only do or complete
the task given but also interact with other students and teacher. Interaction in task-
based aims at facilitating the learners’ acquisition of language in which the
learners have to express their own understanding.
Willis (1996:18) stated that in task based learning, students are free to
choose and to compose the communication tasks in which the language forms are
not controlled. He also states that the students compose what they want to say and
express what they think or feel. In task based learning, the role of the teacher is as
the facilitator (Willis, 1996:40). As facilitator, the teacher has many duties, for
example guiding the students to do or complete the task and controlling and
monitoring the teaching learning process.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
In addition, Long and Crookes (1993) mentioned three different types of
task-based instruction. The first is procedural, in which the teacher at first gives
example to the teachers the ways how to do or complete the tasks. The second
type is language learning should be seen as a process through communicative
interaction. In this type, the students and teacher decide together the tasks to do.
The last type is task-based language teaching which is made by the students. It
focuses more on the meaningful interaction between the students.
b. Framework of Task Based Learning
According to Willis (1996), the components of task based are divided into
three phases. They are as follows.
1. Pre Task
In this phase, the teacher introduces the topic to the students and helps the
students to understand the task instructions. Harmer (2002:87) added that in the
pre task the teacher discusses the topic with the class and may highlight useful
words and phrases. Before giving pre task language activities, the teacher should
help the learners to define the topic area and then help the students to recall and
activate words or phrases that will be used both during the task and outside the
classroom.
There are many activities that can be done in this phase. Willis (1996)
suggests some of them, such as classifying words and phrases, matching phrases
to pictures, memory challenge, brainstorming and mind-maps.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
2. Task Cycle
This phase consists of three stages, namely task, planning and report.
a) Task
In this stage, the students do the task. They can perform the task in pairs
or in small groups. The students also have chance to choose and use whatever
language they already had and whatever they want to say to express
themselves. The teacher, in this stage, is as the monitor. She or he monitors
and encourages the students when the students are doing the task.
b) Planning
In this phase, the teacher helps the students to plan their report
effectively. The students are expected to maximize their learning opportunities
in the task cycle. After doing task, the students tell the whole class what they
did in the form of both oral presentation and written presentation. During the
planning stage, the teacher becomes the language adviser. The teacher should
help the students to shape the meanings and express exactly what they want to
say. She or he is allowed to correct their language and give advice for them.
c) Report
In this phase, the students present their report orally or written. To save
the time, teacher can divide the students in pairs or small groups. In written
report, the students may exchange their reports and compare the results. The
teacher becomes the chairperson in this stage.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
3. Language Focus
This phase consists of two stages, namely analysis and practice. In analysis
stage, the students analyze and discuss the listening passage or reading text which
they have to look up for the task. In practice stage, the teacher may conduct some
form of practice of specific language features such as words, phrases, patterns and
sentences.
The components of task based can be summarized as follows.
The Figure 2.2 The Components of TBL Framework (Willis:1996)
c. The Types of Tasks
There are many types of tasks that can be used in the classroom. Willis
(1996) suggests six types of tasks. They are as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
1. Listing
This task involves two processes namely brainstorming and fact-finding.
In the first process, the students draw on their own knowledge and experiences
either as a class or in pairs/groups, while in the second process, the students are
asked to find the things in their own ways, either by asking other people or
referring to books.
2. Ordering and Sorting
The task involves four processes. The first is sequencing items, actions, or
events in a logical or chronological order. The second is ranking items according
to personal values or specified criteria. Categorizing items in given groups or
grouping them under given headings is the third process. The last is classifying
items in different ways, where the categories themselves are not given.
3. Comparing
There are three processes in this task. The first is matching to identify
specific points and relate them to each other. The second is finding similarities
and things in common. The third is finding differences.
4. Problem Solving
In this task, the students are demanded to use their intellectual and
reasoning power to solve the problem. The students also learn to analyze the real
life problems which may involve expressing hypotheses, describing experiences,
comparing alternatives and evaluating and agreeing a solution. There is no fixed
process in this task because the process and time depend on the type and
complexity of the problem.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
5. Sharing Personal Experiences
The aim of this task is to encourage the students to talk more freely about
themselves and also to share their experiences with others.
6. Creative Tasks
These tasks are often called projects and involve pairs or groups of
learners in some kind of free creative work. These tasks can involve the
combination of task types such as listing, ordering and sorting, comparing and
problem solving.
4. Students’ Characteristics
Junior High School consists of three grades namely grade seven, grade
eight and grade nine. In this case, the writer will only concern with grade seven.
According to Hurlock (1980:185), the students of grade seven are of the age 12 or
13 where they are in the puberty stage. They are considered as adolescence.
Adolescence is a transition period that is a period of individual’s life when they
develop from a child into an adult (Hurlock, 1980:207). Konopka (1973) added
that there are three periods of adolescence, namely early adolescence (the years
from twelve to fifteen), middle adolescence (fifteen to eighteen) and late
adolescence (nineteen to twenty two). Adolescence is the period of development
in which there are several developments happened during the adolescence stage.
Hamachek (1990: 106-126) in Psychology in Teaching, Learning and Growth
explains the developments of adolescence.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
a. Physical Development
In adolescence stage, the growth of body is rapid although it is varied
among the students. Their body changes markedly in form and function during
this stage of development. Boys and girls have differences in their growth. Boys
develop wider shoulders for example while girls develop wider hips. Hamachek
(1990: 107) says that in adolescence, strength and stamina increase and
correspondingly, so does the capacity for work and play.
b. Social Development
Much adolescence spends their time more outside their home. They prefer
spending time with their friends or groups than with their family. Adolescence
searches their identity through the value given by other people. Many activities,
which are usually done in groups or peers, aim at knowing themselves through
feedback from others. Hurlock (1980:213) says that the individuals get more
influence to their behavior, attitude, interest and appearance from their friends
rather than their family. Pikunas (1976:263) adds that discussion with peers
facilitates the students to improve their communication skills as well as to
generate new interest and attitudes, broaden viewpoints, and enrich personality
resources.
c. Cognitive Development
The cognitive development has developed well in this stage. The students
acquire formal thinking or formal operation that enables them to think logically
(Johnson, 1979:63). Their intellectual processes move from thoughts only about
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
everyday, concrete here and now happening to complex issues and the meaning of
life (Hamachek 1990: 127).
They are already able to think, hypothesize and imagine. They are able to
think from the concrete issues to the complex ones, develop hypothesis based on
certain situation and imagine something based on their point of view. Hamachek
(1990: 123) adds that it is during adolescence that one develops the capacity for
imagining and hypothesizing when a certain situation exists.
d. Emotional Development
In this stage, there is an increasing of emotional which is apparent in
various ways. Emotionally, adolescents tend to be unstable since they are in the
transition period from childhood into adulthood. They become sensitive and react
easily to certain situation. The series of fluctuating ups and downs is the main
characteristic of emotional development in adolescence. Hamachek (1990:121)
adds that depression is the common emotional experience in adolescence.
5. School-Based Curriculum
According to Pusat Kurikulum Badan Penelitian dan Pengembangan
Pendidikan Departemen Pendidikan Nasional, School-based Curriculum is a new
curriculum developed and carried out by each level of education under the
coordination and supervision of Department of Education. The curriculum
includes Content Standard (Peraturan Menteri No.22) and Graduates’ Competency
Standards (Peraturan Menteri No.23). The Content Standard involves basic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
framework, curriculum structure, learning content, and academic calendar while
Graduates’ Competency Standard involves the minimum graduates’ competency
standards of subject matters.
It is stated in the curriculum that the teaching of English covers four skills
namely listening, speaking, reading and writing, while the elements of English are
taught implicitly. It means that the teaching of English elements coincides with
the teaching of English skills. In this study, the writer focuses on one of English
elements, namely vocabulary.
The basic competence for seventh graders of junior high is basically to
respond meaning in transactional and interpersonal conversation, monologue and
functional text accurately and fluently based on the topics discussed. The
competency standards used in this study is general competence standards used in
the second semester. Those are to comprehend transactional and interpersonal
conversation and to comprehend meaning in oral functional text and monologue in
the real daily life context. However, the vocabulary materials taught in classroom
should deal with the competency standards and the basic competences stated in
the school-based curriculum.
The basic competences and competency standards in this study will be
summarized in the Table 2.1.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
Competency Standard Basic Competences
to comprehend transactional and
interpersonal conversation and to
comprehend meaning in oral
functional text and monologue in
the real daily life context.
Be able to respond the meaning in simple
functional text about family
Be able to respond the meaning of things
in classroom and instructions
Be able to respond the meaning in simple
functional text about things in shops in a
form of shopping list
Be able to respond the meaning in simple
descriptive text about animal
Be able to respond the meaning in simple
text on one’s job and responsibility
Be able to respond the meaning in simple
sentences of dislike and like about hobby
Be able to respond the meaning in simple
descriptive text about people
Be able to respond the meaning in simple
procedure text
Table 2.1 The List of Basic Competence and competency Standard
B. Theoretical Framework
This section discusses the synthesis of theories discussed in the previous
subchapter. This theoretical framework consists of the steps for developing and
designing the vocabulary materials by adapting Kemp’s instructional design
model and by considering the theories of teaching vocabulary, task-based
instructions and characteristics of seventh graders of Junior High School.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
To find out the answer of the first objective of the study, the writer has to
understand some principles, namely teaching vocabulary, task-based learning,
students’ characteristics and the curriculum. In teaching vocabulary, the writer
should design material which is adjusted to the students’ characteristics.
Vocabulary teaching and learning should be a balanced range of learning
opportunities in language course. Focus on the most important and useful
vocabulary is one of the principles in teaching vocabulary.
In task based learning, tasks are considered as the core unit of planning
and instruction. The framework of task-based learning consists of three phases
namely pre task, task cycle and language focus phase. In these phases, the
students function as active language users while the teacher functions as the
facilitator and monitor.
To achieve the learning goals and objectives, the writer chooses the
interesting and contextual activities. There are many kinds of tasks used in the
designed materials. Listing, ordering and sorting, comparing and creative tasks are
chosen since those tasks can be done both individually, and in pairs or in groups.
The study on students’ characteristics and the curriculum is required to
know in what level or period they are so that it can be used as the consideration in
designing the materials. The students in this level are considered as adolescents in
which they are in period of development. The development includes physical,
social, cognitive and emotional development. The curriculum used in this study is
the recent curriculum, School-Based Curriculum.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
The steps used in this study based on the Kemp’s model but only some
steps are used. Kemp’s model is chosen since it is flexible. We can start and go
forward from whichever element we are ready to start with and then move to the
other steps. The explanation of the steps is as follows.
a. Learners’ Characteristics
Knowing the learners’ characteristics is important to design and develop
materials because learners’ characteristics are an input and basis for the writer to
design the materials. The writer obtains information about learners’ capabilities,
needs, interest, learners’ academic, social and emotional factors such as academic
background, learners’ participation in class, level of intelligence through interview
and questionnaire.
b. Stating Goals, Topics and General Purposes
Learning goals are something that the students should achieve in their
learning process. To state the goals, general purposes and topics, the writer
observed the recently curriculum used that is School Based Curriculum.
c. Specifying Learning Objectives
After having known and understood the goals, the objectives must be
stated in terms of activities that will best promote learning. The writer uses the
stated goals, topics and general purposes to specify the learning objectives.
d. Listing Subject Content, Learning Activities and Resources
The next step adapts Kemp’s subject content, learning activities and
resources. The activities included in this step are collecting materials, selecting the
suitable materials and media, and determining the learning tasks and strategies.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
CHAPTER III
METHODOLOGY
This chapter presents detailed information about the methodology used to
accomplish the study. It consists of research method which provides the
information about the method used for the study, research respondents and
research instruments that show the instruments used in the study. This chapter also
includes data gathering technique that is about the technique used, data analysis
that is how the data obtained is analyzed, and research procedures that are the
steps conducted in the study.
A. Research Method
In this study, the writer employed Educational Research and Development
known as R & D. It was used to answer questions presented in chapter I in the
problem formulation which were related to vocabulary materials for the seventh
graders. According to Borg and Gall (1983:772), R & D is a process used to
develop and validate educational products. Since this study was about designing
materials, it means that R & D was appropriate method to apply in this study.
Using R & D method, the writer would employ four steps namely (1) research and
information collecting, (2) planning and developing product, (3) preliminary
testing, and (4) product revision. These steps referred to as R & D cycle
(1983:772, 774). The explanation of each step was as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
1. Step of Pre-Design
In this category, there was a step which was done before the writer
designed and developed the materials, namely research and information
collecting. The step, research and information collecting, was to find the
relevant information and to study the research findings in relation to the
materials to be designed and developed. In this study, it involved review of
related literature and needs analysis survey.
2. Step of Main Design
In this category, there was a step which was done when the writer
designed and developed the materials, planning and developing product. The
step, planning and developing product or materials included stating the
objectives as what stated in School-based Curriculum as competency
standards and basic competencies and developing materials based on the
research findings. It also involved planning for tasks to be developed. Then,
the writer designed and developed vocabulary materials based on the needs
analysis and the goals that the students should achieve.
