THE EFFECT OF USING SONG LYRICS ON STUDENTS’
ENGLISH PHRASAL VERBS MASTERY
(A Quasi Experimental Study at The Tenth Grade of SMK NUSANTARA 01 )
“A Skripsi “
Presented to faculty of Tarbiyah and Teachers’ Training in Partial Fulfillement of
the Requirements for Degree of Strata 1 in English Language Education.
By:
IKOH
109014000021
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
ENDORSEMENT SHEET
The Examination Committe of the Faculty of Tarbiyah and Teachers' Traning
sertifies that the "skripsi" ( Scientific Paper) entitled "The Effict of Using Song Lyrics on
Student' English Prhasal Verbs Mastery" ( A Quasi Experimental Study at The Tenth Grade
of SMK Nusantara, Ciputat Tangerang Selatan). Written by IKOH, student's registation
number: 109014000021, was eximaned on 22rh of June 2016. The Skripsi has been accepted
and declare to have fullfilled one of the requirements for the degree S.Pd. In English
Language Education on the Departement of English Education.
The Examination Commite
Chairman Dro Alek,M.Pd.
NIP。 19690912200901002
Secretary Zaharil Anasy,Ⅳ I.Hum。
NIP.197610072007101002
Examiner I Dro Atiq Susilo,PIIA.
NIP.194911221978031001
Examiner II Atik Yulivani,ⅣIA TESOL.
NIP,198404102015032003
Dean of Faculty Traning
ledment by:
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Nama :lkoh
Tempat/Tgl,Lahir : Tangerang 23 Oktober 1990
N IⅣ l :.109014000021
.Turusan i Prodi : I)endidilian Bahasa Inggris
.lr-rdul Skripsi : -fl-rc lrl'I'ect o1'l.,sir"rg Song I-1,rics on Students' IrnglisJr Phrasal
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l)crrrr atutn ini rl ibuat scbagai salah satLr s\ alal nrcncn'r1-ruh [.jian \,1 rurarllrsva)r
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i
ABSTRACT
IKOH, 2016. The Effect of Using Song Lyrics on Student’ English Prhasal
Verbs Mastery” ( A Quasi Experimental Study at The Tenth Grade of SMK
Nusantara Ciputat Tangerang Selatan). Skripsi, Department of English Education,
Faculty of tarbiyah Teacher’s Tranining, UIN Syarif Hidayatullah Jakarta.
Key word: Phrasal Verb, Song lyric
The objective of this study is to get the empirical data about the effect of
using song lyrisc on students’ English phrasal verbs mastery at the tenth grade of
SMK Nusantara 01 Ciputat Legoso especially in marketing majoring. The method
used in this thesis was quantitative method the quasy-experimental research
design. The sampling technique used in this study was quota sampling. The
sample of this study was 60 students taken from the tenth grade of SMK
Nusantara Ciputat legoso, which are 30 students as experimental class and 30
students as controlled class. In collecting the data, the writer conducted post-test
about phrasal verb that using song lyrics test which consisted of 30 multiple
choices. In this reaearch, there were seven meetings for treaments include pre-test
and post-test that use the song lyrics as the main subject for learning phrasal verb
in the class.
The gained score of Pre –test and post –test in the expermental class was
72,83 and for the controlled class was 66,13 The testing of hyphothesis was
analyzed using t-test formula. The result of this study shows that there is
significance difference on srudents’ achivemement in mastering pharsal verbs that
is taugh be using English song lyrics. In the table of significance, it can be seen on
the df=58 and in significance degree or α (alpha) 5% was 2.00. Then, t-test score
was 17,84. By comparing the value is bigger than , that is 17,84 > 2.00 or the
t-test> t-table, the alternative hyphothesis (Ha) is accepted and null hyphpthesis
(Ho) is rejected alternative it can be concluded that song lyrics is effective on
students’ phrasal verb mastery at the tenth grade of SMK.
ii
ABSTRAK
IKOH, 2016. The Effect of Using Song Lyric on Student’ English Prhasal
Verbs Mastery” ( Sebuah penelitian Eksperimental semu di kelas X SMK
Nusantara Ciputat Tangerang Selatan). Skripsi Jurusan pendidikan Bahasa Inggris
Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Key word: Phrasal Verb, lirik lagu
Penelitian ini bertujuan untuk mendapatkan data empirik tentang
penggunaan lirik lagu pada penguasaan phrasal verb apakah penggunaan lirik lagu
dapat efektif dalam meningkatkan phrasal verb pada murid kelas X SMK
Nusantara 01 Ciputat Legoso terutama di jurusan pemasaran. Metode yang
digunakan dalam penelitian ini adalah metode kuantitatif dan desain
eksperimental semu. Tekhnik sample yang di gunakan adalah Quote sampling.
Sampel yang di gunaakan dalam penelitian ini adalah 60 siswa yang di ambil dari
kelas sepuluh SMK Nusantara Ciputat legoso, 30 siswa dari kelas eksperimental
dan 30 dari kelas kontrol. Dalam pengumpulan data, penulis menggunakan post
test tentang phrasal verb yang menggunakan tes lirik lagu yang terdiri dari 30
pilihan ganda. Dalam peneletian ini ada tujuh pertemuan untuk perlakuanya
termasuk dalam pre-test dan post-test nya yang menggunakan lirik lagu sebagai
subjek utamanya dalam pembelajaran phrasal verb di kelas.
Hasil perolehan pada nilai pre test pada kela eksperimental 72,83 dan
pada kelas kontrol adalah 66,13.Pengujian hipotesi dianalisismenggunakan rumus
t-test . hasil dari penelitian ini menjunukan bahwa ada perbedaan signifikan dalam
pencapaian siswa tentang penguasaan phrasal verb yang di ajarkan melalui lirik
lagu bahasa Inggris. Dalam table signifikan, dapat di lihat bahwa df=58, di mana
taraf signifikan atau α (alpha) 5% adalah 2.00. kemudian hasil skor t-test adalah
17,84. Perbandingan antara hasil t-table dengan t-test adalah lebih besar
dari , yaitu 17,84 > 2.00atau t-test> t-table, hipotesi alternatif (Ha) adalah diterima dan hipotesi nihil (Ho) adalah di tolak. Maka dapat di simpulkan bahwa
penggunaan lirik lagu bahasa Inggris efektif dalam penguasaan phrasal verb untuk
siswa SMK kelas sepuluh.
iii
ACKNOWLEDGEMENT
In the nam of Allah, the Beneficient, th Merciful.
All Praises to be Allah, Lord of the worlds who blessed the researcher in
completing this “skripsi” entitled The Effect of Using Song Lyric on Students’
English Phrasal Verbs Mastery (A Quasy Experimental study in the Tenth Grade
of SMK). Peace and Blessing be upon the Prophet Muhammad, his family and his
companion and his followers.
On this oppurtunity, the writer woud like to express her greatest gratitude
and honor to her beloved parents, Maryati who always never stop giving the
greatest love, prayer, and support to her finishing this “Skripsi”
Furthermore, the writer would like to address her honor great and deepest
gratitude to her advisor Drs. Nasifuddin Djalil, M.Ag and Zaharil Anasy, M.Hum
who have given their consultation with full patience, helps, kindness and valuable
guidance as valuable advice during completing this “Skripsi”.
The writer relize that without support and motivation from people arround
her, she could not finish this “Skripsi”. Therefore she would like to give her
deepest apreciatiation to”
1. Prof. Dr. Ahmad Thib Raya, MA, as the Dean of Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd as the Head of English Education Department and Zaharil
Anasy, M. Hum, as the secretary of English Education Departement.
3. All lecture, escpecially those at English Education Department and Dr.
Atiq, MA, as her academic advisor who always give their motivation and
valuable knowledge durig her study at faculty of Tarbiyah Teachers’
Training of Syarifhidayatullah State of Islamic University Jakarta.
4. Drs. H. Hudlori Ma’arief, M.pd as the Headmaster of SMK Nusantara 01
Ciputat Legoso for giving permission to the writer to do research and Rini
Ramdani as the English Teacher for sincere help, time and guidence.
5. The first grade students of SMK Nusantara 01, especially for X-1 PMS
for being participents in this research.
iv
6. All friends who always give me support, help, and knowledge they have
shared.
Finally, the writer admits that her wrting is still far for being perfect.
Therefore, she hopes some suggetion and critique from the reader
especially who are interested in English Education Department.
Jakarta, June 2016
The Writer
v
TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i
ABSTRAK ............................................................................................................. ii
ACKNOWLEDGMENT...................................................................................... iii
TABLES OF CONNTENTS ................................................................................. v
LIST OF TABLES .............................................................................................. vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I. INTRODUCTION ......................................................................... 1
A. Background of study ................................................................ 1
B. Identification of the problem ................................................... 3
C. Limitation of the problem......................................................... 4
D. Formulation of the problem ..................................................... 4
E. Objective of study ................................................................... 4
F. Significance of study ............................................................... 4
CHAPTER II. THEORETICAL FRAMEWORK........................................... 5
A. Phrasal verb ........................................................................ 5
1. Definition of Verb ............................................................... 5
2. Definition of Phrasal verb .................................................... 6
3. Types of Phrasal verb .......................................................... 6
4. The Importance of phrasal verb .......................................... 7
5. The difficult of phrasal verb ............................................... 8
6. Phrasal verb and Idiom ......................................................... 8
7. Technique of Teaching Phrasal Verb ................................... 9
B. Music, Lyric and Song ........................................................... 10
1. Definition of Music ........................................................... 10
2. Definition of Lyric ............................................................ 11
vi
3. Definition of Song .............................................................. 11
C. Why song lyrics? .................................................................... 12
1. Advantages and Disadvantages of using song. ................. 13
2. Choice of song ................................................................... 13
3. The Benefit of using music in class .................................. 14
4. Technique for presenting song ......................................... 15
D. Previous Studies ..................................................................... 16
E. Thinking Framework .............................................................. 17
F. Research Hypothesis ............................................................. 18
CHAPTER III. RESEARCH METHODOLOGY ........................................... 19
A. Place and Time of the Reseach ............................................... 19
B. Method and Design of the Reseach ........................................ 20
C. Population and Sample ........................................................... 20
D. Technique of Collecting the Data ........................................... 20
E. The Content of Intervention .................................................. 21
F. Technique of Analysis the Data ............................................. 21
G. Statistic Hypothesis ................................................................ 23
CHAPTER IV RESEARCH FINDINGS ........................................................... 25
A. The Description of the Data. ................................................... 25
B. The Data Analysis ................................................................... 28
C. Test of Hyphothesis ................................................................. 32
D. Data Interpretation .................................................................. 33
CHAPTER V CONCLUSIONAND SUGGESTION ....................................... 34
A. Conclusion .............................................................................. 34
B. Suggestion .............................................................................. 35
BIBLIOGRAPHY ................................................................................................ 36
APPENDICES ...................................................................................................... 38
vii
LIST OF TABLES
Table 3.1 The timeline of the research ............................................................................ 19
Table 4.1 The Score of Post Test of Experimental Class ................................................. 25
Table 4.2 Score of Post Test Controlled Class ................................................................ 27
Table 4.3 The Result of Comparison of Post Test from Eperimental Class and Controlled
Class................................................................................................................................. 28
viii
LIST OF APPENDICES
Appendix 1 : Test of Validity ........................................................................... 38
Appendix 2 : Pre Test Instrument ..................................................................... 40
Appendix 3 : The Answer Key of Pre Test ........................................................ 43
Appendix 4 : Lesson Plan of Experimental Class ............................................... 44
Appendix 5 : lesson Plan of Controlled Class .................................................. 78
Appendix 6 : Post Test Instrument .................................................................... 98
Appendix 7 : The Answer Key of Post Test Instrument ................................. 101
1
CHAPTER I
INTRODUCTION
A. Background of Study
Mastering a foreign language is one of the important things that is needed in
globalization era, because English is the most commonly used language among
people in this wolrd as communication.In order to make a good commnication,
students have to understand the language.Then, in order to make understand a
language, students have to be skilled in vocabulary. While the students have lack
of vocabulary, they can not express the idea and opinion. In other words,
vocabulary is one of several things as the main part of understanding English.
Actually there are some common techniques that students can do for
understanding vocabulary, such as memorizing, repetition and recall the word all
the time in daily life. According to McCartinJannesaid that” Learning vocabulary
is largely about remembering, and students generally need to see, say, and write
newly learned words many times before they can be said to have learned them1.
Therefore to delivery about what to say in English, students have to know a lot of
vocabulary in written or spoken language.
As regard the reality, learning new vocabularry or phrasal verb is not easy. It is a
fact when the reseacher practiced The Integrated Teachers’ Training – Praktek
Profesi Keguruan Terpadu ( PPKT), there were some students said” There were
words that were still difficult to understand. They did not know the meaning and
the differences of words such as “put on, put in, put back, and also looking for,
knocked on, knock out” etc. Those words often appear in any reading text of
TOEFL, News or Songs etc. Then the reseacher tell those words are contain verb
and preposition and that is phrasal verb.According to Benjamin J White on
America Dictionary Heritage said ” Phrasal verb is combination an ordinary verb
1Mc Carten Janne.Teaching Vocabulary(Lessons from the Corpus,Lessons for the
Classroom), New York, Cambridge University Press, 2007. P21
2
and a preposition or an adverbial particle that has at least one partical meanings of
the verb and the preposition or particle”2
Based on problem above, it is proved that students at SMK (Vocational School)
were still hard to understand and learn vocabulary especially in phrasal verb.
