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USING PERSONAL VOCABULARY NOTES (PVN) TO
IMPROVE STUDENTS‟ VOCABULARY
(A Pre-Experimental Research at the Seventh Grade of SMP Aisyiyah
Sungguminasa)
A THESIS
Submitted to the Faculty of Teacher Training and Education
Muhammadiyah University of Makassar in Partial Fulfillment of
the Requirement for the Degree of Education in English Education
Department
FITRYA RAMADHANI
10535654515
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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ABSTRACT
Fitrya Ramadhani. 2020. Using Personal Vocabulary Notes (PVN) to
Improve Students’ Vocabulary (A Pre Experimental Research at the Seventh
Grade of SMP Aisyiyah Sungguminasa). English Education Department, Faculty
of Teachers Training and Education, Universitas Muhammadiyah Makassar. A
thesis guided by Eny Syatriana and Sujariati.
This research aimed to find out the improvement of the students‟
vocabulary by using Personal Vocabulary Notes (PVN) at the seventh grade of
SMP Aisyiyah Sungguminasa.
This research used pre-experimental design with one group pre-test and
post-test. The population of this research was the seventh grade which consisted
of 81 students. The sample of this research was the VIIB which consisted of 26
students. The researcher used completion test as the instrument of this research.
Based on the research findings, the result showed that using Personal
Vocabulary Notes (PVN) was effective to improve students‟ vocabulary. It is
proved by the mean score of post-test. The mean score before and after treatment
(40.96 became 69.23) with the t–test value was greater than t–table 14.49 > 2.060.
The researcher assumed that using Personal Vocabulary Notes (PVN) could
improve students‟ vocabulary and could be one of a good technique in teaching
vocabulary.
Keywords: Personal Vocabulary Notes (PVN), Improve, and Vocabulary
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ABSTRAK
Fitrya Ramadhani. 2020. Menggunakan Personal Vocabulary Notes
(PVN) untuk meningkatkan kosa kata siswa (Studi Pre-Experimental di kelas VII
SMP Aisyiyah Sungguminasa. Pendidikan Bahasa Inggris, Fakultas Keguruan dan
Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Skripsi ini dibimbing
oleh Eny Syatriana dan Sujariati.
Penelitian ini bertujuan untuk mengetahui peningkatan kosakata siswa
dengan menggunakan Personal Vocabulary Notes (PVN) di kelas tujuh SMP
Aisyiyah Sungguminasa.
Penelitian ini menggunakan desain Pre-Eksperimental dengan satu
kelompok pre-test dan post-test. Populasi penelitian ini adalah siswa kelas VII
SMP Aisyiyah Sungguminasa yang terdiri dari 81 siswa. Sampel penelitian ini
adalah kelas VIIB yang terdiri dari 26 siswa. Peneliti ini menggunakan tes
penyelesaian sebagai instrumen penelitian.
Berdasarkan temuan penelitian, hasilnya menunjukkan bahwa
menggunakan Catatan Kosakata Pribadi (PVN) efektif untuk meningkatkan kosa
kata siswa. Itu dibuktikan dengan skor rata-rata post-test. Skor rata-rata sebelum
dan sesudah treatment (40,96 menjadi 69.23) dengan nilai uji-t lebih besar dari t-
tabel 14.49 > 2.060. Peneliti berasumsi bahwa menggunakan Personal Vocabulary
Notes (PVN) dapat meningkatkan kosa kata siswa dan bisa menjadi salah satu
teknik yang baik dalam mengajar kosa kata.
Kata Kunci: Personal Vocabulary Notes (PVN), Meningkatkan, dan Kosa Kata
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ACKNOWLEDGMENT
In the name of Allah Most Gracious Most Merciful
First of all, the researcher would like to express my praise and
thankfulness to Allah SWT for blessing, love, mercy, guidance, and most of all, to
finish this thesis with the title “Using Personal Vocabulary Notes (PVN) to
Improve Students‟ Vocabulary (A Pre-Experimental Research at the First Grade
of SMP Aisyiyah Sungguminasa)”. Salam and Shalawat are addressed to the final
chosen religious messenger, the Prophet Muhammad SAW.
The researcher would be very grateful to many people who have
contributed their ideas and time in completing this final project. The researcher
give high appreciation and deepest thankfulness to her beloved parent, Sitti
Nuraeni because for her prayer, love, financial, and motivation for the researcher
success. The researcher also realized that in carrying out the research and writing
this thesis, many people have contributed their valuable suggestion, guidance,
assistance, and advice for the completion of this thesis. The researcher would like
to express her sincere gratitude to the following people who have supported and
made this thesis possible:
1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M. as the Rector of
Muhammadiyah University of Makassar.
2. Erwin Akib, M.Pd., Ph.D as the Dean of Teacher Training and Education
faculty, Muhammadiyah University of Makassar.
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3. Ummi Khaerati Syam, S.Pd., M.Pd for her academic advisor, also for all
lecturers and staffs of English Education Department for giving the
knowledge and guidance and help during the researcher‟s study.
4. The researcher high appreciation and great thankful are due to consultants
Dr. Eny Syatriana, M.Pd and Sujariati, S.Pd., M.Pd for their guidance
as well as motivation and their patience from the beginning until the end
of writing this thesis.
5. All lecturer and staffs of English Department for their guidance and
assistance during the years of the researcher‟s study.
6. Hj. Hasnah R, S.Ag the Headmaster of SMP Aisyiyah Sungguminasa,
thanks for accepted the researcher‟s doing this research.
7. Hasdalena Halik, S.Pd the English teacher class VII, thank you for the
time, supports, and suggestion that given to the researcher‟s.
8. Thank you for all the researcher‟s friends at English Education
Department2015 in Immortal Class.
9. Many thanks for all the researcher‟s beloved friends Keluarga Cemara,
Sulastri, Nur Mujahidah, Andi Chaerana, Nur Izmi Pratiwi, Hermiati
Ramli, Nurul Fadillah, Chaerul Anam, and Wandi Abi Mayu who have
always give me support and helped me in finished this thesis. Many story
in finishing of this thesis have been through together and thanks for almost
four years.
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Finally, the researcher is fully aware that her writing is still far from being
perfect, however, the researcher hopes that this writing will be useful for the
improvement to English learner.
Makassar, January 31rd
2020
Fitrya Ramadhani
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LIST OF CONTENTS
PAGE TITLE ………………. ............................................................. i
LEMBAR PENGESAHAN ............................................................... ii
APPROVAL SHEET ........................................................................ iii
COUNSELING SHEET 1 ................................................................. iv
COUNSELING SHEET 2 .................................................................. v
SURAT PERNYATAAN ................................................................... vi
SURAT PERJANJIAN .................................................................... vii
MOTTO ………………. ................................................................. viii
ABSTRACT ………………. .............................................................. ix
ABSTRAK ………………. ................................................................. x
ACKNOWLEDGMENT ………………. ......................................... xi
LIST OF CONTENTS ..................................................................... xiv
LIST OF TABLES ………………. ................................................. xvi
LIST OF FIGURES ………………. ............................................. xvii
LIST OF APPENDICES ………………. .................................... xviii
CHAPTER I INTRODUCTION
A. Background ............................................................................... 1
B. Problem Statement .................................................................... 6
C. Objective of the Study .............................................................. 6
D. Significance of the Study .......................................................... 6
E. Scope of the Study .................................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Findings .......................................................... 8
B. Concept of Vocabulary ............................................................. 10
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1. Definition of Vocabulary .................................................... 10
2. Kinds of Vocabulary .......................................................... 13
3. Four Aspect of Vocabulary ................................................ 14
4. Teaching Vocabulary ......................................................... 16
C. Concept of Personal Vocabulary Notes (PVN) ........................ 23
1. Definition .............................................................................. 23
2. The Application of PVN ....................................................... 24
D. Conceptual of Framework ........................................................ 28
E. Hypothesis ................................................................................ 30
CHAPTER III RESEARCH METHOD
A. Research Design ...................................................................... 31
B. Variable and Indicators of the Research ................................. 32
C. Population and Sample ............................................................ 33
D. Research Instrument ................................................................ 32
E. Data Collection........................................................................ 33
F. Technique of Data Analysis ................................................... 34
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ................................................................................... 37
B. Discussion ............................................................................... 41
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................. 46
B. Suggestion .............................................................................. 47
BIBLIOGRAPHY ............................................................................. 49
APPENDICES ................................................................................... 52
CURRICULUM VITAE
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LIST OF TABLES
Table 3.1 Classification Score................................................................................ 35
Table 4.1 The Improvement Percentage of Students‟ Score .................................. 39
Table 4.2 The Mean Score of Students‟ Pre-test and Post-test .............................. 39
Table 4.3 The Rate Percentage of Pre-test and Post-test ....................................... 40
Table 4.4 Test of Significance (t-Test) .................................................................. 41
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LIST OF FIGURES
Figure 2.1 Model of Personal Vocabulary Notes ................................................... 26
Figure 2.2 Model of Personal Vocabulary Notes ................................................... 26
Figure 2.3 Conceptual Framework ......................................................................... 28
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LIST OF APPENDICES
Appendix I Lesson Plan/RPP ......................................................................... 54
Appendix II Instrument of Pre-test ................................................................. 78
Appendix III Instrument of Post-test ................................................................ 81
Appendix IV Teachings‟ Schedule ................................................................... 83
Appendix V Subject Material ......................................................................... 84
Appendix VI Score of Pre-test ......................................................................... 87
Appendix VII Score of Post-test ........................................................................ 88
Appendix VIII Analysis of Pre-test and Post-test .............................................. 89
Appendix IX Rate Percentage of Students‟ Score ........................................... 91
Appendix X Mean Score and Improvement Percentage ................................ 94
Appendix XI T-test Value ................................................................................. 95
Appendix XII The Distribution of t – Table Value ........................................... 96
Appendix XIII Documentation ........................................................................... 98
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CHAPTER I
INTRODUCTION
A. Background
Vocabulary is one of English components define as the total number of
words in a language. Vocabulary is very important for the students who learn
English as a foreign language. Burton, 1985: 98 stated large vocabularies help
us to express our ideas precisely, vividly and without repeating ourselves
in composition. Moreover, vocabulary is very essential for success to
comprehend the language well, speak better, or composed a good writing.
According to Nation 1990: 22, it is expected that learners have to increase
their vocabulary by around 1000 words a year.
In learning, vocabulary plays an important role. The more vocabulary we
have, the easier it will be for us to understand the conversation or writing of
other people in that language and the easier it is for us to express the content
of our thoughts in that language verbally or in writing. Conversely, the fewer
English vocabulary we have, the more difficult it will be for us to understand
the conversation or writing of other people in English and it will be increasing
difficult for us to express the contents of thoughts in English, both verbally
and in writing.
The importance of vocabulary is demonstrated daily in and out of
campuses. In classroom, the achieving students possess the most sufficient
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vocabulary. According to Nation 2001, realized that the acquisition of
vocabulary is essential for successful foreign language use and plays an
important role in the formation of complete spoken and written texts.
Vocabulary skill is often considered as a critical aspect of foreign
language learners as limited vocabulary in a second language, impedes
successful communication. Considering the importance of vocabulary
acquisition, Schmitt 2000 emphasized that lexical knowledge is central to
communicative competence and to the acquisition of a second language.
Nation 2001 described the correlation between vocabulary knowledge and
language practice as complementary. The skill of vocabulary enables language
use and conversely. Language use leads to an increase in vocabulary
knowledge.
As Vocabulary is very important thing because it can list of the words
used in some enterprise, a language user knowledge of words and the system
of techniques or symbols serving as a means of expression. That is why
everybody who learns English or a certain language should know the words.
The mastery of vocabulary can support them in speaking when they are
communicating to people can write and translate the meaning of words. If they
do not know the meaning of words, they will not be able to speak, write and
translate anything English. The students can be said gaining progress in
English, the mastery of vocabulary.
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Alqahtani 2015, said that the acquisition of an adequate vocabulary is
essential for successful foreign language use because without an extensive
vocabulary, a language learner will be unable to use the structures and
functions. The learner may have learned for comprehensible communication.
Some research has shown that second language readers rely heavily on
vocabulary knowledge and the lack of that knowledge is the main and the
largest obstacle for readers to overcome.
The researcher had done an interview with some students at the SMA
Muhammadiyah 1 Makassar. Based on the interview, the researcher found that
the students usually had difficulties in translating sentences due to lack of
vocabulary. They said that was very difficult to remember new words they
have learned. Beside of that, they did not know the part of vocabulary. It made
them hard to answer the questions in the examination correctly. In fact, most
of questions in their examination consist of vocabulary test. The teacher
usually used conventional method in teaching vocabulary. That was the
teacher give the meaning of difficult words or ask the students to look the
words up in the dictionary.
Based on that condition the factor that influence in English ability is the
factor of the students itself and the factor of the teacher (who doubles as an
English teacher). Students are not able to memorize vocabulary because
students are less attention to spelling and meaning of the word what they
know. While the factors students‟ vocabulary mastery of the teacher factor is
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the lack of creatively of teachers in using attract media or techniques that can
help students to be motivated to learn.
Considering the previous description, the researcher used Personal
Vocabulary Notes (PVN) technique to overcome the problems. It was one of
an effective and interesting way that could be apply in any classroom. It seems
obvious that varieties of teaching techniques need to maintain the interest of
the students. So that the researcher interested in trying one that could be used
by teachers to increase their teaching technique (in teaching English specially)
and help the students to improve their vocabulary, it is Personal Vocabulary
Notes (PVN) technique because this method was a good technique for
teaching English.
Personal Vocabulary Notes (PVN) technique was one of the alternatives
from communicative learning technique. Harmer 1993:67, described that
Personal Vocabulary Notes element which were present in a language
classroom to help students to learn effectively and not make students boring
and scare. In Personal Vocabulary Notes (PVN) technique the teacher tried to
arouse the student. The Personal Vocabulary Notes technique seems to
suggest that students came to lesson ready motivate to listen and increasing
with the teacher presentation.
Previously, several researchers had provided some strategies to overcome
the problem of vocabulary. Most of them were focus on the students‟
vocabulary using Personal Vocabulary Notes (PVN). They are Antoniosyola,
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et al., (2012). On their research, they conducted by using Classroom Action
Research (CAR). The primary data were obtained by using vocabulary test
and classroom observation while the supporting data were obtained by using
documentation. By using Personal Vocabulary Notes (PVN) technique in their
research, they found that students‟ vocabulary was improved. It proves that
using Personal Vocabulary Notes (PVN) technique is very beneficial.
The gap of this research from other researchers is the other researchers
share Personal Vocabulary Notes (PVN) with students and tell students to
write vocabulary they know or based on the vocabulary they know. They have
taught vocabulary using Personal Vocabulary Notes (PVN) technique and
improve students‟ vocabulary. However, the researcher still make confused of
the students if the students did not know anything about vocabulary or
students did not know how to differentiate the parts of vocabulary.
Related to the previous study, the researcher showed the novelty of this
research by using Personal Vocabulary Notes (PVN) technique to improve
students‟ vocabulary that more focus on the part of vocabulary special in noun
and verb. The researcher wants to make different with the other research. This
research used picture to limit students in thinking of vocabulary so students
did not confuse about what they write on the notes. Marish William defines
nouns as a word that is use to name a person, place, thing, Quality or action
can function as the subject of a verb.
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B. Problem Statement
Based on the background above, the problem of this study was “Does the
use of Personal Vocabulary Notes (PVN) technique can improve students‟
vocabulary at the Seventh Grade of SMP Aisyiyah Sungguminasa?”
C. Objective of the Study
Based on the problem statement of the study above, the objective of this
study was find out whether Personal Vocabulary Notes technique can improve
students‟ vocabulary in noun or not.
D. The Significance of the Study
1. For Teacher
Giving any useful input for English teacher to teach the students with the
easier method especially for improving the students‟ vocabulary mastery.
2. For Students
To motivate the students in studying English, especially in improving their
vocabulary mastery using PVN technique.
3. For Readers
Giving information and other method of teaching English in vocabulary
mastery.
4. For Researcher
To give the information and inputs for the other researchers when they are
writing research on the same topic of improving vocabulary mastery using
PVN.
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E. Scope of the Study
This research explained students‟ improvement in learning vocabulary
through Personal Vocabulary Notes (PVN). The research emphasize noun and
verb. The English vocabulary taken from certain theme of vocabulary for the
students‟.
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CHAPTER II
REVIEW OF LITERATURE
In this chapter, this research explained about review of literature after
found out some researcher information about the Personal Vocabulary Notes
(PVN) technique itself and it selected well to support the problems or support
the title.
A. Previous Related Research Findings
The researcher reported several studies in improving the students‟
vocabulary, some researchers‟ findings are briefly cited as follows:
1. Hidayat 2016. The researcher conducted his research by using Classroom
Action Research (CAR) and used word game as a technique in improving
students‟ vocabulary. The sample were 38 students of 28 male, and 10
female students at Junior High School. He found that by using word game
had improved students‟ vocabulary. On the other hand, this research took
a sample of 26 students in Junior High School.
2. Yulianti 2015. The researchers conducted by using pre experimental
method with one group of pre-test and post-test design. The researchers
used personal vocabulary notes in improving students‟ vocabulary. They
took the data was multiple choice. As a result, they found that using
Personal
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Vocabulary Notes effective in teaching English vocabulary. While this
research conducted with same ability but different instrument to collected
the data.
3. Wardani 2015. The researcher conducted by using Classroom Action
Research and the instrument used primary data and the secondary data.
The researcher used word mapping strategy as her technique in improving
students‟ vocabulary. The result of their result showed the improvement
of the students. While in this research used pre-experimental method and
the instrument used pre-test and post-test.
4. Antoniosyola 2013. The researcher conducted his research by using
Classroom Action Research method. The researcher used personal
vocabulary notes in improving students‟ vocabulary. The researcher
found that by using personal vocabulary notes had improved students‟
vocabulary. While this research used pre-experimental method.
5. Panjaitan 2011. The researcher conducted his research by using
Classroom Action Research (CAR) and used Personal Vocabulary Notes.
The research was conducted in two cycles and each cycle consisted of
three meetings. Based on the diary notes, observation sheet, and
questionnaire, it was found that the teaching learning activities ran well.
The result of the researcher showed that the use of personal vocabulary
notes significantly improved students‟ vocabulary.
From the researchers‟ findings mentioned previously, there were some
similarities and differences with this research. The similarity of this research
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was they used Personal Vocabulary Notes (PVN) and focused on the
vocabulary. Whereas the difference of this research was the method. In their
research, they used Classroom Action Research and there were some another
technique to improve students‟ vocabulary. Also the instrument to collecting
the data used observation and questionnaire sheet. This research focused to
improve students‟ vocabulary special in noun and verb, and used pre-
experimental method. This research instrument use pre-test and post-test. In
addition, in the Personal Vocabulary Notes (PVN), the researcher included the
steps of language learning also, so that teaching and learning process was more
focus.
B. Concept of Vocabulary
1. Definition of Vocabulary
Vocabulary is the first and foremost important step in language
acquisition. If language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and the flesh. No matter what your
age, it is the cornerstone to success in any situation. Vocabulary words will
carry the ability to effectively communicate. Vocabulary is defined as “all the
words in a particular language”.
According to Joklova (2009), vocabulary is a list of words and their
combination in particular language. Khodareza 2012, stated vocabulary
learning is important because it is needed by learners to acquire a lot of words
so they can use the vocabulary in any needs especially academic needs.
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Vocabulary learning can be applied in classroom activities by teachers by
considering the level of language proficiency of the students so a successful
and effective vocabulary learning can be reached.
Vocabulary knowledge is not something that can ever be fully mastered, it
is something that expands and deepens over the course of a lifetime.
Vocabulary is acquired incidentally through indirect exposure to words and
intentionally through explicit instruction in specific words and word learning
strategies. As Steven Stahl puts it, “Vocabulary knowledge is knowledge; the
knowledge of a word not only implies a definition, but also implies how that
word fits into the world”.
According David 1995:116, vocabulary is the Everest of language for this
reason; a person who wants to be able to communicate in a certain language
has to master the vocabulary of that language for the first time. Vocabulary as
one of the language aspects have to be learned when people are learning
language.
Sokmen 1997, said that it is impossible for students to learn all the
vocabulary they need in the classroom since there are so many words on which
teachers cannot spend time within the class time limit; thus, vocabulary
expanding process requires the higher level of autonomy as well as more
responsibility from learners themselves.
Famir 2005:11 stated that vocabulary is the contents and punctuations in a
language which are learned in complete sense. Words that have meaning
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when heard or shown although the words are produce individually when
communicate with others. Lomo 1996:16 concluded that vocabulary is the
stock of words and phrase in a language that used by a particular person,
subject and profession.
Similarly, in the dictionary of education written by Charter in Mulbar
2002: 7 stated that vocabulary is defined as follows:
a. Vocabulary is the contents and the function words of the language, which
are learned so thoroughly that they become a part of child‟s
understanding speaking and later reading and writing.
b. A list of words and sometimes phrase, usually arrange in alphabetical
order and defined a dictionary, glossary or lexicon.
c. All the word of language.
d. All the word used by a particular person, class, profession, etc,
sometimes all the words recognized and understood by particular person
although necessary used by him (in full, passive vocabulary).
Good in Mulbar 2007:8 gave some definition as bellow:
a. Vocabulary is the content function words of language, which are learned
so strongly that they become part of child‟s understanding, spelling and
the letter reading and writing obviously.
b. Vocabulary is the words having meaning when heard or seen even
though not produced by individual himself to communicate with other.
In addition carter in Muhmubah, 2005:10 point out that vocabulary is the
concept and function word of language which are so thoroughly that become
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a part of child‟s understanding speaking, reading and writing. Vocabulary is
the word having meaning when heard and seen even though it is not proceed
by individual to communicate with other sometimes all the words recognize
and understood by a particular person, although not necessary used by him.
From the statement above the researcher took conclusion that anything
words which has a meaning in communication, not only in speaking
communication but also in writing communication that the other person can
understand the meaning it could be a vocabulary.
2. Kinds of Vocabulary
Harmer 1993:159 explained two kinds of vocabulary, namely active
vocabulary and passive vocabulary;
a) Active vocabulary refers to all words the students have learnt and
which can be used in communication.
b) Passive vocabulary refers to all words which students will recognize
them when they see them in communication.
Harmer Schell in Sabaruddin 2003:6 classified vocabulary into three
categories:
a. Active vocabulary according to Schell is the words we customarily
use in speaking.
b. Reserve vocabulary is the words we know but we rarely use them in
speaking but we usually use them in writing.
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c. Passive vocabulary is the words we recognize vaguely but we are not
sure of their meanings, we never use them in either speaking or
writing; we just know that we have seen them before.
Generally vocabulary is divided into two parts based on it kinds which is
active and passive. Active vocabulary is words which are usually used by
people in speaking. While passive vocabulary is words which are rarely used
in speaking and writing but we never see them.
3. Four Aspects of Vocabulary that the Students Have to Know About
Harmer 1993:156-158 explained four aspects of vocabulary that the
students need to know about. The four aspects are word meaning, word use,
word formation, and word grammar.
a. Word Meaning
One word may have more than one meaning. The meaning of a word
depends on the context in which that the word occurs. Therefore in the
teaching of vocabulary, words taught to students should be presented in
variety of context to show various meaning.
b. Word Use
The meaning of a word can be changed, stretched, or limited by how it
used, and this is something that students need to know about in relation to
word use. Harmer (1993:157) states that students need to recognize such
as idiomatic use, metaphorical use, and word collocation.
1) Idiomatic Use. Word meaning is frequently stretched through the
use of idiom (idiomatic expression). Such “Cats and Dogs,” can be
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put into such a fixed phrase as it‟s raining cats and dogs, it means
very heavy rain.
2) Metaphorical Use. Metaphor is the use of word to indicate
something, which is different from its literal meaning. Such as the
word „hiss‟ which describes the way people talk as in “Don‟t move
or teacher are dead,” he hissed.
3) Word Collocation. Word meaning is also governed by collocation,
that is, which words go with each other. For example, such a word
„wrist‟ can collocate with „sprain‟ as in „sprain wrist‟, but it cannot
collocate with the word „head‟. So we cannot have such a
collocation as „sprainhead‟. On the country, the word „ache‟ can
collocate wit „head‟ as in „headache‟, but it cannot collocate with
the word „wrist‟. So, we cannot have such a collocation as
„wristache‟.
c. Word Formation
Word formation refers to word forms and how they are formed. Some
words are nouns, some words are adjectives, some words are verbs, etc.
The students need to know how to form adjectives from nouns, how to
form nouns to adjectives, how to form verbs to nouns, or from adjectives
and etc. For example, beauty (noun) changed to beautiful (adjective), or
beatify (verb).
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d. Word Grammar
Word grammar refers to such thing as the way words are used
grammatically. In English, for instance, some verbs are used without to
(can, may) etc. English verbs have tenses. Such as verbs “want” may
change to “wanted“, speak may change to “spoke” or “spoken.” The
students need to know they are used properly.
4. Teaching Vocabulary
In teaching vocabulary there are some requirements for us that are very
important to apply in the class.
Wallace 1989:27-31 indicated the main principle of teaching and learning
vocabulary as follows:
a. Aims. We have to be clear about our aims of how much vocabulary we
will teach.
b. Quantity. Having decided on what in involved in vocabulary learning we
may decide on the quantity of vocabulary to teach to become parts of
student‟s active vocabulary, and then we put number we will depend on
number of factors varying from class to class and learners. When there
still students may become confused, discouraged and frustrated.
c. Need. In most cases to decide what vocabulary is to be taught to the
students, a teacher may use course book or syllabus. In any case, the
teachers in choosing the vocabulary to be taught we refer to the aims of
the course and the objectives of the individual lessons. It also possible for
the teachers, in any case, to give the responsibility of choosing
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vocabulary to be taught to the students which are put in a situation where
they need them by using the teacher as an informant.
d. Frequent Exposure and Repetition. In teaching and learning vocabulary
lessons, there is needed certain a moment of the repetition until there is
evidence that the students learn the target words.
e. Meaningful Presentation. In presenting the vocabulary lessons, the
students must have a clear and specific understanding of the words
denotes.
f. Situation and presentation. Situation and presentation, the word presented
are appropriated to the student‟s situation.
g. Presenting Context. Words seldom occur in isolation, so it is important
for the students to know the usual context the words occur in so from
beginning as it were among the words.
h. Learning Vocabulary in the Mother Tongue in the Target Language.
Teaching in the target words teachers should use words of the mother
tongue as a toot of compare similarities and differences of the words.
i. Guessing Procedure in Learning Vocabulary. Guessing Procedure in
learning vocabulary is a way in learning vocabulary. It leads students to
think the meaning of the new words taught.
5. Nouns
Jackson H 1982 stated that nouns generally refers to things in the
broadest sense. If we have a nouns for something, it implies that we view
it as thing (a process known as reification) for example; in English we
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have nouns for thunder and lighten, whereas in hope, a North-American
Indian Language, these concept can only expressed by verbs.
In Addition Emolyn 1950 said that noun is name of anything. It
may be the name of the person Joseph, boy, an object (boy), a Quantity of
something (pound, ounce, pint) a measure (yard, rod) an action
(involvement, performance), a state (death) an accordance (accident), a
since impression (sound, hoist) and a great many another of things.
a. Kinds of Noun
1) Proper nouns
Proper nouns is the noun which refer to unique things such as people
place, institution, the name of days of the week, months, historical,
document.
Example:
a. Susi
b. Halifax
c. Sunday
d. Beltance
e. Juny
2) Common nouns
Common nouns is a noun referencing to a person, people, or thing a
general sense usually it should be written by using capital letter only when
it beings a sentence common noun is the opposite of a proper noun.
19
Example:
a. Town
b. Sign
c. Miles an
d. Garden
e. Neigh board
3) Concrete Noun
Concrete noun is nouns which names anything (or anyone) that you can
perceive through your physical) sense; sight, taste, hearing and smell.
Example:
a. Table
b. Files
c. Dog
d. Flower
4) Abstract Nouns
Abstract noun is noun which names anything you cannot perceive through
your five physical sense, and it is the opposite of the concrete noun.
Example:
a. Freedom
b. Childhood
c. Justice
d. Happiness
20
5) Countable Nouns
Countable nouns (or count noun) is noun with both a singular and plural
from, and it names anything (or anyone) that you can count, you can make
a countable noun can be made plural and attach it to a plural verb in a
sentence.
Example:
a. Weekend
b. Table
c. Books
d. Chair
6) Uncountable Nouns
Uncountable nouns (or mass noun) is a noun which does not have a plural
from, and which refers to something that you could not usually count an
uncountable noun always takes a singular verb in a sentence.
Example:
a. Flour
b. Milk
c. Sugar
d. Salt
e. air
7) Collective Nouns
Collective nouns is a noun which a naming group of things animals or
person, we can count the individual members of the group; but you usually
21
think of the group as a whole is generally as one unit, you need to be able
to recognize collective nouns in order to mountain subject verb agreement.
Example:
a. a class
b. a committee
c. a team
d. a gang
e. a group
Those are the kinds of nouns, but in this study, the researcher will focus
on the noun. Those are countable noun and uncountable.
6. Verb
Jackson 1982 stated that verb generally refers to action events and process
such as : given, happen and become they typically have a number of
distinct forms; infinitive (to walk), third person singular present tense
(walks), past tense (walked), present participle (walking) and past
participle (walked).
a. Kinds of verb.
Golden Berg G 1998 stated there are various kinds of verb those are:
1) Transitive verb
Transitive verb are verbs which need an object to make the perfect
meaning.
Example:
a. The dog bits the men
22
b. I push the door
c. She stuck the board
2) Intransitive verb
Intransitive verb are the verb which have perfect meaning without an
object.
Example:
a. The cat sleep
b. The sun shines
c. The water boils
3) Auxiliary verb
Auxiliary verb is a close subclass verb and it has a mainly grammatical
function.
Example:
a. To be : being, been, am, is, are, was and were
b. To do : do, does, and did (to make negative and interrogative)
4) Regular verb
Regular verb are the verbs that can be influenced by the tense form, and
the changing are regularly.
Example:
a. Received – received – received
b. Kill – killed – killed
c. Walk – walked – walked
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5) Irregular verb
Irregular verb are the verbs that can be influenced by tenses form but
changing is not regular.
Example:
a. Sleep – slept – slept
b. Think – thought – thought
c. Cut – cut – cut
d. Drink – drank – drunk
Those were the kinds of verb, but in this research the researcher only
focused on noun and verb.
C. Personal Vocabulary Notes (PVN)
1. Definition
According to Kurzweil (2002), Personal Vocabulary Notes (PVN) is a way
of developing student vocabulary in a personalized way while encouraging
them to become autonomous learners. The basic activity is very
straightforward. In and out of the class encourage student to write words in
their native language when they do not how to say the English word. In
monolingual classes, students can simply show their PVN to communicate,
but even in multilingual classes reading the word can be easier to understand
than hearing it. PVN can preserve the “all English” atmosphere in the
classroom by acting as a “savety valve” to lower student frustration when they
have difficulty expressing themselves.
24
2. The Application of PVN in the Classroom
a. Creating the Need
According to Joshua Kurzweil to effectively set up Personal
Vocabulary Notes (PVN) in a class, the students must first feel the need to
learn vocabulary. A basic way to focus students and introduce Personal
Vocabulary Notes (PVN) is to give them a fluency task which will require
vocabulary that they do not have. This activity needs to be adjusted to the
student level. For example, for a lower level class teacher might just have
students describe their neighborhoods or what they did over the weekend.
For upper level classes the teacher might have them explain a movie or a
current event.
Many students have often developed the laudable habit of using only
"easy English" to express their ideas, so it is important to encourage them
to write Personal Vocabulary Notes (PVN) while they speak, assuring them
that they both can use "easy English" and improve their vocabulary. Tell
students that each lesson they must get at least five Personal Vocabulary
Notes (PVN) per class. If they do not manage to get five in class, explain
that they need to think of words they want to know outside of class.
b. Establishing a Routine
It is important to make Personal Vocabulary Notes (PVN) a habit in
class which is easy and natural for students to do. Using a daily journal
with a section for Personal Vocabulary Notes (PVN) (along with class
notes, homework, etc.) helps in applying the method. In this way, students
25
are not searching for scraps of paper to write notes but will have an
organized system for recording their Personal Vocabulary Notes (PVN).
Whenever they are speaking in class the writer ask them to keep their
journals out on the desks and can easily check if they are writing Personal
Vocabulary Notes (PVN).
It is also important to discourage dictionary use in class or at least
during the communication activity as it disrupts the communicative task.
Students will often pull out their dictionaries or ask teacher how to say
something in English. In such situations, teacher just reminds them that
they can check later and that teacher does not want them to stop their
conversations. It can also be worth mentioning how many people look up a
word, say it, and then promptly forget it.
In addition to having students look words up, the researcher can devote
class time in which students ask the teacher and their classmates how to say
things in English. Regardless of whether the teacher speaks the first
language or not, this activity can be tremendous in raising student
awareness simply in showing how critical the context is in choosing the
best vocabulary item.
It is important to clearly model how to look up words using bilingual
and learner dictionaries. The researcher also encourage students to ask each
other for translations. The important thing is to stress context, as students
often just look up words and pick the first translation offered in their
bilingual dictionaries. The researcher should also model how to write
26
example sentences. Admonish students not to copy dictionary sentences
and to make their sentences long enough to show the context. The
researcher usually do this by stressing that they will not receive credit
unless they use their Personal Vocabulary Notes (PVN) to express their
own ideas.
c. Model of Personal Vocabulary Notes (PVN)
The pictures below were models of personal vocabulary notes (PVN).
The researcher used stick notes that shared with students. Students wrote
vocabularies on the notes. The researcher also added images such as
classes, and house that became topics.
Figure 2.1 Model of Personal Vocabulary Notes (PVN)
Figure 2.2 Topic “Class” that showed to the students
27
The researcher used Personal Vocabulary Notes (PVN) technique to improve
students‟ vocabulary. There were some pictures above that showed to students so
students not confused to write as many vocabulary as possible they know.
28
D. Conceptual of Framework
Figure 2.3 Conceptual of Framework
INCREASING
STUDENTS‟
VOCABULARY
Input
Teaching
Vocabulary by
using PVN
Output
Vocabulary
Process
29
Based on the conceptual of framework, this research used pre-
experimental research method. The first meeting the researcher explained the
purpose of the research. After that, the researcher gave the students pre-test.
Consist of 20 question, 10 multiple choice and 10 essay to know students
mean score before give the treatment. The next meeting, the researcher
explained about vocabulary.
The researcher explained the part of vocabulary. By using technique
Personal Vocabulary Notes (PVN), the students were expected to find their
new words themselves that related to the keyword or target word and then
they put all new words in the notes. Thus, the researchers had to make some
repetition to the next meeting to help the students in understanding the new
vocabularies.
The researcher explained the material. After that, the researcher gave the
students treatment and gave students daily notes to write at least 5 vocabulary
they know. Before class ends, the researcher checked student notes to know
students ability.
The last meeting, the researcher gave post-test or the same question of pre-
test. The writer checked students post-test which different from the pre-test.
So the researcher knew students ability after gave the treatment. After did all
the activities through Personal Vocabulary Notes (PVN), the students
expected to have fun in learning and memorize vocabulary.
30
E. Hypothesis
Based on the previous explanation, the researcher formulated the
hypothesis:
1. Null Hypothesis (H0): there is no significant difference of students‟
vocabulary before and after using Personal Vocabulary Notes (PVN).
2. Alternative Hypothesis (H1): there is a significant difference of students‟
vocabulary before and after using Personal Vocabulary Notes (PVN).
31
CHAPTER III
METHODOLOGY OF THE RESEARCH
This chapter consisted of the research design, variable and indicator,
population and sample, research instrument, data collection, and data analysis.
A. Research Design
The method of this study used pre-experimental (one group pre-test post-
test) research design. This design presented as follows:
Where:
X1: Pre-Test
T : Treatment
X2: Post-Test
(Gay, 2006:282)
B. Research Variable and Indicators
Variables in this study was the use of Personal Vocabulary Notes (PVN)
technique as independent variable and students‟ vocabulary as the dependent
variable. The indicator of this study was students‟ vocabulary mastery.
X1 T X2
32
1. Independent variable
Independent variable (X) called a variable that influence (Arikunto, 2010).
The independent variable is the major variable, which is use by researcher
to investigate.
2. Dependent variable
Dependent variable (Y) called the effect variable (Arikunto, 2010).
Dependent variable is the variable that the researcher observed and
measure to determine the effect of the independent variable.
C. Population and Sample
a. Population
The population of this study was 81 students of tenth grade at SMP
Aisyiyah Sungguminasa. There were 3 classes, each class consist of
26-30 students.
b. Sample
The researcher chose at VIIB consist of 26 students.
D. Research Instrument
In any scientific study, instrument for collecting data is important. The
accuracy of the result of research is mostly dependent on how accurate the use
of instrument. This research instrument is a test. The test were multiple choice
and essay. Form of pre-test and post-test contain 20 questions. The students
learnt in learning and teaching process. Every single word in pre-test and post-
test was same.
Heaton 2005: 45 suggested how to make vocabulary test well, those are:
33
1. Each option should belong to the same word class as the stem.
2. The key answer and distractors should be at the same level of
difficulty.
3. All options should be approximately at the same length.
E. Data Collection
The techniques that used in collecting data were pre-test and post-test. In
this research, there were six meetings. It consisted one meeting for pre-test,
four meetings for treatment, and one meeting for post-test. Each meeting last
90 minutes in the classroom.
a. Pre-test
At the first meeting, the researcher explained the intent and purpose of
the research and gave pre-test to the students.
b. Treatment
1. The researcher explained about Personal Vocabulary Notes (PVN)
that being taught in the class. Then gave the material about
countable and uncountable noun. After that, the researcher shared
sticky note and showed picture to the students. The researcher
suggested the students wrote 5 or more vocabulary on Personal
Vocabulary Notes (PVN).
2. The next meeting, the researcher asked the students memorized the
vocabulary that they wrote before. Then, the students made a
sentence of each vocabulary they wrote. At the end of the class, the
researcher checked students‟ assignment.
34
3. The fourth meeting, the researcher explained material of present
simple. Then the researcher shared a colorful sticky notes and
showed a picture to the students. The researcher suggested the
students wrote 5 or more vocabulary on Personal Vocabulary Notes
(PVN).
4. The fifth meeting, the researcher asked to the students memorized
the vocabulary that they wrote before. Then the students make a
sentence of the vocabulary. The end of the class, the researcher
gave feedback and checked students‟ assignment.
c. Post-test
The las meeting, the researcher gave the post-test to the students.
The result of the post-test calculated in order to know whether the
students‟ vocabulary improved or not by using Personal Vocabulary
Notes technique (PVN).
F. Technique of Data Analysis
In analyzing the data collected through the pre-test and post-test the
researcher used, the procedure as follows:
1. Scoring the students correct answer of the vocabulary test by using
formula:
(Depdikbud, 1985:8)
' X 100
Students correct answer Score
Total number of items
35
2. The Classification of the Students‟ Score
Table 3.1 Classification of the Students‟ Score
NO Classification Score
1 Excellent 95 - 100
2 Very good 85 - 90
3 Good 75 - 80
4 Fairly good 65- 70
5 Fair 55 - 60
6 Poor 45 - 50
7 Very poor 0 - 40
(Jacobs in Soleha 2008:20)
3. Finding out the mean score of the students‟ answer by using the formula:
N
Notation:
= Mean score
∑X = Total score
N = Total sample
(Gay, in Satria 1981:298)
4. Calculating the percentage of students‟ improvement based on the pre-test
and post-test.
P (%) =
x 100%
Where:
P : the percentage of the students‟ increase score
X1 : the total score of pre-test
X2 : the total score of post-test
36
(Gay, 1987)
5. To find out the significant differences between the score of pre-test and
post-tes by using the formula:
t =
√ (
)
Where:
t : Test of significance
: The mean of the differences score
: The sum of total score of difference
D : The square of the sum score of different
N : The total number of student
(Gay, 1981:331)
6. Calculate the frequency and the rate percentage using the following
formula:
P
x 100 %
Where:
P: the percentage
F: frequency of the correct answer
N: the Total number of samples
(Sudjana in Nurjannah, 2016:30)
37
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presented the findings and discussion of the research. The
findings consisted of the data obtained through completion test to see the students‟
performance after being taught the materials of vocabulary through Personal
Vocabulary Notes (PVN) method.
A. Findings
This study aimed to know whether Personal Vocabulary Notes (PVN)
improve students‟ vocabulary at the seventh grade of SMP Aisyiyah
Sungguminasa. The findings of this study can be seen as follow:
1. The Improvement of Students‟ Vocabulary
a. Students‟ Score in Pre –test and Post – test
A pre – test conducted to find out the data of the students‟ ability in
mastering vocabulary before the treatment given. The result of the test
showed the students‟ achievement in vocabulary before the treatment was
given. The higher score was 75 and the lowest score was 20. The mean (X)
was 40.96.
The post – test was also conducted to find out the data of the students‟
ability in mastering vocabulary after getting the treatment. The higher score
was 90 and the lowest score was 55. The mean (X) was 69.23.
38
The improvement percentage can be seen in the following table:
Table 4.1 The Improvement Percentage of Students‟ Score
Indicator Vocabulary Improvement
(%) Pre-test Post-test
Mean Score 40.96 69.23 69.01%
The improvement of the students‟ vocabulary that are through taught by
using Personal Vocabulary Notes (PVN) above also can be seen at the chart
below:
Figure 4.2 The mean score of Pre-test and Post-test
The chart showed the significantly different of mean score of pre-
test and post-test. Before the treatment, the researcher conducted pre-test,
the mean score was 40.96. After the treatment, the mean score was 69.23.
It means that the progress happened after the Personal Vocabulary Notes
(PVN) applied in teaching vocabulary.
0
10
20
30
40
50
60
70
Pre-test Post-test Improvement
39
As the conclusion, it was relatively fair to state that Personal
Vocabulary Notes (PVN) in teaching vocabulary at the VIIB grade of
students SMP Aisyiyah Sungguminasa can improve students‟ vocabulary
especially in noun and verb.
b. The Rate Percentage of the Students‟ Score
The rate percentages of the students‟ pre-test scores were presented in the
following table.
Table 4.3 The Rate Percentage of Pre-test and Post-test Score
NO Classification Score Pre – Test Post – Test
F % F %
1 Excellent 95 – 100 0 0% 0 0%
2 Very good 85 – 90 0 0% 3 11.53%
3 Good 75 – 80 2 7.69% 5 19.23%
4 Fairly good 65 – 70 1 3.84% 9 34.61%
5 Fair 55 – 60 2 7.70% 9 34.61%
6 Poor 45 – 50 6 23.07% 0 0%
7 Very poor 0 – 40 15 57.70% 0 0%
∑ 26 100% 26 100%
The table 4.3 showed that in the pre-test, which was done before
treatment, which 2 students (7.69%) who belonged to „good‟ category, 1
students (3.84%) belonged to „fairly good‟ category, 2 students (7.70%) who
belonged to „fair‟ category, 6 students (23.07%) who belonged to „poor‟
category and 15 students (57.70%) belonged to „very poor‟ category.
While in the post-test that done after the treatment, from 26 students, there
was 3 students (11.53%) who belonged to „very good‟ category, 5 students
(19.23%) who belonged to „good‟ category, 9 students (34.61%) who
belonged to „fairly good‟ category, and 9 students (34.61%) who belonged to
40
„fair‟ category. Based on the result, it can be concluded that the rate
percentage in the post-test was higher than the rate percentage of pre-test.
c. Hypothesis Testing
In order to know whether the pronunciation ability in difference
between the pre-test and post-test at the level of significance 0.05 with
degrees of freedom (df) = N-1 (26-1), where N = number of subject (26
students). The value of t-table was 2.060. The t-test for independent sample
was applied. The following table showed the results of t-test calculation:
Table 4.4 T-Test of the Students Vocabulary
Components t-Test t-Table Comparison Classification
Noun and verb 14.49 2.060
t-test > t-
table Accepted
The data above showed that the t-table value was smaller than the t-
test value. It means that there was significant difference in students‟
vocabulary ability between before and after treatment using Personal
Vocabulary Notes (PVN). Vocabulary achievement to the null hypothesis
(H0) stated that teaching vocabulary by Personal Vocabulary Notes (PVN)
was not effective to improve students‟ vocabulary and alternative hypothesis
was rejected. (H1) stated that teaching vocabulary by Personal Vocabulary
Notes was effective to improve the students‟ vocabulary was accepted. Since
the Personal Vocabulary Notes (PVN) was effective to improve students‟
vocabulary, so the hypothesis proved in this research was alternative
hypothesis (H1).
41
The difference showed that after giving the treatment, the students got
better vocabulary achievement than before. It could be seen that there was a
significance of the students‟ vocabulary achievement after the Personal
Vocabulary Notes (PVN) applied in teaching. It also can be concluded that
Personal Vocabulary Notes (PVN) was effective in teaching vocabulary.
B. Discussion
In this section, the researcher presented the discussion about the researcher
findings of Personal Vocabulary Notes (PVN) effective to be used in teaching
vocabulary for junior high school at SMP Aisyiyah Sungguminasa. This research
conducted to find out vocabulary students‟ in term of noun and verb in the process
of learning by using Personal Vocabulary Notes (PVN). Before giving treatment,
the data was 40.96. After giving the treatment, the data was 69.23. Based on the
results of the analysis, it showed that the use of Personal Vocabulary Notes (PVN)
effective on the learning of English students in improving vocabulary.
The improvement of the students‟ vocabulary in terms of noun and verb. The
aim of this research was to find out whether the Personal Vocabulary Notes
(PVN) was effective to improve vocabulary and it was expected that Personal
Vocabulary Notes (PVN) improved the students‟ vocabulary. It concluded by the
students‟ score between pre-test and post-test had a significance of the students‟
vocabulary achievement after the Personal Vocabulary Notes (PVN) applied in
teaching. The result showed the students vocabulary improved especially in noun
and verb after applied Personal Vocabulary Notes (PVN).
42
Based on the result, the students‟ mean score improved in noun and verb
because Personal Vocabulary Notes (PVN) was effective to be used in teaching
vocabulary. Applying Personal Vocabulary Notes (PVN) method the students can
learnt well, more fun and students can develoved their ideas. In view of
theoretical framework, teaching vocabulary by using Personal Vocabulary Notes
(PVN) technique could bring positive influences for students to increase students‟
vocabulary. It was because the students wrote their own vocabulary. According to
Kurzweil (2002) argues that students might forget a word easily, but using this
technique can make them remember word longer.
Basically, from the first until the last meeting of the treatment the researcher
did not have any difficulties to use this technique. Fortunately, the students were
not passive and they showed their enthusiastic while teaching and learning
process. It was proven when the explanation was given, the students were
stimulated to interact, think, and learn in teaching and learning process.
The researcher found some factors that caused or affected the results. First,
Personal Vocabulary Notes (PVN) can help the students to be easier in improving
their vocabulary because they felt that they can learn English specially vocabulary
that was not boring and fun. The second, when the researcher gave the treatment,
the students were more interested because there was a picture shown and there
was a colorful sticky note given to the students. Third, after gave the treatment,
the students got knowledge about how to improve their vocabulary by using
Personal Vocabulary Notes (PVN). The researcher found the difficulty while
conduct this research, it was a little tired for the teacher because the teacher
43
should monitoring the students while discussing. The teacher would back and
forth to the students‟ table when they want to ask something.
In this section, the researcher discussed and compared the result of this
research with some previous researcher that also used Personal Vocabulary Notes
(PVN) as a technique in teaching vocabulary.
The first researcher, Wulandari (2015) conducted a research „The Effect
of Personal Vocabulary Notes on Vocabulary Knowledge at The Seventh Grade
Students of SMP Muhammadiyah Palangkaraya‟. The researcher suggested the
teacher can apply this technique in improving students‟ vocabulary as alternative
technique that could be used in teaching vocabulary.
Yulianti, et al., (2015) conducted a research „The Effectiveness Of
Using Personal Vocabulary Notes (PVN) To Teach English Vocabulary‟. The
researchers conducted by using pre experimental method with one group of pre-
test and post-test design. The researchers used personal vocabulary notes in
improving students‟ vocabulary. They took the data was multiple choice. As a
result, they found that using Personal Vocabulary Notes effective in teaching
English vocabulary.
Ariansyah (2012) conducted a research „Students‟ Responses on
Personal Vocabulary Notes to Improve Students‟ Understanding Vocabulary‟.
This research used descriptive method. The instrument to collecting the data were
observation, questionnaire, and interview. The result of this research that obtains
positive response because the teacher used to utilize Personal Vocabulary Notes.
44
It can be proven by average students who give positive responses in the
questionnaires. It was about 11.26 or 93.90% students give positive responses.
Aprilianty (2014) with her thesis „The Effectiveness of Personal
Vocabulary Notes (PVN) Technique on Students‟ Vocabulary Understanding. The
researcher conducted her research by using quasi experimental research. The
researcher took two classes as the subject of the study were experimental class
and controlled class. The result of the study was 34.00 for experimental class and
16.40 for controlled class. It can be concluded that Personal Vocabulary Notes
(PVN) technique was effective on students‟ vocabulary understanding.
Antoniosyola, H. (2013) conducted a research „Improving The Tenth
Grade Students‟ Vocabulary Achievement And Students‟ Active Participation By
Using Personal Vocabulary Notes (PVN). The researcher conducted his research
by using Classroom Action Research method. The researcher used personal
vocabulary notes in improving students‟ vocabulary. The researcher found that by
using personal vocabulary notes had improved students‟ vocabulary.
Panjaitan (2011) conducted a research „Improving Grade VIII Students‟
Vocabulary Achievement By Using Personal Vocabulary Notes In SMP Santa
Maria Medan‟. The researcher conducted his research by using Classroom Action
Research (CAR) and used Personal Vocabulary Notes. The research was
conducted in two cycles and each cycle consisted of three meetings. Based on the
diary notes, observation sheet, and questionnaire, it was found that the teaching
learning activities ran well. The result of the researcher showed that the use of
personal.
45
By seeing several previous researches above, the researcher concluded
that students‟ vocabulary was improved by using Personal Vocabulary Notes
(PVN). Moreover, Personal Vocabulary Notes (PVN) made the students more
active, enjoy, and interesting during the teaching and learning process of
vocabulary. The result of this research also showed that using Personal
Vocabulary Notes (PVN) technique could improve students‟ vocabulary.
46
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, they are conclusion and suggestion.
Conclusion present the finding of this research based on data analysis and
discussion in previous chapter, while suggestion deal with the researcher
recommends to do.
A. Conclusion
Based on the researcher findings and discussion in the previous chapter
and looking at the result of the research, the researcher found that applying
Personal Vocabulary Notes (PVN) in the class, students‟ vocabulary at the first
grade of Aisyiyah Sungguminasa could be improved. The researcher analyzed the
data obtained from the students with one class of pre-test and post-test. The result
proved that this method was effective to improve students‟ vocabulary. The result
of t-test showed that t-test value was higher than t-table value (14.49>2.060).
Therefore, it could be concluded that alternative hypothesis (H1) was accepted and
the null hypothesis (H0) was rejected. It could be concluded that the used of
Personal Vocabulary Notes (PVN) in improving vocabulary at the seventh grade
of SMP Aisyiyah Sungguminasa was effective to improve students‟ vocabulary.
47
B. Suggestion
Based on the conclusion that had been written, the researcher would like to
recommend some suggestion as follows:
1. English Teacher
a. The teacher should know the students‟ difficulties in vocabulary especially
in term of noun and verb.
b. The teacher should use Personal Vocabulary Notes (PVN) as interesting
technique in teaching vocabulary.
c. The teacher should give more exercises to the students in vocabulary, so
they do not have any difficulties when doing exercise more.
d. The teacher should be creative to create a new media and new method in
teaching English.
2. For researcher
a. The researcher should be more creative in creating media to teach and
improve students‟ vocabulary
b. The researcher should be able to take the benefit of this research such as
using this final project as a reference to do the research on vocabulary.
c. The researcher should be able to develop the use of Personal Vocabulary
Notes (PVN) in teaching English.
In this research has not perfect yet, it is suggested for the future
researchers to conduct further researchers in the same field, especially on
using Personal Vocabulary Notes (PVN) technique in teaching vocabulary.
This research was very important because it will give some knowledge to the
48
researcher. In order to know the benefits of using Personal Vocabulary Notes
(PVN).
49
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Antoniosyola, H. 2013. Improving The Tenth Grade Students’ Vocabulary
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Vocabulary Notes (Pvn) At Ma Al-Falah Kajar Bondowoso In The
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Aprilianty. 2014. The Effectiveness of Personal Vocabulary Notes (PVN)
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Ariansyah, B. 2012. Students’ Responses on Personal Vocabulary Notes to
Improve Students’ Understanding Vocabulary. Skripsi Bandung:
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Arikunto. 2010. Prosedur penelitian: Suatu Pendekatan Praktik. Jakarta: Bina
Aksara.
Burton, S.H. 1984. Mastering English Grammar. London: Macmillan Education
LTD.
David. 1995. The Cambridge Encyclopedia of the English Language, Australia:
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Depdikbud, 1985. Petunjuk Pelaksanaan Proses Belajar Mengajar dan Petunjuk
Pelaksanaan Sistem Penilaian. Jakarta: Depdikbud.
Emolyn. 1950. Vocabulary: Applied Linguistic Perspectives. Department of
English Studies. London: University of Nottingham.
Famir. 2005. Teaching vocabulary through poem to the second year students of
SMU Negeri 2 Makassar. Thesis Makassar: UMM
Gay, L.R. 1981. Educational Research (Competencies for Analysis and
Applications). Columbus: Merril.
Gay, L.R. & Mills, G.E. 2006. Educational Research (Competencies for Analysis
and Applications). USA: Pearson.
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Goldenberg, G. 1998. Semitic Languages: Features, Structures, Relations,
Processes. Oxford: Oxford University Press.
Harmer, J. 1993. The Practice of English Language Teaching. London. Longman
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Test/eng/english.com. Accessed on May, 22th 2019.
Hidayat, N. 2016. Improving Students‟ Vocabulary Achievement through Word
Game. Journal of English Educators Society 1(2). doi:
http://dx.doi.org/10.21070/jees.v1i2.446. Accessed on May, 12th 2019.
Jacobs, G, Power, M, and Loh, W. 2002. The Teacher’s Sourcebook for
Cooperative Learning. Thousand Oaks, CA: Corwin Press.
Jakson. 1982. Teaching and learning vocabulary, New York: New burry House
publishers.
Joklova, K. 2009. Using pictures in teaching vocabulary. Using Pictures in
Teaching Vocabulary. http://docs.google.com/viewer?a=v&q=cache:RM
Accessed on May, 15th
2019.
Khodareza & Komachali, E. (2012). The Effect of Using Vocabulary Flashcard on
Iranian on Iranian Pre-University Students’ Vocabulary Knowledge.
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l.com/uploads/3/1/6/3/3163972/etp-oct02-pppunderscrutiny.pdf.
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Kurzweil, J. 2002. Personal Vocabulary Notes. The Internet TESL Journal, 1.
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SMU Negeri 2 Makassar. Thesis Makassar: UMM
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Students of MAN 1 Makassar . Thesis Makassar: IAIN Alauddin.
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Cambridge University Press.
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Panjaitan, N. 2011. Improving Grade VIII Students’ Vocabulary Notes in SMP
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Cakrawala Pendidikan.
Sabaruddin. 2003. Teaching Vocabulary through Semantic Network to the Third
Year Students of SLTP Buq’Atun Mubarakah at Islamic Boarding School
Gomabara Makassar. Thesis Makassar: IAIN
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52
A
P
P
E
N
D
I
C
E
S
53
APPENDIX 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Aisyiyah Sungguminasa
Mata pelajaran : Bahasa Inggris
Kelas/semester : VII/Ganjil
Materi pokok : This is My World
Alokasi waktu : 4 x 45 menit (2x Pertemuan)
A. Kompetensi Inti
KI-1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI-2 : Menghayati dan mengamalkan perilaku jujur, disiplin, santun,
peduli (gotong royong, kerjasama, toleran, damai), bertanggung
jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif
sesuai dengan perkembangan anak di lingkungan, keluarga,
sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara,
kawasan regional, dan kawasan internasional”.
KI-3 : Memahami pengetahuan (faktual, konseptual dan procedural)
dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan keagamaan, kebangsaan, kenegaraan, dan
peradaban terkait fenomena dan kejadian yang tampak mata
KI-4 Mencoba, mengolah dan menyaji berbagai hal dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar,
dan mengarang) sesuai dengan yang dipelajari disekolah dan dari
berbagai sumber lain yang sama dalam sudut pandang/teori.
54
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
3.4 Mengidentifikasi fungsi social,
struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan
tulis yang melibatkan tindakan
memberi dan meminta informasi
terkait nama dan jumlah benda,
sesuai dengan konteks
penggunaannya. (Perhatikan unsur
kebahasaan dan kosa kata terkait
article a, dan the).
3.4.1 Mengidentifikasi fungsi sosial
dari tindakan memberi dan meminta
informasi terkait nama benda yang
dekat dengan kehidupan siswa sehari –
hari.
3.4.2 Mengidentifikasi struktur teks
dari tindakan memberi dan meminta
informasi terkait nama benda yang
dekat dengan kehidupan siswa sehari –
hari.
3.4.3 Mengidentifikasi unsur
kebahasaan dari tindakan memberi
dan meminta informasi terkait nama
benda.
4.4 Menyusun teks interaksi
transaksional lisan dan tulis sangat
pendek dan sederhana yang
melibatkan tindakan memberi dan
meminta informasi terkait jumlah
benda dengan memperhatikan fungsi
social, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks.
4.4.1 Menyusun teks interaksi
interpersonal yang melibatkan tindakan
memberi dan meminta informasi terkait
benda, sangat pendek dan sederhana,
yang dekat dengan kehidupan siswa
sehari – hari, sesuai dengan konteks
penggunaannya.
4.4.2 Menyajikan teks interaksi
interpersonal yang melibatkan tindakan
memberi dan meminta informasi terkait
benda, sangat pendek dan sederhana, yang
dekat dengan kehidupan siswa sehari –
55
hari, sesuai dengan konteks
penggunaannya.
C. Tujuan Pembelajaran
Peserta didik diharapkan mampu menyusun teks interaksi
transaksional lisan dan tulis untuk melibatkan tindakan memberi informasi
dan mampu mengidentifikasi bagian-bagian rumah sesuai dengan konteks
penggunaannya.
D. Materi Pembelajaran
1. Fungsi Social
Mengidentifikasi dan menyebutkan berbagai benda, binatang, dan
bangunan umum di lingkungan sekitar.
2. Struktur Teks
a. Memulai
b. Menanggapi
c. Unsur kebahasaan
3. Countable noun
Countable noun adalah benda yang dapat di hitung. Berikut penyebutan
kata benda singular dan plural dapat dihitung :
- A book
- A box
- A watch
- A whiteboard
- A pen
- A glass
- A radio
- A potato
- An umbrella
- An hour
- Two books
56
4. Countable noun
Uncountable noun adalah benda yang tidak dapat di hitung. Kata benda
yang tidak dapat dihitung/uncountable noun tidak menggunakan artikel
a/an dan tidak memiliki bentuk jamak/plural. Meskipun demikian, kita
bisa menghitung satuannya. Penyebutannya dapat menggunakan amount,
much, little :
- I have amount of money
- There are so much water in my house
- I have little money
E. Metode Pembelajaran
1) Metode : Personal Vocabulary Notes
F. Langkah-Langkah Pembelajaran
Pertemuan Pertama :
Indikator Pencapaian Kompetensi:
3.4.1 Mengidentifikasi fungsi sosial dari tindakan memberi dan meminta
informasi terkait nama benda yang dekat dengan kehidupan siswa sehari –
hari.
3.4.2 Mengidentifikasi struktur teks dari tindakan memberi dan meminta
informasi terkait nama benda yang dekat dengan kehidupan siswa sehari –
hari.
3.4.3 Mengidentifikasi unsur kebahasaan dari tindakan memberi dan
meminta informasi terkait nama benda.
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru:
Melakukan pembukaan dengan salam pembukaan
dan mengajak siswa berdo‟a sebelum pelajaran
dimulai
Mengecek kehadiran siswa
57
Menyebutkan tujuan pembelajaran
Memberikan apersepsi dengan memberikan
pertanyaan kepada peserta didik tentang benda-
benda yang ada di ruangan kelas dalam rangka
memberikan konteks real terhadap materi yang
akan dipelajari.
Do you like your class?
What do you think about your class today? Is it
clean?
15 Menit
Inti Mengamati
Guru meminta peserta didik untuk mengamati
ruang kelas dan menyebutkan nama benda yang
ada di ruangan kelas, seperti:
1. A whiteboard
2. An eraser
3. A door
Menanya
Peserta didik diberi kesempatan menanyakan dan
mengidentifikasi masalah terkait materi yang
dipelajari.
Setelah peserta didik menyebutkan nama-nama
benda di dalam kelas, guru menyakan benda-
benda apa saja yang siswa ketahui dalam bahasa
Inggris.
Mengeksplorasi
Guru menjelaskan materi pembelajaran.
Peserta didik dibagikan stick notes.
Peserta didik akan ditunjukkan sebuah gambar
oleh guru.
Guru meminta siswa menuliskan semua benda
60 Menit
58
yang dilihatnya dalam bahasa Inggris (minimal 5
kata benda).
Penutup Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
Peserta didik mendapatkan umpan balik terhadap
proses dan hasil pembelajaran: Thank you very
much for your participation. You did a good job
today, I’m very happy with your activity in the
class. How about you, did you enjoy my class?
Menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
10 Menit
Pertemuan kedua :
Indikator Pencapaian Kompetensi :
4.4.1 Menyusun teks interaksi interpersonal yang melibatkan tindakan memberi
dan meminta informasi terkait benda, sangat pendek dan sederhana, yang dekat
dengan kehidupan siswa sehari – hari, sesuai dengan konteks penggunaannya.
4.4.2 Menyajikan teks interaksi interpersonal yang melibatkan tindakan memberi
dan meminta informasi terkait benda, sangat pendek dan sederhana, yang dekat
dengan kehidupan siswa sehari – hari, sesuai dengan konteks penggunaannya.
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru:
Melakukan pembukaan dengan salam pembukaan
dan mengajak siswa berdo‟a sebelum pelajaran
dimulai
59
Mengecek kehadiran siswa
Menyebutkan tujuan pembelajaran
Memberikan apersepsi dengan memberikan
pertanyaan kepada peserta didik tentang benda-
benda yang ada di ruangan kelas dalam rangka
memberikan konteks real terhadap materi yang
akan dipelajari.
Do you like your class?
What do you think about your class today? Is it
clean?
Guru menyakan tentang materi yang telah
diberikan sebelumnya.
15 Menit
Inti Mengasosiasi
Guru akan mengumpulkan stick notes siswa.
Guru meminta siswa menyebutkan nama-nama
benda dalam bahasa Inggris yang telah mereka
tulis.
Peserta didik membuat kalimat sederhana dari kata
benda tersebut.
Mengkomunikasikan
Peserta didik mengumpulkan hasil pekerjaan
mereka.
Peserta didik menjelaskan kesulitan yang dialami
terkait dengan materi.
60 Menit
Penutup Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
Peserta didik mendapatkan umpan balik terhadap
proses dan hasil pembelajaran: Thank you very
much for your participation. You did a good job
today, I’m very happy with your activity in the
class. How about you, did you enjoy my class?
15 Menit
60
Menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
G. Media Pembelajaran
1. Media
a. Worksheet atau lembar kerja siswa
b. Lembar penilaian
2. Alat dan Bahan
a. Penghapus, papan tulis dan spidol
b. Stick Notes
c. Gambar
H. Sumber Belajar
a. Kamus Bahasa Inggris
b. Internet (Google)
I. Penilaian
Teknik Penilaian: Tes tulis, penugasan
1. Observe the picture below and then mention at least 5 things in the picture
and make a sentence of the vocabulary.
61
Example :
Table = I put my book on the table
1. ….......................................................
2………………………………………..
3………………………………………..
4………………………………………..
5………………………………………..
Makassar, 12 July 2019
Peneliti
Fitrya Ramadhani
NIM. 10535654515
62
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Aisyiyah Sungguminasa
Mata pelajaran : Bahasa Inggris
Kelas/semester : VII/Ganjil
Materi pokok : This is My World
Alokasi waktu : 4 x 45 menit (2x Pertemuan)
A. Kompetensi Inti
KI-1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI-2 : Menghayati dan mengamalkan perilaku jujur, disiplin, santun,
peduli (gotong royong, kerjasama, toleran, damai), bertanggung
jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif
sesuai dengan perkembangan anak di lingkungan, keluarga,
sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara,
kawasan regional, dan kawasan internasional”.
KI-3 : Memahami pengetahuan (faktual, konseptual dan procedural)
dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan keagamaan, kebangsaan, kenegaraan, dan
peradaban terkait fenomena dan kejadian yang tampak mata
KI-4 : Mencoba, mengolah dan menyaji berbagai hal dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar,
dan mengarang) sesuai dengan yang dipelajari disekolah dan dari
berbagai sumber lain yang sama dalam sudut pandang/teori.
63
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
3.4 Mengidentifikasi fungsi social,
struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan
tulis yang melibatkan tindakan
memberi dan meminta informasi
terkait nama dan jumlah benda,
sesuai dengan konteks
penggunaannya. (Perhatikan unsur
kebahasaan dan kosa kata terkait
article a, dan the).
3.4.1 Mengidentifikasi fungsi sosial
dari tindakan memberi dan meminta
informasi terkait nama benda yang
dekat dengan kehidupan siswa sehari –
hari.
3.4.2 Mengidentifikasi struktur teks
dari tindakan memberi dan meminta
informasi terkait nama benda yang
dekat dengan kehidupan siswa sehari –
hari.
3.4.3 Mengidentifikasi unsur
kebahasaan dari tindakan memberi
dan meminta informasi terkait nama
benda.
4.4 Menyusun teks interaksi
transaksional lisan dan tulis sangat
pendek dan sederhana yang
melibatkan tindakan memberi dan
meminta informasi terkait jumlah
benda dengan memperhatikan fungsi
social, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks.
4.4.1 Menyusun teks interaksi
interpersonal yang melibatkan tindakan
memberi dan meminta informasi terkait
benda, sangat pendek dan sederhana,
yang dekat dengan kehidupan siswa
sehari – hari, sesuai dengan konteks
penggunaannya.
4.4.2 Menyajikan teks interaksi
interpersonal yang melibatkan tindakan
memberi dan meminta informasi terkait
benda, sangat pendek dan sederhana, yang
dekat dengan kehidupan siswa sehari –
hari, sesuai dengan konteks
64
penggunaannya.
C. Tujuan Pembelajaran
Peserta didik diharapkan mampu menyusun teks interaksi
transaksional lisan dan tulis untuk melibatkan tindakan memberi informasi
dan mampu mengidentifikasi bagian-bagian rumah sesuai dengan konteks
penggunaannya.
D. Materi Pembelajaran
1. Penggunaan kata penunjuk there is, there are
There is/ there are digunakan sebagai kata petunjuk. There is biasanya
diikuti oleh kata benda tunggal.
There are diikuti oleh kata benda jamak.
Contoh There is dan There are:
Penggunaan there is dan there are dalam kalimat positif:
1. There is a teacher and there is a student in the staff room. (ada seorang
guru dan ada seorang murid di ruang guru)
2. There are three books on the table. (ada tiga buku di atas meja)
3. There is a vase on the table. (ada sebuah vas di atas meja)
4. There is a cat in the kitchen. (ada seekor kucing di dapur)
5. There are many cats in the park. (ada banyak kucing di taman)
6. There is some water in the glass. (ada air di gelas)
7. There is a book on the desk. (ada sebuah buku di atas meja)
8. There are three boys sitting on the bench. (ada tiga anak laki-laki
sedang duduk di atas bangku)
9. There is an apple beside the cup. (ada sebuah apel di samping cangkir)
10. There are two chairs outside the class. (ada dua kursi di luar kelas)
11. There is a ball in the box. (ada sebuah bola di dalam kotak)
12. There are many fruits in the refrigerator. (ada banyak buah di kulkas)
E. Metode Pembelajaran
1) Metode : Personal Vocabulary Notes
65
F. Langkah-Langkah Pembelajaran
Pertemuan Pertama :
Indikator Pencapaian Kompetensi:
3.4.1 Mengidentifikasi fungsi sosial dari tindakan memberi dan meminta
informasi terkait nama benda yang dekat dengan kehidupan siswa sehari –
hari.
3.4.2 Mengidentifikasi struktur teks dari tindakan memberi dan meminta
informasi terkait nama benda yang dekat dengan kehidupan siswa sehari –
hari.
3.4.3 Mengidentifikasi unsur kebahasaan dari tindakan memberi dan
meminta informasi terkait nama benda.
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru:
Melakukan pembukaan dengan salam pembukaan
dan mengajak siswa berdo‟a sebelum pelajaran
dimulai
Mengecek kehadiran siswa
Memberikan motivasi
Menyebutkan tujuan pembelajaran
Memberikan apersepsi dengan memberikan
pertanyaan kepada peserta didik tentang benda-
benda yang ada di ruangan kelas dalam rangka
memberikan konteks real terhadap materi yang
akan dipelajari.
Do you like your class?
What do you think about your class today? Is it
clean?
15 Menit
66
Inti Mengamati
Guru memperlihatkan sebuah gambar rumah.
Guru meminta peserta didik untuk mengingat
benda-benda di dalam rumah mereka dan
menyebutkan nama benda yang ada di rumahnya,
seperti:
1. There are 2 bedrooms
2. There are 3 televisi
3. There is a bathroom
Menanya
Peserta didik diberi kesempatan menanyakan dan
mengidentifikasi masalah terkait materi yang
dipelajari.
Setelah peserta didik menyebutkan nama-nama
benda, guru menyakan benda-benda apa saja yang
siswa ingat di dalam rumah (bahasa Inggris).
Mengeksplorasi
Guru menjelaskan materi pembelajaran.
Peserta didik dibagikan stick notes.
Guru meminta siswa menuliskan semua benda
yang di ingat dalam bahasa Inggris (minimal 5
kata benda).
60 Menit
Penutup Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
Peserta didik mendapatkan umpan balik terhadap
proses dan hasil pembelajaran: Thank you very
much for your participation. You did a good job
today, I’m very happy with your activity in the
class. How about you, did you enjoy my class?
Menginformasikan rencana kegiatan pembelajaran
15 Menit
67
untuk pertemuan berikutnya.
Pertemuan kedua :
Indikator Pencapaian Kompetensi :
4.4.1 Menyusun teks interaksi interpersonal yang melibatkan tindakan memberi
dan meminta informasi terkait benda, sangat pendek dan sederhana, yang dekat
dengan kehidupan siswa sehari – hari, sesuai dengan konteks penggunaannya.
4.4.2 Menyajikan teks interaksi interpersonal yang melibatkan tindakan memberi
dan meminta informasi terkait benda, sangat pendek dan sederhana, yang dekat
dengan kehidupan siswa sehari – hari, sesuai dengan konteks penggunaannya.
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru:
Melakukan pembukaan dengan salam pembukaan
dan mengajak siswa berdo‟a sebelum pelajaran
dimulai
Mengecek kehadiran siswa
Menyebutkan tujuan pembelajaran
Memberikan apersepsi dengan memberikan
pertanyaan kepada peserta didik tentang benda-
benda yang ada di ruangan kelas dalam rangka
memberikan konteks real terhadap materi yang
akan dipelajari.
Do you like your class?
What do you think about your class today? Is it
15 Menit
68
clean?
Guru menyakan tentang materi yang telah
diberikan sebelumnya.
Inti Mengasosiasi
Guru akan mengumpulkan stick notes siswa.
Guru meminta siswa menyebutkan nama-nama
benda dalam bahasa Inggris yang telah mereka
tulis.
Peserta didik membuat kalimat sederhana dari kata
benda tersebut.
Mengkomunikasikan
Peserta didik mengumpulkan hasil pekerjaan
mereka.
Peserta didik menjelaskan kesulitan yang dialami
terkait dengan materi.
60 Menit
Penutup Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
Peserta didik mendapatkan umpan balik terhadap
proses dan hasil pembelajaran: Thank you very
much for your participation. You did a good job
today, I’m very happy with your activity in the
class. How about you, did you enjoy my class?
Menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
15 Menit
G. Media Pembelajaran
1. Media
a. Worksheet atau lembar kerja siswa
b. Lembar penilaian
2. Alat dan Bahan
a. Penghapus, papan tulis dan spidol
69
b. Stick Notes
c. Gambar
H. Sumber Belajar
a. Kamus Bahasa Inggris
b. Internet
I. PENILAIAN
Teknik Penilaian: Tes tulis, penugasan.
1. Observe the picture below and then mention at least 5 things in the picture
and make a sentence of the vocabulary
Example :
Table = There is one table in the classroom
1. ….......................................................
2………………………………………..
3………………………………………..
4………………………………………..
5………………………………………..
Makassar, 12 July 2019
Peneliti
Fitrya Ramadhani
NIM. 10535654515
70
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Aisyiyah Sungguminasa
Mata pelajaran : Bahasa Inggris
Kelas/semester : VII/Ganjil
Materi pokok : Simple Present Tense
Alokasi waktu : 2 x 45 menit (2x Pertemuan)
J. Kompetensi Inti
KI-1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI-2 : Menghayati dan mengamalkan perilaku jujur, disiplin, santun,
peduli (gotong royong, kerjasama, toleran, damai), bertanggung
jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif
sesuai dengan perkembangan anak di lingkungan, keluarga,
sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara,
kawasan regional, dan kawasan internasional”.
KI-3 : Memahami pengetahuan (faktual, konseptual dan procedural)
dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan keagamaan, kebangsaan, kenegaraan, dan
peradaban terkait fenomena dan kejadian yang tampak mata
KI-4 : Mencoba, mengolah dan menyaji berbagai hal dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar,
dan mengarang) sesuai dengan yang dipelajari disekolah dan dari
berbagai sumber lain yang sama dalam sudut pandang/teori.
71
K. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
4.7 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.
3.4.1 Menunjukkan motivasi untuk
mengembangkan kemampuan
berbahasa Inggris.
3.4.2 Menyusun teks lisan dan untuk
menyatakan tentang tindakan /kejadian
yang dilakukan secara rutin atau
merupakan kebenaran umum.
3.4.3 Menyusun teks tertulis untuk
menyatakan tentang kebenaran
tindakan/kejadian yang dilakukan
secara rutin atau merupakan kebenaran
umum.
L. Tujuan Pembelajaran
1. Dengan memperhatikan pola kalimat, peserta didik dapat menyusun teks
lisan untuk menyatakan tentang kebenaran tindakan/kejadian yang
dilakukan secara rutin atau merupakan kebenaran umum.
2. Dengan memperhatikan pola kalimat, peserta didik dapat menyusun teks
tertulis untuk menyatakan tentang kebenaran tindakan/kejadian yang
dilakukan secara rutin atau merupakan kebenaran umum.
M. Materi Pembelajaran
Simple Present Tense – adalah suatu bentuk tense yang menerangkan
pekerjaan atau kejadian yang terjadi saat ini. Bentuk tenses ini
menggunakan kata kerja bentuk pertama atau Verb 1 dalam penyusunan
kalimatnya.
72
Rumus Simple Present Tense (Verbal)
Kalimat Positif (+) Subjek + Verb 1 (s/es) + Objek
Kalimat Negatif (-) Subjek + Do / Does + not + Verb 1 + Objek
Kalimat Pertanyaan (?) Do / Does + Subjek + Verb 1 + Objek ?
Keterangan:
Penggunaan akhiran s/es hanya untuk subjek berupa She, He, It .
Akhiran s/es pada kata kata kerja tidak berlaku untuk subjek I, you, we,
they dan sejenisnya.
Penambahan s/es hanya untuk kalimat positif (+).
Do berpasangan dengan I, you, we, they
Does berpasangan dengan He, She, it
Contoh Simple Present Dalam Kalimat Positif
1. I live in a small town (Saya tinggal di sebuah kota kecil)
2. You speak English fluently (Kamu berbicara bahasa Inggris dengan
lancar)
3. We eat three times a day (Kita makan 3 kali sehari)
4. They study english twice a week (Mereka belajar bahasa Inggris dua kali
seminggu)
5. He speaks Japanese (Dia berbicara bahasa Jepang)
6. She goes to office everyday (Dia pergi ke kantor setiap hari)
7. It works.
Contoh Simple Present Dalam Kalimat Negatif
1. I do not (don‟t) live in small town
2. You do not speak English fluently.
3. We do not eat three times a day.
4. They do not study English twice a week
5. He does not (doesn‟t) speak Japanese
6. She does not go to office everyday
73
7. It does not work.
N. Metode Pembelajaran
2) Metode : Personal Vocabulary Notes
O. Langkah-Langkah Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru:
Melakukan pembukaan dengan salam pembukaan
dan mengajak siswa berdo‟a sebelum pelajaran
dimulai
Mengecek kehadiran siswa
Memberikan motivasi
Menyebutkan tujuan pembelajaran
Good morning students, how are you?
What do you think about your class today? Is it
clean?
15 Menit
74
Inti Mengamati
Guru menunjukkan tenses simple present tense di
papan tulis.
Siswa diminta mengecek kata kerja yang ada di
papan tulis di dalam kamus
Menanya
Peserta didik diberi kesempatan menanyakan dan
mengidentifikasi masalah terkait materi yang
dipelajari.
Mengeksplorasi
Guru menjelaskan materi pembelajaran.
Guru membimbing siswa untuk membuat kalimat
simple present tense.
Peserta didik dibagikan stick notes.
Siswa diminta untuk menuliskan kalimat dengan
pola simple present tense.
Guru menunjuk beberapa siswa untuk
menyebutkan kata kerja simple present tense.
60 Menit
Penutup Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
Peserta didik mendapatkan umpan balik terhadap
proses dan hasil pembelajaran: Thank you very
much for your participation. You did a good job
today, I’m very happy with your activity in the
class. How about you, did you enjoy my class?
Menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
15 Menit
75
P. Media Pembelajaran
3. Media
a. Worksheet atau lembar kerja siswa
b. Lembar penilaian
4. Alat dan Bahan
a. Penghapus, papan tulis dan spidol
b. Stick Notes
Q. Sumber Belajar
c. Kamus Bahasa Inggris
d. Internet
R. PENILAIAN
Teknik Penilaian: Tes tulis, penugasan.
1. Complete the sentences with the correct verbs in a box
Speak Goes Eat
Live Study Speaks
1. I …. in a small town
2. You ….English fluently
3. We ….three times a day
4. They ….english twice a week
5. He …. Japanese
6. She ….to office everyday
Makassar, 12 July 2019
Peneliti
Fitrya Ramadhani
NIM. 10535654515
76
APPENDIX 2
PRE-TEST
77
Pre-test Worksheet
A. Choose the correct answer
1. The teacher needs a.... to write on the whiteboard.
a. Chalk c. Boardmarker
b. Pen d. Ink
2. There is a.... in our school. We can read and borrow some books there.
a. Canteen c. Laboratory
b. Library d. Toilet
3. I save my book in the...
a. Pocket c. Wallet
b. Bag d. Refrigerator
4. The teacher asks to the students to bring... each lesson.
a. Umbrella c. Glass
b. Hat d. Note book
5. There are ten... in my school
a. Living rooms c. Classroom
b. Kitchens d. Bedrooms
6. I buy four... at the bookstore.
a. Books c. Bruches
b. Baskets d. Clothes
7. All of students wear black shoes and white....
a. Socks c. Tie
b. Bell d. Shoes
78
8. Do you bring two...? I lost mine. I can not write without it.
a. Television c. Glasses
b. Tables d. Pens
9. I don‟t have much... to buy good shoes.
a. Clothes c. Money
b. House d. Paper
10. She works in the hospital and helps a doctor. She is called a....
a. Pilot c. Nurse
b. Farmer d. Chef
B. Complete the sentences with the correct verbs in a box
11. I‟m want going to the library for … some books.
12. Sani is going to the market for … some food
13. My mother is … a rice.
14. My cousin is … a letter for his father
15. Please … your book in the table.
16. A doctor … patient in hospital.
17. They go to the … pool in the afternoon.
18. We are together … film in the cinema.
19. Tiara … a magazine every morning.
20. Grandfather … coffee every morning.
Drinks Help Swimming
Reads Buy Write Borrow
Cooking Put Watching
79
APPENDIX 3
POST-TEST
80
Post-test Worksheet
A. Choose the correct answer
1. The teacher needs a.... to write on the whiteboard.
a. Chalk c. Boardmarker
b. Pen d. Ink
2. There is a.... in our school. We can read and borrow some books there.
a. Canteen c. Laboratory
b. Library d. Toilet
3. I save my book in the...
a. Pocket c. Wallet
b. Bag d. Refrigerator
4. The teacher asks to the students to bring... each lesson.
a. Umbrella c. Glass
b. Hat d. Note book
5. There are ten... in my school
a. Living rooms c. Classroom
b. Kitchens d. Bedrooms
6. I buy four... at the bookstore.
a. Books c. Bruches
b. Baskets d. Clothes
7. All of students wear black shoes and white....
a. Socks c. Tie
b. Bell d. Shoes
81
8. Do you bring two...? I lost mine. I can not write without it.
a. Television c. Glasses
b. Tables d. Pens
9. I don‟t have much... to buy good shoes.
a. Clothes c. Money
b. House d. Paper
10. She works in the hospital and helps a doctor. She is called a....
a. Pilot c. Nurse
b. Farmer d. Chef
B. Complete the sentences with the correct verbs in a box
11. I‟m want going to the library for … some books.
12. Sani is going to the market for … some food
13. My mother is … a rice.
14. My cousin is … a letter for his father
15. Please … your book in the table.
16. A doctor … patient in hospital.
17. They go to the … pool in the afternoon.
18. We are together … film in the cinema.
19. Tiara … a magazine every morning.
20. Grandfather … coffee every morning.
82
82
APPENDIX 4
Teachings‟ Schedule
No Day, Date Time Allocated Activity
1 Wednesday, 28 August 2019 2x45 Minutes Pre-test
2 Saturday, 31 August 2019 2x45 Minutes Treatment
3 Wednesday, 11 September 2019 2x45 Minutes Treatment
4 Saturday, 14 September 2019 2x45 Minutes Treatment
5 Wednesday, 18 September 2019 2x45 Minutes Treatment
6 Saturday, 21 September 2019 2x45 Minutes Post-test
83
83
APPENDIX 5
SUBJECT MATERIAL
5. Countable noun
Countable noun adalah benda yang dapat di hitung. Berikut penyebutan
kata benda singular dan plural dapat dihitung :
- A book
- A box
- A watch
- A whiteboard
- A pen
- A glass
- A radio
- A potato
- An umbrella
- An hour
- Two books
6. Uncountable noun
Uncountable noun adalah benda yang tidak dapat di hitung. Kata benda
yang tidak dapat dihitung/uncountable noun tidak menggunakan artikel
a/an dan tidak memiliki bentuk jamak/plural. Meskipun demikian, kita
bisa menghitung satuannya. Penyebutannya dapat menggunakan amount,
much, little:
- I have amount of money
- There are so much water in my house
- I have little money
3. Observe the picture below and then mention at least 5 things in the picture
and make a sentence of the vocabulary.
84
84
Example:
Table = I put my book on the table
1. ….......................................................
2………………………………………..
3………………………………………..
4………………………………………..
5………………………………………..
4. There is/ there are digunakan sebagai kata petunjuk. There is biasanya
diikuti oleh kata benda tunggal. There are diikuti oleh kata benda jamak.
5. Observe the picture below and then mention at least 5 things in the picture
and make a sentence of the vocabulary. (There is and there are)
Example:
Table = There is one table in the classroom
1. ….......................................................
2………………………………………..
3………………………………………..
4………………………………………..
5………………………………………..
6. Rumus Simple Present Tense (Verbal)
Kalimat Positif (+) Subjek + Verb 1 (s/es) + Objek
85
85
Kalimat Negatif (-) Subjek + Do / Does + not + Verb 1 + Objek
Kalimat Pertanyaan (?) Do / Does + Subjek + Verb 1 + Objek ?
Keterangan:
Penggunaan akhiran s/es hanya untuk subjek berupa She, He, It .
Akhiran s/es pada kata kata kerja tidak berlaku untuk subjek I, you, we,
they dan sejenisnya.
Penambahan s/es hanya untuk kalimat positif (+).
Do berpasangan dengan I, you, we, they
Does berpasangan dengan He, She, it
2. Complete the sentences with the correct verbs in a box
Speak Goes Eat
Live Study Speaks
7. I …. in a small town
8. You ….English fluently
9. We ….three times a day
10. They ….english twice a week
11. He …. Japanese
12. She ….to office everyday
APPENDIX 6
86
86
SCORE OF PRE-TEST
No Code Score
1 S-01 35
2 S-02 40
3 S-03 40
4 S-04 35
5 S-05 55
6 S-06 20
7 S-07 50
8 S-08 25
9 S-09 45
10 S-10 45
11 S-11 70
12 S-12 35
13 S-13 45
14 S-14 30
15 S-15 35
16 S-16 45
17 S-17 75
18 S-19 20
19 S-20 15
20 S-21 40
21 S-22 50
22 S-23 25
23 S-24 35
24 S-25 20
25 S-26 60
26 S-27 75
Total 1065
Mean 40.96
APPENDIX 7
SCORE OF POST-TEST
No Code Score
1 S-01 60
87
87
2 S-02 70
3 S-03 65
4 S-04 65
5 S-05 70
6 S-06 55
7 S-07 80
8 S-08 55
9 S-09 70
10 S-10 60
11 S-11 90
12 S-12 55
13 S-13 60
14 S-14 70
15 S-15 80
16 S-16 75
17 S-17 90
18 S-19 60
19 S-20 60
20 S-21 70
21 S-22 70
22 S-23 65
23 S-24 75
24 S-25 60
25 S-26 80
26 S-27 90
Total 1800
Mean 69.23
APPENDIX 8
ANALYSIS OF PRE-TEST & POST-TEST
No. Respondents Pre – test
(X1)
Post – test
(X2)
D=(X2-X1)
D2=(X2-X1)
2
1. S. 1 35 60 25 625
2. S. 2 40 70 30 900
3. S. 3 40 65 25 625
4. S. 4 35 65 30 900
5. S. 5 55 70 15 225
6. S. 6 20 55 35 1225
88
88
7. S. 7 50 80 30 900
8. S. 8 25 55 30 900
9. S. 9 45 70 25 625
10. S. 10 45 60 15 225
11. S. 11 70 90 20 400
12. S. 12 35 55 20 400
13. S. 13 45 60 15 225
14. S. 14 30 70 40 1600
15. S. 15 35 80 45 2025
16. S. 16 45 75 30 900
17. S. 17 75 90 15 225
18. S. 18 20 60 40 1600
19. S. 19 15 60 45 2025
20. S. 20 40 70 30 900
21. S. 21 50 70 20 400
22. S. 22 25 65 40 1600
23. S. 23 35 75 40 1600
24. S. 24 20 60 40 1600
25. S. 25 60 80 20 400
26. S. 26 75 90 15 225
Sum 1065 1800 735 23275
Average 40.96 69.23 28.26 895.19
89
89
APPENDIX 9
RATE PERCENTAGE OF STUDENTS‟ SCORE
NO Classification Score Pre – Test Post – Test
F % F %
1 Excellent 95 – 100 0 0% 0 0%
2 Very good 85 – 90 0 0% 3 11.53%
3 Good 75 – 80 2 7.69% 5 19.23%
4 Fairly good 65 – 70 1 3.84% 9 34.61%
5 Fair 55 – 60 2 7.70% 9 34.61%
6 Poor 45 – 50 6 23.07% 0 0%
7 Very poor 0 – 40 15 57.70% 0 0%
∑ 26 100% 26 100%
Calculate the frequency and the rate percentage using the following
formula:
1. The rate percentage of Pre – test score
P
x 100 %
90
90
1. For „good‟ Category 2. For „fairly good‟
Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
P 0.0769 x 100 % P 0.0384 x 100 %
P= 7.69 % P= 3.84 %
3. For „fair‟ Category 4. For „poor‟ Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
P 0.076 x 100 % P 0.230 x 100 %
P= 7.69 % P= 23.07 %
5. For „very poor‟Category
P
x 100 %
P
x 100 %
P 0.5769 x 100 %
P= 57.69%
2. The rate percentage of Post – test score
P
x 100 %
1. For „very good‟ Category 2. For „good‟ Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
91
91
P 0.1153 x 100 % P 0.1923 x 100 %
P= 11.53 % P= 19.23%
3. For „fairly good‟ Category 4. For „fair‟ Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
P 0.3461 x 100 % P 0.3461 x 100 %
P= 34.61 % P= 34.61%
92
92
APPENDIX 10
MEAN SCORE & IMPROVEMENT PERCENTAGE
A. Mean Score
1. Mean Score of Pre-test
2. Mean Score of Post-test
B. Improvement Percentage
1. Improvement Percentage
P (%) =
X 100%
P (%) =
X 100%
P (%) =
x 100%
P = 0.6901 x 100%
P = 69.01%
93
93
APPENDIX 11
T-test Value
t =
√
=
=
= 28.26
t =
√
t =
√
t =
√
t =
√
t = √
t =
t = 14.49
94
94
APPENDIX 12
THE DISTRIBUTION OF T-TABLE VALUE
Df P
.10 .05 .01 .001
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
40
60
120
6.314
2.920
2.353
2.132
2.015
1.943
1.895
1.860
1.833
1.812
1.796
1.782
1.771
1.761
1.753
1.746
1.740
1.734
1.279
1.725
1.721
1.717
1.714
1.711
1.708
1.706
1.703
1.701
1.699
1.697
1.684
1.671
1.658
1.645
12.706
4.303
3.182
2.776
2.571
2.447
2.365
2.306
2.262
2.228
2.201
2.179
2.160
2.145
2.131
2.120
2.110
2.101
2.093
2.086
2.080
2074
2.069
2.064
2.060
2.056
2.052
2.048
2.045
2.042
2.021
2.000
1.980
1.960
63.657
9.925
5.841
4.604
4.032
3.307
3.499
3.355
3.250
3.169
3.106
3.055
3.012
2.977
2.947
2.921
2.898
2.878
2.861
2.845
2.831
2.819
2.807
2.797
2.787
2.779
2.771
2.763
2.756
2.750
2.704
2.660
2.617
2.576
636.619
31.598
12.941
8.610
6.859
5.959
5.405
5.041
4.781
4.587
4.437
4.318
4.221
4.140
4.073
4.015
3.965
3.922
3.883
3.850
3.819
3.792
3.767
3.745
3.725
3.707
3.690
3.674
3.659
3.646
3.551
3.460
3.373
3.291
(Gay, 1981)
95
95
Degree of Freedom (df)
Df = N – 1
= 26 – 1
= 25
Df = 25 (see table of “t” value at the degree of significance of 0.05).
At the degree of significance 0.05 = 2.060
The result was 14.49 > 2.060
96
96
APPENDIX 13
DOCUMENTATION
97
97
98
98
DOCUMENTATION OF STUDENTS‟ PVN
99
99
100
100
101
101
102
102
CURRICULUM VITAE
FITRYA RAMADHANI was born on 31th
January 1997 in
Sungguminasa, South Sulawesi. She is the first child of two
siblings from marriage of A Rachman and Sitti Nuraeni. She
began her study at SDI Lambengi and graduated in 2009. Then
she continued her study at SMPN 1 Sungguminasa and
graduated in 2012. Afterwards, she continued her study at SMAN 1
Sungguminasa and graduated in 2015. In the same year, she was registered as a
student of English Education Department, Faculty of Teacher Training and
Education, Muhammadiyah University of Makassar. At the end of her study, she
could finish her thesis entitle Using Personal Vocabulary Notes (PVN) Technique
to Improve Students’ Vocabulary.