3. Steps of Post-Design
In this category, there were two steps which were done after the writer
designed and developed the materials. These steps included preliminary testing
and product revision. The explanation of each step was as follows.
a. Preliminary Testing
The aim of this step was to obtain feedback or suggestions of the
designed materials from those who have expertise and experience in language
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
teaching field. It was hoped through preliminary testing, the writer could gain
criticisms and suggestions that led to changes and improvements of the
preliminary materials.
b. Product Revision
The final step was product revision which aimed at revising and
making improvement of the designed materials based on the feedback
obtained. Product revision was needed to determine whether the materials
have been complete and met the objectives to be achieved.
B. Research Respondents
In this study, the writer would divide the respondents as follows.
1. Respondents in Research and Information Collecting
The respondents of this step were they who were needed for gaining
information and data needed for the need analysis. The respondents were the
English teacher and the seventh graders of SMP BOPKRI 2 YOGYAKARTA.
The writer expected valuable information and input from the teacher especially
about the students’ characteristics and the students’ needs.
2. Respondents in Preliminary Testing
The respondents of Preliminary Testing were the English teacher of SMP
BOPKRI 2 YOGYAKARTA and the lecturers of English Language Education
Study Program of Sanata Dharma University. The respondents were asked to
judge whether the proposed materials for seven graders of SMP BOPKRI 2
YOGYAKARTA were appropriate or not. It was hoped that the writer would
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
obtain feedback, evaluation and comment on the designed materials which would
help the writer in making revision and improvement on the materials.
C. Research Instruments
In order to obtain data and information, the needs’ analysis, feedback and
effects of the designed supplementary materials, the writer needed some
instruments. The instruments used are presented as follows.
1. Instrument for research and information collecting
In order to obtain data and information of needs’ analysis, the writer
conducted interview. Interview is one kind of qualitative researches that involves
the collection data through direct verbal interaction between individuals. Ary et al
(2002:434) states, “interview provides insight on participants’ perspectives, the
meaning of events for the people involved, information about the site, and perhaps
information on unanticipated issues. It allows immediate follow-up and
clarification of participants’ responses”. There are there common types of
interview namely, structured interview, semi-structured interview and
unstructured interview (Borg, 1963:222).
In this study, the writer used semi-structured interview in which the writer
had prepared the questions, but there were still any possibilities to ask other
questions which came immediately during the interview. During the interview, the
writer made some field notes which would provide deeper information. The
interview was conducted to seventh graders English teacher of SMP BOPKRI 2
YOGYAKARTA. The teacher was asked to respond some questions concerning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
the learners’ characteristics, teaching learning activities, materials and curriculum
used that would be useful to design and develop the materials.
In order to obtain data and information of needs’ analysis, the writer also
distributed questionnaires. According to Ary et al, there are two types of
questionnaires: structured or close and unstructured or open questionnaires
(2002:175). In the structured questionnaires, the questions has been structurally
ordered with options which should be chosen by the respondents as the alternative
answer, while in the unstructured questionnaires, the respondents are free to
answer the questions by their own words.
In this study, the writer used the structured questionnaires in which the
participants should choose one of the alternative answers provided. The
questionnaires were conducted for the seventh graders of SMP BOPKRI 2
YOGYAKARTA. The students were asked to answer some questions concerning
the materials they mostly liked and teaching learning activities.
2. Instrument for preliminary testing
In order to gain data or information of the feedback from English teachers
of SMP BOPKRI 2 YOGYAKARTA and English lecturers of Sanata Dharma
University of the designed materials, the writer used questionnaire. The writer
employed questionnaire which consisted of two parts. In the first part, the
respondents were expected to answer questions by choosing one of the options
provided while in the second part the respondents were expected to answer
questions in their own words. It was used to give freedom to the respondents in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
answering the questions. The questionnaire was delivered in English since the
teacher and lecturers had already had sufficient knowledge of the use of English.
D. Data Gathering Technique
The data gathering were conducted twice: in research and information
collecting stage and in preliminary testing stage.
In research and information collecting, the writer used some techniques.
To obtain the information and references needed for the study the writer found
books and journals in the library and articles from the internet.
In order to gather data and information of the needs’ analysis, the writer
conducted interview. The interview was directed to English teacher of SMP
BOPKRI 2 YOGYAKARTA. It was aimed at obtaining data on the learners’
characteristics, classroom activities and the curriculum being used. The questions
included in the interview were the students’ difficulties in learning vocabulary, the
activities used in the classroom when the students learn vocabulary, the media
used in the classroom, the sources the teachers usually use, and the technique
applied.
In order to gather data and information of the needs analysis, the writer
also distributed questionnaires. It was directed to the seventh graders of SMP
BOPKRI 2 YOGYAKARTA. It was aimed at obtaining data on the materials the
students mostly liked and the teaching learning activities.
In the preliminary testing stage, the questionnaire was distributed to the
English teacher and English lecturers to gather the data. Through questionnaire,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
the writer tried to find out the English teacher and lecturers’ opinions and
suggestions which were used as the means to evaluate and improve the designed
supplementary materials. The questionnaires were intended to obtain the English
lecturers and teacher’s arguments of the designed materials. The English lecturers
and teacher could also give criticism and suggestions so that the designed
materials were useful for the students.
E. Data Analysis Technique
The technique used to analyze the data will be explained based on the
instruments used. The explanation is as follows.
1. Interview
The data obtained from the interview of one English teacher of SMP
BOPKRI 2 YOGYAKARTA was analyzed through description or called as
qualitative data analysis. It was done by interpreting the answers and elaborating
the information obtained. In addition, the writer could use the field notes that she
had made during the interview for analyzing the data.
2. Questionnaire
In this study, questionnaires were used in two different steps. It was used
in the research and information collecting and in the preliminary testing. Since the
types of questionnaires used in those steps were different, the way to analyze them
was also different.
After conducting interview, the writer distributed structured
questionnaires to twenty of seventh graders of SMP BOPKRI 2 YOGYAKARTA.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
The data obtained from the questionnaires was analyzed by calculating each item
by percentage. According to Ary et al (2002:125), “The percentages are calculated
by dividing the total number in one category by the total number in all categories
and multiplying the result by 100.” Percentages, however, can express the
information in a clearer way as so it would be easier to interpret and understand
the data presented. The formulation to find out the percentage is presented as
follows.
n
x 100 %
n
Note :
n = the number of respondents who choose certain statements
n = the total number of participants
Since the questionnaire conducted for preliminary testing was
questionnaire which combined the two types, the data was analyzed in two
different ways. In the first part, percentage was used to analyze the data. The
formula of calculating the percentage is the same with the previous formula.
n
x 100 %
n
Note :
n = the number of respondents who choose certain statements
n = the total number of participants
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
After the percentage of each statement was found, the data were
presented in the format displayed in Table 3.1.
Table 3.1 The Form of the Result of Participants’ Questionnaire
No. Participants’ Opinion
Frequency of Occurrence Percentage
1 2 3 4 N %
In the second part, the data were analyzed by summarizing and
presenting the respondents’ answer into paragraphs. The result of the
questionnaire was used to as the feedback to revise and improve the designed
materials.
F. Research Procedures
The procedure of conducting the study was carried out through some
steps. The procedures were as follows.
1. Doing library research for collecting information related to the study
2. Making proposal and asking for permission for conducting the research
3. Designing and conducting instruments used for the study
4. Obtaining the need analysis data and analyze the data
5. Planning and developing the materials
6. Conducting the designed materials evaluation survey
7. Analyzing materials evaluation data
8. Revising the materials
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
The writer’s procedures in designing in the materials can be illustrated in
figure 3.1.
Pre Design Procedures
Library Research
Making Proposal and
Permission
Designing and
Conducting Instruments
Obtaining and Analyzing
Need Analysis
Main Design
Procedures
Planning and
Developing Materials
Post Design Procedures
Designing Evaluation
Analyzing evaluation
Product Revision
Figure 3.1 The Writer’s Research Procedures
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the research results and discussion of vocabulary
materials based on task based learning. This chapter is divided into two main
parts. The first part presents the steps on how to design English supplementary
materials to teach vocabulary based on task based learning. The second part
presents what English vocabulary materials for seventh graders look like.
A. Steps on Designing English Vocabulary Materials Based on Task Based
Instruction for Seventh Graders
There were four steps on designing English supplementary vocabulary
materials which were elaborated in this chapter. They were (1) research and
information collecting, (2) planning and developing product, (3) preliminary
testing, and (4) product revision. Each step will be elaborated as follows.
1. Research and Information Collecting
Before designing English vocabulary materials based on task based
learning for seventh graders, the writers conducted an interview and
distributed questionnaire, which aimed at obtaining data and information
related to the students’ needs.
a. Interview the Teacher
The informal interview was directed to English teacher of seventh
graders of SMP BOPKRI 2 Yogyakarta. From the interview, the writer
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
obtained some information related to the students’ characteristics, interest and
need in learning English especially in learning English vocabulary.
From the result, it was found that the students had different
background of learning English. Generally, the students have already had
background of learning English since they were in elementary school although
it was different from one to the others because most of them have learnt
English for one to three years and there were only few of them who have
learnt English since they were in the first grade of elementary school. It can be
said that the students were mostly in the low to medium level of intelligence.
According to the teacher, since the students had different background
of learning English, they had different understanding, knowledge of English
and vocabulary mastery. It was one of the difficulties found in learning
English. The other difficulty was the students’ motivation in learning English,
especially in learning vocabulary. From the writer’s observation and teacher’s
explanation, some of the students had less interest in searching words’
meaning in dictionaries or in other sources. One of the proof is when they
found difficult and new words in which they did not know the meaning, they
did not want to open the dictionary to find the meaning unless the teacher
asked them to do it. They preferred waiting for the teacher to tell them the
meaning rather than looking it up in the dictionary. They were indolent to
consult the dictionary. This condition made the students have lack of
vocabulary mastery. The teacher added that the lack of vocabulary mastery
was one of the reasons why the students were not confident enough when they
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
had to speak in front. Besides, the students sometimes did not actively involve
in the teaching learning process.
Dealing with the teaching techniques used in classroom, the students
felt excited, and active in learning English if the teacher delivered the
materials by using pictures or games. Media also played important role in the
teaching learning process. There were some media can be used in the
classroom activity. Media helped the teacher to create fun and interesting
teaching learning activity in class. Besides, media also helped the students to
remember and understand the materials faster. In learning vocabulary,
especially, the students were motivated when they had to find words through
pictures, puzzle or crossword.
Based on the interview, there were 4 contact hours in a week of
English class. The teacher taught the English language skills and elements
including vocabulary in an integrative way. It was because the materials used
were from handbook, which were constructed as integrated materials.
However, the teacher sometimes provided certain time to discuss the
vocabulary for example after they discussed the materials or in the end of the
class. It aimed at recalling the vocabulary they have learnt during the class.
Dealing with the materials used in class, the teacher said that the
materials were taken from some handbooks which adapted School Based
Curriculum. Some handbooks were used because the teacher had to adjust the
materials with the students’ capability. It was difficult to find book which
were suitable and appropriate with the students’ level of intelligence.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
Although most of the activities and tasks were based on the handbook
prepared, the teacher still created her own tasks to be given to the students.
The teacher also provided some pictures or games which were not in the book.
b. Questionnaire
The need analysis questionnaire’s respondents were twenty students of
seventh graders of SMP BOPKRI 2 Yogyakarta. The data were recorded in
Table 4.1.
Table 4.1 : Data of the Respondents
Respondents Sex Ages
Male Female 12 13 14
Seventh graders of SMP BOPKRI 2
Yogyakarta 14 6 8 7 5
There were seven questions that were asked in the questionnaire. The
questions were about the teaching learning process in class, the
implementation of vocabulary teaching, the difficulties they found when
learning English, the activities they like in the teaching learning process and
the topics they like at the most. The result of questionnaires indicated that
most of the students liked to learn English. There were 18 students who stated
their enjoyment of learning English. There were some reasons why they liked
English. Some of them considered that English is important for their life that
was why they were motivated to learn English in order to be able to speak in
English. The others stated that learning English is fun and motivating. A few
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
of them considered the teacher as the important factor why they liked to learn
English. There were 8 students who did not like to learn English. They stated
that English is difficult to be understood and to be learned.
The next two questions were about the vocabulary teaching. All of the
students stated that the teacher taught vocabulary during the teaching learning
process. The students were motivated to learn vocabulary through all skills but
they chose reading and speaking as the priority. The fourth question was
related to the difficulty the students found when they learn English. Most of
the students considered new vocabulary as one of the difficulties they found in
learning English. The students also felt difficult to learn English because they
didn’t have much time to practice English. Two of the students wrote their
own answers mentioning that the uncomfortable of the classroom situation and
the uninteresting learning method used by the teacher became their difficulties
of learning English.