Based on what a researcher has observed in that school, there are some factors that
reseacher has found. There are teaching progres is not control, it is less of
motivation, the student’s environment is not support for learning, it is instant of
learning reference, student’s desire is highly, but sometimes teacher’s knowledge
reference or varieties teaching is slow and less attantion in vocabulary while
learning process.
Therefore to make students motivated and enjoyable to study phrasal verb, the
teacher should be creatively in delevering material. The teacher should use
variative strategies in teaching learning. One of strategy that can be used by
teacher is using media to support the teaching learning process. One of the media
is English song lyrics.
Song is practical and easy to follow. Every human certanly would listening to the
music whenever and wherever through Mp3, Mobile Phone, Radio, Televition,
Laptop etc. Music is always fun to do because music is familiar with human habit.
In order to get the most out of experince in speaking, reading or prononciating;
learning vocabulary with music, song and lyric together is one of the first steps of
learning a foriegn language.
However, music and song are not just entertaiment, it is also valuable to be a
language teaching tool because in the song, there are some kinds of lyrics. Song is
flexible for any puprose, moreover for getting a number of vocabulary. Especially
in English song, there are some kinds of vocabulary forms, pattern, idiom and
phrasal verb. Moreover Students usually like singing even in the classroom, it
builds confidence for students to reach good achievment in learning of new
2White J Benjamin. A Conceptual approach to the instruction of phrasal verb,(The
Modern language Journal)Vol. 96, No. 3 (Fall 2012), pp. 419
3
vocabulary. Musics and songs are available in many countries around the world.
Song may employ to enhance the listening, pronunciation, acquiring grammatical
and vocabulary.
Toward students’ difficuties in phrasal verb, song lyric can help student to
enrich English phrasal verb. According John M. Purcel ”Often as student learn
song there will be number of vocabulary”3 Then with song lyrics, it is expected
to help students interested, confident, motivated and easy to follow an activity of
English classroom with fun and meanigful way and also easy in memorization,
repetation and recalling the word with comfort, inetrestedin learning language of
phrasal verb.
Therefore based on description above, the reseacher formulated the topic in
her Skripsi with the title: “ The Effect of Using Song Lyrics on Students’ English
Phrasal Verbs Mastery”
B. Identification of The Problem
Based on the background above, the problem can be identified as follows:
1. The Vocational students (SMK) still have difficulties in undestanding
phrasal verb. Besides they can not underatand while reading text and can
not convey idea clearly because thier limited kinds of vocabulary of
phrasal verb.
2. The student’s environment is not supportive for learning vocabulary or
phrasal verb.
3. The students were less motivated because the time was not controlled,
the instant of learning reference, and also less emphasize in vocabulary
learning process,
4. Student’s desire is high, but teacher’s knowledge, reference and varieties
teaching are low.
3John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, March
1992. P 193
4
C. Limitation of The Problem
Based on the identification above, the limitation of the study is to find out the
effectiveness of song lyrics to enrichstudents’ phrasal verbs for SMK (Vocational
school)at the tenth grade.
D. Formulation of The Problem
Based on the limitation above, the formulation of the following problem is as
follows:
Is there any effectbefore and after using song lyrics on student’s English
phrasal verbs mastery?
E. Objective of study
The Objective of this study is to get the empirical data of using song lyrics on
students’ English phrasal verb mastery.
F. Significance of study
The researcher expected this research has many impact and advantages for
students in learning. So that they can be motivated, interested, fun, enjoyed and
comfortable in language classroom. For the teacher in these finding can improve
their teaching’s ability and be creative learning in vocabulary.
5
CHAPTER II
THEORETICAL FRAMEWORK
This chapter present theoretical framework that discusses some topics. The
first one is phrasal verb which cover definition of verb, definition of phrasal verb,
type of phrasal verb, the important of phrasal verb, the difficult of phrasal verb,
idiom and phrasal verb, technique in teaching phrasal verb. The second discusses
about music, song and lyric.
A. Phrasal verb
Studying language can not separated from phrasal verb, because phrasal
verbs are very important in English language. Students who want to learn a target
language and improve their languagae quality, have to learn this component.
1. Definition of Verb
Every sentence has subject and verb. Who or what the sentence speaks about
is called subject; what the sentence says about the subject is called the verb1. In
Barron‟s book of Toefl Test, a verb is a word or phrase that expresses existence,
action and experience.2 A Verb also is a word that used in present and past tenses;
it has both an-s form and an-ing form.3
The verb is the important part in learning English and also phrasal verb. The
verb has many different form. Based on the book of a Students‟s Introduction to
English Grammar said that Verb are Variable Lexemes. That is, they have a
number of different inflectional form that are requared or permitted in various
grammatical contects.
1Langan John. Sentencce Skill, From A Seventh Edition, (New York : Mc Graw Hill 2003) p
90 2 Barron‟s. How to Prepare for the Toefl Tes, (Jakarta Barat: Binarupa Aksara 2000) p 81
3 Kolln Martha and Funk Robert. Understanding English Grammar Eighth Edition, ( New
York: Longman 2010) P23.
6
For example the lexem Fly has a form flew that is permitted in a contects like Kim
has flown home or kim flew home.4
2. Definition of Phrasal Verbs
Pharasal verb is important part in English learning spoken or written and also
language style in communication. Generally phrasal verb is defined as a verb and
particle combination. Pharasal verbs they contain two words. In phrasal verb, the
first word is a verb and the second word is called a partical.5
In the Ultimate of Phrasal verb, phrasal verbs are either separable and
nonseparable. Separable phrasal verb can be separated by their object. E.g I took
my shoes off. Nonseparable phrasal verb cannot be separates by their object. E.g
he run into tree.6
Based on Scott Thornbury said” Phrasal Verbs are another instance of the
fuzziness at the boundary between words and grammar. They are partuiculary
problematic for learners both because of lexical meaning (which are often
idiomatic) and their grammatical form.7
3. Types of Phrasal Verbs
Phrasal verbs has many types, and to be mastery Pharasl verb, it is very
important to know the difference about it. Based on Scott Thornbury there are
four types of phrasal verb: 8
Type 1: intransitive e.g come to ( recover consciousness) These don‟t take an
object.
4 Huddleston Rodney and Pullum Geoffrey K. A Student’s Introduction to English Grammar,
(New York: Cambridge University Press 2005). P29 5 Altenbergh EveleynP and and Vago Robert M. English Grammar Understanding Basic,
(New York: Cambridge University Press 2010). P 38 6Carl W.Hart. The Ultimate Phrasal Verb Book, (New York : Barron‟s 1999)P 01
7Thonrbury Scott. How to teach Vocabulary, ( London: Longman, 2002) p123
8Thonrbury Scoth.Op.cit, P 123
7
Type 2 : transitive insepaarable e.g look into ( insvatigate)These must take an
object which always comes after the verb.
Type 3 : transitive separable e.g put off (postpone)The object can either come
between the verb and the particle or after the verb. If we use pronoun
than it must go between.
Type 4: three parts e.g put up with (endure) these are always intransitive
Insparable. From these type, student can learn the different of phrasal verb
in English. It is more easy to understand for student to know the clasify of
phrasal verb.
4. The Importance of Phrasal Verb
Phrasal verb are very important for learners because they are so prevalent in
everyday spoken and informal written language. It is something sooner or later,
students have to learn of phrasal verb because a native speaker use them all the
time and it is also important part of the English language. Phrasal verbs are in
very common use in spoken and colloquial English. However they are idiomatic
and students need to give them special attention if they wish to speak the language
fluently.9 Therefore Learning phrasal verb make it language be quality, familiar
more than one or two meaning of language, in addition learning to use phrasal
verb will encourage students sound natural in casual converstaion. Idioms and
phrasal verb are an important part of every language. Therefore, as a language
learner, knowing idioms is useful in at least two ways: The more idioms that
learner know, the more native-like a language will sound; By learning idioms,
students will learn a lot about the culture of the community speaking the language.
9Marion Caragounis. Phrasal Verb and Their Importance In Spoken.
https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-spoken-english-2/ accesed on
July 16/07/2016. 06:01 PM
8
5. The difficulty of phrasal verb.
Pharsal verb are extremly common language and it is still difficult to learn
for students because many of them are idiomatic and also have more than one
meaning. There are the main reason for this:10
a. In many cases the meaning of the phrasal verb can not be deduced from
its element, ie., it is being used idiomaticaly.
b. Many phrasal verb are polysemous; i.e., they have more than one
meaning.
c. There are difficult with grammar of phrasal verb, particulary with the
position of the particels.
In other words, even though phrasal verb are still difficult to learn, phrasal
verb also a common language which is used of many native speaker and also used
in everyday spoken and written language. There fore song lyrics are very useful
tool for leraning phrasal verb because it was fun and entertaining.
6. Idiom and Phrasal Verb
Most phrasal verbs are not informal, and slang words. Usually many the
words of phrasal verb often appear in song lyrics. Sometimes phrasal verbs are
also idiomatic built has different idioms use as a way of expressing ourselve.
Idiom are very important language. Idiom and phrasal verb also make a language
sound very creative, often the good writer use idiomatic expressions and
sometimes they have different meaning. Both of them are part of the language
which is used in common foreignlanguage. Idiom Usually they have a meaning
other than the exact word expressed.11
Idioms are saying people used to express
themselves in converation. They have another meaning other than what actually
10
Shoebottom Paul. The Impotant Information about Phraal Verb,
http://esl.fis.edu/voca/phrasal/prsasal-important.htm. accesed on February 02/16/2016/4:55 PM 11
George Watson. 190 Ready to Use Acitivities That Make English Fun, ( San Francisco:
Jossey Bass 2002) p 161
9
say.12
Idioms could define as expressions whichhave an idiosyntractic meaning
whhich is not a purely compositional function of the meaning of their indifidual
part: e.g Be careful not to upset applecart.13
In other words, pharsal verb are
multiple particels and words, it consits transitive and intransitive.
7. Technique in Teaching Phrasal verb
There are hundreds of phrasal verbs and phrasal verbs is not easy stuff to
learn. Actually many techniques for leaning vocabulary and phrasal verb in the
class. The teacher can use anything of teaching tools according what the lesson
and material.
Phrasal verbs sometimes the less common teaching lesson in the class. Not all
students concern in learning vocabulary of phrasal verb. Students need to know a
lots of phrasal verbs, if they they want to reach a good English level. Therefore to
make student interesting in learning phrasal verb, teacher have to creatively to
make material more interesting. There are the technique which is teacher can use
it as teaching tool in the class.
According Ruth Grains and StuartRedman say” there are many techniques of
vocabulary teaching. There are: visual aids, verbal explaination, and contectual
guesswork.14
1) Visual Aids.
In this technique, teacher can use paper or screen slide show of song
lyrics or whiteboard. The teachers use paper to song lyric and underline
the words that we needs and writing the words and meaning at
whiteboard as visual aid.
12
Ibid., P 162 13
Andrew Radford. Analysing English Sentences A minimalist Approach, (New York:
Cambridge University Press, 2009) p 241
14
Ruth Gairs and Stuar Redman, Working with Word: A Guide to Teaching and Learning
Vocabulary, ( New York: Cambridge UniversityPress, 2003), p 73.
10
2) Verbal Explanation
In this technique, teacher can explain the meaning of the words. A
teacher should select and provide words based on students‟ level. This
technique is effecient way to of explaining unknown words.
3) Contextual Guesswork
In this technique, the students learn vocabulary from a text of song lyrics.
The students can understand the meaning of difficulty word from text
through song lyrics. They can guess from the meaning of lyrics.
B. Music, lyric and Song
1. Definition of music
Music is part of everyone‟s life. It consisits of melody, harmony, rhythm,
sound etc. Music is sound organized into pattern that can please the ear or
communicate feeling or a mood.15
With music it helps student to control mind and
tobe experienced of emotion and make a good mood while in the class. The most
people like singing and listening music. Music is humanly organised sound.
16Learning English is easy with music and song, when leaners love to the song,
easy to follow and know the lyric. This activity can be enhance of students‟
motivation to be better in learning English especially in vocabulary.
Music is as the star of communication about any topics between an
individual, two individuals and group. According to John A. Sloboda “ Music is
the unique tools within which human can express, by the organization of sound,
gestures, their knowledge and social relation between human.17
Then according to
that is statement, music naturally can make people move their feelings and also
there are story which human can share each others with any language.
15
Oxford. Oxford Children’s Encyclopedia, ( UK: Oxford University Press, 2004)p 60 16
Godt Irving. Music: A practical definition, The Musical Times, Vol. 146, No. 1890
(Spring, 2005), pp. 84 17
Sloboda John. A. The Musical Mind ( Oxford University Press : 2005) P 167
11
2. Definition of Lyric
Lyrics is the important part of the music element. Lyrics with music are
revealing feeling, emotion, mode, state of mind, expression or thought etc. lyrics
is musical only in a symbolic way; it is created by lyric Poets paying attention to
such matters as patterns of repetition and variation.18
In other definition lyric are words that make up a song usually consisting of
verses and choruses. Lyric is piece of the words and short poem that be
sung.19
Lyric is a short poem expressing personal emotion or having to do with
such a poem : a lyric poet.20
Lyric also has the number of words, poem, methapor
or language.In other hand, the lyric has many word of grammatical such as verb,
pronoun, phrasal verb etc. Song lyric hasmany useful for learning new
vocabulary.
