THE EFFECT OF USING DUOLINGO APPLICATION
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THE EFFECT OF USING DUOLINGO APPLICATION THORUGH STUDENTS’ VOCABULARY MASTERY (A Quasi-experimental Study at the Eighth Grade Students of MTs Negeri 3 Jakarta in the Academic Year 2018/2019) A “Skripsi” Presented to the Faculty of Educational in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) In Department of English Education Muhammad Faiq Zamzami 1113014000016 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF JAKARTA 2019
Transcript of THE EFFECT OF USING DUOLINGO APPLICATION
THE EFFECT OF USING DUOLINGO APPLICATION
THORUGH STUDENTS’ VOCABULARY MASTERY
(A Quasi-experimental Study at the Eighth Grade Students of MTs Negeri 3 Jakarta in the
Academic Year 2018/2019)
A “Skripsi”
Presented to the Faculty of Educational in Partial Fulfillment of the Requirements for
the Degree of S.Pd. (S-1)
In Department of English Education
Muhammad Faiq Zamzami
1113014000016
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF
JAKARTA
2019
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ABSTRACT
Muhammad Faiq Zamzami (NIM: 1113014000016). The Effect of Using
Duolingo Application Through Students’ Vocabulary Mastery (A Quasi-
experimental Study at the Eighth Grade Students of MTs Negeri 3 Jakarta in
the Academic Year 2018/2019). Skripsi of English Education at Faculty of
Educational Sciences of State Islamic University of Syarif Hidayatullah Jakarta,
2019.
The purpose of this research was to find out the empirical evidence of the
effectiveness of using Duolingo application through students’ vocabulary mastery.
In this research, the quantitative method was used and the research design was a
quasi-experimental. To conduct the research, 58 students of eight grade student of
MTs Negeri 3 Jakarta academic year of 2018/2019 are chosen as the sample in this
research. They were 8.8 class as the experimental class, and 8.2 class as the control
one. Each class consisted of 29 students. Duolingo application was used as an
instrument in the experimental class while the control class was taught with
teacher’s presentation and some quizzes. Based on the calculation, the post-test
mean scores of the experimental class was 85.52 while that of the control class was
70.69. The result of statistical hypothesis testing by using independent sample t-test
revealed that on degree of significance 5% (α = 0.05), tobserve was 4.94 while t table
was 2.00 or tobserve > ttable. Therefore, H0 was rejected and Ha was accepted.
Furthermore, the Cohen’s formulation was used in order to know the effect size of
using Duolingo application and the result was 0.98. The result indicated that using
Duolingo is effective through students’ vocabulary mastery and had a moderate
effect at the eighth grade of students MTs Negeri 13 Jakarta in the academic year
of 2018/2019.
Keywords: Duolingo, Vocabulary mastery
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ABSTRAK
Muhammad Faiq Zamzami (NIM: 1113014000016). Pengaruh Penggunaan
Aplikasi Duolingo Terhadap Penguasaan Kosakata Siswa (Studi Kuasi-
Eksperimental pada Siswa Kelas VIII MTs Negeri 3 Jakarta Tahun Ajaran
2018/2019). Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan
Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta tahun 2019.
Tujuan dari penelitian ini adalah untuk mengetahui bukti empiris tentang efektivitas
penggunaan aplikasi Duolingo terhadap penguasaan kosakata siswa. Dalam
penelitian ini, metode kuantitatif digunakan dan desain penelitian adalah
eksperimen semu. Untuk melakukan penelitian, total 58 siswa dari kelas delapan
MTs Negeri 3 Jakarta tahun akademik 2018/2019, dipilih sebagai sampel dalam
penelitian ini. Mereka terdiri dari kelas 8,8 sebagai kelas eksperimen, dan kelas 8,2
sebagai kelas kontrol. Setiap kelas terdiri dari 29 siswa. Aplikasi Duolingo
digunakan sebagai instrumen di kelas eksperimen sedangkan kelas kontrol
diajarkan dengan presentasi guru dan beberapa kuis. Berdasarkan perhitungan, nilai
rata-rata post-test dari kelas eksperimen adalah 85,52 sedangkan dari kelas kontrol
adalah 70,69. Hasil pengujian hipotesis statistik dengan menggunakan independent
sample t-test mengungkap bahwa pada taraf signifikansi 5% (α = 0,05), t observe
adalah 4,94 sedangkan t tabel 2,00 atau tobserve> t tabel. Oleh karena itu, H0 ditolak dan
Ha diterima. Selanjutnya, formulasi Cohen digunakan untuk mengetahui ukuran
efek menggunakan aplikasi Duolingo dan hasilnya adalah 0,98. Hasil penelitian
menunjukkan bahwa menggunakan Duolingo efektif terhadap penguasaan kosakata
siswa dan memiliki efek “sedang”di kelas delapan MTs Negeri 13 Jakarta pada
tahun akademik 2018/2019.
Kata Kunci: Duolingo, Penguasaan Kosakata.
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ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful
All praise be to Allah, the Lord of the universe and the best Creator, who has
given the writer His blessing and mercy to finish the last assignment in writer’s
bachelor study. Peace and salutation be upon the prophet Muhammad, his family,
his companions, and his followers.
In this opportunity, the writer would like to express his profound gratitude to
his parents H. A. Munif Zuhri and Hj. Khurun’in for unconditional love, support,
patience and continuous encouragement throughout his years of study. The writer
also would like to thank his dearest brothers and sisters Muhammad Izzul Haq,
Naylil Izzah, Muhammad Dhiya’ul Haq, and Khulyatunnafisah. This
accomplishment would not have been possible without them.
Next, the writer would like to express his gratitude to the special and honorable
advisors, Dr. Nida Husna, M.Pd. MA TESOL, and Mr. Dadan Nugraha, M.Pd. for
all the support, uncountable time, constructive advice, and warm encouragement
during the process of doing the assignment. Without their guidance and
persistent help this assignment would not have been possible.
The writer would also like to express his gratitude and greatest
appreciation to the people who helped this assignment and his appreciation
goes to:
1. Dr. Sururin, M.Ag. as the Dean of the Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, MA TESOL., Ph.D as the Head of Department of
English Education.
3. Zaharil Anasy, M.Hum. as the Secretary of Department of English Education.
4. All of the lectures especially those of Department of English Education who
have taught the writer precious knowledge and experience.
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TABLE OF CONTENTS
COVER .....................................................................................................................
APPROVAL SHEET ............................................................................................. i
ENDORSEMENT SHEET ................................................................................... ii
STATEMENT OF ORIGINALITY ................................................................... iii
ABSTRACT .......................................................................................................... iv
ABSTRAK .............................................................................................................. v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENTS ................................................................................... viii
LIST OF TABLES ............................................................................................... xi
LIST OF FIGURES ............................................................................................ xii
LIST OF APPENDIX ........................................................................................ xiii
Chapter I: INTRODUCTION ............................................................................... 1
A. Background of the Research ........................................................................ 1
B. Identification of the Problems ...................................................................... 4
C. Limitation of the Research ........................................................................... 5
D. Question of the Research ............................................................................. 5
E. Objective of the Research ............................................................................ 5
F. Significance of the Research ........................................................................ 5
Chapter II: THEORITICAL FRAMEWORK .................................................... 7
A. Vocabulary ................................................................................................... 7
1. Nature of Vocabulary ............................................................................. 7
2. Kinds of Vocabulary .............................................................................. 8
3. Vocabulary Mastery ............................................................................. 10
4. Vocabulary in Indonesian Curriculum ................................................. 11
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5. Problems in Learning Vocabulary ....................................................... 12
B. Duolingo Application ................................................................................. 14
1. Definition of Duolingo ......................................................................... 14
2. Characteristics ...................................................................................... 15
C. Teaching Vocabulary Using Duolingo ........................................................... 19
D. The Relevant Previous Study ..................................................................... 24
E. . Research Hypotheses .............................................................................. 26
Chapter III: RESEARCH METHODOLOGY ................................................. 27
A. Method and Research Design ...................................................................... 27
B. Procedure of The Research .......................................................................... 28
C. Place and Time of the Research ................................................................. 29
D. Population and Sample of the Research ..................................................... 29
E. Technique of Data Collection ...................................................................... 30
F. Technique of Data Analysis ........................................................................ 31
1. Prerequisite Analysis Test ......................................................................... 31
2. Hypothesis Test ........................................................................................... 31
G. The Effect Size Formulation ....................................................................... 32
Chapter IV: RESEARCH FINDINGS .............................................................. 33
A. Data Description......................................................................................... 33
1. Score of Experiment Class ................................................................... 33
2. Score of Control Class .......................................................................... 36
B. Data Analysis ............................................................................................. 39
a. The Normality Test ....................................................................... 39
b. The Homogeneity Test .................................................................. 41
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c. The Analysis Test .......................................................................... 41
d. The Effect Size Test ...................................................................... 43
C. Data Interpretation ..................................................................................... 44
D. Discussion .................................................................................................... 46
Chapter V: CONCLUSION AND SUGGESTION ........................................... 47
A. Conclusion .................................................................................................... 47
B. Suggestions ................................................................................................... 48
Bibliography ......................................................................................................... 49
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LIST OF TABLES
Table 4.1 : Students’ Pre-test and Post-test of Experimental Class ............... 33
Table 4.2 : Students’ Pre-test and Post-test of Control Class ....................... 36
Table 4.3 : Normality Test of Pre-test ........................................................... 39
Table 4.4 : Normality Test of Post-test ......................................................... 40
Table 4.5 : Homogeneity Test of Pre-test and Post-Test .............................. 41
Table 4.6 : The T-test Result of Post-test Scores .......................................... 42
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LIST OF FIGURES
Figure 2.1 : Skill Tree ...................................................................................... 16
Figure 2.2 : User Interface of Duolingo ............................................................... 17
Figure 2.3 : User Interface of Duolingo Classroom ........................................ 18
Figure 2.4 : User Interface of Duolingo Classroom ........................................ 18
Figure 2.5 : Duolingo Curriculum ................................................................... 23
Figure 2.6 : Duolingo Feedback ..................................................................... 24
Figure 3.1 : Research Design ......................................................................... 29
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LIST OF APPENDICES
Appendix 1 : References Examination Paper .................................................... 52
Appendix 2 : The Result of ANATES Program ................................................ 55
Appendix 3 : Pre-Test ....................................................................................... 57
Appendix 4 : Post-Test ...................................................................................... 59
Appendix 5 : Lesson Plan for Experimental ...................................................... 61
Appendix 6 : Lesson Plan for Controlled .......................................................... 73
Appendix 7 : Questionnaire ............................................................................... 85
Appendix 8 : Research Documentation ............................................................. 86
Appendix 9 : Letter of Permission ..................................................................... 88
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CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the identification of the
problems, limitation of the problems, formulation of the problems and
significance of the study.
A. Background of the Study
English is learned by Indonesian students as a foreign language and
according the recent curriculum it is first taught in school at the junior high
school stage. As many other languages, there are also four main skills in
English language; those are listening, speaking, reading, and writing.
Besides, there are also language components such as pronunciation,
grammar and vocabulary that link those four main skills. Among all of those
language components, this research focuses on vocabulary.
Acknowledging the importance of vocabulary through language
learning, Wilkins on Thornbury stated that without mastering grammar,
there is only a small portion of language that can be acquired, but without
vocabulary, there is nothing we can convey.1 Brockman stated that students
have an important duty to master the language vocabulary after they have
done mastering the fundamental grammatical patterns, not altogether but at
least the vocabulary that they need or high-frequency word.2 It indicates that
vocabulary is the second stage of students’ language mastery after mastering
the grammatical patterns first. In the other hand, many researchers believe
that vocabulary learning is the most important stage of second-language
(L2) learning, one of them is Ahour. According to Ahour and Salamzadeh,
words are the basic building blocks of a language, the units of meaning from
which larger structures such as sentences, paragraphs and the whole texts
1 Scott Thornbury, How to Teach Vocabulary, (Middlesex: Longman, Pearson Education,
2002). p.13. 2 Earle W. Brockman, The Key to English Vocabulary, (New York: The Macmillan
Company, 1965), p.1.
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are formed.3 Which means vocabulary is the basic of language and must be
mastered first. Those arguments are contradicted, but both stated the same
meaning that vocabulary is important in language learning; whether it is for
a native speaker or EFL students. Considering the importance of the role of
vocabulary mastery, especially for EFL students, the teacher should find
method, technique, and media that can help the students to learn vocabulary.
In Indonesia, especially in the junior high school stage, vocabulary
is not just the objective of English teaching, but it is included as the
component of the English subject. Moreover, there are many measurement
of how many words do we need to acquire. However, there is a common
reference of vocabulary list called General Service List (GSL) of English
Words by Michael West which consists of two thousand high-frequency
words. Nation argued that since those high-frequency words of the language
were so important, the teacher should be concerned to provide some special
times for the students to master those words.4. Knowing that we as the
teacher should help the students to at least approach that standard is a big
duty for us. Yet many problems are following alongside the duty.
Recent research indicates that teaching vocabulary may be
problematic because many teachers are not confident about the best practice
in vocabulary teaching and at times do not know where to begin to form an
instructional emphasis on word learning5. Ika Rahmadani Lubis in her
research argued that the students in her class get difficulty in making a
distinction about the part of speech, whether the vocabulary is categorized
3 Ahour Touran and Parisa Salamzadeh, Vocabulary Learning Strategies Used by Poor
Iranian High School Students. (International Journal of Language Teaching and Research, 2(1),
2014), p.12. 4 I. S. P. Nation, Learning vocabulary in another language. (Cambridge, England:
Cambridge University Press, 2001), p. 23. 5 Mofareh AL Qahtani, The Importance of Vocabulary in Language Learning and How to
Be Taught. (International Journal of Teaching and Education Vol. III, No. 3 / 2015), p.24.
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as noun, verb, adjective, and adverb. Furthermore, the students are likely to
be bored and having low cooperation inside the class6.
Based on the researcher teaching experience in the 8th grade students
in MTsN 3 Jakarta, there are some reasons that make learning vocabulary
difficult. The first problem is that the students have difficulties on using
vocabulary. After they have acquired some words, they found it hard to
apply because they only remember the meaning, not how to use it in a
sentence. Also, many words that have the same meaning makes the using of
the vocabulary harder. The second problem is the students lack focus in
class. Mostly, the English learning consists of the explanation from the
teacher and there is a lack of motion activity of the students. In this case,
they just sit down on their chair listening to their teacher with no other
activity. Because of the relatively passive and monotonous learning, the
students loss focus and the vocabulary which the teacher taught is difficult
to understand.
To overcome that problem, it is suggested that the teachers should
have some kinds of teaching technique and media, so the students can enjoy
the English learning, especially in mastering vocabulary. Winkel stated that
teachers as a part of educational institution have an important role that can
give a big influence on the achievement of good quality learning.7 To make
the vocabulary learning fun and interesting, we can use media. The media
are commonly used as an additional support in teacher-centered teaching.
There are many media that we can choose whether it is in the text, audio,
video, or visual form.8 The recent one is computer and smartphone that
contain applications for teaching and learning English. We can use many
6 Ika Rahmadani Lubis, Improving Students’ Vocabulary Mastery by Using Fly Swatter
Game in The First Grade of Mts Persatuan Amal Bakti 1 Helvetia. a Skripsi Presented to the Faculty
of Tarbiya and Teachers Training in UIN North Sumatera, North Sumatera, 2017. Not published.p.2. 7 W.s Winkel, Psikologi Pengajaran, (Bandung: PT. Rosda Karya, 2007). p.38. 8 Sharon E. Smaldino, Deborah L. Lowther, James D. Russell. Instructional Technology
and Media for Learning. (New Jersey: Pearson Education, Inc.2011). p7.
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educational smartphone and computer applications, websites, or both to
utilize the up to date media. One of the application that can be used for
teaching vocabulary is Duolingo. It is an educational mobile application and
also a website that consists of many activity with a mix of listening, reading,
writing, vocabulary, grammar, with the option for speaking.
A research that was conducted by Ana Paula De Castro shows that
Duolingo could help students increase their vocabulary. It is proven that
there is significant difference in students’ vocabulary and performance of
grammatical structure in before-after using Duolingo. The statistical data
indicate that the number of correct answer per student has grown 25%-40%.
Moreover, in the end of the research, Ana found out that the students had
gained ability to express themselves orally and with greater confidence.9
Based on the explanation above, the researcher conducted a research with a
title regarding to “The Effect of Using Duolingo Application towards
Students’ Vocabulary Mastery (A Quasi-experimental Study at the Eighth
Grade of MTsN 3 Jakarta in the Academic Year 2018/2019)”. The writer is
going to implement Duolingo application in vocabulary learning; and the
increasing of the vocabulary mastery of the students is expected to happen.
The vocabularies that is tested are limited to the descriptive text topic. It
consists of the vocabularies that are used to describe place, person, and
things such as colour, size, preposition, etc.
B. Identification of the Problem
Based on the background of the study above, the problem can
be identified as:
1) Students got difficulties on understanding the meaning of the
vocabulary they learned.
2) Students got difficulties in applying the vocabulary.
3) Most of the student have limited diction in using vocabulary.
9 Ana de Castro, Suzana Macedo, Helvia Bastos. Duolingo: An Experience in English
Teaching. (Journal of Educational and Instructional Studies in The World November 2016, Volume:
6 Issue: 4 Article: 07) p. 62.
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4) Students have less interest in learning vocabulary.
C. Limitation of the Research
Based on the identification of problems above, this research
focuses on finding the effectiveness of using Duolingo application
toward students’ vocabulary mastery on the descriptive text topic.
D. Question of the Research
Based on the background of the problem above, it’s necessary to
analyze the using of Duolingo application in students’ vocabulary
mastery at the eighth grade students. The writer formulates the research
question as follows: Is Duolingo application effective on students’
vocabulary mastery in the eighth grade of MtsN 3 Jakarta academic year
2018/2019?
E. The Objective of the Research
The objective of this research is to identify whether the using of
Duolingo Application is effective on students’ vocabulary mastery.
Besides, it is expected to know the empirical evidence of the cause and
effect between those two variables.
F. Significance of the Research
The significance of this research are conveyed to:
First is for the researcher himself. This research is written to
fulfill the prerequisite of achieving bachelor degree.
Second is for teacher. It gives more information to the teacher
about a new type of educational media application that can be applied or
used in teaching vocabulary and to improve the teacher’s quality in
English teaching.
Third is for students. Since Duolingo application is a new and
rather fun way of learning, it is expected to give an input to the students
to improve their interest in learning vocabulary and also their knowledge
about it.
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Fourth, this research can be used as one of the resources about
the new type of media for teaching and the cause of students’ vocabulary
mastery through it, and as the basic information for further studies by
other researcher who interested in teaching English.
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CHAPTER II
THEORITICAL FRAMEWORK
This chapter presents and discusses the definition of vocabulary, types of
vocabulary, vocabulary mastery, and problems in learning vocabulary. Also,
Duolingo application, benefit and drawbacks of Duolingo application,
integrating Duolingo application on students’ vocabulary mastery, previous
related study and research hypothesis.
A. Vocabulary
1. The Nature of Vocabulary
Learning a language should not be separated from learning and
mastering vocabulary. Mastering vocabulary is as important as mastering
other language skills and components. As stated in the previous chapter that
vocabulary is an important component of English language. Many experts
have different ideas about vocabulary.
Read on Touran explains that words are the basic building blocks of
language, the units of meaning from which larger structures such as
sentences, paragraphs, and whole texts are formed. Vocabulary refers to the
knowledge of stored information about the meanings and pronunciations of
words those are necessary for communication. Vocabulary is central to
language and language learning and vocabulary learning is vital to the
language learners.1 It means that learners should know more about English
vocabularies if they want to be able to speak and use English. The more
vocabularies they mastered, the better their competence in English.
As the supportive component of English language, vocabulary takes
an important role in it. Harmer make an illustration of vocabulary as the
vital organs and flesh that filling up the language which is illustrated as a
skeleton.2 He provides a good example of how important the vocabulary is.
1 Touran Ahour. Loc.Cit. p.12. 2 Jeremy Harmer. The Practice of English Language Teaching. (London: Longman Group,
1993). 3rd Ed. p.153
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Without mastering vocabulary, we would get difficulties in understanding
what others are talking, understand what we read, or we cannot even write
anything. It means we cannot perform the core idea of communication
process and having interaction without mastering vocabulary first as much
as we needed. By mastering vocabulary, we can express our ideas, opinions,
and feelings better.
The use of vocabulary may vary due to the field, person, class, or
profession. On the academic field, Wessel on Arina believes that vocabulary
is essential to students’ academic success. The difficulty on understanding
the content of a text may occur if the students do not understand the meaning
of the words in the text.3 Academic book often consists of many diction to
avoid saturated reading. If the students have limited diction of vocabulary,
they may struggle in understanding the information inside the book.
Therefore, we can assume that vocabulary is an important
component of the English language which carries meaning to use in
communication. It is a must to master it in order to acquire English
language.
2. Kinds of Vocabulary
According to Elfrieda H. Hiebert and Michael L. Kamil, vocabulary
is divided into three, which are4:
1) Oral vocabulary, which is the set of words for which we know the
meanings when we speak orally or listen to others.
2) Print vocabulary, it consists of those words for which the meaning is
known when we write or read silently. We can conclude that oral and
print vocabulary are divided according to the way the students
received the words.
3Arina Afiyati Shadikah, Endang Fauziati, Slamet Supriyadi, The Effect of Vocabulary
Learning Strategies on Vocabulary Mastery Based On Gender Differences. (Proceeding of 2nd
International Conference of Arts Language And Culture). Published journal. p.496. 4 Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary; Bringing
Research to Practice. (Lawrence Erlbaum Associates, Inc- New Jersey, 2005), p. 3.
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3) Productive vocabulary is the set of words that an individual can use
when writing or speaking. They are words that are well-known,
familiar, and used frequently.
Nation explains that vocabulary consists of two kinds, receptive and
productive vocabulary. Receptive vocabulary involves perceiving the form
of a word while listening or reading and retrieving its meaning. The activity
of gathering the vocabulary is rather passive. Productive vocabulary
involves wanting to express a meaning through speaking or writing and
retrieving and producing the appropriate spoken or written word form.
Besides requiring active performance, it also stimulates the students’
confidence in expressing their ideas, opinions, and thoughts.5
Furthermore, in relation to kinds of vocabulary, Nation states that
there are four kinds of vocabulary in the text6:
1. High-frequency words. These words are almost 80% of the running
words in the text. For example: function words (in, for, the, of, a),
content words (government, forest, production).
2. Academic words. Typically, these words make up about 9% of the
running words in the text; it contains many words that are common
in different kinds of academic texts such as policy, phase, adjusted,
sustained.
3. Technical words. These words make up about 5% of the running
words in the text; it contains some words that are very closely related
to the topic. In this case the topic is planting up forest, so the
technical words are indigenous, regeneration, podocarp, beech.
4. Low-frequency words. These are the words of moderate frequency
that did not manage to get into the high frequency list. They make
up over 5% of the words in an academic text such as zoned,
pioneering, perpetuity, aired, pastoral.
5 I.S.P Nation, Learning vocabulary in another language, (Cambridge: Cambridge
University Press. 2001), p.38. 6 Ibid. p. 15-16.
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Depends on those experts explanation, it can be concluded that
vocabulary divided into receptive vocabulary which rather passive (written
and printed) and productive vocabulary which is based on activity (writing
and speaking). Those two types of vocabulary consist of high-frequency
words, academic, technical, and low-frequency words.
3. Vocabulary Mastery
According to Anderson, vocabulary mastery involves knowing the
meanings of the words, whether the students can match the word they get
with a synonym, a dictionary-type definition or an equivalent word in their
own language.7 In here, he underlined that vocabulary mastery deals with
the ability of the students on understanding the English word. How far the
students know about the meaning of the English word, and how far can they
relate it to their first language.
On the other hand, Richard in Meara has an assumption about the
vocabulary mastery8:
1) Knowing a word means knowing the degree of probability of
encountering that word in speech or print. For many words, we also
know the sort of words most likely to be found associated with the
word. It means students know whether they got a high frequency
words or not, because if it is a high frequency words they are strongly
advised to master the words, since they often find the words in the
future.
2) Knowing a word implies knowing the limitations imposed on the use
of the word according to variations of function and situation. After
getting a new word, it is better for the students to know the limitation
of the word and how to use it depends on the different situation.