The fifth question was about the method used learning English.
Question and answer were considered as the better method chosen by the
students. Some of the students also chose discussion as the method they like in
learning English. The next question showed detailed activities that the students
liked most. Since most of the respondents chose learning by doing pair/group
discussion, the writer designed materials which gave a lot of chance for the
students to do the activities in a pair/group. Other favorite activities were
games and question and answer.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
The last question was related to the topic that the writer offered. From
the result of the questionnaire, the students chose procedure, asking and giving
information, like and dislike, family life, giving instruction, do and don’t,
describing people and numbers. Those topics were considered as the wants of
the students. The writer might reorder, add or reduce the topics based on the
lacks of the students, the need of the students, the curriculum and the degree
of the topics’ difficulties. The result of the questionnaire can be seen in Table
4.2
Table 4.2 : The Result of the Questionnaire
Questions Responses N Percentage
Do you like English? a. Yes
b. No
18
2
90 %
10 %
Does your the teacher
teach vocabulary in class?
a. Yes
b. No
20
-
100 %
-
What kind of activities do
you like when you learn
vocabulary? (you may
choose more than 1)
a. Listening
b. Speaking
c. Reading
d. Writing
5
11
12
7
14 %
31 %
35 %
20 %
What are the
obstacles/difficulties you
found in learning English?
a. Boring activities
b. The explanation aren’t
really easily
understandable
c. A new vocabulary
d. The materials are not
various
1
2
8
1
5 %
10 %
40 %
5 %
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
Questions Responses N Percentage
What are the
obstacles/difficulties you
found in learning English?
e. Less practice
f. Other answers
Uncomfortable class
situation
Uninteresting method
6
1
1
30 %
5 %
5 %
What kinds the methods do
you like in learn English?
a. Lecture
b. Discussion
c. Question and answer
3
8
9
15 %
40 %
45 %
What are your favorite
activities in learning
English? (you may choose
more than 1)
a. Role Play
b. Question and answer
c. Pair/Group discussion
d. Problem solving
e. Games
4
12
15
3
11
9 %
27 %
33 %
7 %
24 %
What are your favorite
topics? (choose 5 of them)
a. Procedure
b. Asking & Giving
Information
c. Like & Dislike
d. Describing Animal
e. Family Life
f. Numbers
g. Giving instruction
h. Describing People
i. Do & Don’t
j. Thank you
13
11
12
6
12
11
11
10
10
4
13 %
11 %
12 %
6 %
12 %
11 %
11 %
10 %
10 %
4 %
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
2. Planning and Developing Product
After obtaining the data, the writer developed the framework of the
materials to be designed. It consisted of stating goals, topics and general
purposes, specifying learning indicators and organizing subject content.
a. Stating Goals, Topics and General Purposes
To state the goals, general purposes and topics, the writer observed
the recently curriculum used that is School Based Curriculum. Since the
goal of teaching vocabulary was not stated in the curriculum, the writer
then created the goal. The goal of this study was to assist the seventh grade
students of Junior High School to be able to master and learn English
vocabulary related with certain topics so that they would find it easy in
developing their skills.
Observing the curriculum would help the writer know the general
purposes of teaching English in the second semester of seventh grade of
Junior High School which stated in term of basic competences, and the
topics to be considered. The general purposes of this study were
formulated based on the basic competencies stated on the curriculum. The
writer determined the general purposes for each meeting in order to
achieve the goals in Table 4.3.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
Table 4.3 : Topics and General Purposes
Topics Basic Competences
Family Be able to respond the meaning in simple functional text
about family
Instructions Be able to respond the meaning of things in classroom and
instructions
Shopping
List
Be able to respond the meaning in simple functional text
about things in shops in a form of shopping list
Describing
Animals
Be able to respond the meaning in simple descriptive text
about animal
Profession Be able to respond the meaning in simple text on one’s job
and responsibility
Like and
Dislike
Be able to respond the meaning in simple sentences of
dislike and like about hobby
Describing
People
Be able to respond the meaning in simple descriptive text
about people
Procedure Be able to respond the meaning in simple procedure text
To select the topics, there were many factors to be considered. The
writer chose the topics not only based on the result of the need analysis
questionnaire but also based on the teacher’s suggestion, the other
handbooks, and the curriculum. The topics in these supplementary
materials were the topics which were listed in the curriculum especially in
the second semester for the seventh graders. Since some of the topics
chosen by the students were not listed as the topics for teaching English in
the second semester, the writer changed the topics with the other topics.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
The writer also considered the teacher’s suggestions. The teacher
suggested that the topics should be based on the curriculum. Besides, the
teacher also said the students’ level of proficiency should be considered.
She added it was better to develop topics which were familiar to the
students.
There were 8 topics developed, in which five of them were selected
by the respondents while the others were selected by the writer. The topics
selected by the students were like and dislike, family life, instruction,
procedure and describing people while the topics selected by the writer
were describing animals, shopping list and profession. The writer
organized the topics based on the level of difficulty of each topic. The
topics were stated in Table 4.4.
Table 4.4 : Learning Topics
No Learning Topics
1. Family
2. Instructions
3. Shopping List
4. Describing Animals
5. Profession
6. Like and Dislike
7. Describing People
8. Procedures
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
b. Specifying Learning Indicators
After stating the goals, general purposes and learning topics, the
writer then specifies the learning indicators. The learning indicators were
defined to measure the students’ achievement of the competency in every
meeting, whether the students were able to achieve the general purposes.
The learning indicators are presented in Table 4.5.
Table 4.5 : The Learning Indicators of the Materials
Basic Competences Learning Indicators
Be able to respond the
meaning in simple
functional text about
family
At the end of the lesson, the students are able to:
1. Mention the members of family
2. Draw a family tree
3. Write sentences based on the picture
Be able to respond the
meaning of things in
classroom and
instructions
At the end of the lesson, the students are able to:
1. Mention the things in classroom
2. Mention words and its function
3. Write instructions
Be able to respond the
meaning in simple
functional text about
things in shops in a form
of shopping list
At the end of the lesson, the students are able to:
1. Name the words based on pictures
2. Write a shopping list
Be able to respond the
meaning in simple
descriptive text about
animal
At the end of the lesson, the students are able to:
1. Mention and classify animal
2. Write a descriptive text
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
Basic Competences Learning Indicators
Be able to respond the
meaning in simple text
on one’s job and
responsibility
At the end of the lesson, the students are able to:
1. Mention job/profession
2. Write a descriptive text
Be able to respond the
meaning in simple
sentences of dislike and
like about hobby
At the end of the lesson, the students are able to:
1. Mention words related to hobby
2. Express like and dislike
Be able to respond the
meaning in simple
descriptive text about
people
At the end of the lesson, the students are able to:
1. Mention adjectives used in describing people
2. Write a descriptive text
Be able to respond the
meaning in simple
procedure text
At the end of the lesson, the students are able to:
1. Mention words related to procedure
2. Rearrange procedure text
3. Write procedure text
c. Organizing Subject Content
After stating the goal, general purposes, learning topics and
learning indicators, the writer completed the next step which was listing
the subject content. In this step, the writer classified and arranged the
topics to be developed in which each topic would be developed into the
materials used for one meeting. The designed materials contained eight
meetings. The classification and arrangement of the learning topics into
units can be seen in Table 4.6.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
Table 4.6 : The Organization of Subject Contents
Unit Unit Name Subject Contents Vocabulary Skills
1 My Family
Short text about
family
Family tree
Brother, sister,
mother, little
brother, etc.
Speaking,
reading and
writing
2
Things
around Me
Things in classroom
Instructions
Points at, listen
to, read, ask, etc.
Writing and
listening
3
Things in
the Market
Vegetables, fruits,
food and drinks
Shopping List
Carrot, bread,
milk, apple, rice,
salt, etc.
Speaking,
writing and
reading
4 I Love Cat Describing animal
Tame, wild, short,
fast, etc.
Cat, dog, giraffe,
crocodile, etc.
Writing and
speaking
5
I Want to be
a Doctor
Profession
Teacher, doctor,
pilot, nurse, etc.
Restaurant,
hospital, etc.
Writing and
reading
6
I Like
Cycling
Like and dislike
Fishing, reading,
collecting stamps,
cycling, climbing,
etc.
Listening,
writing and
speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
Unit Unit Name Subject Contents Vocabulary Skills
7
She is
Beautiful
Describing people
Beautiful, lazy,
friendly, curly
hair, short, etc.
Listening,
reading and
writing
8
Show Me
How
Procedures
Boil, pour, heat,
add, put, mix, etc.
Writing and
speaking
After classifying and arranging the learning topics and the subject
content, the writer described the content of each unit of the designed
materials. The writer designed the learning materials based on the results
of research and information colleting and the principles of task based
learning. The principles of task based learning used in this study were
based on the notion of the Task-Based Language Teaching framework
proposed by Willis (1996:40). In order to design well-arranged vocabulary
materials, the framework which consists of three phases namely pre-task
phase, task-cycle and language focus, was adapted.
There were eight units in the designed materials. The writer
designed the materials in four phases. The four phases included Come in,
Work it out, Make it better, and Do it over. These phases were actually the
modification of the three phases task based learning framework, in which a
new phase namely Do it over was added. The first phase, Come in, was
designed to introduce the topic to the students. This phase served as the
pre-task phase in Willis’s task based learning framework. Its aim was also
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
to prepare the students for the main task. The second phase, Work it out,
served as the main task of the lesson. This phase tried to facilitate the
students to learn and produce language by accomplishing the activities.
The third phase, Make it better, included the language focus. The last
phase, Do it over, was additional phase whose aim was to review the
vocabulary given in the previous phases.
There were various kinds of tasks used in teaching learning
activities. The writer designed the activities to be solved both individually
and pair or group work. Since the task based learning was meant to be
used with English as the language of classroom instruction, pair and group
work would be helpful in achieving meaningful communication. Besides,
pair and group works allowed the students to work together and the higher
level students would help the lower level students in finishing the task. In
the following the kind of tasks used in each phase of the designed
materials as well as the purpose of each phase were discussed.
A. Come in
This phase contained activities with questions related to the topic.
It aimed to help the students explore more and getting familiar with the
topic. This phase also let the students to recall their vocabulary items on
the topic. Listing, ordering and sorting, comparing, and some creative
tasks were the kinds of tasks used in this phase. The students mostly
worked individually or in pairs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
B. Work it out
This was where the main task takes place. The students were given
tasks which were more complex than the previous phase. The students
were asked to work individually or in pairs. The tasks would be problem
solving, ordering and sorting, and some creative tasks. The focus of this
phase was to provide the students to produce and learn the language.
C. Make it better
This phase was used as repetition of the vocabulary items. The
students would do the tasks which were almost the same with the previous
phase. It provided supportive tasks so that the students could memorize the
vocabularies. The students were also asked to work individually or in
pairs. In this phase, the teacher corrected the students’ mistakes that they
might make during the lesson.
D. Do it over
This phase was additional phase which aimed to review the
vocabulary given in the previous phases. The students did the activities
individually to know their understanding. This phase could also be done as
homework for the students.
3. Preliminary Testing
After the process of developing the preliminary form of the vocabulary
materials was accomplished, the next step was preliminary field testing. This
step aimed to evaluate the designed materials, whether the materials were
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
appropriate, well-developed and well-designed. The evaluation was also
needed to obtain comments and suggestion from the respondents on the
designed materials. The comments and suggestion would be useful to make up
the final version of the designed materials. The evaluation of the designed
materials was conducted by distributing the post design questionnaire to one
of English teachers of SMP BOPKRI 2 Yogyakarta and two English lecturers
of the English Language Education Study Program of Sanata Dharma
University. They were selected concerning their experiences and expertise in
English language teaching. The background of the respondents was presented
in Table 4.7.
Table 4.7 : The Description of the Respondents
Respondents
Educational
Background
Teaching
Experience Sex
S1 S2 S3 <5 5-10 >10 F M
Teacher 1 1 1 -
Lecturers 2 1 1 2 -
From the data above, the respondents of the post designed
questionnaire were all female. There was no specific reason in choosing
female respondents, because the main consideration of the respondents’
selection was their teaching experiences and expertise in teaching English. All
of the respondents had teaching experiences for more than 5 years.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
After the data of post designed questionnaire were analyzed, the next
step was presenting and discussing the result of the questionnaire. It was found
that the result of post designed questionnaire was good and satisfying. In the
first part of the questionnaire, the respondents were asked to state their degree
of agreement on the given statements. The degree of agreement represented
how much they agreed with the statements. The degree of agreement included
degrees which ranged from 1 – 4. They were as follows.
1 : Strongly disagree/Very poor
2 : Disagree/Poor
3 : Agree/Good
4 : Strongly agree/Very good
The result of the first part of the post designed questionnaire can be
seen in Table 4.8.