Lyric is memorable language and it is about whats happend now. Sometime
in the lyrics contain a politics, social, or economic and also culturally message.
Therefore lyric is one of the media for study English of vocabulary, listening,
phrasal verb or pronounciation. The Students can improve their vocabulary
throughout English song lyrics. In this reseach, the reseacher used the lyric which
contain of pharasal verb to inprove student‟s English.
3. Definition of Song
Song has a role in language learning. Song is useful for practiceing new
vocabulary for English learner because song is eassy to make change the mood,
feeling and emotion and all people are often singing and practicieng with lyrics.
Song is something to sing; short poem set to music.21
With song lyrics it help
students to learn phrasal verb is more eassy, simple and also fun. Song is not just
18
Francis Blessington. Is There a Lyric Center?,The Sewanee Review,Vol.107, No. 2
( Spring, 1999) p 216 19
http:// en.m.wikipedia.org/wiki/Lyrics. accesed 02/26/2016 5:11 PM. 20
Opcit. World Book. P 1247 21
World Book. The World Book Dictionary, (Chicago:World Book Inc, 2007) P 1993
12
for enjoyment, but song is an art that is setting of a poem to music, specifically
concevied to enhance the meaning of the text.22
Hence teaching and song are unity
of an art where teacher should be creatively to deliver material in the class as good
way as possible.
C. Why song lyric?
Songs are often a welcome change from the routine of classroom activity in
learning a language. Songs also make the experience of learning English and
enjoyable.
There are some reason of using song in English classroom.23
a) Songs provide examples ofeveryday language; the language of most
songs is simple, often in a conversational style.
b) Songs are easy to find. Everybody has access to records, CDs, cassettes,
videos, mini discs, and songbooks. If your own collection isn‟t enough,
the students themselves will no doubt have an inexhaustible supply.
c) Songs are highly motivating. Both young people and adults tend to enjoy
being taught through songs.
d) Music and songs are part of everyday life. In the car, at home, at sporting
event, at times of celebration, in theatres, at the cinema, and even out in
the streets, people taconstantly hear – and sing – songs. It therefore
seems natural to make the man integral part of the language learning
process.
e) Songs are the natural opportunities for meaningful repetitions which
other texts will find students spontaneously „practicing‟, both with others
and alone? Song and music are essential for students who are learning
English as a foreign language to master phrasal verb. The students can
use it in anytime and everywhere they can play it.
22
Opcit:Jean Ferris.P 222 23
Akis Davanellos. Methodology:English teaching profesional,(Issues thirteen, 1993)P13
13
1. Advantages and Disadvantages of using song lyrics
Using songs in the classroom have some advantages. Songs are:24
a. Improve student motivation;
b. Reinforce grammatical structures;
c. Enhance pronunciation and vocabulary;
d. Help memorize patterns making learning easier;
e. Build fluency.
Using song in the classroom have some disadvantages, there are some
potential problems with songs. They are:
a. Be very fast for ESL learners;
b. Contain slang or ungrammatical sentences (he don´t…);
c. Have difficult vocabulary that even upper
d. Intermediate students will not understand.
Based on disadvantages of using song lyric in the class, teacher have
to be creative for delevery material to make easy for student in udesrtanding
language in song lyrics. Because many of them are slang words and
ungrammatical form, then it will need strategy in teaching phrasal verb with
song lyrics, such as the way of chooice song and presenting song lyric in the
class.
2. Choice of song
Before using song in classroom it is important to make sure that the song is
suitable for teaching to their own students. Teacher should know what must to do
with song. The song must be update, interesteing, popular, positive massage and
also appropriate with the topic.
24
Ontesol. Using Song with Adult Learner. http://how-to-teach-
english.ontesol.com/usingsongs-with-adult-learners/ accesed on February 02/16/2016 5:46 PM
14
Many songs include of slang, bad grammar, idimoatic, phrasal verb or
unatural stress word. Therefore teacher should be select carefully. Teacher needs
to select ones that fit with students‟ level, including level of difficulties of the
vocabulary, the length of the song, the popularity.25
The chooice of song is better of what people know, liked, there was the
lyrics and also full of spirit. Therefore a song or rhyme should suit to pupil‟s age
group and their interest, match their level of English and have cathcy, and eassy
to remember melody.26
3. The Benefit of Using Music in Class
Music can enric spirit of students in the class. Many homework, exercise or
problem of student‟s personality, sometimes that makes it feel stressing or bored
in class. Then with music it is could make students relax and fun. Music also
canset the mood in the star of lesson. Music can also be useful in classroom, there
are: 27
a. To set the mood at the star of lesson. It is mean the teacher can open the
lesson in the calssroom by mucic to support student‟s motivation.
b. To give teacher something to talk about with his students at the star of
lesson (especially useful with class that is not known)
c. As background music while students work on “dull” exercises;
d. As background music to set the scene while students so particular task.
e. Simply pleasure or as a break between activities;
f. To help students relax;
g. To close down, conclude, round of the lesson-tosay goodbye with.
25
M.P.Kun Herrini. Teaching English to Young Learners Throught Songs: Lingistic
Conference of the Year, ( Jakarta, Atma Jaya 2010) P 484 26
Mary Slatery and Jane Wills. English for Primary Teachers : A handbook
of Activities & Classroom Langugae,( New York: Oxford University Press). P 45 27
Jim Scrivener. Learning Teaching : A Guidebook for English Language Teachers Second
Edition, (UK: Macmillan 2005) P 339
15
Based on the website, the writer said that Chris Brewer, M.A., a noted
authority on the integration of music throughout the curriculum, there there are
some outcome and benefit for student while studying English with song lyric and
music. They are:28
a. Play music to set a possitive mood at the start of the day or at the
beginning of a class.
b. Raise student energy levels with upbeat music as needed throughout the
day.
c. Play music reduce stress levels, relieve frustation and creat a peacful
classroom enviroment.
d. Play music to help sustain student attantion and concentration.
e. Play music to motivate and inspire your student.
f. Play music to encourage interaction and build classroom community.
g. Use music in the classroom to increase the joy of learning.
4. Technique for Presenting song
To make effective while presenting songs in class, teacher have to plan it in
good way. According to John M.Purcell, in his journal that Whitaker has four plan
basic steps in presenting song in class:29
a) The teacher plays the song while the students look at the words
silently.
b) The students reapet the words without singing them.
c) The teacher points out vocabulary, idiom, grammar items, and gives
pronuncation cues.
d) The teacher plays the song again, letting students join when in they
feel confidents enough about singing along. It also will make good
atsmosphere while teaching English.
28
http://Benefits of Using Music in the Classroom by Chris Brewer, M.A.htm 29
John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, ( Mar
1992) P 195
16
D. Previous Study
There are some reseacher that already have conducted the research about the
effectiveness about song lyric technique in improving student‟s vocabulary.
The First Skripsi written by Masning Zahro, student member 063411050,
English Departement of Tarbiyah Faculty Walisongo State Institute for Islamic
Study 2010. The title is “The Use of Song Lyrics to Improve students’
Vocabulary of Verb” She was using song lyrics to improve students‟ vocabulary
of verb. The population of her study was the eight grade students of MTS
Uswatun Hasanah Mangkang Semarang in Academic Year of 2009/2010. She
chooses two clasess to be result. One class is control class that used conventional
method, one class as experimental class and use song lyrics for students‟
learning. The objective of this study is to find out the effectiveness of song lyrics
to improve students‟ vocabulary of verb at the eight grade and the result was
significant. This research concluded to a result that use of song lyric is more
affective in teaching vocabulary of verb that use of conventional method that
proven by the experimental reseach class‟ gain score which higher in control
calss‟ gain score.
The second skripsi written in 2008 by Dagmar Siskova entiled “ Teaching
Vocabulary Through Music” Masarky University in BRNO Faculty of
Education. This study concerns with using popular song to teach English of
Elementary School in Kromer. The study is devided into two parts, a teoritical and
practical part. Thepopulation are students of seventh, eight and ninth grade. The
result of the study shows that teaching vocabulary through music is highly
effective if student like the the song.
The similiraty of all the reseachers above with this skripsi is that this skripsi
was aimed to measure the effectiveness of using English songs in teaching
vocabulary as material in English language teaching. But it has different focus.
Masining Zahro used vocabulary of verb to improve students English and Dagmar
17
Siskopa focused on popular songs to teaching vocabulary. This skripsi will try to
another research related them. The reseacher will do another reseach to teach
Phrasal Verb through English song lyrics. In those two studied this research will
be farther reseach of those studies in order to improve students‟ vocabulary of
phrasal verb.
E. Thinking Framework
Vocabulary is central of language teaching learning, but many students still
have problem in learning vocabulary. Memorizing and understanding word are the
major problem. They often found unfamiliar word such as phrasal verb. They did
not know the meaning and the differences of words such as “put on, put in, put
back, and also looking for, knocked on, knock out” etc. Those words often appear
in any reading text of TOEFL, News or Songs etc. It can be said the students have
lack of phrasal verb. Therefore teaching phrasal verb should be need more
attantion, tenacity, and repeatation. One of variation ways in teaching phrasal verb
is using song lyrics.
The song is not just for entertaining, but also reinforcing course features, such
as pronunciation, listening, grammar and vocabulary. Teaching vocabulary by
using song lyrics was interesting and positiveley affect memory. The song is a
very specific kind of everyday expression and has been lifestyle of human being.
Then, song is one of capable tool of teaching technique in languge classroom and
it is build students‟ motivation to enrich vocabulary more in daily activity with
fun, useful and meaningful.
To make the song is useful in languange classroom, teacher have to be
creatively in presenting song to students. Therefore teacher have to choose the
vocabulary items that relate to students‟ needs. After decided vocabulary items
teacher have to choose a song for teaching media and popular song may be
interesting for students.
18
Based on the statemnet above, the researcher can say that using song lyrics
could enrich students‟ phrasal verb and help student in learning vocabulary. Song
lyrics are also considered to be one of effective teaching techniques in teaching
vocabulary especially in phrasal verb of SMK Nusnatara 01.
F. Research Hyphothesis
Based on statement above, then the researcher hypothesize that using English
song lyric is effective toward students‟ phrasal verb mastery.
19
CHAPTER III
METHODOLOGY
This chapter discusses the research design and method, the place and time of
the reseacrh, the population and sample of the research, the data collection
technique, the content of intervention, the data analysis technique, and the
statisstical hypothesis.
A. The Place and Time of The Research
This research has conducted at SMKNusantara 01(Vocational School) at the
Tenth grade which is located on Jl.Ciputat Legoso. The reseach was carried out in
one month began March 2016 by making it into six meeting include the
conduction of pre-test and post-test.
Table 3.1
The Timeline of Research
NO Date Activities
1 10-12-2014 Approval of Proposal
3 18-03-2016 Asking permission to headmaster
4 21-03-2016 Conducting Pre-test of X-1
5 21-03-2016 Conducting Pre-test of X-2
6 22-0-32016 meeting at X1-X2
7 24-03-2016 meeting at X1-X2
8 25-03-2016 meeting at X1-X2
9 28-03-2016 meeting at X1-X2
10 11-04-2016 Conducting post test XI-X2
20
B. Method and Design of Research
This research was conducted quantitavely through quasi-experimental
design. The quasi experiment is good design although it is not true experiment.
John Creswell states that quai-experimental reseach introduces considerably more
threats to internal validity than the true experiment.1 Quasi experimental focuses
on treatment and outcome, hence the data was taken from pre-test and post- test in
order to to know whether or not song lyric is effective than traditional method to
know students’ achievement test of phrasal verb. In this reseach design, there are
two kinds of classes used. There are the experimental class which used song lyrics
technique and the controlles calss by traditional method.
C. The Population and Sample of the Research
The population of this reseach was the whole students of the tenth grade
students of SMK NUSANTARA 01. There are only two classes of the second
classes of Marketing Major, therefore the technique of sampling is quota
sampling. It means, there is no random sampling because limitation of population.
D. The Technique of data Collecting
Instrument is a tool to gather data. In this study the writer uses the form of
test. The test is givento measure the students’ competency or students’ learning
achievement. The form of test as the instruments to get the data isusing
multiplechoice tests.
In this study, the writer administered pre-test and post-test. Pre-test and post-
test were given to both experimental and controlled group.
The pre-test is conducted before the treatment. The purpose is to know how the
students’ achievement in phrasal verb before the treatments carried out. Meanwhile
the post -test is conducted after the treatments is conducted. It is also given to both
experimental and controlled group. The purpose is to know is to know the students’
achievement in phrasal verb after the treatments carried out.
