THE USE OF CLIPPING WORDS TO DEVELOP STUDENTS’

VOCABULARY

(A Quasi-Experimental Study at Tenth Grade of 5 Senior High School

South Tangerang)

By:

Intan Paramita

11150140000050

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

i

APPROVAL SHEET

THE USE OF CLIPPING WORDS TO DEVELOP STUDENTS’

VOCABULARY

(A Quasi-Experimental Research at the Tenth Grade of SMAN 5 Kota Tangerang

Selatan in Academic Year 2018/2019)

A Skripsi

By:

Intan Paramita

11150140000050

Approved by:

Advisor I Advisor II

Didin Nuruddin Hidayat, Ph.D. Dr. Atiq Susilo, M.A

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

ii

ENDORSEMENT SHEET

iii

STATEMENT OF AUTHENTICITY

iv

ABSTRACT

Intan Paramita (11150140000050). The Use of Clipping Words to Develop

Students’ Vocabulary (A Quasi-Experimental Research at the Tenth Grade of

SMAN 5 Kota Tangerang Selatan in the Academic Year 2018/2019). A skripsi

of Department of English Education, Faculty of Educational Sciences of Syarif

Hidayatullah State Islamic University, Jakarta, 2019.

Advisor I : Didin Nuruddin Hidayat, Ph.D

Advisor II : Dr. Atiq Susilo, M.A

Keywords : Vocabulary, Clipping Words

This research was intended to get the empirical evidence of the use of clipping

words in developing students’ vocabulary. The design used in this research was a

quasi-experimental design. The population was the tenth grade learners of SMAN

5 Kota Tangerang Selatan. The sample was 25 students chosen through purposive

sampling technique and classified into two classes; the experimental and controlled

class. The data were gained through quantitative method. The instrument used in

this research was writing tests which were given at the beginning and at the last

meeting after the treatments by using clipping words. The data of pre-test and post-

test were analyzed by using t-test. The results of pre-test score from both classes

showed that the mean score of experimental class and controlled class was not much

different. Meanwhile, the result of the post-test score revealed that the score of

experimental class was higher than the controlled class. The results presented that

the to was 2,83 while the tt was 2,01 in significant 5% (0.05). In other words, it can

be said that to known as the value of t-test were higher than tt known as t-table (to

(2,83) > tt (2.01)). It clearly proves that applying clipping words was effective to

increase learners’ vocabulary at the tenth grade of SMAN 5 Kota Tangerang Selatan

in academic year 2018/2019.

v

ABSTRAK

Intan Paramita (11150140000050). Kegunaan Clipping Words Untuk

Mengembangkan Kosakata Siswa (Penelitian Kuasi eksperimental pada Kelas

Sepuluh SMAN 5 Kota Tangerang Selatan). Skripsi, Jurusan Pendidikan Bahasa

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2018.

Dosen Pembimbing I : Didin Nuruddin Hidayat, Ph.D

Dosen Pembimbing II : Dr. Atiq Susilo, M.A

Kata Kunci : Kosa kata, Kata Kliping

Penelitian ini bertujuan mendapatkan bukti empiris tentang pengaruh penggunaan

clipping words terhadap kemampuan mengembangkan kosakata siswa. Populasi

penelitian ini adalah siswa kelas sepuluh SMAN 5 Kota Tangerang selatan. Desain

yang digunakan dalam penelitian ini adalah desain quasi-experimental. Sampel

yang digunakan sejumlah 25 siswa yang dipilih dengan menggunakan teknik

sampel purposive dan kemudian diklasifikasikan menjadi dua kelas, yakni kelas

eksperimen dan kelas kontrol. Instrumen yang digunakan pada penelitian ini adalah

tes kemampuan menulis yang diberikan pada awal dan akhir pertemuan setelah

clipping words diterapkan. Data dari nilai awal dan nilai akhir dianalisa

menggunakan uji t. Hasil nilai awal siswa dari kedua kelas menunjukkan bahwa

nilai rata-rata kelas eksperimen dan kelas kontrol tidak terlalu banyak berbeda.

Sedangkan hasil nilai akhir menunjukkan bahwa nilai kelas eksperimen lebih tinggi

daripada kelas kontrol. Hasil menjukkan bahwa nilai t hitung sebesar 2,83

sedangkan nilai t-tabel pada signifikansi 5% (0.05) adalah 2,01. Dengan kata lain,

dapat dikatakan bahwa nilai to yang diketahui sebagai t-hitung lebih besar daripada

nilai tt yang diketahui sebagai t-tabel (to (2,83) > tt (2.01)). Hal ini dengan jelas

membuktikan bahwa pengaplikasian clipping words efektif untuk meningkatkan

kosa kata siswa kelas sepuluh di SMAN 5 Kota Tangerang Selatan tahun ajaran

2018/2019.

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praise be to Allah, the Lord of the worlds, who has been giving and blessing

the researcher in completing this Skripsi entitled “The Use of Clipping Words to

Develop Students’ Vocabulary (A Quasi-experimental Research at the Tenth Grade

of SMAN 5 Kota Tangerang Selatan in Academic Year 2018/2019)” Peace and

salutation are given upon our Prophet Muhammad who has guided us to the truth

way and brought us to the real light of life.

The researcher would like to express her special honour and gratitude to her

beloved parents, Syukur dan Vemi Nursita, for their everlasting support and help

all the time. Thanks also to her young sister, Shabrina Nur Labibah who always

motivate her to finish this research.

The researcher realizes that she would never accomplish this research without

the help of people around her. Therefore, she would like to express her gratitude to

the advisors, Mr. Didin Nuruddin Hidayat, Ph.D. and Mr. Dr. Atiq Susilo, M.A. for

the valuable advice, suggestion, guidance, comments and support in completing this

Skripsi. Also, Dr. Alek, M.Pd, and Zaharil Anasy, M.Hum. as the examiner of this

Skripsi.

Furthermore, the researcher would like to express her best appreciation to:

1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.

2. Didin Nuruddin Hidayat, Ph.D., as the Head of the Department of English

Education.

3. Zaharil Anasy, M. Hum., as the Secretary of the Department of English

Education.

4. All lecturers especially those of in the Department of English Education for the

knowledge, motivation, and support for the researcher during her research.

5. Drs. H. Hamdari, M.Pd. as the Headmaster of SMAN 5 Kota Tangerang Selatan

for the permission and help to conduct this research.

6. Dupiah S.Pd., MM as the English teacher at the tenth grade of SMAN 5 Kota

Tangerang Selatan for her guidance during this research.

vii

7. The students of XMIPA3 and XMIPA4 of SMAN 5 Kota Tangerang Selatan

for the willingness to be the participants in this research.

8. Her big family who has supported her in finishing this research.

9. All beloved friends of the Department of English Education B 2015 for the

friendship and support during this research.

10. All of my lovely seniors and junior, Siti Haryati, Bellania Shinta, Mawar

Jingga, Ajeng Rahmawati Dewi, Khoirzady Taqwa for the support and

moodbooster during completing this research.

11. All of my bias; BIGBANG— Kwon Ji Young, Choi Seung Hyun. Taeyang,

Daesung and Seungri. All of EXO’s member. Kang Min Hyuk one of member

CNBLUE. And the last is all members of Super Junior, especially Siwon,

Donghae and Leeteuk.

12. Other parties who have given helps, supports and suggestion in finishing this

paper.

Finally, the researcher realizes that this research is far from being perfect.

Hence, it is a pleasure for her to receive constructive criticism and suggestion from

anyone who reads her Skripsi.

Jakarta, August 2019

Intan Paramita

viii

LIST OF TABLES

Table 2.1: Global Scale Level of The Students …………………………………. 7

Table 2.2: Examples of Clipped Words………………………………………….. 13

Table 3.1: Differences Control and Experimental Group……………………….. 17

Table 3.2: Scoring Rubric for Pre-Test………………………………………….. 21

Table 3.3: Scoring Rubric for Post-Test.………………………………………… 24

Table 3.4: The Interpretation of the Effect Result………………………………. 28

Table 4.1: The Result of Experimental Class…………………………………… 30

Table 4.2: The Experimental Class Open-Ended Questionnaire Pre-Test………. 32

Table 4.3: The Experimental Class Open-Ended Questionnaire Post-Test …….. 33

Table 4.4: The Result of Controlled Class…….………………………………… 34

Table 4.5: The Controlled Class Open-Ended Questionnaire Pre-Test…………. 36

Table 4.6: The Controlled Class Open-Ended Questionnaire Post-Test………… 37

Table 4.7: Normality Test Result of Pre-Test and Post-Test……………………. 39

Table 4.8: Homogeneity Test Result of Pre-Test and Post-Test………………… 40

Table 4.9: Result of t-test using SPSS…………………………………………… 41

Table 4.10: Manual Calculation of t-test ………………………………………... 41

ix

LIST OF APPENDICES

Appendix 1. Surat Bimbingan Didin Nuruddin Hidayat, Ph.D. ......................... 52

Appendix 2. Surat Bimbingan Dr. Atiq Susilo, M.A. ......................................... 53

Appendix 3. Izin Penelitian ................................................................................. 54

Appendix 4. Surat Pengesahan Judul .................................................................. 55

Appendix 5. Teaching Plan ................................................................................. 56

Appendix 6. Lesson Plan of Experimental and Controlled Class ....................... 64

Appendix 7. Students’ Answer Sheet (Pre-Test) ................................................ 95

Appendix 8. Students’ Answer Sheet (Post-Test) ............................................. 106

Appendix 9. Documentation ............................................................................. 114

Appendix 10. References Examination Paper .................................................. 116

x

TABLE OF CONTENT

APPROVAL SHEET ..............................................................................................i

ENDORSEMENT SHEET ................................................................................... ii

STATEMENT OF AUTHENTICITY ................................................................ iii

ABSTRACT .......................................................................................................... iii

ABSTRAK .............................................................................................................. v

ACKNOWLEDGEMENT ....................................................................................vi

LIST OF TABLES ............................................................................................. viii

LIST OF APPENDICES ......................................................................................ix

TABLE OF CONTENT ......................................................................................... x

CHAPTER I INTRODUCTION .......................................................................... 1

A. Background of the Research ................................................................................ 1

B. Identification of the Research Problem ............................................................... 3

C. Limitation of the Research Problem .................................................................... 3

D. Formulation of the Research Problem ................................................................ 3

E. The Significance of the Research ......................................................................... 4

CHAPTER II THEORETICAL FRAMEWORK .............................................. 5

A. Vocabulary ............................................................................................................. 5

1. Definition of Vocabulary .................................................................................... 5

2. Types of Vocabulary .......................................................................................... 6

3. Vocabulary size .................................................................................................. 7

4. Teaching Vocabulary .......................................................................................... 9

B. Clipping Words.................................................................................................... 11

1. Definition of Clipped Words ............................................................................ 11

2. Types of Clipped Words ................................................................................... 12

3. Examples of Clipped Words ............................................................................. 13

4. Disadvantages and Advantages of using Clipping Words ................................ 14

C. Thinking of Framework ...................................................................................... 14

D. Previous Related Research ................................................................................. 15

E. Theoretical Hypothesis ........................................................................................ 16

CHAPTER III RESEARCH METHODOLOGY ............................................. 17

A. Method of the Research ...................................................................................... 17

xi

B. Design of the Research ........................................................................................ 17

C. Place and Time of the Research ......................................................................... 18

D. Population and Sample of the Research ............................................................ 18

E. Data Collection Technique ................................................................................. 18

1. Validating research data ................................................................................... 19

2. Scoring rubric ................................................................................................... 20

F. Data Analysis Technique .................................................................................... 26

G. Statistical Hypotheses .......................................................................................... 29

CHAPTER IV ....................................................................................................... 30

RESEARCH FINDING AND DISCUSSION .................................................... 30

A. Research Finding ................................................................................................. 30

1. Description of the data ...................................................................................... 30

2. Data Analysis.................................................................................................... 39

B. Discussion ............................................................................................................. 44

CHAPTER V CONCLUSION AND SUGGESTION ....................................... 47

A. Conclusion ............................................................................................................ 47

B. Suggestion ............................................................................................................ 48

REFERENCES ..................................................................................................... 49

APPENDICES ...................................................................................................... 51

Appendix 1. Surat Bimbingan Didin Nuruddin Hidayat, Ph.D. .................................... 52

Appendix 2. Surat Bimbingan Dr. Atiq Susilo, M.A. .................................................... 53

Appendix 3. Izin Penelitian ........................................................................................... 54

Appendix 4. Surat Pengesahan Judul ............................................................................ 55

Appendix 5. Teaching Plan ........................................................................................... 56

Appendix 6. Lesson Plan of Experimental and Controlled Class .................................. 64

Appendix 7. Students’ Answer Sheet (Pre-Test) ........................................................... 95

Appendix 8. Students’ Answer Sheet (Post-Test) ....................................................... 106

Appendix 9. Documentation ........................................................................................ 114

Appendix 10. References Examination Paper ............................................................. 116

1

CHAPTER I

INTRODUCTION

A. Background of the Research

Vocabulary is an important aspect of learning English. Vocabulary should

be well-developed and understood by the students based on their school level.

Vocabulary also holds the main core component in language teaching. This is in

line with Richards and Renandya statement that vocabulary is a core component of

language proficiency and provides much of the basis for how well learners speak,

listen, read, and write.1 Without a proportional amount of vocabulary, anyone will

get trouble in speaking, reading, listening and writing. People use vocabulary to

construct a sentence to express their idea. By having a lot of vocabularies, people

can express more ideas. This is in line with Schmitt cited by Alpino’s journal, he

states that vocabulary is central to the acquisition of a second language and

communicative competence. Without enough vocabulary, people cannot

communicate or express their idea both in oral and written form.2 Vocabulary

achievement is an important element in second language acquisition. Without

grammar, little things can be conveyed. Without vocabularies, nothing can be

conveyed. The mastery of vocabulary is essential in order to construct sentence that

contain some messages for social interaction. In other words, the first that has to be

mastered for language learner in learning language, especially English, is

vocabulary. They must master English vocabulary and the grammatical rules to

communicate with others.

However, English vocabulary has become difficult to master because

English is not the Indonesian national language, so the learner has difficult to

master vocabularies of the foreign language. Many students find problems in

mastering it. Based on researcher experience, most of the students are lack of

motivation. Besides that, the students also easily get bored, more passive, and

1 Jack C. Richards and Willy A. Renandya. Methodology in Language Teaching. (USA:

Cambridge University Press, 2002). p. 255. 2 Alpino Susanto. “The Teaching of Vocabulary: a Perspective.” Jurnal Kata, vol. 1, no. 2, 2017,

p. 183.

2

worried to learn English because the English teachers are lack of ability in using

technique or media, especially in teaching vocabulary. English teachers are only

using textbook and whiteboard in teaching-learning process. In short, English

teacher tends to monotonous in teaching vocabulary. The students just pay attention

to what the teacher’s explanation or rewrite the vocabulary that’s written by the

teacher on the whiteboard. The teacher just forces the students to memorize some

words. As a result, it makes the students cannot remember some words as well.

Those problems of vocabulary must be solved, because it can be a barrier for

students to continue the next level or grade.

Regarding to Riddell’s statement, he says, there are many problems when

learning new words. Such as; meaning, form, and pronunciation. 3 Besides,

Thornbury expresses that, there are other factors that make some words difficult.

For instance; spelling, grammar, length and complexity, and about range,

connotation and idiomaticity.4

Nowadays, there are many ways to teach vocabulary that can make students

be motivated or interest to learn English. It can be using cards, movies, pictures,

games, and so on. Moreover, in this research, the researcher wants to research about

the use of clipping words as an alternatives technique to develop students’

vocabulary mastery and to attract students in learning an English.

Many vocabularies have clipped words especially in the daily environment.

Based on Yule, clipped, or clipping words is shortening word without changing the

meaning. 5 Like TV, HP, math. Those were clipped words from Television,

Handphone, and Mathematics. Unfortunately, sometimes, no one is aware that

those words are clipping words. Instead, it would make students easier to memorize

because it is close to daily life. Also, because those clipped words have the meaning

from the shortened word, it can make them curious about the meaning. They will

find out those words shortened from what word. Finally, they will find out what the

3 David Riddell. Teach English as a Foreign Language. (Cambridge: Hodder Arnold H&S,

2010). pp. 89 — 90. 4 Scott Thornbury. How to Teach Vocabulary. (England: Person Education Limited, 2002).

pp. 27 — 28 5 George Yule. The Study of Language (4th Edition). (Cambridge: Cambridge University Press,

2010). p. 56.

3

meaning of the words are. When they analyze by their selves, it will make them

easier to memorize. From that learning, they will get exciting and challenging with

that kind of learning experience. That is why, the researcher wants to research about

clipping words as the technique to develop students’ vocabulary in SMAN 5 Kota

Tangerang Selatan.

B. Identification of the Research Problem

According to the research background above, the problems are identified as

follows:

1. English vocabulary has become difficult to master as a foreign language by

learners.

2. Most of students lack of motivation, easily got bored, more passive, and

worried to learn English because of the English teacher technique in

teaching vocabulary.

3. English teacher tends to monotonous in teaching vocabulary.

4. People are not aware of clipped words.

5. There are also several problems while learning new words. Such as;

meaning, form, spelling, grammar, length and complexity, then about

range, and the last about connotation, idiomaticity and pronunciation.

C. Limitation of the Research Problem

According to the identified problems above, to shows an effective study,

the researcher limited this study from the border problem areas become more

focused. The study is limited on the effect of clipping words to develop students’

vocabulary. The descriptive of vocabulary and clipping words would be further

explained in the literature review.

D. Formulation of the Research Problem

Based on the research problems, the researcher posed a research question:

“Are the students able to develop their vocabulary by using clipped words?”

4

E. The Significance of the Research

Some advantages, hopefully, could be gained from this study:

1. For the researcher

The result of this research provides the researcher with an understanding of

whether the students’ can develop their vocabulary by using clipping words.

2. For the students

From this result, the researcher hopes both students or teachers especially

in SMAN 5 Kota Tangerang Selatan more aware and realize about clipping

words. Undoubtedly, it will make students easier and more comfortable to

learn vocabulary, and students can be more confident to communicate with

others even though English is not their national language.

3. For the teachers

For English teachers, the result of this study will hopefully be an input to

improve the teaching-learning process, especially in teaching and learning

vocabulary by giving more attention on the improvement of students’

vocabulary mastery, and students’ motivation in the learning process.

4. For another researcher

It is hoped that this study will stimulate other researchers to conduct studies

in similar fields.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary

1. Definition of Vocabulary

Thornbury defines that learning vocabulary is important6 and his statements

likewise with Richards & Renandya statement that vocabulary is a core element of

language proficiency and provides much of the basis for how well learners speak,

listen, read, and write. 7 Which vocabulary is very important to learn because

vocabulary holds the central core in language teaching. Thornbury’s reason about

makes that statement because vocabulary also can enrich someone’s knowledge of

words.

Vocabulary can affect the four language skills. Therefore, vocabulary is the

most important component language, and vocabulary also supports the learner as

the speaker to express their opinions, ideas, and feelings in communication. This in

line with Schmitt cited by Alpino’s journal, he states that vocabulary is central to

the acquisition of a second language and communicative competence.8 Without

enough vocabulary, people cannot communicate or express their idea both in oral

and written form. The more words students know well and can use, the more

meaning they can communicate in a wide variety of circumstances. That statement

similarly with Oxford Dictionary statement that vocabulary is all the words that a

person knows or uses.9 The important thing of vocabulary learning is the central

for language acquisition, whether the language first, second, or foreign.

6 Scott Thornbury. How to Teach Vocabulary. (England: Person Education Limited, 2002). pp.

13 — 14. 7 Jack C. Richards and Willy A. Renandya,. Methodology in Language Teaching. (USA:

Cambridge University Press, 2002). p. 255. 8 Alpino Susanto. “The Teaching of Vocabulary: a Perspective.” Jurnal Kata, vol. 1, no. 2,

2017, p. 183. 9 Oxford Dictionary. Oxford Learner’s Pocket Dictionary. (New York: Oxford University

Press, 2008). p. 495.

6

According to Hiebert & Kamil, generally, vocabulary is the knowledge of

meanings of words.10 Vocabulary is an active carrier of meaning.11 A learner has

known the power of communicative lexicon; it might enough for getting the

working knowledge from a large number of words.

From all the explanation above, the researcher infers that vocabulary is most

important and a central component of language, because it affects four language

skills. Without enough vocabulary people cannot enrich their knowledge of words

and it makes they cannot communicate or express their ideas both in oral and

written form. Because of that, learning vocabulary cannot be separated if we want

to learning a language.

2. Types of Vocabulary

While learning new words, people need a lot of practice and context

connections to learn them well. Also, store the vocabulary in the memory and recall

it when speaking or writing. Those two main groups of person’s vocabularies are

receptive and productive vocabulary.

That statement in line with John points out; there are two types of

vocabulary, they are receptive and productive vocabulary.12 Passive or receptive

vocabulary refers to the words that native speakers and foreign learners recognize

and understand but hardly ever use. Simply, it is known but not used by a person.

People understand it when it is heard or read. It is used passively in either listening

or reading. On the other hand, active or productive vocabulary is utilized actively

either in speaking or writing. It is used in speech or writing and is made up of words

that come up in a person’s mind immediately when he or she has to produce a

spoken or written sentence.

10 Elfrieda H. Hiebert and Michael L. Kamil. Teaching and Learning Vocabulary: Bringing

Research to Practice. (USA: Lawrence Erlbaum Associates, Inc, 2005). p. 03. 11 Jim Scrivener. Learning Teaching. (English: Heinemann Publishers Oxford, 1194). p. 74. 12 John Read. Assessing Vocabulary. (Cambridge UK: Cambridge University Press, 2000). p.

154.

7

Hiebert & Kamil argues that the group of passive vocabulary is usually

larger than the one of active vocabulary. 13 Learners’ listening vocabulary is

generally larger than speaking vocabulary while learners’ reading vocabulary is

relatively larger than writing vocabulary. From those statements discovers that

passive vocabulary which is listening and reading, and active vocabulary is

speaking and writing. In addition, learners’ listening vocabulary (passive) is indeed

larger than speaking vocabulary (active). Also applies that learners’ reading

vocabulary (passive) also larger than writing vocabulary (active).

3. Vocabulary size

Refer to Common European Framework of Reference for language

learning14, we should know what level are our students, and here the level;

Table 2.1 Global Scale Level of The Students

Level Group Level Description

A

Basic User

A1

Breakthrough or

beginner

• Can understand and use familiar

everyday expressions and very basic

phrases aimed at the satisfaction of

needs of a concrete type.

• Can introduce themselves and others

and can ask and answer questions about

personal details such as where they

live, people they know and things they

have.

• Can interact in a simple way provided

the other person talks slowly and

clearly and is prepared to help.

A2

Waystage or

elementary

• Can understand sentences and

frequently used expressions related to

areas of most immediate relevance

(e.g. very basic personal and family

information, shopping, local

geography, employment).

• Can communicate in simple and

routine tasks requiring a simple and

13 Elfrieda H. Hiebert and Michael L. Kamil. Teaching and Learning Vocabulary: Bringing

Research to Practice. (USA: Lawrence Erlbaum Associates, Inc, 2005). p. 03. 14 Council of Europe. Common European Framework of Reference for Languages: Learning,

Teaching, Assessment. (New York: Cambridge University Press, 2006). p. 24.

8

direct exchange of information on

familiar and routine matters.

• Can describe in simple terms aspects of

their background, immediate

environment and matters in areas of

immediate need.

B

Independent

User

B1

Threshold or

intermediate

• Can understand the main points of clear

standard input on familiar matters

regularly encountered in work, school,

leisure, etc.

• Can deal with most situations likely to

arise while travelling in an area where

the language is spoken.

• Can produce simple connected text on

topics that are familiar or of personal

interest.

• Can describe experiences and events,

dreams, hopes and ambitions and

briefly give reasons and explanations

for opinions and plans.

B2

Vantage or upper

intermediate

• Can understand the main ideas of

complex text on both concrete and

abstract topics, including technical

discussions in their field of

specialization.

• Can interact with a degree of fluency

and spontaneity that makes regular

interaction with native speakers quite

possible without strain for either party.

• Can produce clear, detailed text on a

wide range of subjects and explain a

viewpoint on a topical issue giving the

advantages and disadvantages of

various options.

C

Proficient

User

C1

Effective

operational

proficiency or

advanced

• Can understand a wide range of

demanding, longer clauses, and

recognize implicit meaning.

• Can express ideas fluently and

spontaneously without much obvious

searching for expressions.

• Can use language flexibly and

effectively for social, academic and

professional purposes.

• Can produce clear, well-structured,

detailed text on complex subjects,

9

showing controlled use of

organizational patterns, connectors and

cohesive devices.

C2

Mastery or

proficiency

• Can understand with ease virtually

everything heard or read.

• Can summarize information from

different spoken and written sources,

reconstructing arguments and accounts

in a coherent presentation.

• Can express themselves

spontaneously, very fluently and

precisely, differentiating finer shades

of meaning even in the most complex

situations.

4. Teaching Vocabulary

In learning a language, vocabulary becomes the most important things to be

improved when the learners want to be a success to improve their skill. Thornbury

states that teaching words are a crucial aspect in learning a language as languages

are based on words.15 When learners have a lot of vocabulary, they will make more

words to express their ideas. Vocabulary should be learned, and skills should be

practiced.

Teaching vocabulary is the studying second language because vocabulary

is the basic material to master the four language skills that are speaking, reading,

writing and listening. Without understanding and mastery vocabulary, the students

get difficulties to studying English language. Vocabulary is also an important factor

in all languages. Without a sufficient vocabulary, students cannot communicate

effectively or express their idea in both of oral and written form.

Based on Adrian Doff, he mentions some the techniques in teaching

vocabulary. For example; Say the word clearly and write it on the board, get the

class to repeat the word in chorus, translate the word into the students’ own

language, ask students to translate the word, draw a picture to show what the word

means, give an English example to show how the word is used, and ask questions

15 Ali A. Alsaawi. “To What Extent Guessing The Meaning From The Context, is Helpful in

Teaching Vocabulary” ARECLS, vol. 10, 2013, p. 132.

10

using the new word.16

According to Ruth Gairns and Stuart Redman, several techniques in

teaching vocabulary could be visual techniques, verbal techniques and translation

the word. Flash card, photographs, blackboard drawing, wall charts, real object,

mime, and gestures includes in visual techniques. Meanwhile for verbal techniques,

there are use of illustrative situation, use of synonym and definition, contrast and

opposites, scales, and give example of the types.17:

Meanwhile, Jeremy Harmer identifies, there are some way to teach

vocabulary depend on the level of learners:18

1. For Elementary

a. At home with do, make and take

b. Films

2. For Elementary Plus

a. Got it!

3. For Beginner

a. Snap!

b. In the queue

c. Walking, running, jumping

4. For Pre-Intermediate

a. Inviting

b. Training activities

5. For Intermediate

a. Word circle

b. Word map

c. Explaining what you mean

d. Training activities

6. For Upper Intermediate

16 Penny Ur and Adrian Doff. A Course in Language Teaching: Teach English –A training

Course for Teachers. (New York: Cambridge University Press, 2009). pp. 60 — 73. 17 Ruth Gairns and Stuart Redman. Working with words: A guide to Teaching and Learning

Vocabulary. (Cambridge: Cambridge University Press, 1986). pp. 73 — 76. 18 Jeremy Harmer. The Practice of English Language Teaching (Forth Edition). (Malaysia:

Pearson Education Limited, 2007). pp. 229 — 245.

11

a. Word formation

b. Definition game

7. For Intermediate Plus

a. Backs to the board

8. For Advanced Plus

a. Monday morning

Teaching vocabulary would be less effective if the teacher cannot match the

technique. A proper technique could make the students interested in learning

vocabulary and easier to remind the meaning. Regarding the explanation from some

expert of teaching vocabulary above, teaching vocabulary is a process to make the

students understand the meaning of word in different language and use it in the

appropriate context by using some techniques.

B. Clipping Words

1. Definition of Clipped Words

Clipping occurs whenever a word is shortened by deleting parts of the base

word. Also, this type of word-formation is known as truncation. 19 Indeed,

according to Harley, concept of clipped word is reduced the word into one/two

syllables.20 It also in line with Yule argue about another principle that applies on

definition of clipped word is a product of clipping must be either one- or two-

syllable long; also — first or primarily-stressed syllables are retained.21

According to Bright Hub Education, clipping is the word formation process

wherein words are reduced or shortened without changing the meaning. Clipping

is different from back-formation because the new word retains the meaning of the

original word. 22 Generally, clipping words relates to the word that people are

19 Ingo Plag. Word-Formation in English. (Siegen: Cambridge University Press, 2002). p. 16. 20 Heidi Harley. English Words: A Linguistics Introduction. (UK: Blackwell Publishing, 2006).

p. 95. 21 George Yule. The Study of Language (4th Edition). (Cambridge: Cambridge University Press,

2010). p. 56. 22https://www.brighthubeducation.com/esl-lesson-plans/59679-forming-new-words-compounds

-clipping-and-blends/

12

commonly used. Moreover, in Mayer’s book states that the shortening of words

into one known is clipping. It means, clipping occurs when the word is cut either

the beginning or the ending into the short form more than one syllable.23 According

to the Thornbury’s book, clipping is a new word that coined by shortening or

clipping longer words.24 It is often reducing it to one syllable. Many examples are

very informal or slang.

2. Types of Clipped Words

According to Wikipedia, there are four types of possible clipping processes,

depending on which part of the word undergoes structural changes25:

a. Back-clipping (temperature — temp, rhino — rhinoceros, gym —

gymnasium),

b. Fore-clipping (helicopter — copter, telephone — phone, plane —

aeroplane),

c. Mixed clipping (influenza — flu, refrigerator — fridge),

d. Clipping-compounds (paratrooper — parachute + trooper).

Moreover, according to Bright Hub Education explains, there are also four

types of clipped words, they are26:

a. Back clipping is removing the end of a word as in gas from gasoline.

b. Fore-clipping is removing the beginning of a word as in gator from

alligator.

c. Middle clipping is retaining only the middle of a word as in flu from

influenza.

d. Complex clipping is removing multiple parts from multiple words as in

sitcom from situation comedy.

23 Charles F. Meyer. Introducing English Linguistics. (New York: Cambridge University Press,

2009). p. 181 24 Scott Thornbury. How to Teach Vocabulary. (England: Person Education Limited, 2002). p.

05. 25 https://en.wikibooks.org/wiki/Word_formation/Clipping 26https://www.brighthubeducation.com/esl-lesson-plans/59679-forming-new-words-compounds

-clipping-and-blends/

13

3. Examples of Clipped Words

According to Plag’s book27, the word Michael is reduced to Mike which the

word lab is syllable that is stressed. Word laboratory is reduced into lab which have

one syllable is taken from the base word.

Meanwhile, Fry and Kress states in their book about example of clipped

words28:

Table 2.2 Examples of Clipped Words

CLIPPED

WORD

ORIGINAL

WORD

CLIPPED

WORD

ORIGINAL

WORD

Ad Advertisement Margarine oleomargarine

Alum Alumni Mart market

Auto Automobile Math mathematics

Bike Bicycle Memo memorandum

Bra Brassiere Mend amend

Bro Brother Mike Microphone

Burger Hamburger Miss Mistress

Bus Omnibus Mod Modern

Bust Burst Movie moving pictures

Butt Buttocks Mum Chrysanthemum

Cab Cabriolet Pants Pantaloons

Caf Cafeteria Pen Penitentiary

Calc Calculus Pep Pepper

Canter Canterbury gallop Perk Percolate

Cent Centum Perk Perquisite

Champ Champion Phone Telephone

Chem Chemistry Photo Photograph

Chemist Alchemist Pike Turnpike

Clerk Cleric Plane Airplane

Coed coeducational

student Pop

Popular

Con Convict Pro Professional

co-op Cooperative Prof Professor

Copter Helicopter Prom Promenade

Cuke Cucumber Quake Earthquake

Curio Curiosity Ref Referee

Deb Debutante Rev Revolution

Deli Delicatessen Scram Scramble

Doc Doctor Specs Spectacles

27 Ingo Plag. Word-Formation in English. (Siegen: Cambridge University Press, 2002). p. 16. 28 Edward B. Fry and Jacqueline E. Kress. The Reading Teacher’s Book of Lists 5th Edition.

(San Francisco, CA: Jossey Bass, 2006). p. 175.

14

Dorm Dormitory Specs Specifications

Drape Drapery Sport Disport

Exam Examination Stereo Stereophonic

Fan Fanatic Still Distill

Fax Facsimile Sub Submarine

Flu Influenza Tails Coattails

4. Disadvantages and Advantages of using Clipping Words

Based on the researcher experience, using clipping words to develop

students’ vocabulary has disadvantages and advantages. Disadvantages of using

clipping words are;

a. This type of word formation still not aware by people.

b. There is a lot of similarity of word formation such as; affixes, suffixes,

blending, acronym and compounding. So, that would be a bit confusing.

Besides the disadvantages was showed, there is advantages of using clipping

words to develop students’ vocabulary too. The advantages are;

a. It would make students easier to memorize because it is close to the daily life.

b. Because those clipped words have the meaning from the shortened word, it

can make them curious about the meaning. They will find out those words

shortened from what word. And finally, they will find out what the meaning

of the words are.

c. And because they analyze by their selves, it will make them easier to

memorize. From that learning, they will get exciting and challenging with that

kind of learning experience.

C. Thinking of Framework

According to the explanation above, the researcher concluded vocabulary

has become difficult to master by learners as a foreign language, which vocabulary

is the main component aspect to learn English and must well-developed and

understood by the learner. It will make the learner easier to understand and

communicate with others. Besides, the students have a lack of motivation, easily got

bored, more passive, and worried to learn English because of the English teacher

technique that tends to monotonous in teaching vocabulary. Therefore, the

15

researcher found the strategy that suitable for the learner to enlarge their vocabulary

knowledge and the solution is using Clipping Words.

The researcher assumes that Clipping Words can improve students’

vocabulary, because those clipped words have the meaning from the shortened

word, it can make them curious about the meaning. Then, they will find out those

words shortened from what word. Finally, they will find out what the meaning of

the words are.

While they analyze by their selves, it will make them easier to memorize.

From that learning, they will get exciting and challenging with that kind of learning

experience. When using this strategy, the teacher will give them time to explore as

many words as possible in another source. It also possible to be done outside the

teaching and learning activities in classroom. Of course, it still monitored by the

teacher and the teacher always updates who their friends that have got a lot of words

are. So, it is challenging and motivating them to find as many words as possible.

D. Previous Related Research

Some related research on this topic will be explained in order to know the

differences between previous research that related to this research. The first

research that relates in this research conducted by Riyana Muntika Saraswati in

“The Effectiveness of Using Games to Improve Students’ Vocabulary”. The aim of

her research is to know the use of technique in improving students’ vocabulary of

tenth grade at SMA Nusantara 1 Tangerang. The researcher used experimental

design, and for the assessment, she used the t-test. In her research, it showed that

teaching vocabulary by using games was successful. It can be seen from the result

score of the experimental class. The increasing score is higher than controlled class

that treated without using games.

Meanwhile, it is different in the present research. In this present research,

the researcher will show the effectiveness the students to improve their vocabulary

by using clipping words. Not the game. The similarity both of the research are;

using a quasi-experimental design, then using vocabulary as main focus of the

problem, last choosing senior high school students for the sample.

16

The second research was conducted by Novia Fajriani “English Word

Formation in THE JAKARTA POST’S Sci-Tech Articles 2014”. The aim of her

research is to understand and know the various number of new words that people

nowadays read, and it’s meaning.

Furthermore, Fajriani’s research has different with this present research that

the researcher wants to conduct. In this present research, the researcher using one

of English word formation (Clipping words) as the technique to develop students’

vocabulary. The researcher will not identify the English word formation (clipping

words) by a text in this research like a previous study.

E. Theoretical Hypothesis

As a result of the explanation above, it can be posed a theoretical hypothesis:

There is significant effect of using clipping words to develop students’ vocabulary.

17

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the research methodology of this research would be fully

explained. The details about the method, design, place, time, population, sample,

instrument, data collection technique, data analysis technique, and statistical

hypotheses of the research would be fully explained below.

A. Method of the Research

This research is quantitative and it uses a quasi-experimental design.

Creswell stated in his book Educational Research Planning, Conducting, and

Evaluating Quantitative and Qualitative Research that researchers used an

experiment when they wanted to establish possible cause and effect between the

independent and dependent variables. It means that the researchers attempted to

control all variables that influence the result except for the independent variable29.

B. Design of the Research

In this quasi-experimental design, there were two groups called controlled

class and experimental class.30 Controlled class is a group that receives the usual

treatment. Besides, experimental class is a group that receives the new treatment.

Both of these groups have pre-test and post-test. The pre-test will be given before

the treatment is given. The post-test will be given after the treatment, and this post-

test also to realize the results of whether there are changes before being given

treatment especially in experimental class. It is described as the following table:

Table 3.1 Differences Control and Experimental Group

Control Group Pre-test No Treatment Post-test

Experimental

Group Pre-test Experimental Treatment Post-test

29 John W. Creswell. Educational Research Planning, Conducting, and Evaluating Quantitative

and Qualitative Research 4th Edition. (University of Nebraska-Lincoln: Pearson, 2012), p. 295. 30 Ibid, p. 310.

18

C. Place and Time of the Research

This research was conducted at SMAN 5 Kota Tangerang Selatan on 9th

April up to 25th April 2019.

D. Population and Sample of the Research

The population of this research is the two classes of tenth-grade students of

SMAN 5 Kota Tangerang Selatan. One class X IPA 4 as the experimental class,

and the other X IPA 3 as the controlled class. The tenth grades students of SMAN

5 Kota Tangerang Selatan were chosen because they were learning about

vocabulary to enlarge their knowledge of vocabulary. The researcher chosen a

sample by using purposive sampling. Purposive sampling is a non-probability

sample that is selected based on characteristics of a population and the objective of

the study. It also known as judgmental, selective or subjective sampling.

E. Data Collection Technique

The data was collected by using an open-ended questionnaire and a test. The

questionnaire has given in the pre-test and post-test. It given in the pre-test, intended

to see whether the students were actually interested in learning English, in finding

out what difficulties they experienced while learning English too, and most

importantly whether the students felt they had enough vocabulary. Also,

questionnaire when the post-test, it given to see the results of the treatment using

clipping words, whether the students had begun to realize about clipping words and

most importantly, were they helped to increase their vocabulary.

The test will consist of pre-test and post-test. In the pre-test, students were

asked to answer some questions. After that, the researcher gave treatment to the

experimental class by using clipping words from the text. Then, the researcher also

collecting the data from students’ after finishing the treatment. Moreover, in post-

test, students asked to answer questions that will be given, to examine the

effectiveness of using clipping words to develop their vocabulary. Lastly, t-test

formula was used to find the result of the test.

19

1. Validating research data

Before the researcher gives the pre-test and post-test to the sample, the

researcher uses the pilot study with the experts by interview to knows whether her

instruments are feasible and fit with her purpose of the research, which pilot study

is a kind of feasibility study which aim to test the research procedures, data

collection instruments, and other research techniques in order to identify potential

problems in the research instruments or procedures for the real study.

In this research, the researcher interviewed two experts to piloting her

instruments. The instruments both pre-test and post-test were consisted of an open-

ended questionnaire sheet and the question itself. Also, the questions divided into

two numbers. Number one is fill in the blank about 50 vocabularies — clipping

words, original words, and the meaning, it’s for the pre-test. Meanwhile for the

post-test it still fills in the blank and consisted of 40 vocabularies — clipping words,

original words, and the meaning and it has been divided into four types, each type

has ten vocabularies. Then, number two is about make a descriptive text with

clipping words that the sample had already knows.

The researcher will use pseudonym for giving explanation about expert’s

explanation. While pseudonym is a fictitious name, based on Merriam-Webster.

According to Saunders and Kitzinger’s journal, there is six key areas about

pseudonym; people’s name, places, religious or cultural background, occupation,

family relationship, and other potentially identifying information.31 The aim of

using this pseudonym is to cover and to avoid revealing too much about the

background’s participant. In this research, the researcher will use pseudonym about

all people’s name that contained by using their initial.

The first expert is Mrs. D as an English teacher at SMAN 5 Kota Tangerang

Selatan. She said the instruments in pre-test and post-test were good both interview

and the questions. There was a change in the pre-test. In the first, for the pre-test,

the researcher makes the questions only 30 vocabularies, but Mrs. D wants the

researcher to add more vocabulary of clipping words become 50 vocabularies,

31 Benjamin Saunders, et al. “Anonymising Interview Data: Challenges and Compromise in

Practice.” Qualitative Research vol. 15, no. 5, 2015, p. 620.

20

because later the sample or the students can enlarge their knowledge of vocabulary

with the new experiment that the researcher do. Overall, she said the instruments

were good enough.

The second expert is Mr. AB as a Lecturer at Center of Language

Development’s UIN Syarif Hidayatullah Jakarta. He said the instruments in pre-

test and post-test both open-ended questionnaire and the questions were good too.

But it would be better if the questions in the questionnaire session use the rapid

question. Don’t just ‘yes or no’ but give the reason. Overall, he said the instruments

are going to the rules of the researcher’s research, it already represents what the

researcher wants to do, and it also reasonable enough.

2. Scoring rubric

The score was gained by the researcher after the student was given the

treatment of clipping words in the experimental class and no treatment in the control

class. The researcher uses a rubric for the instrument as the tables below, and it

adapted from Brown’s book.

21

a. PRE-TEST

Table 3.2

Scoring Rubric for Pre-test

NO ASPECT SCORE

1. Vocabularies : 50 points

NO ASPECT SCORE PERFORMANCE DESCRIPTION

2.

Voca

bula

ry

: 15 p

oin

ts

AMOUNT INTERVAL OF

VOCAB CLIPPING WORDS

POINTS

0-4 3

5-9 6

10-15 9

16-20 12

21-25 15

▪ Effective choice of words and word form.

▪ Few misuse of vocabularies, word forms, but not

change the meaning.

▪ Limited range confusing words and word form.

▪ Very poor knowledge of words, word forms and not

understandable.

Conte

nt

: 15 p

oin

ts

AMOUNT

INTERVAL

OF

POINTS

DESCRIPTION

0-4 The topic isn’t clear and the details are

not relating to the topic.

5-9 The topic is complete and clear but the

details are not relating to the topic.

22

9-13 The topic is complete and clear but the

details are almost relating to the topic.

14-15 The topic is complete and clear. And

the details are relating to the topic.

Org

aniz

atio

n

: 10 p

oin

ts

AMOUNT

INTERVAL

OF

POINTS

DESCRIPTION

1-5 Identification isn’t complete,

descriptions are arranged with misuse

connectives.

Identification isn’t complete,

descriptions are arranged with few

misuse connectives.

6-10 Identification is complete, descriptions

are arranged with proper connectives.

Identification is complete, descriptions

are arranged with almost proper

connectives.

Gra

mm

ar

: 5 p

oin

ts

AMOUNT

INTERVAL

OF

POINTS

DESCRIPTION

1-2 Frequent grammatical/agreement

inaccuracies.

3 Numerous grammatical/agreement

inaccuracies.

4 Few grammatical/agreement

inaccuracies and but does not affect

the meaning.

5 Very few grammatical/agreement

inaccuracies.

23

Mec

han

ics

: 5 p

oin

ts

AMOUNT

INTERVAL

OF

POINTS

DESCRIPTION

1-2 It is dominated by errors of spelling,

punctuation and capitalization.

3 It has frequent errors of spelling,

punctuation and capitalization.

4 It has occasional errors of spelling,

punctuation and capitalization.

5 It uses correct spelling, punctuation

and capitalization

TOTAL

50

points

24

b. POST-TEST

Table 3.3

Scoring Rubric for Post-test

NO ASPECT SCORE

1. Vocabularies : 40 points

NO ASPECT SCORE PERFORMANCE DESCRIPTION

2.

Voca

bula

ry

: 20 p

oin

ts

AMOUNT INTERVAL OF

VOCAB CLIPPING WORDS

POINTS

0-4 4

5-9 8

10-15 12

16-20 16

21-25 20

▪ Effective choice of words and word form.

▪ Few misuse of vocabularies, word forms, but not

change the meaning.

▪ Limited range confusing words and word form.

▪ Very poor knowledge of words, word forms and not

understandable.

Conte

nt

: 15 p

oin

ts

AMOUNT

INTERVAL

OF

POINTS

DESCRIPTION

0-4 The topic isn’t clear and the details

are not relating to the topic.

5-9 The topic is complete and clear but

the details are not relating to the

topic.

25

9-13 The topic is complete and clear but

the details are almost relating to the

topic.

14-15 The topic is complete and clear. And

the details are relating to the topic.

Org

aniz

atio

n

: 10 p

oin

ts

AMOUNT

INTERVAL

OF

POINTS

DESCRIPTION

1-5 Identification isn’t complete,

descriptions are arranged with misuse

connectives.

Identification isn’t complete,

descriptions are arranged with few

misuse connectives.

6-10 Identification is complete,

descriptions are arranged with proper

connectives.

Identification is complete,

descriptions are arranged with almost

proper connectives.

Gra

mm

ar

: 10 p

oin

ts

AMOUNT

INTERVAL

OF

POINTS

DESCRIPTION

1-5 Frequent grammatical/agreement

inaccuracies.

Numerous grammatical/agreement

inaccuracies.

26

F. Data Analysis Technique

After the data collected, then it will be continued by analyzing the data. For

the open-ended questionnaire, the researcher will explain and take a conclusion

from most of the students’ result. Further, for the test, the technique of data analysis

that used in this research is statistical analysis. Referring to Sudijono, the statistical

test that fit to measure the result of pre and post-test is t-test.32 Furthermore to test

two connected large samples, especially in finding the significance of pre and post

result, t-test was one that he suggested to do. It used to test the significance of the

mean gain score of the experiment class and the controlled class. In addition, the

32 Anas Sudijono. Pengantar Statistik Pendidikan. (Jakarta: Rajawali Press, 2011).

pp. 325 — 346.

6-10 Few grammatical/agreement

inaccuracies and but does not affect

the meaning.

Very few grammatical/agreement

inaccuracies.

Mec

han

ics

: 5 p

oin

ts

AMOUNT

INTERVAL

OF

POINTS

DESCRIPTION

1-2 It is dominated by errors of spelling,

punctuation and capitalization.

3 It has frequent errors of spelling,

punctuation and capitalization.

4 It has occasional errors of spelling,

punctuation and capitalization.

5 It uses correct spelling, punctuation

and capitalization

TOTAL 60

points

27

test was used to prove that using clipping words is effective to increase students’

vocabulary. Below are the formulas that used to analyze the data:

Explanation:

to = The value of “t” count.

M1 = Mean post-test of variable in experimental class.

M2 = Mean post-test of variable in controlled class.

SEM1 = Standard error of post-test in experimental class.

SEM2 = Standard error of post-test in controlled class.

T-test used to measure two connected large samples in finding the

significance of pre and post-test result in both classes (Experiment and Control

Class). Here are the steps:

a. Finding Mean of Variable X:

M1 = ∑𝒙

𝑵𝟏

b. Finding Mean of Variable Y:

M2 = ∑𝒚

𝐍𝟐

c. Finding Standard Deviation of Variable X:

SD1 = √∑𝑿𝟐

𝑵𝟏

d. Finding Standard Deviation of Variable Y:

SD2 = √∑𝒚𝟐

𝑵𝟐

e. Finding Standard Error Mean Variable X:

SEM1 = 𝐒𝐃𝟏

√𝑵−𝟏

f. Finding Standard Error Mean Variable Y:

SEM2 = 𝐒𝐃𝟐

√𝑵−𝟏

g. Finding standard error of difference of mean of variable X and Y:

𝐒𝐄𝐌𝟏−𝐌𝟐 = √SEM12 + SEM22

28

h. Finding Degree of Freedom (df):

df = N-1

Explanation:

M1 = Mean of variable post-test experimental class

M2 = Mean of variable post-test control class

SDx = Standard deviation of variable post-test experimental class

SDy = Standard deviation of variable post-test control class

SEM1 = Standard error mean of variable post-test experimental class

SEM2 = Standard error mean of variable post-test control class

After t-test conducted, the researcher used Cohen’s33 analysis to find out the

effect size. The effect size was needed to determine whether the effect is weak or

strong, because the significance of the relationship does not determine the strength

or weakness of the effect34. Here is for the formula:

d = (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑔𝑟𝑜𝑢𝑝−𝑚𝑒𝑎𝑛 𝑜𝑓 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 𝑔𝑟𝑜𝑢𝑝)

𝑝𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

SDpooled = (𝑆𝐷1 + 𝑆𝐷2)

2

Explanation:

d = Effect size

SDpooled = Pooled standard deviation

After obtaining the results, it can be interpreted based on the criteria:

Table 3.4

The Interpretation of the Effect Result

33 Louis, Cohen, Lawrence Manion&Keith Marrison. Research Methods in Education of 6th

Education. (London and New York: Routledge, 2007). p. 521. 34 Daniel Muijs. Doing Quantitative Research in Education with SPSS. (London: Sage

Publications Ltd., 2004). p. 136.

0 – 0.20 Weak effect

0.21 – 0.50 Modest effect

0.51 – 1.00 Moderate effect

>1.00 Strong Effect

29

G. Statistical Hypotheses

1. Ho = There is no significant effect of using clipping words to develop

students’ vocabulary.

Ho would be accepted if tcount < ttable

2. Ha = There is a significant effect of using clipping words to develop

students’ vocabulary.

30

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter consists of findings and discussions of the research.

Description of the data, the analysis of the data, and the result of the data analysis

are statistically present and descriptively discuss.

A. Research Finding

1. Description of the data

This chapter shows the result of the test given to the sample, the students of

SMAN 5 Kota Tangerang Selatan. The result used to get evidence empirical about

the effect of using clipping words to develop students’ vocabulary at tenth-grade of

SMAN 5 Kota Tangerang Selatan in 2018/2019 academic year. In this research,

tests were divided into pre-test and post-test which were equally given to both

experimental class and controlled class. XMIPA4, which consists of 25 students,

were purposive chosen as the Experimental class. Similarly, XMIPA3 which

consists of 25 students were chosen as Controlled class. The selection both of the

classes were determined by considering previous performance of the students and

discussion with the English teacher from both of those classes. The result of the

research is presented in tables and eventually described as follows:

a. Experimental Class

Table 4.1

The result of Experimental Class

NO Name Pre-Test Post-test Gained Score

1 Student 1 68 92 24

2 Student 2 79 89 10

3 Student 3 69 71 2

4 Student 4 77 77 0

5 Student 5 60 72 12

6 Student 6 29 59 30

7 Student 7 72 75 3

8 Student 8 80 84 4

9 Student 9 61 79 18

10 Student 10 83 80 3

11 Student 11 82 82 0

31

12 Student 12 69 72 3

13 Student 13 68 81 13

14 Student 14 85 87 2

15 Student 15 85 97 12

16 Student 16 78 83 5

17 Student 17 73 75 2

18 Student 18 82 85 3

19 Student 19 79 85 6

20 Student 20 67 74 7

21 Student 21 63 76 13

22 Student 22 80 84 4

23 Student 23 76 90 14

24 Student 24 54 75 21

25 Student 25 74 86 12

N=25

TOTAL 1.793 2.010 223

Maximum Score 85 97

Minimum Score 29 59

MEAN 71.72 80.40 8.92

The data on Table 4.1 above showed the result both of the pre-test and post-

test in the experimental class. The total score in pre-test has 1.793 and in post-test

has 2.010. Which in pre-test was mean 71.72 while in post-test 80.40. With 29 as

the minimum score in pre-test and 59 as the minimum score in post-test. Instead,

the maximum score in pre-test is 85 while in post-test is 97. Also, the gained score,

which was 223 from the total, showed improvement. In all, it can be stated that

significance difference between students’ achievement of pre-test and post-test was

a presence and most students are successfully gained their score.

32

Table 4.2

Experimental Class

Open-ended Questionnaire – Pre test

NO QUESTIONS STUDENTS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 Do you love learning

English? Why? V V V X V V V X V V V V X V V X X V V V V X X V X

2

How often do you

use English in your

daily? Always,

often. Rarely/never?

Give the reason!

R R R R O R R N R R A R N R A N N R R R R R R R R

3

What difficulties did

you get when using

English?

S

V

G

S

V

V V

G P V

G

P

V

G

P

G G

S G G

S

G P

P

V

V

P

V

P G

V

G

S

V

G G

G

V

G

V

V

G

S

G

4

If you are using

English, do you like

to use

formal/informal?

B I I I B X I I I I I I I B B I I C I I I I I I I

5

Do you feel, you

already have a lot of

English vocabulary

that you know?

V V L X X X V X V V X X X X X X X X V V X X X X X

6

Do you know what

TV means? Do you

know what it was

called? So, do you

know what clipping

words are?

V

V

V

V

V

V

V

V

V

V V

V

V

V

V

V

V

V

V

V

V

V

X

V

X

V

V

V

V

V

V

V

V

V

V

V

V

V

V V

V

V

V

V

X

X

V

V

Nb:

V=Yes, X=No, R=Rarely, S=Sometimes, L=Little, F=Formal, I=Informal, N=Never, O=Often, A=Always, GSPV=Grammar Speaking

Pronunciation Vocabulary, C=Confused, B=Both

33

Table 4.3

Experimental Class

Open-ended Questionnaire – Post test

NO QUESTIONS STUDENTS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1

After the test was

given, did you

understand and

familiar with

clipping words?

V V V V V X V V V V V X X V V V V V V V V V V V V

2

After you know

many clipping

words, do you feel

your vocabulary is

increasing?

V V V V V V V V V V V V V V X V V V V V V V V X V

3

Do you still find

difficulties to use or

learn English?

V V V V X V V V V V V V V X V X V V V V V V V V V

4

Do you use English

more often,

especially clipping

words?

V X X X X V X X X V V X X X X V X X V V V R S X X

5

Can you specify

clipping words?

Mention it!

V V V V V V V V V V V V V V V V V V V V V V V X V

Nb:

V = Yes R = Rarely S = Sometimes

X = No L = Little

34

Based on the Table 4.2 and 4.3 above, it showed that before pre-test and the

treatment was given in experimental class, most of them are not love learning

English because English is difficult. Especially about grammar and speaking. Most

of them are afraid to speak English too. Otherwise, they understand what people

said, but sometimes they also felt that they only known about basic vocabulary but

too lazy to enlarge their vocabulary. They also like to use informal because it is

easy to say. From 25 of students, only 2 people that always use or learn English in

daily. Moreover, 4 people are never using or learn English. The rest are rarely to

use or learn English in daily, but a few from people that rarely to use or learn

English, sometimes they communicate with their parents or siblings to use English

and also some are motivated because they want to reach their dreams.

After the pre-test and the treatment were given, especially with clipping

words, most of them are understand, and they had already familiar with clipping

words and only 3 people that still get difficulties and not familiar with clipping

words. They also already felt their vocabulary increased, while only 2 people felt

there, was still no increase in their vocabulary. Indeed, from 25 of students, 3 people

still get difficulties to use or learn English. Most of them, which 9 people also said,

they often use clipping words in their daily after the treatment was given even

though only basic clipping words. The rest are never implemented it.

b. Controlled class

Table 4.4

The result of Controlled Class

NO Name Pre-Test Post-test Gained Score

1 Student 1 74 72 -2

2 Student 2 84 57 -27

3 Student 3 79 86 7

4 Student 4 71 71 0

5 Student 5 64 59 -5

6 Student 6 81 85 4

7 Student 7 59 68 9

8 Student 8 78 79 1

9 Student 9 63 68 5

10 Student 10 76 91 15

11 Student 11 84 73 11

35

12 Student 12 67 54 -13

13 Student 13 68 74 6

14 Student 14 79 78 -1

15 Student 15 68 55 -13

16 Student 16 67 65 -2

17 Student 17 72 90 18

18 Student 18 86 86 0

19 Student 19 78 83 5

20 Student 20 85 84 -1

21 Student 21 80 60 -20

22 Student 22 83 79 -4

23 Student 23 65 74 9

24 Student 24 54 64 10

25 Student 25 64 81 17

N=25

TOTAL 1.829 1.836 29

Maximum Score 86 91

Minimum Score 54 54

MEAN 73.16 73.44 1.16

Meanwhile, the score in the control class also gained but not significant,

based on the mean score. The mean score was improved from 73.16 in pre-test into

73.44 in post-test. Meanwhile, the total score in pre-test was 1.829 and in post-test

was 1.836. The gained score in this control class was only 29. Compare to the

experimental class, the improvement in this class was less significant, which means

that the standard method of teaching as the treatment given to the class was not

effective as the treatment given in the experimental class.

Based on table 4.1 and 4.4 above, the mean score of pre-test and post-test

both classes were eventually increased. However, the students in the control class

cannot show the best performance like experimental class does to improving their

score. It can be interpreted by looking at the gained score of both the classes.

Although the experimental class score in pre-test is lower than the control class,

experimental class was able to gained their score in post-test after the treatment was

given. The experimental class increased the mean of the gained score by 8.92 points

while the control class could only increase the mean of the gained score by 1.16

points.

36

Table 4.5

Controlled Class

Open-ended Questionnaire – Pre test

NO QUESTIONS STUDENTS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 Do you love learning

English? Why? X X V V V X V V X V V X V V X V V V V V X X V X V

2

How often do you

use English in your

daily? Always,

often. Rarely/never?

Give the reason!

R R R R N R R R R O O R R R R R R R O R R N R R R

3

What difficulties did

you get when using

English?

P

V

P

V V

P

V P

V

G G

V

G

S

V V P

G

S

V

G G V G G V

P

G

S G G

S

G

V

G P

V G

4

If you are using

English, do you like

to use

formal/informal?

F C I F F I F I F B B I I I I I I I I I I I I F I

5

Do you feel, you

already have a lot of

English vocabulary

that you know?

X X X X X X X V X X X X X V X X X X V X X X X X X

6

Do you know what

TV means? Do you

know what it was

called? So, do you

know what clipping

words are?

V

X

V

V

V

V

V

X

V

X V

V

X

V

V

V

X

V

V

V

V

V

V

V

V V

V

V

V

X

V

X

V

V

V

X

V

V

V

V

V

X

V

V

V

X

V

X

Nb:

V=Yes, X=No, R=Rarely, S=Sometimes, L=Little, F=Formal, I=Informal, N=Never, O=Often, A=Always, GSPV=Grammar Speaking

Pronunciation Vocabulary, C=Confused, B=Both

37

Table 4.6

CONTROLLED CLASS

OPEN-ENDED QUESTIONNAIRE – POST TEST

NO QUESTIONS STUDENTS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1

After the test was

given, did you

understand and

familiar with

clipping words?

V L V X X V V V L L V V V V V V V V V V V X V V V

2

After you know

many clipping

words, do you feel

your vocabulary is

increasing?

V V V V X V V V V V V V V V V V V V V V V V X V V

3

Do you still find

difficulties to use or

learn English?

V V V V V X V V V X S V V V V V V L V V V V V V V

4

Do you use English

more often,

especially clipping

words?

S X V X X S V V V V V S X X X V R S V X V S X S V

5

Can you specify

clipping words?

Mention it!

X V V V V V V X X V V V V V V V V V V V V X V X V

Nb:

V = Yes R = Rarely

X = No L = Little

S = Sometimes

38

From Table 4.5 and 4.6 above, it showed that before pre-test was given in

controlled class, most of them are not love learning English too like the

experimental class, it because English is difficult. Especially about grammar and

how to pronounce the words. Most of them had the confidence to start speaking in

English, but they are afraid if others didn’t understand with their pronounce like a

native speaker itself. Otherwise, they understand what people said, but sometimes

they also felt that they only have known about basic vocabulary but too lazy, and it

made them became confused if they do try hard to enlarge their vocabulary. On the

other hand, most of the male students felt had already more known vocabulary

because they always found new vocabulary while playing games. They also like to

use informal because it is easy to say, but inevitably, a few of them is still confused

about the difference between formal and informal uses. From 25 of students, only

3 people that always using or learning English in daily. One of that the 3 people

used English often because her parents was an English teacher. Moreover, 2 people

are never using or learning English, and they said, it because they lived in Indonesia,

not in America. The rests are rarely to use or learn English in daily. It because they

have no friends to speak with or help them to increase their English.

After the pre-test was given, only a few have understood the details of

clipping words without treatment. Most of them were felt their vocabulary has

increased, while only 2 people feel that their vocabulary has not increased.

Moreover, not like the experimental class, most of the students in this class still had

difficulties to use English. It might be this class no treatment. Indeed, from 25

students, 8 people didn’t use clipping words often in daily. 6 people sometimes use

basic clipping words in daily. The rests are quite often to use clipping words daily.

39

2. Data Analysis

a. The Normality Test

The normality test was conducted before calculating the t-test. It purposed

to know whether the data from the two classes has been normally distributed or not.

The researcher used Kolmogorov-Smirnov and Shapiro-Wilk to do the normality

test. Software IBM SPSS version 24 was used to analyze the data. The result can

be seen as follow:

Table 4.7

Normality Test result of Pre-test and Post-test

Based on the table above in the Kolmogorov-Smirnov’s table, the result

shows that p ≥ α in which the significance of pre-test in experimental class was

(0.156 ≥ 0.05) and the significance of post-test in experimental class was (0.200 ≥

0.05). Meanwhile, the significance of pre-test in the control class was (0.176 ≥

0.05), and the significance of post-test in the control class was (0.200 ≥ 0.05). The

result shows that the significances of the two classes were above 0.05. It means that

both the pre-test and post-test in this study are normally distributed.

b. The Homogeneity Test

After doing the normality test, the researcher did the homogeneity test in

order to test the similarity of the sample in both classes. The researcher used

Annova statistic test to calculate the homogeneity test. The results are presented as

follows:

40

Table 4.8

Homogeneity Test result of Pre-test and Post-test

The results from Table 4.8 above showed that the significance of pre-test

was 0.572, which was higher than the significance level α = 0.05. Meanwhile, the

homogeneity of post-test showed 0.071 as the significance value of the data. Both

results of the pre-test and post-test data were higher than the significance level α =

0.05, which means the data are homogeneous.

c. Hypothesis Test

After finishing the normality and homogeneity test, the researcher

conducted a test of hypothesis to check whether there was a significant difference

in the result of pre-test and post-test after treatments were implemented. Software

IBM SPSS version 24 was chosen and used to test the hypothesis of this research.

This hypothesis test was done not by using IBM SPSS version 24 only, but also by

calculating the test manually in order to create reliable support and verification.

41

Table 4.9

Result of t-test using SPSS

Manual calculation using t-test formula:

Table 4.10

Manual Calculation of T-test

Students GExp

X

GCon

Y X-MX Y-MY (X-MX)2 (Y-MY)2

1 24 -2 15.08 -3.16 227.4064 9.9856

2 10 -27 1.08 -28.16 1.1664 792.9856

3 2 7 -6.92 5.84 47.8864 34.1056

4 0 0 -8.92 -1.16 79.5664 1.3456

5 12 -5 3.08 -6.16 9.4864 37.9456

6 30 4 21.08 2.84 444.3664 8.0656

7 3 9 -5.92 7.84 35.0464 61.4656

8 4 1 -4.92 -0.16 24.2064 0.0256

9 18 5 9.08 3.84 82.4464 14.7456

10 3 15 -5.92 13.84 35.0464 191.5456

11 0 11 -8.92 9.84 79.5664 96.8256

12 3 -13 -5.92 -14.16 35.0464 200.5056

13 13 6 4.08 4.84 16.6464 23.4256

14 2 -1 -6.92 -2.16 47.8864 4.6656

15 12 -13 3.08 -14.16 9.4864 200.5056

16 5 -2 3.92 -3.16 15.3664 9.9856

17 2 18 -6.92 16.84 47.8864 283.5856

18 3 0 -5.92 -1.16 35.0464 1.3456

19 6 5 4.92 3.84 24.2064 14.7456

20 7 -1 -1.92 -2.16 3.6864 4.6656

21 13 -20 4.08 -21.16 16.6464 447.7456

22 4 -4 -4.92 -5.16 24.2064 26.6256

23 14 9 5.08 7.84 25.8064 61.4656

24 21 10 12.08 8.84 145.9264 78.1456

25 12 17 3.08 15.84 9.4864 250.9056

TOTAL 223 29

1523.52 2857.36

Mean 8,92 1,16 60.9408 114.2944

42

a. Finding Mean of Variable X:

M1 = ∑𝒙

𝑵𝟏 =

𝟐𝟐𝟑

𝟐𝟓 = 8.92

b. Finding Mean of Variable Y:

M2 = ∑𝒚

𝐍𝟐 =

𝟐𝟗

𝟐𝟓 = 1.16

c. Finding Standard Deviation of Variable X:

SD1 = √∑𝑿𝟐

𝑵𝟏 = √

𝟏𝟓𝟐𝟑.𝟓𝟐

𝟐𝟓 = √60.9408 = 7.80

d. Finding Standard Deviation of Variable Y:

SD2 = √∑𝒚𝟐

𝑵𝟐 = √

𝟐𝟖𝟓𝟕.𝟑𝟔

𝟐𝟓 = √114.2944 = 10.69

e. Finding Standard Error Mean Variable X:

SEM1 = 𝐒𝐃𝟏

√𝑵−𝟏 =

𝟕.𝟖𝟎

√𝟐𝟓−𝟏 =

𝟕.𝟖𝟎

√𝟐𝟒 =

𝟕.𝟖𝟎

𝟒.𝟖 = 1.62

f. Finding Standard Error Mean Variable Y:

SEM2 = 𝐒𝐃𝟐

√𝑵−𝟏 =

𝟏𝟎.𝟔𝟗

√𝟐𝟓−𝟏 =

𝟏𝟎.𝟔𝟗

√𝟐𝟒 =

𝟏𝟎.𝟔𝟗

𝟒.𝟖 = 2.22

g. Finding standard error of difference of mean of variable X and Y:

𝐒𝐄𝐌𝟏−𝐌𝟐 = √SEM12 + SEM22

= √(1.62)2 + (2.22)2

= √2.62 + 4.92

= √7,55

= 2.74

h. Finding to:

to = 𝑴𝟏−𝑴𝟐

𝑺𝑬𝑴𝟏−𝑴𝟐 =

8.92−1.16

2.74 =

7.76

2.74 = 2.83

i. Finding Degree of Freedom (df):

df = (N1 + N2) – 2 = (25+25) - 2 = 50-2 = 48

The value of df is 48 at degrees of significance 5% (0.05). It means the Ttable

is 2.01. Furthermore, the hypothesis was tested based on the statistical hypotheses

as follows;

Ha = to > tt

= 2.83 > 2.01

43

From the calculation above, the researcher assumed that Ha was accepted

means clipping words is effective to develop students’ vocabulary. The result from

calculating the data is to= 2.83 and tt= 2.01. It means, to higher than tt in significant

5%. So, the null hypothesis is rejected and the alternative hypothesis is accepted.

Then, the researcher used Cohen’s35 formulation in order to know whether

the effect size was strong. And the steps of calculations are as follows:

d = (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑔𝑟𝑜𝑢𝑝−𝑚𝑒𝑎𝑛 𝑜𝑓 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 𝑔𝑟𝑜𝑢𝑝)

𝑝𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

In which:

Mean of group A (experimental class) = 80,40

Mean of group B (control class) = 73.44

Standard deviation of group 1 (experimental class) = 7.80

Standard deviation of group 2 (control class) = 10.69

SDpooled = (𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 1+𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 2)

2

= (7.80+10.69)

2=

18.49

2= 𝟗. 𝟐𝟒

Finding the effect size:

d = (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑔𝑟𝑜𝑢𝑝 − 𝑚𝑒𝑎𝑛 𝑜𝑓 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 𝑔𝑟𝑜𝑢𝑝)

𝑝𝑜𝑜𝑙𝑒𝑑 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

d = (80.40−73.44)

9.24

d = 6.96

9.24

d = 0,75

According to the criteria, it can be measured from the calculation result that

the effect size level of this study is medium, and the effect of clipping words to

develop students’ vocabulary was quietly significant.

35 Daniel Muijs. Doing Quantitative Research in Education. (London: Sage Publications, 2004).

pp. 136 — 139 .

44

B. Discussion

Based on the findings, in experimental class before the treatment was given,

they had the total score 1.793, the maximum score was 85 and the minimum score

was 29 with the average score 71.72. Meanwhile, in the post-test, which after the

treatment was given, they had the total score of 2.010, the maximum score was 97,

and the minimum score was 59 with the average score 80.40. It showed that they

generally gained their score about 8.92 points. Indeed, in the controlled class which

no treatment, in pre-test they had the total score 1.829 which higher than the

experimental class, their maximum score was 86 and the minimum was 54 with the

average score 73.16. Meanwhile, in the post-test, they had the total score of 1.836,

the maximum score was 91 and the minimum score was 54 with the average score

73.44. It showed that, even though their score in pre-test was higher than

experimental class, in post-test they only gained their score about 1,16 points. It

because of no treatment in the controlled class.

Based on the t-test from SPSS used Kolmogorov’s table, it showed that the

data were normally distributed (p ≥ α) with the significance score of pre-test in

experimental class was (0.156 ≥ 0.05), and the significance of post-test in

experimental class was (0.200 ≥ 0.05). While the significance of pre-test in control

class was (0.176 ≥ 0.05) and the significance of post-test in control class was (0.200

≥ 0.05). The result shows that the significances of the two classes were above 0.05.

According to Table 4.8 above, the result showed that the data were

homogeneous. It can be proved by the significance of pre-test was 0.572, which

was higher than the significance level α = 0,05. Meanwhile, the homogeneity of

post-test showed 0,071 as the significance value of the data. Both results of the pre-

test and post-test data were higher than the significance level α = 0,05.

Based on the t-test from SPSS calculation, it can be proved that ρ

(sig. (2-tailed)) ≤ α; 0.015 ≤ 0.05. It means that Ho –which is null hypothesis that

clipping words did not give significant effect to develop students’ vocabulary at the

tenth-grade students of SMAN 5 Kota Tangerang Selatan rejected and Ha –which

is an alternative hypothesis that the clipping words showed the significant effect to

develop students’ vocabulary at the tenth-grade students of SMAN 5 Kota

45

Tangerang Selatan– was accepted. The effect size of the clipping words was 0.75.

Therefore, the effect size level of this research was medium.

The finding of this research supports and proves the idea as what is stated

by Scott Thornbury in his book. He defines that learning vocabulary is important.36

Besides, Richard and Renandya explain that vocabulary is a core element of

language proficiency and provides much of the basis for how well learners speak,

listen, read, and write.37 From all the explanation above, the researcher infers that

vocabulary is most important and a central component of language. It because can

affects four language skills, without enough vocabulary people cannot enrich their

knowledge of words and it makes they cannot communicate or express their ideas

both in oral and written form. Because of that, learning vocabulary cannot be

separated if we want to learning a language.

Many experts had explained about how to teach vocabulary to increase

students’ vocabulary. There are Adrian Doff, Ruth Gairns and Stuart Redman, and

Jeremy Harmer. In this research, the researcher used verbal techniques or verbal

explanation for upper intermediate learners by Ruth Gairns and Stuart Redman,

Jeremy Harmer. Ruth Gairns and Stuart Redman describe that there are several

techniques in teaching vocabulary. One of them, by verbal techniques, which

includes use of illustrative situation, use of synonym and definition, and example

of the types.38 Meanwhile, Jeremy Harmer expresses that there is a lot of way to

teach vocabulary depend on the level of learners.39 For instance, he will use about

word formation and definition game for upper intermediate learners.

In this research, the researcher considered to used Jeremy Harmer, and Ruth

Gairns and Stuart Redman’s statement because it is suitable for the research, which

focuses on vocabulary and clipping words, as one of a kind of word formation, and

36 Scott Thornbury. How to Teach Vocabulary. (England: Person Education Limited, 2002).

pp. 13 — 14. 37 Jack C. Richards and Willy A. Renandya. Methodology in Language Teaching. (USA:

Cambridge University Press, 2002). p. 255. 38 Ruth Gairns and Stuart Redman. Working with words: A guide to Teaching and Learning

Vocabulary. (Cambridge: Cambridge University Press, 1986). pp. 73 — 76. 39 Jeremy Harmer. The Practice of English Language Teaching (Forth Edition). (Malaysia:

Pearson Education Limited, 2007). pp. 229 — 245.

46

the sample also upper intermediate learner. Which they can interact with others

spontaneously, can produced clear, detailed text on a wide range by their material

about explanation text, also can understand the main ideas of complex text, it refers

to Common European Framework of Reference for Language Learning.40 Based on

Meyer, clipping words is a shortened word without changing the meaning.41 Like

TV clipped from Television, etc.

From the data analysis of the research, it can be assumed that clipping words

can give significant effect to develop students’ vocabulary in experimental class

because the score in post-test which after being taught by using clipping words is

higher than before the researcher gave the treatment. This is equivalent to the results

of their interview stating that they felt their vocabulary increased. Furthermore, in

the controlled class, most of them have felt that their vocabulary was increased too.

By contrast, relating to the results of their post-test, it very contrary because the

results didn’t significant because of this class no treatment by using clipping words.

They only gained their score of about 1.16 points.

In summary, using clipping words is effective to develop students’

vocabulary, especially for the tenth-grades students at SMAN 5 Kota Tangerang

Selatan.

40 Council of Europe. Common European Framework of Reference for Languages: Learning,

Teaching, Assessment. (New York: Cambridge University Press, 2006). p. 24. 41 Charles F. Meyer. Introducing English Linguistics. (New York: Cambridge University Press,

2009). p. 181

47

CHAPTER V

CONCLUSION AND SUGGESTION

After finishing the whole steps of this research, the researcher drew the

conclusion referring to the result of the study. After that, related to the conclusion,

the researcher gave suggestions.

A. Conclusion

From the data calculation above, the researcher found that the total score of

the post-test in the experimental class was higher than pre-test which after the

researcher gave the treatment. And the researcher also found at the same time

provide evidence, if the class —controlled class, didn’t give the treatment in class

using clipping words, the class didn’t get a significant effect to increase their

vocabulary. Additionally, it could be concluded that there was a quite significant

effect of using clipping words to develop students’ vocabulary and Ha was accepted.

Based on the findings, it is also concluded that clipping words have a

significant effect on students’ vocabulary at tenth-grades students of SMAN 5 Kota

Tangerang Selatan. It can be seen from the data with the statistical hypothesis of

significance level 5% which is calculated by using SPSS version 24 showed that

the mean score of experimental class after being taught by using clipping words

was 80.40 and it was higher than the mean score before using clipping words; it

was 71.72. The data analysis, moreover, showed that sig. 2-tailed (ρ) ≤ α; 0.015 ≤

0.05. It means that (Ho) as the null hypothesis was rejected and (Ha) as the

alternative hypothesis was accepted. Therefore, clipping words shows the

significant effect to develop students’ vocabulary. It is also supported by the effect

size of clipping words on this research; it was 0.75. It shows that it has a medium

effect size level.

In summary, this research shows that using clipping words can affect

students' vocabulary at the tenth grades students of SMAN 5 Kota Tangerang

Selatan.

48

B. Suggestion

Based on the conclusion mentioned above, the researcher gave the

following suggestions:

1) For the students of SMAN 5 Kota Tangerang Selatan (2018/2019) should

explore more about clipping words to help them to increase their

vocabulary.

2) For all the English teachers, especially the English teachers of SMAN 5

Kota Tangerang Selatan (2018/2019) should introduce details of clipping

words towards students as early as possible. So that the students can enrich

their vocabulary during learning, and the teachers must emphasize their

students to always apply clipping words in their daily. In order to realize

that their vocabulary is increasing. And at the end of the semester, the

teachers must evaluate the vocabulary that they have got and the extent to

which they apply the vocabulary in their daily lives.

3) For the further researcher, the result of this study can be used as basic

information or reference about implementation clipping words for other

research in conducting a similar study.

49

REFERENCES

Alsaawi, A. A. (2013). To What Extent Guessing The Meaning, From The Context,

is Helpful in Teaching Vocabulary. ARECLS, 10, 2.

Benjamin Saunders, J. K. (2015). Anonymising interview data: Challenges and

compromise in practice. Qualilative Research, 15(5), 620.

doi:10.1177/1468794114550439

Creswell, J. W. (2012). Educational Research Planning, Conducting, and

Evaluating Quantitative and Qualitative Research 4th Edition. University

of Nebraska-Lincoln: Pearson.

Education, B. H. (n.d.). Bright HUB Education. Retrieved from

https://www.brighthubeducation.com/esl-lesson-plans/59679-forming-

new-words-compounds-clipping-and-blends/.

English, T. (n.d.). Retrieved from

https://www.teachingenglish.org.uk/article/clipping

Europe, C. o. (2011). Common European Framework of Reference for Languages:

Learning, Teaching, Assessment. New York: Cambridge University Press.

Fry, E. P., & Kress, J. E. (2006). The Reading Teacher’s Book of Lists 5th Edition.

San Francisco, CA: Jossey Bass.

Gairns, R., & Redman, S. (1986). Working with words: A guide to Teaching and

Learning Vocabulary. Cambridge: Cambridge University Press.

Harley, H. (2006). English Words: A Linguistics Introduction. UK: Blackwell

Publishing.

Harmer, J. (2007). The Practice of English Language Teaching (Forth Edition).

Malaysia: Pearson Education Limited.

Hiebert, E. H., & Kamil, M. L. (2005). Teaching and Learning Vocabulary:

Bringing Research to Practice. USA: Lawrence Erlbaum Associates, Inc.

John, R. (2000). Assessing Vocabulary. Cambridge UK: Cambridge University

Press.

Meyer, C. F. (2009). Introducing English Linguistics. New York: Cambridge

University Press.

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Oxford, D. (2008). Oxford Learner’s Pocket Dictionary. New York: Oxford

University Press.

Plag, I. (2002). Word-Formation in English. Siegen: Cambridge University Press.

Richards, J., & Renandya., W. (2002). Methodology in Language Teaching. USA:

Cambridge University Press.

Riddell, D. (2010). Teach English as a Foreign Language. Cambridge: Hodder

Arnold H&S.

Scrivener, J. (2011). Learning Teaching. English: Macmillan Education.

Sudijono, A. (2011). Pengantar Statistik Pendidikan. Jakarta: Rajawali Press.

Susanto, A. (2017, October). The Teaching of Vocabulary: a Perspective. Jurnal

KATA, 1(2), 183.

Thornbury, S. (2002). How to Teach Vocabulary. England: Person Education

Limited.

Ur, P. (2009). A Course in Language Teaching. In A. Doff, Teach English: A

Training Course for Teachers. New York: Cambridge University Press.

Wikibooks. (n.d.). Wikipedia. Retrieved from Word Formation/Clipping:

https://en.wikibooks.org/wiki/Word_formation/Clipping

Yule, G. (2010). The Study of Language (4th Edition). Cambridge: Cambridge

University Press.

51

APPENDICES

52

Appendix 1: Surat Bimbingan Didin Nuruddin Hidayat, Ph.D.

53

Appendix 2: Surat Bimbingan Dr. Atiq Susilo, M.A.

54

Appendix 3: Izin Penelitian

55

Appendix 4: Surat Pengesahan Judul

56

Appendix 5: Teaching Plan

TEACHING PLAN

Standar Kompetensi : Memahami teks fungsional, unsur kebahasaan dan struktur teks dari teks descriptive dan teks explanation.

Kompetensi Dasar : 3.13 Menganalisis perbedaan fungsi sosial, struktur teks dan unsur kebahasaan dari teks descriptive dan teks explanation,

sesuai dengan konteks penggunaan nya.

4.17 Menyebutkan perbedaan dan persamaan teks descriptive dan teks explanation, dilihat dari fungsi sosial, struktur

teks, dan unsur kebahasaan nya.

Meeting Learning Objective

Learning Experience

Media Assignment

Experimental Class Control Class

I

To measure students’

understanding of

clipping words before

giving the treatment.

- The researcher gives pre-test

to the students. The pre-test

consists of interview sheet

and test. The test is arranged

into fill in the blank. It

consists of 2 questions.

- The content of the test in

question number 1 is about

- The researcher gives pre-test

to the students. The pre-test

consists of interview sheet

and test. The test is arranged

into fill in the blank. It

consists of 2 questions.

- The content of the test in

question number 1 is about

- Paper

- Pen

- Open ended

questionnair

e sheet

- Test

57

clipping words, the original

words from the clipping

words, and the meaning.

And for the question number

2, the students asked to

make a short descriptive text

with the clipping words they

had already known.

clipping words, the original

words from the clipping

words, and the meaning. And

for the question number 2,

the students asked to make a

short descriptive text with

the clipping words they had

already known.

II

Students are able to

recognize the meaning

of some new words in

descriptive text.

- The researcher gives

introduction the concept of

Clipping Words; the

definition of Clipping

Words, example and types

of Clipping Words.

- The researcher divides the

class into 4 groups.

- The researcher shows the

example of descriptive text.

- The researcher gives

introduction the concept of

Clipping Words; the

definition of Clipping Words

and example of Clipping

Words.

- The researcher divides the

class into 4 groups.

- The researcher shows the

example of descriptive text.

- Whiteboard

- LCD

- Marker

- List of

clipping

words

58

- The researcher asks the

groups to identify the

Clipping Words from the

text and write down the

meaning and definition in

front of the class.

- In the end of the meeting,

the researcher asks them to

categorize the Clipping

Words into its type.

- The researcher asks the

groups to identify the

Clipping Words from the

text in front of the class.

- In the end of the meeting, the

researcher asks the students

to analyze text functional,

structure and language

features that might consists

in descriptive text that has

been showed.

III

Students are able to

classify some Clipping

Words with its type.

And they can identify

the language feature,

text functional and

structural text of

descriptive text.

- The researcher explains

some details of Descriptive

text; the definition, the

purpose, language feature

and the structure of

Descriptive text.

- The researcher gives another

example of descriptive text.

- The researcher explains

some details of Descriptive

text; the definition, the

purpose, language feature

and the structure of

Descriptive text.

- The students and the

researcher discuss the text

- Whiteboard

- LCD

- Marker

- Identify

language

feature,

structure

and text

functional

of

59

- The students were asked to

identify the language feature

and structure of Descriptive

text from the text.

- The students were asked to

identify the clipping words

and the meaning that consist

from the text.

- In the end of the meeting,

the researcher asks the

students to make a

descriptive text about person

with the clipping words for

homework and find 15

clipping words, categorize

into each type and write the

original words and the

meaning.

functional, structure and

language features from

previous example in

previous meeting.

- The researcher gives another

example of descriptive text.

- The students were asked to

identify the language

feature, structure and text

functional from the new text

that given.

- In the end of meeting, the

researcher asks the students

to make descriptive text

about person for homework.

Descriptive

text

60

IV

Students are able to

identify the similarities

and differences

between the

Descriptive text and

Explanation text.

- The researcher gives an

example of Explanation text.

- The researcher asks the

students to identify the

structure, purpose, and

language feature from the

text.

- The researcher explains

some details of Explanation

text; the definition, the

purpose, language feature

and the structure of

Explanation text.

- The students were asked to

identify the differences and

similarities about

Descriptive and Explanation

text.

- The researcher gives an

example of Explanation text.

- The researcher asks the

students to identify the

structure, purpose, and

language feature from the

text.

- The researcher explains

some details of Explanation

text; the definition, the

purpose, language feature

and the structure of

Explanation text.

- The students were asked to

identify the differences and

similarities about Descriptive

and Explanation text.

- In the end of the meeting, the

students were asked to write

- Whiteboard

- LCD

- Marker

- Identify the

similarities

and

differences

between the

Description

text and

Explanation

text

61

- In the end of the meeting,

the students were asked to

write an explanation text

with the clipping words for

homework and find another

15 clipping words,

categorize into each type

and write the original words

and the meaning.

an explanation text for

homework.

V

Students are able to

remember some new

words from Clipping

word with the

definition. And

- The researcher asks some

students to come forward in

front of the class to write

about their homework

(descriptive and

explanation)

- The researcher asks students

to identify one of their

friend’s homework about the

clipping words, original

- The researcher asks some

students to come forward in

front of the class to write

about their homework

(descriptive and

explanation).

- The researcher asks

students to identify one of

their friend’s homework

about the language feature,

- Whiteboard

- LCD

- Marker

- Make a

Descriptive

text and an

Explanation

text.

62

words and the meaning of it

classify into each type.

- The researcher asks students

to identify one of their

friend’s homework about the

language feature, structure,

text functional both of the

text.

- In the end of the meeting,

the researcher asks the

students to find another 15

clipping words, categorize

into each type and write the

original words and the

meaning and memorize all

of the clipping words that

they already got. So, they

have to memorize 45

clipping words.

structure, text functional

both of the text.

63

VI

To know students’

understanding of

Clipping Words

between the

experimental and

control class after

giving the treatment.

- In the 6th meeting, the

researcher reviews the

materials that have been

learned by students;

definition of Clipping

Words, examples and types

of Clipping Words.

- In the end of the session, the

researcher holds a post-test.

- In the 6th meeting, the

researcher reviews the

materials that have been

learned by students;

definition of Clipping

Words, examples and types

of Clipping Words.

- In the end of the session, the

researcher holds a post-test.

- Paper

- Pen

- Open ended

questionnair

e sheet

- Test

64

Appendix 6: Lesson Plan of Experimental and Controlled Class

LESSON PLAN

EXPERIMENTAL CLASS

Mata Pelajaran : Bahasa Inggris (Peminatan)

Satuan Pendidikan : SMAN 5 Kota Tangerang Selatan

Kelas / Semester : X / 2

Materi Pokok : Similarities and Differences Descriptive Text and

Explanation Text

Alokasi Waktu : 8 x 45 menit

A. Kompetensi Inti (KI)

KI 1. Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2. Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan berinteraksi secara efektif dengan lingkungan sosial dan

alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

KI 3. Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan

faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,

dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik

sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan

ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan

mampu menggunakan metoda sesuai kaidah keilmuan.

65

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

KI Kompetensi Dasar Indikator Pencapaian Kompetensi

3 3.13 Menganalisis fungsi sosial,

struktur teks, dan unsur

kebahasaan pada ungkapan

untuk menyatakan

keterkaitan/sebab akibat, sesuai

dengan konteks penggunaannya.

3.13.1 Mengidentifikasi ungkapan

untuk menyatakan

keterkaitan/sebab akibat.

3.13.2 Mendeteksi makna dan

informasi dari teks yang

terdapat ungkapan untuk

menyatakan keterkaitan/sebab

akibat.

3.13.3 Mendeteksi fungsi sosial,

struktur teks dan unsur

kebahasaan pada ungkapan

untuk menyatakan

keterkaitan/sebab akibat

4 4.17 Menyusun teks lisan dan tulis

untuk menyatakan dan

menanyakan tentang

menyatakan

keterkaitan/sebab akibat

keterkaitan/sebab akibat,

dengan memperhatikan

fungsi sosial, struktur teks,

dan unsur kebahasaan, yang

benar dan sesuai konteks.

4.17.1 Menyunting teks lisan dan tulis

sederhana pada teks deskriptif

dan teks explanation dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur

kebahasaan sesuai dengan

kontekspenggunaanya.

4.17.2 Menyusun teks lisan dan tulis

sederhana tentang pada teks

deskriptif dan teks

explanation dengan

memperhatikan tujuan, struktur

teks, dan unsur kebahasaan

sesuai dengan konteks

penggunaanya.

66

4.17.3 Mengkomunikasikan teks lisan

dan tulis sederhana tentang teks

deskriptif dan teks explanation

dengan memperhatikan fungsi

sosial, struktur teks, dan unsur

kebahasaan sesuai dengan

konteks penggunaanya.

C. Tujuan Pembelajaran

Setelah melalui proses pembelajaran, siswa diharapkan mampu:

a. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

b. Menunjukan perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru dan

teman.

c. Menyunting teks lisan dan tulis sederhana tentang teks deskriptif dan

teks explanation dengan memperhatikan fungsi sosial,struktur teks, dan

unsure kebahasaan sesuai dengan konteks penggunaanya.

d. Menyusun teks lisan dan tulis sederhana tentang teks deskriptif dan teks

explanation dengan memperhatikan tujuan, struktur teks, dan unsur

kebahasaan sesuai dengan konteks penggunaanya.

e. Mengkomunikasikan teks lisan dan tulis sederhana tentang teks

deskriptif dan teks explanation dengan memperhatikan fungsi

sosial,struktur teks, dan unsur kebahasaan sesuai dengan konteks

penggunaanya.

D. Materi Pembelajaran

Fungsi Sosial

▪ Menentukan perbedaan dan persamaan antara teks deskriptif dan teks

explanation.

67

Unsur Kebahasaan

▪ Descriptive text:

- Use simple present tense:

All company’s spend a lot of money on ads because it to attract public

attention.

- Use adjective

- Use to be

- Describe the object/character by specific.

▪ Explanation text:

- Use simple present tense

- Use conjunction

- Use action verb

- Use technical words

- Use time connectors

Struktur teks

▪ Descriptive: - Identification

- Description

▪ Explanation: - General Statement

- Explanation Sequence

- Closing

Topik

Interaksi antara guru dan peserta didik di dalam dan di luar kelas yang

melibatkan pernyataan niat yang dapat menumbuhkan perilaku yang termuat di KI.

E. Strategi atau Metode Pembelajaran

1. Pendekatan : Clipping Words

2. Model Pembelajaran : Clipping Words

3. Metode : PPP (Presentation, Practice, Production) &

groupwork.

68

F. Media, Alat dan Sumber Pembelajaran

1. Media

▪ PPT Power Point : digunakan untuk memberikan penjelasan terkait

descriptive and explanation text.

69

2. Alat

▪ Laptop dan LCD Projector: digunakan untuk menjelaskan melalui power

point.

3. Sumber Pelajaran

▪ Buku Bahasa Inggris kelas X “Advanced Learning English 1” oleh

Herman Benyamin.

▪ Suara guru

70

G. Kegiatan Pembelajaran

Pertemuan Pertama

▪ Langkah-Langkah Pembelajaran

No. Kegiatan Deskripsi Waktu

1. Pendahuluan ▪ Guru mengucapkan salam

▪ Berinteraksi dengan murid (guru

menanyakan kabar, menanyakan

kesiapan siswa untuk mengikuti

pelajaran, dsb.)

▪ Guru memeriksa kehadiran siswa.

▪ Guru memberi motivasi kepada

siswa.

▪ Guru menanyakan pelajaran yang

lalu.

▪ Guru memberikan permainan

dengan mengajukan pertanyaan

yang berhubungan dengan materi

yang akan dipelajari.

▪ Guru menjelaskan tentang tujuan

pembelajaran yang akan dicapai

dari materi yang akan dipelajari.

(Greeting)

1 menit

2 menit

1 menit

(Motivating)

2 menit

(Recall)

2 menit

(Ice breaking)

3 menit

2 menit

2. Kegiatan Inti ▪ Peserta didik di minta untuk

mengamati contoh dalam teks

deskriptif mengenai “clipping

words” yang di tampilkan di

depan kelas.

(Observing)

5 menit

▪ Guru menanyakan peserta didik

tentang isi teks dan unsur

kebahasaan yang terkandung di

dalam nya, yang sudah di

tampilkan di power point.

(Questioning)

7 menit

71

▪ Guru menjelaskan terkait clipping

words melalui power point.

(Lecturing)

15 menit

▪ Guru membagi peserta didik

menjadi 4 kelompok. Dan

meminta peserta didik untuk

membuat list terkait clipping

words yang berisi original words

beserta artinya yang terdapat di

dalam teks yang sudah

ditampilkan.

(Experimenting)

10 menit

▪ Peserta didik diminta untuk

menuliskan list yang didapat

bersama kelompoknya ke depan

papan tulis. Dan membuat satu

kalimat baru dari clipping words

yang sudah didapatkan.

▪ Peserta didik diminta untuk

mengelompokan ke tiap tipe nya

dari seluruh clipping words yang

sudah dibahas.

(Communicating)

20 menit

10 menit

3. Penutup ▪ Review materi yang telah dibahas

dan dibimbing oleh guru.

▪ Guru memberikan umpan balik

atau feedback kepada siswa

terkait proses dan hasil

pembelajaran.

▪ Penutup (salam)

(Evaluating)

5 menit

(Rewarding)

3 menit

2 menit

72

Pertemuan Ke-dua

▪ Langkah-Langkah Pembelajaran

No. Kegiatan Deskripsi Waktu

1. Pendahuluan ▪ Guru mengucapkan salam

▪ Berinteraksi dengan murid (guru

menanyakan kabar, menanyakan

kesiapan siswa untuk mengikuti

pelajaran, dsb.)

▪ Guru memeriksa kehadiran siswa.

▪ Guru memberi motivasi kepada

siswa.

▪ Guru menanyakan pelajaran yang

lalu.

▪ Guru memberikan permainan

dengan mengajukan pertanyaan

yang berhubungan dengan materi

yang akan dipelajari.

▪ Guru menjelaskan tentang tujuan

pembelajaran yang akan dicapai

dari materi yang akan dipelajari.

(Greeting)

1 menit

1 menit

2 menit

(Motivating)

2 menit

(Recall)

2 menit

(Ice breaking)

3 menit

2 menit

2. Kegiatan Inti ▪ Guru menjelaskan terkait

deskriptif teks melalui power

point.

(Lecturing)

15 menit

▪ Guru memberikan contoh

deskriptif teks dan menanyakan

peserta didik tentang isi kalimat

dan unsur kebahasaan yang

terkandung di dalam nya, yang

(Questioning)

5 menit

73

sudah di tampilkan di power

point.

▪ Peserta didik diminta untuk

mengamati contoh deskriptif teks

yang mengandung “clipping

words” yang di tampilkan di

depan kelas.

(Observing)

7 menit

▪ Guru meminta peserta didik untuk

membuat kalimat tiap tipe dari

clipping words dengan kelompok

nya.

(Experimenting)

15 menit

▪ Peserta didik read aloud kalimat

yang sudah dibuat, sehingga tiap

anggotanya dapat memiliki

kesempatan berbicara dan guru

mengetahui speaking tiap

individu peserta didik.

(Communicating)

15 menit

3. Penutup ▪ Review materi yang telah dibahas

dan dibimbing oleh guru dengan

memberikan kuis di powerpoint.

▪ Guru memberikan umpan balik

atau feedback kepada siswa

terkait proses dan hasil

pembelajaran.

▪ Penutup (salam)

(Evaluating)

5 menit

(Rewarding)

3 menit

1 menit

74

Pertemuan Ke-tiga

▪ Langkah-Langkah Pembelajaran

No. Kegiatan Deskripsi Waktu

1. Pendahuluan ▪ Guru mengucapkan salam

▪ Berinteraksi dengan murid (guru

menanyakan kabar, menanyakan

kesiapan siswa untuk mengikuti

pelajaran, dsb.)

▪ Guru memeriksa kehadiran siswa.

▪ Guru memberi motivasi kepada

siswa.

▪ Guru menanyakan pelajaran yang

lalu.

▪ Guru memberikan permainan

dengan mengajukan pertanyaan

yang berhubungan dengan materi

yang akan dipelajari)

▪ Guru menjelaskan tentang tujuan

pembelajaran yang akan dicapai

dari materi yang akan dipelajari.

(Greeting)

1 menit

1 menit

1 menit

(Motivating)

1 menit

(Recall)

2 menit

(Ice breaking)

3 menit

2 menit

2. Kegiatan Inti ▪ Peserta didik di minta untuk

mengamati tiga contoh kalimat

mengenai “cause and effect”

yang di tampilkan di depan kelas.

(Observing)

2 menit

▪ Guru menanyakan peserta didik

tentang isi kalimat dan unsur

kebahasaan yang terkandung di

dalam nya, yang sudah di

tampilkan di power point.

(Questioning)

5 menit

75

▪ Guru menjelaskan terkait cause

and effect melalui power point.

(Lecturing)

15 menit

▪ Guru meminta peserta didik untuk

membuat kalimat tiap tipe dari

cause and effect dengan kelompok

nya.

(Experimenting)

7 menit

▪ Peserta didik read aloud kalimat

yang sudah dibuat, sehingga tiap

anggotanya dapat memiliki

kesempatan berbicara dan guru

mengetahui speaking tiap

individu peserta didik.

(Communicating)

15 menit

3. Penutup ▪ Review materi yang telah dibahas

dan dibimbing oleh guru dengan

memberikan kuis di powerpoint.

▪ Guru memberikan umpan balik

atau feedback kepada siswa

terkait proses dan hasil

pembelajaran.

▪ Penutup (salam)

(Evaluating)

5 menit

(Rewarding)

3 menit

1 menit

76

Pertemuan Ke-empat

▪ Langkah-Langkah Pembelajaran

No. Kegiatan Deskripsi Waktu

1. Pendahuluan ▪ Guru mengucapkan salam

▪ Berinteraksi dengan murid (guru

menanyakan kabar, menanyakan

kesiapan siswa untuk mengikuti

pelajaran, dsb.)

▪ Guru memeriksa kehadiran siswa.

▪ Guru memberi motivasi kepada

siswa.

▪ Guru menanyakan pelajaran yang

lalu.

▪ Guru memberikan permainan

dengan mengajukan pertanyaan

yang berhubungan dengan materi

yang akan dipelajari)

▪ Guru menjelaskan tentang tujuan

pembelajaran yang akan dicapai

dari materi yang akan dipelajari.

(Greeting)

1 menit

1 menit

1 menit

(Motivating)

1 menit

(Recall)

2 menit

(Ice breaking)

3 menit

2 menit

2. Kegiatan Inti ▪ Peserta didik di minta untuk

mengamati tiga contoh kalimat

mengenai “cause and effect” yang

di tampilkan di depan kelas.

(Observing)

2 menit

▪ Guru menanyakan peserta didik

tentang isi kalimat dan unsur

kebahasaan yang terkandung di

dalam nya, yang sudah di

tampilkan di power point.

(Questioning)

5 menit

77

▪ Guru menjelaskan terkait cause

and effect melalui power point.

(Lecturing)

15 menit

▪ Guru meminta peserta didik untuk

membuat kalimat tiap tipe dari

cause and effect dengan kelompok

nya.

(Experimenting)

7 menit

▪ Peserta didik read aloud kalimat

yang sudah dibuat, sehingga tiap

anggotanya dapat memiliki

kesempatan berbicara dan guru

mengetahui speaking tiap individu

peserta didik.

(Communicating)

15 menit

3. Penutup ▪ Review materi yang telah dibahas

dan dibimbing oleh guru dengan

memberikan kuis di powerpoint.

▪ Guru memberikan umpan balik

atau feedback kepada siswa terkait

proses dan hasil pembelajaran.

▪ Penutup (salam)

(Evaluating)

5 menit

(Rewarding)

3 menit

1 menit

Tangerang, 15 Januari 2019

Mengetahui,

Guru Bidang Studi

Bahasa Inggris

Guru PLP

Bahasa Inggris

Dupiah, S.Pd., MM Intan Paramita

NIP. 19741012 200801 2 004 NIM. 11150140000050

78

◼ Experimental class:

ARYA WICAKSONO

M RIZKY G

79

HASHFI C

RIKA

80

LISTAH LINTANG

81

LESSON PLAN

CONTROLLED CLASS

Mata Pelajaran : Bahasa Inggris (Peminatan)

Satuan Pendidikan : SMAN 5 Kota Tangerang Selatan

Kelas / Semester : X / 2

Materi Pokok : Similarities and Differences Descriptive Text and

Explanation Text

Alokasi Waktu : 8 x 45 menit

A. Kompetensi Inti (KI)

KI 1. Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2. Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan berinteraksi secara efektif dengan lingkungan sosial dan

alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

KI 3. Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan

faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,

dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik

sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan

ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan

mampu menggunakan metoda sesuai kaidah keilmuan.

82

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

KI Kompetensi Dasar Indikator Pencapaian Kompetensi

3 3.13 Menganalisis fungsi sosial,

struktur teks, dan unsur

kebahasaan pada ungkapan

untuk menyatakan

keterkaitan/sebab akibat, sesuai

dengan konteks penggunaannya.

3.13.4 Mengidentifikasi ungkapan

untuk menyatakan

keterkaitan/sebab akibat.

3.13.5 Mendeteksi makna dan

informasi dari teks yang

terdapat ungkapan untuk

menyatakan keterkaitan/sebab

akibat.

3.13.6 Mendeteksi fungsi sosial,

struktur teks dan unsur

kebahasaan pada ungkapan

untuk menyatakan

keterkaitan/sebab akibat

4 4.17 Menyusun teks lisan dan tulis

untuk menyatakan dan

menanyakan tentang

menyatakan

keterkaitan/sebab akibat

keterkaitan/sebab akibat,

dengan memperhatikan

fungsi sosial, struktur teks,

dan unsur kebahasaan, yang

benar dan sesuai konteks.

4.17.1 Menyunting teks lisan dan tulis

sederhana pada teks deskriptif

dan teks explanation dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur

kebahasaan sesuai dengan

kontekspenggunaanya.

4.17.2 Menyusun teks lisan dan tulis

sederhana tentang pada teks

deskriptif dan teks

explanation dengan

memperhatikan tujuan, struktur

teks, dan unsur kebahasaan

83

sesuai dengan konteks

penggunaanya.

4.17.3 Mengkomunikasikan teks lisan

dan tulis sederhana tentang teks

deskriptif dan teks explanation

dengan memperhatikan fungsi

sosial, struktur teks, dan unsur

kebahasaan sesuai dengan

konteks penggunaanya.

C. Tujuan Pembelajaran

Setelah melalui proses pembelajaran, siswa diharapkan mampu:

a. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

b. Menunjukan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

c. Menyunting teks lisan dan tulis sederhana tentang teks deskriptif dan teks

explanation dengan memperhatikan fungsi sosial,struktur teks, dan unsure

kebahasaan sesuai dengan konteks penggunaanya.

d. Menyusun teks lisan dan tulis sederhana tentang teks deskriptif dan teks

explanation dengan memperhatikan tujuan, struktur teks, dan unsur

kebahasaan sesuai dengan konteks penggunaanya.

e. Mengkomunikasikan teks lisan dan tulis sederhana tentang teks deskriptif

dan teks explanation dengan memperhatikan fungsi sosial,struktur teks, dan

unsur kebahasaan sesuai dengan konteks penggunaanya.

D. Materi Pembelajaran

Fungsi Sosial

▪ Menentukan perbedaan dan persamaan antara teks deskriptif dan teks

explanation.

84

Unsur Kebahasaan

▪ Descriptive text:

- Use simple present tense:

All company’s spend a lot of money on ads because it to attract public

attention.

- Use adjective

- Use to be

- Describe the object/character by specific.

▪ Explanation text:

- Use simple present tense

- Use conjunction

- Use action verb

- Use technical words

- Use time connectors

Struktur teks

▪ Descriptive: - Identification

- Description

▪ Explanation: - General Statement

- Explanation Sequence

- Closing

Topik

Interaksi antara guru dan peserta didik di dalam dan di luar kelas yang

melibatkan pernyataan niat yang dapat menumbuhkan perilaku yang termuat di KI.

E. Strategi atau Metode Pembelajaran

1. Pendekatan : Clipping Words

2. Model Pembelajaran : Clipping Words

3. Metode : PPP (Presentation, Practice, Production) &

groupwork.

85

F. Media, Alat dan Sumber Pembelajaran

1. Media

▪ PPT Power Point : digunakan untuk memberikan penjelasan terkait

descriptive and explanation text.

2. Alat

▪ Laptop dan LCD Projector: digunakan untuk menjelaskan melalui power

point.

3. Sumber Pelajaran

▪ Buku Bahasa Inggris kelas X “Advanced Learning English 1” oleh

Herman Benyamin.

▪ Suara guru

86

G. Kegiatan Pembelajaran

Pertemuan Pertama

▪ Langkah-Langkah Pembelajaran

No. Kegiatan Deskripsi Waktu

1. Pendahuluan ▪ Guru mengucapkan salam

▪ Berinteraksi dengan murid (guru

menanyakan kabar, menanyakan

kesiapan siswa untuk mengikuti

pelajaran, dsb.)

▪ Guru memeriksa kehadiran siswa.

▪ Guru memberi motivasi kepada

siswa.

▪ Guru menanyakan pelajaran yang

lalu.

▪ Guru memberikan permainan

dengan mengajukan pertanyaan

yang berhubungan dengan materi

yang akan dipelajari.

▪ Guru menjelaskan tentang tujuan

pembelajaran yang akan dicapai

dari materi yang akan dipelajari.

(Greeting)

1 menit

2 menit

1 menit

(Motivating)

2 menit

(Recall)

2 menit

(Ice breaking)

3 menit

2 menit

2. Kegiatan Inti ▪ Peserta didik di minta untuk

mengamati contoh dalam teks

deskriptif yang di tampilkan di

depan kelas.

(Observing)

5 menit

▪ Guru menanyakan peserta didik

tentang isi teks dan unsur

kebahasaan yang terkandung di

dalam nya, yang sudah di

tampilkan di power point.

(Questioning)

7 menit

87

▪ Guru menjelaskan terkait unsur

kebahasaan dan struktur teks yang

terkandung di dalam teks melalui

power point.

(Lecturing)

20 menit

▪ Guru membagi peserta didik

menjadi 4 kelompok. Dan

meminta peserta didik untuk

memperdalam mencari materi

deskriptif dari sumber internet.

(Experimenting)

5 menit

▪ Peserta didik diminta untuk

menjelaskan apa yang sudah

mereka dapatkan dari internet

bersama kelompoknya ke depan

kelas. Dan kelompok lain yang

mendengarkan, mencatat apa saja

hal baru tentang materi deskriptif

teks yang tidak ada dalam catatan

mereka.

▪ Peserta didik beserta

kelompoknya diminta untuk

membuat satu teks baru tentang

deskriptif teks yang sudah

dipahami.

(Communicating)

20 menit

10 menit

3. Penutup ▪ Review materi yang telah dibahas

dan dibimbing oleh guru.

▪ Guru memberikan umpan balik

atau feedback kepada siswa

terkait proses dan hasil

pembelajaran.

▪ Penutup (salam)

(Evaluating)

5 menit

(Rewarding)

3 menit

2 menit

88

Pertemuan Ke-dua

▪ Langkah-Langkah Pembelajaran

No. Kegiatan Deskripsi Waktu

1. Pendahuluan ▪ Guru mengucapkan salam

▪ Berinteraksi dengan murid (guru

menanyakan kabar, menanyakan

kesiapan siswa untuk mengikuti

pelajaran, dsb.)

▪ Guru memeriksa kehadiran siswa.

▪ Guru memberi motivasi kepada

siswa.

▪ Guru menanyakan pelajaran yang

lalu.

▪ Guru memberikan permainan

dengan memainkan musik dari

orang yang berhubungan dengan

materi yang akan dipelajari.

▪ Guru menjelaskan tentang tujuan

pembelajaran yang akan dicapai

dari materi yang akan dipelajari.

(Greeting)

1 menit

1 menit

2 menit

(Motivating)

2 menit

(Recall)

2 menit

(Ice breaking)

3 menit

2 menit

2. Kegiatan Inti ▪ Guru memberikan contoh

deskriptif teks dan menanyakan

peserta didik tentang isi kalimat

dan unsur kebahasaan yang

terkandung di dalam nya, yang

sudah di tampilkan di power

point.

▪ Peserta didik diminta untuk

mengamati contoh deskriptif teks

(Questioning)

5 menit

(Observing)

7 menit

89

dan identifikasi mengenai unsur

kebahasaan dan struktur teks.

▪ Guru menjelaskan dan

meluruskan terkait deskriptif teks

yang sudah para peserta didik

identifikasi melalui power point.

(Lecturing)

15 menit

▪ Guru meminta tiap peserta didik

untuk membuat satu deskriptif

teks.

(Experimenting)

15 menit

▪ Peserta didik yang sudah

menyelasaikan tugas nya terlebih

dahulu, akan read aloud teks yang

sudah dibuat, dengan begitu guru

memberikan kesempatan

berbicara dan guru pun akan

mengetahui speaking tiap

individu peserta didik.

(Communicating)

15 menit

3. Penutup ▪ Review materi yang telah dibahas

dan dibimbing oleh guru dengan

memberikan kuis di powerpoint.

▪ Guru memberikan umpan balik

atau feedback kepada siswa

terkait proses dan hasil

pembelajaran.

▪ Penutup (salam)

(Evaluating)

5 menit

(Rewarding)

3 menit

1 menit

90

Pertemuan Ke-tiga

▪ Langkah-Langkah Pembelajaran

No. Kegiatan Deskripsi Waktu

1. Pendahuluan ▪ Guru mengucapkan salam

▪ Berinteraksi dengan murid (guru

menanyakan kabar, menanyakan

kesiapan siswa untuk mengikuti

pelajaran, dsb.)

▪ Guru memeriksa kehadiran siswa.

▪ Guru memberi motivasi kepada

siswa.

▪ Guru menanyakan pelajaran yang

lalu.

▪ Guru memberikan permainan

dengan mengajukan pertanyaan

yang berhubungan dengan materi

yang akan dipelajari.

▪ Guru menjelaskan tentang tujuan

pembelajaran yang akan dicapai

dari materi yang akan dipelajari.

(Greeting)

1 menit

2 menit

1 menit

(Motivating)

2 menit

(Recall)

2 menit

(Ice breaking)

3 menit

2 menit

2. Kegiatan Inti ▪ Peserta didik di minta untuk

mengamati contoh dalam teks

explanation yang di tampilkan di

depan kelas.

(Observing)

5 menit

▪ Guru menanyakan peserta didik

tentang isi teks dan unsur

kebahasaan yang terkandung di

dalam nya, yang sudah di

tampilkan di power point.

(Questioning)

7 menit

91

▪ Guru menjelaskan terkait unsur

kebahasaan dan struktur teks yang

terkandung di dalam teks melalui

power point.

(Lecturing)

20 menit

▪ Guru membagi peserta didik

menjadi 5 kelompok. Dan

meminta peserta didik untuk

memperdalam mencari materi

explanation dari sumber internet.

(Experimenting)

5 menit

▪ Peserta didik diminta untuk

menjelaskan apa yang sudah

mereka dapatkan dari internet

bersama kelompoknya ke depan

kelas. Dan kelompok lain yang

mendengarkan, mencatat apa saja

hal baru tentang materi

explanation teks yang tidak ada

dalam catatan mereka.

▪ Peserta didik beserta

kelompoknya diminta untuk

mencari satu teks baru tentang

explanation teks dan

mengidentifikasi yang sudah

dipahami.

(Communicating)

20 menit

10 menit

3. Penutup ▪ Review materi yang telah dibahas

dan dibimbing oleh guru.

▪ Guru memberikan umpan balik

atau feedback kepada siswa

terkait proses dan hasil

pembelajaran.

▪ Penutup (salam)

(Evaluating)

5 menit

(Rewarding)

3 menit

2 menit

92

Pertemuan Ke-empat

▪ Langkah-Langkah Pembelajaran

No. Kegiatan Deskripsi Waktu

1. Pendahuluan ▪ Guru mengucapkan salam

▪ Berinteraksi dengan murid (guru

menanyakan kabar, menanyakan

kesiapan siswa untuk mengikuti

pelajaran, dsb.)

▪ Guru memeriksa kehadiran siswa.

▪ Guru memberi motivasi kepada

siswa.

▪ Guru menanyakan pelajaran yang

lalu.

▪ Guru memberikan permainan

dengan memainkan musik dari

orang yang berhubungan dengan

materi yang akan dipelajari.

▪ Guru menjelaskan tentang tujuan

pembelajaran yang akan dicapai

dari materi yang akan dipelajari.

(Greeting)

1 menit

1 menit

2 menit

(Motivating)

2 menit

(Recall)

2 menit

(Ice breaking)

3 menit

2 menit

2. Kegiatan Inti ▪ Guru memberikan contoh

explanation teks dan menanyakan

peserta didik tentang isi kalimat

dan unsur kebahasaan yang

terkandung di dalam nya, yang

sudah di tampilkan di power

point.

▪ Peserta didik diminta untuk

mengamati contoh explanation

teks dan identifikasi mengenai

(Questioning)

5 menit

(Observing)

7 menit

93

unsur kebahasaan dan struktur

teks.

▪ Guru menjelaskan dan

meluruskan terkait explanation

teks yang sudah para peserta didik

identifikasi melalui power point.

(Lecturing)

15 menit

▪ Guru meminta peserta didik untuk

membahas teks explanation yang

sudah mereka cari dan

identifikasi.

(Experimenting)

15 menit

▪ Guru meminta peserta didik yang

mendengarkan teman nya

presentasi mengenai tugasnya

untuk menelaah juga, apakah

temannya sudah dengan benar

mengklasifikasikan bagian-

bagian nya.

(Communicating)

15 menit

3. Penutup ▪ Review materi yang telah dibahas

dan dibimbing oleh guru dengan

memberikan kuis di powerpoint.

▪ Guru memberikan umpan balik

atau feedback kepada siswa

terkait proses dan hasil

pembelajaran.

▪ Penutup (salam)

(Evaluating)

5 menit

(Rewarding)

3 menit

1 menit

Tangerang, 15 Januari 2019

Mengetahui,

Guru Bidang Studi

Bahasa Inggris

Guru PLP

Bahasa Inggris

Dupiah, S.Pd., MM Intan Paramita

NIP. 19741012 200801 2 004 NIM. 11150140000050

94

◼ Controlled Class

NABILA R

M QEIS

RAKA

95

Appendix 7: Students’ Answer Sheet (Pre-Test)

◼ Experimental Class

96

97

98

99

100

101

102

◼ Controlled Class

103

104

105

106

Appendix 8: Students’ Answer Sheet (Post-Test)

◼ Experimental Class

107

108

109

110

◼ Controlled Class

111

112

113

114

Appendix 9: Documentation

EXPERIMENTAL CLASS CONTROLLED CLASS

Open-Ended Questionnaire Pre-Test Open-Ended Questionnaire Pre-Test

Open-Ended Questionnaire Post-Test Open-Ended Questionnaire Post-Test

Main Answer Pre-Test Main Answer Pre-Test

115

Main Answer Post-Test Main Answer Post-Test

Whole Class Condition Whole Class Condition

Teaching Teaching

116

Appendix 10: References Examination Paper

117

118