Table 4.8 : The Results of the First Part of the Post-designed Questionnaire
No Statement
Frequency
of
Occurrence
Percentage
N %
1 The basic competencies are well formulated - - -
2 The learning indicators are specific and well
formulated
3
4
2
1
66.7 %
33.3 %
3 The materials help the students to achieve
the indicators
3
4
2
1
66.7 %
33.3 %
4
The materials are suitable and appropriate
for the seven grade students of Junior High
School
3 3 100 %
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
No Statement
Frequency
of
Occurrence
Percentage
5 The materials are able to improve students’
vocabulary
3
4
2
1
66.7 %
33.3 %
6 The materials are arranged systematically
according to the level of difficulty
3
4
1
2
33.3 %
66.7 %
7 The teaching-learning activities are well
elaborated
3
4
2
1
66.7 %
33.3 %
8 The teaching-learning activities support the
students’ learning
3
4
2
1
66.7 %
33.3 %
9 The activities are fun and motivating 3
4
2
1
66.7 %
33.3 %
10 The number of activities in each unit has
been sufficient for the time given
3
4
2
1
66.7 %
33.3 %
11 The instructions are clear for the teacher
and students
2
3
1
2
33.3 %
66.7 %
12 The instructions are helpful for the teacher
and students 3 3 100 %
13 The layout of the materials is attractive 3
4
2
1
66.7 %
33.3 %
14 The layout of the materials is well-designed 3 3 100 %
15 Overall, the learning materials are well-
developed
3
4
1
2
33.3 %
66.7 %
16 The “Come In” section has helped the
students to be familiar with the topic
3
4
1
2
33.3 %
66.7 %
17
The “Work it Out” and “Make it better”
sections have facilitated the students to
learn and produce language by doing
activities
3
4
2
1
66.7 %
33.3 %
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
No Statement
Frequency
of
Occurrence
Percentage
18
The “Do it Over” section has facilitated the
students to recall and review the vocabulary
they have learned
3
4
1
2
33.3 %
66.7 %
From the result of table 4.8 above, all the participants chose degree of
agreement 3 and 4 in most of the statements which meant that the designed
materials were acceptable for the seventh grade students of Junior High
School. In general were considered well designed although it still needed
some improvement and revision based on the respondents’ comments and
suggestions in the second part of the post-design questionnaire.
In the second part of the post designed questionnaire, the respondents
were asked to give comments and suggestion on the designed materials. There
were two questions proposed in the second part of the post designed
questionnaire. The respondents’ comments were also found satisfying. There
were four positive comments from the respondents which indicated the
strengths of the designed materials. Those comments were as follows.
1) The designed materials were well-designed and well-prepared
2) The designed materials were quite applicable and appropriate for Junior
High School students because the words taught are not too difficult.
3) The materials were attractive and familiar to the students
4) The activities were interactive, so the students could participate actively in
the learning process
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
In term of suggestion for the revision, there were some suggestions to
help the writer in improving the designed materials. They were as follows.
1) Some instructions were too long for the students so that the students would
not understand what to do easily
2) Some instructions were not clear and understandable due to the
grammatical mistakes
3) It was better for you to insert some examples of the exercises so that the
students could do the exercises well
4) This materials should have something more that the other books, for
example by enriching the vocabulary with the more specific
5) The choice of colors should be considered
All comments and suggestions above were useful and important for the
designed materials. They would be used as the consideration to revise the
designed materials to be better.
4. Product Revision
Main product revision was the last step in designing the vocabulary
materials for seventh grade students of Junior High School. This step was
carried out to improve the designed materials based on the evaluation on the
preliminary field testing. It also aimed to obtain the final version of the
designed materials.
The result of the post designed questionnaire encouraged the writer to
make the designed materials better. The revision of the designed materials was
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
made based on the comments and suggestions given by the respondents in the
post designed questionnaire of the preliminary field testing.
The first and second suggestion was about the instructions. The
respondents stated that some of the instructions should be revised since they
were too long, not clear and not understandable. In response to the suggestion,
the writer decided to accept it. It was considered important to give clear
instructions in every activity so that the students understood what they have to
do. The length of the instructions should also be considered. It was revised in
simple words so that the students would not be confused when reading the
instructions. Therefore, the writer decided to revise some instructions in
simple and understandable words.
The next suggestion was to insert or give example on how to do the
exercise so that the students could do the exercise correctly. The writer
accepted the suggestion since the writer believed that by giving them example
on how to do the exercise, it would help the students in completing the
exercise.
The fourth suggestion was enriching the vocabulary with the more
specific ones. The writer accepted the suggestion but the writer decided not to
change all the vocabulary. The writer only changed some of the vocabularies
in some units. The writer thought if all the vocabularies should be changed, it
would change all the designed materials. The selection of the vocabularies
should also be adjusted with the students’ need and competency.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
The last suggestion was the choice of the colors. One of the
respondents stated that in some pictures and tables the colors were too soft,
and it would make the pictures and tables became unclear. In response to this
suggestion, the writer decided to accept it. The writer, then, replaced the soft
colors with the other ones which were clearer so that it would not influence
the students in doing and completing the tasks.
In conclusion, the designed materials were revised based on the
suggestions from the respondents by conducting some important points. Those
were revising some of the unclear instructions, inserting the example on how
to do the exercise, enriching the vocabulary, and changing the soft colors. The
revision was made to make the designed materials better and acceptable to be
implemented in the real teaching and learning activities.
B. The Presentation of English Vocabulary Materials Based on Task Based
Instruction for Seventh Graders
This section aimed to answer the second question in the problem
formulation of the study. After doing some revision on the designed materials
based on the suggestions given the post designed questionnaire of preliminary
field testing, the writer finished in revising the designed materials. The final
version of the designed materials can be seen in the Appendix 4.
The materials consisted of two parts, namely the Students’ Book and the
Teacher’s Guide. The Teacher’s Guide would be the handbook for the teacher. It
contained the how to use the book, the overview of he designed materials, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
syllabus, the lesson plans, the teacher’s guidelines and the answer key of the
exercises.
The designed materials consisted of eight units in which of each unit
represented of eight topics for eight meeting. The topics were arranged based on
the level of difficulty. In each unit, the skills were taught in the integrated way.
The topics, the name of each unit and the skills were presented in Table 4.9.
Table 4.9. The Final Version of the Materials
Unit Learning Topics Unit Name Skills
1 Family My Family
Speaking, reading and
writing
2 Instructions Things around Me Writing and listening
3 Shopping List Things in the Market
Speaking, writing and
reading
4 Describing animal I Love Cat Writing and speaking
5 Profession I Want to be a Doctor Writing and reading
6 Like and dislike I Like Cycling
Listening, writing and
speaking
7 Describing people She is Beautiful
Listening, reading and
writing
8 Procedures Show Me How Writing and speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
There were four sections in each unit. Those were Come in, Work it out,
Make it better, and Do it over. Three of the sections, Come in, Work it out, Make
it better, were made based on the notion of the framework of Task-Based
Language Teaching for beginners and young learners proposed by Willis (1996)
while last section was the additional section of the designed materials. The
framework offers three phases, namely pre-task, task-cycle and language focus.
The brief description of each section of the designed materials was
presented below.
A. Come in
This phase contained activities with questions related to the topic. It aimed
to help the students explore more and getting familiar with the topic. This phase
also let the students to recall their vocabulary items on the topic.
B. Work it out
This was where the main task takes place. The students were given tasks
which were more complex than the previous phase. In this phase, the students
were allowed to make any mistakes. The students were asked to work individually
or in pairs.
C. Make it better
This phase was used as repetition of the vocabulary items. The students would do
the tasks which were almost the same with the previous phase. It provided
supportive tasks so that the students could memorize the vocabularies. The
students were asked to work individually or in pairs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
D. Do it over
This phase was aimed to review the vocabulary given in the previous
phases. The students did the tasks individually to know their understanding. This
phase could also be done as homework for the students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents two major discussions. The first part, the writer
presents the conclusion or the summary of the study while in the second part the
writer presents the suggestions for both the English teachers and those who are
interested in conducting this kind of research.
A. Conclusion
The study was conducted to answer the two research questions proposed in
the problem formulation: (1) how is a set of supplementary materials to teach
vocabulary based on task based learning for seventh graders designed and (2)
What do the supplementary materials to teach vocabulary based on based on task
based learning for seventh graders look like.
In order to answer the first research question in the problem formulation,
the researcher adopted R & D cycle as the framework to decide the ideal order for
Kemp’s steps.
1. Research and Information Collecting
2. Planning and Developing Product
3. Preliminary Testing
4. Product Revision
To answer the second research question, the researcher conducted post
designed questionnaire distributed to one of English teacher of SMP BOPKRI 2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
Yogyakarta and to two English Language Education Study Program lecturers of
Sanata Dharma University. The questionnaire aimed to gain comments and
suggestions on the designed materials for the revision and improvement.
From the questionnaire the researcher found out that all the participants
chose degree of agreement 3 and 4 in most of the statements. The result also
showed that the designed materials were well-prepared and well-designed,
attractive and interactive, quite applicable and appropriate for Junior High School
students. It meant that the designed materials were good and acceptable for the
seventh grade students of SMP BOPKRI 2 Yogyakarta. However, some revisions
were done based on the respondents’ comments and suggestions on the designed
materials. The materials had been improved by revising some of the unclear
instructions, inserting the example on how to do the exercise, enriching the
vocabulary, and changing the soft colors.
The final version of the designed materials was presented in the
appendices. The materials of each unit were divided into four phases namely
Come in, Work it out, Make it better, and Do it over. These phases were actually
the modification of the three phases task based learning framework, in which a
new phase namely Do it over was added. The first phase, Come in, was designed
to introduce the topic to the students. Its aim was also to prepare the students for
the main task. The second phase, Work it out, served as the main task of the
lesson. This phase tried to facilitate the students to learn and produce language by
accomplishing the activities. The third phase, Make it better, included the
language focus. The last phase, Do it over, was additional phase whose aim was to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
review the vocabulary given in the previous phases. The designed materials
consisted of eight units in which every unit consisted of one topic. The
arrangement of the materials was displayed in Table 5.1.
Table 5.1: The Arrangement of the Materials
Unit Unit Name Learning Topics
1 My Family Family
2 Things around Me Instructions
3 Things in the Market Shopping List
4 I Love Cat Describing animal
5 I Want to be a Doctor Profession
6 I Like Cycling Like and dislike
7 She is Beautiful Describing people
8 Show Me How Procedures
B. Suggestions
In this part, the writer would like to give suggestions for the materials
users in this case the English teachers and the other researchers related to the
study in this field. The suggestions are as follows.
1. Suggestion for English Teachers of Junior High School, especially for the
English Teacher of SMP BOPKRI 2 Yogyakarta
Task-based learning can be considered as a new method for some English
teachers since they do not know much about the method. Considering that fact, the
writer suggests the teachers who want to use the book should read carefully all
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
information contained in the book especially in Teacher Guidelines so that the
materials can be implemented effectively.
The writer encourages the English Teachers of Junior High School,
especially for the English Teacher of SMP BOPKRI 2 Yogyakarta to implement
the designed materials in their English teaching learning process in order to help
the students in their vocabulary mastery. The teachers can also creatively apply
the other strategies or activities which are more applicable for the students.
2. Suggestion for Other Researchers
Due to some constraints related to time, the writer has not implemented the
materials to seventh grade students of Junior High School. Therefore, it is
suggested to other researchers who are interested to do the same study in this field
to implement the designed materials. It will help the researchers to focus on
whether the designed materials are effective and suitable when they are
implemented to the students.
The writers also recommended the other researchers to use any other
media, strategies or techniques which are best fitted to the students. Considering
the technology is developed and advanced nowadays, the media such as internet,
computer or other devices can be used in teaching learning process. It will be
helpful to avoid the students’ boredom.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
REFERENCES
Ary, D., Jacobs, L. C., Razavieh, A. 2002. Introduction to Research in Education.
6th
edition. New York: Wadsworth Thomson.
Borg, W.R. & Gall, M.D. 1983. Educational Research: An Introduction. 4th
edition. London: Longman Inc.
Departemen Pendidikan Nasional. 2006. Peraturan Menteri No. 22: Content
Standard. Jakarta: Departemen Pendidikan Nasional.
Departemen Pendidikan Nasional. Departemen Pendidikan Nasional. 2006.
Peraturan Menteri No. 23: Graduates Competency Standard. Jakarta:
Departemen Pendidikan Nasional.
Hamachek, D. E. 1990. Psychology in Teaching, Learning and Growth. 4th
edition. Massachusetts: A Division of Simon & Schuster, Inc.
Harmer, J. 2002. The Practice of English Language Teaching. 4th
edition.
England: Pearson Education Ltd.
Hornby, A.S. 1974. Oxford Advanced Learner’s Dictionary of Current English.
Oxford: Oxford University Press.
Hurlock, E. B. 1980. Psikologi Perkembangan. Jakarta: Penerbit Erlangga.