7 J. Charles Alderson, Lyle F. Bachman. Assessing Vocabulary. (Cambridge: Cambridge
University Press.2000). p.16. 8 Paul Meara. The Vocabulary Knowledge Framework. (Swansea: Swansea
University.1996). p.1.
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3) Knowing a word entails knowledge of the underlying form of word
and the derivatives that can be made from it. Students are
recommended to know the different form of the word, for example
norm, normal, normally, normalness, and normality, abnormal.
4) Knowing a word means knowing many of the different meanings
associated with the word. Students are suggested to know the
synonym and antonym of the word.
Those are some experts’ assumption about the definition of
vocabulary mastery. To sum up, vocabulary deals with words and meaning,
while mastery means comprehensive knowledge. Thus, vocabulary mastery
is comprehensive knowledge to recognize, to understand, and to produce
words and their meaning.
Overall, we can review that mastering a word is not only knowing
the meaning of it, yet it is about knowing the usage of the word, the semantic
value, and many more. But still, the vocabulary of the students should also
be equated as the students’ cognitive stage. We should not expect the EFL
students to know about the syntactic behaviour of a word because their stage
of knowledge is not in there yet.
4. Vocabulary in Indonesian Curriculum
Indonesian curricula have changed many times in this last decade.
There are two curricula used in Indonesian schools, those are School Baced
Curriculum (KTSP) and K13 (Curriculum 2013). In both curriculum,
English is taught in junior high school but with different objectives.
In KTSP curriculum, English teachers tend to focus on reading and
grammar with slightly giving their attention to other skills. The English
component such as pronunciation and vocabulary are also having a little part
in the teaching process.
However, Putri stated that English language learning should also
cover the productive and receptive macro-skills (speaking, writing,
listening), and productive and receptive micro-skills (grammar, vocabulary,
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pronunciation and spelling).9 Therefore, the coverage of those skills is
formulated in the objective of English language in K13 curriculum.
According to Anna Siyanova, the limited vocabulary as Indonesian
EFL learners are expected to have the vocabulary size of a minimum of 4000
words upon entry to the university.10 Therefore, Junior High School students
are expected to obtain 2000 words as well as Senior High School students.
Because vocabulary is not an independent subject and only included
as part of English subject, those 2000 words have to be taught when the
teacher teaching different type of texts such as: narrative, descriptive,
procedure, report, and recount. To figure out the number of vocabulary for
Junior High School, Aziz in his paper took out the National Examination
test as the sample. He compared it with the Coxhead’s 2000 Academic Word
Lists (AWL). As the result, 80% of the 4000 words in JHS National
Examination are under the AWL coverage, which means students have to
master about 1800 words.11
This research is limited to the 8th grade descriptive text vocabulary
materials. There are three indicators in this materials, describing people,
places, and things. The sub-materials are describing size, colour, height,
specification, and other characteristics.
5. Problems in Learning Vocabulary
EFL students, particularly Indonesian students, usually get
difficulties to remember and understand the vocabulary. There are many
factors that stimulate it, one of the reason is the students are bored during
the lesson. They get bored from the vocabulary learning in which they learn
it passively by listening to the teachers’ explanations. Also, the amount of
9 Girindra Putri. Teaching English in the KTSP Curriculum and 2013 Curriculum
Simultaneously. (British Council ELT Master’s Dissertation Awards 2018). p. 19. 10 Anna Siyanova-Chanturia, Stuart Webb. Teaching Vocabulary in EFL Context.
(Springer International Publishing Switzerland, 2016). p. 229. 11 Furqan Aziz. Examining the Vocabulary Levels of Indonesia’s English National
Examination Texts. (Asian EFL Journal. Professional Teaching Articles. Vol. 51 April 2011). p.17-
23.
13
dictions owned by students are few. It limits their way of doing interactions
using English.
Azar in his research argued that many students do not want to take
risks in applying what they have learned. Students may recognize a word in
a written or spoken form and think that they already "know the word", but
they may not be able to use that word properly in different contexts or
pronounce it correctly.12 It is underlined the productive vocabulary of the
students. As for further steps of vocabulary mastery, students have to use
their vocabulary in a productive way such as writing or speaking. Yet, it is
found out that students are afraid of expressing their thought through the
words they have known.
Furthermore, there are another factors that often make the students
get difficulties to learn vocabulary. As stated by Thornbury, the problems
are13:
1. Pronunciation
The words that are sounds unfamiliar to the students are potentially
be the difficult words for the students to understand. Research shows
that the more difficult the word to pronounce, the more difficult it to
learnt. For example: poignant, conscience, turmeric.
2. Spelling
Words that contain silent letters are particularly problematic, such
as foreign, listen, honest, etc.
3. Length and complexity
Long words seem to be no more difficult to learn than short ones.
But, as a rule of thumb, high frequency words tend to be short in
English, and therefore the learner is likely to meet them more often, a
factor favouring their ‘learnability’. The word “odd” may be chosen by
12 Ali Sorayaie Azar. The Effect of Games on EFL Learners’ Vocabulary Learning
Strategies. (International Journal of Basic and Applied Science. Vol. 01, No. 02 2012). p.252. 13 Scott Thornbury. Loc Cit. p. 27-28.
14
students rather than using word “peculiar”, even though both have same
meaning.
4. Grammar
Another problematic is the grammar associated with the words,
especially if this differs from that of its first language equivalent.
5. Meaning
When two words overlap in meaning, learners are likely to be
confused by them such as “popular” and “famous”.
B. Duolingo Application
1. Definition
Nowadays, the development of technology is increasing
significantly. The inventions of it are inevitable and give a huge change
in our life, such as in industrial, communicational, and also educational
aspects. In education, the tradition of teaching is changing drastically
because of the entry of technology. It helps the teacher in their teaching,
assessing, evaluating, and many other activities. Technology such as
computer and smartphone can also put a role in education as a media.
Media is anything that carries on information to ease the communication
between the source and the receiver in learning.14 Media is divided into
three, text, audio, and visual. Those are used as the tools in learning in
order to make it easier, not boring, and become more active.
The technology which is used as a media is called digital media,
the newest media today. According to Shelly, what it means by digital
media is any computer-based presentation or application software that
uses multimedia element.15 He also argued that the best strategy for
curriculum integration is to put technology into the hands of trained
14 Sharon E. Smaldino. Loc.Cit. p.7. 15 Gary G. Shelly, Randolph E. Gunter, & Glenda A. Gunter. Teachers Discovering
Computers: Integrating Technology and Digital Media in the Classroom (Sixth Ed.). (Boston:
Course Technology Cengage Learning, 2010). p.271.
15
teachers, make it easily accessible, and let them decide how best to use
it at the point of instruction in their classroom.16 The point of Shelly’s
statement is that using technology in teaching should be handled well
by the teacher, and more importantly, the use of it should be under the
guidance of the teachers’ instruction.
In vocabulary teaching, to increase the amount of vocabulary
and its knowledge for the students, we as a teacher can take advantages
from using media. There are many media that teacher can use, one of
them is Duolingo application. Duolingo launched in June 2012. It is a
game-based platform for learning foreign languages. It consists of two
major components: grammar and vocabulary exercises. It was created
by Luis von Ahn, PhD, and Severin Hacker, PhD. With over 50 million
app downloaders and more than 100 million learners, Duolingo has
recently become the most popular way to learn languages online.17
2. Characteristics
Duolingo is available with two versions, one for the teacher and
one for the student. For the student, it shows some exercises and quizzes
for grammar and vocabulary grouped by various contexts. As for the
teacher version (Duolingo classroom), consists of students’ management
and English curriculum management, constructing assignment,
monitoring the class activities, and also giving the tests, assessment, and
feedback online.
These features giving the teacher many advantages. First, we can
reduce the time we spent on assessment activities. Compared to common
paper-based assessment, operating Duolingo is pretty faster and the
students can get their feedback directly on the phone screen or monitor
after the students finished the test.
Second is about the content limitation. By using Duolingo we can
handle the materials we give to the students because there is curriculum
16Ibid. p.338. 17 http://www.Duolingo.com/. Accessed on January 13 2018 at 1.35 PM.
16
page which contains of what will be given as a test for the students. It
shows what the goal of the material is, and it needs our approval in order
to get posted. Then as for the efficiency of time managing the students,
we can give the exact time of when the test will be done and the duration
of it.
Figure 2.1. Skill Tree
Every language that is available in Duolingo has a skill tree (figure
2.1). It maps out the students course into several topics. Students begin
learning from the basics and as they progress, the skills build on each other
and become more complex. After the students successfully progress
through the tree, they unlock the next lesson and units. It will not advance
unless the previous skills have been mastered. The goal is to get through
all of the lessons and skills in the tree to master a language.18
18 Duolingo Guide for Leaders in Education. Document accessed on
https://schools.Duolingo.com on 25 December 2018 07.42.
17
Figure 2.2. User Interface of Duolingo
As on figure 2.2. It shows 5 parts in the UI in the Duolingo. The first
part (1) consists of user’s profile, it can be found account setting, help, and
log out. Beside of it are performance and lingot, it is for buying an item in
the shop. The part (2) shows the topic of the material which is tested. There
are some levels inside of each topic. The (3) part is crown. It shows level of
our performance in answering each topic. When the user levels up a skill,
user earns a Crown, and the types of exercises will get harder gradually. The
(4) part shows user’s daily goals in using Duolingo. It can be set depend on
the user need. The last part (5) is the task which given by the teacher, it will
show checklist on the task if it is already done.
18
Figure 2.3
Figure 2.4
Figure 2.1 and 2.2 is the user interface of Duolingo classroom. The
(1) part shows the member of the Duolingo classroom, their activities, and
their gained experience. We can also manage the classroom member by
inviting more students or remove them. The (2) part is used for the teacher
to give the assignment to the students. They can arrange the deadline and
the material which is going to be tested. The (3) part is the English
Curriculum. It shows the whole material that is available in Duolingo. The
19
materials are divided into three levels, beginner skills, intermediate skills,
and advance skill. The students cannot access the higher level if they have
not done the lower skill or without teachers’ permission. The teacher can
review it first to find the suitable material for the learning before giving it
to the students in the class activities (4). The (5) part consists of classroom
setting. There are a set up for class password, merge classroom, and also the
teacher can download setup instruction for them who is just begin using
Duolingo classroom.
C. Teaching Vocabulary Using Duolingo
As the number of English learners is increasing, many teaching
methods and steps have been applied to create the effective teaching
vocabulary. Many experts have some different thought about the important
steps about teaching vocabulary.
According to Hatch and Brown, the essential steps of learning
vocabulary consist of19:
1) Having sources for encountering new words. Foreign language
students are different with native speaker, they must have source of
new words as their vocabulary mastery cannot happen
unintentionally. It can be workbook, internet, TV and radio,
magazines, or anything as long as students can gain new
vocabularies.
2) Getting a clear image for the form of new words. It will be easier for
the students to remember a new word if they know the form. For
example they already know the physical form of a smartphone as
they are learning about what a “smartphone” word is.
3) Learning the meaning of new words. The meaning of the new word
must be clearly learned to prevent the misunderstanding of the
words, especially homograph words.
19 Hatch, E. & Brown, C. Vocabulary, Semantics, and Language Education. (Cambridge:
Cambridge University Press. 1995), p.373.
20
For example: close (nearby), close (to shut)
resume (curriculum vitae), resume (to start again)
4) Making a strong memory connection between the form and the
meaning of the words. For more comprehensive mastery students are
recommended to make a connection between the form and the
meaning of the words. They should know whether the word is noun,
verb, adverb, or adjective and the change of the word such as silent
(adj, diam), silence (noun, kediaman), silently (adv, dengan diam-
diam), because the meaning of each word can be completely
different.
5) Using the words. After gaining a new word, using it frequently will
help the students to understand the meaning and remember the word
more easily.
Cohen & Cowen argued that there are some important steps in
teaching a new vocabulary, those are20:
1) The teacher must pronounce the word correctly because the students
may likely pronounce the word the way the teacher do.
2) Try to explain the word clearly to prevent the misunderstanding of
the meaning.
3) Provide examples of the word. It will help the students to know how
to use the word in a sentence.
4) Elaborate on the word. Give them more knowledge about the word,
for example the position changing of the word.
5) Assess the word. Make sure the students’ understanding about the
word is similar with what the teacher has intended to teach.
In addition, Marzano also has the steps in managing the new
vocabulary, which are21:
20 Vicki L. Cohen, John Edwin Cowen. Literacy for Children in an Information Age.
(California: Thomson Learning, Inc. 2008), p.224-225. 21 Robert J. Marzano, Debra J. Pickering. Building Academic Vocabulary: Teacher’s
Manual. (Alexandria: ASCD, 2005). P.69-70.
21
1) Engaging students in activities to help them add to their knowledge
base.
2) Allow students to discuss the terms with one another
3) Set aside time periodically for students to play games with the terms
in their notebooks.
Those steps were given by different experts can underlie our
teaching vocabulary. We have to be aware of giving new words or
vocabulary to the students. The election of the words and the explanation
we give should be clear, there should be examples of the using of the words.
Also, give a space to the students to use the words they have just learned. It
could be performed by applying games or giving personal or individual task.
More importantly, as stated by Harmer, the teacher should make sure that
the level of awareness of the students is good enough to acquire the
vocabulary they need and that they can use their acquired vocabulary
whenever they need to.22
Teaching vocabulary is not as easy as it seems. Sometimes students
are good at following the class, but after they got home, they easily forget
what they have learned in school. The language learning should not stop
after the learners leave the classroom. The new era assigns new challenges
and duties on the modern teacher. We should be innovative in order to solve
the problem. So, technological devices are one of the options to be used by
students and teachers in order to provide an interaction between language
learners and teachers inside and outside the classroom. Peer to peers internet
connections and mobile devices are the most popular and useful ways in
language learning. Duolingo is teaching and learning application that is
expected to be successful in replacing the traditional teaching.
As stated before that the major components of Duolingo application
are grammar and vocabulary, so it is recommended to use this application
22 Harmer, Loc.Cit. p.23-24.
22
for teaching those subjects. As stated by Paul Magnuson, there are some
implementation of using Duolingo in teaching EFL students23:
a. During the Class
The teacher provide time for the students to work by themselves
individually at least 50 percent of class time, and then the rest of the time is
used for the students work in teams on either the online language reviews
or the language awareness activities. At the same time, teacher can also
doing the review and giving some feedbacks.
b. As a Homework
Regardless of how effective the time management in the class, it is
important to continue the adequate progress of using Duolingo outside the
classroom. The problem is students tend to have less attention because they
thought that they already use the application through the classroom, so they
would rather not using it outside the classroom. However, it is still the
teacher’s duty to maximize the use of Duolingo as a homework. It can be
giving them an actual physical reward, prolong the assignment deadline, and
so on.
Whether or not there was time to work on Duolingo in class,
adequate progress (can be determined by teacher), was required weekly.
Paul thought that students would be more readily intrigued by Duolingo than
they were, and because it is so easy to access for short bits of learning, that
students would register at least a few points most days.
Considering the teaching steps discussed above, the teacher
implement the use of Duolingo application into English teaching activities
as follows:
1. Firstly the researcher choose the specific material of vocabulary that
will be given to the students. It is available in the curriculum menu
as it is seen on the figure 2.5 below.
23 Paul Magnuson, Teaching with Duolingo. Unpublished research in 2014.p.5-6.
23
Figure 2.5. Duolingo Curriculum
2. The researcher gives the students a brief explanation about the
generic structure of descriptive text and how to describe something.
3. The students log in to their Duolingo account and enter the Duolingo
classroom ( Morning English)
4. They will find an assignment box in the middle right of the page and
the deadline of it (see figure 2.2). The assignments are kata sifat 1,
benda, and tempat.
5. The students do the assignment. If their answer is wrong, then the
question in which they get mistaken will be repeated until they find
the right answer (direct corrective feedback). In the end, they will
get an “exp” according to their correct answer.
24
Figure 2.6. Duolingo Feedback
6. After they are done practicing using Duolingo, they are required to
make a different sentence and paragraph from the vocabulary that
they got from Duolingo.
7. In the end of the lesson the students are recommended to use
Duolingo at their home by themselves.
D. The Relevant Previous Studies
The researcher has found some previous studies that related to this
research and has analysed it. The first is a thesis written by Priska Aprilianty
in 2014 under title “The Effectiveness of Personal Vocabulary Notes (PVN)
Technique on Students’ Vocabulary Understanding” (A Quasi-
Experimental Research in the Eighth Grade Students in MTs. Salafiyah
Bedahan).24 The aim of the writer is to find out whether using PVN
technique will improve students’ vocabulary understanding or not. The
research method used by her is quasi experimental method which is she take
2 classes as sample in which one is experimental class and the other is
controlled class. For the data collecting, the writer applies several
24 Priska Aprilianty, The Effectiveness of Personal Vocabulary Notes (PVN) Technique on
Students’ Vocabulary Understanding (A Quasi-Experimental Research in the Eighth Grade Students
in MTs. Salafiyah Bedahan). A Skripsi Presented to the Faculty of Tarbiya and Teachers Training
in UIN Syarif Hidayatullah Jakarta, Jakarta, and 2014.not published. P.37-38.
25
techniques including observation, interview, questionnaire, and test. In
conclusion, she revealed that the students’ vocabulary was improved by
using PVN technique. It was proven by the students’ score. The average
score also improved pre-test in the experimental class is 31.60, that of post-
test is 65.60, and that of gain score is 34.00. In the controlled class, the mean
of pre-test is 30.20, the post-test is 46.60 and the gain score is only 16.40.
The researcher also found a similarity of his research with Veronika
Jašková under title “Duolingo As a New Language-Learning Website and
Its Contribution to E-Learning Education”. The aim of the research is to
determine the awareness of Duolingo in the Czech public and its effect on
the students’ final test. The questionnaires were given to 300 people of
which 118 answered and returned it back, and the sample that is used is 88
of them. The result showed that there is significant difference between the
initial result and the final result that is using Duolingo. Before utilizing
Duolingo, the score was 162.5, yet after using Duolingo the score was
increased into 253.9. The gained score presented the amount of 91.4. It
means there was significant effect of Duolingo through the students’ final
test.25
The research by Pilar Munday under title “The case for using Duolingo
as part of the language classroom experience (Duolingo como parte del
curriculum de las clases de lengua extranjera).26 The aim of the writer is to
investigate whether using Duolingo makes students learn Spanish language
easier. The research method used by the writer is qualitative research using
interview and questionnaire as data collecting. The result is 43,8% of the
class was actually satisfied with Duolingo But even though not that many
students liked Duolingo better, if we combine the “Yes” answers with those
of “The Same,” the percentage is 87.6%. This indicates to this research that,
25 Jašková, Veronika. Duolingo as a new language-learning website and its contribution
to e-learning education. (Brno: Masaryk University 2014) p.40. 26 Pilar Munday, “The case for using Duolingo as part of the language classroom experience
(Duolingo como parte del curriculum de las clases de lengua extranjera)”, a research journal
presented to the Sacred Heart University (Estados Unidos) Fairfield, USA.p.94.
26
although there were aspects they may not have liked about the app, they still
thought it could be considered as valid as regular homework.
E. Research hypothesis
The research hypothesis that is used in this research focused on the
influence of using Duolingo application on students’ vocabulary mastery.
There are two kinds of hypothesis, they are:
1. Null Hypothesis (H0)
The null hypothesis stated that there is no positive effect of using
Duolingo application on students’ vocabulary mastery. It can be seen from
the difference between controlled class and experimental class. If there is
no significant difference between the population means, the null hypothesis
is accepted.
2. The Alternative Hypothesis (Hɑ )
The alternative hypothesis stated that there is positive effect of using
Duolingo application on students’ vocabulary mastery. It can be seen from
the difference between controlled class and experimental class. If there is a
significant difference between population means, the alternative hypothesis
is accepted. In this research, the alternative hypothesis was chosen as the
hypothesis. It is needed to be tested in order to prove the research notion
about the effectiveness of using Duolingo application on students’
vocabulary mastery.
In alignment with the possible hypothesis discussed above, the
researcher hypothesized that using Duolingo will be effective through
students vocabulary mastery in the eighth grade of MtsN 3 Jakarta academic
year 2018/2019.
27
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method and research design, the place and
time of the research, the population and sample, the technique of data
collection, also the technique of data analysis.
A. Method and Research Design
The method used in this research is quantitative method. Thus, the
researcher need to collect empirical data. The researcher applied an
experimental study which uses two groups of sample, control class and
experimental class. Those class were made in order to investigate the effect of
using Duolingo application toward students’ vocabulary mastery. The group
that received the treatment of using Duolingo was experimental group,
meanwhile the group that received the conventional technique is control group.
In addition, this research design is categorized as a quasi – experimental
study. The researcher prefer to use quasi – experimental study because it uses
the existing organized group sample. The researcher believes that quasi –
experimental study is more suitable to use in this research because the
researcher cannot artificially create groups for the experiment. This research
focused on two variables, Duolingo application as the dependent variable and
students’ vocabulary mastery on descriptive text as independent variable. An
independent variable is an explanatory variable that is a presumed cause of
variation in other explanatory variable. While a dependent variable is an
explanatory variable that is presumed to be affected by the independent
variable.1 In short, independent variable is an affected and the dependent
variable is the variable which is giving the effect to the dependent variable.
1 John Bacon-Shone, Introduction to Quantitative Research Methods, (Hong Kong: University
of Hong Kong, 2015), p.24.
28
B. Procedure of the Research
The procedures are divided into four steps, they are: observation, pre–
test, treatment, post – test. Each of procedures would be described as follows:
1. Observation
In this phase, the researcher collaborated with the teacher to write all events
which is happen in the class. The observation could be a facts, such as the
number of books in a classroom and the number of students in a class. It could
also focus on events happened in classroom, for example, the amount of teacher
and student dialogue, the amount of pairing conversation and the amount of
team work. Furthermore, it can focus on the classroom activity qualities, such
as the friendliness between the students of the teacher.2 The researcher observed
the outcomes of the intervention and reflecting on its effectiveness.
2. Pre-test
After performing observation, the next step is giving pre-test about vocabulary
to the samples. This pre-test was given to know the initiation score of students’
vocabulary mastery on both experimental class and control class before the
treatment.
3. Treatment
The researcher applies the treatment after administering the pre – test. There are
two different treatments given to the group student. The experimental group
was taught by using Duolingo application, while the control group was taught
without using Duolingo. Both experiment and control groups were taught with
the same material. The researcher conducted 2-4 meetings for the treatment.
4. Post test
In the end, after the application of treatment is complete, the researcher gave
post-test to both experimental and also control group. The function of post-test
2 Louis Cohen, Lawrence Manion, &Keith Morrison. Research Method in Education.
(Newyork: Routledge, 2007). P.396.
29
is to see the effectiveness of the treatment based on the score. The post-test
consists of the vocabulary test with the same difficulties as the pre-test.
Furthermore, the procedure of the research could be explained as in below3:
Pre- and Posttest Design Time
Selected Control Group Pretest No Treatment Posttest
Selected Experimental Group Pretest Experimental Treatment Posttest
Figure 3.1. Research Design
In this research, the researcher conducted 4 meetings in each class. They
consisted of one first-meting for pre-test, and the two meetings for treatment, and
one last meeting for post-test.
C. Place and Time of The Research
This research was performed at MTsN 3 Jakarta which is located at Jl.
Pupan No.3 B, Rt.5/Rw.8, Pondok Pinang, Kebayoran Lama, Jakarta Selatan,
Daerah Khusus Ibukota Jakarta 12310, Indonesia. The research was conducted
for a two or three weeks (approximately 4-6 meetings) start from the beginning
of February 2019 until March 2019.
D. Population and Sample of The Research
The eighth grade students of MTsN 3 Jakarta was the population for this
research. The sampling method was purposive sampling, it because the
researcher used the already formed sample which is devided into 8 class in the
same grade. There are eight class of the eighth grade in MTsN 3 Jakarta,
consisting the 8.1-8.8 class. This research involved two classes as an
experiment and control class, 8.2 and 8.8 class. The experimental class is the
8.8 class which is taught by applying Duolingo application and the 8.2 class is
3 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating,
Quantitative and Qualitative Research, (Boston: Pearson Education, 2011), p.310.
30
the control class which is taught by conventional technique or without using
Duolingo application. Most of the classes consist of more than 30 students. But
the researcher took 29 students from each class as the sample, so there were 58
students participated as the sample in this research.
E. Technique of Data Collection
In this research, the data was collected by using:
1. Observation
Observation is performed to find out the general situation of teaching
and learning English in the school. It is including observing the materials and
the teacher’s method in teaching. The data collected from observation that was
conducted before entering the class to perform the research.
2. Instrument
In order to collect the data, there are instruments that the researcher
used, those are:
a. Test
The researcher used vocabulary test as the instrument to collect the data.
The material of the test was taken from the subject matter which was taught
to the students. The researcher conducted pre – test and post – test in
collecting the data for both experimental and control group. The test is
performed in order to measure the students’ vocabulary understanding.
b. Questionnaire
In order to obtain additional data on the findings of the research, the
researcher gave questionnaire. It is conducted only on the experimental
class to see their opinion about using Duolingo application on the learning
activity and to collect the factual proof and description about the effect of
Duolingo application on students’ vocabulary mastery.
31
F. Technique of Data Analysis
To know and to find out the experiment and control group’s scores, it is
used:
1. Prerequisite Analysis Test
Normality test is a test which is done to check whether a group of data
comes from population having normal distribution or shapes normal curve. The
normality test is crucial to do because the calculation of parametric statistic has
assumption or requirement that research data must be distributed normally. To
test the normality of the data, the researcher used IBM SPSS Statistics 2.0.
Homogeneity test is used to test the similarity of the sample which is
taken from homogenous population. The Levene statistic was used to count the
homogeneity variance of the test.
2. Hypothesis Test
This is the last step to analyze the data after normality and the
homogeneity test was done. Because the result of the experimental and the
control class’ pre and posttest’s score met the requirement of normality test
and both the classes (sample) had similarity or homogeneity in variance. The
researcher used the independent t-test. The independent t-test is an analysis to
compare data of two group sample statistically.
Independent sample t-test is used to compare the means or averages of
the two independent samples (the experimental and the control class) in order
to determine whether there was statistical evidence which proved that the means
were significantly different. The researcher uses t-test to find out the differences
score of students’ vocabulary mastery with and without using Duolingo
application.
32
G. The Effect Size Formulation
The Cohen’s effect size formulation was used to find out the effect size of this
research. the formulation is as below:
d= mean of experimental group – mean of control group
Pooled standard deviation
The result of the data was descripted by the measurement as follow:
0 – 0.20: weak effect
0.21 – 0.50: modest effect
0.51 – 1.00: moderate effect
> 1.00: strong effect
33
CHAPTER IV
RESEARCH FINDINGS
This chapter presents the data description including of the score of pre-test, and
post-test gained from the experimental class and the control class. Those are both
calculated in order to find out the empirical evidence of the effectiveness of using
Duolingo application towards students’ vocabulary mastery at the eighth grade of
MTsN 3 Jakarta in academic year 2018/2019. The discussion of the research finding
is also interpreted in this chapter.
A. Data Description
The below description presents the research findings which was gained from
the pre-test and the post test of both Experiment and Control class.
1. Score of Experiment Class
The data were gained from the result of the pre-test and post-test of experiment
class at MTsN 3 Jakarta. The following are the description.
Table 4.1
Students’ Score of Experiment Class
Students Pre-test Post-test Gained Score
1 60 90 30
2 70 80 20
3 65 75 10
4 65 95 30
5 60 85 25
6 55 85 30
7 50 80 30
8 60 90 30
34
9 70 90 20
10 75 95 20
11 60 80 20
12 65 80 15
13 55 85 30
14 75 100 25
15 75 80 5
16 65 85 20
17 60 80 20
18 70 90 20
19 70 95 25
20 60 85 25
21 65 75 10
22 55 85 30
23 65 95 30
24 55 75 20
25 70 75 5
26 65 90 25
27 80 85 5
28 75 75 0
29 85 100 15
Mean 65 85.52
35
The table 4.1 presented the score of post-test. The score was gained after
the treatment of applying Duolingo was done. According to the result of the post-
test, it has seen that the mean of post-test was improved to85.52. It means that in
36
average, the students have passed the criterion or above the minimum criterion.
From the data description from the pre-test to the post-test, it is concluded
that there was positive effect of using Duolingo application on students’ vocabulary
mastery.
2. Score of Control Class
The data were gained from the result of the pre-test and post-test of control
class at MTsN 3 Jakarta. The following are the description.
Table 4.2
Students’ Score of Control Class
Students Pre-test Post-test Gained Score
Student 1 65 70 5
Student 2 70 65 -5
Student 3 65 60 -5
Student 4 75 75 0
Student 5 55 70 15
Student 6 70 85 15
Student 7 55 70 15
Student 8 60 60 0
Student 9 70 70 0
Student 10 65 75 10
Student 11 60 60 0
Student 12 80 80 0
Student 13 75 75 0
Student 14 75 85 10
Student 15 70 70 0
Student 16 65 65 0
Student 17 75 80 5
37
Student 18 80 75 -5
Student 19 80 80 0
Student 20 65 70 5
Student 21 70 70 0
Student 22 80 80 0
Student 23 60 65 5
Student 24 70 75 5
Student 25 70 70 0
Student 26 60 60 0
Student 27 60 60 0
Student 28 70 65 -5
Student 29 65 65 0
Mean 68.28 70.69
38
According to the data shown on the table 4.2, the result of pre-test in control
class had the mean score of pre-test of 68.28 from 29 students. It means that in
average, the students did not covered the minimum criterion of MTsN3 Jakarta in
English Subject. This was the same as the experiment class that the average score
in pre-test did not meet the criterion.
Further description, the table also presented the score of post-test. The score
which was gained after teaching and learning process but did not use the Duolingo
application in learning activities. Because this class was the controlled class, so the
class did not get the treatment as the experiment did. The students only were guided
by the teacher during teaching and learning process to gain understanding in
descriptive text and also enrich their vocabulary about the material.
According to the result of post-test, it has seen that the mean of post-test in
controlled class was also improved with score of 70.69. The highest score of post-
39
test was 85 obtained by two students and the lowest score in post-test was 60; it
was obtained by five students.
From the differences in students’ scores above, it has seen that there is
positive improvement of the students’ score in learning English. However, the
result of post-test showed that some of the scores were still below of the minimum
mastery criterion at MTsN 3 Jakarta. So it was believed that the class which was
taught without using Duolingo application was still struggling to pass the minimum
mastery criterion. Over all, the differences in students’ scores in table 4.1 and table
4.2, can be concluded that there is positive effects of using Duolingo application
through students’ vocabulary mastery.
B. Data Analysis
The below description presents the way of pre-analysing and analysing the
data that have been collected including three analysis namely normality,
homogeneity and hypothesis test (independent t-test).
1. Normality Test
In this research, the normality of pre-test and post-test on both the
experimental and control class were gained from using Lilliefors in IBM statistics
SPSS 2.0. The result shown as follow:
Table 4.3
The Result of Normality Test of Pre-test Score at the
Experiment and Control Class
40
The result of the normality test on the table 4.3 showed that the significance
level of the experimental class was 0.119 and 0.382 and the control one was 0.126
and 0.086. It means that the probability value (p) of both experimental and control
class was higher than (>) the degree of significance 5% (α = 0.05). Therefore, it is
concluded that the data of both the experimental and the control class’ pretest was
normally distributed.
Table 4.4
The Result of Normality Test of Post-test Score at the
Experiment and Control Class
In the table 4.4, the result of the normality test for the post test showed that
the significance level of the experimental class was 0.106 and 0.050 and the control
one was 0.065 and 0.057. It means that the probability value (p) of both experimental
and control class was higher than (>) the degree of significance 5% (α = 0.05).
Therefore, it is concluded that the data of both the experimental and the control class
was normally distributed.
41
2. Homogeneity Test
Homogeneity test is required as prerequisite analysis test. To calculate it, the
researcher used Levene Statistic Test from IBM Statistics SPSS 2.0 software. The
obtained result was as follow:
Table 4.5
The Homogeneity Test of Pre and Post-test at the
Experiment and Control Class
Pre-test Post-test
From the result of the Levene Statistic Test, it has seen that the significance
level or probability value (p) of the data from the experiment and control’s pre-test
score was 0.698. Meanwhile the post-test homogeneity score was 0.909.
It means that the significance level or probability value (p) of the data was
higher than the significance degree (α = 0.05). The result of homogeneity test
showed that the sample data from the population has homogenous variance.
3. Analysis Test
This is the last step to analyze the data after normality and the homogeneity
test was done. Because the result of the experimental and the control class’ pre
and posttest’s score met the requirement of normality test and both the classes
(sample) had similarity or homogeneity in variance. The writer used the
independent t-test. The independent t-test is an analysis to compare data of two
group sample statistically.
Independent sample t-test is used to compare the means or averages of the
42
two independent samples (the experiment and the control class) in order to
determine whether there was statistical evidence which proved that the means
were significantly different. The writer uses t-test to find out the differences score
of students’ achievement vocabulary mastery with and without using Duolingo
application. Moreover, researcher used IBM Statistics SPSS 20 software to do
the calculation or the test.
The result of the calculation as follows:
Table 4.6
Independent T-Test of Post-test score of Experiment and Control Class
Thus, based on the T- test calculation above, the degree of freedom (df) is
56, and the critical value calculated by using the degree of significance of 5% is 2.00
(ttable) and the tobserve is 4.94. It means that the post-test score of experimental class
is higher than the score of controlled class. The result of the comparison was 4.94 >
2.00= tobserve > ttable.
As shown in the hypothesis, the df = 56 and in the degree of significance
5% the value of degree of significance is 2.00 (gained based on df = 56 and ⁄ α =
0.05). By comparing the value tobserve (4.94) is higher than ttable (2.00), so the
alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
Therefore it could be concluded that there were significant differences between the
43
results of using Duolingo application in teaching descriptive vocabulary at eighth
grade students of MTsN 3 Jakarta academic year 2018/2019.
4. Effect Size Formulaton
This is the addition calculation that used by the author. This was used to
measure what level of the effectiveness from the treatment of the research.
d= mean of experimental group – mean of control group
Pooled standard deviation
Mean for experimental group = 85.52
Mean for controlled group = 70.69
Mean for experimental group – mean for controlled group = 14.83
Standard deviation of group 1 = 7.600
Standard deviation of group 2 = 7.527
Pooled standard deviation (standard deviation of group 1 + standard deviation of
group 2) = 7.600 + 7.527 = 15.127
d= mean of experimental group – mean of control group
Pooled standard deviation
d= 85.52-70.69
15.127
d= 14.83
44
15.127
d= 0.98
After getting the result of formulation, the result will be interpreted based on
the following criteria:
0 – 0.20: weak effect
0.21 – 0.50: modest effect
0.51 – 1.00: moderate effect
> 1.00: strong effect
As stated from the formulation above, the result of effect size formulation in
this research was 0.56. It indicates that using Duolingo application had moderate
effect towards students’ vocabulary mastery of descriptive material.
C. Data Interpretation
According to the data analysis above, it shows that there is a moderate
difference in students’ vocabulary mastery between the experimental class which
is given a treatment using Duolingo and the control class which is not. The pre-
test score of experiment class and controlled class has the mean value of 65 and
68.28 while the minimum criterion was 75. It means in the pre-test, both classes
did not covered the minimum criterion in average. Then, after applying treatment
that is Duolingo into the classroom, the mean of experiment class is 85.5 and the
mean of controlled class which is not using Duolingo is 70.69. It indicates that
experimental class covered the minimum criterion, and the control class did not
covered the minimum criterion. It means that based on the score, the vocabulary
mastery of the experimental class had improved more significantly after using
Duolingo compared with the control class which is not using it.
There were 29 students in experimental group and also 29 students in
control group. Therefore, the degree of freedom (df) is (29+ 29) – 2 = 56. By the
degree of freedom of 56 and the degree of significance of 5% (α = 0.05), it was
45
calculated that the critical value was 2.00. The result of the statistic calculation
showed that the value of tobserve = 4.94, it is higher than the ttable = 2.00. Therefore
the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.
The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is
rejected. It means that there is positive effect of using self-reflection writing on
students’ writing skill of recount text, and that using Duolingo application gives
positive effect on students’ vocabulary mastery at eighth grade of MTsN 3 Jakarta
2018/2019.
Alongside with the statistical result, the response of the students collected
from the given questionnaire showed quite the same positive result. Most of the
students find that using Duolingo is interesting, easy and helpful. In the
questionnaire, about 86% of the classroom member stated that their English
performance have improved by using Duolingo and they want to recommend it to
use by others. In the other hand, the rest of the percentage of the students feel
uneasy about using Duolingo. It is not because they do not like using it, they are
just not used to operate smartphone in the classroom because it is prohibited. They
are still enjoy using it more compared to the regular teaching without using any
digital media. Perhaps in the further time the smartphone-based application in the
English learning can commonly be used in the classroom learning activities
especially in Indonesia.
In conclusion, since the statistical data showed that alternative hypothesis
was accepted (tobserve > ttable), and the responses of the students’ through the
questionnaire are positive, it is indicated that using Duolingo is effective on
students’ vocabulary mastery.
46
D. Discussion
There were some problems that the researcher found when the research was
performed. The first was the uneasy feeling of the students when they tried to use
Duolingo. They were not used to use smartphone when the teaching activities
hour. In the other hand, there were also studets who did not own smartphone. It is
recommended for the teacher to use the computer laboratory facilities of the
school.
The second was the internet connection and classroom timing consideration.
The first time researcher entered the classroom and started applying Duolingo
treatment, the low speed internet connection was quite ruined the time
management. Some students with the higher internet speed connection had had
done the assignment faster than the others. So it is safer to use computer laboratory
because there is wifi connection that can be used.
The last problem was that the Duolingo for school (virtual classroom) only
available in the desktop version. Therefore it could only be accessed using personal
computer or smartphone’s web browser. Although the application had already
been downloaded, it would only showed the practice part. The teacher could not
manage the students’ activities if it was not through the Duolingo classroom in the
desktop version.
47
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion that the researcher
got after conducting the research.
A. Conclusion
The purpose of this research is to find out the empirical evidence of the
effect of using Duolingo application through students’ vocabulary mastery at
eighth grade students of MTsN 3 Jakarta in academic year 2018/2019. It is also
as an additional proof of the mentioned theories and the related previous
studies.
Based on the result that is collected after conducting this research, the
statistic calculation indicated the value of tobserve = 4.94 and the value ttable is
2.00. After comparing both of them by each values of degree significance, the
writer finds that tobserve is higher than ttable (tobserve) > ttable, 4.94 > 2.00. Since
tobserve is higher than ttable, the alternative hypothesis (Ha) was accepted and null
hypothesis (Ho) is rejected. It means that there is positive effect of suing
Duolingo through students’ vocabulary mastery. In addition, , the vocabulary
mastery of the experimental class had improved more significantly after using
Duolingo compared with the control class which is not using it. Moreover, the
calculation of the effect size reveals that using Duolingo gives moderate effect
on students’ vocabulary mastery.
Finally, the researcher summarized that using Duolingo is effective
through students’ vocabulary mastery, specifically for the eighth grade students
of MTsN 3 Jakarta in academic year 2018/2019.
48
B. Suggestion
After conducting this research, the researcher thought that teachers
should make their teaching more creative in order to increase students’
vocabulary mastery and to avoid boredom inside classroom. During this digital
era, teachers have privilege since there are many appropriate media that can be
used to boost up their teaching. Using Duolingo is suggested as it is proven that
it has positive effect towards students’ vocabulary mastery of eighth grade
students of MTsN 3 Jakarta academic year 2018/2019. It is wished to make the
students having more interest in learning vocabulary.
The students now have a new media in learning English vocabulary that
is Duolingo, a game-based language learning application that make their
learning more fun. There are also other language feature that can be learned
alongside vocabulary, such as pronunciation, grammar, simple translation and
simple writing. Since it can be access anywhere and anytime, the students also
have a duty in learning vocabulary to not only depending on the material given
in the classroom; however, they have to practice more at home.
This research is wished to give new information for those who read this
and also as a reference for other researchers. As there may be lack somewhere
in this research, the researcher hope that further there will be another researcher
who conduct a study about the same topic or not in order to enrich the
knowledge of teaching and learning.
49
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52
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55
REKAP ANALISIS BUTIR
=====================
Rata2= 13.96
Simpang Baku= 5.30
KorelasiXY= 0.68
Reliabilitas Tes= 0.81
Butir Soal= 50
Jumlah Subyek= 25
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 71.43 Sedang 0.568 Sangat Signifikan
2 2 85.71 Sedang 0.648 Sangat Signifikan
3 3 71.43 Sedang 0.655 Sangat Signifikan
4 4 42.86 Sedang 0.347 Signifikan
5 5 28.57 Sedang 0.317 Signifikan
6 6 42.86 Sukar 0.438 Sangat Signifikan
7 7 14.29 Sukar 0.119 -
8 8 0.00 Sangat Sukar 0.074 -
9 9 57.14 Sedang 0.418 Sangat Signifikan
10 10 -28.57 Sukar -0.133 -
11 11 14.29 Sedang 0.224 Signifikan
12 12 -42.86 Sedang -0.434 -
13 13 0.00 Sedang -0.042 -
14 14 28.57 Sedang 0.402 Sangat Signifikan
15 15 28.57 Sukar 0.293 Signifikan
16 16 42.86 Sedang 0.331 Signifikan
17 17 -14.29 Sedang 0.070 -
18 18 -28.57 Sukar -0.266 -
19 19 71.43 Sedang 0.541 Sangat Signifikan
20 20 100.00 Sedang 0.659 Sangat Signifikan
56
21 21 14.29 Sedang 0.187 -
22 22 42.86 Mudah 0.373 Sangat Signifikan
23 23 42.86 Sukar 0.420 Sangat Signifikan
24 24 71.43 Sedang 0.659 Sangat Signifikan
25 25 28.57 Sedang 0.247 -
26 26 71.43 Sedang 0.582 Sangat Signifikan
27 27 57.14 Sedang 0.332 Signifikan
28 28 14.29 Sedang 0.211 -
29 29 28.57 Sedang 0.279 Signifikan
30 30 57.14 Sedang 0.424 Sangat Signifikan
31 31 57.14 Sedang 0.520 Sangat Signifikan
32 32 28.57 Sangat Sukar 0.258 -
33 33 14.29 Sedang 0.100 -
34 34 85.71 Sedang 0.632 Sangat Signifikan
35 35 57.14 Sukar 0.546 Sangat Signifikan
36 36 42.86 Sedang 0.413 Sangat Signifikan
37 37 57.14 Sedang 0.332 Signifikan
38 38 28.57 Sukar 0.317 Signifikan
39 39 42.86 Sedang 0.331 Signifikan
40 40 85.71 Sedang 0.648 Sangat Signifikan
41 41 71.43 Sukar 0.541 Sangat Signifikan
42 42 28.57 Sedang 0.274 Sangat Signifikan
43 43 -14.29 Sangat Sukar -0.224 -
44 44 28.57 Sedang 0.317 Sangat Signifikan
45 45 71.43 Sukar 0.627 Signifikan
46 46 28.57 Sedang 0.427 Sangat Signifikan
47 47 57.14 Sedang 0.332 Sangat Signifikan
48 48 85.71 Sedang 0.632 Sangat Signifikan
49 49 100.00 Sedang 0.659 Sangat Signifikan
50 50 14.29 Sedang 0.224 Signifikan
57
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Waktu : 60 menit
I. Choose the best answer and mark A, B, C, or D on the answer sheet!
1. Lia’s favourite doll is broken. She is very …… now.
a. confuse b. charm c. happy d.sad
2. Rio is feeling hungry. So, he ….. a meal
a. Prepare b. walk c. sell d. borrow
3. Jenny did not study hard. She didn’t….. the exam.
a. Finish b. pass c. break d. bring
4. “Sometimes he is rather calm at home” the opposite of the underlined word
is
a. Silent b. noisy c. peaceful d. muted
5. Sugar is sweet, but honey is ……. than sugar.
a. Sweeten b. sweetness c. sweety d. sweeter
6. Mila’s father has a job for designing a building, he is ……
a. an architect b. a model c. an artist d. a pumbler
7. A. Fuadi is the author of “Negeri 5 Menara”. He is a a famous….
a. writer b. storyteller c. carpenter d. speaker
8. “Andrew usually does what he is asked to do” The underlined phrase means
…
a. He does anything he wants. b. He always asks. c. He is smart. d. He
is diligent.
9. Queen Elizabeth of England is living in a …….
a. villa b. place c. hotel d. palace
10. We are going to Belitong island by ship. We meet at 9 PM at……
a. port b. airport c. dock d. station
11. My friends say that I am tall enough for a seventeen-years-old girl, because
I am 160 cm. The antonym of the underline word is ....
58
a. short b. small c. long d. wide
12. Ilyas often late at school although he lives nearby it. Underlined word has
the opposite meaning with…
a. remote b. far c. close d. neighboring
13. Most of the students go to ….. when break time, because they can buy food
and baverage there.
a. avenue b. corner c. cafeteria d. petshop
14. When I go to the barbershop, the barber use scissor and ….. to do my hair.
a. cotton b. comb c. headset d. string
15. At first, I thought English is very difficult to understand, but I now I think
English is…… than I thought.
a. complex b. simpler c. hard d. easy
16. “Because it always helpful to me in various situations” underlined word has
the same meaning as……
a. benign b. kindl c. adventage d. useful
17. I don’t have a house nearby the campus, so I have to ….. one for my living
place.
a. lend b. sell c. rent d. bring
18. Thing that you don’t find in the bathroom is
a. bed b. towel c. soap d. water
19. Sultan’s house is quite ….. it mostly made from wood.
a. luxury b. private c. personal d. traditional
20. Mom gives Mecca a food box for her to eat at noon. The underlined word
means the food is for Mecca’s…..
a. breakfast b. lunch c. dinner d. appetizer
59
Pelajaran : Bahasa Inggris
Kelas : VIII
1. Anna wants to buy books, pencils, and eraser. So, she decides to go to the…
a. Courthouse b. Prison c. Monastery d. Stationery
2. Bob went to the library to … biology book yesterday.
a. Lend b. buy c. sell d. borrow
3. All the Hindis go to the … to pray.
a. Cathedral b. mosque c. monastery d. temple
4. Dian wants to buy a kilogram of meat in the butcher. The antonym of the word
in italic is…
a. Bring b. break c. sell d. borrow
5. Today was Vaisakha day, so all the Buddhists went to the …….. to pray.
a. Church b. Mosque c. Chapel d. Vihara
6. During the holiday, I and my family spent it by staying in the … near the beach.
a. Dormitory b. Hotel c. Port d. Thrift Shop
7. Last night Andy got sick, he needed some medicines, so he asked her brother to
go to the...
a. Dispensary b. Stationary c. Library d. Grocery
8. Tomorrow Indah wants to go picnic to the zoo. On the next day, it is raining, so
she can’t go anywhere and she feels so sad. The antonym of the word in the italic
is…
a. Glad b. Hesitated c. Excited d.
Disappointed
9. Last year Lorry often went to the …. to do exercises in order to have a good body,
but now he is lazy to do it.
a. Haberdashery b. Monastery c. Library d.
Gymnasium
10. It was the first time Ann saw Monumen Nasional (Monas), for her it was a …
building.
a. Short b. Large c. Average d. Tall
60
11. Every Friday, Ali goes to the … to pray since he is a moslem.
a. Church b. Cathedral c. Temple d. Mosque
12. He walks into the lobby of the dormitory … since he really wants to meet his
family.
a. Sadly b. helplessly c. carelessly d. eagerly
13. Bob wants to buy a bunch of flowers for his mother, so he goes to the…
a. Stationery b. dispensary c. butcher d. florist
14. Mia is on her way to the police station, but her car is out of gasoline, so she goes
to the …
a. Airport b. market c. petrol station d. pawn shop
15. A building where things are made is called as…
a. Monastery b. market c. factory d. harbor
16. One of the most popular places in Malang is musem angkut. The word in italic
has the closest meaning to…
a. Large b. huge c. tiny d. well-known
17. Nada gets sick and she wants to go to the…
a. Pawn shop b. dormitory c. hospital d. port
18. All the fruits which is sold in the market looks so …
a. Pale b. dark c. rotten d. fresh
19. Hilda is a lecturer, so every day she … the students in University.
a. Claims b. teaches c. visits d. comes
20. I wish someday I could … to Paris to see Eiffel tower.
a. Visit b. live c. feel d. go
61
RENCANA PELAKSANAAN PEMBELAJARAN
(Experiment Class)
Satuan Pendidikan : MTs Negeri 3 Jakarta
Kelas/Semester : 8/2
Mata Pelajaran : Bahasa Inggris
Topik : Describing Person
Alokasi Waktu :2 x 40 menit
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks
penggunaannya.
62
C. Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari
bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional dengan
guru dan teman.
2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan
teks dekskriptif mengenai orang dengan baik dan benar.
3.6.2 Siswa dapat struktur teks dan ciri-ciri yan terdapat di dalam teks deskriptif
mengenai orang dengan baik dan benar.
3.6.3 Siswa dapat mengemukakan teks deskriptif mengenai orang secara tulis
dengan baik dan benar.
4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan teks
deskriptif mengenai orang secara benar dan sesuai konteks.
4.7.2 Siswa dapat mengikuti makna struktur teks dan ciri yang terdapat di dalam
sebuah teks deskriptif mengenai orang dengan baik dan benar.
D. Media Pembelajaran
Papan Tulis dan Spidol, laptop, LCD Proyektor, aplikasi/website Duolingo,
speaker, smartphone.
E. Materi Pembelajaran
1. Describing People
Sifat (Characteric)
Profession
2. Teks Deskriptif
Pengertian: sebuah tulisan atau teks yang menggambarkan sifat-sifat
yang melekat pada sesuatu, baik itu manusia, benda mati, atau lainnya.
Struktur Teks:
63
1. Identifikasi (Identification)
2. Deskripsi (Description)
3. Ciri-ciri teks deskriptif
Simple Present Tense
Banyak dijumpai kata sifat (adjective)
Kata kerja penghubung (relating verb)
F. Sumber Pembelajaran
Kementrian Pendidikan dan Kebudayaan. 2014. When English Rings a Bell:
Buku Guru Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan. Hal
19-21.
http://www.duolingo.com
G. Langkah-langkah Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru dan siswa memberi salam, lalu
berdoa bersama.
Guru mengabsensi kehadiran siswa dan
menanyakan kabar siswa.
Guru dan siswa membaca doa bersama-
sama sebelum memulai pelajaran.
Guru menyampaikan tema pembelajaran
kepada siswa.
10 menit
Inti Experimenting
Siswa diajak oleh guru memainkan
sebuah permainan ‘who is it?’.
Guru mempunyai 3 gambar yang
ditampilkan di slide show.
Siswa diminta untuk menebak
gambar yang dimiliki oleh guru.
Observing
Siswa mengamati atau meneliti
tentang bagaimana cara
mendeskripsikan orang dan kata apa
saja yang dapat digunakan dalam
mendeskripsikannya.
10 menit
5 menit
64
Communicating
Siswa diminta untuk menulis kalimat
deskripsi sederhana tentang orang
yang mereka kenal.
Questioning
Dengan bimbingan dan arahan guru,
siswa diberikan kesempatan untuk
saling bertanya atau kepada guru
apakah ada bagian dari materi yang
belum mereka pahami.
Associating
Seluruh siswa diminta untuk
mengerjakan kuis tentang kata sifat 1
dan pekerjaan melalui akses
aplikasi/website Duolingo. Siswa
yang mendapatkan exp lebih dari 100
akan mendapatkan extra point.
5 menit
5 menit
35 menit
Pentupan
Setelah mengikuti kegiatan pembelajaran
pada pertemuan ini, siswa dan guru
bersama-sama menarik nafas setelah
pembelajaran usai (relaksasi).
Siswa diminta menulis journal di dalam
bukunya dan menyimpulkan apa yang
sudah mereka pelajari hari ini.
Siswa diberikan arahan untuk mencoba
menggunakan aplikasi duolingo mereka
secara individu di rumah.
Guru dan siswa berdoa setelah
pembelajaran usai sebagai bentuk rasa
syukur dapat mempelajari bahasa inggris.
10 Menit
Jakarta, 14 Februari 2019
Mengetahui,
Guru Pamong, Mahasiswa,
Dra. Rusniati M. Faiq ZamZami
NIP. 196706061997032001 NIM. 1113014000016
65
RENCANA PELAKSANAAN PEMBELAJARAN
(Experiment Class)
Kelas/Semester : 8/2
Mata Pelajaran : Bahasa Inggris
Topik : Describing Place
Alokasi Waktu :2 x 40 menit
H. Kompetensi Inti
5. Menghargai dan menghayati ajaran agama yang dianutnya
6. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
7. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
8. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori.
I. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks
penggunaannya.
66
J. Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari
bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional dengan
guru dan teman.
2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan
teks dekskriptif mengenai orang dengan baik dan benar.
3.6.2 Siswa dapat struktur teks dan ciri-ciri yan terdapat di dalam teks deskriptif
mengenai orang dengan baik dan benar.
3.6.3 Siswa dapat mengemukakan teks deskriptif mengenai orang secara tulis
dengan baik dan benar.
4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan teks
deskriptif mengenai orang secara benar dan sesuai konteks.
4.7.2 Siswa dapat mengikuti makna struktur teks dan ciri yang terdapat di dalam
sebuah teks deskriptif mengenai orang dengan baik dan benar.
K. Media Pembelajaran
Papan Tulis dan Spidol, laptop, LCD Proyektor, aplikasi/website Duolingo,
speaker, smartphone.
L. Materi Pembelajaran
3. Describing Place
Sifat (Characteric)
Keterangan ikonik/unik tentang tempat
4. Teks Deskriptif
Pengertian: sebuah tulisan atau teks yang menggambarkan sifat-sifat
yang melekat pada sesuatu, baik itu manusia atau benda mati.
Struktur Teks:
67
4. Identifikasi (Identification)
5. Deskripsi (Description)
6. Ciri-ciri teks deskriptif
Simple Present Tense
Banyak dijumpai kata sifat (adjective)
Kata kerja penghubung (relating verb)
M. Sumber Pembelajaran
Kementrian Pendidikan dan Kebudayaan. 2014. When English Rings a Bell:
Buku Guru Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan.
http://www.duolingo.com
N. Langkah-langkah Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
Guru dan siswa memberi salam, lalu
berdoa bersama.
Guru mengabsensi kehadiran siswa dan
menanyakan kabar siswa.
Guru dan siswa membaca doa bersama-
sama sebelum memulai pelajaran.
Guru menyampaikan tema pembelajaran
kepada siswa.
10 menit
Inti Experimenting
Siswa diajak oleh guru memainkan
sebuah permainan ‘what city is it?’.
Guru mempunyai 3 gambar yang
ditampilkan di slide show.
Siswa diminta untuk menebak
gambar yang dimiliki oleh guru.
Observing
Siswa mengamati atau meneliti
tentang bagaimana cara
mendeskripsikan tempat dan kata apa
saja yang dapat digunakan dalam
mendeskripsikannya.
10 menit
5 menit
68
Communicating
Siswa diminta untuk menulis kalimat
deskripsi sederhana tentang
tempat/kota yang mereka ketahui.
Questioning
Dengan bimbingan dan arahan guru,
siswa diberikan kesempatan untuk
saling bertanya atau kepada guru
apakah ada bagian dari materi yang
belum mereka pahami.
Associating
Seluruh siswa diminta untuk
mengerjakan kuis tentang materi
“tempat” melalui akses
aplikasi/website Duolingo. Siswa
yang mendapatkan exp lebih dari 100
akan mendapatkan extra point.
5 Menit
5 menit
35 menit
Pentupan
Setelah mengikuti kegiatan pembelajaran
pada pertemuan ini, siswa dan guru
bersama-sama menarik nafas setelah
pembelajaran usai (relaksasi).
Siswa diminta menulis journal di dalam
bukunya dan menyimpulkan apa yang
sudah mereka pelajari hari ini.
Siswa diberikan arahan untuk mencoba
menggunakan aplikasi duolingo mereka
secara individu di rumah.
Guru dan siswa berdoa setelah
pembelajaran usai sebagai bentuk rasa
syukur dapat mempelajari bahasa inggris.
Jakarta, 19 Februari 2019
Mengetahui, Mahasiswa,
Guru Pamong,
Dra. Rusniati M. Faiq ZamZami
NIP. 196706061997032001 NIM. 1113014000016
69
RENCANA PELAKSANAAN PEMBELAJARAN
(Experiment Class)
Kelas/Semester : 8/2
Mata Pelajaran : Bahasa Inggris
Topik : Describing Thing
Alokasi Waktu :2 x 40 menit
O. Kompetensi Inti
9. Menghargai dan menghayati ajaran agama yang dianutnya
10. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
11. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
12. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
P. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks
penggunaannya.
70
Q. Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari
bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional dengan
guru dan teman.
2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan
teks dekskriptif mengenai orang dengan baik dan benar.
3.6.2 Siswa dapat struktur teks dan ciri-ciri yan terdapat di dalam teks deskriptif
mengenai orang dengan baik dan benar.
4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan teks
deskriptif mengenai orang secara benar dan sesuai konteks.
4.7.2 Siswa dapat mengikuti makna struktur teks dan ciri yang terdapat di dalam
sebuah teks deskriptif mengenai orang dengan baik dan benar.
R. Media Pembelajaran
Papan Tulis dan Spidol, laptop, LCD Proyektor, aplikasi/website Duolingo,
speaker, smartphone.
S. Materi Pembelajaran
5. Describing Thing
Sifat (Characteristic)
Kegunaan Benda
6. Teks Deskriptif
Pengertian: sebuah tulisan atau teks yang menggambarkan sifat-sifat
yang melekat pada sesuatu, baik itu manusia ataupun lainnya.
Struktur Teks:
7. Identifikasi (Identification)
8. Deskripsi (Description)
71
9. Ciri-ciri teks deskriptif
Simple Present Tense
Banyak dijumpai kata sifat (adjective)
Kata kerja penghubung (relating verb)
T. Sumber Pembelajaran
Kementrian Pendidikan dan Kebudayaan. 2014. When English Rings a Bell:
Buku Guru Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan.
http://www.duolingo.com
U. Langkah-langkah Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru dan siswa memberi salam, lalu
berdoa bersama.
Guru mengabsensi kehadiran siswa dan
menanyakan kabar siswa.
Guru dan siswa membaca doa bersama-
sama sebelum memulai pelajaran.
Guru menyampaikan tema pembelajaran
kepada siswa.
10 menit
Inti Experimenting
Siswa diajak oleh guru memainkan
sebuah permainan ‘what is it?’.
Guru mempunyai 3 gambar yang
ditampilkan di slide show.
Siswa diminta untuk menebak
gambar yang dimiliki oleh guru.
Observing
Siswa mengamati atau meneliti
tentang bagaimana cara
mendeskripsikan tempat dan kata apa
saja yang dapat digunakan dalam
mendeskripsikannya.
Communicating
Siswa diminta untuk menulis kalimat
deskripsi sederhana tentang barang
10 menit
5 menit
5 menit
72
favorit mereka yang paling mereka
sukai.
Siswa mempresentasikannya kepada
teman sebangku (pairing)
Questioning
Dengan bimbingan dan arahan guru,
siswa diberikan kesempatan untuk
saling bertanya atau kepada guru
apakah ada bagian dari materi yang
belum mereka pahami.
Associating
Seluruh siswa diminta untuk
mengerjakan kuis tentang materi
“benda” melalui akses
aplikasi/website Duolingo. Siswa
yang mendapatkan exp lebih dari 100
akan mendapatkan extra point.
5 menit
35 menit
Pentupan
Setelah mengikuti kegiatan pembelajaran
pada pertemuan ini, siswa dan guru
bersama-sama menarik nafas setelah
pembelajaran usai (relaksasi).
Siswa diminta menulis journal di dalam
bukunya dan menyimpulkan apa yang
sudah mereka pelajari hari ini.
Siswa diberikan arahan untuk mencoba
menggunakan aplikasi duolingo mereka
secara individu di rumah.
Guru dan siswa berdoa setelah
pembelajaran usai sebagai bentuk rasa
syukur dapat mempelajari bahasa inggris.
10 Menit
Jakarta, 26 Februari 2019
Mengetahui, Mahasiswa Praktikan,
Guru Pamong,
Dra. Rusniati M. Faiq ZamZami
NIP. 196706061997032001 NIM. 1113014000016
73
RENCANA PELAKSANAAN PEMBELAJARAN
(Control Class)
Kelas/Semester : 8/2
Mata Pelajaran : Bahasa Inggris
Topik : Describing Person
Alokasi Waktu :2 x 40 menit
V. Kompetensi Inti
13. Menghargai dan menghayati ajaran agama yang dianutnya
14. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
15. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
16. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
W. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks
penggunaannya.
74
X. Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari
bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional dengan
guru dan teman.
2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan
teks dekskriptif mengenai orang dengan baik dan benar.
3.6.2 Siswa dapat struktur teks dan ciri-ciri yan terdapat di dalam teks deskriptif
mengenai orang dengan baik dan benar.
3.6.3 Siswa dapat mengemukakan teks deskriptif mengenai orang secara tulis
dengan baik dan benar.
4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan teks
deskriptif mengenai orang secara benar dan sesuai konteks.
4.7.2 Siswa dapat mengikuti makna struktur teks dan ciri yang terdapat di dalam
sebuah teks deskriptif mengenai orang dengan baik dan benar.
4.7.3 Siswa dapat membangun teks deskriptif tulis sederhana dengan
memperhatikan struktur teks dan unsur kebahasaan secara benar dan sesuai
dengan konteks.
Y. Media Pembelajaran
Papan Tulis dan Spidol, laptop, LCD Proyektor, Buku Paket When English
Rings The Bell.
Z. Materi Pembelajaran
7. Describing People
Sifat (Characteric)
Profession
8. Teks Deskriptif
75
Pengertian: sebuah tulisan atau teks yang menggambarkan sifat-sifat
yang melekat pada sesuatu, baik itu manusia dan lainnya.
Struktur Teks:
10. Identifikasi (Identification)
11. Deskripsi (Description)
12. Ciri-ciri teks deskriptif
Simple Present Tense
Banyak dijumpai kata sifat (adjective)
Kata kerja penghubung (relating verb)
AA. Sumber Pembelajaran
Kementrian Pendidikan dan Kebudayaan. 2014. When English Rings a Bell:
Buku Guru Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan.
BB. Langkah-langkah Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru dan siswa memberi salam, lalu
berdoa bersama.
Guru mengabsensi kehadiran siswa dan
menanyakan kabar siswa.
Guru dan siswa membaca doa bersama-
sama sebelum memulai pelajaran.
Guru menyampaikan tema pembelajaran
kepada siswa.
10 menit
Inti Experimenting
Siswa diajak oleh guru memainkan
sebuah permainan ‘who is it?’.
Guru mempunyai 3 gambar yang
ditampilkan di slide show.
Siswa diminta untuk menebak
gambar yang dimiliki oleh guru.
Observing
Siswa mengamati atau meneliti
tentang bagaimana cara
mendeskripsikan orang dan kata apa
10 menit
5 menit
76
saja yang dapat digunakan dalam
mendeskripsikannya.
Communicating
Siswa diminta untuk menulis kalimat
deskripsi sederhana tentang orang
yang mereka kenal.
Questioning
Dengan bimbingan dan arahan guru,
siswa diberikan kesempatan untuk
saling bertanya atau kepada guru
apakah ada bagian dari materi yang
belum mereka pahami.
Associating
Siswa secara paired saling
mendeskripsikan teman sebangku.
Setelah deskripsi dirasa tepat siswa
mempresentasikannya di depan kelas.
5 menit
5 menit
35 menit
Pentupan
Setelah mengikuti kegiatan pembelajaran
pada pertemuan ini, siswa dan guru
bersama-sama menarik nafas setelah
pembelajaran usai (relaksasi).
Siswa diminta menulis journal di dalam
bukunya dan menyimpulkan apa yang
sudah mereka pelajari hari ini.
Guru dan siswa berdoa setelah
pembelajaran usai sebagai bentuk rasa
syukur dapat mempelajari bahasa inggris.
10 Menit
Jakarta, 21 Februari 2019
Mengetahui, Mahasiswa,
Guru Pamong,
Dra. Rusniati M. Faiq ZamZami
NIP. 196706061997032001 NIM. 1113014000016
77
RENCANA PELAKSANAAN PEMBELAJARAN
(Control Class)
Kelas/Semester : 8/2
Mata Pelajaran : Bahasa Inggris
Topik : Describing Place
Alokasi Waktu :2 x 40 menit
CC. Kompetensi Inti
17. Menghargai dan menghayati ajaran agama yang dianutnya
18. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
19. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
20. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
DD. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks
penggunaannya.
78
4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang
orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
EE. Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari
bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional dengan
guru dan teman.
2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan
teks dekskriptif mengenai orang dengan baik dan benar.
3.6.2 Siswa dapat struktur teks dan ciri-ciri yan terdapat di dalam teks deskriptif
mengenai orang dengan baik dan benar.
3.6.3 Siswa dapat mengemukakan teks deskriptif mengenai orang secara tulis
dengan baik dan benar.
4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan teks
deskriptif mengenai orang secara benar dan sesuai konteks.
4.7.2 Siswa dapat mengikuti makna struktur teks dan ciri yang terdapat di dalam
sebuah teks deskriptif mengenai orang dengan baik dan benar.
FF. Media Pembelajaran
Papan Tulis dan Spidol, laptop, LCD Proyektor.
GG. Materi Pembelajaran
9. Describing Place
Sifat (Characteric)
Keterangan ikonik/unik tentang tempat
10. Teks Deskriptif
79
Pengertian: sebuah tulisan atau teks yang menggambarkan sifat-sifat
yang melekat pada sesuatu, baik itu manusia, hewan, tumbuhan, ataupun
benda mati seperti rumah, mobil dan lain sebagainya.
Struktur Teks:
13. Identifikasi (Identification)
14. Deskripsi (Description)
15. Ciri-ciri teks deskriptif
Simple Present Tense
Banyak dijumpai kata sifat (adjective)
Kata kerja penghubung (relating verb)
Langkah-langkah Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
Guru dan siswa memberi salam, lalu
berdoa bersama.
Guru mengabsensi kehadiran siswa dan
menanyakan kabar siswa.
Guru dan siswa membaca doa bersama-
sama sebelum memulai pelajaran.
Guru menyampaikan tema pembelajaran
kepada siswa.
10 menit
Inti Experimenting
Siswa diajak oleh guru memainkan
sebuah permainan ‘what city is it?’.
Guru mempunyai 3 gambar yang
ditampilkan di slide show.
Siswa diminta untuk menebak gambar
yang dimiliki oleh guru.
Observing
Siswa mengamati atau meneliti tentang
bagaimana cara mendeskripsikan tempat
dan kata apa saja yang dapat digunakan
dalam mendeskripsikannya.
Communicating
10 menit
5 menit
80
Siswa diminta untuk menulis kalimat
deskripsi sederhana tentang tempat/kota
yang mereka ketahui.
Questioning
Dengan bimbingan dan arahan guru,
siswa diberikan kesempatan untuk saling
bertanya atau kepada guru apakah ada
bagian dari materi yang belum mereka
pahami.
Associating
Siswa secara berkelompok memilih
nama kota kemudian membuat deskripsi
tentangnya. Lalu kelompok lain mencoba
menebak dari deskripsi yang diberikan,
semakin sedikit deskripsi yang
dibutuhkan untuk menebak, semakin
tinggi poin yang didapat. Apabila tidak
ada yang bias menebak poin sepenuhnya
milik presentator.
5 menit
5 Menit
35 menit
Pentupan Setelah mengikuti kegiatan
pembelajaran pada pertemuan ini, siswa
dan guru bersama-sama menarik nafas
setelah pembelajaran usai (relaksasi).
Siswa diminta menulis journal di dalam
bukunya dan menyimpulkan apa yang
sudah mereka pelajari hari ini.
Guru dan siswa berdoa setelah
pembelajaran usai sebagai bentuk rasa
syukur dapat mempelajari bahasa inggris.
10 menit
Jakarta, 27 Februari 2019
Mengetahui, Mahasiswa Praktikan,
Guru Pamong,
Dra. Rusniati M. Faiq ZamZami
NIP. 196706061997032001 NIM. 1113014000016
81
RENCANA PELAKSANAAN PEMBELAJARAN
(Control Class)
Kelas/Semester : 8/2
Mata Pelajaran : Bahasa Inggris
Topik : Describing Thing
Alokasi Waktu :2 x 40 menit
HH. Kompetensi Inti
21. Menghargai dan menghayati ajaran agama yang dianutnya
22. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
23. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
24. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
II. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks
penggunaannya.
82
JJ. Indikator Pencapaian Kompetensi
1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari
bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional dengan
guru dan teman.
2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan
teks dekskriptif mengenai orang dengan baik dan benar.
3.6.2 Siswa dapat struktur teks dan ciri-ciri yan terdapat di dalam teks deskriptif
mengenai orang dengan baik dan benar.
3.6.3 Siswa dapat mengemukakan teks deskriptif mengenai orang secara tulis
dengan baik dan benar.
4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan teks
deskriptif mengenai orang secara benar dan sesuai konteks.
4.7.2 Siswa dapat mengikuti makna struktur teks dan ciri yang terdapat di dalam
sebuah teks deskriptif mengenai orang dengan baik dan benar.
KK. Media Pembelajaran
Papan Tulis dan Spidol, laptop, LCD Proyektor, Buku Paket When English
Rings The Bell.
LL. Materi Pembelajaran
11. Describing Thing
Sifat (Characteristic)
Kegunaan Benda
12. Teks Deskriptif
Pengertian: sebuah tulisan atau teks yang menggambarkan sifat-sifat
yang melekat pada sesuatu, baik itu manusia dan lain sebagainya.
Struktur Teks:
83
16. Identifikasi (Identification)
17. Deskripsi (Description)
18. Ciri-ciri teks deskriptif
Simple Present Tense
Banyak dijumpai kata sifat (adjective)
Kata kerja penghubung (relating verb)
MM. Sumber Pembelajaran
Kementrian Pendidikan dan Kebudayaan. 2014. When English Rings a Bell:
Buku Guru Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan.
http://www.duolingo.com
NN. Langkah-langkah Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru dan siswa memberi salam, lalu
berdoa bersama.
Guru mengabsensi kehadiran siswa dan
menanyakan kabar siswa.
Guru dan siswa membaca doa bersama-
sama sebelum memulai pelajaran.
Guru menyampaikan tema pembelajaran
kepada siswa.
10 menit
Inti Experimenting
Siswa diajak oleh guru memainkan
sebuah permainan ‘what is it?’.
Guru mempunyai 3 gambar yang
ditampilkan di slide show.
Siswa diminta untuk menebak gambar
yang dimiliki oleh guru.
Observing
Siswa mengamati atau meneliti tentang
bagaimana cara mendeskripsikan tempat
dan kata apa saja yang dapat digunakan
dalam mendeskripsikannya.
Communicating
10 menit
5 menit
84
Siswa diminta untuk menulis kalimat
deskripsi sederhana tentang barang
favorit mereka yang paling mereka sukai.
Siswa mempresentasikannya kepada
teman sebangku (pairing)
Questioning
Dengan bimbingan dan arahan guru,
siswa diberikan kesempatan untuk saling
bertanya atau kepada guru apakah ada
bagian dari materi yang belum mereka
pahami.
Associating
Siswa secara berkelompok bermain
Guess this thing. Satu orang sebagai
representasi di depan menghadap ke
siswa, disediakan kertas bertulikan nama
benda di belakang kepalanya. Kemudian
dia mencoba menebak dengan bantuan
deskripsi dari teman sekelompoknya.
Kelompok yang berhasil menjawab kata
mendapatkan poin.
5 menit
5 menit
35 menit
Pentupan
Setelah mengikuti kegiatan pembelajaran
pada pertemuan ini, siswa dan guru
bersama-sama menarik nafas setelah
pembelajaran usai (relaksasi).
Siswa diminta menulis journal di dalam
bukunya dan menyimpulkan apa yang
sudah mereka pelajari hari ini.
Guru dan siswa berdoa setelah
pembelajaran usai sebagai bentuk rasa
syukur dapat mempelajari bahasa inggris.
10 Menit
Jakarta, 28 Februari 2019
Mengetahui,
Guru Pamong, Mahasiswa,
Dra. Rusniati M. Faiq ZamZami
NIP. 196706061997032001 NIM. 1113014000016
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