1John W Creswell. Educational Reseach : Planning, Conducting and Evaluating
Quantitative and Qualitative Reseachfourt Edition, (Boston : Pearson 2012) P 310
21
E. The Content of Intervention
This study is focused on students’ achievement test of phrasal verb trough
song lyrics. There are four meetings in this study. In the first meeting, the pre-test
was given to get students’ background knowledge. The second and third meetings,
the students were taught about phrasal verb through song lyrics. While the
experimental class was taught through song lyric technique, the controlled class
was taught by expository technique. After giving the treatment, the students in each
class had to answer the question related to the phrasal verb. It is used to know
whether the students got higher improvement in their lerning after using song lyric
than using expository thecnique. In the last meeting, the post-test was given to
check whether students’ achievement in learnig phrasal verb through song lyrics
increased or not.
F. The Technique of data Analysis
The gathered data are used to find out the differences of students’ achievement
in experimental class and controlled class. In line with this, the writer uses statistic
calculation through t-test formula is used to eximine the significance difference
ofstudents’ phrasal verb achievement test between experimental class and
controlled class.
Therefore the formulation is as the following:2
Notes:
M1 = Mean of Variable X ( experimental class)
M2= Mean of Variable Y ( controlled class)
SE = Standar Error
There are several stages taken to get the ccalculation of t-test, it can be seen as
follows:
2 Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2006), P314
22
1. Determining Mean of Variable X, with formula :
∑
2. Determining Mean of Variable Y, with formula:
∑
3. Determining Standar of Deviation Score of Variable X, with formula:
√∑
4. Determining Standarof Deviation Score of Variable Y, with formula:
√∑
5. Determining Standar Error Mean of Variable X , with formula:
√
6. Determining Standar Error Mean of Variable Y, with formula:
√
7. Determinig Standar Error of different Mean of Variable X and Mean of
Variable Y, with formula :
√
8. Determinig with formula:
23
9. Determining Degrees of freedom (df), with formula:
df = (
Furthermore, calculating the effect size of t-test score result used cohen’s
dformula. It is know the measurement wether the effect of using song lyrics is
strong or weak. The formula for this effect size is as formula:
d= /
= Mean of Variable X
= Mean of Variable Y
Pooled Standard Deviation
These are the Cohen guidelines for determining wether our effect size is stong.
The guidelines used as follows:
0-0,20 = weak effect
0,21-0,50 = modest effect
0,51-1.00 = moderate effect
>1.00 = strong effect
G. The Statistical Hypotesis
The reseacher has hypotesis that reveal the using English songs (lyric) is
effective to improve student’s ability in phrasal verb.
The formulation as following :
{ }
{ }
Note :
= Null hypothesis
= Alternative hypothesis
24
= students’ phrasal verb achievement, who are taught through song lyrics
= students’ phrasal verb achievement, who are taught without song lyrics.
The writer’s assumption of those hypothesis are as follows:
1. If the Null hypothesis ( ) is rejected and alternative hypothesis
( ) is accepted. It means there is significant difference of students’
phrasalverb acchivement between student who are taugh through song lyrics
and students who are taugh without song lyric.
2. If the Null hypothesis ( ) is accepted and alternative hypothesis
( ) is rejected. It means there is no significant difference of students’phrasal
verb achivement through song lyric and students who are taught without song
lyric.
25
CHAPTER IV
RESEARCH FINDINGS
This chapter talks about the finding of the research. This chapter also present
the description of the data, the analysis of the data, and the interpretation of the
data.
A. The Description of the Data
After conducting the reseach, the reseacher got data from students’ score in
pre-test and post-test. The data described in two points as the data of experiment
class and the data of controlled class.
1. The Data of Experiment Class
The resecher makes a table of students’ score in both pre-test and post-test.
The table aslso shows the scores gained by student.
Table 4.1
Students’ Score of Experiment Class
Students
(N)
Pre-Test Post-Test Gained score
1 50 75 25
2 42 60 18
3 48 75 27
4 55 80 25
5 45 70 25
6 50 75 25
7 48 70 22
8 40 70 30
9 48 75 27
10 46 80 34
11 44 75 31
12 58 75 17
26
13 45 70 25
14 60 75 15
15 58 80 22
16 50 75 25
17 56 70 14
18 40 70 30
19 44 75 31
20 46 70 24
21 50 80 30
22 45 70 25
23 40 75 35
24 50 70 20
25 60 75 35
26 42 75 33
27 60 60 20
28 65 70 32
29 50 70 20
30 60 75 35
∑ 14,08 2185 777
X 46,93 72,83 25,90
The table above shows the score of the experiment calss. It also mention the
score of pre-test and post-tets of each student. Based on the table, the minumum
score of pre-test is 38 which is owned by one student and the maximum score is
60 which is also owned by a student while minimum score of post-test is 60 and
the maximum score post-test is 80.
The table also informs that the total score if pre-test is 1408, the total score
post-test is 2185, and the total score of gaine score is 777. It also shows the mean
of pre-test is 46,93, the mean of post-test is 72,83 and the mean of gained score is
25,90
2. The Data of Controlled Class
Beside masking the table for experiment calass, the resecher also makes a
table for controlled calss. This table is table of controlled class students’ score in
both pre-test and post-test. The table aslso shows the scores gained by student
27
Table 4.2
Students’ Score of Controlled Class
Students
(N)
Pre-Test Post-Test Gained score
1 75 70 -5
2 75 75 0
3 45 53 8
4 58 75 17
5 65 70 5
6 53 70 17
7 70 53 -17
8 40 75 35
9 65 60 -5
10 60 70 10
11 58 60 2
12 58 60 2
13 46 55 9
14 40 50 10
15 52 60 8
16 58 60 2
17 40 68 28
18 60 70 10
19 65 65 0
20 80 60 -20
21 60 50 -10
22 70 75 5
23 58 70 12
24 60 85 25
25 56 70 14
26 70 55 -15
27 73 85 12
28 30 60 30
29 70 75 5
30 63 80 17
∑ 1773 1984 211
X 59,10 66,13 7,03
28
The table above shows the score of the experiment calss. It also mention the
score of pre-test and post-tets of each student. Based on the table, the minumum
score of pre-test is 40 which is owned by one student and the maximum score is
80 which is also owned by a student while minimum score of post-test is 53 and
the maximum score post-test is 85.
The table also informs that the total score if pre-test is 1773, the total score
post-test is 1984, and the total score of gaine score is 211. It also shows the mean
of pre-test is 59,10 the mean of post-test is 66,13 and the mean of gained score is
70,3
B. The Data Analysis
After getting the score od studentd’ acchievementt, then the resecher made a
table that compares the post-test score from experiment class and controlled class
to know the final result of the test. From the table the reseacher analyzed whether
song lyrics technique is effective or not to be used in mastering phrasal verb for
the second grade of SMK Nusantara 01.
Table 4.3
The result of comparison of the post-test score from experimental
class and controlled class.
Sudent
number
(N)
Experimental
Class (X)
Controlled
Class (Y)
X Y
(X- ) (Y- )
1 75 70 2,17 3,87 4,71 14,98
2 60 75 -12,83 8,87 164,61 78,68
3 75 53 2,17 -13,13 4,71 172,4
4 80 75 7,17 8,87 51,41 78,68
5 70 70 -2,83 3,87 8,01 14,98
6 75 70 2,17 3,87 4,71 14,98
7 70 53 -2,83 -13,13 8,01 172,4
29
8 70 75 -2,83 8,87 8,01 78,68
9 75 60 2,17 -6,13 4,71 37,58
10 80 70 7,17 3,87 51,41 14,98
11 75 60 2,17 -6,13 4,71 37,58
12 75 60 2,17 -6,13 4,71 37,58
13 70 55 -2,83 -11,13 8,01 123,88
14 75 50 2,17 -16,13 4,71 260,18
15 80 60 7,17 -6,13 51,41 37,58
16 75 60 2,17 -6,13 4,71 37,58
17 70 68 -2,83 1,87 8,01 3,5
18 70 70 -2,83 3,87 8,01 14,98
19 75 65 2,17 -1,13 4,71 1,28
20 70 60 -2,83 -6,13 8,01 37,58
21 80 50 7,17 -16,13 51,41 260,18
22 70 75 -2,83 8,87 8,01 78,68
23 75 70 2,17 3,87 4,71 14,98
24 70 85 -2,83 18,87 8,01 356,08
25 75 70 2,17 3,87 4,71 14,98
26 75 55 2,17 -11,13 4,71 123,88
27 60 85 -12,83 18,87 164,61 356,08
28 70 60 -2,83 -6,13 8,01 37,58
29 70 75 -2,83 8,87 8,01 78,68
30 75 80 2,17 13,87 4,71 192,38
∑ 2185 1984 0,10 0,10 684,2 2783,5
Based on the data in table 4.3 it has been calculated the result of ∑X=
2185 and ∑Y= 1984Than the reseacher tried to find out the mean of variable X
and the mean of variable Y with formula:
∑
∑
After calculating the mean of variable X and the mean of variable Y, the
reseacher got = 72,83 and = 66,13.The next step is calculating the standar
deviation score of variable X and standar score of variable of the Y. Standar
30
deviation is used to know the homogenity of the data that is gotten from the
reseach.1 This is the formula to calculate standar deviation:
Determining Standar of Deviation Score of Variable X
√∑
=√
=√ 4,77
Determining Standarof Deviation Score of Variable Y
√∑
=√
√ 9.63
After calculating standar of deviation score variable X and standar score of
variable Y, the reseacher got =4,77and Then the next step that the
reseacher dis was calculating standar error mean of variable X and standar error of
variable Y with formula :
Determining Standar Error Mean of Variable X
√
√
√
Determining Standar Error Mean of Variable Y
√
√
√
From the calculation of standar error mean of varibale X and standar error of
varibale Y the reaseacher got and Afetr that,the
reseacher calculated standar error of different mean of variable X and variable Y
with formula:
1Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2006), P 170
31
Determinig Standar Error of different Mean of Variable X and Mean of Variable
Y,
√
= √
=√
=√
=0,0048
Based on the calculation of standar error of different mean of variable X and
varibale Y the reseacher got 0,0048. The next calculation was
finding the score witth formula:
Determinig with formula:
= 17.84
From the calculation above the reseacher got score . Then, the
reseacher calculated the degress of fredom (df) with formula:
Determinining Degrees of freedom (df),
df=
=
= 58
32
The result of calculation above was df = 58. Based on the table, the valueof
degrees fredom 58 at thedegress of significane 5% or is 2.00, after the
writer has gotten the score of and the reseacher can analyze the
testing of hyphothesis of the data from this reseach.Before calculating the test of
hyphothesis, the reseacher calculatedthe effect size df t-test result to know
whether it has strong or weak effect with formula:
d= - /
d = 72,83-66,13/7,2
d=3.35
According to the calculation above, the reseacher got d=3,35 Based on cohen
guiedlines, the score 3,35 at the measurement between 0,51-100 means strong
efffect. In other words using song lyrics has moderate effect on students’ pharasal
verb mastery.
C. Test of Hyphthesis
Based on the hyphothesis that has been explained in chapter 3, which is:
There is significant difference on students’ acchivement in phrasal verb
mastery that is taugh with song lyrics at the tenth of SMK.
= There si no significant difference on students’ achivement in phrasal
verb mastery that is taugh with song lyric at the tenth of SMK.
And then, the criteria used as follows:
1. If t-test or in significant degree of 0,05, the Null hypothesis ( )
is rejected and alternative hypothesis ( ) is accepted.
2. If t-test in significant degree of 0,05, the Null hypothesis ( ) is
accepted and alternative hypothesis ( ) is rejected.
33
From the calculation of pharsal verb test result between the experimental
class and the controlled class can be seen the result of t-test of this reseach. The
result is 17,84 for the score of , and the result of is 2.00. based on
significant degree or α (alpha) = 0,05 and df= 58. Therefore, is rejected and
is accepted. It because 17,84 2.00 or t-test . It can be concluded that
there is significant difference student’score between the eperimental class and the
controled class.
D. Data Intepretation
The last calulation was testing the hyphothesis. The was crucial calculation to
answer the problem formulationof this reseach that the whether there is significant
difference between on students’ pharal verb mastery using song lyrics and
students’ phrasal verb mastery in controlled class which were not. From the last
calculation, the reseacher got the comparison of students’ s achievement in mstery
phrasal verb, especially between students in experimental calss which were given
technique in mastering phrasal verb and students in controlled class that is taught
without tecnique in mastering phrasal verb. The reseacher use t-test formula in the
significant degree (α) of 0,05. The result of the data showed that t- test
( ) (17,84 > 2.00). in other word, t-test was higher in the value 0,049 than t-table.
The null hyphothesis (Ho ) is rejected. It means the alternative hyphothesis (Ha) is
accepted that there is significance different after teaching student’s pharasal verb
using song lyrics. In other words it could be said that song lyrics is effective in
mastering phrasal verbs.
34
CHAPTER V
CONCLUSSION AND SUGGESTION
This chapter talks about the conclussion oh the reseach. The cchapter also
identifies some suggetion gotten from the resecher result.
A. Conclussion
Teaching and learning phrasal verb subject is important to select the good
technique to enhance the students’ skill. According the data, using song lyrics to
enrich students’ English phrasal verb is effective and it had been proved on the
second grade of SMK Nusantara 01, Legoso-Ciputat. In this reseach both
Experimental Class and Corontrolled Class were treated for five meetings. in which
experimental class was treat by using song lyrics technique whereas controlled class
was treated by using textbook. The result showed that the gained score of
experimental class was higher than the controlled class. The gain score of
experimental class was 25,90 and the gain score of controlled class was 7,03.
The result of comparison of the post-test score from experimental and the
controlled calss was analyzed by using t-test formula in the significant degree (α) of
0,05. The data showed that t-test ( ) > t-table ( ) or 17,84> 2.00 The t-test was
higher in value 0,49 that t-table. So the null hypothesis ( ) is rejected and it means
alternative hypothesis ( ) is accepted. Therefore there is significant difference on
students’ achievement after they use song lyrics technique to enrich English phrasal
verb mastery.
To sum up, it may be intferred from the above findings that song lyrics
technique is effective to enrich students’ English prasal verb mastery.
B. Suggestion
Based on conslussion above, the reseacher prposes some suggestion as such
follows:
1. Song lyrics technique is one of the method that can be considered effective
in teaching in order to help students to enrich their vocabulary in English
phrasal verb mastery.
35
2. The teacher should be detail and clear explanation to students how to use
phrasal verb in written, spoken English and also in daily conversation.
3. By applying this technique, the students have to force theirselves to listenig,
looking for songs lyrics and select more phrasal verbs. That could express
their idea in the classroom of every topic of their material even for daily
conversation.
4. The teacher should master the material that will be taugh to the class so that
they can choose the best media to teach the material.
5. The teacher should provide a fun class circumstances to reduce students’
stress.
6. Fof further reseachers who want to so same reseach, it is hoped that they
could develop their study deeply from any resources because the reseacher
relized that her writing is still far from being perfect.
36
BIBLIOGRAPHY
Akis Davanellos. Methodology:English teaching profesional,(tt.p : Issues thirteen,
1993)P13
Altenbergh Eveleyn P and and Vago Robert M. English Grammar Understanding
Basic, New York: Cambridge University Press 2010.
Andrew Radford. Analysing English Sentences A minimalist Approach, New
York: Cambridge University Press, 2009)
Barron’s. How to Prepare for the Toefl Tes, Jakarta Barat: Binarupa Aksara 2000
Carl W.Hart. The Ultimate Phrasal Verb Book, New York : Barron’s 1999
Edgar W Schneider. English Arround The Wolrd, Cambridge University Press,
201.
Francis Blessington. Is There a Lyric Center?,The Sewanee Review,Vol.107, No. 2
( Spring, 1999)
George Watson. 190 Ready to Use Acitivities That Make English Fun, San
Francisco: Jossey Bass 2002.
Godt Irving. Music: A practical definition, The Musical Times, Vol. 146, No.
1890 (Spring, 2005), pp. 84
Huddleston Rodney and Pullum Geoffrey K. A Student’s Introduction to English
Grammar, New York: Cambridge University Press 2005.
Jack Ricard. Songs In Language Learning, TESOL Quarterly, Vol. 3, No. 2 Jun,
1969
Jean Ferris. Music: The art of Listening sith edition, ( New York : Mc Graw-Hill,
2003) P05
Jim Scrivener. Learning Teaching : A Guidebook for English Language Teachers
Second Edition, (UK: Macmillan 2005) P 339
John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, (
Mar 1992) P 195-196.
Kolln Martha and Funk Robert. Understanding English Grammar Eighth Edition,
New York: Longman 2010.
Langan John. Sentencce Skill, From A Seventh Edition, New York : Mc Graw Hill
2003.
37
Mary Slatery and Jane Wills. English for Primary Teachers : A handbook
of Activities & Classroom Langugae,( New York: Oxford
University Press). P 45
Marion Caragounis. Phrasal Verb and Their Importance In Spoken.
https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-
spoken-english-2/ accesed on July 16/07/2016. 06:01 PM
Mc Carten Janne. Teaching Vocabulary (Lessons from the Corpus,Lessons for the
Classroom), New York: Cambridge University Press, 2007.
Masning Zahro, The Use of Song Lyrics to Improve students’ Vocabulary of Verb,
English Departement of Tarbiyah Faculty Walisongo State Institute
for Islamic Study 2010.
M.P.Kun Herrini. Teaching English to Young Learners Throught Songs: Lingistic
Conference of the Year, Jakarta, Atma Jaya 2010.
Oxford. Oxford Children’s Encyclopedia, UK: Oxford University Press, 2004.
Ruth Gairs and Stuar Redman, Working with Word: A Guide to Teaching and
Learning Vocabulary, New York: Cambridge UniversityPress,
2003.
Shoebottom Paul. The Impotant Information about Phraal Verb,
http://esl.fis.edu/voca/phrasal/prsasal-important.htm. accesed on
February 02/16/2016/4:55 PM
Thonrbury Scott. How to teach Vocabulary, London: Longman, 2002.
Philip Tagg. Towards a Definition of Music, University of Liverpool : 2002.
White J Benjamin. A Conceptual approach to the instruction of phrasal verb,( The
Modern language Journal) Vol. 96, No. 3 (Fall 2012), pp. 419
World Book. The World Book Dictionary, Chicago:World Book Inc, 2007.
http:// en.m.wikipedia.org/wiki/Lyrics. accesed 02/26/2016 5:11 PM.
http://Benefits of Using Music in the Classroom by Chris Brewer, M.A.htm
38
Uji Validitas
REKAP ANALISIS BUTIR
=====================
Rata2= 23,60
Simpang Baku= 6,77
KorelasiXY= 0,82
Reliabilitas Tes= 0,90
Butir Soal= 45
Jumlah Subyek= 35
Nama berkas: C:\USERS\USER\DOCUMENTS\BARU.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 0,00 Sangat Sukar NAN NAN
2 2 0,00 Sangat Sukar NAN NAN
3 3 33,33 Mudah 0,284 Signifikan
4 4 44,44 Mudah 0,436 Sangat Signifikan
5 5 55,56 Sedang 0,512 Sangat Signifikan
6 6 0,00 Sangat Sukar NAN NAN
7 7 55,56 Sedang 0,510 Sangat Signifikan
8 8 44,44 Sedang 0,423 Sangat Signifikan
9 9 44,44 Mudah 0,474 Sangat Signifikan
10 10 44,44 Mudah 0,455 Sangat Signifikan
11 11 33,33 Mudah 0,426 Sangat Signifikan
12 12 55,56 Mudah 0,436 Sangat Signifikan
13 13 44,44 Mudah 0,347 Signifikan
14 14 0,00 Sangat Sukar NAN NAN
15 15 11,11 Mudah 0,082 -
16 16 55,56 Mudah 0,538 Sangat Signifikan
17 17 66,67 Mudah 0,579 Sangat Signifikan
18 18 66,67 Sedang 0,484 Sangat Signifikan
19 19 55,56 Sedang 0,383 Sangat Signifikan
20 20 66,67 Sedang 0,530 Sangat Signifikan
21 21 11,11 Sukar 0,016 -
22 22 55,56 Sedang 0,407 Sangat Signifikan
23 23 0,00 Sukar 0,043 -
24 24 33,33 Sukar 0,208 -
25 25 66,67 Sedang 0,440 Sangat Signifikan
26 26 55,56 Sedang 0,409 Sangat Signifikan
27 27 44,44 Sedang 0,357 Sangat Signifikan
28 28 44,44 Sedang 0,370 Sangat Signifikan
29 29 44,44 Mudah 0,455 Sangat Signifikan
30 30 0,00 Sangat Sukar NAN NAN
31 31 55,56 Sedang 0,559 Sangat Signifikan
32 32 44,44 Sangat Mudah 0,501 Sangat Signifikan
33 33 0,00 Sangat Sukar NAN NAN
34 34 33,33 Mudah 0,416 Sangat Signifikan
35 35 44,44 Mudah 0,395 Sangat Signifikan
36 36 44,44 Mudah 0,395 Sangat Signifikan
37 37 33,33 Sedang 0,337 Signifikan
38 38 55,56 Sedang 0,416 Sangat Signifikan
39 39 44,44 Sedang 0,379 Sangat Signifikan
40 40 66,67 Sedang 0,430 Sangat Signifikan
41 41 66,67 Sedang 0,430 Sangat Signifikan
42 42 22,22 Sedang 0,137 -
Appendix 1
39
43 43 44,44 Sedang 0,368 Sangat Signifikan
44 44 0,00 Sangat Sukar NAN NAN
45 45 11,11 Sedang 0,208 -
40
PRE TEST
Read the meaning of the phrasal verb,
and then choose the correct answer with
a,b or c.
1. To leap from something
a. Jump out
b. Jump On
c. Jump In
2. To place or set something on someone
or something
a. Put Out
b. Put On
c. Put At
3. To rap or tap, often with the knockies
on something
a. Knock on
b. Knock In
c. Knock Up
4. To calm down or to relax
a. Chill Up
b. Chill off
c. Chill Out
5. To change into someone or something
a. Turn it into
b. Turn it on
c. Turn it off
6. To come for a visit
a. Come out
b. Come over
c. Come in
7. To undergo a change in mood from joy
to sorrow, from amusement to
annoyance
a. Laugh out
b. Laugh in
c. Laugh up
8. To dress on fancy dress
a. Dress ups
b. Dress out
c. Dress off
9. The act of leaving the ground from any
angel, as a jumping, launching or
flight.
a. Take out
b. Take off
c. Take in
10. To seek someone, group, or something
out
a. Look on
b. Look off
c. Look up
11. Get in someone’s way; to interfer with
someone purpose or movement
a. Get out
b. Get into
c. Get in
12. To approach someone or something on
foot
a. Walk off
b. Walk out
c. Walk up
Appendix 2
41
13. To wait a while
a. Hang in
b. Hang out
c. Hang on
14. To have used up most of the alloted
time; to have no time left
a. Run out
b. Run in
c. Run off
15. Get into someone; get bother someone
or affect someone
a. Get up
b. Get out
c. To realx; to become less busy o
d. Get into
16. r active
a. Calm out
b. Calm down
c. Calm up
17. To hurry along with someone
a. Come on
b. Come in
c. Come out
18. To yell something at someone or
something
a. Shout at
b. Shout out
c. Shout for
19. to keep someone or something from
creature
a. hold back
b. hold for
c. hold down
20. To examine someone or something
a. Look at
b. Look for
c. Look after
21. To move closer to someone or
something; to make advances or
aggressive movement toward someone
or something
a. Move in
b. Move on
c. Move off
22. To place someone or something oo
someone or something for protection or
concealment.
a. Cover up
b. Cover off
c. Cover fot
23. To shine lights on someone or
something
a. Light with
b. Light on
c. Light up
24. To turn onself to avoid someone or
something
a. Turn back
b. Turn down
c. Turn away
42
25. to put make up on someone or
something
a. make off
b. make in
c. make up
26. To call someone a group, or company
on the thelephone
a. Call off
b. Call in
c. Call up
27. with the inside where the outside
should be reverse.
a. Inside for
b. Inside off
c. Inside out
28. To mess up; to do something badly
a. Screw it down
b. Screw it out
c. Screw it up
29. To wreck or destroy someone or
something
a. Wipe out
b. Wipe up
c. Wipe on
30. The act of running away
a. Run Out
b. Run In
c. Run away
43
THE ANSWER SHEET OF PRE-TEST
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
A a a a a a a a a a
B b b b b b b
C c c c c c
21 22 23 24 25 26 27 28 29 30
A a a a a a
B b b
C c c c
Appendix 3
44
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL CLASS
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/1-2
Pertemuan ke- : 1
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E. Materi Ajar
1. Phrasal verb.
2. Song lyric
Appendix 4
45
Titile Song No Phrasal Verb English Indonesia
Maron- Rude 1 Jump out
To leap from something meloncat
2 Put on To place or set something
on someone or something
meletakan
3 Knocked on
To rap or tap, often with the
knockies on something
mengetuk
Avril-lavigne
Complicated
4 Chill out
2.
calm down (tenang)
5 Turn into/turn
it into
to change into someone or
something
Mengganti
6 Come over
to come for visist (datang)
7 Dressed up
to put on someone else’s
clothes
(memakai baju)
8 Laugh out
laugh out of other side of
one’s face/ to undergo a
change in mood from joy to
sorrow, from amusement to
annoyance
laugh tertawa
terbahak-bahak
9 Take off
The act of leaving the
ground from any angel, as a
jumping, launching or
flight. lepas/
membuka
46
MAGIC! LYRICS
"Rude"
Saturday morning jumped out of bed
And put on my best suit
Got in my car and raced like a jet
All the way to you
Knocked on your door with heart in my
hand
To ask you a question
'Cause I know that you're an old-fashioned
man,
yeah
Can I have your daughter for the rest of my
life?
Say yes, say yes 'cause I need to know
You say I'll never get your blessing 'til the
day
I die
Tough luck, my friend, but the answer is
'No'
Why you gotta be so rude?
Don't you know I'm human too?
Why you gotta be so rude?
I'm gonna marry her anyway
Marry that girl
Marry her anyway
Marry that girl
Yeah, no matter what you say
Marry that girl
And we'll be a family
Why you gotta be so
Rude
She will go any where I go
Can I have your daughter for the rest of my
life?
Say yes, say yes 'cause I need to know
You say I'll never get your blessing 'til the
day
I die
Tough luck, my friend, 'cause the answer's
still 'No"
Why you gotta be so rude?
Don't you know I'm human too?
Why you gotta be so rude?
I'm gonna marry her anyway
Marry that girl
Marry her anyway
Marry that girl
No matter what you say
Marry that girl
And we'll be a family
Why you gotta be so
Rude
Rude
Can I have your daughter for the rest of my
life?
Say yes, say yes 'cause I need to know
You say, I'll never get your blessin
47
Avril-lavigne Complicated
"Complicated"
Uh huh, life's like this
Uh huh, uh huh, that's the way it is
'Cause life's like this
Uh huh, uh huh that's the way it is
Chill out, what you yellin' for?
Lay back, it's all been done before
And if you could only let it be
You will see
I like you the way you are
When we're drivin' in your car
And you're talking to me one on one
But you've become...
Somebody else 'round everyone else
You're watching your back like you can't relax
You're tryin' to be cool
You look like a fool to me
Tell me
Why do you have to go and make things so
complicated?
I see the way you're acting like you're
somebody else
Gets me frustrated
Life's like this
You, you fall and you crawl and you break
And you take what you get and you turn it into
honesty
You promised me I'm never gonna find you
fake it
No, no, no
You come over unannounced
Dressed up like you're somethin' else
Where you are ain't where it's at
You see you're making me laugh out
When you strike your pose
Take off all your preppy clothes
You know you're not fooling anyone
When you've become...
Somebody else 'round everyone else
You're watchin' your back like you can't relax
You're tryin' to be cool
You look like a fool to me
Tell me
Why do you have to go and make things so
complicated?
I see the way you're acting like you're
somebody else
Gets me frustrated
Life's like this
You, you fall and you crawl and you break
And you take what you get and you turn it
into honesty
You promised me I'm never gonna find you
fake it
No, no, no
No, no, no
No, no, no
No, no, no
Chill out, what you yellin' for?
Lay back, it's all been done before
And if you could only let it be
You will see...
Somebody else 'round everyone else
You're watching your back like you can't
relax
You're trying to be cool,
You look like a fool to me
Tell me
Why do you have to go and make things so
complicated?
I see the way you're acting like you're
somebody else
Gets me frustrated
Life's like this
You, you fall and you crawl and you break
And you take what you get and you turn it
into honesty
You promised me I'm never gonna find you
fake it
No no
Why do you have to go and make things so
complicated? (yeah, yeah)
I see the way you're acting like you're
somebody else
Gets me frustrated
Life's like this
You, you fall and you crawl and you break
And you take what you get and you turn it
into honesty
You promised me I'm never gonna find you
fake it
No no no
48
F. Metode Pembelajaran:
1. Music
2. Song Lyrics
G. Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi
waktu
1 Opening Guru masuk ke kelas dengan salam
Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
Guru memperkenalkan diri
Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
Guru mengecek kehadiran siswa
dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
1x10 menit
49
Kegiatan
Inti
Observing
1. Murid diberikan pertanyaan
untuk memancing topik apakah
yang akan di pelajari.
2. Mengarahkan murid untuk
membuat kelompok.
Comunicating
3. Mengarahkan murid untuk
mendengangar penjelasan materi
mengenai phrasal verb.
4. Murid di berikan handout lirik
lagu dan di arahkan untuk
mendengangar alunan music.
5. Murid atau setiap kelompok
mendengarkan music sambil
mencari kosa kata phrasal verb di
text lirik lagu yang sudah di
sediakan oleh guru.
Experimenting
6. Mengarahkan kelompok untuk
maju dan menjawab dan
menuliskan kata phrasal verb dari
lirik lagu ke papan tulis.
7. Murid mengkoreksi jawaban
yang benar dari guru
8. Murid di berikan waktu untuk
memperbaiki jawaban yang salah
9. Bagi yan menajwab benar lebih
banyak akan di berikan
penghargaan atau hadiah.
2x30 menit
50
10. Murid bisa bernyanyi bersama
sambil mengingat-ingat kembali
phrasal verbs.
note Penutup 11. Murid akan mendapatkan
pertanyaan phrasal verbs secara
bergantian sambil mendengarkan
lagu
12. Murid di berikan lirik lagu untuk
pertemuan berikutnya
1x10 menit
H. Alat,bahag atau sumber belajar :
1. Alat/Bahan :Laptop, slide show, dan hand out
2. Sumber Belajar : Lirik lagu bahas Inggris (Handouts)
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama
kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
No. Nama
Siswa
AspekPenilaian
Kompeten/belumkompeten Fluency Accuracy
Total Pron. Into. Pv.
(4) (2) (2) (2) (10)
51
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan phrasal verb.
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingi sedikit keraguan
3. Fair (1) = jelas tapi tersendat
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh
52
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL CLASS
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1-2
Pertemuan ke- : 2
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E. Materi Ajar
1. Phrasal verb.
2. Song lyric
53
Titile Song No Phrasal Verb English Indonesia
Jessi J-
Flashlight
10 Look up To seek someone, group,
or something out
mengadah ke
langit/ melihat
ke langit
11 Get in/ gettin Get in someone’s way; to
interfer with someone
purpose or movement
Ajak aku/bawa
aku
Carly Rae
Jepsen- I
really like you
12 Walking up To approach someone or
something on foot
berjalan/mendek
ati
13 Hanging on
To wait a while bertahan
14 Running out
To have used up most of
the alloted time; to have
no time left.
kehabisan
Karmin-
Coming up
15 Shout out
to yell something at
someone or something
berteriak sekeras
kerasnya
16 Calm down
To realx; to become less
busy or active
tenang
17 hold us
down/hold
down
to keep someone or
something from creature
Pegang erat
18 Look at
to examine someone or
something
melihat pada
19 Move
in/moving in
to move closer to someone
or something; to make
advances or aggressive
movement toward
someone or something/
bergerak
cepat/pada
Appendix 4
54
Jessie J "Flashlight" lyrics
When tomorrow comes
I'll be on my own
Feeling frightened of
The things that I don't know
When tomorrow comes
Tomorrow comes
Tomorrow comes
And though the road is long
I look up to the sky
And In the dark I found, I stop and I
won’t fly
And I sing along, I sing along, then I sing
along
I got all I need when I got you and I
I look around me, and see sweet life
I'm stuck in the dark but you're my
flashlight
You're gettin’ me, gettin’ me through the
night
Can’t stop my heart when you shinin’ in
my eyes
I can’t lie, it’s a sweet life
I'm stuck in the dark but you're my
flashlight
You're gettin’ me, gettin’ me through the
night
Cause you're my flash light
You're my flash light, you're my flash
light
I see the shadows long beneath the
mountain top
I'm not the afraid when the rain won't stop
Cause you light the way
You light the way, you light the way
I got all I need when I got you and I
I look around me, and see sweet life
I'm stuck in the dark but you're my
flashlight
You're gettin’ me, gettin’ me through the
night
Can’t stop my heart when you shinin’ in
my eyes
Can’t lie, it’s a sweet life
I'm stuck in the dark but you're my
flashlight
You're gettin’ me, gettin’ me through the
night
Cause you're my flash light
You're my flash light light light, you're my
flash light light light You're my flash light
light light light light ohhh
I got all I need when I got you and I
I look around me, and see sweet life
I'm stuck in the dark but you're my flashl
55
CARLY RAE JEPSEN LYRICS
"I Really Like You"
I really wanna stop
But I just got the taste for it
I feel like I could fly with the boy on
the moon
So honey hold my hand, you like
making me wait for it
I feel like I could die walking up to the
room, oh yeah
Late night, watching television
But how'd we get in this position?
It's way too soon, I know this isn't love
But I need to tell you something
I really really really really really really
like you
And I want you. Do you want me? Do
you want me too?
I really really really really really really
like you
And I want you. Do you want me? Do
you want me too?
Oh, did I say too much?
I'm so in my head
When we're out of touch
I really really really really really really
like you
And I want you. Do you want me? Do
you want me too?
It's like everything you say is a sweet
revelation
All I wanna do is get into your head
Yeah we could stay alone, you and me,
in this temptation
Sipping on your lips, hanging on by
thread, baby
Late night, watching television
But how'd we get in this position?
It's way too soon, I know this isn't love
But I need to tell you something
I really really really really really really like
you
And I want you. Do you want me? Do you
want me too?
I really really really really really really like
you
And I want you. Do you want me? Do you
want me too?
Oh, did I say too much?
I'm so in my head
When we're out of touch (When we're
out of touch)
I really really really really really really like
you
And I want you. Do you Do you want me?
Do you want me too?
56
F. Metode Pembelajaran:
1. Music
Karmin-
"Coming Up Strong"
Why you crying, it’s ok now
If I hold you, will you calm down?
It’s your way with words
That can make me burn
When you say it, do you mean it?
When I shout out, can you hear me?
When it’s all too much
Look at what we’ve done
[Chorus X2]
That’s when I’m coming up strong,
Coming up strong
Coming up, coming up strong
Coming up Oh, Oh
Now, nothing they can do to break us now
Singing our song, gettin' lost to the sound
Once I was lost, now I’m found
Shining through the dark… can’t hold us
down
Call me ruthless, we’ve been through this
Who’s to blame now, babe it’s useless
Cause it’s no one’s fault, if the lights were
off
When we’re shining, then we’re flying
Through the wheel house, that we’re
grinding
When it’s all too much,
Look at what we’ve done
[Chorus X2]
That’s when I’m coming up strong,
Coming up strong
Coming up, coming up strong
Coming up whoa,
Now, nothing they can do to break us now
Singing our song, gettin' lost to the sound
Once I was lost, now I’m found
Shining through the dark, can’t hold us
down
So easy we forget and say clouds are
moving in
Rain starts to fall again
But as soon as you tell me it’s ok!
[Chorus X2]
That’s when I’m coming up strong,
Coming up strong
Coming up, coming up strong
Coming up, Oh,
Now, nothing they can do to break us now
Singing our song, gettin' lost to the sound
Once I was lost, now I’m found
Shining through the dark, can’t hold us
down
Why you crying, it’s ok now
If I hold you, will you calm down?
When it’s all too much
Look at what we’ve done.
57
G. Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi
waktu
2 Opening Guru masuk ke kelas dengan salam
Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
Guru memperkenalkan diri
Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
Guru mengecek kehadiran siswa
dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
1x10 menit
Kegiatan
Inti
Observing
1. Murid diberikan pertanyaan
untuk mengenai phrasal verb
yang sudah di ajarkan
sebelumnya.
2x30 menit
58
2. Mengarahkan murid untuk
membuat kelompok yang
sama seperti sebelumnya.
Comunicating
3. Murid di berikan handout
lirik lagu dan di arahkan
untuk mendengangar alunan
music.
4. Murid atau setiap kelompok
mendengarkan music sambil
mencari kosa kata phrasal
verb di text lirik lagu yang
sudah di sediakan oleh guru.
Experimenting
5. Mengarahkan kelompok
untuk maju dan menjawab
dan menuliskan kata phrasal
verb dari lirik lagu ke papan
tulis.
6. Murid mengkoreksi jawaban
yang benar dari guru
7. Murid di berikan waktu untuk
memperbaiki jawaban yang
salah
8. Bagi yan menajwab benar
lebih banyak akan di berikan
penghargaan atau hadiah.
9. Murid bisa bernyanyi
bersama sambil mengingat-
59
ingat kembali phrasal verbs.
note Penutup 10. Murid akan mendapatkan
pertanyaan phrasal verbs
secara bergantian sambil
mendengarkan lagu
11. Murid di berikan lirik lagu
untuk pertemuan berikutnya
1x10 menit
H. Alat,bahag atau sumber belajar :
1. Alat/Bahan :Laptop, slide show, dan hand out
2. Sumber Belajar : Lirik lagu bahas Inggris (Handouts)
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama
kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
No. Nama Siswa
Aspek Penilaian
Kompeten/belum
kompeten Fluency
Accuracy Total
Pron. Into. Pv.
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas
1. Verygood (4) = jelas dan lancar
60
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan phrasal verb.
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingi sedikit keraguan
3. Fair (1) = jelas tapi tersendat
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh
61
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL CLASS
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1-2
Pertemuan ke- : 3
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E . Materi Ajar
1. Phrasal verb.
2. Song lyric
62
Titile Song No Phrasal Verb English Indonesia
Karmin- just
sayin
20 Put it on
To place or set something on
someone or something
meletakan
pada
21 Wiipe out
to wreck or destroy someone or
something/ get rid of something
menghilangka
n/
membersihka
n
22 Screw it up to mess up; to do something badly mengacaukan
23 Booed off to jeer and hoot, causing performes
to leave stage /
mencemooh/o
lokan, ejekan
Karmin-
Brokenhearte
d
:
24 Inside out with the inside where the outside
should be reverse.
Di luar
25 Call me up to call someone a group, or
company on the thelephone
Menelpon
Appendix 4
63
KARMIN LYRICS
"Brokenhearted"
This is more than the typical kinda thing
Felt the jones in my bones when you were
touching me, uh oh
Didn't wanna take it slow
In a daze, going crazy, I can barely think
You're replaying in my brain, find it hard to
sleep, uh oh
Waiting for my phone to blow
Uh oh yep
Now I'm here in a sticky situation
Got a little trouble, yep and now I'm pacing
Five minutes, ten minutes, now it's been an
hour
Uh don't wanna think too hard, but I'm sour
Uh oh, I can't seem to let you go
See, I've been waiting all day
For you to call me baby
So let's get up, let's get on it
Don't you leave me brokenhearted tonight
Come on, that's right
Honest baby, I'll do anything you want to
So can we finish what we started
Don't you leave me brokenhearted tonight
Come on, that's right, cheerio
What's the time, such a crime
Not a single word, sipping on that Patrón
Just to calm my nerves, uh oh
Poppin' bottles by the phone
Oh yeah
Had me up, had me down, turn me inside
out
That's enough, call me up
Baby I'm in doubt, oh oh
I don't even think you know, no no
See, I've been waiting all day
For you to call me baby
So let's get up, let's get on it
Don't you leave me brokenhearted tonight
Come on, that's right
Honest baby, I'll do anything you want to
So can we finish what we started
Don't you leave me brokenhearted tonight
Come on, that's right, cheerio
Anything you wanna do, I'll be on it too
Everything you said is like gold with the
view
Business in the front, party in the
64
Karmin- "I'm Just Sayin'"
Oh if I want it
I'm gonna get it
And I'm just sayin'
I'm just sayin'
Oh if I want it
I'm gonna get it
And I'm just sayin'
I'm just sayin'
Future in my hands
Gotta make it count
Convince yourself it's feasible
Then there's nothin' else
Sick addiction
Dangerous mind
Put it on command'
Error: undefined
Even when you got a shadow of a doubt
Even when a hundred people tell you it's a
wipeout
You gotta do it big
You gotta do it strong
At the end of the day
You're the one who's in the wrong
Regrettin' and forgettin' everything you worked
for
Instead a trend settin' and bettin'
It's so upsettin' I'm sweatin now
And I can't believe it
It should be so easy
Oh...
Already got a knack
Just dial it back
The window's open and the world is yours
Go attack
Cause when the wind is right and the tide is
high
It's time to fly
Oh if I want it
I'm gonna get it
And I'm just sayin'
I'm just sayin' Oh if I want it
I'm gonna get it
And I'm just sayin'
I'm just sayin'
I know, know know
Where to go, go, go
OH, OH, OH
OH, OH, OH
OH, OH, OH
I know, know know
Where to go, go, go
OH, OH, OH
OH, OH, OH
OH, OH, OH
Did you ever think
I'll do what I want
Me in the marathon, ha
One in the front
Now you're makin' plans
Don't let them screw it up
Better write
Your name on it
Paper cup
Most people afraid of hearing no
Got booed off stage once apollo
I can do anything
That I wanna do
And I'll take that
Cause it's not for you
Took a few years to surface
But now it's so bizurkus
And I'm ring leadin'
In this circus
I'm just sayin'
I'm just layin' and pavin' the road
Ahead of me
Bravin' the elements and watchin' it
Cave in
My heart is racin' and palpitatin'
I'm so done
Anticipatin'
It's all good
YEAH made up
Up my mind
Threadin'
The needle
It's part of
The design
65
F. Metode Pembelajaran:
1. Music
2. Song Lyrics
G. Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi
waktu
3 Opening Guru masuk ke kelas dengan salam
Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
Guru memperkenalkan diri
Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
Guru mengecek kehadiran siswa
dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
1x10 menit
66
Kegiatan
Inti
Observing
1. 1. Murid diberikan pertanyaan untuk
mengenai phrasal verb yang sudah di
ajarkan sebelumnya.
2. Mengarahkan murid untuk membuat
kelompok yang sama seperti
sebelumnya.
Comunicating
3. Murid di berikan handout lirik lagu dan
di arahkan untuk mendengangar alunan
music.
4. Murid atau setiap kelompok
mendengarkan music sambil
mencari kosa kata phrasal verb di
text lirik lagu yang sudah di
sediakan oleh guru.
Experimenting
5. Mengarahkan kelompok untuk maju dan
menjawab dan menuliskan kata phrasal
verb dari lirik lagu ke papan tulis.
6. Murid mengkoreksi jawaban yang benar
dari guru
7. Murid di berikan waktu untuk
memperbaiki jawaban yang salah
8. Bagi yan menajwab benar lebih banyak
akan di berikan penghargaan atau
hadiah.
9. Murid bisa bernyanyi bersama sambil
mengingat-ingat kembali phrasal verbs.
2x30 menit
67
note Penutup 10. Murid akan mendapatkan pertanyaan
phrasal verbs secara bergantian sambil
mendengarkan lagu
11. Murid di berikan lirik lagu untuk
pertemuan berikutnya
1x10 menit
H. Alat,bahan atau sumber belajar :
Alat/Bahan :Laptop, slide show, dan hand out
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama
kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
No. NamaSiswa
Aspek Penilaian
Kompeten/belum
kompeten Fluency
Accuracy Total
Pron. Into. Pv.
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
68
B. Accuracy: Pronunciation, Intonation, dan phrasal verb
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingi sedikit keraguan
3. Fair (1) = jelas tapi tersendat
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh
69
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL CLASS
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1-2
Pertemuan ke- : 4
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E. Materi Ajar
1. Phrasal verb.
2. Song lyric
Appendix 4
70
Titile Song No Phrasal
Verbs
English Indonesia
One direction-
whats make
you beautiful
25 Call me up to call someone a group, or
company on the thelephone
Menelpon
26 Make up
to put make up on someone or
something
berhias
27 Cover up to place someone or
something oo someone or
something for protection or
concealment
melindungi/men
utupi semua
28 Light up
to shine lights on someone or
something
menyinari/mener
angkan
29 Turn away To turn onself to avoid
someone or something
berbalik
Ketty Pery-
Roar
30 Brussing off To remove something such as
dust or lint
Menghapus debu
Maron-maps 31 Get over To cross over something
Melewati
Rixton-me and
my
brokenheart
32 pick me up To acquire someone or
something
menjemputku
Appendix 4
71
ONE DIRECTION LYRICS
"What Makes You Beautiful"
[Verse 1]
[Liam]
You're insecure,
Don't know what for,
You're turning heads when you walk
through the door,
Don't need make-up,
To cover up,
Being the way that you are is enough,
[Bridge]
[Harry]
Everyone else in the room can see it,
Everyone else but you,
[Chorus]
[All]
Baby you light up my world like nobody else,
The way that you flip your hair gets me
overwhelmed,
But when you smile at the ground it ain't hard
to tell,
You don't know,
Oh, oh,
You don't know you're beautiful,
If only you saw what I can see,
You'd understand why I want you so desperately,
Right now I'm looking at you and I can't believe,
You don't know,
Oh, oh,
You don't know you're beautiful,
Oh, oh,
That's what makes you beautiful
[Verse 2]
[Zayn]
So c-come on.
You got it wrong.
To prove I'm right
I put it in a song.
I don't know why
You're being shy,
And turn away when I look into your
eye-eye-eyes,
[Bridge]
[Harry]
Everyone else in the room can see it,
Everyone else but you,
[Chorus]
[All]
Baby you light up my world like nobody
else,
The way that you flip your hair gets me
overwhelmed,
But when you smile at the ground it ain't
hard to
tell,
You don't know,
Oh oh,
You don't know you're beautiful,
If only you saw what I can see,
You'll understand why I want you so
desperately,
Right now I'm looking at you and I can't
believe,
You don't know,
Oh oh,
You don't know you're beautiful,
Oh oh,
72
KATY PERRY LYRICS
"Roar"
I used to bite my tongue and hold my breath
Scared to rock the boat and make a mess
So I sat quietly, agree politely
I guess that I forgot I had a choice
I let you push me past the breaking point
I stood for nothing, so I fell for everything
You held me down, but I got up (HEY!)
Already brushing off the dust
You hear my voice, you hear that sound
Like thunder gonna shake the ground
You held me down, but I got up (HEY!)
Get ready 'cause I've had enough
I see it all, I see it now
[Chorus:]
I got the eye of the tiger, a fighter, dancing
through the fire
'Cause I am a champion and you're gonna hear
me roar
Louder, louder than a lion
'Cause I am a champion and you're gonna hear
me roar
Oh oh oh oh oh oh oh
Oh oh oh oh oh oh oh
Oh oh oh oh oh oh oh
You're gonna hear me roar
Now I'm floating like a butterfly
Stinging like a bee I earned my stripes
I went from zero, to my own hero
You held me down, but I got up (HEY!)
Already brushing off the dust
You hear my voice, you hear that sound
Like thunder gonna shake the ground
You held me down, but I got up (HEY!)
Get ready 'cause I've had enough
I see it all, I see it now
[Chorus:]
I got the eye of the tiger, a fighter, dancing
through the fire
'Cause I am a champion and you're gonna
hear me roar
Louder, louder than a lion
'Cause I am a champion and you're gonna
hear me roar
Oh oh oh oh oh oh oh
Oh oh oh oh oh oh oh
Oh oh oh oh oh oh oh
(You're gonna hear me roar)
Oh oh oh oh oh oh oh
Oh oh oh oh oh oh oh
(You're gonna hear me roar)
73
MAROON 5 LYRICS
"Maps"
I miss the taste of a sweeter life
I miss the conversation
I’m searching for a song tonight
I’m changing all of the stations
I like to think that we had it all
We drew a map to a better place
But on that road I took a fall
Oh baby why did you run away?
I was there for you
In your darkest times
I was there for you
In your darkest nights
But I wonder where were you?
When I was at my worst
Down on my knees
And you said you had my back
So I wonder where were you?
When all the roads you took came back to me
So I’m following the map that leads to you
The map that leads to you
Ain't nothing I can do
The map that leads to you
Following, following, following to you
The map that leads to you
Ain't nothing I can do
The map that leads to you
Following, following, following
I hear your voice in my sleep at night
Hard to resist temptation
'Cause something strange has come over
me
And now I can’t get over you
No, I just can’t get over you
I was there for you
In your darkest times
I was there for you
In your darkest nights
But I wonder where were you?
When I was at my worst
Down on my knees
And you said you had my back
So I wonder where were you?
When all the roads you took came back
to me
So I’m following the map that leads to
you
The map that leads to you
Ain't nothing I can do
The map that leads to you
Following, following, following to you
The map that leads to you
Ain't nothing I can do
The map that leads to you
Oh oh oh
Oh oh oh
Yeah yeah yeah
74
F . Metode Pembelajaran:
RIXTON LYRICS
"Me And My Broken Heart"
[Chorus:]
All I need's a little love in my life
All I need's a little love in the dark
A little but I'm hoping it might kick start
Me and my broken heart
I need a little loving tonight
Hold me so I'm not falling apart
A little but I'm hoping it might kick start
Me and my broken heart
Yeah...
[Verse 1:]
Shot gun, aimed at my heart, you got one
Tear me apart and then some
How do we call this love (whoa oh oh oh)
I try to run away but your eyes
Tell me to stay, oh why,
Why do we call this love (whoa oh oh oh)
[Pre-Chorus:]
It seems like we've been losing control
Somebody tell me I'm not alone
When I said
[Chorus:]
All I need's a little love in my life
All I need's a little love in the dark
A little but I'm hoping it might kick start
Me and my broken heart
I need a little loving tonight
Hold me so I'm not falling apart
A little but I'm hoping it might kick start
Me and my broken heart
[Verse 2:]
Maybe some part of you just hates me
You pick me up and play me
How do we call this love? (whoa oh oh oh)
One time tell me you need me tonight
To make it easy, you lie
And say it's all for love (whoa oh oh oh)
[Pre-Chorus:]
It seems like we've been losing control
Somebody tell me I'm not alone
When I say
[Chorus:]
All I need's a little love in my life
All I need's a little love in the dark
A little but I'm hoping it might kick start
Me and my broken heart
I need a little loving tonight
Hold me so I'm not falling apart
A little but I'm hoping
75
3. Music
4. Song Lyrics
G . Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi
waktu
4 Opening Guru masuk ke kelas dengan salam
Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
Guru memperkenalkan diri
Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
Guru mengecek kehadiran siswa
dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
1x10 menit
Kegiatan
Inti
Observing
12. 1. Murid diberikan pertanyaan untuk
mengenai phrasal verb yang sudah di
ajarkan sebelumnya.
13. 2. Mengarahkan murid untuk membuat
2x30 menit
76
kelompok yang sama seperti sebelumnya.
Comunicating
3. Murid di berikan handout lirik lagu dan
di arahkan untuk mendengangar alunan
music.
4. Murid atau setiap kelompok
mendengarkan music sambil mencari
kosa kata phrasal verb di text lirik lagu
yang sudah di sediakan oleh guru.
Experimenting
6. Mengarahkan kelompok untuk maju dan
menjawab dan menuliskan kata phrasal
verb dari lirik lagu ke papan tulis.
7. Murid mengkoreksi jawaban yang benar
dari guru
8. Murid di berikan waktu untuk
memperbaiki jawaban yang salah
9. Bagi yan menajwab benar lebih banyak
akan di berikan penghargaan atau
hadiah.
10. Murid bisa bernyanyi bersama sambil
mengingat-ingat kembali phrasal verbs.
note Penutup 1. Murid akan mendapatkan pertanyaan
seluruh phrasal verbs secara bergantian
sambil mendengarkan lagu
1x10 menit
H . Alat,bahag atau sumber belajar :
Alat/Bahan :Laptop, slide show, dan hand out
77
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama
kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
No. Nama Siswa
Aspek Penilaian
Kompeten/belum
kompeten Fluency
Accuracy Total
Pron. Into. Pv.
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan Phrasal verb.
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingi sedikit keraguan
3. Fair (1) = jelas tapi tersendat
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh
78
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROLLED CLASS
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1-2
Pertemuan ke- : 1
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E. Materi Ajar
1. Phrasal verb.
Appendix 5
79
F. Metode Pembelajaran:
Tanya jawab
No Phrasal Verb English Indonesia
1 Jump out
To leap from something meloncat
2 Put on To place or set something on
someone or something
meletakan
3 Knocked on
To rap or tap, often with the
knockies on something
mengetuk
4 Chill out calm down
(tenang)
5 Turn
into/turn it
into
to change into someone or
something
6 Come over
to come for visist (datang)
7 Dressed up
to put on someone else’s
clothes
(memakai baju)
8 Laugh out
laugh out of other side of
one’s face/ to undergo a
change in mood from joy to
sorrow, from amusement to
annoyance
laugh tertawa
terbahak-bahak
9 Take off
The act of leaving the ground
from any angle, as a jumping,
launching or flight. lepas/
Membuka
80
G. Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi
waktu
1 Opening Guru masuk ke kelas dengan salam
Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
Guru memperkenalkan diri
Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
Guru mengecek kehadiran siswa
dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
1x10 menit
Kegiatan
Inti
Observing
1. Murid diberikan pertanyaan
untuk memancing topik apa yang
akan di pelajari.
2. Mengarahkan murid untuk
membuat kelompok.
2x30 menit
81
Comunicating
3. Mengarahkan murid untuk
mendengangar penjelasan materi
mengenai phrasal verb.
4. Murid di berikan beberapa kosa
kata phrasal verbs
5. Murid di berkan waktu untuk
menghapal
Experimenting
6. Mengarahkan kelompok untuk
maju dan menjawab dan
menuliskan kata phrasal verb ke
papan tulis.
7. Murid mengkoreksi jawaban
yang benar dari guru
8. Murid di berikan waktu untuk
memperbaiki jawaban yang salah
9. Bagi yan menajwab benar lebih
banyak akan di berikan
penghargaan atau hadiah.
note Penutup 10. Murid akan mendapatkan
pertanyaan tanya jawab untuk
phrasal verbs
1x10 menit
H. Alat,bahag atau sumber belajar :
Alat/Bahan :Laptop, slide show, dan hand out
82
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance)
selama kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
No. Nama Siswa
Aspek Penilaian
Kompeten/belum
kompeten Fluency
Accuracy Total
Pron. Into. Pv
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan phrasal verb
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingi sedikit keraguan
3. Fair (1) = jelas tapi tersendat
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh
83
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROLLED CLASS
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1-2
Pertemuan ke- : 2
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E. Materi Ajar
1. Phrasal verb.
84
F. Metode Pembelajaran:
Tanya jawab
No Phrasal Verb English Indonesia
10 Look up To seek someone,
group, or something out
mengadah ke langit/ melihat
ke langit
11 Get in/ gettin Get in someone’s way;
to interfer with someone
purpose or movement
Ajak aku/bawa aku
12 Walking up To approach someone
or something on foot
berjalan/mendekati
13 Hanging on
To wait a while bertahan
14 Running out
To have used up most
of the alloted time; to
have no time left.
kehabisan
15 Shout out
to yell something at
someone or something
berteriak sekeras kerasnya
16 Calm down
To realx; to become less
busy or active
tenang
17 hold us
down/hold down
to keep someone or
something from creature
Pegang erat
18 Look at
to examine someone or
something
melihat pada
19 Move in/moving
in
to move closer to
someone or something;
to make advances or
aggressive movement
toward someone or
something/
bergerak cepat/pada
85
G. Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi
waktu
2 Opening Guru masuk ke kelas dengan salam
Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
Guru memperkenalkan diri
Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
Guru mengecek kehadiran siswa
dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
1x10 menit
Kegiatan
Inti
Observing
1. Murid diberikan pertanyaan untuk
mengulang kembali materi
sebelumnya.
2x30 menit
86
2. Mengarahkan murid untuk membuat
kelompok seperti sebelumnya.
Comunicating
3. Mengarahkan murid untuk
mendengangar penjelasan materi
mengenai phrasal verb.
4. Murid di berikan beberapa kosa kata
phrasal verbs
5. Murid di berkan waktu untuk
menghapal
Experimenting
6. Mengarahkan kelompok untuk maju
dan menjawab dan menuliskan kata
phrasal verb ke papan tulis.
7. Murid mengkoreksi jawaban yang
benar dari guru
8. Murid di berikan waktu untuk
memperbaiki jawaban yang salah
9. Bagi yan menajwab benar lebih
banyak akan di berikan penghargaan
atau hadiah.
note Penutup 10. Murid akan mendapatkan pertanyaan
tanya jawab untuk phrasal verbs
1x10 menit
H. Alat,bahag atau sumber belajar :
Alat/Bahan :Laptop, slide show, dan hand out
87
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance)
selama kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
No. Nama Siswa
Aspek Penilaian
Kompeten/belum
kompeten Fluency
Accuracy Total
Pron. Into. Pv
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan Phrasal verb.
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingi sedikit keraguan
3. Fair (1) = jelas tapi tersendat
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh
88
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROLLED CLASS
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1-2
Pertemuan ke- : 3
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E. Materi Ajar
1. Phrasal verb.
89
F. Metode Pembelajaran:
Tanya jawab
No Phrasal Verb English Indonesia
20 Put it on
To place or set something on
someone or something
meletakan
pada
21 Wiipe out
to wreck or destroy someone or
something/ get rid of something
menghilang
kan/
membersihk
an
22 Screw it up to mess up; to do something badly mengacauk
an
23 Booed off to jeer and hoot, causing
performes to leave stage /
mencemooh
/olokan,
ejekan
24 Inside out with the inside where the outside
should be reverse.
Di luar
25 Call me up to call someone a group, or
company on the thelephone
Menelpon
90
G. Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi
waktu
3 Opening Guru masuk ke kelas dengan salam
Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
Guru memperkenalkan diri
Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
Guru mengecek kehadiran siswa
dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
1x10 menit
Kegiatan
Inti
Observing 1. Murid diberikan pertanyaan untuk
mengulang materi sebelumnya.
2. Mengarahkan murid untuk membuat
kelompok seperti sebelumnya.
Comunicating
2x30 menit
91
2. Mengarahkan murid untuk
mendengangar penjelasan materi
mengenai phrasal verb.
3. Murid di berikan beberapa kosa kata
phrasal verbs
4. Murid di berkan waktu untuk
menghapal
Experimenting
5. Mengarahkan kelompok untuk maju
dan menjawab dan menuliskan kata
phrasal verb ke papan tulis.
6. Murid mengkoreksi jawaban yang
benar dari guru
7. Murid di berikan waktu untuk
memperbaiki jawaban yang salah
8. Bagi yan menajwab benar lebih
banyak akan di berikan penghargaan
atau hadiah.
note Penutup 9. Murid akan mendapatkan pertanyaan
tanya jawab untuk phrasal verbs
1x10 menit
H. Alat,bahag atau sumber belajar :
Alat/Bahan :Laptop, slide show, dan hand out
92
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance)
selama kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
No. Nama Siswa
Aspek Penilaian
Kompeten/belum
kompeten Fluency
Accuracy Total
Pron. Into. Pv.
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan Phrasal verb.
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingi sedikit keraguan
3. Fair (1) = jelas tapi tersendat
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh
93
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROLLED CLASS
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1-2
Pertemuan ke- : 4
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E. Materi Ajar
1. Phrasal verb.
94
F. Metode Pembelajaran:
Tanya jawab
No Phrasal
Verbs
English Indonesia
25 Call me up to call someone a group, or
company on the thelephone
Menelpon
26 Make up
to put make up on someone or
something
berhias
27 Cover up to place someone or
something oo someone or
something for protection or
concealment
melindungi/menutupi
semua
28 Light up
to shine lights on someone or
something
menyinari/menerangkan
29 Turn away To turn onself to avoid
someone or something
berbalik
30 Brussing off To remove something such as
dust or lint
Menghapus debu
31 Get over To cross over something
Melewati
32 pick me up To acquire someone or
something
menjemputku
95
G. Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi
waktu
4 Opening Guru masuk ke kelas dengan salam
Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
Guru memperkenalkan diri
Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
Guru mengecek kehadiran siswa
dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
1x10 menit
Kegiatan
Inti
Observing 1. Murid diberikan pertanyaan untuk
mengulang materi sebelumnya.
2. Mengarahkan murid untuk membuat
2x30 menit
96
kelompok seperti sebelumnya.
Comunicating
3. Mengarahkan murid untuk
mendengangar penjelasan materi
mengenai phrasal verb.
4. Murid di berikan beberapa kosa kata
phrasal verbs
5. Murid di berkan waktu untuk
menghapal
Experimenting
6. Mengarahkan kelompok untuk maju
dan menjawab dan menuliskan kata
phrasal verb ke papan tulis.
7. Murid mengkoreksi jawaban yang
benar dari guru
8. Murid di berikan waktu untuk
memperbaiki jawaban yang salah
9. Bagi yan menajwab benar lebih
banyak akan di berikan penghargaan
atau hadiah.
note Penutup 10. Murid akan mendapatkan pertanyaan
tanya jawab untuk phrasal verbs
1x10 menit
H. Alat,bahag atau sumber belajar :
Alat/Bahan :Laptop, slide show, dan hand out
97
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance)
selama kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
No. Nama Siswa
Aspek Penilaian
Kompeten/belum
kompeten Fluency
Accuracy Total
Pron. Into. Pv.
(4) (2) (2) (2) (10)
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas
1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan Phrasal verb.
1. Verygood (2) = jelas dan lancar
2. Good (1,5) = jelas, diselingi sedikit keraguan
3. Fair (1) = jelas tapi tersendat
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh
98
POST- TEST
Read the meaning of the phrasal verb,
and then choose the correct answer
with a,b or c.
1. To place or set something on
someone or something
a. Put Out
b. Put On
c. Put At
2. To rap or tap, often with the
knockies on something
a. Knock on
b. Knock In
c. Knock Up
3. with the inside where the outside
should be reverse.
a. Inside for
b. Inside off
c. Inside out
4. To mess up; to do something badly
a. Screw it down
b. Screw it out
c. Screw it up
5. To seek someone, group, or
something out
a. Look on
b. Look off
c. Look up
6. To change into someone or
something
a. Turn it into
b. Turn it on
c. Turn it off
7. To come for a visit
a. Come out
b. Come over
c. Come in
8. To leap from something
a. Jump out
b. Jump On
c. Jump In
9. To undergo a change in mood from
joy to sorrow, from amusement to
annoyance
a. Laugh out
b. Laugh in
c. Laugh up
10. To dress on fancy dress
a. Dress up
b. Dress out
c. Dress off
11. To calm down or to relax
a. Chill Up
b. Chill off
c. Chill Out
12. The act of leaving the ground from
any angel, as a jumping, launching or
flight.
a. Take out
b. Take off
c. Take in
Appendix 6
99
13. The act of running away
a. Run Out
b. Run In
c. Run away
14. Get in someone’s way; to interfer
with someone purpose or movement
a. Get out
b. Get into
c. Get in
15. To approach someone or something
on foot
a. Walk off
b. Walk out
c. Walk up
16. To wait a while
a. Hang in
b. Hang out
c. Hang on
17. To move closer to someone or
something; to make advances or
aggressive movement toward
someone or something
a. Move in
b. Move on
c. Move off
18. To have used up most of the alloted
time; to have no time left
a. Run out
b. Run in
c. Run off
19. Get into someone; get bother
someone or affect someone
a. Get up
b. Get out
c. Get into
20. To realx; to become less busy o
reactive
a. Calm out
b. Calm down
c. Calm up
21. To hurry along with someone
a. Come on
b. Come in
c. Come out
22. To yell something at someone or
something
a. Shout at
b. Shout out
c. Shout for
23. To examine someone or something
a. Look at
b. Look for
c. Look in
24. to keep someone or something from
creature
a. hold back
b. hold for
c. hold down
100
25. To place someone or something oo
someone or something for protection
or concealment.
a. Cover up
b. Cover off
c. Cover fot
26. To shine lights on someone or
something
a. Light with
b. Light on
c. Light up
27. To turn onself to avoid someone or
something
a. Turn back
b. Turn down
c. Turn away
28. to put make up on someone or
something
a. make off
b. make in
c. make up
29. To call someone a group, or
company on the thelephone
a. Call off
b. Call in
c. Call up
30. To wreck or destroy someone or
something
a. Wipe out
b. Wipe up
c. Wipe on
101
THE ANSWER SHEET OF POST -TEST
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
A a c a b a a a a a a
B b b b b
C c c c c c c
21 22 23 24 25 26 27 28 29 30
A a a a a a
B
C c a c c
Appendix 7
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