Johnson, D. W. 1979. Educational Psychology. London: Prentice Hall, Inc.
Kemp, J. 1977. Instructional Design: A Plan for Unit and Course Development.
California: Fearon-Pitman Publisher, Inc.
Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press.
Long, M.H. & G. Crookes 1993. Units of Analysis in Syllabus Design: The Case
for the Task. In S. Gass & G. Crookes (Eds.). Tasks in a Pedagogical
Context. Clevedon: Multilingual Matters.
Mehta, K. N. 2009. Vocabulary Teaching: Effective Methodologies. The Internet
TESL Journal, Vol. XV, No. 13, March 2009.
(http://iteslj.org/Techniques/Mehta-Vocabulary.html, accessed on October
30, 2009)
Nation, I.S.P. 1990. Teaching and Learning Vocabulary. Boston: Heinle and
Heinle Publishers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
Nation, I.S.P. 2003. Vocabulary. In Nunan, D. Practical English Language
Teaching. New York: McGraw Hill Companies, Inc.
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw Hill
Companies, Inc.
Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge
University Press.
Oxford, R. 2001. Integrated Skills in the ESL/EFL Classroom. The ESL Internet
Magazine, vol. 6, No. 1, January/February 2001.
(http://www.cal.org/resources/digest/0105oxford.html, accessed on
November 21, 2009)
Pikunas, J. 1976. Human Development: an Emergent Science. 3rd
edition. Tokyo:
McGraw-Hill Kogakusha, Ltd.
Richards, J. & Rodgers. 2001. Approaches and Methods in Language Teaching.
2nd
edition. New York: Cambridge University Press.
Rooney, K. 2000. Redesigning Non-Task-Based Materials to Fit a Task-Based
Framework. The Internet TESL Journal, Vol. VI, No. 12, December 2000.
(http://iteslj.org/Techniques/Rooney-Task-Based.html, accessed on
December 1, 2009)
Willis, J. 1996. A Framework for Task-Based Learning. Edinburgh: Pearson
Education.
Willis, J. 2005. Task-Based Language Teaching: Teachers’ Solutions to Problems
Encountered, (http://www.tesol-
france.org/Documents/Colloque06/JaneWillisHandout.pdf, accessed on
November 17, 2009)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
APPENDIX 1
Letter of Permission
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
APPENDIX 2
Instruments for Need Analysis
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
List of Questions for Interview
1) Kondisi Siswa
Sejak kapan siswa belajar bahasa Inggris?
Bagaimana tingkat kecerdasan siswa?
2) Waktu
Berapa kali dalam seminggu pelajaran bahasa Inggris diberikan?
Bagaimana dengan pembagian waktu untuk pengajaran English’s skills
dan English’s elements?
Adakah waktu khusus yang disediakan untuk mengajarkan element of
English, seperti vocabulary/kosakata?
3) Materi yang diberikan
Apakah Anda menggunakan textbook dalam pembelajaran Bahasa
Inggris? Alasan?
Apakah Anda membuat sendiri materi? Contoh?
Apakah materi yang diberikan juga disesuikan dengan yang tercantum
dalam KTSP?
4) Aktivitas
Jenis aktivitas seperti apa yang Anda gunakan untuk penyampaian materi
vocabulary?
Jenis aktivitas seperti apa yang para siswa sukai untuk penyampaian
materi vocabulary? Dalam jenis aktivitas seperti apa biasanya para siswa
terlibat aktif?
5) Kesulitan yang dihadapi siswa
Kesulitan apa yang biasanya dihadapi siswa dalam belajar bahasa Inggris
terutama vocabulary?
Bagaimana siswa mengatasi kesulitan tersebut? Apa yang dilakukan
siswa?
Apakah siswa diam saja ketika mereka tidak paham atau mengalami
kesulitan?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
Kuesioner Pembelajaran Kosakata Bahasa Inggris dengan
Menggunakan Integrated Skills-Task Based bagi Siswa Sekolah
Menengah Pertama Kelas 1
Nama :
Kelas :
Usia :
Instruksi :
Berilah tanda silang atau lingkaran pada jawaban yang sesuai dengan pendapat
atau pernyataan kalian masing-masing!
1. Apakah adik-adik menyenangi pelajaran Bahasa Inggris? Berikan alasan!
a. Ya
b. Tidak
Alasan
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Apakah Guru kalian mengajarkan kosakata (vocabulary) di kelas?
a. Ya
b. Tidak
3. Jika jawaban kalian ”YA”, kegiatan apa yang paling adik-adik sukai dalam
belajar kosakata? (boleh pilih lebih dari 1)
a. Listening (mendengarkan)
b. Speaking (berbicara)
c. Reading (membaca)
d. Writing (menulis)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
4. Kesulitan apa yang adik-adik temui dalam belajar Bahasa Inggris, khususnya
saat belajar kosakata?
a. Kegiatan atau aktivitas di dalam kelas membosankan
b. Penjelasan guru sulit untuk dimengerti
c. Banyak kosakata baru yang sulit dipahami
d. Materi tidak bervariasi (hanya dari buku/LKS saja)
e. Kurangnya waktu untuk berlatih
f. Jawaban lain _______________________________________________
5. Metode belajar apa yang adik-adik sukai dalam belajar Bahasa Inggris?
a. Ceramah
b. Diskusi
c. Tanya Jawab
6. Aktivas apa yang adik-adik sukai dalam belajar Bahasa Inggris? (boleh pilih
lebih dari 1)
a. Role Play (bermain peran)
b. Questions and Answers (tanya jawab)
c. Group/Pair Discussion (diskusi kelompok/berpasangan)
d. Problem Solving (pemecahan masalah)
e. Games (permainan)
7. Dari topik-topik berikut ini, topik apa yang menarik menurut adik-adik? (pilih
5)
a. Procedure
b. Asking & Giving Information
c. Like & Dislike
d. Describing Animal
e. Family Life
f. Numbers
g. Giving instruction
h. Describing People
i. Do & Don’t
j. Thank you
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
APPENDIX 3
Questionnaire for Material
Evaluation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
Respondents’ Identity
Name : _________________________________________
Occupation : teacher lecturer
Educational Background : S1 S2 S3
Teaching Experience : _________ years
A. Please give a tick ( ) on the degree of agreement that best represent your
position on the statements below:
4 : Strongly Agree / Very Good 2 : Disagree / Poor
3 : Agree / Good 1 : Strongly Disagree / Very Poor
No Statement
Degree of
Agreement
4 3 2 1
1 The basic competencies are well formulated
2 The learning indicators are specific and well formulated
3 The materials help the students to achieve the indicators
4 The materials are suitable and appropriate for the seven
grade students of Junior High School
5 The materials are able to improve students’ vocabulary
6 The materials are arranged systematically according to
the level of difficulty
7 The teaching-learning activities are well elaborated
8 The teaching-learning activities support the students’
learning
9 The activities are fun and motivating
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
10 The number of activities in each unit has been sufficient
for the time given
11 The instructions are clear for the teacher and students
12 The instructions are helpful for the teacher and students
13 The layout of the materials is attractive
14 The layout of the materials is well-designed
15 Overall, the learning materials are well-developed
Implementation of Task Based Framework
16 The “Come In” section has helped the students to be
familiar with the topic
17 The “Work it Out” and “Get better” sections have
facilitated the students to learn and produce language by
doing activities
18 The “Do it Over” section has facilitated the students to
recall and review the vocabulary they have learned
B. Please answer the following questions!
1. What is your comment on the designed materials?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What is your suggestion to improve the materials?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
APPENDIX 4
The Final Version of the Designed
Supplementary Materials
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
SUPPLEMENTARY ENGLISH
VOCABULARY MATERIALS
Designed for Seventh
Grade Students
of Junior High
School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
HOW TO USE THE BOOK
This book was devised as the complement for the English teaching
learning for seven grade students. The book contains a various learning activities
which will help the students to understand English and in particular to improve
their vocabularies because vocabulary mastery is the focus of the designed
materials. The materials are carefully designed based on School-Based
Curriculum. The skills are taught in combination using task based learning (TBL).
To help the teacher implement the materials more effectively, there are
some sections elaborated in this book. The sections are overview of the learning
materials, syllabus and lesson plans, teacher’s guidelines, and answer to the
exercises.
The overview will elaborate the principles of TBL underlying the teaching
learning activities in the materials briefly. Syllabus and lesson plans are given to
give clear illustration and instruction so that it can be use as the map of the book.
This book also provides teacher’s guidelines, and answer to the exercises to ease
the teacher.
Finally, I would like to express my appreciation to those who have helped
to make the book. Any suggestion for the improvement of this book will be
warmly appreciated.
Best regards,
The writer
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
The Overview of Designed Materials
All of the materials and teaching learning activities in this book were
developed based on the principles of Task Based Learning (TBL). In TBL, the
process of learning is encouraged by doing tasks. Tasks are believed to create
opportunities for the students to learn. TBL also perceives language as a mean of
communication. When doing the tasks, the students don’t talk about the language
but also use the language to complete the tasks. The students also learn
communicative competences such as delivering their knowledge and opinion, and
expressing feelings. Using task based, it is expected that the students are able not
only do or complete the tasks given but also interact with other students and
teacher.
There are four phases in each unit in this book which are developed based
on TBL. Those phases are:
A. Come in
This phase contains activities with questions related to the topic. It
aims to help the students explore more and getting familiar with the topic.
This phase also let the students to recall their vocabulary items on the topic.
B. Work it out
This is where the main task takes place. The students are given tasks
which are more complex than the previous phase. In this phase, the students
are allowed to make any mistakes. The students are asked to work individually
or in pairs.
C. Make it better
This phase is used as repetition of the vocabulary items. The students
will do the tasks which are almost the same with the previous phase. It
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
provides supportive tasks so that the students can memorize the vocabularies.
The students are asked to work individually or in pairs.
D. Do it over
This phase is aimed to review the vocabulary given in the previous
phases. The activities are done individually to know their understanding. This
phase can also be done as homework for the students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
SYLLABUS
School : SMP BOPKRI 2 YOGYAKARTA
Subject : English
Class/Semester : VII/2
Competence Standard : Students are able to respond and express the meaning in short functional text, and simple essay in the form of descriptive and
procedure
Unit Basic
Competence
Teaching Learning
Activities Indicator
Assessment Time
Allotment Source
Technique Instrument Example
1
My Family
Respond the
meaning in
simple
functional text
about family
Writing words related
with family members
Completing task on
family tree
Drawing family tree
Talking about students’
family members
Mention the
members of
family
Draw a family
tree
Write sentences
based on the
picture
Oral Test
Written
Test
Completing
family tree
and table
Writing
sentences
Mentioning
vocabulary
Complete the
family tree
below based on
the text
Fendi is
Diana’s
husband
2 x 40’ http://youro
nlinenglishcl
ass.com.pt/?
cat=31
2
Things
Around Me
Respond the
meaning of
things in
classroom and
Matching the words
and pictures
Practicing instructions
Naming the pictures
Mention the things
in classroom
Match words and
pictures
Oral Test
Written
Test
Mentioning
vocabulary
Matching
task
Write ten
things in your
classroom
Match the
2 x 40’ Bahasa
Inggris
Sekolah
Menengah
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
instructions Writing instructions
Writing vocabulary
related to the things in
classroom
Mention words and
its function
Write instructions
Writing task words with the
pictures
Pertama
Kelas VII
(BSE)
Unit 3
Things in
Shop
Respond the
meaning in
simple
functional text
about things in
shops in a form
of shopping list
Completing the table
Reading dialogue
Writing shopping list
Writing vocabulary
related to food
Name the words
based on pictures
Write a shopping
list
Oral Test
Written
Test
Mentioning
vocabulary
Completing
task
Writing task
Complete the
table
Make Lala’s
shopping list
2 x 40’ The Bridge
English
Competence
for SMP 1
Unit 4
I Love Cat
Respond the
meaning in
simple
descriptive text
about animal
Mentioning animals
Rearranging words
Matching animal with
its feature
Writing animal
description
Writing vocabulary
related to animal
Mention and
classify animal
Write a
descriptive text
Written
Test
Writing task Match the
animal and its
feature
Write a
description of
the following
animal
2 x 40’ Smart Steps:
The Smartest
Way to Learn
English.
Unit 5
I Want to be
a Doctor
Respond the
meaning in
simple text on
Rearranging words
Guessing profession
Mention
job/profession
Oral Test
Written
Test
Mentioning
vocabulary
Match the job,
place of work
2 x 40’ English on
Sky for
Junior High
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
one’s job and
responsibility
based on the
description
Matching job, place
and responsibility
Writing vocabulary
related to profession
Writing description
Write a
descriptive text
Matching
task
Writing task
and
responsibility
Describe your
father’s or
mother’s job
School
Students
Unit 6
I Like
Bicycling
Respond the
meaning in
simple sentences
of dislike and
like about
hobby
Naming hobby
Writing sentences
Sharing hobby
Mention words
related to hobby
Express like and
dislike
Oral Test
Written
Test
Mentioning
vocabulary
Completing
task
Writing task
Write the
hobbies below
Write a
sentence based
on the picture
2 x 40’ The Bridge
English
Competence
for SMP 1
Unit 7
She is
Beautiful
Respond the
meaning in
simple
descriptive text
about people
Classifying adjectives
Matching picture and
description
Writing people
description
Mention
adjectives used in
describing people
Write a
descriptive text
Written
Test
Mentioning
vocabulary
Classifying
Writing task
Group the
words below
Write a
description
about one of
your friends
2 x 40’ Bahasa
Inggris
Sekolah
Menengah
Pertama
Kelas VII
(BSE)
Unit 8
Show me
Respond the
meaning in
Mentioning words Mention words Oral Test
Written
Mentioning Rearrange the 2 x 40’ Bahasa
Inggris
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
How simple
procedure text
Matching picture and
words
Rearranging procedure
Writing procedure
related to
procedure
Rearrange
procedure text
Write procedure
text
Test vocabulary
Rearranging
Writing task
sentences based
on the picture
Write a
procedure text
based on the
picture
Sekolah
Menengah
Pertama
Kelas VII
(BSE)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
LESSON PLAN
Grade/semester : VII/2
Topic : My Family
Time Allocation : 2 x 40’
Competence Standard: Students are able to respond and express the meaning in
short functional text
A. Basic Competence
Respond the meaning in simple functional text about family.
B. Indicators
The students are able to:
Mention the members of family
Draw a family tree
Write sentences based on the picture
C. Teaching Learning Activities
Stages Activities Time
Pre-
activities
Come in
The students complete the chart
In pairs, the students tell each other about their family members
10’
10’
Whilst
Activities
Work it out
The students read the text
The students complete Anna’s family tree
The students complete sentences as the example
Make it better
The students write sentences as the example
The students make their own family tree
5’
10’
15’
15’
10’
Post
Activities
Do it over
The students find the words related to family in the box
5’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
D. Material
Enclosed
E. Source
http://youronlinenglishclass.com.pt/?cat=31
F. Evaluation
Students’ participation in class
Writing assignments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
LESSON PLAN
Grade/semester : VII/2
Topic : Things around Me
Time Allocation : 2 x 40’
Competence Standard: Students are able to respond and express the meaning in
short functional text
A. Basic Competence
Respond the meaning in simple functional text about things in classroom and
instructions
B. Indicators
The students are able to:
Mention the things in classroom
Match words and pictures
Mention words and its function
Write instructions
C. Teaching Learning Activities
Stages Activities Time
Pre-
activities
Come in
The students write ten things which are in their classroom
The students match the words with the pictures by drawing line
10’
10’
Whilst
Activities
Work it out
The students match the things in column A and column B
The students practice the instructions given by the teacher
Make it better
The students name the activity based on the pictures
The students write the instructions as the example
10’
15’
15’
15’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
Post
Activities
Do it over
The students write ten things based on the pictures
5’
D. Material
Enclosed
E. Source
Bahasa Inggris Sekolah Menengah Pertama Kelas VII (BSE)
F. Evaluation
Students’ participation in class
Writing assignments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
LESSON PLAN
Grade/semester : VII/2
Topic : Things in the Market
Time Allocation : 2 x 40’
Competence Standard: Students are able to respond and express the meaning in
short functional text
A. Basic Competence
Respond the meaning in simple functional text about things in shops in a form
of shopping list
B. Indicators
The students are able to:
Name the words based on pictures
Write a shopping list
C. Teaching Learning Activities
Stages Activities Time
Pre-
activities
Come in
The students share the fruit and vegetables they like
The students complete the table
The students guess the words which doesn’t belong to the
same class
10’
10’
5’
Whilst
Activities
Work it out
The students read the dialogue
The students make Lala’s shopping list
The students guess what mother is going to make based on the
shopping list
Make it better
The students write shopping list
The students share their favorite food
5’
10’
5’
15’
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
Post
Activities
Do it over
The students write the things they know and classify them
based on the color.
10’
D. Material
Enclosed
E. Source
Kristono, dkk. 2004. The Bridge English Competence for SMP 1.
Surabaya: Yudhistira.
F. Evaluation
Students’ participation in class
Writing assignments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
LESSON PLAN
Grade/semester : VII/2
Topic : I Love Cat
Time Allocation : 2 x 40’
Competence Standard: Students are able to respond and express the meaning in
short functional text
A. Basic Competence
Respond the meaning in simple descriptive text about animal.
B. Indicators
The students are able to:
Mention and classify animal
Write a descriptive text
C. Teaching Learning Activities
Stages Activities Time
Pre-
activities
Come in
The students share animal they like
The students match the words with its antonym
The students mention as many as animals and classify them
into two categories
10’
5’
5’
Whilst
Activities
Work it out
The students rearrange the words
The students match animals with its features
Make it better
The students fill in blanks with the appropriate adjectives
In pairs, the students write description about certain animal
5’
10’
15’
20’
Post
Activities
Do it over
The students find ten animals in the box
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
D. Material
Enclosed
E. Source
Kristono, dkk. 2004. The Bridge English Competence for SMP 1. Surabaya:
Yudhistira.
F. Evaluation
Students’ participation in class
Writing assignments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
LESSON PLAN
Grade/semester : VII/2
Topic : I Want to be a Dentist
Time Allocation : 2 x 40’
Competence Standard: Students are able to respond and express the meaning in
short functional text
A. Basic Competence
Respond the meaning in simple text on one’s job and responsibility.
B. Indicators
The students are able to:
Mention job/profession
Write a descriptive text
C. Teaching Learning Activities
Stages Activities Time
Pre-
activities
Come in
The students share what they want to be
The students name profession based on the pictures
10’
10’
Whilst
Activities
Work it out
The students rearrange the words
The students guess the profession based on the description
Make it better
The students match the job with the place of work and their
responsibility
The students guess the profession based on the description
10’
10’
20’
10’
Post
Activities
Do it over
The students write description about their mother or father job
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
D. Material
Enclosed
E. Source
Mukarto, dkk. 2004. English on Sky for Junior High School Students. Jakarta:
Erlangga.
F. Evaluation
Students’ participation in class
Writing assignments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
LESSON PLAN
Grade/semester : VII/2
Topic : I Like Cycling
Time Allocation : 2 x 40’
Competence Standard: Students are able to respond and express the meaning in
short functional text
A. Basic Competence
Respond the meaning in simple sentences of dislike and like about hobby.
B. Indicators
The students are able to:
Mention words related to hobby
Express like and dislike
C. Teaching Learning Activities
Stages Activities Time
Pre-
activities
Come in
The students share their hobby
The students name hobbies based on the pictures
10’
10’
Whilst
Activities
Work it out
The students write the hobbies based on teacher description
The students write sentences as the example
Make it better
In pairs, the students state what people like and dislike based
on the picture
The students go around to ask their friends hobbies and write
it down
10’
10’
15’
15’
Post
Activities
Do it over
The students write sentences as the example
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
D. Material
Enclosed
E. Source
Kristono, dkk. 2004. The Bridge English Competence for SMP 1. Surabaya:
Yudhistira.
F. Evaluation
Students’ participation in class
Writing assignments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
LESSON PLAN
Grade/semester : VII/2
Topic : She is Beautiful
Time Allocation : 2 x 40’
Competence Standard: Students are able to respond and express the meaning in
short functional text
A. Basic Competence
Respond the meaning in simple descriptive text about people.
B. Indicators
The students are able to:
Mention adjectives used in describing people
Write a descriptive text
C. Teaching Learning Activities
Stages Activities Time
Pre-
activities
Come in
The students complete the table
The students group the words in three categories
10’
10’
Whilst
Activities
Work it out
The students read the text
The students write differences between me and my brother (text)
The students name picture based on the description read by the
teacher
Make it better
The students write sentences as the example
The students write description of one of their friends
5’
10’
10’
10’
15’
Post
Activities
Do it over
The students classify words
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
D. Material
Enclosed
E. Source
Bahasa Inggris Sekolah Menengah Pertama Kelas VII (BSE)
F. Evaluation
Students’ participation in class
Writing assignments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
LESSON PLAN
Grade/semester : VII/2
Topic : Show me How
Time Allocation : 2 x 40’
Competence Standard: Students are able to respond and express the meaning in
short functional text
A. Basic Competence
Respond the meaning in simple procedure text
B. Indicators
The students are able to:
Mention words related to procedure
Rearrange procedure text
Write procedure text
C. Teaching Learning Activities
Stages Activities Time
Pre-
activities
Come in
The students write the things they eat and drink every day
The students name the pictures
10’
10’
Whilst
Activities
Work it out
The students read the paragraph
The students complete the paragraph
The students rearrange the procedure based on the pictures
Make it better
In pairs, the students write procedure to make a glass of milk,
noodle and fried egg
5’
10’
10’
25’
Post
Activities
Do it over
The students write procedure to make a glass of coffee
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
99
D. Material
Enclosed
E. Source
Bahasa Inggris Sekolah Menengah Pertama Kelas VII (BSE)
F. Evaluation
Students’ participation in class
Writing assignments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100
How to Use the Book
Overview
Syllabus
Lesson Plans
Contents
Unit 1 : My Family 1
Unit 2 : Things around Me 6
Unit 3 : Things in the Market 11
Unit 4 : I Love Cat 16
Unit 5 : I Want to be a Dentist 21
Unit 6 : I Like Cycling 26
Unit 7 : She is Beautiful 31
Unit 8 : Show Me How 36
Teacher Guidelines 41
Answer Key 49
Contents
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
General Female Male
Grandparents Grandmother Grandfather
Grandson
Parents
Daughter
Siblings
Unit 1
My Family
A. Complete the chart below using the correct family relationship.
B. In pairs, tell each other about your family members. How many people are there?
What are their names?
A. Read the following text.
My Family
Hello. Let me introduce myself. My name is Anna. There are five
people in my family, my father-Fendi, my mother-Diana, my older
brother-Rio, my little sister-Keyka and me. My older brother has a
wife named Ferlita. They have twin sons named Raka and Rafa. I live
in Yogyakarta with my parents and my little sister while my older
brother and his family live in Jakarta.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103
Unit 1
My Family
B. Based on the previous text, complete Anna‟s family tree below.
Raka
Rio
Fendi
C. Look at Anna‟s family tree and complete the sentences below as the example.
Fendi is Diana‟s husband.
Anna is Fendi‟s ………
Ferlita is Diana‟s ………
Raka is Anna‟s ………
Keyka is Rafa‟s ………
Ferlita is Anna‟s ………
Rio is Rafa and Raka‟s ………
Rafa is Fendi and Diana‟s ………
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
104
1. Ben/Linda : Ben is Linda‟s brother.
2. Sarah/Ben : ___________________________________________
3. Peter/Timothy : ___________________________________________
4. John/Robert : ___________________________________________
5. Sarah/Paul : ___________________________________________
6. Ruth/Linda : ___________________________________________
7. Susan/Paul : ___________________________________________
8. Ruth/Mary : ___________________________________________
B. Draw a family tree of your own family in a piece of paper.
Unit 1
My Family
A. Look at the family tree below. Then build sentences as in the example.
(taken from: http://youronlinenglishclass.com.pt/?cat=31)
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
Find ten words related to family.
M Z H U S B A N D O
Y E Z N E Q B A N L
T B U C S I S T E R
N F E L O P O V S A
I I X E F L N O U M
S L C Y J A E N G O
U M A K H W T U A T
O J W I F E D H K H
C H I L D G I R E E
R U L B R O T H E R
Unit 1
My Family
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
106
Things around Me
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
107
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
English for Junior High School
Unit 2
Things around Me
A. Write ten things in your classroom.
B. Match the words with the correct pictures.
calculator
dictionaries
pencil case
map
calendars
clock
crayons
rubber
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
Example:
Your teacher : “Point at the chair.”
Students : ( The students are pointing at the chair)
Point the globe.
Column A Column B
Pen ·
Eraser ·
Calculator ·
Sharpener ·
Map ·
Bag ·
Crayon ·
Scissors ·
to color a picture
to write something
to show the position of countries
to cut things
to erase our handwriting
to sharpen pencil
to calculate numbers
to bring our books and other things
Unit 2
Things around Me
A. Match the things in column A and their functions in column B.
B. Your teacher will give you an instruction to do something. Listen carefully and do
the instruction. Study the example.
