A GRADUATING PAPER
By:
My beloved mom, Sudarni and my lovely dad, Jumain. Thanks for love,
patience and motivation which are given to me. I love you so much.
My beloved Brother and Sister (Mbak Santi, Mbak Rika and Mas Lilik).
The big family of Stain Sport Club (SSC) thanks for everything.
My awesome mates, Risky, Laily, Alif, Nunung, Eny, Adi who have made my
Assalamualaikum Wr.Wb
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of
Universe. Because of Him, the writer could finish this graduating paper as one of the
Salatiga in 2013.
SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports, advices,
guidance, helps and encouragement from individual and institution, and I somehow
realize that this is an appropriate moment for me to express deepest gratitude for:
1. Mr. Dr. Imam Sutomo, M. Ag, the head of State Institute of Islamic Studies
(STAIN) Salatiga.
once as the consultant who has educated, supported, directed and given me
advices, suggestions, and recommendations for this graduating paper from the
TITLE ......................................................................................................... i
DECLARATION ........................................................................................ ii
MOTTO ...................................................................................................... v
DEDICATION ............................................................................................ vi
CHAPTER I: INTRODUCTION
A. Vocabulary Mastery
B. Pictionary Game
Pictionary Game . 26
A. Data Analysis
1. Cycle I ................................................................. 43
2. Cycle II ................................................................ 55
B. Discussion ... 64
CHAPTER V: CLOSURE
A. Conclusion .................................................................. 70
B. Suggestion ................................................................... 72
BIBLIOGRAPHY
APPENDIXES
LIST OF TABLES
INTRODUCTION
school, junior and senior high school, also in college. In English learning
there are four skills such as reading, writing, speaking and reading which the
students are expected to master all of it. The main element to master the
English skill is vocabulary. The students will learn English easily if they
know English vocabulary first. However, to learn foreign language, the first
more words students know well and can use, the more meaning they can
vocabulary class, the students should have good ability in English vocabulary
because it can support all subjects in English. The first, the students must have
many vocabularies in English that can help them to know the meaning of what
they learn in English. Learn vocabulary in class is success when the students
understood what the teacher teaches and they can give feedback about the
material.
will be unable to use the structures and functions we may have learned for
Negeri 3, the students still have problem about vocabulary mastery. Usually,
most of the students still consider that English is difficult lesson, especially in
teaches in English when the teacher gave them text or paragraph. The students
do not understand the meaning of the text or paragraph, so they can not
answer the question from the teacher. Although the teacher explains material
clearly, the students still do not understand about the material because they
lack of vocabulary.
This case happens because many students are not accustomed to read
the English books, listening English music or watching English movie. The
students need habit and aware about their problem to increase their vocabulary
words (Scrivener, 1994: 73). However, the teachers have an important role,
they must create the class situation becomes interesting and make the students
feel enjoy in the class. To create good situation in class, certainly the method
taught for example by using game in learning. For example, the more often a
word is successfully retrieved from memory, the easier it becomes to recall it.
(Thornbury, 2002: 102). In this case, the writer tries to build the spirit of the
opportunities for students to study while play fun game in the classroom.
research to know how far Pictionary game can improve students vocabulary.
So, the writer conducts an action research with the title IMPROVING
using the language, students who are rich in vocabulary will be succesfull in
poor in vocabulary will get trouble in those skills. The English teacher must
have a trick to take attention their students for more interesting in studying
of word displayed in large letter on a wall or other large display place in the
mastery at the First Grade Students of SMP N 2 Tuntang. The other research
analyzed about talking stick method in order to make the students participate,
develop their confidence and more active in learning process. The result of her
From the explanation above, the researcher would like to study about
method which was used by the previous research is different with the
uses Word Wall and Talking Stick method to improve vocabulary mastery.
vocabulary mastery. The researcher also hopes that this research will be useful
for the teachers, the students and for the school of SMP N 3 Salatiga in the
academic year of 2013/2014 as the statement below:
and use new methods in order to make the students enjoy and relax in
and the students feel comfort, it can give positive assumption to the
improve vocabulary mastery. The students certainly feel happy and relax
that help the students can improve their learning vocabulary mastery
easily. Learning with game can help students feel comfort and receive
better when they passed their students with good score. So, when the
teacher gives explanation with fun media and makes all of the students
easily to catch the lesson it can take the positive thing to the school. The
students receive their lesson easily, certainly they also do the best for their
test and actually they have make score for the school.
like to limit the scope of the study. The writer wants to know that pictionary
game can improve the students vocabulary mastery. The material is limited
for the theme of animals and vacations. This study was conducted in the class
2013/2014.
The writer wants to clarify and explain the terms of the title to avoid
the ambiguity in perception of some terms used in this study. The definition is
as follows:
1. Improving
(Oxford University Press, 2008: 222). In other dictionary, we can find the
dictionary, we can find the word of students which means anyone who
859).
3. Vocabulary Mastery
4. Pictionary game
or phrase from drawings. The students work in teams, each member of the
given by the teacher. The first team to guess correctly earns a point and
the new artists or other students have a turn with another word
significant of the study, limitation of the research, definition of key term and
in the classroom, and testing of vocabulary. Secondly, the writer presents the
pictionary game, and tips to play pictionary game. Chapter III presents about
methodology. The research report explains about the general situation of SMP
IV is the data analysis and discussion. Chapter V is the last part of this
graduating paper by giving conclusion and suggestion. For the attachment,
THEORETICAL FRAMEWORK
A. Vocabulary Mastery
how well the student learns grammar, no matter how successfully the
and students generally need to see, say, and write newly learned words
many times before they can be said to have learned them. Besides, the
materials also important that can help students. The students need to
present and practice in natural contexts and materials should help students
number of words.
2. Kinds of Vocabulary
sounds and the stress right. While, according to Nation (2001: 25),
productive vocabulary use involves wanting to express a meaning
Receptive carries the idea that we receive language input from others
Actually, there are many ways that will help students to expand
1) Word Classes
a. Noun
arrangement with the verb helps to form the sentence core which is
noun as follows:
a) Proper Noun
c) Concrete Noun
e) Countable Noun
addition of s.
f) Uncountable Noun
g) Collective Noun
h) Noun Plural
adding s/ -es.
b. Pronoun
Pronoun is a word that takes the place of a noun Frank
(1972: 20). For instance: I, you, we, they, he, she, and it.
c. Verb
d. Adjective
garden.
e. Adverb
c) Adverb of Time
f. Preposition
instance: in, at, on, under, behind, below, in spite of, next to, etc.
g. Conjunction
phrase or clause. For instance: for, and, nor, but, or, yet, so, even
We have seen how words may share the same base of root, but
take different endings Thornbury (2002: 4). A word that result from
as -ful, -er are end of word. Prefixes, such as re-, un-,pre-, de- in the
beginning of word.
3) Word Formation
Affixation is one of the ways new words are formed from old
Thornbury (2002: 5). There are several kinds of that, such as:
a) Compound word
independent words.
hairdryer, typewriter.
b) Blending
verb).
d) Clipping
4) Word Meaning
a) Synonym
(2002: 9).
Sadly = unhappily
b) Antonym
(2002: 9).
4. Sources of Vocabulary
1) Word Lists
Many students quite like learning words from lists. One reason
a relatively short time. There are some ways of exploiting word lists in
a) The teacher reads words from the list in a random order. Learners
show they can match the sound with the written form by ticking
the ones they hear. They can then do this with each other in pairs.
sentence that includes the next word in the list so as to continue the
story.
d) Ask the learners to make their own list from the words that come
up in the lesson and to bring their lists to class for the next lesson.
2) Course books
3) Vocabulary Books
4) The Teacher
5) Other Students
learners say than they do to either the course book or their teacher.
idea in both oral and written form Fauziati (2005: 155). Furthermore, she
foreign language.
there is so much to know about each word that one meeting with it is not
sufficient to gain this information, and because vocabulary items must not
only be known, they must be known well so that they can be fluently
So, the teachers not only teach them one meeting with one theme, but also
the students need repetition in order to make them really understand and
lessons.
Our job does not finish as soon as a learner has first met some new
vocabulary, we need to help them practice, learn, store, recall and use
the items.
We need to deal not only with single word lexical items, but also with
From the explanations above, the writer takes one point that is a
teacher. The teachers become the first role and figure in class to make
their students understand about what they are taught in the class. The
teacher should have creativity in order to make their students feel comfort
6. Testing of Vocabulary
Madsen (1983: 12), there are four general kinds of vocabulary test. The
first, limited response is for beginners that are a simple physical action
vocabulary items given to complete the sentence. The third type, multiple
the underlined item. The fourth kind of test, simple completion (word),
has students write in the missing part of word that appear in sentences. So,
from the kinds of vocabulary test above, the writer can conclude that in
every type of the test we can find advantages and the teachers become the
first way to their students how the teachers choose the appropriate test to
their students.
vocabulary Scrivener (1994: 83) stated that there are many exercises on
memory game.
comprehension about the material. In this case, the teacher should be able
to know the appropriate model of the test to students in every stages of the
school.
B. Pictionary Game
theirinterest and work andhelp the teacher to create context in which the
vocabulary is useful and meaningful. The fun factor may help make words
guessing words or phrases from drawings. This game works in teams and
each member of the team taking turns to be the artist Thornbury (2002:
104). The materials that are used in pictionary game, such as: a list or
markers or chalk.
(http://amin-limpo.blogspot.com/2012/12/drawitpictionary-in-
follows:
1) Divide the class into teams with three or four students per team.
4) This student is the only one able to see thelist of words written on the
card.
7) Explain that after identifying all of the terms, team members raise their
8) Rotate the artist role around the team until all have participated as an
artist
for a bit a classroom fun and that the words from the game would stay in
their heads for a long time. However, pictionary game sometimes very
difficult for students to visually represent the definition that the teachers
want them to represent. Often students draw something about the word
learned.(http://www.thereligionteacher.com/pictionary-vocabulary-the-
Game is used to help many learners feel comfort and fun in their
learning activities. Pictionary is one of the games that help the students
feel comfort and fun in vocabulary learning. There are tips to play
Unless the drawing session is "all play," which means that any
team that guesses the correct answer wins the round, it is not in your
best interest to guess at what the other team is drawing. This can be
guessing. But if you want to win, you should keep quiet while you
observe the other team's players drawing and guessing. You can
2) Guess Anything
shouting out ideas for the answer. There are no points lost for guessing
wrong, and you may surprise yourself by being right. Also, the words
that you say may trigger the creativity of one of your teammates who
takes the idea further, and at the very least you will be giving feedback
you can, so that your teammates will have material to begin guessing
and start with the most recognizable feature of what you are trying to
communicate.
4) Homonyms
pictures is to use a homonym, a word that sounds the same but has a
different meaning. This could save you a lot of time, and if you draw a
and frustration it brings out can make people say things in anger to
each other. Remember that you are playing a game to have fun with
METHODOLOGY OF RESEARCH
A. Research Report
these sections the researcher tries to describe about the situation of this
school.
Website : www.smpn3salatiga.sch.id
E-mail : smp_netisa_ssn@ymail.com
Accreditation :A
SMP N 3 Salatiga.
nationality
3. Organization Structure
patterns, which has a goal for retrieving target from its cluster. The
HEADMASTER
He
Drs. BambangSubiyakto, M.Pd
Teacher is someone who transfers knowledge for the students. They help
Table 3.1
students. They come from various areas with different background, age,
Table 3.2
consists of 22 students.
Table 3.3
B. Research Methodology
Salatiga.
a. Population
b. Sample
researched Arikunto (2010: 174). The researcher takes one class of the
c. Sampling Technique
research in VIIIC class. She also explained to the researcher that the
students in this class still lack of vocabulary, but they have spirit to
study in the class. So, the VIIIC class becomes the sample of this
research.
3. Method of Research
wants to create fun learning in the class with the students, but still in rule
in order to make students do not feel tense when they receive the material
4. Procedures of Research
The researcher would take two cycles in this research, every cycle
consists of two meetings. After the first cycle is done, the second cycle
follows the first cycle and hope it can improve the activities of the first
a. Planning
b. Action
4. Asking the students some question orally and giving post test.
c. Observation
researcher also gives the students pre test and post test that both of
d. Reflection
first cycle. The researcher will do better in the next cycle like the first
cycle.
a. Test instrument
research, there are two kinds of test, they are pre test and post test.
before utilize pictionary game. Then, post test is used to see how far
b. Observation
action research. The researcher not only observe just one time, but
the action that they achieved. This method also uses in finding
c. Documentation
or result of learning in the class. So, the researcher knows about the
The researcher would use field note that it uses to show how
process.
the students vocabulary from the pre test and post test. The steps of this
technique are:
Mean Calculation
Explanation:
M = Mean of the students score
X = the sum of students score
N = the total number of students
Standard Deviation Calculation
SD = ( )
Explanation:
SD = Standard Deviation
D = difference between pre test and post test
N = the number of observation
T- test Calculation
( )
to =
Explanation:
To = T- test for different of pre-test and post-test
SD = Standard deviation for one sample t-test
D = difference between pre test and post test
N = the number of observation in one sample
CHAPTER IV
DATA ANALYSIS
In this chapter, the data consists of pre-test, post-test and field note.
The data of pre-test and post-test will present the improvement of students
field note will show the students interest along the teaching learning process.
A. Data Analysis
This research consists of two cycles; they are cycle I and cycle II. For
the whole steps of this research will be explained in the description below:
1. Cycle I
a. Planning
as:
1) Lesson plan
used the lesson plan as guidance when she taught in the class.
2) Materials
3) Cards
4) Board markers
6) Camera
7) Test Instrument
pre test is the test that is given to the students before the teaching
pictionary game.
suggested the researcher to make a plan for her research with English
the English teacher, Mrs. Hariyati, M.pd. She and the researcher
discussed about the material and the research would be applied in the
front of the class. She ordered the students to open their book and
already study. Then, Mrs. Hariyati asked the researcher to begin the
lesson.
front of the class. The conversation between the researcher and the
Ready Mom. When the students were doing the test, she walked
around the class to check the students test. After the students have
finished the pre-test, she collected the students test and began to
teach.
The researcher told the students about the topic on that day.
The topic was about animals. Then, the researcher asked the students
about animals around us. She asked the students Please, mention the
animals around us! Most of them mentioned their pets. Agatha said
cat, mom, Elkana, Ilham, Kurniawan said dog, and Agnes said
gave explanation about descriptive text clearly and she asked the
pictionary game.
The researcher asked the students whether the students knew about
Then, they answered together, No, mom. Well, now we will play
based on the picture and draws it in the white board. The researcher
the class for each group. The artists got each card which contained of
word and they have to draw it on the white board in this competition.
The first group that successed in guessing a picture by their artist gave
description about the picture and they got score. The researcher asked
the students to work in group. She divided the students into four
she asked the students, Did you understand class? yes mom, they
answered.
Then, the artist of each group went to the class, while the
competition and they were very excited and they snatch away to
answer it. The first group who won the competition was Elkanas
group, her group started to make a sentence with her picture and one
of them shared to other. Their sentence was I have a rabbit and the
color is brown. Then, the artists had to change with the other friends
in their group. The students were very enthusiastic and they enjoyed it.
The time was over, the researcher continued the meeting in the next
day on Tuesday.
played pictionary with another theme. They had big spirit and more
students. The post test was done for about 15 to 20 minutes. Before
the class will be over, I will give you post-test, are you ready class?
Yes mom.After the students had finished the post test, the researcher
c. Observation
In the first cycle, the researcher obtained the field note from
Table 4.1
calculation as follows:
Table4. 2
= = 5, 13
= = 7, 02
improvement of English score between before the action and after the
action.
3) Standard Deviation
SD = ( )
SD = ( )
SD = ( )
SD =
SD =
SD = 1, 19
4) T- test Calculation
( )
=
( )
=
= 6, 8
5) Giving Interpretation
a. Calculate of df
df = n-1
df = 22-1
df = 21
08.
significance 5 %.
If t-test similar or greater than t-table, so null hypothesis
6) Reflection
mastery. The teacher also has to be more creative to give materials that
In the first cycle also have shown that the students can improve
their English score, it can be proved by the score of pre-test and post-
test. The researcher also calculates the standardized of score in score 7,
who has the score more than 7, 5 and in post-test only 6 students who
2. Cycle II
a. Planning
prepared:
3) Board marker
5) Camera
vocabulary with pictionary game, the steps were as they did before.
Teacher : Good morning students?
walked around the class to check the students if there were difficulties
in doing pre-test. Then, the researcher told the students about the topic
on that day. The topic was about recount text. The researcher asked the
students to mention the places that they have been visited in their
vacation in the past. Agatha, Elkana, Agnes and Angga were more
can guess the picture. In this section, Agness group became the
weeks ago. Then, the second chance, the winner was Anggas group,
The researcher answered, Ok, all right, anyone else who want to
sentence became a good paragraph. The time was over, the researcher
On the next meeting, the researcher began the class. She asked
the students about the material before, Did you remember about our
this action, the researcher just gave a little explanation which had not
been understood by the students until they understood well and she
gave conclusion about the material. Then, the researcher gave them
c. Observation
In the cycle II, the researcher and her partner observed teaching
partner watched the students enjoyed this method and did not be afraid
to speak up. There was a student, named Elkana who was always
observation.
Table 4.3
calculating as follow:
= = 6, 14
= = 8, 27
improvement of English score between before the action and after the
action.
3) Standard Deviation
SD = ( )
SD = ( )
SD = ( )
SD =
SD =
SD = 1, 23
4) T- test Calculation
( )
=
= 8, 07
5) Giving Interpretation
a. Calculate of df
df = n-1
df = 22-1
df = 21
08.
significance 5 %.
If t-test similar or greater than t-table, so null hypothesis
6) Reflection
previous cycle, the result of post-test shows just 6 students who have
the score more than 7, 5. From this result, the researcher feels happy,
test in cycle II. There are 19 students who have the score more than 7,
5.In this cycle, the researcher concludes that using appropriate method
B. Discussion
In this section, the researcher would like to analyze all data and
Cycle I is the first meeting between the researcher and the students of
VIII C class of SMP Negeri 3 Salatiga. In the first meeting, the students look
afraid and they are shy. In the action of applying the game, the students are
more enthusiastic and feel comfort in the learning process. This game is used
a game that involves students guessing words or phrases from drawings. This
game works in teams and each member of the team taking turns to be the
artist, Thornbury (2002: 104). This game helps the students to add vocabulary
with fun learning and they can learn vocabulary easily. The procedures of
follows:
2. Divide the class into teams with three or four students per team.
card.
7. Explain that the artist looks at the word to be illustrated and draws
while thinking about how to draw, retrieve, and guess the word, and at
the same time competing and having a blast. When the word is
8. Explain it after identifying all of the terms, team members raise their
9. Rotate the artist role around the team until all the students participate
students looked interest, because the game was very interesting and it made
them felt happy and enjoy with this game. The students who have big spirit in
the first cycle were Elkana and Angga. They immediately went to in front of
Several data were taken from the field notes. In the first cycle, the
researcher summarizes that the students feet enjoy and interest with the
b) Students have high curiosity about the pictionary game in the first
time.
In the first cycle, the test instrument also shows the students
improvement in class. The mean score of pre-test is 5,13 and the post-test is
7,02. The best score of pre-test is 8 and the worst score is 3. Then, the best
In order to get more data, the researcher continues to the next cycle. In
this cycle, the students are more spirit and relax because they have known
about the pictionary game. While applying this method, most of the
they looked happy, enjoy and more relax. They have spirit to go in front of the
class to be artist and they look happy. Many students become active to speak
up and they have bravery to describe about their picture, such as (Agatha,
8, 27. The best score in pre-test is 9 and the worst is 3. Then, the best score in
post-test is 9,75 and the worst is 7. It means that the students achievements
feel happy and comfort when they are learning with pictionary game. They
are more active to speak up and they feel enjoy, so they are easily understand
Table4.5
Analysis of Students Improvement
The researcher takes two cycles in this research. The first cycle, the
that the score of the first cycle is 7, 28. So, the researcher decides to take
second cycle. The researcher needs second cycle to achieve the standardized
of score of the students. It can be seen that in second cycle, the students can
and post-test. The table shows that t-test is greater than t-table, so is
post-test. It can be seen that the mean of post-test is higher than the mean of
learning process, they enjoy and pay their attention along the teaching
learning process.
Thornbury (2002: 104).It can be seen that most of the students like drawing
and they are very excited when the pictionary applied in their class. Higher
well about the material, the students get self confidence and bravery which
and written formFauziati (2005: 155). It means that the Pictionary becomes
one of the games to enrich vocabulary of the students. Pictionary game makes
the students would be grateful for a bit a classroom fun and that the words
from the game would stay in their heads for a long time.The researcher
CLOSURE
A. Conclusion
as follows:
a. Divide the class into teams with three or four students in a team.
Explain that each teams goal is to be the first and earns a point in a
c. This student is the only one able to see the list of words written on the
card.
drawswhile thinking about how to draw, retrieve, and guess the word,
f. Rotate the artist role around the team until all the students have
participated as an artist.
teaching vocabulary using pictionary game. This game runs well and the
test and post-test. The score of post-test are greater than pre-test. The
cycle I shows that the score of pre-test is 5, 13 and the score of post-test is
7, 02. Meanwhile, the cycle II shows that the score of pre-test is 6, 14 and
mean between pre-test and post-test. This indicates that pictionary game
T-test is formula to know the significant differences between pre test and
post test. The t-test from this research is from 6,8 in the first cycle until
8,07in the second cycle. From the t- test, it can be seen that there is
improvement from the first cycle to the second cycle. Furthermore, the
pictionary game also make the students more creative, because they can
make their students understood about the picture. The students can explain
what they have drawn by using pictionary game and it can increase their
confidence to share their idea to other friends in front of the class based on
B. Suggestion
could make the students are more enjoy, relax and fun in following
materials and they can make good scenario to create fun situation and
reference.
interesting with fun medium. So that the material can be accepted easily
by the students.
BIBLIOGRAPHY
Frank, Marcela. 1972. Modern English ( a practical reference guide). United States:
Prentice Hall.
Martin, Wren. 1995. High School Grammar and Composition. New Delhi: S. Chand
and Company Ltd.
Salatiga
Educational Background :
Lesson Plan
Research Documentation
My Timmy (Title)
I have some pets. However, my favorite pet is Timmy. (Introduction)
Timmy is a male tabby cat. He is very adorable with his soft strips fur.
He has innocent round eyes and feeble sweet voice. He always meows when
he feels hungry. Actually, his voice is not suitable with his giant body. When I
come home, he usually gives me a kiss.
Timmy is a nice playmate. Im happy to spend my time with him.
Most of the time, hes good boy. Its almost impossible for me to be angry at
him. In the morning, he always wakes up early. When he wakes up earlier, he
wait`s quietly by my bedside until I wake up .
VI. Metode Pembelajaran :
Pictionary Game
Cards:
First session (Cat, dog, cow, elephant, giraffe)
Second session (turtle, squid, bird, snake, frog)
Third session (Stable, grass, trees, round eyes, thick fur, long
body)
Fourth session (two wings, long tail, big ears, long neck, eggshell,
short leg)
VII. Langkah-langkah kegiatan :
Kegiatan awal
- Guru memberi salam dan berdoa bersama
- Guru menjelaskan pentingnya materi yang akan dipelajari.
Kegiatan inti melalui Eksplorasi, Elaborasi dan Konfirmasi
- Guru menggali kosakata yang berhubungan dengan binatang yang
ada di sekitarkita
- Melakukan tanya jawab tentang kosakata yang berhubungan
dengan binatang
- Siswa menjawab soal pre test yang diberikan oleh guru
- Siswa mencoba menghafal dan menjelaskan kosakata dengan
menggunakan pictionary game
- Guru membagi siswa dalam beberapa kelompok saat menerapkan
pictionary game
- Siswa dan guru bersama sama mendiskusikan tentang materi
- Guru memberi reward untuk kelompok yang mendapat banyak
nilai
- Guru memberi soal post test untuk siswa
Kegiatan Akhir
- Guru mengidentifikasi kesulitan siswa untuk memahami materi
berdasarkan tanya jawab dengan guru
- Siswa diberi kesempatan untuk bertanya
- Guru bersama siswa menyimpulkan materi yang telah dipelajari.
-
VIII. Sumber Belajar
LKS Pakar Bahasa Inggris Kelas VIII Semester Gasal
LKS Progresif Bahasa Inggris Kelas VIII Semester 1
IX. Penilaian:
Tes
Bentuk : Esei, memasangkan kosakata dan membuat paragraph
sederhana)
X. Proses Penilaian
a. Esei = Benar x 2
= 5 x 2 = 10
b. Kosakata = Benar x 2
= 10 x 2 = 20
c. Paragraf sederhana =
Kesesuaian isi Generic structure Variasi kosa kata Tanda baca
dengan tema
A B C D
(1-10) (1-20) (1-35) (1-5)
No. A B
1. Pet (..) a. kaki yang kuat
2. Clever (..) b. menangkap
3. Train (..) c. dokter hewan
4. sit down (..) d. memberi makan
5. catch (..) e. bulu yang tebal
6. dachshund (..) f. peliharaan
7. strong legs (..) g. melatih
8. thick fur (..) h. pandai
9. feed (..) i. anjing berkaki pendek
10. veterinarian (..) j. duduk
C. Try to make a paragraph of descriptive text with the theme is about Pet,
consist of two paragraphs!
On Saturday night, we went to the Town Hall. It was the last day of the
year and large crowd of people had gathered under the Town Hall clock. It would
strike twelve in twenty minutes time. Fifteen minutes passed and then, at five to
twelve, the clock stopped. The big minute hand did not move. We waited and
waited, but nothing happened. Suddenly someone shouted,Its two minutes past
twelve! The clock has stopped! I looked at my watch. It was true. The big clock
refused to welcome the New Year. At that moment, everybody began to laugh and
sing.
II. Mention five the verbs with the meaning based on the text above!
1. .. = ..
2. .. = ..
3. .. = ..
4. .. = ..
5. .. = ..
Name : Number :
On our way to the harbor, we bought some beef mince at the butcher.
We used the mince as bait. My parents friends brought the fishing rods for us
to use. When we got to the harbor, some families were already there. We were
a bit late because we tried to find our way to the harbor and got a bit lost. We
started a fishing competition. We agreed that whoever got the most fish would
keep all the fish caught that night.
B. Mention six verbs with the meaning based on the text above!
1.
2.
3.
4.
5.
6.
a. The air was so fresh, and the water from up was so clear and cool.
b. Last Sunday we went on a trip to see a waterfall in Tawangmangu.
c. At noon we lunch together. We were very happy.
d. We left from school at seven in the morning. We arrived on the
waterfall site at nine oclock.
e. Some of us played with water, and the other just watched the
scenery.
f. It was a nice place and the waterfall is so high.
DOCUMENTATION