A GRADUATING PAPER
STATEMENT OF CERTIFICATION
THE USE OF THINK PAIR SHARE LEARNING MODEL TO
IMPROVE VOCABULARY MASTERY OF THE SECOND YEAR
STUDENTS OF SMK MUHAMMADIYAH SALATIGA IN ACADEMIC
YEAR 2011/2012
Ida Ubaidah Hidayati
11308083
Has been brought to the board of examiners in English Education Department,
State Institute for Islamic Studies (STAIN) Salatiga on 2012 to completely fulfill
the requirement of the Degree of
Sarjana Pendidikan Islam (S.Pd.I).
Head Examiner
Secretary
RifqiAuliaErlangga,M.Hum
1st Examiner
Norwanto, M.Hum
2nd Examiner
3rd Examiner
DECLARATION
In the name of truth and responsibility, the writer makes a statement that is
graduating paper has not substance which is ever written by other person or
published. Wherever, this paper also does not containt of one other mind, except
the information which is included into references as material reconciliation.
The writer is capable of accounting for this graduating paper if in the
future this graduating paper is proved of containing others idea, or in fact, the
writer imites the others graduating paper. The declaration is made by the writer
and the writer hopes that this declaration can be understood.
Hammam, M.Pd.
Islamic
Studies
of
Salatiga
Assalamualaikum Wr. Wb.
After reading and correcting Ida Ubaidahs graduating paper entitled THE USE
OF THINK PAIR SHARE LEARNING MODEL TO IMPROVE
VOCABULARY MASTERY OF THE SECOND YEAR STUDENTS OF
SMK MUHAMMADIYAH SALATIGA IN ACADEMIC YEAR 2011/2012; I
have dedicated and would like to propose that if it could be accepted by education
faculty, I hope it would be examined as soon as possible.
Wassalamualaikum Wr. Wb.
Consultant,
Hammam, M.Pd
NIP.1973061 020003 1 001
MOTTO
DO WHAT YOU CAN, WITH WHAT YOU HAVE, WHERE
YOU ARE
(THEODORE ROOSELVELT)
DEDICATION
I dedicate this graduating paper to:
My beloved mother, Khomsiyah and my beloved father, Hadi
Mulyono, thanks all support, trust, finance, and encouragement.
My big family that could not mention them one by one
My Best friends in Boarding House AL- HASAN Pondok Atas
( LAila, Nila, Yusa, Ina, Arlin, Hida, Mudrikah, Ani, Fajria, Fitria)
I will remember you all .
My partner ( Choiriatun Nikmah, Wulan Agustina, Mia faradila,
Inarotul, Arista niken, Devita, Ega Erma, Nurul hidayah, Sri
Sunarni) success for you all
The Big Family of Islamic Boarding School Al-HASAN
The Big Family of SMK Muhammadiyah Salatiga
My friends in TBI08 especially TBI C08
ACKNOWLEDGEMENT
All praises due to Allah, the Most Gracious and the Most Merciful because
of His wonderful blessing and His mercy, the writer can finish this thesis
successfully. His incredible blessings make realize that nothing is difficult in His
eyes. Thanks for Your will and endless blessing in my life.
Peace and salutation always be given to our beloved Prophet Muhammad
SAW that we hope his blessing in Judgment day.
However, this success would not be achieved without the support,
guidance, advice, help and encouragement from individuals and institutions.
Therefore, the writer would like to express the deepest gratitude to:
1. Dr. Imam Sutomo, M.Ag., as the Rector of State for Islamic Studies
Institute Salatiga.
2. Maslihatul Umami, M.A., as the head of English Department.
3. Hammam, M.Pd., Thanks for suggestion and guidance for this graduating
paper from beginning until the end.
4. All lecturers of English Department of STAIN Salatiga.
5. My beloved people (My Father, mother, brothers and sisters), thanks for
all support.
6. All of my friends who have helped me to finish this graduating paper.
7. All of the big family of Islamic Boarding School AL-HASAN.
8. All of the big family PMII Salatiga
9. All of my friends in TBI C 08
ABSTRACT
Ubaidah, Ida. 2012 The Use of Think, Pair, Share Learning model to Improve
Vocabulary Mastery of the Second Year Students of SMK Muhammadiyah
Salatiga in Academic Year 2011/2012. Final Graduating Paper of English
and Education Department State Institute for Islamic Studies (STAIN)
Salatiga. Counselor: Hammam, M.Pd.
TABLE OF CONTENTS
TITLE ...................................................................................................................
INTRODUCTION
1. Background of the Study .................................................... 1
2. Statements of the Problem .................................................. 4
3. Objectives of the Study....................................................... 4
4. Benefit of the Study ............................................................ 5
5. Definition of Key Terms..................................................... 5
6. Previous Research Review ................................................. 6
7. Paper organization .............................................................. 7
CHAPTER I
INTRODUCTION
student forward and distribute the results to the entire class, a technique
Think-Pair-Share (TPS) is given an opportunity at least eight times as much to
each student to recognize and demonstrate their participation to others
(Miftahul Huda, 2001:136). This is what can motivate all students to compete
in front of the class to work on the problems in order to demonstrate its
participation to others.
According Widyaninggar, in his research can be concluded that the
cooperative learning model of Think-Pair-Share (TPS) which is applied to
enhance the creativity of students learning and understanding the concept of
the mean. Think-Pair-share (TPS) Learning model is expected to increase
student motivation and active learning. In addition, to make students become
more motivated and active in the learning process in class and students are
also more opportunities for the contribution of each member of the group. All
this created the inspiration for the researchers to conduct a class action,
because the writer wanted to know the extent to which TPS (Think, Pair,
Share) learning model can increase mastery of vocabulary. So the researcher
proposal a classroom action research with the title : THE USE OF THINK,
PAIR, SHARE LEARNING MODEL TO IMPROVE VOCABULARY
MASTERY
OF
THE
SECOND
YEAR
STUDENTS
OF
SMK
D. Benefit of Researcher
The researcher will get some benefits as follows:
1. Theoretically
a. In general, the research results are expected to contribute to improving
the quality of English language learning in particular.
b. Specifically, this research gives contribute to the learning method
through TPS (Think, Pair, Share) to improve vocabulary mastery.
2. Methodologically
The benefit of this research can give contribution and inspiration for
teachers to use method which are appropriate in teaching learning process.
3. Practically
a. For the students
To improve the students interest of SMK Muhammadiyah Salatiga and
students achievement vocabulary mastery in the English language
learning.
b. For the English Teacher
As the motivation teachers to improve the skills of selecting Think,
Pair, Share (TPS) learning method.
CHAPTER II
THEORITICAL REVIEW OF TEACHING VOCABULARY
2. Kind of vocabulary
There two kinds of vocabulary namely productive and receptive
vocabulary. Productive vocabulary is used to speech and writing while
receptive vocabulary is utilized in listening and reading. The kind of
vocabulary is needed in the advance level, for example, written passage
news paper, textbook, literature, etc (Scrivener;1994:74).
Sometimes, vocabulary is the easiest aspect of a foreign language
to learn but it hardly required formal attention in the classroom. The
students are quickly to accept but they are quickly forgotten. Thornbury
(2002:25) says the relevant to the subject of word learning as follows:
a. Repetition
Better way to committee the memory new vocabulary is through
repeated rehearsal of the material. But one kind of repetition that is
important is repetition of encounters with a new word.
b. Pacing
A student has a different learning model to give opportunities to pace
their own rehearsal activities. And teacher must give opportunity for
students as a spur on learning activity in memorizing vocabulary.
c. Imaging
Used picture is the best subject to introduce a new word. The students
can accept new vocabulary appropriate students comprehension. In
other hand, students learn vocabulary used picture easier to remember
more than not used a picture.
d. Use
Put vocabulary preferably used interest way to ensure student long
term memory.
e. Spacing
Learn new vocabulary is better used a period of time than to mass
together in a single block. As each word becomes better learned, the
testing interval can be extended gradually.
f. Attention
Someone can not improve vocabulary if they sleep. Other way
someone used tape to improve vocabulary. More attention needful to
increase memorizes someone.
In writers opinion, the best way to memorize by repeating gradually,
give more attention of new word and practice in days activities. In
addition, memory new words can be reinforced if they are used to express
personally relevant meanings. Not at all the vocabularies that learners need
can be taught: learners need plentiful exposure to talk and text as well as
training for self-directed learning (Thornbury; 2002:30). There are some
a. Teaching a word does not mean the students learned it. Teaching and
learning do not go lockstep, hand in hand, from the easy to the
difficult.
b. Students do not learn a word form one meeting. Research tells us that
it takes among 5-16 meeting (or more) to learn and average word.
c. It is easier to forget a word than remember it. Initial word knowledge
is very fragile and memories of new words that were memorized
before can be lost from mind.
d. Students can not guess the meaning of unknown word from context if
the surrounding text is too difficult.
e. Students do not need to learn every word they meet. This is because
not all words are equally useful. Words that are needed by students to
master are the generals services vocabularies i.e. that are found in
almost all text, including technical works.
f. Some words are more difficult to learn than others. Research suggests
that words that are more concrete and closer to a known concept, or
have a similar form in the first language tend to be learned before
those that are more abstract and relatively dissimilar from the first
language.
g. Words live with other words, not in isolation. Language are made up
of sets of works that together to make individual meanings such as by
the way, the day after tomorrow, bus ticket, half past three, sunny day
and soon. These are often called collocation, or lexical units.
5. Vocabulary Mastery
Vocabulary mastery is one component to master English as a
foreign language in elementary, intermediate, and advance levels. In
learning of four skills in language (listening, reading and writing),
vocabulary is one basic to be mastered. It is reasonable, remembering that
four language skills need knowledge of words because they will get
nothing without words.
According to Fries (1967:50), that indicates the distribution of
various kinds of vocabulary items through the four stages of the learners
progress in the mastery of English.
a. Progress extends from the beginning to the mastery of the
fundamentals of the structure and sound system.
b. The vocabulary items chosen should still consist of those that must be
learned for production.
c. Vocabulary mastery for recognition is extended more completely over
the general areas of experience covered during the second stage,
indicated above, on an every limited productive level.
learning. The result is that most students are unable to use the foreign
language for real communication purpose after four, five or six year grade.
interaction. TPS requires the student to work to help each other in small
groups (2-4 students) and further detailed by the award cooperative, of the
individual awards (Ibrahim et al: 2000).
TPS is used to teach academic content, or to check students'
understanding of specific content. Teachers create interactions that
encourage curiosity, wanted to try, be independent, and want to advance.
Teachers provided information, only basic information, as a foundation for
students in searching and finding their own information. The teacher
explains the material by linking it with the experience and knowledge of
children to facilitate their response to and understand new experiences
make students even easier to concentrate. Therefore teachers need to
consider is the experience and knowledge the students who found them in
everyday life.
After introducing the Think-Pair-Share strategy to students, teacher
decides to make target for lesson. Teacher may choose to use a new text
that the class will be reading, or there might want to develop a set of
questions or prompts that target key content concepts that students have
been studying. According (Nurhadi, 2003:66) describe the strategy and its
purpose with students, and provide guidelines for discussions that will take
place:
a. Explain to students that they will. First, students think individually
about a topic or answer to a questions. Second, pair with a partner and
discuss the topic or question and third, share ideas with other group of
the class.
b. Using a student or students from your classroom, model the procedure
to ensure that students understand how to use the strategy. Allow time
for students to ask questions that clarify their use of the technique.
c. Once students have a firm understanding of the expectations
surrounding the strategy, monitor and support students as they work
through the steps below. Teachers may also ask students to write or
diagram their responses while doing the Think-Pair-Share activity.
2.
3.
Share: Once partners have had ample time to share their thoughts and
have a discussion, teachers expand the "share" into a whole-class
discussion. Allow each group to choose who will present their
thoughts, ideas, and questions they had to the rest of the class. After
the class share, teacher may choose to have pairs reconvene to talk
about how their thinking perhaps changed as a result of the share
element. From above the procedure , teacher can know how to play
Think, Pair, Share in the class as follows (Huda, 2011:136):
1) Students are grouped. Each of group consists of two until four
students.
2) Teacher give assignment to each grouped
3) Each of group think and doing the individual task
4) Group of members are pairing. Each pair to discuss the individual
task
5) The second pairs met again in each group to share the results of
discussions.
5) Concept review
6) Lecture check
4. The strenght of Think-Pair Share :
The researcher will get some strengthens as follows (Hartina, lie,
2005:46):
a. TPS easily applied in various levels of education and in every
opportunity.
b.Provide time thinking about improving the quality of student
responses.
c. Students become more active in thinking about the concept of the eye
lessons.
d.Students understand more about the concept of the topic for
discussion.
e. Students can learn from other students.
f. Each student in the group has the opportunity to share or convey his
ideas.
CHAPTER III
METHODOLOGY OF RESEARCH
A. SETTING OF RESEARCH
This classroom action research was carried out at SMK Muhammadiyah
Salatiga. It in located in Jl. KH. Ahmad Dahlan Salatiga, Village:
SidorejoLor, District: Sidorejo, Regency / City: Salatiga, Province: Central
Java, Zip Code: 50 714. The location of this school is in the city, but the
situation is not noise and low pollution. SMK Muhammadiyah Salatiga is a
vocational school which was built since 21 years ago. There are 21
rooms/classes, 6 rooms Workshop, 2 rooms laboratories (English,
computers).SMK Muhammadiyah has four vocational and three skills. There
are majors such as Installation of Electric Power Engineering class,
Technique class Machining, Mechanical Light Vehicle class, technique class
Garments.
The classroom action research was done from May 2012 to June 2012.
The description of the building SMK Muhammadiyah is as follow :
1.
NO
NAMA SISWA
Achmad Junaidi
Agung Setiawan
Agus Prasetyo
4
5
6
7
8
9
10
11
Ahmad Khamdani
Akhmad Roghib Akhkan.A
Ariansya Eko Widodo
Arvin Ardhi Prasetyo
Aswin Renaldi
Didik Yulianto
Eko Saputro
Eko Sulistiyono
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Eko Widayat
Fajar Ngudiarto
Fajar NurRochman
Ferdi Andre Kurniawan
Hanan Amina
Krisna Aji
M. Rudy Hermanto
M. Riky Andriyan
Merza Anggi. A
Mohamad Ali Fakur
Muchamad Haryanto
Muhamad Safrudin
Muhammad Fadkul. H
Muhammad Zamroni
Mujiono
Nanda Arif .W
Restu Mahardika Putra
RickaPermana Putra
Riswanda Chalif. SA
Rizky Hidayatullah
Rukidi
Teguh Priyanto
C. METHOD OF RESEARCH
The research method used in this study is class room action research
(CAR). There are some definitions of class room action research. The research
method used in this study is class room action research. There are some
definitions of class room action research. The first definition is given by
Kemmis in Hopkins (1993:44) that class room action research is a form of self
reflective enquiry undertaken by participants in social situation in order to
improve the rationality and justice, their understanding of these practices and
the situations in which the practice are carried out. In second definition, action
Classroom
action
research
conduct
in
SMK
D. PROCEDURE OF RESEARCH
This research uses classroom action research and the procedures are as
follows:
a. Planning
The activities in the planning are:
1. Preparing materials; making lesson plan, and design the steps in doing
the action
2. Preparing list of the students name and scoring
3. Preparing teaching-aids
4. Preparing sheets for classroom observation (to know the situation of
teaching-learning process when the method or technique or mode in
applied)
5. Preparing a test (to know whether students vocabulary improve or
not).
b. Action
1. Giving pre-test
2. Teaching vocabulary using Think,Pair,Share
3. Giving opportunity to the students to ask about difficulties
4. Giving post-test
c. Observation
Observing is an observation activity to know how far the action
effect have reach target. Observation is one of the instruments used in
Identification of problem
Reconnaissance
Cycle 1
Plan
Action 1
Action 1
Action II
Action III
Planning revise
Cycle 2
Observation
Reconnaissance
Plan
Action 1
Action II
Cycle 3
Action III
Observation
Reconnaissance
Action
Planning revise
Plan
Action 1
Action II
Action III
Observation
Reconnaissance
Action
document
includes
field
notes,
learning
process
plans,
CHAPTER IV
THE IMPLEMENTATION OF STUDY AND ANALYSIS
Afterward they read with their partner in class to sharing with other
students. Time was up, the teacher asked the students to learn at
home and the learning will continue the next meeting. The teacher
closes the meeting.
On the Wednesday, 16 May 2012, the teacher came in the
English class. The situation was follow:
Teacher
: Assalamualaikumwr.wb.
Students
: Waalaikumsallamwr.wb.
Teacher
Students
Teacher
Teacher
: Yes, Miss.
Researcher : Now, I will divide into group, each group consist of two
students. Each group must do the task that I will give to you. Are you
ready?
Students
: Okay, Miss.
Before teacher divide into group, Teacher gave the task to students.
The students must do the task individuals. Next, the students pairing
with their partner to discuss students assignment. The students try to
solve the task by their group for about 30 minutes. Then the teacher
said: Time is up class, now, we will share it together. In
addition,
the teacher wrote down the answer of the task in the whiteboard and
students try to correct task of other group. After the students finished,
they submitted the task.
3. Observation
In the first cycle, teachers observed the teaching learning
process. By monitoring the students activity in this action, the teacher
can see that the students still get difficult to say it and when they study
vocabulary. Some students pronounced them incorrectly and the
writing wrong.
Furthermore, the researcher will analyze the students
improving vocabulary by t-test calculation. The steps as follows:
a. The score of pretest and post test
Table 2
The result of pretest and posttest cycle I
No
Score of pretest
Score of posttest
D2
40
45
25
45
70
25
625
45
70
25
625
65
80
15
225
45
50
25
45
50
25
65
80
15
225
50
75
25
625
10
50
75
25
625
11
45
55
25
12
50
75
25
625
13
45
40
-5
25
14
45
40
-5
25
15
50
70
20
400
16
50
40
-10
100
17
45
55
25
18
40
50
10
100
19
40
55
15
225
20
45
50
25
21
40
45
25
22
23
40
45
25
24
45
70
25
625
25
40
65
25
625
26
40
65
25
625
27
40
45
25
28
50
40
-10
100
29
40
55
15
225
30
40
55
15
225
31
45
50
25
32
40
55
15
225
33
40
50
10
100
= 350
= 7450
Then, the writer calculates the deviation standard by using SPSS 16.00
windows program. It can be shown as follows:
Descriptive Statistics
N
Minimum Maximum
Mean
Std. Deviation
pre_test
33
65
42.58
12.632
post_test
33
80
53.48
18.519
Valid N
(listwise)
33
From the table above can be seen that the mean of pre-test in cycle
I is 42.58 with deviation standard 12.632. Based on the normal curve the
writer concludes that 68% students score are 30 until 54. While mean
post-test in cycle I is 53.48 with deviation standard 18.519. So, the writer
concludes 68% students score are 35 until 71.
Reflection
After analyzing the result of action cycle I, the researcher can
conclude that it is very important for the teacher to be careful with the
students pronunciation. Teacher can ask the students two or three
times to repeat the words.
Action I also have shown that the students can improve their
vocabulary. Using appropriate vocabularies is important in study
English, the teacher must give some examples of right vocabularies.
B. Cycle II
Based on the result of Cycle I, the teacher continues the next
cycle.
1. Planning
The activities in the planning are:
a. Preparing materials; making lesson plan, and design the steps in
doing the action
b. Preparing list of the students name and scoring
c. Preparing teaching-aids
d. Preparing sheets for classroom observation (to know the situation
of teaching-learning process when the method or technique or
mode in applied)
e. Preparing a test (to know whether students vocabulary improve or
not).
2. The implementation of the action
On Wednesday, 22 May 2012 the teacher came in the class XI
TL. Teacher revised the teaching learning process in action I cycle I. In
cycle I there was some difficult words in pronunciation and written. In
the action 2, teacher introduced the model of presentation in studying
vocabulary. The steps are (show a picture, repetition, written form).
Before teacher started the lesson, teacher gave pre-test to students for
about 30 minutes.
The situation was as follows:
Score of pretest
Score of posttest
D2
78
98
20
400
68
75
49
68
70
83
90
49
55
86
31
961
76
80
16
70
92
22
484
83
90
49
74
77
10
74
77
11
77
85
64
12
74
70
-4
16
13
53
70
17
289
14
66
70
16
15
74
70
-4
16
16
80
85
25
17
77
85
64
18
80
77
-3
19
52
68
34
1156
20
76
86
10
100
21
66
70
16
22
78
98
20
400
23
53
70
17
289
24
63
86
23
529
25
70
75
25
26
70
92
22
484
27
63
86
23
529
28
80
85
25
29
52
68
16
256
30
68
88
20
400
31
76
80
16
32
68
88
20
400
33
68
75
49
= 367
= 7203
Then, the writer calculates the deviation standard by using SPSS 16.00
windows program. It can be shown as follows:
Descriptive Statistics
N
Minimum Maximum
Mean
Std. Deviation
pre_test
33
52
83
70.09
9.077
post_test
31
68
98
80.61
9.124
Valid N
(listwise)
31
From the table above can be seen that the mean of pre-test in cycle
II is 70.09 with deviation standard 9.077. Based on the normal curve the
writer concludes that 68% students score are 61 until 79. While mean
post-test in cycle II is 80.61 with deviation standard 9.124. So, the writer
concludes 68% students score are 71 until 89.
4. Reflection
After analyzing the result of action II, the teacher concluded
that the students can improve their vocabulary. Students can answer
the question well. Using Think, Pair, Share learning method also easy
for students to remember words in English. The teacher realizes that
some students can improve their vocabulary with think, pair, share
learning model through picture in cycle II. It is necessary for teacher to
continue to the next cycle (cycle 3).
C. Cycle III
Based on the result of cycle, 1 and cycle 2, it is necessary for the
teacher to continue the next cycle.
1. Planning
The activities in the planning are:
a. Preparing materials; making lesson plan, and design the steps in
doing the action
b. Preparing list of the students name and scoring
c. Preparing teaching-aids
d. Preparing sheets for classroom observation (to know the situation
of teaching-learning process when the method or technique or
mode in applied)
Table 4
The result of pretest and posttest.
No
Score of pretest
Score of posttest
D2
78
80
73
83
10
100
77
88
10
100
86
97
11
121
77
83
36
77
80
77
84
49
86
97
11
121
77
77
10
77
88
11
121
11
75
85
10
100
12
75
95
20
400
13
78
80
14
58
66
64
15
75
95
20
400
16
73
85
12
144
17
75
85
10
100
18
77
88
11
121
19
77
83
36
20
77
80
21
58
66
64
22
73
92
19
361
23
77
88
10
100
24
80
86
36
25
73
83
10
100
26
66
60
-6
36
27
77
84
10
100
28
73
85
12
144
29
66
60
-6
36
30
74
83
81
31
77
88
11
121
32
80
86
36
33
80
92
12
144
= 274
= 3398
Then, the writer calculates the deviation standard by using SPSS 16.00
windows program. It can be shown as follows:
Descriptive Statistics
N
Minimum Maximum
Mean
Std.
Deviation
pre_test
33
58
86
75.12
5.978
post_test
33
60
97
83.39
9.196
Valid N
(listwise)
33
From the table above can be seen that the mean of pre-test in cycle
III is 75.12 with deviation standard 5.978. Based on the normal curve the
writer concludes that 68% students score are 69 until 81. While mean
post-test in cycle III is 83.39 with deviation standard 9.196. So, the writer
concludes 68% students score are 74 until 92.
Reflection
After analyzing the result of cycle1, cycle 2, and cycle 3, it can
be concluded that using think, pair, share learning method can
improve vocabulary mastery of the students in the class.
The result of pre-test and post-test used to know the score of
vocabulary mastery. As stated before there were three cycles in this
action research, each cycle used pre-test and post-test. Pre-test and
post-test discuss into group with students partner. Teacher gave pretest to students before taught and post-test after teacher taught for each
cycle in teaching learning process.
D. Discussion
From the result of analyze in cycle 1, cycle 2, and cycle 3 the
researcher will analyze the students improvement from the cycle 1, cycle
2, and cycle 3.
Table 5
The analyze of students improvement
No
ANALYZE
CYCLE
CYCLE II
I
1
CYCLE
III
MEAN
PRE-TEST
42.58
70.09
75.12
POST-TEST
53.48
80.61
83.39
STANDARD DEVIATION
PRE-TEST
12.632
9.077
5.978
POST-TEST
18.519
9.124
9.196
From the statement above, the researcher can see that mean between
pre-test and post-test has significant different, where post-test is greater
than pre-test. It shows that think, pair, share method learning gives
influence in improving students vocabulary mastery, because the
students achievement has been increase after the students did a picture.
CHAPTER V
CLOSURE
A. Conclusion
Based on the explanation above, the researcher concludes that the
use of Think, Pair, Share in teaching English as follows:
1. The researcher concludes that the use of Think, Pair, Share learning
method in teaching vocabulary to the students SMK Muhammadiyah is
able to improve students vocabulary mastery. For the result of the
research show that Think, Pair, Share learning model is able to help the
students to improve their vocabulary mastery from the t-test calculated.
Based on the explanation above, the researcher concludes that the use of
Think, Pair, Share in teaching English as follows:
Descriptive Statistics
N
Minimum Maximum
Mean
Std.
Deviation
pre_test
33
65
42.58
12.632
post_test
33
80
53.48
18.519
Valid N
(listwise)
33
From the table above can be seen that the mean of pre-test in cycle
I is 42.58 with deviation standard 12.632. Based on the normal curve the
writer concludes that 68% students score are 30 until 54. While mean
post-test in cycle I is 53.48 with deviation standard 18.519. So, the writer
concludes 68% students score are 35 until 71.
Descriptive Statistics
Minimum Maximum
Mean
Std.
Deviation
pre_test
33
58
86
75.12
5.978
post_test
33
60
97
83.39
9.196
Valid N
(listwise)
33
From the table above can be seen that the mean of pre-test
in cycle II is 70.09 with deviation standard 9.077. Based on the normal
curve the writer concludes that 68% students score are 61 until 79. While
mean post-test in cycle II is 80.61 with deviation standard 9.124. So, the
writer concludes 68% students score are 71 until 89.
Descriptive Statistics
N
Minimum Maximum
Mean
Std.
Deviation
pre_test
33
58
86
75.12
5.978
post_test
33
60
97
83.39
9.196
Valid N
(listwise)
33
From the table above can be seen that the mean of pre-test in cycle
III is 75.12 with deviation standard 5.978. Based on the normal curve the
writer concludes that 68% students score are 69 until 81. While mean
post-test in cycle III is 83.39 with deviation standard 9.196. So, the writer
concludes 68% students score are 74 until 92.
Besides that, the students are having more interested and enthusiastic and
involved actively in teaching learning process.
2. From the statement above, the researcher can see that the mean between
pre-test and post-test has a significant different, where post-test is greater
than pre-test. It shows that Think, Pair, Share learning method gives
influence in improving students vocabulary, because the students
achievement has been increase after the students did the method in
learning English. It means that Think, Pair, Share method is appropriate
with the situation and condition of students in SMK Muhammadiyah in
learning English especially in vocabulary. Besides that, the students are
more interested and involved actively in teaching learning process.
B. Suggestion
Based on the result of the study and conclusion, the researcher
would like to suggest as follows:
1. The teacher
Teacher should enhance students ability in teaching
English especially when he taught using Think, Pair, Share
learning method to improve vocabulary mastery, so the students
will remember the words easily. The teacher should teach
vocabulary effectively. So, teacher role in teaching learning
process can influence students in improving students vocabulary
mastery. Beside, the teacher asked the students to study English.
2. To the students
Students should always be active in teaching learning
process and are not afraid of English lesson, students should study
English continually in classroom and in their home. When teach
vocabulary, the students pay attention to the teachers explanation.
3. To the researcher
It has been known from the result of the study using Think,
Pair, Share learning method that it can improve the students
vocabulary mastery. Hereby, it is hoped that the result of the study
makes the English teacher use an appropriate teaching mode of
presentation on improving students vocabulary mastery. Based on
the explanation the researcher would like to suggest other
researcher, the result of the study can be use as additional reference
for further researcher with the different sample and occasions.
REFERENCE
Prof.Dr.Wiriaatmadja
Rochiati.
2008.
Metode
Kelas.Bandung: PT.Remaja Rosda Karya
Penelitian
Tindakan
APPENDIX
Sekolah
: Bahasa Inggris
Kelas/Semester
: XI/3
Alokasi Waktu
: 2 x 45 menit
Indikator
I.Tujuan Pembelajaran
Dengan metode tanya jawab diharapkan
Siswa dapat mengungkapkan proses kerja atau berfungsinya suatu alat
Dengan metode diskusi diharapkan
IV. KKM
:70
V. Langkah-langkah kegiatan
Kegiatan
Kegiatan Awal
Uraian
Pendahuluan
-
Kegiatan Inti
10 menit
Eksplorasi:
-
Waktu
Elaborasi:
- Siswa mendiskusikan tahap-tahap
pembuatan atau mengoperasikan suatu alat
- Siswa mempresentasikan hasil diskusi
dengan partnernya
25 menit
Konfirmasi:
-
Kegiatan akhir
10 menit
VII. Penilaian
A. Jenis tagihan
B. Bentuk Soal
: Tes tertulis
C. Instrumen
: Terlampir
D. Butir Soal
Students explain how to ironing, mention tools and the steps how to ironing.
Ida Ubaidah
Hidayati Risda Mila Shanti S.Pd
Cycle I
Picture 2
Picture 5
Picture 1
Picture 3
Picture 4
Arrange this picture into good picture and mention the materials.
Sekolah
: Bahasa Inggris
Kelas/Semester
: XI/3
Alokasi Waktu
: 2 x 45 menit
Indikator
I.Tujuan Pembelajaran
Dengan metode tanya jawab diharapkan
Siswa dapat mengungkapkan proses kerja atau berfungsinya suatu alat
Dengan metode diskusi diharapkan
IV. KKM
:70
V. Langkah-langkah kegiatan
Kegiatan
Kegiatan Awal
Uraian
Pendahuluan
- Doa, salam pembuka dan mendata kehadiran
-
Kegiatan Inti
Waktu
10 menit
siswa
Memotivasi siswa dengan memberi pertanyaan
tentang ungkapan untuk menggambarkan proses
kerja dan fungsi suatu alat
Memberitahu siswa kompetensi dasar yang
ingin dicapai dalam proses pembelajaran ini
Eksplorasi:
- Siswa dibagi menjadi kelompokyang terdiri dari
2 orang untuk masing-masing kelompok
Elaborasi:
- Siswa mendiskusikan contoh gambar yang
diberikan untuk dibuat tahap-tahap
pembuatan atau mengoperasikan suatu alat
- Siswa mempresentasikan hasil diskusi
dengan partnernya
25 menit
Konfirmasi:
- Guru mengklarifikasi dan menyimpulkan hasil
-
Kegiatan akhir
diskusi
Guru menanyakan kesulitan siswa dalam
mengunakan ungkapan menggambarkan proses
kerja atau membuat suatu alat
10 menit
VII. Penilaian
E. Jenis tagihan
F. Bentuk Soal
: Tes tertulis
G. Instrumen
: Terlampir
H. Butir soal
Students explain about how to make fried noodle, mention the material, tools and
steps how to make fried noodle.
Peneliti
Ida Ubaidah
Cycle II
Procedure Text how to make fried noodle
Mention the Material and explain the steps how to make procedure text!
Sekolah
: Bahasa Inggris
Kelas/Semester
: XI/3
Alokasi Waktu
: 2 x 45 menit
Indikator
I.Tujuan Pembelajaran
Dengan metode tanya jawab diharapkan
Siswa dapat mengungkapkan proses kerja atau berfungsinya suatu alat
Dengan metode diskusi diharapkan
Penugasan
IV. KKM
:70
V. Langkah-langkah kegiatan
Kegiatan
Kegiatan Awal
Uraian
Pendahuluan
-
Kegiatan Inti
10 menit
Eksplorasi:
-
Waktu
Elaborasi:
- Siswa mendiskusikan contoh power point
yang diberikan untuk dibuat tahap-tahap
pembuatan atau mengoperasikan suatu alat
- Siswa mempresentasikan hasil diskusi
dengan partnernya
25 menit
Konfirmasi:
-
Kegiatan akhir
10 menit
VII. Penilaian
I.
Jenis tagihan
J. Bentuk Soal
: Tes tertulis
K. Instrumen
: Terlampir
L. Butir Soal
Students explain about how to make orange jus, mention the material, tools and steps
in make orange jus.
Ida Ubaidah
Hidayati
Risda Mila Shanti S.Pd
Cycle III
Arrange this sentence into good sentence
1. Next, slide the SIM card carefully into the slot and make sure that the
golden connect arson are facing to the connector of the phon.
2. After that, push two catches in the opposite directions and remove the
battery.
3. Finally, insert the two catches of the back cover corresponding slot in the
phone and slide the cover forward button of the phone until locks into
place
4. Dont forget to switch on the cellphone. Wait until it is ready to use.
5. Inserting the SIM Card to handhone, make sure that the handphone has
been switched off and follow the direction bellow:
6. First of all, press the locking catch and slide the cover then lift it off the
phone.
7. Then, put the battery and align it until snaps into its place.
Cycle III
Picture 1
Picture 3
How to Make
Simple Breakfast
Ida Ubaidah
Material :
Steps :
Brush the entire surface of the bread with
margarine
Rub a slice of bread with sweetened
condensed milk then sprinkle with
messes, cups with the other bread.
Sprinkle cheese on the outside, while
inside messes.
Serve.
Utensils :
Spoon
Knife
plate
Cheese grater
THANK YOU
Milk
EXAMPLE
HOME
HOME
INDIKATOR
MATERIAL
PRACTICE
COMPETENCE
Goal
INDIKATOR
MATERIAL
PRACTICE
QUIZ
QUIZ
REFERENCES
....? Oh, yeah, a pinch of salt and dont forget some pepper.
REFERENCES
ABOUT
Materials
First, crack an egg into a bowl like this. Then whisk the
egg with a fork until it is smooth. After that, add some milk and
whisk well. Grate the cheese into the bowl and stir. Next, heat
the oil in a frying pan, and pour the mixture into the frying pan.
Then, turn the omelet with a spatula when it browns. See, like
this. Okay, next cook both sides. After the omelet is done,
place it on a plate, dont forget to season it with salt and
pepper and you can eat it while warm. Its easy, isnt it? Bon
appetite!
Note!
Sentence Connector
The orange colour words above are called sentence connectors. They are used for telling
actions in order (showing someone how to do something or to make things or showing the
order of constructions).
ABOUT
EXIT
First of all.., then.., next, after that.., finally.., meanwhile, make sure
you, be careful not to, remember to, dont forget to..
Are you following me ? Right! Let me tell you how to make it.
psb-psma Ikhlas berbagi rela memberi
HOME
COMPETENCE
INDIKATOR
HOME
INDIKATOR
MATERIAL
d. orange
MATERIAL
PRACTICE
e. pepper
PRACTICE
REFERENCES
QUIZ
a. frying pan
REFERENCES
b. fork
ABOUT
EXIT
COMPETENCE
c. milk
QUIZ
Goal
ABOUT
c. whisk
d. vast
EXIT
e. spatula
d. C, B, A, D, E
b. B, E, A, C, D
e. E, D, C, B, A
c. D, C, A, B, E
psb-psma Ikhlas berbagi rela memberi
HOME
HOME
PRACTICE
COMPETENCE
INDIKATOR
Plug the power cord into a wall outlet ( ac 220 volt 60 Hz).
COMPETENCE
INDIKATOR
MATERIAL
MATERIAL
PRACTICE
QUIZ
To make the fan move sideways, push the pin on top of the
PRACTICE
motor.
REFERENCES
REFERENCES
ABOUT
the bottom
EXIT
EXIT
HOME
3. To make the fan move sideways, push the oscillating pin. The word push
means.
a. press
c. switch
b. fix
d. turn
e. down
COMPETENCE
INDIKATOR
MATERIAL
PRACTICE
EXIT
CURRICULUM VITAE
IDA UBAIDAH HIDAYATI was born at august 2nd 1990. Her mothers
name is Khomsiyah and her father name is Hadi Mulyono. She has three brothers.
She was born in a little village in Dsn. Ngembag, Ds. Munggut district of Ngawi.
She begun their education in SDN Munggut II, When Junior high school, she
continued in MTsN 1 Paron. And when senior high school, she continued in
MAN 1 Ngawi. After she finished her education in senior high school, she came
to Salatiga to continue her education in STAIN Salatiga. In Salatiga, she stayed in
Al-Hasan Islamic boarding school. As a proof graduated, she makes a graduating
paper with the title THE USE OF THINK PAIR SHARE LEARNING
MODEL TO IMPROVE VOCABULARY MASTERY OF THE SECOND
YEAR
STUDENTS
OF
SMK
MUHAMMADIYAH
SALATIGA
IN
DAFTAR SKK
Nama : Ida Ubaidah Hidayati
NIM : 11308083
M.Si.
No
Jenis kegiatan
Progdi
Dosen PA
: TBI
: Dra. Lilik Sriyanti,
Tanggal
Ket.
Nilai
Peserta
04 April 2009
Peserta
26 Mei 2009
Peserta
BIMASTA PMII
30 Juli 2010
Panitia
12 November 2009
Peserta
menggapai Iman
MAPABA PMII
22 November 2009
Peserta
09 Desember 2009
Peserta
21 April 2010
Panitia
02 Mei 2010
Peserta
Anggota
10
11
SK Pengangkatan Pemantau
19 Agustus 2010
Pemantau
31 Juli-22 Agustus
Peserta
Peserta
2010
13
31 Juli-22 Agustus
2010
Ka Lughah Ajnabiyah)
14
Practicum programs
01 September 2010
Peserta
15
30 oktober 2010
Peserta
27 Mei 2010
Panitia
29 Mei 2011
Peserta
01 Juli 2011
Peserta
Peserta
Seminar Keperempuanan
Menumbuhkan Kembali Jiwa
Kekartinian dalam Ranah
Kampus
17
18
19
Seminar IALF
15 Juli 2011
20
30 Nopember 2011
21
22 November 2011
Panitia
15 Maret 2012
Peserta
23
MAPABA PMII
Panitia
24
Workshop Leadership
06 April 2012
Panitia
Menumbuhkan Jiwa
02 Mei 2012
Peserta
18 Juni 2012
Peserta
23 Juni 2012
Panitia
27
97
Jumlah