A. Name the activity below by looking at the pictures. Look at the example.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109
_______________________
_______________________
______________________
_______________________
1. Open : Open the door.
2. Look at : ____________________
3. Write : ____________________
4. Listen : ____________________
5. Ask : ____________________
6. Put : ____________________
7. Take : ____________________
8. Touch : ____________________
9. Enter : ____________________
10. Close : ____________________
Unit 2
Things around Me
(adapted from Bahasa Inggris Sekolah Menengah Pertama Kelas VII (BSE))
B. Write instructions using the following verbs. Number 1 has been done for you.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
110
Write ten things in classroom based on the picture below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
Unit 2
Things around Me
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
Things in the Market
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
A. Complete the table below.
_ _ G
L _ _ _ _ _ _
_ N _ _ _
_ R _ _ _ _ _ _
G _ _ _ _ _
_ I _ _
_ H _ _ _ _ _ _
_ O _ _
_ _ _ _ _ R
_ _ _ _ I _
_ H _ _ _ _ _
C _ _ _ _
Unit 3
Things in the Market
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
Shopping List
…………………………….
…………………………….
…………………………….
…………………………….
…………………………….
…………………………….
…………………………….
…………………………….
…………………………….
Unit 3
Things in the Market
B. Try to guess which one doesn‟t belong to the same category.
1. Rice, bread, corn, noodle, cheese
2. Tea, sweets, milk, coffee, juice
3. Banana, orange, apple, potato, durian
4. Yogurt, spinach, broccoli, cucumber, bean
A. Read the dialogue below. Then, make Lala‟s shopping list.
Mother : Lala, can you help me go shopping?
Lala : Sure, Mom. What should I buy?
Mother : Take a piece of paper and make a shopping list.
Lala : Okay, what shall we buy?
Mother : A kilogram of meat, 10 packs of noodle, 2 kg of sugar, a bottle of frying oil,
a can of milk, 3 kg of potatoes, a kg of carrot, and a sack of rice.
(adapted from The Bridge English Competence for SMP 1)
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
114
B. Your mother asks you to buy some things and gives this shopping list. What is
your mother going to make?
Unit 3
Things in the Market
Shopping List
Rice Celery
Salt Beef
Onion Soy sauce
Egg Chili
Garlic
A. You want to make chicken soup. Write the ingredients you need to make soup in
the shopping list below.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
115
White Things Yellow Things Red Things Green Things
Rice
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
Unit 3
Things in the Market
B. In pairs, tell each other about what kind of food you like. Then make a shopping
list of the ingredients needed to make your partner‟s favorite food.
Write the things you have eaten or drunk (both solid and liquid). Classify them
based on the color.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117
Wild Animal Tame Animal
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
…………………
Tame
Big
Long
Sharp
Fast
Strong
Fat
Short
Hard
Thin
Slim
Tall
Short
Wild
Small
Thick
Soft
Dull
Slow
Weak
Unit 4
I Love Cat
A. Match the antonym of the words below by drawing line.
B. Mention the animal you know and classify them in two categories below.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
118
B. Match the animals with its features.
It lives in the water ( ...... )
It has large and sharp teeth ( ...... )
It pulls a cart ( ...... )
It has a trunk ( ...... )
It likes carrot ( ...... )
It has pointed mouth ( ...... )
It produces milk ( ...... )
It has long neck ( ...... )
It moves by jumping ( ...... )
It has a large hard shell ( ...... )
a.
c.
e.
g.
i.
b.
d.
f.
h.
j.
Unit 4
I Love Cat
A. Rearrange the words below.
1. n – y – m – k – o – e :
2. r – i – f – g – a – f - e :
3. s – h – e – o – r :
4. e – g – i – p – o – n :
5. f – a – u – l – b – o – f :
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
119
Pointed mouth Large Intelligent
Friendly Sea Mammal
_____________________________________________________
_____________________________________________________
_____________________________________________________
High Long Dangerous Big Fast
Sharp Unique Hard Long Shy
Unit 4
I Love Cat
A. Fill in the blanks with the appropriate adjectives below.
A crocodile is a ____________ reptile. It has ____________ mouth
and many ____________ teeth. It also has ____________ shell and
____________ tail. It can live in water or land. It hunts mammals
and birds which come to the river.
A kangaroo is a ____________ and ____________ animal. It lives in
Australia. It has two hands, two legs, two ____________ ears and a
snout. A kangaroo also has a pouch where its child can grow. This
____________ animal can jump ____________.
B. In pairs, describe the animal below using the following words.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
120
B E L E P H A N T R U K
U A O R R A X M A U B O
T G N C O R E Q P M A P
T L D A B I L S I U R L
E E O M U S H O R S E A
R E N E F R E D D I E K
F I S L F I L I O N M D
L A O L A N D A K E R E
Y Z L I L G R H H D O E
C R O C O D I L E A N R
Unit 4
I Love Cat
Find ten words related to animals in the box below.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
121
I Want to be a
Dentist
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
122
1
________________
2
________________
3
________________
4
________________
5
________________
6
________________
7
________________
8
________________
9
________________
Are you familiar with the kinds of jobs shown by the pictures below? If so, write the
professions in the space below.
English for Junior High School
Unit 5
I Want to be a Dentist
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123
Keeps the books :
Takes photographs :
Sings in operas :
Controls the games :
Acts in film/drama :
Drives the car :
Operates on patients :
Plays football :
Checks and maintains bus :
Designs fashion and dress :
Unit 5
I Want to be a Dentist
A. Rearrange these words.
1. e-a-m-a-r-n-a-c-m :
2. s-w-d-s-e-a-t-s-e-r :
3. a-h-r-i-s-e-c :
4. m-r-a-f-e-r :
5. i-s-t-a-w-r-s-e :
B. Read the descriptions and decide who they are.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124
Job Work Place Responsibility
Teacher
Doctor
Civil servant
Postman
Farmer
Secretary
Waitress
Mechanic
Singer
Sailor
Restaurant
Office
Field
Ship
TV Station
Government Office
Hospital
School
Garage
Post office
Serve people
Entertain people with songs
Teach students
Serve food
Treat patients
Work in a ship
Type letters
Deliver letters
Grow rice
Fix cars
The man is skillful at cooking, especially cake and bread. He usually works in
a restaurant or hotel. He can make some kinds of cake in each day.
Unit 5
I Want to be a Dentist
A. Matching: job, place of work and responsibility
Draw a line to connect each job, its place of work and its responsibility.
(taken from English on Sky for Junior High School Students )
B. Guessing: What is the job?
Read the following description. What job is being described?
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125
Unit 5
I Want to be a Dentist
Describe your father‟s or your mother„s job in the box below..
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
127
1
_______________
2
_______________
3
_______________
4
_______________
5
_______________
6
_______________
Reading
Playing badminton
Painting
Fishing
Collecting stamps
Camping
Cycling
Listening music
Unit 6
I Like Cycling
Are you familiar with the kinds of hobbies shown by the pictures below? If so, write
the hobbies in the space below.
A. Your teacher will mention some objects related to hobbies. Listen carefully to
him/her and write down what kinds of hobbies are mentioned. The list below
will help to guess the hobbies.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
128
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
7. __________________________
8. __________________________
Unit 6
I Like Cycling
(adapted from The Bridge English Competence for SMP 1)
B. Look at the pictures below. Give names to the person as subject. Add “ing” to the
verbs. For example:
Dance dancing Ika likes dancing.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
129
______________________
______________________
______________________
______________________
______________________
___________________________
___________________________
___________________________
___________________________
___________________________
Listen to music
Study math
Send email
Paul
Laura
Wisnu
Unit 6
I Like Cycling
A. In pairs, tell your friend what Paul, Laura and Wisnu like and dislike. Look at the
table below and follow the example.
Example:
Paul likes listening to music and sending email but he dislike studying math.
B. Go around the class and ask your friends what their hobbies are. Write it in the
box provided.
Your friends‟ names Hobbies
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
130
1. Mike / play badminton
Mike likes playing badminton.
2. Dino and Doni / play basketball
____________________________
3. Jenny / eat apple
____________________________
4. the children / play football
_____________________________
5. Lucy / read book
______________________________
6. the girls / jump the rope
______________________________
Unit 6
I Like Cycling
Build up sentences based on the pictures. Look at the example.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
131
She is Beautiful
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
132
Positive Negative Positive Negative
Active
Hardworking
Patient
Polite
____________
____________
____________
____________
Optimistic
Helpful
Extroverted
Friendly
__________________
__________________
__________________
__________________
Oval
Friendly
Tall
Responsible
Round
Pointed Nose
Chubby
Calm
Well-built
Honest
Overweight
Shy
Slim
Pretty
Lazy
Face Body Personality
Round
Unit 7
She is Beautiful
A. Complete the following in order to find the correct opposite adjective.
B. Group the words below into face, body, and personality. Write the words in each
column.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
133
1 2 3
My brother I
Eyes
Hair
Build
Height
A. Read the following text. Write the differences between I and his brother in the
chart below.
My bother and I look different. I have large eyes and he has
small eyes. We both have brown hair, but I have long, straight hair
and he has short, curly hair. I am short and heavy, while he is tall
and thin. As you see, we are so different.
(taken from Bahasa Inggris Sekolah Menengah Pertama Kelas VII (BSE))
B. Your teacher will read the description of Ardi, Rendy and Paul. Which pictures
do you think match with the description?
Unit 7
She is Beautiful
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
134
Unit 7
She is Beautiful
A. Write sentences to describe people in the picture. Number 1 is done for you.
David has short and curly hair. He is thin and short.
Joan____________________________________________________________
________________________________________________________________
Mr.Potts_________________________________________________________
________________________________________________________________
William _________________________________________________________
________________________________________________________________
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
135
Dishonest
Diligent
Naughty
Tough
Careless
Hard-working
Kind
Impolite
Humble
Unreliable
Lazy
Independent
Unit 7
She is Beautiful
B. With your partner, write a short descriptive text about one of your friends.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Look at the 20 adjectives commonly used to describe people‟s personalities. Decide
which are the positive and the negative in meaning.
Positive:
_____________________________________________________________________________
_____________________________________________________________________________
Negative:
_____________________________________________________________________________
_____________________________________________________________________________
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
137
1.
Beat
2.
3.
4.
5.
6.
Food Beverage
Unit 8
Show Me How...
A. Write down things you eat every day.
B. Name the pictures below with the appropriate verb. Number 1 is done for you.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
138
Pour Put Served Add Blend
Unit 8
Show Me How...
A. Complete the paragraph below with the following verbs.
Juicy Pineapple Juice
First, cup up a piece of pineapple. Then ____________ the pineapple into a
blender. ____________ a half of glass water into the blender. Add a spoonful of
sugar. ____________ some ice cubes into the blender. ____________ for several
minutes. Now, your juice is ready to be ____________ .
B. Rearrange these following sentences into a good order based on the pictures below.
1. Take out the tea bag
2. Put the tea bag into the cup
3. Add sugar and stir it
4. Pour the hot water
a b c d
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
139
Noodle Milk
Fried Egg
Take, Put, Pour, Mix
Unit 8
Show Me How...
In pairs, write the procedure to make the things below. Share it to your friends.
Show the procedure to make a glass of coffee. Use the following verbs.
English for Junior High School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
140
Teacher
Guidelines
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
141
Come in
A. Ask the students to complete the chart.
B. Put the students in pairs to tell each other about their family members. Ask
them to mention how many people in their family and their names.
C. Ask 2 or 3 groups to share in front of the class.
Work it out
A. Ask the students to read the text.
B. Ask the students to complete Anna‟s family tree based on the text.
C. Ask 2 students to write down their answer in the board. Then, discuss it
together.
D. Ask the students to complete the sentences as the example.
E. Discuss the answer orally.
Make it better
A. Ask the students to write sentences as the example based on the pictures.
B. Ask some students to write the answer in the board and then check the answer
together.
C. Ask each student to make their family tree.
Do it over
Ask the students to find the words related to family in the box.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
142
Come in
A. Ask the students to write ten things which are in the classroom.
B. Ask students to write their answer in the board. Then discuss it together.
C. Ask the students to match the words with the pictures by drawing line.
Work it out
A. Ask the students to match the things in column A and B by drawing line.
B. Ask some students to share their answer.
C. Give some instruction and then ask the students to listen to you and do or
practice the instruction.
Instruction:
1. Point at the board
2. Lift your book
3. Take your pencil
4. Raise your left hand
5. Sit down
6. Write down your name
Make it better
A. Ask the students to name the activity given as the example.
B. Discuss the answer orally.
C. Ask the students to write instructions as the example.
Do it over
Ask the students to write ten things in the classroom based on the picture.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
143
Come in
A. Ask the students to mention fruit and vegetable they like
B. Ask students to complete the table.
C. Ask some students to share their answer.
D. Ask the students to guess the word which doesn‟t belong to the same class.
E. Discuss the answer together.
Work it out
A. Give the students the example of shopping list.
B. Ask the students to read the dialogue.
C. Ask the students to make Lala‟s shopping list based on the dialogue.
D. Ask 3 students to share their answers.
E. Ask the students to read mother‟s shopping list. Then, ask them to guess what
mother is going to make.
Make it better
A. Ask the students to make a shopping list.
B. Discuss the answer orally.
C. Put the students in pairs to share their favorite food. Then, ask them to make
shopping list of the ingredients needed to make the favorite food.
Do it over
Ask the students to write things they know and classify the things based on the
colour.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
144
Come in
A. Ask the students to mention animal they like.
B. Ask students to match the words with its antonym by drawing line.
C. Discuss the answer orally.
D. Ask the students to mention animal and classify them in two categories (tame
and wild).
E. Discuss the answer together.
Work it out
A. Ask the students to rearrange the words.
B. Discuss the answer together.
C. Ask the students to match the animal with its features.
D. Ask ten students to share their answer and discuss the correct answer together.
Make it better
A. Ask the students to fill in blanks with the appropriate adjectives.
B. Ask two students to read the answer. Tell them the correct answer.
C. Put the students in pairs to write description about the animal.
D. Ask them to submit their works.
Do it over
Ask the students to find ten animals in the box.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
145
Come in
A. Ask some students to share what they want to be.
B. Ask students to write the professions based on the pictures.
C. Discuss the answer orally.
Work it out
A. Ask the students to rearrange the words.
B. Discuss the answer together.
C. Ask the students to guess the professions based on the descriptions.
D. Discuss the answer with the students.
Make it better
A. Ask the students to match the profession with the place of work and
responsibility.
B. Discuss the answer together.
C. Ask the students to guess the job based on the description.
Do it over
Ask the students to describe their father or mother job.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
146
Come in
A. Ask some students to share their hobbies.
B. Ask students to write the hobbies based on the pictures.
C. Discuss the answer orally.
Work it out
A. Mention some objects related to hobbies. Ask the students to listen to you and
write down what kinds of hobbies are mentioned.
1. hook
2. tent
3. Shuttlecock
4. Radio
5. Bicycle
6. Brush
7. Stamps
8. Book
B. Discuss the answer together.
C. Ask the students to write sentences as the examples.
D. Ask some students to write their answer in the board. Correct their answer.
Make it better
A. Put the students in pairs to state what Paul, Laura and Wisnu like and dislike
based on the table.
B. Go around and check their activity.
C. Ask the students to go around and find information about their friends‟
hobbies.
D. Ask some students to share their finding.
Do it over
Ask the students to write sentences as the example.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
147
Come in
A. Ask the students to complete the table.
B. Ask some students to read their answer. Correct them.
C. Ask the students to group the words in three categories.
D. Discuss the answer orally.
Work it out
A. Ask the students to read the text. Then, ask the students to mention some
words related to describing people.
B. Ask the students to write the differences between me and my brother.
C. Discuss the answer with the students.
D. Read the description of Ardi, Rendy and Paul. Ask the students to name the
picture based on the description.
Ardi : He is sporty. He likes to wear t-shirt and shorts. He is short and thin.
Paul : He has pointed nose. He is rather big. He likes to wear formal dress such
as tie and trouser.
Rendy : He is short and thin. He has short straight black hair. He wears glasses.
E. Discuss the answer orally.
Make it better
A. Ask the students to write sentences as the example.
B. Ask three students to write down their answer in the board. Correct them.
C. Ask the students to write description of one of their friends.
D. Ask 2 or 3 students to come in front and read their description. The other
students guess who is described.
Do it over
Ask the students to decide the words in two categories.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
148
Come in
A. Ask the students to write the food they eat every day
B. Ask some students to read their answer. Correct them.
C. Ask the students to name the pictures.
D. Discuss the answer orally.
Work it out
A. Ask the students to complete the paragraph.
B. Discuss the answer with the students.
C. Ask the students to rearrange the procedure based on the pictures.
D. Discuss the answer orally.
Make it better
A. Put the students in pairs and ask them to write procedure to make the things in
the pictures.
B. Ask some students to write down their answer in the board. Correct them.
Do it over
Ask the students to write procedure to make a glass of coffee.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
150
Come in
General Female Male
Grandparent Grandmother Grandfather
Grandchildren Granddaughter Grandson
Parent Mother Father
Children Daughter Son
Siblings Sister Brother
Work it out
B. Anna‟s Family Tree
C. Complete sentences
1. Fendi is Diana‟s husband.
2. Anna is Fendi‟s daughter
3. Ferlita is Diana‟s daughter in law
4. Raka is Anna‟s nephew
5. Keyka is Rafa‟s aunt
6. Ferlita is Anna‟s sister in law
7. Rio is Rafa and Raka‟s father
8. Rafa is Fendi and Diana‟s grandson
Ferlita Rio
Rafa Raka
Anna Keyka
Fendi Diana
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
151
Make it better
A. Build sentences
1. Ben is Linda‟s brother.
2. Sarah is Ben‟s cousin.
3. Peter is Timothy‟s grandfather.
4. John is Robert‟s uncle.
5. Sarah is Paul‟s daughter.
6. Ruth is Linda‟s mother.
7. Susan is Paul‟s wife.
8. Ruth is Mary‟s daughter in law.
Do it over
M Z H U S B A N D O
Y E Z N E Q B A N L
T B U C S I S T E R
N F E L O P O V S A
I I X E F L N O U M
S L C Y J A E N G O
U M A K H W T U A T
O J W I F E D H K H
C H I L D G I R E E
R U L B R O T H E R
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
152
Work it out
A. Matching
Column A Column B
Pen
Eraser
Calculator
Sharpener
Map
Bag
Crayon
Scissor
=
=
=
=
=
=
=
=
to write something
to erase our handwriting
to calculate numbers
to sharpen pencil
to show the position of countries
to bring our books and other things
to color a picture
to cut things
Make it better
A. Naming
1. Point the globe 2. Clean the blackboard
3. Read the book 4. Draw a picture
5. Stand up 6. Raise your hand
B. Writing (optional)
1. Open the door.
2. Look at the pictures.
3. Write a letter.
4. Listen to music/radio.
5. Ask a question.
6. Put your bag in the floor.
7. Take your bag.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
153
8. Touch your lips.
9. Enter the room.
10. Close the window.
Do it over
1. Book
2. Chair
3. Blackboard
4. Table
5. Map
6. Globe
7. Computer
8. Bookshelf
9. Clock
10. Ruler
11. Pen
12. Rubber
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
154
Come in
A. Complete the table.
Peas Lettuce Onion
Broccoli Ginger Kiwi
Cherries Corn Pepper
Garlic Chicken Pizza
B. Odd Word Out.
1. Cheese
2. Sweets
3. Potato
4. Yogurt
Work it out
A. Make a shopping list
B. Guessing
Fried Rice
Shopping List
A kilogram of meat
10 packs of noodle
2 kg of sugar
a bottle of frying oil
a can of milk
3 kg of potatoes
a kg of carrot
a sack of rice
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
155
Make it better
A. Writing Shopping List
Carrot
Cauliflower
Snow peas
Celery
Chicken
Onion
Garlic
Salt
Sausage
Peas
Do it over(optional)
Mentioning and Classifying
White Thing Yellow Thing Red Thing Green Thing
Sugar
Bread
Milk
Coconut
Garlic
Cauliflower
Banana
Orange
Pear
Cheese
Corn
Butter
Lemon
Pineapple
Chili
Apple
Watermelon
Strawberry
Tomato
Cherry
Onion
Jam
Bean
Spinach
Broccoli
Cabbage
Peas
Lettuce
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
156
Come in
A. Matching
Tame = wild
Big = small
Long = short
Sharp = dull
Fast = slow
Strong = weak
Fat = slim
Short = tall
Hard = soft
Thin = thick
B. Mentioning
Wild Animal Tame Animal
Lion
Tiger
Crocodile
Snake
Elephant
Whale
Dog
Cat
Chicken
Mouse
Rabbit
Monkey
Goat
Pigeon
Work it out
A. Rearranging
1. Monkey
2. Giraffe
3. Horse 5. Buffalo
4. Pigeon
B. Matching
1. f
2. i
3. b
4. g
5. e
6. h
7. d
8. c
9. a
10. j
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
157
Make it better
A. Fill in blanks
A crocodile is a dangerous reptile. It has large mouth and many sharp
teeth. It also has hard shell and long tail. It can live in water or land. It
hunts mammals and birds which come to the river.
A kangaroo is a unique and fast animal. It lives in Australia. It has two
hands, two legs, two big ears and a snout. A kangaroo also has a pouch
where its child can grow. This shy animal can jump high.
B. Describe
This mammals is a sea animal. It looks like a large fish with a pointed mouth. It is
very intelligent and friendly towards humans.
Do it over
B E L E P H A N T R U K
U A O R R A X M A U B O
T G N C O R E Q P M A P
T L D A B I L S I U R L
E E O M U S H O R S E A
R E N E F R E D D I E K
F I S L F I L I O N M D
L A O L A N D A K E R E
Y Z L I L G R H H D O E
C R O C O D I L E A N R
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
158
Come in
A. Complete the table.
1. Carpenter
2. Dentist
3. Cook
4. Nurse
5. Police
6. Teacher
7. Postman
8. Tailor
9. Doctor
Work it out
A. Rearranging
1. Cameraman
2. Stewardess
3. Cashier
4. Farmer
5.
5. Waiters
B. Deciding
1. Librarian
2. Photographer
3. Singer
4. Referee
5. Actor
6. Driver
6. Surgeon
7. Football Player
8. Mechanic
9. Designer
Make it better
A. Matching
Job Work Place Responsibility
Teacher
Doctor
Civil servant
Postman
Farmer
Secretary
Waitress
Mechanic
Singer
Sailor
School
Hospital
Government Office
Post office
Field
Office
Restaurant
Garage
TV Station
Ship
Teach students
Treat patients
Serve people
Deliver letters
Grow rice
Type letters
Serve food
Fix cars
Entertain people with songs
Work in a ship
B. Guessing Baker
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
159
Come in
A. Naming.
1. Reading a book 2. Listening to music 3. Singing a song
4. Bicycling 5. Jogging 6. Playing Football
Work it out
A. Guessing
1. Fishing
2. Camping
3. Playing Badminton
4. Listening Music
5. Cycling
6. Painting
7. Collecting Stamps
8. Reading
B. Building up sentences
A likes running.
B likes walking.
C likes singing.
D likes swimming.
E likes diving.
F likes climbing.
G likes skating.
H likes bicycling.
I likes jumping.
Do it over
2. Dino and Doni like playing football.
3. Jenny likes eating apple.
4. The children like playing football.
5. Lucy likes reading book.
6. The girls like jumping the rope.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
160
Come in
A. Antonym
Active = passive
Hardworking = lazy
Patient = impatient
Polite= impolite
Optimistic = pessimistic
Helpful = selfish
Extroverted = introverted
Friendly = unfriendly
B. Classifying
Face Body Personality
Oval Tall Friendly
Round Well-built Responsible
Pointed Nose Overweight Calm
Chubby Slim Honest
Chubby Shy
Pretty Lazy
Work it out
A. Writing the differences.
My brother I
Eyes Large Small
Hair Long, straight Short, curly
Build Heavy Thin
Height Short Tall
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
161
B . Matching
1 = Paul 3 = Rendy
2 = Ardi
Make it better
A. Writing
Joan has long and straight hair. She is thin and short.
Mr. Potts is bald. He has beard. He is thin and tall.
William has short and straight hair. He is slim and short.
Do it over
Deciding Positive & Negative
Positive:
diligent, tough, hard-working, kind, humble, independent
Negative:
dishonest, naughty, careless, impolite, unreliable, lazy
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
162
Come in
B. Naming
2. Boil 5. Roll
3. Pour 6. Wash
4. Slice
Work it out
A. Completing
Juicy Pineapple Juice
First, cup up a piece of pineapple. Then put the pineapple into a blender. Pour
a half of glass water into the blender. Add a spoonful of sugar. Add some ice
cubes into the blender. Blend for several minutes. Now, your juice is ready to
be served .
B. Rearranging
1. Pour the hot water
2. Put the tea bag into the cup
3. Add sugar and stir it
4. Take out the tea bag
Make it better
Noodle
Boil the water
Put the noodle into the boiled water
Add the seasoning and oil
Mix it
Pout it to the bowl
Milk
Pour the water into glass
Get three of milk
Put the milk into the glass
Mix it
Fried Egg
Heat up the oil in frying pan
Toss the egg
Add salt
Put the fried rice on a dish
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
163
Do it over
Procedure to make a glass of coffee
1. Take a half spoonful of coffee and sugar
2. Put them into the glass
3. Pour hot water into the glass
4. Mix it well
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
164
REFERENCES
Azar, B.S. 1989. Understanding and Using English Grammar. New Jersey:
Prentice Hall Regents.
Kristono, dkk. 2004. The Bridge English Competence for SMP 1. Surabaya:
Yudhistira.
Kumalarini,Th., dkk.2008. Contextual Teaching and Learning: Bahasa Inggris
Sekolah Menengah Pertama/Madrasah Tsanawiyah Kelas VII Edisi 4 (BSE).
Jakarta: Pusat Perbukuan, Departemen Pendidikan.
Mukarto, dkk. 2004. English on Sky for Junior High School Students. Jakarta:
Erlangga.
www.clipart.com
http://youronlinenglishclass.com.pt/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI