vocabulary mastery in smk n 2 depok using ...bahasa inggris adalah satu dari masalah yang dihadapi...
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IMPROVING THE ELEVENTH GRADE STUDENTS’
VOCABULARY MASTERY IN SMK N 2 DEPOK
USING THE MAKE-A-MATCH-TECHNIQUE
A SARJANA PENDIDIKAN THESIS
Presented Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Emarsani Navita Laka
Student Number: 141214160
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
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DEDICATION PAGE
“See challenges as the way you get to your real wanted title”
-Edison Ngongo Kaledi-
I dedicate this thesis to Myself, My beloved Parents, Sister, and Brothers.
“ Those who walk while crying and sowing seeds will
joyfully be back with their own goods”
( Psalm 126 : 6)
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ABSTRACT
Laka, Emarsani Navita (2018). Improving the Eleventh Grade Students’
Vocabulary Mastery in SMK N 2 Depok Using the Make-A-Match-Technique:
English Language Education Study Program, Sanata Dharma University.
Vocabulary is one of the important elements of a language that must be
mastered by English learner. The low of vocabulary mastery is also a problem
experienced by the students of Industrial Automation Engineering class A in SMK
N 2 Depok. The fact that they do not have particular time and motivation to learn
vocabulary in class, and the students possess limited vocabulary.
The research was conducted to address the research questions, namely (1)
How was Make-A-Match-Technique implemented to improve eleventh grade
students’ vocabulary mastery in SMK N 2 Depok?, and (2) How did the Make-A-
Match-Technique improve the eleventh grade students’ vocabulary mastery?. Thus,
this research was aimed to implement Make-A-Match-Technique in improving the
vocabulary mastery of the eleventh grade students of SMK N 2 Depok. This is a
technique introduced by Curran (1994) that is implemented by using card and
having interesting learning classroom atmosphere. In this research the writer used
cooperative learning in executing the Make-A-Match-Technique.
In order to answer the research questions, the writer conducted the
Classroom Action Research. This research used two cycles. The research data were
collected by using some instruments, namely a test, questionnaires, and an
interview.
The implementation of Make-A-Match-Technique could help the students
in improving their vocabulary mastery. It could be seen from the students’
improvement in test scores. In the pre-test, the mean score was 67,25, and this mean
score increased in cycle 1, cycle 2, and the last post test to become 97,5. The result
of the questionnaire and interview showed that the implementation of Make-A-
Match-Technique helped the students to improve their vocabulary mastery and
could motivate them to learn English.
Keywords : Classroom Action Research, Make-A-Match-Technique, vocabulary
mastery.
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ABSTRAK
Laka, Emarsani Navita (2018). Improving the Eleventh Grade Students’
Vocabulary Mastery in SMK N 2 Depok Using The Make-A-Match-Technique.
Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Kosa kata adalah salah satu aspek yang penting dalam bahasa yang harus
dikuasai oleh siswa dalam mempelajari bahasa Inggris. Kurangnya penguasaan
bahasa Inggris adalah satu dari masalah yang dihadapi oleh siswa-siswa dari kelas
Teknik Otomasi Industri A di SMK N 2 Depok. Faktanya bahwa siswa-siswa tidak
mempunyai waktu cukup dan motivasi untuk belajar kosa kata di kelas, dan siswa-
siswa memiliki kosa kata yang terbatas.
Penelitian ini dilakukan untuk menjawab rumusan masalah, seperti (1) How
was Make-A-Match-Technique implemented to improve eleventh grade students’
vocabulary mastery in SMK N 2 Depok?, and (2) How did the Make-A-Match-
Technique improve the eleventh grade students’ vocabulary mastery ?. Dengan
demikian, penelitian ini bertujuan untuk menerapkan Make-A-Match-Technique
dalam meningkatkan penguasaan kosa kata dari siswa-siswa kelas XI SMK N 2
Depok. Ini adalah sebuah teknik yang dikenal oleh Curran (1994) yang
diplementasikan dengan menggunakan kartu dan memiliki kondisi pembelajaran
ruang kelas yang menarik. Dalam penelitian ini penulis menggunakan pembelajaran
kooperatif dalam melaksanakan Make-A-Match-Technique.
Untuk menjawab rumusan masalah, penulis melaksanakan penelitian
tindakan kelas. Penelitian ini menggunakan dua siklus. Data penelitian
dikumpulkan dengan menggunakan beberapa instrument, yakni tes, kuisioner, dan
wawancara.
Penerapan Make-A-Match-Technique dapat membantu siswa dalam
meningkatkan penguasaan kosa kata. Hal ini dapat dilihat dari peningkatan hasil tes
siswa. Dalam pre-test, nilai rata-rata adalah 67,25. Nilai rata-rata ini terus
meningkat dari siklus 1, siklus 2 dan post-test terakhir menjadi 97,5. Hasil dari
kuisioner dan wawancara menunjukkan bahwa penerapan dari Make-A-Match-
Technique membantu siswa-siswa untuk meningkatkan penguasaan kosa kata dan
dapat memotivasi mereka untuk belajar bahasa Inggris.
Keywords : Classroom Action Research, Make-A-Match-Technique, vocabulary
mastery.
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ACKNOWLEDGEMENTS
First of all, I would like to thank my Jesus Christ, for his blessing, love, and
help so that I can finish my thesis. He always gives me strength to pass every
problem and challenge in doing my thesis.
My biggest love and special thanks go to my family, Bapa Edison Ngongo
Kaledi, Mama Margareta Dada Gollu, Kakak Mardilin Wiwin Laka, Kakak
Alexander Julean Laka, Adik Kurniawan Ksatria Erwis Laka. They are the
biggest motivation for me to finish my research. They always pray, motivate, and
support me every time. I thank all my grandfathers, grandmothers, uncles, aunties,
and cousins who always support and remind me to always pray and study hard.
I would like to thank all the lecturers and staff of the English Language
Education Study Program, especially my deepest thankfulness to Dr. Retno
Muljani, M.Pd., as my thesis advisor for her guidance, feedback, and advice and
Drs. Concilianus Laos Mbato, M.A., Ed.D., as my academic advisor for all the
support, advice and guidance during I study in this university.
I would like to express my gratitude to SMK N 2 Depok Yogyakarta for
helping and giving me chance to conduct this research especially to Ibu Yuliana
S.Wahyundari, M.Hum., and the students from Industrial Automation
Engineering class A had given me a chance to do this research.
I would like to thank all of my friends who always support and motivate me,
Elan, Gege, Martin, Tya, Mici, Lita, Rensi, Lantik, Daris. My classmates in
PBIf, my brothers and sisters from Gailarumarada and Pekaweti for being my
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family in Yogyakarta, they are always there for me and always give me support,
laugh, care, precious time, and love when I was down.
Finally, I would like to thank all of the people and friends that cannot be
mentioned here. I really appreciate all the support, help, and suggestion during
completing this thesis.
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TABLE OF CONTENTS
Page
TITLE PAGE .......................................................................................... i
APPROVAL PAGES .............................................................................. ii
DEDICATION PAGE ............................................................................. iv
STATEMENT OF WORK ORIGINALITY ........................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ........................................ vi
ABSTRACT ............................................................................................ vii
ABSTRAK ................................................................................................ viii
ACKNOWLEDGEMENTS .................................................................... ix
TABLE OF CONTENTS ........................................................................ xi
LIST OF TABLES .................................................................................. xiv
LIST OF APPENDICES ......................................................................... xv
CHAPTER I. INTRODUCTION
A. Research Background ............................................................ 1
B. Research Questions ................................................................. 4
C. Research Objective ................................................................. 4
D. Research Significance ............................................................ 5
E. Definition of Terms ................................................................ 5
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Description .......................................................... 8
1. Vocabulary.......................................................................... 8
a. Defenition of Vocabulary ............................................... 8
b. Kinds of Vocabulary ...................................................... 10
c. Teaching Vocabulary ..................................................... 11
2. Make – A- Match- Technique ............................................ 13
3. The Use of Make- A- Match- Technique to Teach Vocabulary
In the Classroom ................................................................ 15
B. Theoretical Framework ........................................................... 17
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CHAPTER III. RESEARCH METHODOLOGY
A. Research Method .................................................................... 19
1. Cycle 1 ................................................................................ 21
a. Plan ................................................................................. 21
b. Action ............................................................................. 21
c. Observation .................................................................... 22
d. Reflection ....................................................................... 23
2. Cycle 2 ................................................................................ 23
a. Plan ................................................................................. 23
b. Action ............................................................................. 23
c. Observation .................................................................... 24
d. Reflection ....................................................................... 24
3. Post- Test ............................................................................ 24
a. Plan ................................................................................. 24
b. Action ............................................................................. 25
c. Observation .................................................................... 25
d. Reflection ....................................................................... 25
B. Research Setting ..................................................................... 26
C. Research Participants .............................................................. 27
D. Research Instrument and Data Gathering
Technique ............................................................ .................. 27
1. Test ..................................................................................... 27
2. Questionnaire ...................................................................... 30
3. Interview ............................................................................. 33
E. Data Analysis Techniques ...................................................... 33
CHAPTER IV. RESEARCH RESULT AND DISCUSSION
A. Research Finding and Data Gathering .................................... 38
1. Research Finding in Preliminary Information Gtahering 38
2. The Implementation of Make- A- Match- Technique ...... 41
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a. The Implementation of Make- A- Match– Technique in
Cycle 1 ......................................................................... 41
b. The Implementation of Make- A- Match –Technique in
Cycle 2 ........................................................................ 47
c. The Analysis of Post- Test ........................................... 52
d. The Analysis of Questionnaire .................................... 56
e. The Analysis of Interview ........................................... 60
B. Discussion ............................................................................... 63
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ............................................................................ 67
B. Recommendations .................................................................. 68
REFERENCES ....................................................................................... 70
APPENDICES ........................................................................... ......... 75
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LIST OF TABLES
Table Page
3.1 The Writer’s Time Table.......................................................... 26
3.2 The Example Questions Used in the Test .................................... 29
3.3 The Blueprint of Questionnaire in the Use of Make- A- Match –
Technique to Improve Vocabulary Mastery ................................ 31
3.4 The Mean Score .......................................................................... 37
4.1 The Result of Pre- Test ............................................................... 39
4.2 The Result of Post- Test in the Cycle 1 ...................................... 45
4.3 The Result of Pre- Test in the Cycle 2 ........................................ 51
4.4 The Result of Post- Test .............................................................. 54
4.5 The Result of Questionnaire ....................................................... 57
4.6 The Mean Score Improvement of the Students........................... 64
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LIST OF APPENDICES
Appendix Page
Appendix A Permission Letter ............................................................... 76
Appendix B Lesson Plans ...................................................................... 78
Appendix C Questionnaire, Interview, and Cards ................................ 86
Appendix D The Result of Questionnaire, Interview, and Students’
Reflections ......................................................................... 90
Appendix E The Students’ Test Results ................................................ 116
Appendix F Documentations ................................................................. 144
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of this research. It provides the
research background, research questions, research objective, research significance
and definition of terms.
A. Research Background
In learning English, students need to master vocabulary because vocabulary
mastery can support the learning of four English skills (Harmer, 2007, p. 2) and the
comprehension of the oral and written texts (Komariah, 2011). Wilkins (1972)
agrees with the two reasons of the importance of vocabulary mastery stated above
because there is no much value in producing grammatical sentences if someone has
not got vocabulary needed to convey what they want to say. All of the ideas lead
to the reason to state that students’ adequate English vocabulary mastery will help
them to comprehend and to convey ideas in English.
According to Manik and Christiani (2016), vocabulary is a total number of
words with rules for combining them to make up a language. In learning a language,
students need to possess vocabulary in order to be able to produce phrases and
sentences. However, Noerzain (2006) reveals that most of the students face
difficulties to understand the English texts when they have a reading activity even
the simplest one, it is affected by inadequate vocabulary.
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Students who are learning English as a foreign language are expected to
master enough vocabulary in order to improve their English skills. The students
who have possessed sizable vocabulary can understand reading text better and can
discuss the ideas of the texts with their peers and teachers well. Having successfully
possessed a great member of words, the students will be able to express many ideas
related the text and mastered possibly unfamiliar words in the texts. Therefore,
teaching vocabulary is required.
The writer’s experiences during her internship program conducted in
SMKN 2 Depok, she discovered that most of the students possessed limited English
vocabulary so that the students did not understand what the teacher was saying. This
problem occurred since Indonesian was mostly used rather than English in the
classroom learning. The use of Indonesian language also caused less motivated
students in learning English. Therefore, the writer asked some students regarding
the problems they encountered in English language learning, some of them stated
that they did not have sizable vocabulary. In addition, the students were reluctant
to consult unknown word meanings with their dictionary and had limited time to
practice English. Those problems influence the students in memorizing the English
words effectively and would yield unsuccessful vocabulary improvement.
Also, the writer had done an interview with one of English teachers of SMK
N 2 Depok on April 4, 2018. She stated that the problem in learning vocabulary was
the students did not have motivation to improve their vocabulary mastery and there
was not enough time for the teacher to teach vocabulary explicitly in every meeting.
Since English is important, she assumed that high school students should be able to
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use English in order to apply a job. Many offices, industries, factories require
employees who know English well. So, that is very important for students to learn
English. Thus, the writer is interested in conducting a technique to improve
students’ vocabulary mastery and motivate the students to improve their
vocabulary.
In order to help the students reduce their vocabulary learning problems,
Alley and Deshler (as cited in Mattox, 2004) suggest that in learning process there
should be learning strategy. According to them learning strategies are techniques,
principles, or rules that enable a learner to learn, to solve problem, and to complete
tasks independently. This statement means to have an effective learning activity,
learning strategy is needed to become a technique, principle, and rules to help
students in learning process. Therefore, Curran (1994) recommended a learning
strategy named Make-A-Match-Technique to teach vocabulary. He also states that
“Make-A-Match-Technique is the type of teaching and learning technique in which
every student will get one card and they must look for his/her partner having a
suitable card”. Whereas Komalasari defines Make-A-Match-Technique is a
technique that helps students to improve their ability to answer a question through
a game. By applying Make-A-Match-Technique in teaching vocabulary will create
an interesting classroom activity (as cited in Maduratna, 2014).
Huda (2013) adds that “Make-A-Match-Technique can be applied for all of
subjects and level of class, the teacher will be easier in using this technique for
teaching in the classroom because it can help the students to revise language that
they learn and gives opportunity for learner to cooperate with the other students in
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teaching and learning activity. The writer concludes that Make-A-Match-Technique
is a technique to improve students’ vocabulary mastery and increase students’
motivation to learn English that can be applied in every level of class. Also, by
using Make-A-Match-Technique there will be an interesting classroom as students
will have opportunity to cooperate with other students, they will go around the class
while bring the card given by the teacher to find their partner. Therefore, the writer
intends to Make-A-Match-Technique as a technique to improve students’
vocabulary mastery in SMK N 2 Depok.
B. Research Questions
1. How was Make-A-Match-Technique implemented to improve eleventh
grade students’ vocabulary mastery in SMK N 2 Depok?
2. How did the Make-A-Match-Technique improve the eleventh grade
students’ vocabulary mastery?
C. Research Objective
This research aims to describe the implementation of Make-A-Match-
Technique to improve Eleventh grade students of SMKN 2 Depok’ vocabulary
mastery. Afterwards, the implementation of the Make-A-Match-Technique will be
evaluated to discover to what extent the technique can improve the vocabulary
mastery of the eleventh grade students of SMK N 2 Depok.
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D. Research Significance
This research will be beneficial for people who wish to improve vocabulary
mastery.
1. Students of SMK N 2 Depok
The students can use Make-A-Match-Technique to improve their
vocabulary mastery by implementing the technique inside or outside the classroom.
This technique makes students more cooperative in the classroom.
2. English Teachers of SMK N 2 Depok.
By using this technique, the English teachers of SMK N 2 Depok will be
able to facilitate the students in their efforts in order to improve their vocabulary
mastery. They can implement the Make-A-Match-Technique in their teaching to
increase students’ vocabulary mastery or motivation to improve their English.
3. Other Writers
This research can be useful for other writers because the results of this
research can be taken as a reference to improve classroom practice or to do further
research.
E. Definition of Terms
In this section, the writer will give some brief overviews of the key words
that can help the readers to understand more about the topic discuss and avoid
misinterpretation.
1. Make-A-Match-Technique
Make-A-Match-Technique is one of the cooperative learning methods
developed and introduced by Curran in 1994. The basic principle of Make-A-
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Match-Technique is the students find or match a partner while they are learning a
concept or a particular topic in an interesting classroom atmosphere (Curran, 1994).
The-Make-A-Match-Technique is the type of teaching and learning which looks for
partner, every student gets one card contains of English word and Indonesian word.
After that, students have to find the meaning of the word that they get in English or
in Indonesian by looking for their partner which suitable with their card.
In this research Make-A-Match-Technique is a technique which improves
students’ vocabulary mastery, helps the students to have motivation in improving
their English and also leads the students to gain a meaningful learning process in
learning vocabulary.
2. Vocabulary
Vocabulary refers to a list or set of words for a particular language or a list
or set of words that individual speaker of a language might use (Hatch and Brown,
1995, p. 1). According to Haycraft (as cited in Hatch and Brown, 1995, p. 370),
vocabulary is divided into two kinds: receptive and productive vocabulary.
Receptive vocabulary is words that the students recognize and understand when
they occur in a context, but he/she cannot produce correctly. Productive vocabulary
is word which the students understand, can pronounce correctly and use
constructively in speaking and writing. In this research, vocabulary refers to the
vocabulary which are suggested in 2013 curriculum with the focus of analyzing the
social function, text structure, and the language feature from the analytical
exposition text, song, and biography text which is generally talked appropriately
with the context of its used.
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3. The Eleventh Grade Students of SMKN 2 Depok
The eleventh grade of SMK N 2 Depok consists of 11 majors. In this
research the writer chooses the Industrial Automation Engineering class A as the
participants of the research. The class consists of 31 students in which eight of them
are females and 23 are males.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter the writer will discuss all of the theories related to the
research. This chapter will be divided into two parts, namely, a theoretical
description and theoretical framework. The theoretical description covers the theory
of vocabulary, Make-A-Match-Technique, and the use of Make-A-Match-
Technique to teach vocabulary in classroom. While, the theoretical framework
describes the summary and synthesize all major relevant theories which the writer
uses to conduct the research.
A. Theoretical Description
This section discusses the theories that are relevant to the research which
are about improving vocabulary mastery of the eleventh grade students of SMK N
2 Depok by using Make-A-Match-Technique.
1. Vocabulary
In this part, writer will discuss more the definition of vocabulary, kinds of
vocabulary, and teaching vocabulary.
a. Definition of Vocabulary
Vocabulary is a basic element of learning English. This is an important factor in
reading, listening, writing, and speaking. According to Yun (2005), vocabulary
refers to all words as a language, groups of words that an individual can understand
and use whether in speaking or writing, and list of words to serve a specific purpose.
This proves that vocabulary plays a role in gaining a good sense of a language. In
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other words, word choice affects how well the impression of serving a specific
purpose using the target language.
Vocabulary can be defined as ''the words that we must know to
communicate effectively; words in speaking (expressive vocabulary) and words in
listening (receptive vocabulary)'' (Neuman & Dwyer, 2009, p. 385). While, Berne
& Blachowicz (2008) state that vocabulary learning is an essential part in foreign
language learning as the meaning of new words is important for oral and written
communication. It is also central to language teaching and paramount to a language
learner. In short, vocabulary is central in English learning that can be used to
communicate and to express someone’s meaning because without vocabulary
someone does not understand others or express their own idea.
To support the statement above, Nation (2001) states that vocabulary
knowledge emphasizes the recognizable and understandable spoken word. He adds
that readers need to know at least 97% of the vocabulary in a text for an adequate
understanding. Without knowledge of vocabulary in a text, a learner may have
trouble in understanding the message. Furthermore, Steven Stahl (as cited in
Diamond and Galton, 2006) states "Vocabulary knowledge is knowledge of a word
not only implies a definition, but also implies how that word fits into the world".
Hence, building a good vocabulary is essential to the language comprehension.
Meanwhile, Richard and Rodges (1986, p. 10) assert that vocabulary is one
of the most important aspects of foreign language learning. By mastering
vocabulary it is expected that we can master the four language skills. Whereas,
Gardner (2010) defines vocabulary as not only concerned with the meaning of
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words, but also how people use the words and store the words, how they connect
between one word to another word, and also how people make a phrase with that
words. It can be said that having lack of vocabulary students cannot be able to
speak, write, listen, and read the English language well.
Based on those theories above, it can be concluded that vocabulary is the
important aspect in English language that has to be mastered by students in order
to help them to communicate with others and express idea. Besides, having rich
vocabulary can help students to master the four language skills.
b. Kinds of Vocabulary
Kinds of vocabulary are divided in two parts, namely, oral vocabulary and
reading vocabulary. Oral vocabulary refers to words that we use in speaking or
somehow in listening activities. Meanwhile, reading vocabulary is something
dealing with reading and writing. It refers to words that we recognize or use in print
(Cardenas, 2001). These two forms of vocabulary are related to receptive and
productive vocabulary.
Nation (1990, p. 5) states that in learning words, a distinction is made
between receptive and productive learning. Receptive learning involves the
capacity to recognize a word and recall the meaning of the words. While Productive
learning involves what is needed for receptive learning and the ability to speak or
write.
According to Tschirner (2004), receptive vocabulary refers to words that
students understand. It is supported by Brown (as cited in Manik & Christian,
2016), who emphasizes that passive vocabulary (Receptive vocabulary) - words that
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are recognized and understood when they occur in a context of reading and
listening, but cannot produce correctly. While Wesche and Paribkht (1993) define
productive vocabulary or active vocabulary as words that students use to speak or
write. It is supported by Brown (as cited in Manik and Christiani 2016) active
vocabulary (Productive vocabulary) - words that are students understood, can
pronounce correctly and uses constructively in speaking and writing.
In addition, Cummins (as cited in Mukoroli, 2010) states there are four kinds
of vocabulary. First, reading vocabulary refers to all the words that someone knows
when he is reading a text. Second, listening vocabulary refers to all the words that
an individual knows when he listens to speech. Third, speaking vocabulary refers
to all the words that individual knows the meaning and how to use it when he talks
to other. The last one is writing vocabulary refers to all the word that individual can
employ when he is writing something. On the other hand, to use vocabulary in every
skill in English is not enough if students only know the word one by one but the
knowledge about how to use the words is also important to know.
c. Teaching Vocabulary
Teaching vocabulary is one of the most important components in any
language class. The main reason is the fact that it is a medium, which carries
meaning; learning to understand and express the meaning is what count in learning
language. Teachers have an important role in teaching, they have to refer everything
students do or knowledge in order to help their students to learn (Hatch & Brown
cited in Manik and Christiani, 2016).
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To introduce students about vocabularies, teacher can choose the relevant
topic to be studied. Allen (2006, p. 5) states that in teaching vocabulary, the teacher
should teach the students how to recognize and understand the word in multiple
contexts. For example; use the word in their speaking and writing; connect the word
to their own lives and offer examples of its correct and incorrect use; understand
subtle shades in the word’s meaning; and generate effective contexts to help others
understand the word. On the other hand, teaching vocabulary for students not only
makes them understand the meaning of the words but students have to be able to
use the words in sentences.
Besides, Nation (1990, p. 6) states there are two ways for teacher to teach
students vocabulary. Nation in his book teaching and learning vocabulary makes a
distinction between increasing vocabulary and establishing vocabulary. Increasing
vocabulary means introducing students’ new words and starting to learn.
Establishing vocabulary means building and strengthening initial knowledge of
vocabulary, because vocabulary is beneficial for students’ learning activity because
it will be more effective and when students have much vocabulary knowledge, they
will have a motivation to improve their English.
One of the most effective ways to help students learning new vocabulary is
to teach vocabulary in context; for instance in a reading context (Zawil, 2016). As
Stahl (2005) has mentioned that in teaching vocabulary teacher should give students
a preview reading materials to determine which words are unfamiliar. Then, these
words should be defined and discussed. It is important for the teacher to not only
tell the students what the words mean but also how to use the words. Besides,
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discussion provides the teacher with feedback about how well the students
understand the words.
In addition, Pavicic (2003, p. 7) deals with a way to improve students'
abilities to explore, store, and use vocabulary items. He defines the role of
vocabulary teaching and how a teacher could help their students. He emphasizes on
self-initiated independent learning with strategies, in which formal practices,
functional practices and memorizing could be included. He points out that the
teacher should create activities and tasks to help students build their vocabulary and
develop strategies to learn vocabulary on their own. In other words, in improving
students’ vocabulary mastery, teachers must have a strategy that can help their
students in the learning processes.
2. Make-A-Match-Technique
Make-A-Match-Technique is one of the cooperative learning methods
developed and introduced by Curran in 1994. The basic principle of Make-A-
Match-Technique is the students are supposed to find the match of a group of words
with the appropriate meaning (Curran, 1994).
In the Make-A-Match-Technique activity, students will get the cards contain
question and answer. Komalasari (2013) adds Make-A-Match-Technique is a
technique where students must look for the answer of a question or a question of an
answer from the card that they get through interact with their friends. There are 30
cards comprising 15 questions cards and 15 answer cards. Something that must be
done with those cards is the student who gets question card must find an appropriate
word to complete the sentence in student who gets answer card and vice versa
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student who gets answer card must find an appropriate sentence related with the
answer that his/her has. For example, on the question card is written “Indonesia’s
economic condition is _________ rapidly” and on the answer card is written
“Growing”.
According to Arifah and Kusumarasdyati (as cited in Zawil, 2016) state that
Make-A-Match-Technique is one of the teaching techniques which can be used in
a co-operative learning. They add that the Make-A-Match-Technique is a kind of a
game where students have to find their partners by the following way. The students
are divided into two groups, group A and group B. Each of the students in each
group gets one card. The students in group A get the topic cards while the students
in group B get the simple description cards. After they find their matches, they have
to report it to the teacher and the last step is the teacher asks them to compose
sentences based on the words they get on their cards
Allen (2006) defines matching word is an alternative to the typical matching
exercise and an enjoyable way to assess an initial understanding of words and
concepts. The Make-A-Match-Technique can be applied for all subjects and level
of class (Huda as cited in Maduratna, 2014). This technique can help students to
revise language that they learn, it also helps the teacher to create contexts in which
the language is useful and meaningful and can give opportunity for students to be
cooperative with their friends in learning activity.
There are some advantages in using Make-A-Match-Technique to improve
students’ vocabulary mastery (Istarani, 2011). The first is each student can be
directly involved in answering a question given in the form of a card. Second, the
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using of Make-A-Match-Teachnique can increase students’ creativity through
matching the cards. Third it can make students do not feel bored during learning
activity and it can create a more interesting classroom atmosphere. Furthermore,
Maduratna (2014) argues that using Make-A-Match-Technique can improve
students’ vocabulary mastery because the students will be stimulated to think about
vocabulary and have interest to improve their ability in vocabulary mastery.
It can be concluded that Make-A-Match-Technique is a technique that can
be used by teacher in a classroom in order to help students to improve their
vocabulary mastery for all levels. Make-A-Match-Technique can also be defined as
a co-operative learning strategy because in implementing this technique students
will do it in pairs or groups. This technique can create an interesting classroom
activity and make students have motivation to improve their vocabulary mastery
because in class students will learn by playing.
3. The use of Make-A-Match-Technique to teach vocabulary in the
classroom.
Since learning vocabulary is difficult and sometimes is boring for the
students, teachers are expected to find the effective way to help students in learning
a second language (Maduratna, 2014). Make-A-Match-Technique can be applied
for all subjects and level of class. The teacher will be easier in using this technique
for teaching in the classroom (Huda, 2013). He adds that this technique can help
the students to revise language that they learn. It also helps the teacher to create
contexts in which the language is useful and meaningful. Make-A-Match-
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Technique can give opportunity for the students to cooperate with the other people
in teaching and learning activity.
According to Zawil (2016) Make-A-Match-Technique is a kind of game
where students have to find their partner. In this technique, the students are divided
into two groups, group A and B. Each of students in group gets one card. The
students in group A get the topic card while the students in the group B get the
simple description cards. After finding their match they must report to their teacher
and after that they have to compose sentences based on the words they got on their
cards.
The application of Make-A-Match-Technique needs good preparation.
Suprijono (2010) gives several steps in preparing learning activity using Make-A-
Match-Technique. The first step is preparing the cards with the questions and the
other card with the answers to the questions. The second step is grouping, teacher
divides the class into three groups. The first group is the group which is given the
question cards, the second group is those who are given the answer cards, while the
third group is some students as an assessor group. After that, the students from
group A have to find their partner in group B, they will go around in class to find
their partner. At last, they have to report their card to the group C as assessor to give
them score. This activity will be done around 30-50 minutes. He also addressed that
by using Make-A-Match-Technique teacher can motivate and encourage students
to be more interested and enthusiastic in learning English. When students are
interested in learning, they will be more concentrate and want to participate in the
class.
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In addition, Aqib (as cited in Maduratna, 2014) gives some procedure of
using Make-A-Match-Technique in class. First, the teacher prepares some cards
that contain some concepts or suitable topics for review session, a part contains
questions and the other is the answers. Second, the teacher will give one card for
each students. Third, Students are given time to think the answer or the question
from the card that they hold. Fourth, student will go around to find their partner that
has a matching card with his card and every student who finds their suitable card
before the time ends will get point. Fifth, after fourth session, the card is shuffled,
so the students will get different card in the next session. It is continued until this
activity ends. And the last, teacher and students make a conclusion from the
material that has been given by the teacher.
Najib (2010) has ever used Make-A-Match-Technique to improve the
students’ vocabulary mastery at SMPN 2 Gandusari. The result of this research
shows that the use of Make-A-Match-Technique can improve the second year
students’ vocabulary mastery and he see that many students are interested to learn
with this technique because they can be more cooperative and work together with
their friends.
B. Theoretical Framework
In this section the writer will summarize all the major relevant theories that
have been discussed in the theoretical description. The theories are used to answer
two research questions, namely (1) How was the implementation of Make-A-
Match-Technique to improve the students vocabulary mastery in SMK N 2 Depok?
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and (2) How did the Make-A-Match-Technique improve the eleventh grade
students’ vocabulary mastery?
As discovered in the background, the problems faced by the eleventh grade
students of SMK N 2 Depok are the lack of vocabulary mastery and the students do
not have motivation to improve their vocabulary mastery. Therefore, to improve the
students’ vocabulary mastery, the writer promotes the Make-A-Match Technique.
The use of Make-A-Match-Technique can help students to improve their
vocabulary mastery in which it helps students to revise language that they learn,
helps the teacher to create contexts in which the language is useful and meaningful,
and gives opportunity for students to be more cooperative with their friends in
learning activity (Maduratna 2014).
Using Make-A-Match-Technique can improve students’ vocabulary
mastery because the students will stimulate to think about vocabulary and interest
to improve their ability in vocabulary mastery (Maduratna, 2014).
Therefore, the writer implements the Make-A-Match-Technique in a
Classroom Action Research cycles in order to encourage students to improve their
vocabulary mastery in SMK N 2 Depok and helps the English teachers to motivate
students in learning English. In this research the writer will use Classroom Action
Research designed by Kemmis and McTaggart (as cited in Hopkins, 2008, p. 51).
There are four step in CAR, namely: plan, action, observation, and reflection.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter contains of the methodology used by the writer to conduct this
research. It includes the research method, research setting, research subjects,
instruments and data gathering technique, and data analysis technique.
A. Research Method
As stated previously in chapter I, the students of SMK N 2 Depok possessed
limited vocabulary and they seemed to be reluctant to increase their vocabulary
mastery. These problems encouraged the writer to find a way to improve the
students’ vocabulary mastery. Therefore, this research was the Classroom Action
Research in which the writer tried to solve the problem related to the vocabulary
mastery experienced by the eleventh grade students of SMK N 2 Depok.
According to Hermida (2001), Classroom Action Research is a research
method implemented by teacher in his or her classroom to improve the teaching and
learning process. An Action Research has a number of models provided over the
years for teachers to follow the systematic process of the Action Research ( Hien
and Mills, 2009). Lewin (as cited in Kemmis and McTaggart 1988) described
“Action Research as proceeding in a spiral of steps, each of which is composed of
planning, action, and evaluation of the result of the action”. On the other hand,
Action Research is a method that is used in steps to get result to be evaluated.
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In addition, Kemmis and McTaggart (1988) noted that “Action Research is
a simple form of collective self-reflective inquiry undertaken by participants in
social situations in order to improve the rationality and justice of their own social
or educational practice, as well as their understanding of those practices and the
situations in which practices are carried out”. On the other hand, an Action
Research is a method utilized by someone in order to improve their educational
practice. This method helps someone to do the self-reflection as their compass to
improve the classroom activity. On this research, a Classroom Action Research was
conducted to solve the problem of limited vocabulary mastery and lack of
motivation of eleventh grade students of SMK N 2 Depok.
There are four main steps an Action Research model. They are plan, action,
observation, and reflection (Burn, 2010; Hien 2009; Kemmis and McTaggart 1981;
McNiff and Whitehead, 2002). In this research, the writer chose the Kemmis and
McTaggart model to employ the research because it helps the writer to conduct the
research in order to improve the educational practices.
Figure 3.1 Kemmis and McTaggart Action Research spiral 1988:4(adopted from Hopkins,
2008, p. 51)
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21
1. Cycle 1
a. The first step : Plan
In this stage, the writer considered the ethics of a Classroom Action
Research. First, the writer asked for a permission letter to do the research. After
that, the writer brought the permission letter to school in which the writer conducted
the Classroom Action Research, namely, SMK N 2 Depok Yogyakarta.
Afterwards, the writer discussed the preparation of the research with one of the
English teachers of the eleventh grade in SMK N 2 Depok.
Before conducting the research, the writer conducted a classroom
observation as the preliminary information gathering activities. The preliminary
information gathering activities led the writer to know how the classroom activities
were conducted. The writer observed the classroom management, participants’
participation, and classroom atmosphere. In this way, the writer had opportunities
to prepare the research to improve the classroom practice. At the end of the planning
stage, the writer arranged the lesson plan used in the classroom.
b. The second step : Action
After preparing the lesson plan, the writer implemented it. In the action
stage, the writer used Make-A-Match-Technique into two cycles. The activities in
this class were divided into three main activities: pre-activity, main-activity, and
post-activity.
In cycle 1, during the pre- activity, the writer introduced Make-A-Match-
Technique to the participants while teaching the analytical exposition text. The
writer encouraged the students to review the vocabulary learnt in the previous
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22
meeting as pre-activities. Afterwards, in the main activities, the participants learnt
the analytical exposition texts, they searched for new vocabularies and practiced
the Make-A-Match-Technique to learn new vocabulary. In this activity, the
participants were divided into group A and group B and each group consisted of 15
Participants. Each participant from group A got one question card that had an
incomplete sentence and each participant from group B got one answer card that
had a word that could be matched to complete the sentence from group A. Then,
the participants from group A must found the answer of the question in group B.
After having a card, the participants were given time to go around the class to find
their partner that had a matching card with his/her card. After finding their partner,
the participant reported it to teacher to check whether it was right or wrong and they
would be given score. Afterwards, in the post-activity, each pair was asked to make
another sentence by using the words that they got with their partner in order to check
their understanding of the words’ meaning and how to make a sentence.
At the end of the meeting, the writer conducted post-test 1 to measure the
improvement of the students’ vocabulary mastery. In the post-test 1 of cycle 1, the
students did the test about the vocabularies taken from the analytical exposition text
discussed before.
c. Observation
Observation was conducted during practice time in classroom. The
observation was conducted by the writer to check the participants’ participation and
classroom atmosphere when the technique was implemented.
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d. Reflection
In cycle 1, the writer reflected and analyzed the result from post cycle 1 and
the observation. This step was very important in order to improve the classroom
practice in the next cycle.
2. Cycle 2
a. Plan
From the implementation of Make-A-Match-Technique in cycle 1, the
writer saw the improvement from the participant but there was still a problem
experienced by the participants. The writer planned to make better preparation so
that the goal of this research would be achieved.
b. Action
Before starting the classroom activity, the writer asked the students to play
a game. The purpose of giving a game for students was to make them feel fresh and
not feel sleepy.
In cycle 2, before conducting the Make-A-Match-Technique and learning
about a song text, the writer did a review about the previous meeting material and
vocabularies. The writer asked the participants to make a sentence from
vocabularies that they had been learnt before. Afterwards, in the main activities, the
participant learnt about the song text, they looked for new vocabularies and
practiced the new vocabulary by using Make-A-Match-Technique. As participants
did in the cycle one, they were divided into group A and B, but in cycle 2 the role
was changed. Group A got the answer card and group B got the question card. All
the vocabularies that learnt in this cycle were from the song’s text. After all the
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participants got one card. The activity was started, they participants were given time
to go around the class and to find their partner.
The implementation of the Make-A-Match-Technique was the participants
were invited to make sentences using the words that they got with their partner in
order to see the participants’ comprehension about the words in the post-activity.
At the end of the meeting, the participant did the post-test 2 for cycle 2. The students
did the vocabulary test which is taken from the song’s text and the previous
material.
c. Observation
Observation was conducted during the implementing the Make-A-Match-
Technique. The observation was conducted to check the improvement of
participants’ participation and the classroom atmosphere from cycle 1 to cycle 2,
whether they increased or not.
d. Reflection
In cycle 2, the writer reflected and evaluated the activity in cycle 2 through
the observation and instrument that was used. Afterwards, the writer concluded the
result of the research.
3. Post-test
a. Plan
In this stage the writer would give the last post-test to see to what extent the
Make-A-Match-Technique improves students’ vocabulary mastery. In this stage,
the participants would learn about biography text and learn new vocabulary from
biography text by using Make-A-Match-Technique.
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b. Action
In this stage, the writer reviewed the previous material learnt by the
participants. After that, the writer distributed the biography texts and gave
participant time to discuss the text with their friends. Then, they presented it in the
next activity.
Afterwards, the participants would learn the new vocabularies using Make-
A-Match-Technique. The implementation of Make-A-Match-Technique in this
stage was the same with the two previous cycles but the words they would learn
were taken from the biography texts.
After implementing the Make-A-Match-Technique, in the post-activity the
writer gave the last posttest in the form of multiple choice consisted of the
biography text and vocabularies.
c. Observation
The observation was done to check the improvement of the participants
‘participation and the classroom atmosphere after they did the implementation of
Make-A-Match-Technique in two previous cycles and the last post-test.
d. Reflection
After the implementation of Make-A-Match-Technique in each cycle and
the last post-test, the writer can reflect and analyze the data; to know how the
improvement of participants’ vocabulary mastery after implementing the technique.
In addition, after conducting the post-test in each cycle and the last post-test,
the writer distributed questionnaires to the participants and also conducted an
interview with 10 participants which were chosen randomly. The questionnaires
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and interview were used to conduct the data about participants’ respond towards
the implementation of Make-A-Match-Technique to improve the students’
vocabulary mastery.
B. Research Setting
This research was conducted to the eleventh grade students class A of SMK
N 2 Depok majoring in the Industrial Automation Engineering. The setting of this
research was divided into four parts, namely, plan, action, observation, and
reflection. This research took a month of the second semester of academic year
2018/2019.
Table 3.1 The Writer’s Time Table
Steps Activities Date
Cycle 1
1. Plan
a. Asking for a research permission letter from
campus
b. Bringing the research permission letter to
school and making an agreement with the
English teacher
c. Conducting preliminary teaching and
gathering information
d. Preparing the lesson plan, teaching material,
and teaching media
April 11 , 2018
April 12, 2018
April 17, 2018
2. Action
Teaching the students in XII TOI A class
April 17, 2018 – May 1,
2018
3. Observation (during the action)
a. Filling out the observation sheet
4. Reflection
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Cycle 2
1. Plan
Preparing the lesson plan, teaching
materials, and teaching media
May 7, 2018
May 8, 11 & 15, 2018
2. Action
Teaching the students in XII TOI A
class
3. Observation (During the action)
a. Filling out the observation
b. Distributing questionnaires to the
students
4. Reflection
Research
report
writing
Reporting the results of the research
C. Research Participants
The participants of this research were thirty one (31) Industrial Automation
Engineering students of SMKN 2 Depok in the academic year 2017/2018. Eight of
them were female students and twenty three of them were male students.
D. Research Instruments and Data Gathering Techniques
In this section, the writer will explain the research instruments and the data
gathering techniques employed in this research. In order to gather the data of the
research, the writer employed three instruments, namely, test, questionnaire, and
interview.
1. Test
“Test is used to provide the wide of having powerful data collection, an
impressive array of tests for collecting the numerical data, Cohen (2000)”. Gay
(1996) states test means measuring the knowledge, skill, feeling, intelligence or an
aptitude of an individual or group, producing numerical scores that can be used to
identify, classify or evaluate the test takers.
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At least there are two kinds of test, objective and subjective tests. However,
in this research the type of the test used was only objective test. Objective test is a
test in which the learners’ ability or performance is measured using specific set of
answer, which means there are only two possible answers, whether right and wrong.
The types of objective test include multiple choice, true or false, completion,
matching and problem based questions (Dewy & Nastiti, 2012). In this research,
completion test and multiple choice test were chosen. “ Completion test is an
intelligence test requiring that the test taker completes a whole sentence from which
certain part have been omitted (Atikah, 2014)’’. Multiple choice test is one of the
most common forms of teacher constructed test (Kehoe, 1995).
The writer used the objective test in this research because this kind of test
eases the students in doing the test. The students would not be under pressure when
they did the test.
These tests were made by the writer herself. The tests consisted of two tests,
namely, pre-test and post-test. Pre-test was given before the implementation of
Make-A-Match-Technique to see how far the students master the vocabulary, and
post-test was given after implementing the Make-A-Match-Technique to see how
the technique helps students to improve their vocabulary mastery. The pre-test and
post-test cycle 1 were conducted by giving completion test. The students had to
complete the sentences by using appropriate words and all the words in this test
were taken from the analytical exposition text that the students had been learnt.
Post-test cycle 2 was conducted by giving multiple choice test about the song’s text
and vocabularies that had been learnt in the previous material. The last post-test
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was conducted by giving multiple choice test about the biography text, the song’s
text, and the analytical exposition text. The tests are clarified in the following table.
Table 3.2 The Example Questions used in the Test
The Topics Kinds of Test Item Examples of Test Assessment
Analytical
Exposition text
( Pretest)
Analytical
Exposition text
(Post-test 1)
Biography test &
Song text
( Post-test 2)
Analytical
exposition test,
Biography test,
and Song text
(The last posttest)
Completion
Completion
Multiple
Choice
Multiple
Choice
20
20
20
20
-Indonesia is the one
of many countries that
full of
________________ in
every rural area.
-People who
__________________
to something unreal
continuously may be
an indication of
depression.
- What is the closest
meaning of word
“Abolish”....?
a. Reduce
b. Nullify
c. Waste
d. Improve
e. Develop
-To _____________
the impact plastic
garbage, the
government begin to
hold the “Bank
Sampah” community
to handle this problem.
a. Worthy
b. Reduce
c. Separate
d. Obligate
e. Efficient
Maximum
score × 5
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2. Questionnaire
A questionnaire is a helpful instrument used in a research to get detailed
analysis of the data to see whether values are being lived in practice (McNiff &
Whitehead, 2002). Besides, Hopkins (2008) defines questionnaire asks specific
questions about aspects of classroom, curriculum or teaching method are quick and
simple way of obtaining broad and rich information from pupils. Based on the two
statements above, questionnaire is an instrument used in a research contains of
specific questions about the aspect of classroom, curriculum, or teaching method to
get the detailed analysis of data.
According to Burns (2010), the items in a questionnaire are divided into two
types. The first one is open-ended item. Open-ended items let the respondents
explore their perceptions of a certain thing and write down anything that comes in
their mind. Therefore, it certainly provides rich data since the data is collected from
a number of different perspectives (Burn, 2010; McNiff & Whitehead, 2002).
Meanwhile, the second type is called close-ended. A close-ended item
questionnaire provides limited choices to answer and uses simple, clear, and
unambiguous language (Leedy & Ormrod, 2005). It uses quantities and scores to
analyze the data by using rating scales (Likert scales), numeral scales, ranking
scales or multiple choice.
In order to get data by using a questionnaire, the writer employed close-
ended item. The writer used close-ended item to simplify the data from respondents’
perception and attitude in measurement. Therefore, in this research the
questionnaire was distributed after implementing the Make-A-Match-Technique in
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order to collect data about students’ perception toward the implementation of Make-
A-Match-Technique in improving their vocabulary mastery.
Table 3.3 The blueprint of the questionnaire on the use of Make-A-Match-
Technique to improve vocabulary mastery
Aspects of
Investigation
Statements Underlying theories Total
Items
Students’
Participation in
classroom
The
effectiveness
of Make-A-
Match-
Technique
By using Make-A-
Match-Technique I
can work together
with my friends in
the class
Make-A-Match-Technique gives
students chance to work together
with another student
(Arifah and Kusumarasdati,
2013.10)
2
1
I do not feel bored
and give more
attention while
learning by using
Make-A-Match-
Technique
Make-A-Match-
Technique makes me
enjoy in
understanding words
Make-A-Match-Technique
makes students get more
attracted and pay more attention
to their teacher and students will
not feel bored ( Suprijono, 2010)
An alternative to the typical
matching exercise, the Matching
Word is an enjoyable way to
assess an initial understanding of
words and concepts (Allen
2006:103).
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The effect of
using Make-A-
Match-
Technique
By using Make-A-
Match-Technique
can increase many
new vocabularies.
Make-A-Match-Technique
requires students to pair and
increase new vocabulary
( Febrianto, 2017, p. 11 )
4
Make-A-Match-
Technique can
improve my
vocabulary mastery
and improve my
motivation to learn
vocabulary
I can get positive
advantages by using
Make-A-Match-
Technique in my
learning activity.
Such as directly
answering a question
given in the form of
card, be creative and
have interesting
classroom
atmosphere.
Make-A-Match-Technique can
improve students’ vocabulary
mastery. The students will be
stimulated to think about
vocabulary and interest to
improve their ability in
vocabulary mastery (Arini,
2016, p. 39)
There are some advantages in
using Make-A-Match-Technique
The first is each student can be
directly involved in answering a
question given in the form of a
card. Second, the using of Make-
A-Match-Technique can
increase students’ creativity
through matching the cards, and
the third it can make students do
not feel bored during learning
activity, and it can create a more
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This technique helps
me to be cooperative
in learning activity.
interesting classroom
atmosphere. (Istarani, 2011).
Make-A-Match-Technique gives
opportunity for students to be
cooperative with their friends in
learning activity (Huda in
Maduratna, 2014).
3. Interview
An interview is a classic way in research to conduct a conversation that
explores a focus idea (Burns, 2010, p. 74). In other words, interviews are valuable
sources of data and capture the live response of people to the situation being
observed (McNiff & Whitehead, 2002, p. 96).
In this research, interview was conducted to get the students’ response
toward the implementation of Make-A-Match-Technique. The interview was
conducted after the last post-test was done. The interview was done with 10 students
of Industrial Automation Engineering class A. This instrument was used to gather
information about the students’ response about the implementation of Make-A-
Match-Technique to improve their vocabulary mastery.
E. Data Analysis Techniques
After gathering the data needed in this research, the writer analyzed the data
in order to provide the evidence to answer the research questions. This research had
three instruments to gather the data. There were observation, tests, and
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34
questionnaires. The three instruments were divided into two different categories:
Preliminary information gathering and implementation of Make-A-Match-
Techniques in the Classroom Action Research.
1. Preliminary Information Gathering
In this section the writer analyzed the data conducted from the pre-test
before implementing Make-A-Match-Technique. This was to help the writer to
make self-reflection for the plan in the cycle 1.
The using of pre-test was to measure the students’ vocabulary mastery. It
guided the writer to develop a new technique and to make the students more
interested in learning vocabulary. The scale of each question is 1. The test consisted
of 20 questions about vocabularies and the maximum point was 20. The writer
intended to make total score 100. Therefore, the formula of the total score was
described as follows:
Total Score = maximum score × 5
Meanwhile, in order to determine whether a student was successful or not
in improving their vocabulary mastery, the writer employed a prevailing passing
grade point which was 80.
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2. The Implementation of Make-A-Match-Technique
In this section the writer used Make-A-Match-Technique to improve the
classroom practice. During the implementation of Make-A-Match-Technique in the
learning activity, the writer used some instruments to gather the data: post-test
sheet, interview, and questionnaires.
After implementing the Make-A-Match-Technique, the writer distributed
the questionnaire to all students to see what the students perceived towards the use
of Make-A-Match-Technique to improve their vocabulary mastery.
The data gathered from the questionnaires were calculated using mean
score formula. The numerical result itself could be seen from the range of each
questionnaire item. In this case, the writer applied a mean score formula defined by
Hoel (1960) and Vaus (2002). ∑ 𝑋 was the total score the students gave while n was
the amount of the students answering the questionnaires. The scale of the
agreement starts from 4 for strongly agree, 3 for agree, 2 for disagree, and 1 for
strongly disagree.
The results of questionnaires were calculated in the form of percentage with
the formula:
𝑥
𝑛 𝒙 𝟏𝟎𝟎%
X: The total number of the students based on the degree of agreement
N: The total number of the students.
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After implementing the Make-A-Match-Technique, the writer conducted a
post-test and interview. The post-test consisted of several questions related to
vocabulary. The score of each question was 1. The test consisted of 20 vocabulary
questions and the maximum point was 20. Therefore, the formula of the total score
was described as follows:
Total Score = maximum score × 5
In order to determine whether a student was successful or not in improving
their vocabulary achievement, the writer employed a prevailing passing grade point.
It was 80. Therefore, students who got 80 or higher than 80 were successful in
improving their vocabulary mastery. On the other hand, those who did not achieve
the passing grade point need to improve more vocabulary mastery.
The mean of the tests was accumulated with the formula:
X = ∑ 𝑋
𝑵= 𝑿 =
∑ 𝑌
𝑵
X = mean of pre-test
Y = mean of post-test score
N = number of students
The following table summarizes the improvement mean scores of pre-test, post-test
of cycle 1 and 2, and post-test.
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Table 3.4 Mean Score
Kind of tests Pre-test Cycle 1 Cycle 2 Post-test
Total Score
Mean Score
Increasing of
the Students’
mean score
After the implementation of Make-A-Match-Technique was done, the writer
also conducted an interview. This interview consisted of 10 students which were
chosen randomly. The result of the interview was analyzed by making the
conclusion from the comments given by the respondents. The result of the interview
was presented in the form of description.
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CHAPTER IV
RESEARCH RESULT AND DISCUSSION
In this chapter, the writer presents the result and discussion of the research.
This chapter provides information about the data gathering from the conducted
research, analysis of the data and also the discussion of the finding.
A. Research Finding and Data Gathering
This section divided into two main sections. They are research finding in
preliminary information gathering and implementation of Make-A-Match-
Technique.
1. Research Finding in Preliminary Information Gathering
The research was commenced by conducting the preliminary information
gathering in the Industrial Automation Engineering class A. At the time, the writer
had a chance to teach the students and gave pre-test in the same time.
In the preliminary information gathering, the students would learn a new
topic. The topic was about the analytical exposition text. For the first time, the
writer invited the students to review the previous material about a factual report by
giving them several question about the generic structure, language features, and the
purpose of the factual report text. In doing the review, some of the students were
active to answer the question but the others just kept silent and listened to their
friend. Hereinafter, the writer told the students about the activities they were going
to do and distributed the analytical exposition text to the students and gave students
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time to find the generic structure, language features and new vocabularies they got
from the text in pair. While the students were working, the writer went to around
the class to make sure the students finish the task.
After finishing the task, the writer and students discussed the analytical
exposition text together and the writer pointed every student who wanted to answer
the questions. Some of the students could understand what analytical exposition
text was, but some of them could not understand because they did not understand
the meaning of the text and some of them were lazy and sleepy, so they were not
interested to learn. At the end of the class, the writer explained more about the
analytical exposition text to make students understand the material well.
Before closing the classroom activity the writer conducted a pre-test for the
students about vocabulary. In doing the test, some students made any noises and
some of them did it seriously. By using a pre-test in preliminary information
gathering, it could help the writer to find the problem which was to what extent
students master the vocabulary. The pre-test was in the form of completion and
every correct answer got 1 point and the wrong answer got 0. The result of pre-test
is displayed in the following.
Table 4.1 The Result of Pre-Test
No Students’
Name
Students’
Number
Score Passing Grade
80 Maximum
Score x 5
1 Student 1 16355 75 Need Improvement
2 Student 2 16356 65 Need Improvement
3 Student 3 16357 65 Need Improvement
4 Student 4 16358 60 Need Improvement
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5 Student 5 16359 75 Need Improvement
6 Student 6 16360 70 Need Improvement
7 Student 7 16361 65 Need Improvement
8 Student 8 16362 60 Need Improvement
9 Student 9 16263 60 Need Improvement
10 Student 10 16364 55 Need Improvement
11 Student 11 16365 70 Need Improvement
12 Student 12 16366 80 Successful
13 Student 13 16367 35 Need Improvement
14 Student 14 16369 100 Successful
15 Student 15 16370 40 Need Improvement
16 Student 16 16371 85 Successful
17 Student 17 16372 60 Need Improvement
18 Student 18 16373 90 Successful
19 Student 19 16374 80 Successful
20 Student 20 16375 65 Need Improvement
21 Student 21 16376 70 Need Improvement
22 Student 22 16377 50 Need Improvement
23 Student 23 16378 65 Need Improvement
24 Student 24 16379 65 Need Improvement
25 Student 25 16380 100 Successful
26 Student 26 16381 65 Need Improvement
27 Student 27 16382 60 Need Improvement
28 Student 28 16383 60 Need Improvement
29 Student 29 16384 55 Need Improvement
30 Student 30 16385 85 Successful
31 Student 31 16386 55 Need Improvement
Average 67, 25
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Statistically, the calculation of the average score as follows:
X = 𝟐.𝟎𝟖𝟓
𝟑𝟏 = X = 67, 25
The result showed that there were only 5 from 31 students were successful
in doing the task about vocabulary while 26 students still needed more improvement
because they could not pass the passing grade. From the result of pre-test, the writer
concluded that the students were still low in vocabulary mastery.
2. The implementation of Make-A-Match-Technique
In this stage, the writer will discuss the implementation of the Make-A-
Match-Technique. In this research, the implementation of the technique was
divided into two cycles. In each cycle, the writer employed the four steps designed
by Kemmis and McTaggart. They were plan, action, observation, and reflection.
a. The Implementation of Make-A-Match-Technique in the Cycle 1
Cycle 1 was conducted in three meetings on Tuesday, April 17, 2018 until
Tuesday, May 1, 2018. Each meeting was held in 90 minutes. So, cycle 1 was held
in 290 minutes. Cycle 1 consisted of plan, action, observation, and reflection steps.
In this cycle, the writer conducted three activities such as pre-activity, main activity,
and post-activity.
1). Planning the Action
After conducted the pre-test in the preliminary information gathering, the
writer had found a problem which was faced by the students in the classroom
activity, especially in vocabulary mastery. Therefore, the writer planned to find the
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solution to improve the vocabulary mastery of Industrial Automation Engineering
class A by implementing the Make-A-Match-Technique in the learning activity. So,
the writer started to make a lesson plan before implementing the technique.
As stated before, the writer would implement the Make-A-Match-
Technique to improve the students’ vocabulary mastery. Before going further, the
writer would give a brief introduction about Make-A-Match-technique to the
students. Then, the writer would explain about the analytical exposition text and
reviewed vocabularies that had been learnt in the previous activity. The writer then
distributed the analytical exposition texts to the students and encouraged the
students to discuss the thesis statement, language features, generic structure and
students’ opinion based on the text given and found new vocabularies with their
friends. After that, the students would be divided into two groups to learn
vocabulary by using Make-A-Match-Technique, each group would consist of 15
students. The writer would ask the students to start the Make-A-Match-Technique
activity and the writer would check the students’ participation and the classroom
atmosphere while the technique was being implemented.
2). Action
In this section, the writer started to conduct the Make-A-Match-Technique
to improve students’ vocabulary mastery. In this cycle students learnt about the
analytical exposition text.
In the pre-activity, the writer told the students to review the vocabulary
learnt in the previous meeting and asked the students to make a sentence with those
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words. The goal of the activity was to help students to recollect the vocabularies
and train them to make a good sentence in English. Besides, the writer tried to
motivate students in order to make them feel interested to follow the learning
process. Afterwards, the writer started introducing the Make-A-Match-Technique
to the students while teaching the analytical exposition text.
In the main activity, the writer began to teach about the analytical exposition
text. The writer distributed the analytical exposition texts. Then the writer gave time
for students to read the text and discuss with their friends about the thesis statement,
language features, generic structure, and students’ opinion based on the text given
and found new vocabularies. After finishing the task, each group was supposed to
present their discussion result in front of the class.
Afterwards, the writer invited the students to learn vocabularies by using
Make-A-Match-Technique. The writer divided the students into 2 groups, and each
group consisted of 15 students but because there were 31 students in the class, so
one student became an assessor to check his friends’ answer whether it was right or
wrong. Firstly, the writer distributed the question cards to the students from group
A and distributed the answer cards to the students from group B. The words in the
card were taken from the analytical exposition text that had been discussed by the
students in the previous meeting. All the question cards consisted of incomplete of
uncomplete sentences and the answer card consisted of words that could be matched
to complete the sentences from the question cards. Then, the writer started to give
instructions and the activity was started. All students from group A and group B
started to go around the class and found their partner who had appropriate question
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or answer with them. After finding their partner, they reported to the assessor and
students who got the right answer were given score. By the end of Make-A-Match-
Technique activity, the writer and students discussed together the answer and
directly chose any students to make sentences by using the word given.
Before concluding the class, the writer gave a post-test for the
implementation of Make-A-Match-Technique in the cycle 1. The test was in the
form of completion test. The test consisted of 20 questions related to vocabularies
from analytical exposition text. After students finished it, the writer collected and
checked students’ works.
3). Observing
While the students were implementing the Make-A-Match-Technique the
writer was going around to observe the students’ activity whether the students were
interested and active in learning using the Make-A-Match-Technique activity or
not.
Based on the classroom observation, some students were active and
interested to join the classroom activity. The classroom was a little bit crowded
because students were enthusiastic about joining the activity but some of them only
sat on their chair and waited until another student came to them and matched their
card. Fortunately, the writer could manage the class and got involved the students’
participation so that the learning goal could be achieved.
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4). Reflecting
The result of the students’ post-test in cycle 1 showed the improvement in
students’ vocabulary mastery compared to the result from pre-test in the preliminary
information gathering. If in the pre-test there were only 5 from 31 students were
successful, in the post-test in cycle 1, there were 20 from 31 students were
successful in improving their vocabulary mastery because they could achieve the
passing grade “80” and only 11 students needed more improvement because they
could not achieve the passing grade. The result was displayed as follows;
Table 4. 2 The Result of Post-Test in the Cycle 1
No Students’
Name
Students’
Number
Score Passing Grade
80 Maximum
score x 5
1 Student 1 16355 50 Need Improvement
2 Student 2 16356 65 Need Improvement
3 Student 3 16357 95 Successful
4 Student 4 16358 60 Need Improvement
5 Student 5 16359 70 Need Improvement
6 Student 6 16360 75 Need Improvement
7 Student 7 16361 90 Successful
8 Student 8 16362 60 Need Improvement
9 Student 9 16263 75 Need Improvement
10 Student 10 16364 80 Successful
11 Student 11 16365 80 Successful
12 Student 12 16366 80 Successful
13 Student 13 16367 60 Need Improvement
14 Student 14 16369 80 Successful
15 Student 15 16370 50 Need Improvement
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16 Student 16 16371 85 Successful
17 Student 17 16372 80 Successful
18 Student 18 16373 85 Successful
19 Student 19 16374 80 Successful
20 Student 20 16375 80 Successful
21 Student 21 16376 65 Need Improvement
22 Student 22 16377 100 Successful
23 Student 23 16378 55 Need Improvement
24 Student 24 16379 80 Successful
25 Student 25 16380 100 Successful
26 Student 26 16381 70 Need Improvement
27 Student 27 16382 90 Successful
28 Student 28 16383 90 Successful
29 Student 29 16384 100 Successful
30 Student 30 16385 85 Successful
31 Student 31 16386 100 Successful
Average 78
Statistically, the calculation of the average score as follows:
X = 𝟐𝟒𝟏𝟓
𝟑𝟏= 𝑿 = 𝟕𝟖
Based on the result, the writer reflected that some students were successful
in the post-test because they were interested in the classroom activity, so they could
give their attention while the learning process was being done. For them who were
unsuccessful in the post-test the writer found some problems, namely:
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1. Students were more interested to play a game than followed the learning process
activity. Moreover, students lost their concentration in the learning process
activity so that they could not understand well the material given by the writer.
2. Students had less motivation to study because they felt tired and sleepy. So, the
students became passive in the classroom.
In conclusion, the implementation of Make-A-Match-Technique to improve
students’ vocabulary mastery still needed to be implemented. So, the writer had to
manage the classroom well and found a way to make students get a motivation to
follow the learning process in the next cycle. Pavicic (2003, p. 7) argued that to
improve students learning process, the teachers should create activities and tasks to
help students build their vocabulary and develop strategies to learn vocabulary on
their own. In other words, in improving students’ vocabulary mastery, teachers
must have a strategy that can help their students in learning processes.
b. The Implementation of Make-A-Match-Technique in the Cycle 2
In the previous cycle, the writer could see that the students’ improvement
was in a good range. However, there was still a problem experienced by students
which was students’ motivation in learning. Cycle 2 was implemented to give more
practice to the students to improve their vocabulary mastery and increase students’
motivation to learn. The cycle 2 had been running for 180 minutes in the meetings.
In this cycle, the students learnt a new topic. The topic was about song text. In this
cycle, the writer conducted three activities, namely, pre-activity, main activity, and
post-activity.
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1). Planning
In order to make students have the motivation to join the classroom activity
and be more aware of the implementation of Make-A-Match-Technique as a
technique to improve their vocabulary mastery, the writer gave them a game before
the class was started. The writer tried to promote a new activity by giving students
a game in order to make them not feel sleepy, because feeling sleepy was the major
problem that made students reluctant to learn.
Afterwards, in the pre-activity, the writer planned to invite the students to
review the previous material and vocabularies that they had been learnt in the
previous meeting before they learnt the new topic. The writer planned to ask
students about the meaning of the words and asked them to make one sentence from
the word given. After that, the students started to learn about the song’s text and
then the writer asked the students to learn new vocabulary by using Make-A-Match-
Technique. After the Make-A-Match-Technique were implemented, students were
invited to make sentences by using the words that they got with their partner in
order to see the students’ comprehension about the words in the post-test activity.
2). Acting
Before having the classroom activity, the writer invited the students to do a
game. The game was named “Simon says”. The purpose of giving a game for
students was to make them feel fresh and not feel sleepy. So, the students would
have a motivation to follow the classroom activity.
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Before going further to the new material, in the pre-activity the writer
invited the students to review the previous material and vocabularies they had been
learnt in the previous meeting and asked to the students to make one sentence from
the word given by the writer. By doing such kind of review, the writer wanted to
make the students remembered the material and the vocabularies in the previous
meeting and to train the students how to make good sentences in English and how
to pronounce the words well.
In the main activity, the writer distributed the song’s text to the students and
they were asked to read the text and find new vocabularies from the text. Then, the
writer asked the meaning of the song that had been listened by the students. After
that, the writer divided the students into two groups. In this section, group A and
B consisted of 15 students. In this activity, the role was changed, students from
group A got answer cards and group B got question cards. After giving an
instruction for each group, the writer gave a sign to start the activity. All of the
students went around the class to find their partner.
When the students had found their partner, they reported to the writer as the
assessor to check their match and to give score for them who got the right answer.
After that, they had to make two sentences with the words given. At the last of this
activity, the writer and students discussed together the words that they had been
learnt and the sentences that had been made by the students. This activity was to
make sure that students had already know the meaning of the word they had been
learnt. Furthermore, they would know how to pronounce the words well and how
make good sentences.
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In the post-activity, the writer gave a post-test for the cycle 2. The post-test
was done in the form of multiple-choice that consisted of the song’s text and many
vocabularies that they have got in the previous meetings. At the end, the writer did
a review about the material that they had been learnt at the time and gave some
motivations for students so they would have a motivation to improve their
vocabulary mastery and wanted to learn English
3). Observing
In the cycle 2, the writer found that the students became more interested and
wanted to join the activity until the end of the class. They were really enthusiastic
about learning vocabulary and were active in asking questions if they did not
understand the lesson.
4). Reflecting
There were improvements in this cycle. The students could explain the
meaning of the song that was given to them well and they could make sentences
with the less grammatical mistakes. The students also could do the task well
although they almost chose the wrong answer because they misunderstood some of
the questions. The result of post-test cycle 2 was displayed in the table 4.3.
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Table 4.3 The Result of Post-Test Cycle 2
No Students’
Name
Students
‘number
Score Passing Grade
80
Maximum
Score X 5
1 Student 1 16355 90 Successful
2 Student 2 16356 70 Need Improvement
3 Student 3 16357 85 Successful
4 Student 4 16358 90 Successful
5 Student 5 16359 90 Successful
6 Student 6 16360 90 Successful
7 Student 7 16361 90 Successful
8 Student 8 16362 45 Need Improvement
9 Student 9 16263 90 Successful
10 Student 10 16364 90 Successful
11 Student 11 16365 90 Successful
12 Student 12 16366 70 Need Improvement
13 Student 13 16367 85 Successful
14 Student 14 16369 90 Successful
15 Student 15 16370 85 Successful
16 Student 16 16371 90 Successful
17 Student 17 16372 80 Successful
18 Student 18 16373 65 Need Improvement
19 Student 19 16374 70 Need Improvement
20 Student 20 16375 85 Successful
21 Student 21 16376 85 Successful
22 Student 22 16377 80 Successful
23 Student 23 16378 70 Need Improvement
24 Student 24 16379 65 Need Improvement
25 Student 25 16380 90 Successful
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26 Student 26 16381 85 Successful
27 Student 27 16382 85 Successful
28 Student 28 16383 85 Successful
29 Student 29 16384 85 Successful
30 Student 30 16385 90 Successful
31 Student 31 16386 80 Successful
Average 82
Statistically, the calculation of the average score as follows:
X = 𝟐𝟓𝟒𝟎
𝟑𝟏= 𝒙 = 82
It could be concluded that this cycle had showed the improvement of the
students’ achievement as their score was increasing. The use of Make-A-Match-
Technique to improve students’ vocabulary mastery worked well in cycle 2. It could
be seen from the result that from 31 students, there were only 6 students needed an
improvement because their score was less than 80 and 25 students were successful
in improving their vocabulary mastery.
c. The Analysis of Post-test
The stage was the last part after implementing the Make-A-Match-
Technique in the two previous two cycles. In this stage, the writer gave a test in the
end of the stage to see to what extent Make-A-Match-Technique improved students’
vocabulary mastery.
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1). Planning the Action
The last cycle of this research had showed the improvement of students’
vocabulary mastery by using Make-A-Match-Technique. In this stage, students
would learn about a new topic, the topic was about the biography text. The meeting
time of this section was 90 minutes and the action of this post-test would be the
same as the previous cycle.
2). Acting
In the first activity, the writer did some reviews about the topic from the
previous meeting. After that, the writer distributed the biography text and asked
students to find out the purpose, generic structure, language features, and new
vocabularies from the text.
The next activity, the writer asked some students to present what they got
from the text and what they understood from the text. Then, the learning process
moved to the Make-A-Match-Technique activity. The students learnt about the
vocabularies from the text that they had been read before.
The students were divided into two groups, group A got question cards and
group B got answer cards. The activity was started after the writer gave a sign. In
this activity, group A got a card that had one incomplete sentence and they had to
find the answer from group B in order to complete it. So, the students went to around
the class to find their partner, then reported their answer to the writer and made
sentences from the word they got.
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The last activity was the post-test. In this stage, the writer tested the students
by applying multiple choice test consisted of the biography text and vocabularies.
The number of questions was 20. In the end of the class, the writer closed the
activity by giving them some motivations to improve their vocabulary mastery and
a motivation to learn English.
3). Observation
The learning process in the post-test was running well. Students seemed
enthusiastic, enjoy, and happy. The students became more active to explain about
the biography text and explain the meaning of the text given confidently. They tried
to reprimand their friends for playing around during the learning process.
4). Reflection
Based on the post-test result, students’ vocabulary mastery had good
improvement. The students could answer all the questions well. It could be seen
from the result that all of the students could reach score 80 and more than 80. It
could be said that students were successful in doing the test.
Table 4.4 The Result of Post-Test
No Students’
Name
Students’ Number Score Passing
Grade
80
Maximum x 5
1 Student 1 16355 100 Successful
2 Student 2 16356 100 Successful
3 Student 3 16357 100 Successful
4 Student 4 16358 90 Successful
5 Student 5 16359 100 Successful
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6 Student 6 16360 95 Successful
7 Student 7 16361 95 Successful
8 Student 8 16362 85 Successful
9 Student 9 16263 95 Successful
10 Student 10 16364 100 Successful
11 Student 11 16365 100 Successful
12 Student 12 16366 100 Successful
13 Student 13 16367 100 Successful
14 Student 14 16369 100 Successful
15 Student 15 16370 100 Successful
16 Student 16 16371 95 Successful
17 Student 17 16372 100 Successful
18 Student 18 16373 100 Successful
19 Student 19 16374 100 Successful
20 Student 20 16375 100 Successful
21 Student 21 16376 100 Successful
22 Student 22 16377 100 Successful
23 Student 23 16378 100 Successful
24 Student 24 16379 100 Successful
25 Student 25 16380 100 Successful
26 Student 26 16381 90 Successful
27 Student 27 16382 100 Successful
28 Student 28 16383 100 Successful
29 Student 29 16384 90 Successful
30 Student 30 16385 100 Successful
31 Student 31 16386 90 Successful
Average 97, 5
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Statistically, the calculation of the average score as follows:
X = 𝟑𝟎𝟐𝟓
𝟑𝟏 = x = 97, 5
In addition, the writer asked the students to write their own reflection about
the implementation of Make-A-Match-Technique to improve their vocabulary
mastery in the classroom activity. As Allen 2006, p. 103) states that an alternative
to the typical matching exercise, the matching word is an enjoyable way to assess
an initial understanding of words and concepts . Arini (2016, p. 39) adds Make-A-
Match-Technique can improve students’ vocabulary mastery. The students will be
stimulated to think about vocabulary and interest to improve their ability in
vocabulary mastery. Based on their reflection, the students stated that they felt
happy and enjoyed the classroom activity. They also stated that this technique
helped them to improve their vocabulary mastery and motivated them to learn
English. Furthermore, they stated that this technique helped them to memorize the
new vocabularies easily.
d. The Analysis of Questionnaire
This stage showed the students’ perception on their improvements in
vocabulary mastery by using Make-A-Match-Technique. In this section, the writer
used the questionnaires to see the students’ perception towards the use of Make-A-
Match-Technique.
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Table 4.5 Questionnaire Result
No Statements Degree of Agreement
1 2 3 4
1 By using the Make-A-Match-Technique I
can work together with my friends in the
class.
0 % 0% 75% 25%
2 I do not feel bored and give more attention
while learning using the Make-A-Match-
Technique.
0% 0% 80 % 20%
3 The Make-A-Match-Technique makes me
enjoy in understanding words.
0% 0% 78% 22%
4 Using the Make-A-Match-Technique can
increase many new vocabularies.
0% 0% 58% 42%
5 The Make-A-Match-Technique can improve
my vocabulary mastery and improve my
motivation to learn vocabulary.
0% 0% 67% 33%
6 I can get positive advantages by using the
Make-A-Match-Technique in my learning
activity, such as directly answering a
question given in the form of card, being
creative and having interesting classroom
atmosphere.
0% 0% 71% 29%
7 This technique helps me to be cooperative in
learning activity.
0% 0% 42% 58%
Statement one was the students’ perception about the using of Make-A-
Match-Technique that enabled them to work together with their friends. This
statement can be related to Arifah and Kusumarasdati (2013, p. 10) who declare
that the Make-A-Match-Technique gives students a chance to work together with
other students. The result of statement one showed that 23 students (75%) agreed
with the statement, 8 students (25%) strongly agreed, and no one disagreed or
strongly disagreed. The data showed that all students (100%) could work together
with their friend by using the Make-A-Match-Technique.
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Statement two was about students’ attention and feeling while learning
vocabulary by using Make-A-Match-Technique in the learning activity. From the
data, the writer found 25 students (80%) chose “agree”, 6 students (20%) chose
“strongly agree”, and no one chose “disagree” or “strongly disagree”. It could be
concluded that all students (100%) did not feel bored and focused to learn
vocabulary from using Make-A-Match-Technique. This statement is in line with
Suprijono (2010) who points out that Make-A-Match-Technique makes students
get more attracted and pay more attention to their teacher and students will not feel
bored.
Statement three was students’ perception about the using of Make-A-Match
Technique that could make them feel comfortable in apprehending a word. This
statement is in line with Allen (2006: 103) who declares that An alternative to the
typical matching exercise, the matching word is an enjoyable way to assess an initial
understanding of words and concept. The data showed that 24 students (78%)
agreed, 7 students (22%) strongly agreed, and none of the students disagreed or
strongly disagreed. This data pointed out that students felt comfortable while
learning used Make-A-Match-Technique.
Statement four was the students’ perception about the increasing of new
vocabulary mastery of the students by using Make-A-Match-Technique. The writer
found that 18 students (58%) agreed and 13 students (42%) strongly agreed. The
data showed that students’ vocabulary mastery had improved because of Make-A-
Match-Technique. This statement is in accordance with Febrianto (2017, p. 11) who
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points out that Make-A-Match-Technique requires students to pair and increase
new vocabularies.
The statement five was about students’ motivation to learn new vocabulary
and improvement of students’ vocabulary mastery. From the respondents’ answers,
it could be seen that 21 students (67%) agreed and 10 students (33%) strongly
agreed. None of the students disagreed or strongly disagreed. Based on the data, it
could be said that by using Make-A-Match-Technique, students had a motivation
to learn new vocabularies and had an improvement in vocabulary mastery. This
statement is supported by Arini (2016, p. 39) who states that Make-A-Match-
Technique can improve students’ vocabulary mastery. The students will be
stimulated to think about vocabulary and interest to improve their ability in
vocabulary mastery.
Statement six was about the advantages that students got through the
implementation of Make-A-Match-Technique such as directly answering a question
given in the form of card, becoming creative and having an interesting classroom
atmosphere. From the respondents’ answers, it could be seen that 22 students (71%)
agreed and 9 students (29%) strongly agreed. This data pointed out that students got
the positive advantages through the implementation of Make-A-Match-Technique
in their learning activity. This statement is in line with Istarani (2011) who states
that there are some advantages in learning by using Make-A-Match-Technique.
First, each student can be directly involved in answering a question given in the
form of a card. Second, the using of Make-A-Match-Technique can increase
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students’ creativity through matching the cards. Third, students do not feel bored
during learning activity, and it can create a more interesting classroom atmosphere.
The last statement was the students’ perception about the using of Make-A-
Match-Technique that made them become cooperative in the class activity. The data
showed that 13 students (42%) agreed, 18 students (58%) strongly agreed, and no
one disagreed or strongly disagreed. Based on the result it can be concluded that the
use of Make-A-Match-Technique in learning process made students become
cooperative in the learning activity. This statement is supported by Huda (as cited
in Maduratna, 2014) who states that Make-A-Match-Technique gives opportunity
for students to be cooperative with their friends in learning activity.
e. The Analysis of Interview
The writer also conducted an interview with 10 students which were chosen
randomly to strengthen the research result.
In the first question, the writer wanted to know whether the students had
been taught vocabulary using Make-A-Match-Technique or not in the classroom.
Almost all the participants said that they had never been taught using the Make-A-
Match-Technique, and this tehnique was a new technique for them. The experience
they had in learning vocabulary was using dictionary or watching videos. Besides,
they also said that there was no particular time for them to learn vocabulary. ( See
Appendix D page 90). The answer showed that the participants did not know about
Make-A-Match-Technique.
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The second question was about the feeling before the participants were
taught using Make-A-Match-Technique. One of the participants said, “I am
reluctant to learn English because it is difficult for me to memorize English
vocabularies and English has many rules that makes me confused. So, in English
class I always feel sleepy”. The other said, “Actually, Englsih is an important course
for us.Whereas, we are the Industrial Automation Engineering students and we
always find English in our major. But, our motivation to learn English is still low
because English is very hard for us”.(See Appendix D page 90). From the
participants’ responses, it could be concluded that their laziness and the difficulty
in learning English were the reason why students did not have the motivation to
learn English.
The third question was about the feeling towards the implementation of the
Make-A-Match-Technique. The participants said, “We feel happy to learn
vocabularies by using the Make-A-Match-Technique because it is more effective in
memorizing vocabularies dan enjoyable. In our opinion, the Make-A-Match-
Technique is an interesting technique because it likes a game that makes us
enthusiastic and do not feel sleepy. We feel comfortable and ease us in
understanding vocabularies. This is an effective technique that can be implemented
in the other courses, because this technique helps us in memorizing the materials
given by teachers”. (See Appendix D page 90). Huda (as cited in Maduratna 2014)
states that Make-A-Match-Technique can help students to revise language that they
learn and help the teacher to create contexts in which the language is useful and
meaningful and give opportunity for students to be cooperative with their friends in
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learning activity. The third statement showed that the participants can gain the
meaningful activities.
Then, the writer wanted to know whether their answers in the questionnaire
really expressed their enjoyment and comfort or not. As Allen (2006, p. 103) states
that an alternative to typical matching exercise, the matching word is an enjoyable
way to assess an initial understanding of words and concepts and gives chance for
students to work together with their friend (Arifah and Kusumarasdati, 2013, p. 10).
The participant stated, “Learning by using the Make-A-Match-Technique is very
interesting. This technique is enjoyable and we can get the knowledge given to us
and this technique makes me feel comfortable because we do not need to give all
our attention to the teacher and we can work together with our friends”. (See
Appendix D page 90). It can be concluded that the participants enjoyed and felt
comfortable with the learning process and they can be cooperate in the class and
work together with their friends.
The fifth question was about the satisfaction of the score’s improvement.
The participant said that, “we are happy in having improvement in our vocabulary
mastery but we do not really satisfy because there is not enough time for us in
implementing this technique. But, this technique can motivate us to improve our
vocabulary mastery either use this technique or the others”. (See Appendix D page
90). This statement showed that the participants were interested in learning English
was high and they could motivate themselves to learn.
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Istiani (2011) states that the advantages of Make-A-Match-Technique can
make students not feel bored during the learning activity, it can create a more
interesting classroom atmosphere and can help students to improve their
vocabulary. Based on the participants’ response about the advantages gained by
them in learning vocabulary by using Make-A-Match-Technique, it showed that
this technique could help them to learn English and improve their vocabulary
mastery. Besides, the learning method that was used was really interesting and
could increase their knowledge about variety of English vocabulary and innovative
words used. ( See Appendix D page 90). It could be seen that the participants
achieved good advantages of the Make-A-Match-Technique’s implementation.
The last question was about the participants’ hope for their learning process.
They mentioned that the Make-A-Match-Technique could be implemented in their
next learning process. Increasing the use of game method would make the students
not feel bored with the teaching-learning process. (See Appendix D page 90). The
writer concluded that the students still needed a better way to improve their learning
process.
B. Discussion
In this section, the writer explained the details of the research finding related
to the use of Make-A-Match-Technique to improve students’ vocabulary mastery.
After the writer analyzing the data of the students’ pre-test, post-test, questionnaire,
and interview, there were some findings obtained to answer the research question
presented in Chapter 1.
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The result of pre-test, cycle 1 and cycle 2 post-test, and the last post-test
indicated the improvement of students’ vocabulary mastery.
4.6 The Mean Score Improvement of the Students
The kind of Test Pre-
test
Cycle
1
Cycle
2
Post-
test
Total Score 2.085 2.415 2.540 3.025
Mean Score 67,25 78 82 97,5
The increasing of the students’
Mean Score
- 10,75 4 15,5
The increasing of the students’
Pre-test mean score to the Post-
test’ mean score.
30,25
The implementation of Make-A-Match-Technique to the eleventh grade
students of SMK N 2 Depok was running well. The writer found the students’
improvement from cycle 1, cycle 2, and the last posttest. In the preliminary data
gathering, the writer taught about the analytical exposition text and gave some new
vocabularies from the analytical exposition text that was distributed to the students.
The result of the pre-test showed that only 6 students were successful and 25
students still needed an improvement. The mean score from the pre-test was 67, 25.
After that, the writer implemented the Make-A-Match-Technique in cycle 1 and the
mean score increased become 78. Although there was an improvement in the cycle
1, the students still had problem with their motivation to learn English. They were
more interested in their game, so the writer tried to motivate the students to be more
concentrate in the learning activity.
In the cycle 2, the students had showed an improvement because the mean
score increased to 82. In this cycle, the students learnt a new topic and new
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vocabulary from the song’s text that was given to them. In this cycle, students learnt
not only the meaning of the words, but also learnt how to pronounce the words and
made sentences from the words that they got. Then, in the post-test students’ mean
score increased to 97, 5. It was considered as a good result because the increasing
of the students’ pre-test mean score to the post-test mean score was 30, 25.
Another improvement from the implementation of Make-A-Match-
Technique was the students’ motivation to learn English. They became more active
in the learning activities and they wanted to learn together with their friends. They
were really enthusiastic when the writer asked them to learn vocabularies using
Make-A-Match-Technique. The writer did not take a long time to explain to them
what they need to do because they tried to respect each other. So, it could be
concluded that Make-A-Match-Technique gave several improvements to the
students’ score, students’ motivation to learn English, and students’ vocabulary
mastery.
After the implementation of the Make-A-Match-Technique, the writer also
distributed questionnaire to the students. Furthermore, the result from the
questionnaire could be concluded that most of the students had positive perceptions
on the use of Make-A-Match-Technique. It was proved by the result of the
questionnaire showed from 7 statements all student chose agree and strongly agree
(see table 4.5). So, Make-A-Match-Technique could improve their vocabulary
mastery and their motivation them to learn English.
The writer also conducted an interview to strengthen the research result.
Based on the interview’s result, it could be concluded that the implementation of
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Make-A-Match-Technique had positive impact in students’ learning process. It was
proved by the students’ respond that Make-A-Match-Technique improved their
vocabulary mastery and they also got a motivation to learn English. Besides, they
also stated that learning vocabulary through Make-A-Match-Technique made them
felt comfortable and enjoyed their learning process.
Last but not least, the writer concluded that Make-A-Match-Technique
improved students’ vocabulary mastery in SMK N 2 Depok, increased students’
motivation to learn English, and increased students’ cooperation in the learning
activity. In addition, it made them feel comfortable in learning new vocabularies. It
is also enabled the students to make good sentences and pronounce the words well
in English.
The implementation of Make-A-Match-Technique in learning vocabulary
was very helpful. The implementation of Make-A-Match-Technique to improve
eleventh grade students’ vocabulary mastery in SMK N 2 Depok was successful.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts. The first part is the conclusions and the
second part is recommendations for the English teachers, for the students, and for
the future writers.
A. Conclusions
The aim of this research is to improve the eleventh grade students’
vocabulary mastery in SMK N 2 Depok using the Make-A-Match-Technique. The
research finding and discussion described in the chapter 4 showed that the students
had improvement in their vocabulary mastery and this technique could motivate
the students to learn English. The writer could answer the research questions of
this research because the implementation of the Make-A-Match-Technique in two
cycles could improve the vocabulary mastery of the students.
The score of the pre-test and post-test showed that the increasing mean
scores from the students’ pre-test to post-tests were 30, 25. The pre-test score was
67, 25 and post-test score 97, 5.
Another improvement from the students could be seen in their motivation to
learn English. Based on the questionnaire and interview during learning activity,
the students felt comfortable and enjoyed to learn new vocabularies using the
Make-A-Match-Technique, students became active and be more cooperate in the
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class, they wanted to share their ideas with friends, and they were able to make
sentences in English well.
B. Recommendations
This part, the writer would like to give some recommendations for the
English teacher, for the students, and for the future writers.
1. For English Teacher
Vocabulary is one of many aspects in English have to be mastered by the
students. Thus, English teacher have to find a way to enhance students’ vocabulary
mastery. The teacher are suggested to use Make-A-Match-Technique in teaching
vocabulary because it can improve students’ motivation to learn English. Then, in
the class activity it will be better to have time for learning vocabulary, maybe in the
pre-activity or post activity because it can help students to gain their vocabulary
mastery and learn how to pronounce word.
2. For the Students
As students, they have to be more active in learning and should motivate
themselves to learn English. They must be able to improve their vocabulary
mastery. As Industrial Automation Engineering students, they have to learn English
more often because after finish their study, they will work as programmer that
related to English, that is why English is important for them.
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3. Future Writers
Since this research is to improve students’ vocabulary mastery by using
Make-A-Match-Technique. The future writers can use Make-A-Match-Technique
also in their research to improve vocabulary mastery and the future writers also can
use the result of this research as references. Moreover, in the future writers also
need to design more activities using Make-A-Match-Technique as creatively as
possible so the participants of the research will be more interested and have
motivation to learn vocabulary by using Make-A-Match-Technique.
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APPENDICES
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Appendix A
The Permission Letter of the Research
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APPENDIX B
Lesson Plans
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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMK NEGERI 2 DEPOK SLEMAN
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI TOI A
Alokasi Waktu : 3 x 45 Menit/pertemuan
Kompetensi Keahlian :Semua Bidang Keahlian
KKM/ KB : 80
A. KOMPETENSI INTI :
KI.3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual,
operasional dasar, dan metakognitif sesuai dengan bidang dan lingkup kajian/kerja Bahasa Inggris pada tingkat
teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga
masyarakat nasional, regional, dan internasional.
KI.4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim
dilakukan serta memecahkan masalah sesuai dengan bidang kajian/kerja Bahasa Inggris.
Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar
kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri,
kolaboratif, komunikatif, dan solutif dalam ranah abstrak terkait dengan pengembangan dari yang dipelajarinya
di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak
alami dalam ranah konkret terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung.
B. KOMPETENSI DASAR :
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks eksposisi analitis tentang topik
yang hangat dibicarakan umum, sesuai dengan konteks penggunaannya.
4.14 Menangkap makna dalam teks eksposisi analitis tentang topik yang hangat dibicarakan umum
C. INDIKATOR PENCAPAIAN KOMPETENSI ( IPK )
Indikator KD pada KI Pengetahuan
3.10.1 Menentukan struktur teks dan unsur kebahasaan yang terdapat teks eksposisi analisis tentang topik yang
hangat dibicarakan umum, sesuai dengan konteks penggunaannya.
3.10.2 Menyimpulkan fungsi sosial yang terdapat dalam teks eksposisi analisis tentang topik yang hangat
dibicarakan umum sesuai dengan konteks penggunaannya.
Indikator KD pada KI Ketrampilan
4.14.1 Mengindetifikasi makna yang terdapat dalam Analitycal exposition text.
4.14.2 Menjelaskan informasi yang terdapat dalam Analytical exposition text.
C. TUJUAN PEMBELAJARAN
Setelah berdiskusi dan menggali informasi peserta didik akan mampu :
1. Mampu bekerja sama dalam kelompok untuk menggali informasi tetang teks eksposisi analisis
2. Mengidentifikasi makna dan fungsi dari teks teks eksposisi analisis
3. Menyimpulkan struktur teks dan unsur kebahasaan yang digunakan dalam teks eksposisi analisis
4. Menyimpulkan fungsi sosial yang terdapat dalam teks eksposisi analisis
5. Menelaah informasi yang terdapat dalam teks eksposisi analisis
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D. MATERI PEMBELAJARAN
1. Analytical Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding.
This text is a kind of argumentative text because indicate an opinion or argument about something.
2. The purpose of analytical exposition is to persuade the reader that the idea is important matter, and
to analyze the topic that the thesis/opinion is correct by developing an argument to support it.
3. The Generic Structure of Analytical Exposition
Thesis: Introducing the topic and indicating the writer’s point of view
Argument: Explaining the argument to support the writer’s position. The number of arguments may
vary, but each argument must be supported by evidence and explanation.
Reiteration: Restating the writer’s point of view / to strengthen the thesis. We can use the following
phrase to make conclusion in reiteration
4. Language Characteristic
– Using relational process
– Using internal conjunction
– Using causal conjunction
– Using Simple Present Tense
– Using compound and complex sentence.
– Use word that link argument, such as firstly, secondly, and reasoning through causal conjunction,
such as in addition, furthermore, however, therefore.
Example of Analytical Exposition text.
E. PENDEKATAN, MODEL dan METODE
1. Pendekatan : Scientific Approach
2. Model :Discovery Learning
3. Metode : Make-A-Match-Technique, Diskusi , Tanya Jawab, dan Pair Work
Cars should be banned in the city
Thesis Cars should be banned in the city. As we all know, cars create pollution, and cause a lot
of road deaths and other accidents.
Arguments Firstly, cars, as we all know, contribute to most of the pollution in the world. Cars emit a
deadly gas that causes illnesses such as bronchitis, lung cancer, and ‘triggers’ off asthma.
Some of these illnesses are so bad that people can die from them.
Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit
pedestrians in the city, which causes them to die. Cars today are our roads biggest killers.
Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night,
or concentrate on your homework, and especially talk to someone.
Reitaration In conclusion, cars should be banned from the city for the reasons listed.
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F. KEGIATAN PEMBELAJARAN
Pertemuan 1
Kegiatan Awal
1. Guru dan siswa saling memberi salam dan menanyakan
kabar menggunakan Bahasa Inggris dengan benar.
2. Guru memeriksa kehadiran siswa
3. Guru memberikan kalimat motivasi untuk siswa
4. Guru menyampaikan rencana kegiatan dari kompetensi
dasar teks eksposisi analisis yang meliputi penilaian
sikap, pengetahuan, dan keterampilan.
10 menit
Kegiatan Inti a) Stimulation/ Stimulasi
a. Mengamati
Siswa mengamati beberapa teks eksposisi analisis yang
di perlihatkan oleh guru
b. Menanya
Guru memberikan umpan untuk siswa agar bertanya
tentang pengertian, fungsi sosial, struktur teks, dan
unsur kebahasaan dari teks eksposisi analisis.
b) Problem statement/ identifikasi masalah
a. Siswa mengidentifikasi teks yang berkaitan dengan
struktur teks dan unsur kebahasaan dari teks eksposisi
analisis bersama teman duduk mereka masing-masing
b. Guru mengamati proses belajar siswa dan melakukan
observasi
c) Data Collection/ Pengumpulan Data
a. Pengumpulan informasi
b. Siswa mencari dan mengumpulkan informasi dari
berbagai sumber tentang, fungsi sosial, struktur teks,
and unsur kebahasaan yang digunakan dalam teks
eksposisi analisis Mengasosiasi
c. Siswa membaca teks eksposisi
d. Siswa diminta untuk menemukan kosa kata baru dan
temukan artinya.
d) Mengkomunikasikan
a. Siswa menyebutkan fungsi sosial dari teks eksposisi
analisis
b. Siswa mengindetifikasi struktur teks teks eksposisi
analisis.
c. Siswa menyebutkan unsur kebahasaan dari teks
eksposisi analisis.
e) Data Processing/pengolahan Data Mengasosiasi
a. Siswa berdiskusi tentang struktur teks dan unsur
kebahasaan dari teks eksposisi analisis
b. Siswa berdiskusi mengenai kosa kata baru yang
terdapat dalam teks yang mereka baca
f) Verification/Pembuktian Mengasosiasi
a. Siswa memforumkan hasil diskusi mereka dalam
kelas untuk didiskusikan bersama.
b. Siswa mengejakan soal-soal yang berkaitan dengan
vocabulary untuk melihat sejauh mana mereka
mempunyaipembendaharaan kata.
75 menit
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g) Generalization/Generalisasi Mengkomunikasikan
a. Siswa dengan bimbingan guru menyimpulkan tentang
:Fungsi sosial dari teks eksposisi analisis
b. Struktur teks teks eksposisi analisis
c. Unsur kebahasaan dari teks eksposisi analisis.
Kegiatan
Penutup
1. Guru meninjau kembali bahan ajar yang telah di bahas di
dalam kelas.
2. Siswa menyimak informasi mengenai rencana tindak
lanjut pembelajaran
3. Siswa menjawab salam guru (sebagai tanda kelas sudah
selesai)
5 menit
Pertemuan 2
Kegiatan awal
1. Guru dan siswa saling memberi salam dan menanyakan
kabar menggunakan Bahasa Inggris dengan benar.
2. Guru memeriksa kehadiran siwa
3. Guru memberikan kalimat motivasi untuk siswa
4. Review tentang teks eksposisi analisis yang telah dipelajari
di pertemuan pertama
5. Para siswa dipersilahkan bertanya apabila masih ada hal
yang belum jelas mengenai teks eksposisi analisis
6. Guru menjelaskn apa yang akan dipelajari hari ini.
5 menit
Kegiatan inti 1. Stimulation/Stimusi
a) Mengamati
a. Siswa dibagi dalam dua kelompok. Kelompok A dan
Kelompok B
b. Setiap siswa dibagikan satu kartu yang berisi tentang
kata-kata dalam bahasa Inggris dan bahasa Indonesia.
Siswa harus mencocokan kartu dari group A dan B
untuk menemukan arti dari kata tersebut.
c. Siswa diminta untuk mecari partner mereka yang
mempunyai arti dari kartu yang mereka miliki.
b) Menanya
Guru memberikan umpan kepada siswa untuk menjawab
arti dari kata-kata yang sudah mereka dapat.
2. Problem Statement/identifikasi masalah
a. Siswa dibagikan dalam beberapa kelompok untuk
mengidentifikasi masalah yang berkaitan dengan:
struktur teks,fungsi sosial dan unsur kebahasaan
yang digunakan dalam teks eksposisi yang telah
diberikan guru.
75 Menit
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b. Guru memperhatikan proses belajar siswa dan
melakukan observasi
3. Data collection/ Pengumpulan Data
a. Mengumpulkan Informasi
b. Peserta didik mencari dan mengumpulkan
informasi dari teks mengenai fungsi sosial,
struktur teks dan unsur kebahasaan yang terdapat
dalam teks eksposisi analisis.
c. Mengasosiasi
d. Siswa membaca mengenai teks eksposisi analisis.
e. Mengkomunikasikan
f. Bersama kelompok masing-masing, siswa
mengerjakan soal yang diberikan guru terkait teks
eksposisi Analisis.
Kegiatan
Penutup
1. Guru menyampaikan evalusi tentang kegiatan belajar:
ketercapaian materi dan sikap siswa dalam belajar.
2. Guru menyampaikan tindak lanjut kegiatan pembelajaran
3. Siswa menjawab salam guru (sebagai tanda kelas sudah
selesai)
5 Menit
Pertemuan 3
Kegiatan awal
1. Guru dan siswa saling memberi salam dan menanyakan
kabar menggunakan Bahasa Inggris dengan benar.
2. Guru memeriksa kehadiran siswa
3. Guru memberikan kalimat motivasi untuk siswa
5 Menit
Kegiatan inti 1. Simulaton/Stimulation
a) Mengamati
a. Guru meriew kosa kata yang telah di pelajari siswa di
pertemuan kedua
b. Siswa diberi kesempatan untuk bertanya
c. Siswa dibagi dalam dua kelompok (kelompok A & B)
untuk melakukan sebuah kegiatan make a match
technique.Siswa diberikan kesempatan untuk mencari
pasangan mereka untuk menemukan arti dari kata
yang terdapat dalam kartu yang mereka miliki
d. Setelah menemukan pasangan mereka, siswa
membuat sebuah kalimat berdasarkan kata yang
mereka dapat.
e. Setiap pasangan menuliskan arti dan kalimat yang
telah mereka buat
b) Menanya
Guru dan siswa berdiskusi bersama untuk membahas
pekerjaan siswa.
55 Menit
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Kegiatan Penutup 1. Peserta didik secara individu diberikan soal-soal untuk
dikerjakan didalam kelas
2. Guru menyampaikan tindak lanjut pembelajaran
3. Siswa menjawab salam guru sebagai tanda kelas selesai
25 Menit
G. MEDIA, ALAT, BAHAN DAN SUMBER BELAJAR
Media : Card dan Power Point
Alat : Handout ( teks eksposisi analisis) dan Projector
Sumber Belajar
1. Sources:http://britishcourse.com/analytical-exposition-text-definition-purposes-generic-
structures-language-features.php
2. Grammar book
H. PENILAIAN PEMBELAJARAN
1. Teknik penilaian: tertulis
2. Bentuk soal: unjuk kerja
3. Soal: terlampir
4. Penilaian proses belajar:
1. Teknik penilaian
a. Penilaian sikap: Observasi
b. Penilaian pengetahua: Latihan tertulis
c. Penilaian keterampilan: Warming up activity
2. Bentuk penilaian:
a. Observasi: Catatan guru
b. Tes tertulis: Tulisan
c. Unjuk kerja: Paparan lisan dan keaktifan
3. Instrumen penilaian sikap, pengetahuan dan keterampilan terlampir.
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LAMPIRAN
1. Pedoman Pengamatan Sikap
Kelas: XI
Hari, Tanggal:
PertemuanKe-: 3
MateriPokok: Analytical exposition text
No NamaPeserta
Didik
Aspek Penilaian
Iman
Taqwa
Tole
ransi
Jujur Disiplin Tanggung
Jawab
empati
2. Penilaian Pengetahuan
Penilaian pengetahuan dilakukan dengan menilai sejauh mana pemahaman siswa tentang materi yang diberikan
dengan menjawab beberapa pertanyaan komprehensif dari sebuah teks analytical exposition text
Pemahaman materi
3. Penilaian Keterampilan
𝑥
𝑛 𝑥 100
x= jumlah bobot benar n=jumlah bobot soal
Sub-Materi Pokok Paham
Sekali
Paham
Sebagian
Belum
Paham
1) Tujuan teks eksposisi analisis
2) Struktur dan unur kebahasaan teks eksposisi
analisis
3) Informasi yang terdapat dalam teks eksposisi
analisis
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Appendix C
Questionnaire, Interview, and Cards
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KUESIONER
NIS :
Jenis Kelamin : Laki-Laki/ Perempuan
Prosedur :
Kuisioner ini disusun untuk mengetahui persepsi siswa Kelas XI SMK N 2 Depok terhadap penerapan Make-
a-match-technique untuk meningkatkan penguasaan kosa kata siswa.
Berilah tanda (√) pada kolom pernyataan di bawah ini yang paling sesuai dengan pendapat Anda !
1 = Sangat tidak setuju
2 = Tidak Setuju
3 = Setuju
4 = Sangat setuju
No Pernyataan 1 2 3 4
1 Dengan menggunakan Make-a-match-technique saya dapat
bekerja sama dengan teman di dalam kelas
2 Saya tidak merasa bosan dan lebih fokus dalam aktivitas
belajar mengajar ketika belajar menggunakan Make-a-
match-technique.
3 Make-a-match-technique membuat saya nyaman dalam
belajar memahami arti sebuah kata.
4 Dengan menggunakan Make-a-match-technique saya dapat
meningkatkan pengetahuan kosa kata baru saya
5 Penggunaan Make-a-match-technique dapat meningkatkan
penguasaan kosa kata saya dan meningkatkan motivasi saya
untuk belajar kosa kata baru.
6 Saya bisa mendapatkan manfaatkan yang positif dengan
menggunakan Make-a-match-technique, seperti secara
langsung dapat menjawab pertanyaan yang tertera dalam
kartu yang saya dapat, menjadi kreatif, dan mempunyai
kegiatan yang menyenangkan dalam kelas
7 Teknik ini membuat saya menjadi koopertif dalam kelas.
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INTERVIEW QUESTIONS
A. The interview result to the English teacher on April 04, 2018
1. What is the problem that students faced in English class ?
2. Do students have a learning vocabulary activity in English class?
3. Does English have important role for students in SMK N 2 Depok?
B. The interview result with the Students after the research was done on May 15, 2018
1. Do you know or have you ever heard about Make-A-Match-Technique and Have you ever been taught
vocabulary by using Make-A-Match-Technique?
2. What did you feel in research English before implementing Make-A-Match-Technique ?
3. What did you feel learning vocabulary by using Make-A-Match-Technique?
4. Did you feel enjoy and comfortable learning by using Make-A-Match-Technique?
5. Did you feel satisfy with your score improvement ?
6. Did you gain the advanteges of using Make-A-Match-Technique ?
7. : What do you hope in your learning process in the next learning process ?
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SAMPLES OF THE CARDS
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Appendix D
The Result of Questionnaire, Interview
Transcript, and Students’ Reflections
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The Questionnaire Results
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THE INTERVIEW RESULTS
The Interview Transcript
A. The interview result to the English teacher on April 04, 2018
Writer : What is the problem that students face in English class?
Teacher : The major problem that students faced in English class is the lack of vocabulary, because many students cannot understand the materials given to them, if we (teacher) teach them by using English.
Writer : Do students have a learning vocabulary activity in English class?
Teacher : No, because there is no enough time for us to teach vocabulary explicitly in the every meeting.
Actually, the problem in learning vocabulary is the students did not have motivation to improve their vocabulary mastery.
Writer : Does English have important role for students in SMK N 2 Depok?
Teacher : Yes, because they are Vocational High School students and many of them will apply a job after
finish their research here. Nowadays, many offices, industries, factories require employess who know English well.
Writer : Okey, so the lack of vocabulary mastery is the problem students and they do not have motivation to improve their vocabulary mastery?
Teacher :Yes.
Writer : Thank you so much Mom.
B. The interview result with the Students after the research was done on May 15, 2018
Writer : Do you know or have you ever been taught vocabulary by using Make-A-Match-Technique?
Lia : Saya baru pertama kali ini belajar menggunakan Make-A-Match-Technique.
Anna : Belum Pernah dan kami jarang untuk ada waktu khusus belajar kosa kata didalam kelas.
Alma : Tidak Pernah.
Alpa : Tidak Pernah
Andika : Tidak Pernah.
Elisabeth : Belum Pernah.
Alana : Tidak Penah.
Arif : Tidak Pernah dan saya tidak mengetahui tentang teknik ini.
Celly : Tidak pernah, Make-A-Match-Technique merupakan hal yang baru bagi kami.
Embun : Tidak Pernah.
Writer : What did you feel about learning English before implementing the Make-A-Match-
Technique ?
Lia : Saya malas belajar bahasa Inggris.
Anna : sebenarnya bahasa Inggris merupakan pelajaran yang penting apalagi kami jurusan
teknik Otomasi Industri dan kami selalu menemukan bahasa Inggris didalamnya.
Alma : Motivasi kami untuk belajar bahasa Inggris masih sangat rendah
Alpa : Saya suka belajar bahasa Inggris, tetapi terkadang malas karena kosa katanya banyak
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dan perlu menghafal banyak kosa kata
Andika : Saya tidak suka pelajaran bahasa Inggris.
Elisabeth : Terkadang saya semangat untuk belajar tapi kadang nggak suka.
Alan : Biasa saja, saatnya belajar yah belajar
Arif : Saya suka belajar bahasa Inggris, tapi terkadang malas untuk belajar.
Celly : Suka saja belajar mbak.
Embun : Ngantuk dan membosankan.
Writer : What did you feel learning vocabulary by using Make-A-Match-Technique?
Lia : Saya merasa nyaman belajar menggunakan Make-A-Match-Technique, saya rasa teknik tersebut
sangat efektif bila diterapkan dalam pembelajaran lain karena dengan teknik ini kita dapat mudah mengingat
dan cepat menghafal.
Anna : Belajar menggunakan Make-A-Match-Technique sangat menyenangkan. Teknik ini santai
dan ilmu yang diberikan itu sampai.
Alma : Belajar dengan Make-A-Match-Technique Menyenangkan karena bisa mempelajari kosa kata baru
yang belum saya ketahui sebelumnya.
Alpa : Menurut saya menyenangkan, karena teknik ini tidak melulu memperhatikan guru.
Andika :Menurut saya mengajar menggunakan Make-A-Match-Technique menjadi tidak ngantuk, tamabah
semangat, mungkin untuk pelajaran selanjutnya teknik seperti ini harus diterapkan lagi.
Elisabeth : Seru dan asik
Alana :Menarik dan tidak membuat ngantuk dan saya merasa nyaman.
Arif :Seru dan menyenangkan .
Celly :Saya senang dan membantu saya lebih muda dalam menghafal dan mengingat kosa kata.
Embun :Teknik Make-A-Match sangat efektif.
Writer :Did you feel enjoy and comfortable learning by using Make-A-Match-Technique?
Lia : Iya mbak.
Anna : Saya enjoy dan nyaman
Alma : Nyaman.
Alpa : Iya.
Andika : Iya.
Elisabeth : Iya, saya merasa nyaman dan santai belajar dengan teknik ini
Alana : Nyaman dan santai, karena membuat kami tidak selalu memperhatikan guru.
Celly : Nyaman dan santai .
Embun : Saya merasa nyaman belajar seperti ini.
Arif : Yes miss.
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Writer : Did you feel satisfied with your score improvement ?
Lia : Saya puas mbak.
Anna : Sedikit puas, karena saya harus perlu meningkatkan penguasaan kosa kata saya lagi.
Alma : Sedikit puas Mbak
Alpa : Saya senang karena bisa ada peningkatan kosa kata, tetapi waktunya saya terbatas untuk kami belajar kosa kata.
Andika : Sedikit puas .
Elisabeth : Puas dan senang, membuat kami termotivasi untuk meningkatkan penguasaan kosa kata kami.
Alana : Senang dan puas.
Celly : Saya merasa senang dan puas.
Embun : Senang
Arif : Senang dan puas.
Writer : Did you gain the advantages of using Make-A-Match-Technique ?
Lia : Iya, karena dapat membantu saya dalam meningkatkan penguasaan kota kata dan membuat saya termotivasi untuk belajar kosa kata.
Anna : Menarik dan membantu saya dalam meningkatkan kosa kata saya dan mendapatkan
kosa kata baru.
Alma : Menarik dan seru.
Alpa : Saya bisa mempelajari kosa kata baru dan bagaiman cara membuat kalimat dalam
bahasa Inggris.
Andika : Adanya peningkatan kosa kata saya.
Elisabeth : Menarik dan seru.
Alana : Adanya peningkatan kosa kata baru.
Celly : Dapat membantu saya dalam meningkatkan penguasaan vocabulary saya.
Embun : Adanya peningkatan kosa kata.
Arif : Membantu saya dalam meningkatkan vocabulary saya.
Writer : What do you hope in your learning process in the next learning process ?
Lia : Semoga penerapan Make-A-Match-Technique dapat di terapkan lagi dalam pelajaran bahasa Inggris sehingga dapat membantu mengingat dan menghafal kosa kata.
Anna : Adanya games dalam kegiatan belajar sehingga tidak membuat kami bosan.
Alma : Semoga semakin termotivasi untuk belajar.
Alpa : Lebih ditingkatkan lagi penerapan teknik seperti ini dalam kelas.
Andika : Semoga lebih baik lagi.
Elisabeth : Adanya teknik seperti ini lagi didalam kelas.
Alana : semoga semakin termotivasi dalam belajar bahasa Inggris.
Celly : Semoga saya bisa belajar dengan bahasa Inggris dengan baik lagi
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Embun : Semoga Make- A- Match- Technique diterapkan terus agar kami termotivasi dalam belajar dan selalu senang.
Arif : Semoga kedepannya lebih baik lagi.
ENGLISH VERSION
Writer : Do you know or have you ever been taught vocabulary by using Make-A-Match-Technique?
Lia : This is the first time for me to learn by using Make-A-Match-Technique.
Anna : I have never been taught using Make-A-Match-Technique and we rarely have time to learn vocabulary in the class).
Alma : Never
Alpa : Never
Andika : Never
Elisabeth : Never
Alana : Never
Arif : Never and I do not know about it.
Celly : Make-A-Match-Technique is a new technique for us.
Embun : Never
Writer : What did you feel about learning English before implementing the Make-A-Match-
Technique ?
Lia : I am reluctant to learn English.
Anna : Actually, English is an important course for us because we are the Industrial Automation Engineering students and we always find English in our major.
Alma : My motivation to learn English is still low.
Alpa : I like to learn English but sometimes I feel reluctant because there is too much English vocabulary.
Andika : I do not like English course.
Elisabeth : Sometimes, I am really enthusiastic to learn English but sometimes I do not like it.
Alan : So so.
Arif : I like to learn English but sometimes I am lazy.
Celly : I like to learn English.
Embun : I feel sleepy and boring.
Writer : What did you feel learning vocabulary by using Make-A-Match-Technique?
Lia : I feel comfortable to learn using the Make-A-Match-Technique. I think this is an effective technique
that can be implemented in the others courses because this technique eases us in memorizing material given to us.
Anna : Learning by using this technique is enjoyable and the knowledge given can be achieved by students.
Alma : Learning by using Make-A-Match-Technique is interesting because I can learn new vocabulary
that I have known before.
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Alpa : This is an interesting technique because we do not need to pay attention to our teacher everytime.
Andika : Teaching by using Make-A-Match-Technique makes me do not feel sleepy, gain my spirit. I hope in the next activity this technique can be implemented.
Elisabeth : It is interesting.
Alana : It is interesting and do not make me sleepy.
Arif : Interesting and enjoyable.
Celly : I am happy and it eases me to memorize vocabularies.
Embun : Make-A-Match-Technique is an effective technique.
Writer :Did you feel enjoy and comfortable learning by using Make-A-Match-Technique?
Lia : Yes Miss.
Anna : I feel enjoy and comfortable.
Alma :Yes, I feel comfortable.
Alpa : Yes.
Andika : Yes.
Elisabeth : Yes, I feel enjoy and comfortable to learn English by using this technique.
Alana : Enjoyable and comfortable, we do not need to pay attention to our teacher everytime.
Celly : Enjoyable and comfortable.
Embun : I feel comfortable to learn likes this.
Arif : Yes miss.
Writer : Did you feel satisfied with your score improvement ?
Lia : Yes, I feel satisfied.
Anna : Not really, becauce i have to improve my vocabulary mastery anymore.
Alma : Little bit satisfied.
Alpa : I feel happy because i have improvement in my vocabulary mastery but the time for us to learn vocabuary is veri limit.
Andika :Little bit satisfied.
Elisabeth : I feel satisfied and happy and makes us have motivation to improve our vocabulary mastery.
Alana : I feel satisfed and happy.
Celly : I feel satisfed and happy.
Embun : I am Happy.
Arif : I feel satisfed and happy.
Writer : Did you gain the advantages of using Make-A-Match-Technique ?
Lia : Yes, this technique can help me to improve my vocabulary mastery and can motivate me to learn vocabulary.
Anna : This is an interesting topic and can help me to improve my vocabulary and i can get new vocabularies.
Alma : This is very interesting.
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Alpa : I can learn new vocabularies and how to make sentences in English.
Andika : There is an improvement in my vocabulary mastery.
Elisabeth : In this is an interesting activity.
Alana : There is an improvement in my vocabulary mastery.
Celly : This technique can help me in improving my vocabulary mastery.
Embun : There is an improvement in my vocabulary mastery.
Arif :This technique can help me in improving my vocabulary mastery.
Writer : What do you hope in your learning process in the next learning process ?
Lia : I hope this technique can be implemented in the next learning process.So, it can help us in memorizing vocabularies.
Anna : Games in the learning class activity can make us do not bored.
Alma : I hope I can motivate myself to learn English.
Alpa : This technique has to be implemented in the larning activity.
Andika : I hope that I will be better in English.
Elisabeth : This technique has to be implemented in the larning activity.
Alana : I hope i can motivate myself to learn English.
Celly : I hope i can learn Englih better than today.
Embun : This technique has to be implemented in the larning activity that can motivate us to learn English.
Arif : I hope I will be better in English.
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THE STUDENTS’ REFLECTIONS
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Appendix E
The Students’ Test Results
(In this attachment, the writer provides the example of students’ results and
only the highest scores of post-test cycle 1, post-test cycle 2 and the last post-
test are provided here).
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The Pre-Test Result
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v
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Post-Test cycle 1
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Post-Test Cycle 2
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Post-test
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Appendix F
Documentations
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI