THE USE OF MNEMONICS TECHNIQUE TO

INCREASE STUDENTS’ VOCABULARY MASTERY

(A Classroom Action Research at the Eighth Grade
Students of SMPN 2 Banyubiru in the Academic Year
of 2016/2017)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S. Pd) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga

By:
Nia Lestari
113 10 016

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016

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 Motto
Do what makes you happy, be with
who make you smile, laugh as much as
you breathe, love as long as you live…

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 DEDICATION

This graduating paper is whole heartedly dedicated to:

1. My beloved family who have given me wonderful life. My deepest

appreciation to my best parents, Bapak Sabar Prihadi and Ibu Zulaikah.

Thanks for sacrifices, patience, support, trust, finance, encouragement,

and pray. Without their never-ending support, I could have never

completed my graduating paper.

2. My beloved old sister Anita Rahmawati and young sister Devi Wulan

Sari, thanks for your kindness, togetherness, and love. “I love you so

much”.

3. My special someone “M. Arief Mufti Habibi”, thanks for your love, joke,

spirit, patience, happiness, and togetherness that we have been through

up till now.

4. My indeed friends; Dias Pramiari, SH, Indisa Dwi Cipta Putri, S. PdI,

Palupi Ningsih, S. PdI, Mim Cholifah S. PdI, Mbak Minarsih, S. PdI,

thanks for your joke, brotherhood, love, and soon.

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 ACKNOWLEDGEMENT

Assalamu’alaikum Wr. Wb.

In the name of Allah, the most gracious, the most merciful, the lord

of universe, because of Him the writer could finish this graduating paper

as one of the requirement for Sarjana Pendidikan in English Education

Department of Teacher Training and Education Faculty of State Institute

for Islamic studies (IAIN) Salatiga in 2017.

Secondly, peace and salutation always be given to our Prophet

Muhammad SAW who has leads us to goodness. However, this success

would not be achieved without support, guidance, advice, help, and

encouragement from individual and institution, and the researcher

somehow realized that an appropriate moment for me to deepest gratitude

for:

1. Dr. Rahmat Hariyadi, M.Pd as the Rector of State Institute for

Islamic Studies (IAIN) Salatiga

2. Mr. Suwardi, S. Pd., M. Pd. as a Dean of Teacher Training and

Education Faculty

3. Mrs. Noor Malihah, Ph, D. as the Head of English Education

Department of IAIN Salatiga

4. Mr. Ari Setiawan, S. Pd, M.M, as the counselor who has educated,

supported, directed, and given the writer advice, suggestion, and

guidance for this graduating paper from beginning until the end.

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 ABSTRACT

Lestari, Nia. 2017. THE USE OF MNEMONIC TECHNIQUE TO INCREASE

STUDENTS’ VOCABULARY MASTERY (A Classroom Action Research
at Eighth Grade Students of SMPN 2 Banyubiru in Academic Year of
2016/2017). State Institute for Islamic Studies (IAIN) Salatiga.

Vocabulary is very important to be mastered to support English language skills;

listening, speaking, reading and writing. Speaking would be meaningless and
perhaps impossible having only structure without vocabulary. Nobody could listen
clearly without mastering vocabulary. Anyone cannot understand what they read
without mastering vocabulary. Moreover, Writing could not be arranged without
vocabulary mastery. The problems are most of the students has difficulties in
mastering vocabulary and difficult to remember new words. Therefore, many
approaches are created to improve vocabulary mastery well. Mnemonic is one of
technique to train good vocabulary. It is applied to help students memorize
vocabulary well and to be more easy to remember words. This study is a
classroom action research. There were four steps in conducting: planning, action,
observation, and reflection. The subject of this study is eighth grade students. This
classroom action research was done in two cycles. Each cycle was conducted into
two meeting with recount text and mnemonics as the topic of discussion. The
result of this study showed that students’ improvement in mastering vocabulary
was statistically significant. Based on the research conducted, the researcher
found the significant improvement between cycle I and cycle II, it can be seen
from the mean of cycle I which is 60,56 for pre-test and 69,09 for post-test, and
the mean of cycle II which is 64,62 for pre-test and 83,21 for the post-test. The
calculation showed that t-calculation is bigger than t-table. There were 7,10
2,04 in cycle I and 9,38 2,04 in cycle II. It can be concluded that the application
of mnemonic technique can improve students’ vocabulary mastery. Hopefully,
this technique can help the students more easy to master vocabulary.

Keywords: Mnemonics Technique, Vocabulary Mastery, Classroom Action

Research.

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 TABLES OF CONTENTS

TITLE .................................................................................................... i
DECLARATION ................................................................................... ii

ATTENTIVE COUNSELOR NOTE .................................................... iii

STATEMENT OF CERTIFICATION ................................................. iv
MOTTO ................................................................................................. v
DEDICATION ....................................................................................... vi
ACKNOWLEDGEMENT ..................................................................... vii
ABSTRACT ........................................................................................... ix

TABLES OF CONTENTS ..................................................................... x

LIST OF FIGURE ................................................................................. xii
LIST OF TABLE ................................................................................... xiii

CHAPTER I: INTRODUCTION
A. Background of the Study .............................................................. 1
B. Problems of the Study .................................................................. 4
C. Objectives of the Study ................................................................ 4
D. Limitation of the Study ................................................................. 5
E. Benefits of the Study .................................................................... 5
F. Definition of the Key Terms ......................................................... 7
G. Paper Outline ............................................................................... 8

CHAPTER II: THEORETICAL FRAMEWORK

A. Previous Study ............................................................................. 10
B. Vocabulary Mastery
1. Definition of Vocabulary Mastery .......................................... 11
2. Types of Vocabulary .............................................................. 12
3. Aspect of Learning Vocabulary .............................................. 13
4. Problems in Teaching and Learning Vocabulary ..................... 26

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 C. Mnemonics Technique
1. Basic Types of Memory .......................................................... 28
2. Definition of Mnemonics Technique ....................................... 28
3. Classification of Mnemonics .................................................. 29
4. Implication of Mnemonics Technique ..................................... 33
D. Classroom Action Research
1. Definition of Classroom Action Research ............................... 33
2. Model of Classroom Action Research ..................................... 34
3. Objectives of Classroom Action Research .............................. 36

CHAPTER III: RESEARCH METHODOLOGY

A. Setting of the Research ................................................................. 37
B. Subject of the Research ................................................................ 40
C. Research Methodology ................................................................. 41
D. Technique of Data Collecting ....................................................... 44
E. Technique of Data Analysis .......................................................... 45

CHAPTER IV: FINDING AND DISCUSSION

A. Field Note
1. Cycle I .................................................................................... 48
2. Cycle II .................................................................................. 54
B. Scoring of Students Achievement
1. Scoring of Cycle I ................................................................... 59
2. Scoring of Cycle II ................................................................. 62
C. Discussion .................................................................................... 65

CHAPTER V: CLOSURE
A. Conclusion ................................................................................... 68
B. Suggestion.................................................................................... 69

REFERENCES
CURRICULUM VITAE

APPENDIXES

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 LIST OF FIGURE

Figure 2.1 Cyclical Action Research Model based on Kemmis and McTaggart
in Burns.

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 LIST OF TABLES

Table 3.1 Teachers of SMP Negeri 2 Banyubiru

Table 3.2 Staffs of SMP Negeri 2 Banyubiru

Table 3.3 Room and Facilities of SMP Negeri 2 Banyubiru

Table 3.4 List of the Eighth Grade Students of Class E in SMP Negeri 2

Banyubiru

Table 3.5 Schedule of the Classroom Action Research

Table 4.1 Observational Checklist of Cycle I

Table 4.2 Observational Checklist of Cycle II

Table 4.3 Score of Pre-Test and Post-Test in cycle I

Table 4.4 Score of Pre-Test and Post-Test in cycle II

Table 4.5 Mean of Students’ Score

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 CHAPTER I

INTRODUCTION

A. Background of the Study

Education is a systematically process. In education there are two

terms that should be considered, they are teaching and learning process.

Yamin (2009: 13) says that educational process will be conducive and

interactive when it is based on a good curriculum. Indonesia as one of the

developing country has also set its education curriculum which includes

the teaching of English as a foreign language. It is compulsory subject

studied from junior and senior high school up to the university.

In English language teaching, there are some terms must be paid

attention for the success of the teaching process itself. Some of them are

the teaching materials which must be relevant with the students’ level,

skill full, qualified teacher who teach the materials, and many other

aspects. In English language, there are some skills which must be mastered

by the students. These are receptive and productive skill. The receptive

skills include reading (understanding written language) and listening

(understanding spoken language). Productive skills include speaking

(producing spoken language) and writing (producing written language). In

order to support those skills, it is essential to learn vocabulary.

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Vocabulary is the most important thing in English language.

Without vocabulary, the skills would be meaningless. According to

McCarthy (1990: 8) says that

No matter how successfully the sounds of second language are

mastered, without words to express a wide range of meanings,
communication in second language just cannot happen in any
meaningful way. And yet vocabulary often seems to be the least
systematized and the least well catered for of all the aspects of
learning a foreign language.

In fact, the most common factor that becomes the obstacle in

mastering vocabulary is limited number of words mastered. The other

problem faced by students is the difficulty to understand the meaning of

the words. The students are still use bahasa when they were asking and

answering the question from the teacher.

Although English is not the new subject for junior high school

especially the eighth grade students, they still have some difficulties in

learning it, including writing skill. Writing skill is important to be

mastered to produce written language. They often confused with what they

actually should write. For the example, when the teacher asked them to

write some sentences, they are still confused because of their vocabulary

that was limited.

Based on the writer’s observation about students writing skill in the

eighth grade students of SMPN 2 Banyubiru, they had difficulties in

producing sentences and understanding the meaning of the words they

wrote. These problems are indicating that (1) they had lack of vocabulary

knowledge; (2) they often give up trying to understand the meaning of the
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words; (3) they cannot arrange the sentences correctly; (4) they were

difficult to memorize the meaning of the words and remembering new

vocabulary. Therefore, it is necessary for the teacher to apply certain

technique to solve those problems and makes the students interested to

learn English. Nattinger as quoted by Nunan (1991:134) presents a number

of classroom techniques for vocabulary development. One of the

techniques is mnemonics.

Mnemonics technique can be very effective and easy to be applied.

One of the most popular mnemonics is keyword method. It can motivate

the students and the classroom will be more interesting. Mnemonics

technique is a way to help students remember information more effectively

and easily. This technique is best used in studying vocabulary in English.

Students can master the vocabulary easier and fun. These techniques used

to aid the recall of new information. The implementation of mnemonic

technique helps them remember more information they have learned and

also can strengthen their vocabulary mastery. Those are the reason why the

researcher uses mnemonics technique. According to Djiwandono (2009:

16) the use of mnemonics techniques are depend on the student's learning

style. There are students who prefer to find the meaning of words from the

dictionary and save it in their memory. Therefore, mnemonics technique

can be used to memorize difficult words, while the words that easy to

remember are not necessary to use this technique.

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The researcher has interested in learning vocabulary, so the

researcher choose this title as her graduating paper. Another reason, the

researcher was excited to applying mnemonics technique in teaching

English. By using mnemonics technique in English learning hopefully the

researcher and the readers can learn more and increase their vocabulary

mastery. Based on the reasons stated above, the researcher will create a

research entitled “The Use of Mnemonics Technique to Increase

Students’ Vocabulary Mastery (A Classroom Action Research at the

Eighth Grade Students of SMPN 2 Banyubiru in Academic Year of

2016/2017)”.

B. Problems of the Study

Based on the research background, the writer formulates some

problem statements as follows:

1. How is the implementation of mnemonics technique to

increase students’ vocabulary mastery at the eighth grade

students of SMPN 2 Banyubiru?

2. To what extent is the improvement of vocabulary mastery at

the eighth grade students of SMPN 2 Banyubiru through

mnemonics technique?

C. Objectives of the Study

This study has some objectives which include:

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1. To describe the implementation of mnemonics technique to

memorize new words at the eighth grade students of SMPN 2

Banyubiru.

2. To measure how far is the improvement of vocabulary

mastery at the eighth grade students of SMPN 2 Banyubiru

through mnemonics technique.

D. Limitation of the Study

The Writer would like to limit the scope of the study on the

following problems in order to avoid misinterpretation of the problem are:

1. This research is conducted at the eighth grade students of

SMPN 2 Banyubiru in academic year 2016/2017.

2. This study is limited to mnemonics technique as the

treatment. The researcher uses written language to convey

this study.

E. Benefits of the Study

The writer expects that the result of this study can give

contribution in education field. This study is hoped to be useful to:

1. Encourage the English teachers to use mnemonics

technique in teaching process.

2. Help the young learners to have more understanding

vocabulary. They know the importance of vocabulary and

elaborate the meaning. They also can identify and anticipate

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their difficulties of vocabulary mastery through mnemonics

technique.

3. Give more experience or input for readers that mnemonics

technique can be used to increase vocabulary mastery.

4. A contribution to the educators, which is hoped they can give

their students more knowledge to increase their vocabulary

mastery through mnemonics technique.

5. A contribution for the reader in general, the result of this

study hopefully can be the reference in learning English

through mnemonics technique and the elaboration of the

research will be useful for another research to conduct the

similar research about the use of mnemonics technique to

increase students’ vocabulary mastery.

6. A contribution for the writer hopefully it can increase

experience and knowledge about mnemonics technique and

vocabulary mastery and the researcher can apply it in English

language teaching.

7. For English Department of State Institute for Islamic Studies

(IAIN) Salatiga and other researchers, hopefully, the result of

the study provides information to lead further study about

vocabulary and about classroom action research.

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F. Definition of the Key Term

To avoid the drawback or misunderstanding of some words in this

research, it is important to give some explanations or definitions as

follows:

1. Mnemonics technique

Kozarenko (2006: 16) says that mnemonics means a

memorization technique. It is derived from a Greek word

mnemonikon. The memorization art is called mnemonikon

after a Greek goddess of memory, Mnemosine, the mother of

nine muses.

Modern encyclopedias define that mnemonics is an

art of memorizing, a set of method and technique that ease

the memorization process and help increase memory volume

by creating artificial associations.

Kozarenko (2006: 16) states that mnemonics

technique is circus or a stage trick based on the memorization

art (guessing numbers, things, dates, or names). The trick is

performed by two artists using a specially developed code.

Mnemonics is a system of inner writing that produces the

ability to consecutively record information in to the brain, by

transforming the information into a combination of visual

images.
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2. Vocabulary mastery

Vocabulary is commonly defined as all the words

known and used by a particular person. Mastery means the

competency to understand and apply something learned.

3. Classroom Action Research

Mettetal (2001: 7) defines Classroom Action Research

as a method of finding out what works best in your own

classroom so that you can improve student learning.

Classroom action research is used to change the situation in

class and to overcome the problems that happen in the class.

G. Paper Outline

As guidance for either researcher in writing the graduating paper or

reader on whole content of the graduating paper, the researcher who also

the writer need to set up graduating paper outlines. This graduating paper

consist of five chapters, those are following:

Chapter I is an introduction. It contains of the background of the

study, which mention the writer’s reason for choosing the topic of the

research; problems of the study, which include of the problems of what the

author want to discuss; objectives of the study, which reveal the author’s

aims, target or purpose of the study; limitation of the problems, which

contain of the limitation of the study the author’s discuss; benefits of the

study, which mention the advantages of the study; definition of the key

terms, which explain the definition of the key terms or concept of the
 9

study; and the last is the paper outline, which contain of general

framework for each chapter for this graduating paper.

Chapter II is theoretical framework such as explanation of

vocabulary mastery, mnemonics technique, and classroom action research

Chapter III is research methodology, which explains the research

methodology the author used. It consists of setting of the research, subject

of the research, research procedure, and technique of collecting data and

technique of data analysis.

Chapter IV is the finding and discussion.

Chapter V is closure. It contains of conclusion and suggestion.

The last parts are references and appendixes.

 CHAPTER II

THEORETICAL FRAMEWORK

A. Previous Studies

The first previous study came from Rosdiana (2009). She has study

about “The Effectiveness of Mnemonics Devices in Learning Vocabulary

Learning Process”. She has two research questions, there were (1) Do

mnemonics devices enhance the students in learning and memorizing

vocabulary? and (2) can mnemonics devices influence the students in their

vocabulary learning activity?. In this previous study, it was experimental

research. The researcher used observation and test including pre-test and

post-test to collect the data. The subject of the study was consisting of 30

participants. According to the data collected from the pre-test and post-test

gained from the experimental class, taught vocabulary by using

mnemonics devices and without mnemonics devices in analyzing the

students’ error in vocabularies, it shared the mean score of pre-test was 73

while the mean score of post-test was 84. The conclusion of this study is

teaching vocabulary using mnemonics is effective to help the students.

The second previous study came from Gofar (2008). He had study

about “Teaching Vocabulary through Mnemonics Devices”. The

researcher question of this study is whether to use mnemonics device in a

vocabulary learning strategy has significant influence to the students’

vocabulary acquisition?. In this study, the researcher used experiment

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method. The sample was taken by random sampling system namely only

40 students where 20 students from experiment class and 20 students from

controlled class. It used pre-test and post-test to collect the data. To know

the result of the experiment, the researcher calculates the result of pre-test

and post-test of both classes. The result of the experiment proof that

mnemonics is suitable to encourages students to use the language and

facilitates them to explore individual competencies.

From the two previous studies, the researcher concluded that this

study tried to retest some variable of previous studies. This study had

specific rule rather than previous studies variables. As a result, the

researcher’s study is different to the previous studies.

B. Vocabulary Mastery

1. Definition of Vocabulary Mastery

It is very important to know what vocabulary is before

discussing vocabulary mastery. Mastering a large number of

vocabularies is very important for foreign language learners. Without

mastering it, foreign language learners will get some difficulties in

developing the four language skills.

McCharty (1990: 8) state that vocabulary is the experience of

most language teachers that the single, biggest component of any

language course. Vocabulary is the words to express a wide range of

meanings. Development of a rich vocabulary is an important aspect of

learning a foreign language.

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Mastery is defined as the complete control of knowledge.

Mastery means the competency to understand and apply something

learnt.

From the definition above, it can be concluded that vocabulary

is the total numbers of words, a list or set of words in a particular

language that a person knows or uses. Vocabulary mastery is a

complete skill to understand the stock of words and their meanings of a

particular language.

2. Types of Vocabulary

Some experts have classified types of vocabulary. Scrivener

(1994:74) divides two kinds of vocabulary, namely receptive and

productive vocabulary.

a. Receptive Vocabulary

Receptive vocabulary is words that the learners

recognize and understand when they occur in context, but

which cannot produce correctly. The receptive vocabulary is

also called a passive process because the learner only

receives thought form others.

b. Productive Vocabulary

Productive vocabulary is the sets of words which

understandable that are used in spoken communication.

Therefore, productive vocabulary can be addressed as an

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active process, because the learners can produce the words to

express their thought to others.

3. Aspect of Learning Vocabulary

According to Frank (1972: 1) there are many ways that will help

students to expand their vocabulary and proficiency, the following are:

1. Word Classes

Word classes are classified as a different part of speech. They

are nouns, pronoun, verbs, adjectives and adverbs,

prepositions and conjunctions.

a. Nouns

Noun is the one of the most important parts of speech. Its

arrangement with the verb helps to form the sentence. She

classified nouns as follows:

1) Proper Noun

A proper noun begins with a capital letter in writing.

It concludes personal name; name of geographic units

such as countries, cities, rivers, etc.; name of

nationalities and religions; name of holiday; name of

time units.

2) Common Noun

Common noun is a noun referring to a person, place

of thing in general sense and usually should write

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with capital letter when it begins a sentence. For the

example: book, soldier, stone, etc.

3) Concrete Noun

Concrete noun is a word for a physical object that can

be perceived by the sense. The example: tree, glass,

book, etc.

4) Abstract Noun

Abstract noun is a word for a concept. It is an idea

that exists in our minds only. The example: bravery,

belief, etc.

5) Countable Noun

A countable noun can usually be made plural by the

addition of –s, for the example is one boy, two cat,

etc.

6) Uncountable Noun

An uncountable noun is not used in the plural, for the

example is sugar, water, etc.

7) Collective Noun

A collective noun is a word for a group of people,

animals, or objects considered as a single unit. The

examples of collective nouns are audience, faculty,

family, group, public, team, etc.

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b. Pronouns

Pronouns make up a small class of words of very high

frequency. Pronoun is a word that takes the place of a

noun. There are the types of pronouns as follows:

1) Personal Pronoun

a) The speaker, called the first person

Singular – I (spelled with a capital letter)

Plural – we (includes the speaker and one or more

others)

b) The person spoken to, called the second person.

You – singular and plural

c) The person or thing being spoken of, called the

third person.

Singular – he (for male), she (for female), it (for

things)

Plural – they (for all live beings and for all things)

2) Relative Pronouns

Relative pronouns refer to noun antecedents which

immediately precede them.

The example:

The woman who calls me is my aunt

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3) Demonstrative Pronouns

Demonstrative pronouns point out someone or

something. The most common demonstrative

pronouns are this (plural these) and that (plural

those).

The example:

This flower (over here) is more beautiful than that

one (over there).

4) Reflexive Pronouns

The reflexive pronoun is combination of –self with

one of the personal pronouns or with the impersonal

pronoun one.

The example:

The child hurt himself (child and himself are

identical).

5) Indefinite Pronouns

Such pronouns refer to indefinite persons or things, or

to indefinite quantities. Indefinite pronouns conclude:

all, another, any, both, each, few, least, less, little, a

lot (of), many, more, most, much, etc.

c. Verbs

Verb is the most complex part of speech. Verb is a word

or group of words which is used in describing in action,

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experience, or state. There are several kinds of verb as

follow:

1) Action Verb

An action verb expressed by a verb may be physical

action or mental action. In addition, it exists with: is,

are, was, and were.

For example:

Jack paints the home with his father

She was late to go to her school

2) Auxiliary Verb

An auxiliary verb is a verb which accompanies the

lexical verb of a verb phrase and express grammatical

distinctions not carried by the lexical verb, these are:

be, do, and have. They didn’t have meaning if they

stand themselves.

a) To be: an auxiliary verb that usually used is be,

is, am, are, was, were, being, and been.

b) To do: auxiliary verb that usually used is do,

does, and did.

c) To have: auxiliary verb that usually used is have,

has, and had.

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3) Phrasal Verb

These are formed by adding an adverb or a

preposition to a verb to create new meaning. The

example: ask around, calm down, give up, put off, etc.

4) Transitive and Intransitive Verb

a) Transitive verb needs a direct object to complete

its meaning or it can’t stand alone.

For example:

My car needs fuel

A cat wants some meat to eat

b) Intransitive verb can stand alone in the predicate

because its meaning is complete.

For example:

The plant grows

The baby crying

5) Regular and Irregular Verb

a) Regular verb are formed by adding –ed. For

example: call-called-called, visit-visited-visited,

etc.

b) Irregular verb change completely in the past

tense. For example: go-went-gone, take-took-

taken, drink-drank-drunk, etc.

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d. Adjectives

Adjective is a modifier that has the grammatical property

of comparison. There are types of adjective as follow:

1) Determiner

Determiners consist of a small group of structure

words without characteristic form.

a) Articles- the, a, an.

b) Demonstrative adjectives- This (plural these)

That (plural those)

c) Possessive adjectives

From pronouns - my, your, one’s, etc.

From nouns - John’s, the girl’s, etc.

d) Numeral adjectives

a. Cardinal - four, twenty-five, one hundred, etc.

b. Ordinal - fourth, twenty-fifth, one hundredth,

etc.

e) Adjectives of indefinite quantity- some, few, all,

more, etc.

f) Relative and interrogative adjectives- whose,

what, which.

2) Descriptive adjectives

Descriptive adjectives usually indicate an inherent

quality or a physical state such as age, size, etc.

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e. Adverbs

Adverb is a group of words that describe or add to the

meaning of adverb, adjective, another adverb or a whole

sentence. An adverb indicates manner, time, place,

frequency, and purpose.

1) Adverb of manner: slowly, quietly, quickly, neatly,

etc.

2) Adverb of time is divided into two kinds of indefinite

time, for instance: yesterday, now, today, tomorrow,

etc.

3) Adverb of place: here, there, everywhere, abroad, etc.

4) Adverb of frequency: usually, always, often,

sometime, never, rarely, etc.

5) Adverb of quantity, it is used to describe quantity or

how often an event that is happened.

For example:

She studied English little.

He has won the price twice.

6) Relative adverb: therefore, moreover, why, although,

etc.

7) Adverb of degree, divide into two kinds:

- To show how much related with adjective or

adverb, such as: too, quite, rather, extremely, etc.

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- To show how complete, such as: nearly, entirely,

partially, etc.

8) Interrogative adverb, that is used to create question

such as: why, where, how, when, etc.

f. Prepositions

Preposition is a word used to show the relationship of a

noun or a pronoun to some other word. A proposition

usually indicates temporal, spatial, or logical relationship

of its. It is divided into two kinds as follow:

1) Preposition that consist of one word, such as: at, in,

under, over, on, behind, below, etc.

2) Preposition that consist of two words or more, such

as: according to, instead of, despite of, next to, etc.

g. Conjunction

Conjunction is a group of words that connects sentences,

phrase, or clause. There are three types of conjunction as

follow:

1) Coordinating Conjunction

Coordinating conjunction is used to joins word with

other words, phrase, or sentence with other sentence.

There are several kinds of coordinating conjunction,

such as: for and, nor, but, or, yet, and so.
 22

2) Correlative Conjunction

Correlative conjunction used to joins elements of

sentences, for instance: both…and, not only…but also,

either…or, neither…nor.

3) Subordinating Conjunction

Subordinating conjunction is word that can use to

formed adverbial clause form main sentence. There

are five types of subordinating conjunction as follow:

- Conjunction which use to explain about time:

before, after, since, as long as, as soon as, by the

time, etc.

- Conjunction which use to explain about opposition:

although, even though, whereas, while, etc.

- Conjunction which use to explain about cause-

effect: because, now that, such…that, as in, etc.

- Conjunction which use to explain about

conditional: if, unless, only, if, whether or not, even

if, etc.

- Conjunction which use to explain about purpose: in

order to, in order that, so that, etc.

2. Word families

Word family is group of word that share the same

base or root but take different endings so that words have

 23

own meaning. A word that result from addition of an affix to

a root, and which has a different meaning from the root, it is

called derivative. Inflexions and derivatives are both formed

by the process of affixation. Affixes consist of suffixes which

are end of word and prefixes in the beginning of word.

3. Word formation

A word formation is the creation of new word. The types of

word formation as follow:

a. Affixation

An affixation is the act of adding something else, so it will

be formed new words. There are three type affixes on the

basis of place like:

1) Prefixes

Prefixes are affixes that are added in beginning of root

word. The prefixes can add by re, dis, un, non, etc. for

example: limit-unlimited, connect–disconnect, etc.

2) Suffixes

Suffixes are affixes that are added in the end of root.

The suffixes can add by –ful, -ish, -ist, -s. For

example: beauty - beautiful, use -useful, etc.

3) Infixes

Infixes are affixes that are added in the middle of root

word.
 24

b. Compound Word

Compound word is combining of two or more independent

words. It consists of two patterns.

1) Noun + verb + -er, E.g: hair dryer, bus driver, record

player, etc.

2) Noun + noun, E.g: handbook, classroom, toothpaste,

etc.

c. Blending

Blending is the fusion of two words into one, usually the

first part of one word with the last part of another, so that

the resultant blend consists of both original meanings.

For example:

Breakfast + lunch = brunch

Information + entertainment = infotainment

d. Clipping

Clipping is a process in which a word is formed by

shortening a lot of one. Clipping occurs when the longer

word has very common use and a short from result

because it is simple and as easily understood.

For example:

Choc – chocolate

Phone – telephone
 25

e. Acronym

Acronym is the result of forming a word from the first

letter or letters of each word in a phrase.

For example:

VIP – Very Important Person

WHO – World Health Organization

NASA – National Aeronautics and Space Administration

f. Coining

Coinage is pure creations of writers, investors, scientists,

and other who are in need of a term to express a given

meaning or to name an item or product. For example:

Kodak, aspirin, Vaseline, zipper, Tipp-ex, etc.

4. Word meaning

a. Synonym

Synonym is linguistic forms which have the same

conceptual meaning and it share a similar meaning.

For example:

Sadness = unhappiness

Chance = possibility

Admit = confess

b. Antonym

Antonym is a word expressing an idea directly opposite to

that of another word in the same language.

 26

For example:

Small >< big

Thick >< thin

Short >< long

c. Homonym

Homonym is words that share the same form but have

unrelated meaning.

For example:

Like : I like looking the sunset.

Its look like new.

4. Problems in Teaching and Learning Vocabulary

There are some problems in learning vocabulary faced by the

students. Roger (1995: 43) states that the ease or difficulty of

vocabulary items depends on a number of factors. They are:

a. Similarity to first language

The difficulty of vocabulary items often depends on how a

similar item is in form and meaning to the students’ first

language.

b. Similarity to English words already known

Once the students have some English words that relate to an

English word that they are already familiar which is easier

than one, which is not.

 27

c. Connotation

Connotation of the word is another difficult aspect that the

learners have to get to grip. For example, either skinny or

slim could be used to describe someone who is thin. But

these two words have very different in their connotation; the

speaker actually conveys a particular attitude. Skinny is

negative connotation, while slim is positive connotation.

d. Spelling and pronunciation

The spelling of English word can cause problems for

students who speak languages with very regular spelling

systems. Particular spelling patterns can also cause

confusion where the pronunciation concerned. For example:

through, though, tough.

e. Multi- word items

A lexical item may consist of more than one word, as in a

compound like tennis shoes, or rally car or a phrasal verb

such as to put someone up.

f. Collocation

How a lexical item collocates can also cause difficulty. For

example we say that people injured or wounded but things

are damaged.
 28

C. Mnemonics Technique

1. Basic Types of Memory

There are two basic types of memory: short-term memory and

long-term memory. Short term memory keeps the information which is

being processed (a new word which is encountered for the first time). It

is fast but it can hold information for a very short time due to its small

storage capacity. Long term memory has an unlimited storage capacity

but is relatively slow. The purpose of teaching and learning vocabulary

is to transfer the lexical information from the short term memory to the

long term memory.

2. Definition of Mnemonics Technique

Kozarenko (2006: 15) says that mnemonic derived from a Greek

word “Mnemonicon” which mean an art of memorization. Mnemonics

are techniques or devices, either verbal or visual in nature, that serves to

improve the storage of new information, and the recall of information

contained in memory.

According to Foster (2009: 123) mnemonic is a way of

organizing information to make it easier to remember, typically by

using codes, visual imagery, or rhymes.

It is important to remember that mnemonics technique is a

memory-enhancing strategy and is not designed specifically to enhance

comprehension. Based on the definitions above, it can be concluded that

 29

mnemonic technique means a technique to utilize memory in certain

ways.

3. Classification of Mnemonics

Mnemonic devices have been differently classified by different

scholars. Thompson in Amiryousefi and Ketabi’s journal (2011: 179-

180) arranges mnemonics technique into five classes; they are

linguistics, spatial, visual, physical response and verbal methods.

a. Linguistic Mnemonics

1) Peg word method

Turkington (1996: 73) says that this best method

introduced by John Sambrook in England in 1879.

Through peg word method unrelated items can be

remembered easily by relating them to easily

memorizable items which act as pegs or hooks. Peg word

method has two stages. At first students are asked to

remember number-rhyme pairs like one is bun, two is

shoe, three is tree, four is door, five is hive, and so on. In

the second stage the students are asked to visualize the

word and try to link it to rhyming words.

2) The key word method

Key word method requires three stages. At first, a first

language or second language word that has acoustic

similarity to the target word is given to the learner to act

 30

as the key word. In the second stage, the learner is asked

to make an association between the target word and the

keyword. Finally he is asked to make a mental image of

the combination of the keyword and the target word.

b. Spatial Mnemonics

1) The loci method

Loci method is the oldest mnemonic technique. Using

this method entails imagining a very familiar place like a

room or a house and then associating each new word to a

part of it to be remembered. The students take an

imaginary walk along their familiar places, and retrieve

the items they have put there.

2) Spatial grouping

The idea behind this method is that instead of writing

words in a column, students can be asked to form

patterns like a triangle with them. Writing words in the

form of patterns help them recall the words better. As

they remember the pattern, they can remember the parts

which are signed by the words.

3) The finger method

Through this method students can be asked to associate

each word with a finger. This method is especially useful

 31

with children to learn numbers, days of the week and

month of the year.

c. Visual Mnemonics

1) Pictures

New words are usually paired with their definitions or

equivalents. They can be better learned if they are paired

with pictures. Objects and pictures not only can be used

to give meaning and information but they also can be

used to the motivation and interest of the students. Using

this method, a picture can be used to make the meaning

of the word clear.

2) Visualization or imagery

Instead of using real pictures, this method allows a word

to be visualized. The learner imagines a picture or a

scene which is associated with the target word. Abstract

words can be learned through this method by relating

them to a visual picture. Visualization can be an aid in

vocabulary learning.

d. The Verbal Method

1) Grouping or semantic organization

As organized materials are easier to store in and retrieve

from long-term memory, to organize the words in some

fashion will enhance their recall. In this way learners

 32

have the advantage of better recall than when they all are

learned in a list, because if they can remember one word,

they will be able to remember the rest.

2) Story-telling or the narrative chain

In this method the learner links the words together by a

story. At first he should associate the target words with a

topic or some topics, and then he should connect them by

making up a story containing the words.

e. Physical Responses Methods

1) Physical response method

According to this method the learner should move his

body or parts of his body in a certain way that illustrates

the meaning of the words.

2) Physical sensation method

Through this method the learner associates the new word

to a physical sensation. For example he can feel cold

when he learns the word frigid.

4. Implication of Mnemonics Technique

In this research, the writer uses mnemonics technique to

increase students’ vocabulary mastery. Because of memorizing is very

important to enlarge vocabulary, the writer found these technique to

help students in mastering it. Mnemonics technique is a method to

enhance the student's ability in memorize. In the beginning introduction

 33

of this technique may students feel confused, but after they adapt they

will be familiar with mnemonics technique and can apply it well.

D. Classroom Action Research

1. Definition of Classroom Action Research

There are some definitions of action research proposed by

experts. Mettetal (2001: 7) define that classroom action research is a

method of finding out what works best in your own classroom so that

you can improve student learning.

Classroom action research is an approach undertaken by

participants to gather information of a specific problem in social and

educational situation, to gain insight, to develop practices and analyze

their own practices systematically in order to bring about social change

and positive improvement in the school environment.

According to Elfanany (2013: 22) classroom action research is a

research conducted systematically reflective of the various actions taken

by teachers as well as researchers, since the formulation of a plan to

research on real action in the form of classroom teaching and learning

activities, to improve learning conditions performed.

Arikunto (2010:130) states that classroom action research is

accurate activities were purposely raised, and occurred in a classroom.

It is not difficult, because the teachers just do deliberately and observed

the results carefully.

 34

In this study, the writer used classroom action research. The

writer was as a teacher also acted as researcher conducted observation

in the classroom.

2. Model of Classroom Action Research

There are some experts show different models of action research.

The first expert who created a model of this study is Kurt Lewin, but the

people widely known are Kemmis and McTaggart. According to Kemmis

and McTaggart in Burns (2010: 7), classroom action research typically

involves four broad phases in a cycle of research. They say that classroom

action research consists of four fundamental steps and spiraling process as

follows:

a. Planning: identify a problem or issue and develop a plan of

action in order to bring about improvements in a specific area

of the research context.

b. Action: the second step of the observation is acting as an

implementation of the plan. It implements of the treatment in

the classroom.

c. Observation: this phase involves observing systematically the

effects of the action and documenting the context, actions and

opinions of those involved.

d. Reflections: reflects on, evaluates and describe the effects of

the action in order to make sense of what has happened and

to understand the issue which have explored more clearly.

 35

The relationship between the four components above showed a

cycle. This cycle is one of the characteristics of classroom action

research, that classroom action research should be implemented in the

form of cycle, not only one intervention.

This model of action research has often been illustrated through

the diagram below:

Figure 2.1
Cyclical action research model based on
Kemmis and McTaggart in Burns (2010: 9)

In this research model, the four steps above are namely:

planning the action, observing or monitoring the action, reflecting the

result of the observation, revising the plan for the following step. Those

four steps form one cycle.

 36

To conduct the study to the eighth grade students of SMP Negeri

2 Banyubiru by using mnemonics technique in teaching vocabulary, the

writer used this process. This study was conducted in two cycles.

3. Objectives of Classroom Action Research

Elfanany (2013: 75) views that the objectives of classroom

action research is to increasing the quality of content, process, and

result of teaching learning process in the school. Classroom action

research is helping teachers to solve teaching and learning problems

inside or outside of the classroom, because of classroom action research

give a chance for the teacher to try some method that applied in

classroom. It can increase professionalism of teacher and developing

academic culture in the school atmosphere, therefore create pro-active

attitude in restore the quality of education and learning sustainability.

 CHAPTER III

RESEARCH METHODOLOGY

Methodology gives a big contribution in the way to observe the data and

what kind of data that should be taken in this research.

A. Setting of the Research

The research is conducted at the eighth grade students of SMPN 2

Banyubiru in the academic year 2016/2017. SMPN 2 Banyubiru is located

in Jl. Brantas, Kebumen, Banyubiru, Semarang Regency. This school is

located in a village. The environment of this school is clean, beautiful

sceneries and cool atmospheres.

The formal education is needed for people to work as teachers in

order to undertake good teaching and learning process, and also the school

has many facilities to support them. There are list of teachers and staffs of

SMP Negeri 2 Banyubiru, it can be seen on the table below:

Table 3.1

Teachers of SMP Negeri 2 Banyubiru

Kind of
No Name Position Sex
subject
1. Sri Mulyati, S. Pd. Headmaster Mathematic F
Teacher
2. Mardiyono, S. Pd. Teacher Mathematic M
3. Fajar Suryono, S. Pd. Teacher Counseling M
Guidance
4. Yohanes Sularso, S. Pd. Teacher History M

37
 38

Kind of
No Name Position Sex
subject
5. Ita Mulyati, S. Pd. Teacher Civic F
Education
6. Asih Luthfiati, S. Pd. Teacher Mathematic F
7. Nur Mualifah, S. Pd. Teacher Biology F
8. Budiyanti, S.Pd. Teacher Indonesia F
9. Drs. FX. Hariyanto Teacher Physics M
10. Arina Rakhmandasari, S. Pd Teacher Art and Culture F
11. Tri Hartiningih, S.Pd. Teacher Counseling F
Guidance
12. Nanik Aryanti, S. Pd Teacher Counseling F
Guidance
13. Rahmat Dhoni Wiryatmo, S. Teacher Sport M
Pd
14. Muh. Mawardi, S. Pd Teacher Counseling M
Guidance
15. Ismangil, S. Pd Teacher accounting M

16. Miskiyatun Nafijah, S.Pd Teacher Indonesia F

17. Dra. Antonia Sri Noor SS Teacher History F

18. Sumiyati, S. Pd Teacher English F

19. Dyah Harjanti Susilowati, S. Teacher Javanese F

Pd
20. Sri Widodo, S. Pd Teacher Geography M
21. Rubinah, S. Pd Teacher Civic F
Education
22. Nursih Pardiyati, S. Pd. Teacher F
23. Drs. Edy Umar Teacher Islamic M
Education
24. Ali Nugroho, S.Ag Teacher Islamic M
Education
Source: SMP Negeri 2 Banyubiru
 39

Table 3.2

Staffs of SMP Negeri 2 Banyubiru

No. Name Position Sex

1. Chief of
Rr. Boedi Irawati F
Administration
2. Sugiarto Staff Administration M
3. Saefudin Staff Administration M
4. Heny Rudi Al Aziz Staff Administration M
5. Endang Tri Hartanti Staff F
6. Nur Rokhman Staff M
7. Musabikhin Staff M
8. Mukti Sadono Staff M
Source: SMP Negeri 2 Banyubiru

The list of facilities in SMP Negeri 2 Banyubiru can be seen on the

table below:

Table 3.3

Room and Facilities of SMP Negeri 2 Banyubiru

No. Kinds of building Total

1. Classroom 21
2. Laboratory of science 1
3. Library 1
4. Healthy room 1
5. Headmaster room 1
6. Teacher room 1
7. Mosque 1
8. Students toilet 4
9. Teachers toilet 1
10. Saving room 1
11. TU room 1
12. Cooperation shop 1
13. Counseling room 1
14. Laboratory of computer 1
Source: SMP Negeri 2 Banyubiru
 40

B. Subject of the research

The subject of this research is the eighth grade students in SMPN 2

Banyubiru in the academic year of 2016/2017. Since it is a classroom

action research, the writer chooses one class to be observed.

The English teacher suggested the writer to conduct the research in

VIII E. According to her, VIII E was more active and excited with new

thing, but they have some problem in learning English, especially in

mastering vocabulary. They still use bahasa to explain their opinion. This

class consists of 32 students, which is consisting of 17 male and 15

female. The data could be seen in the table below:

Table 3.4

The List of Eighth Grade Students of Class E in SMP Negeri 2 Banyubiru

No Name Sex

1. Ahmad Bagus Wardoyo M

2. Ahmad Dalhar M
3. Ahmad Irfa’i M
4. Asif Fitriana Christina F
5. Desi Siwi Tantriati F
6. Diva Damayanti F
7. Dyah Arfiyanti F
8. Eko Prasetyo M
9. Henri Satrio Bhekti M
10. Hibatul Maq Firoh F
11. Hossiana Geaananda Putri F
12. Ira Ariyani F
 41

13. Laila Tri Indriastuti F

14. Lilis Agustina F
15. Maria Jesica Chinta Putri Arumdani F
16. Muhamad Abdul Latif M
17. Muhamad Farih Ikya’udin M
18. Muhamad Ridwan Setiawan M
19. Muhamad Rizki Edy Saputro M
20. Muhammad Taufiq Akbar M
21. Nadya Fachrun Nisa F
22. Okynda Wayah Harisna M
23. Riana Febritasari F
24. Ridwan Mukti M
25. Risky Bagas Kurniawan M
26. Satria Dwi Saputra M
27. Sururin Masfufah F
28. Trisna Widia Astuti F
29. Vega Rizal Shaleh M
30. Winda Sulistyawati F
31. Yuan Wira Aji M
32. Za’im Fadhil M
Source: SMP Negeri 2 Banyubiru

C. Research methodology

In this research, the writer uses classroom action research. According

to Elfanany (2013: 22) classroom action research is a research conducted

systematically reflective of the various actions taken by teachers as well as

researchers, since the formulation of a plan to research on real action in the

form of classroom teaching and learning activities, to improve teaching

and learning process.

 42

1. Procedure of the Research

The writer was designed research of this study in the form of

classroom action research. This research was done in two cycles to

overcome all students’ problem in vocabulary mastery. There is 2

meeting in each cycle. In each cycle divided into three activities. The

first activity is pre-test which conducting before explaining the

materials. The second activities are explaining the materials. The third

activities are post-test.

Each cycle consists of four steps, they are planning the action,

acting, observing and reflecting the result of the observation. The

teacher applied the steps in the class based on lesson plan. The

research was designed as follow:

a. Cycle

1) Planning the action

There are some preparations that prepared by the writer

related to the action as follows:

a) Preparing the materials.

b) Preparing lesson plan and designing the steps in doing

the action.

c) Preparing list of students’ name and scoring.

d) Preparing sheets for classroom observation. It will be

prepared to know the situation of teaching-learning

process when the technique will be applied.

 43

e) Preparing teaching-aids.

f) Preparing test.

2) Acting

The writer implemented the teaching learning activity of

vocabulary using mnemonics technique based on the lesson

plan. The time table of the activities can be seen in the

following table:

Table 3.5

Schedule of the Classroom Action Research

Meeting Date Activities

Preliminary January 12th  Observation
study 2017  Interview
 Introduction
January 18th  Pre-test
Cycle I I
2017  Explaining
the materials
 Explaining
th
January 19 the materials
II
2017  Games
 Post-test
January 25th  Pre-test
Cycle II I
2017  Mnemonics
 Review the
January 26th
II materials
2017
 Post-test
 44

3) Observing the action

Observation is one of the instruments used in collecting the

data. The writer observed the students’ activities while

teaching and learning process occur.

4) Reflecting the result of the observation

The writer made an evaluation. The test is in the form of

multiple choice tests. In this test, the students asked to answer

the questions in the form of objective option.

Based on the weaknesses of the activities that carried out using

mnemonics technique in teaching vocabulary, the writer revises the

plan for the next cycle.

D. Technique of Data Collecting

In this classroom action research, the writer uses qualitative and

quantitative approach in collecting the data. Qualitative approach included

observation. The data was in the form of words taken form the result of

observation. Quantitative approach included written test which also as an

instrument in this research, covered pre-test and post-test. The data was in

the form of numbers taken from the tests that conducted before and after

the cycles done. Technique of collecting data of this research that

conducted as follows:

1. Test

According to Arikunto (2010: 193) test is a series of questions or

exercises and other tools used to measure the skills, knowledge,

 45

intelligence, ability or talent of individual or group. In this research,

tests are used to measure personality, aptitude, achievement, and

performance of the students. The best test is the tests which are valid,

objective, simple, and interesting for the students. The writer

conducted pre-test to know the students’ ability before the writer gives

the material for research and post-test to know the students’

improvement after using mnemonics technique. Those tests intended to

measure the progression during the implementation of mnemonics

technique.

2. Observation

It is important to doing observation because the writer observed the

students in class to know the model of class management and students’

interaction and also activities during the teaching and learning process.

Observation was conducted by observes the students’ participation and

interest, students’ difficulties, and classroom situation. The writer uses

checklists of the students as an instrument in this observation.

E. Technique of Data Analysis

The next step is analyzing the result of the data. To analyze the

teaching and learning process, the writer investigates the field notes and

reviewing the rubric of observation. The writer also conducted tests in the

beginning and in the end of cycles.

After conducting the test, the writer compared the student’s

vocabulary achievement in the pre- test and post- test to know whether
 46

there is improvement of students’ vocabulary or not. The researcher uses

quantitative analysis by using statistical technique to know any progress of

the students from the pre-test and post-test. The steps of this technique are:

1. Mean Calculation

Mean is formula to know the average of the students’ score. The

formula is:

M=

M = Mean of the students score

Σx = Sum of students score

N = Total number of students

2. Standard Deviation Calculation

The formula is:

2
SD =

SD = Standard Deviation

D = Differences between pre-test and post-test

N = the number of observation

3. T-test Calculation

T-test is formula to know the significant differences between pre-test

and post-test. The formula is:

To =
 47

To = T-test for different of pre-test and post-test

SD = Standard Deviation for one sample of t-test

D = differences between pre-test and post-test

N = number of observation in one sample

 CHAPTER IV

DATA ANALYSIS

A. Field Note

In this chapter, the researcher analyzed data collected from the

students of class VIII E of SMP N 2 Banyubiru in the academic year of

2016/2017. The data was obtained from the teaching learning process and

evaluation. The aim of this analysis is to measure the improvement of

students’ vocabulary by applying mnemonics technique. The researcher

arranged this research into two cycles.

1. Cycle I

a. Planning

The first activities in this research are planning. The activities

are:

1) Prepared the material entitled “Pangandaran Beach”. Making

the lesson plan and designed the step in doing the action.

2) Prepared list of students’ name

3) Prepared teaching aids

4) Prepared observation sheet, to know the situation during

teaching and learning process

5) Prepared test (pre-test and post-test)

48
 49

b. The Implementation of the Action

The first meeting was conducted on Wednesday, January

18th 2017. The researcher entered class VIII E and introduced

herself, and then explains what the purpose being in SMP Negeri 2

Banyubiru.

Researcher : Assalamu’alaikum Wr. Wb.

Students : Wa’alaikumsalam Wr. Wb.

Researcher : Good afternoon, students?

Students : Good afternoon.

Researcher : How do you do?

Students : How do you do, miss?

Researcher : Well, let me introduce myself, my name is Nia

Lestari and you can call me miss Nia. I studied at

IAIN Salatiga and I want to do research in this class

for four meetings. Do you want to join in my

research?

Students : Yes miss, mau. (students mix their language by

English and Bahasa)

Researcher : Alright, thank you. Before we begin our lesson

today, I will check your attendance.

After the introduction and check the attendance, the

researcher gives warming up using pictures and asked the students

 50

to found words related with “holiday”. And then the researcher

asked the students about recount text.

Researcher : Have you ever learned about recount text?

Apakah kalian sudah pernah belajar teks recount?

(the researcher repeated her question in bahasa to

help the students understanding)

Students : Sudah miss, sudah pernah.

Researcher : Ok, good! What is recount text?

Students : Teks yang menceritakan masa lampau miss.

Researcher : Yes, that’s right.

After they remember about the material, the researcher

gives pre-test for cycle I. The researcher went around through the

class to check students’ work, and most of them have difficulties in

mastering vocabularies. After finished, the researcher collected

students’ worksheet.

Then, the activity continued with explaining the material

about recount text. The researcher told the meaning of recount text

and the generic structure. She gave example of recount text entitled

“Pangandaran Beach”. The students found the difficult words in the

text and the researcher help them by informing the meaning of the

words. The students listened and paid attention during the lesson.

In the end, the researcher closed the first meeting.

 51

The second meeting was conducted on Thursday, January

19th 2017. The researcher enters the class VIII E at 11.45 and

started the meeting by greeting and asking student’s condition.

Researcher : Assalamu’alaikum Wr. Wb.

Students : Wa’alaikumsalam Wr. Wb.

Researcher : Good afternoon students?

Students : Good afternoon miss.

Researcher : How are you today?

Students : I’m fine, Thank you. And you?

Researcher : I’m fine, too. Thank you.

Ok, I will check your attendance first. Is there

anyone absent today?

Students : No miss, masuk semua.

Researcher : Ok, let’s begin our meeting with new materials.

The researcher explained about mnemonics technique and

gave the examples of it. The students felt confuse because they

never learned it before. Nevertheless, they were very excited to

know this technique. And then, the researcher gave cards as a

media which consist of new difficult words for the students and

they have to remember it by mnemonics technique. They have to

found the meaning of the words and make sentences in bahasa

using the words. They have to make sentences based on their

 52

imagination. After that, they can exchange with their classmate and

read aloud.

After they understand about mnemonics technique, the

researcher gave post-test for cycle I. After the time was over, the

researcher asked the students to collect the test. After that, the

researcher gave list of new words as homework and closes the

meeting.

Researcher : Is there any question about the material?

Students : No, miss. Miss, minggu depan games ya miss.

Researcher : Ok, I will give you interesting games next week.

Kalian setuju?

Students : Asik, setuju miss.

Researcher : Ok class, let’s closed our meeting today. Thanks

for your attention. Wassalamu’alaikum Wr. Wb.

Students : Wa’alaikumsalam Wr. Wb.

Researcher : See you next week.

Students : See you miss.

c. Observation

In the first meeting of cycle I, the students seemed happy to

follow the lesson, because they meet new teacher and did

something new in their class. So, it built new atmosphere and also

new experience in their classroom

 53

In the second meeting of cycle I, most of the students

follow teaching and learning process enthusiastically. The

researcher found that there were most of the students had

difficulties in the meaning of the words and they were difficult to

remember those words. It can be seen when they asked and

answered the question from the researcher. Most of them used

bahasa during the lesson. A half of the students understood about

the materials. Even though, there were any mistake that make the

researcher have to continue to the next cycle.

The researcher observed the teaching and learning process

by observational checklist explained below:

Table 4.1

Observational Checklist of Cycle I

No Statement Yes No
1. Teacher prepared the material well 
2. The teacher explains about recount text 
3. Teacher can be conditioned classroom 
4. Teacher use time effectively 
5. Teacher being friendly to the students 
6. Teacher able to use the media well 
7. Teacher provide an evaluation after 
lesson
8. Teacher asks students difficulties 
9. Students pay attention to the strategy 
10. Students pay attention the teacher’s 
explanation
11. Students understand the teacher’s 
explanation
12. Students become more active during 
 54

lesson
13. Students brave to ask and answer 
14. Students memorize new words 
15. Students answer the question correctly 
16. Students feel happy during the lesson 
17. Students are noisy during the lesson 
18. Students get bored during the lesson 

d. Reflection

By analyzing the result of cycle I, the researcher found that

the students excited with new thing in English learning, especially

in memorize new words. So, the teacher must have interesting

ways in teaching and learning process. The passing grade (KKM)

was 70. The target of the passing grade was 85%, but only 59%

from the students could reach the target. Therefore, the researcher

would conduct the cycle II to achieve the target of the passing

grade.

2. Cycle II

Based on the result of cycle I, it is necessary for the researcher

to continue to the next cycle.

a. Planning

The first activity in this research is planning. The activities are:

1) Prepared the material entitled “Going to Sanur Beach”.

Making the lesson plan and designed the step in doing the

action.
 55

2) Prepared list of students’ name

3) Prepared teaching aids

4) Prepared observation sheet, to know the situation of

teaching and learning process when the technique is applied

5) Prepared test (pre-test and post-test)

b. The Implementation of action

The third meeting was conducted on Wednesday, January

25th 2017, the researcher enter the class VIII E at 12.00 am. The

class is noisy when the researcher comes. Like the last meeting, the

researcher opened the class with greeting and asking the condition.

Researcher : Assalamu’alaikum Wr. Wb.

Students : Wa’alaikumsalam Wr. Wb.

Researcher : Good afternoon, students?

Students : Good afternoon, miss.

Researcher : How are you today?

Students : I’m fine, thank you. And you?

Researcher : I’m very well, thank you.

Well, we will continue our lesson in the last meeting

Do you still remember? Apa kalian masih ingat

pelajaran minggu lalu?

Students : Yes miss, kemarin bahas mnemonics technique

Researcher : Alright, hari ini miss akan membahas kembali

pelajaran tentang mnemonics technique agar kalian

 56

lebih memahami. Before that, I will give you pre-

test. Are you ready guys?

Students : Yes miss, ready.

The researcher gave pre-test of cycle II. The researcher

observed each student by walk around the class. Most of the

students did the test easily because they still remember the lesson

in the last meeting. After finished, they collected the test in front of

the class.

Then, the researcher gave games about mnemonics

technique to make students more understand and enjoy during the

lesson. The researcher used cards and paper as a media, there are

different color of the cards. It was consisted of the difficult words

in English language and its meaning in bahasa. They have to match

each card and stick the cards on the paper and discuss it. After the

game finished, the researcher and students discuss about the

homework.

Researcher : Ok students, I think enough for today, we will

continue our lesson next meeting. Before I close this

meeting, is there any question about the materials?

Students : No, miss.

Researcher : Ok, thanks for your attention and

Wassalamu’alaikum Wr. Wb.

Students : Wa’alaikumsalam Wr. Wb.

 57

The fourth meeting was conducted at Thursday, 26th 2017.

As usual, the researcher enters class VIII E at 12.00 am. After the

students ready to begin the lesson, the researcher opened the class

with greeting and asking condition, and then checks the attendance.

In the last of the meeting, the researcher gave a game for the

students to motivate them. According to Walidi (2006: 33)

“messages through a sequence” game is interesting game to

practice students listening and remembering words they heard. The

researcher tried to use her technique in the game. The students will

be more active and excited to accept the materials because they can

explore their ability when they join the game. After finished the

game, the researcher gave post-test to the students and collect it

when the time was over.

c. Observation

In cycle II, the researcher used same technique with cycle I.

Most of the students understand the materials. They were

enthusiastic and fun during the lesson. They also could finish the

assignment well. After the researcher applied mnemonics

technique in teaching and learning process, the students more

understand and easy to remember new words. After analyzing the

result of second cycle, it concluded that mnemonics technique can

improve students’ vocabulary.

 58

The researcher observed the teaching and learning process

by observational checklist explained below:

Table 4.2

Observational Checklist of Cycle II

No Statement Yes No
1. Teacher prepared the material well 
2. The teacher explains about recount text 
3. Teacher can be conditioned classroom 
4. Teacher use time effectively 
5. Teacher being friendly to the students 
6. Teacher able to use the media well 
7. Teacher provide an evaluation after 
lesson
8. Teacher asks students difficulties 
9. Students pay attention to the strategy 
10. Students pay attention the teacher’s 
explanation
11. Students understand the teacher’s 
explanation
12. Students become more active during 
lesson
13. Students brave to ask and answer 
14. Students memorize new words 
15. Students answer the question correctly 
16. Students feel happy during the lesson 
17. Students are noisy during the lesson 
18. Students get bored during the lesson 

d. Reflection

By observing teaching and learning process during cycle I

until cycle II, the researcher found that mnemonics technique was

very helpful for the students who have difficulties in remembering

 59

new words. Mnemonics technique can motivate the students to be

more active and creative because it was based on their imagination.

The passing grade (KKM) was 70, and the target was 85%. 93% of

the students could pass the passing grade. Therefore, the students

achieved the target of the passing grade, so the researcher stopped

the research until cycle II.

B. Score of Students Achievement

1. Score of cycle I

a. The result of Pre-Test and Post-Test in cycle I

Table 4.3

Score of Pre-Test and Post-Test in cycle I

Number of Score of Score of Score of

D2
Students Pre-test Post-test Post-Pre
1 58 60 2 4
2 70 80 10 100
3 53 63 10 100
4 58 63 5 25
5 55 63 8 64
6 50 66 16 256
7 60 66 6 36
8 61 70 9 81
9 66 76 10 100
10 60 63 3 9
11 58 73 15 225
12 60 63 3 9
13 65 63 -2 4
14 66 70 4 16
15 63 66 3 9
16 60 73 13 169
17 46 73 27 729
18 63 51 -12 144
 60

19 56 70 14 196
20 61 73 12 144
21 60 73 13 169
22 61 73 12 144
23 63 70 7 49
24 66 80 14 196
25 63 80 17 289
26 65 73 8 64
27 68 68 0 0
28 60 73 13 169
29 65 73 8 64
30 60 70 10 100
31 53 60 7 49
32 65 73 8 64
Total 1938 2211 273 3777

1) Mean Calculation

M=

Explanation:

M = Mean of the students score

Σx = Sum of students score

N = Total number of students

Mean of Pre-test I = 1938

32
= 60,56 rounded (61)

Mean of Post-test I = 2211

32
= 69,09 rounded (69)

 Mean of Pre-test I = 60,56

 Mean of Post-test I = 69,09

 61

 There is an improvement of vocabulary mastery between

Pre-test and Post-test

2) Standard Deviation Calculation

2
SD =

2
=

= 6,72

3) T-test Calculation

To =

= 7,10

 T-test Calculation is 7,10

 62

4) T-table

DF = N – k = 32 – 2 = 30, the value of T-table with level

5% (0,05) is 2,04. The comparison between T-table and T-

calculation is 2,04 7,10

In this cycle shows that the treatment that has been given

(through mnemonics technique) is accepted. The table present that the

mean of pre-test and post-test is 60,56 and 69,09. It means that

mnemonics technique is able to improve students’ vocabulary

mastery.

The T-calculation also shows that there is significant influence

of mnemonics technique to increase students’ vocabulary mastery.

The result of T-calculation is 7,10 while T-table is 2,04. It means that

there is considerable influence in cycle I because T-calculation is

bigger than T-table.

2. Score of cycle II

a. The result of Pre-Test and Post-Test in cycle II

Table 4.4

Score of Pre-Test and Post-Test in cycle II

Number of Score of Score of Score of

D2
Students Pre-test Post-test Post-Pre
1 63 83 20 100
2 76 76 0 0
3 66 86 20 400
4 56 70 14 196
5 76 90 14 196
6 70 70 0 0
7 76 66 -10 100
8 66 80 14 196
 63

9 70 90 20 400
10 56 70 14 196
11 86 100 14 196
12 60 86 26 676
13 73 100 27 729
14 60 66 6 36
15 53 73 20 400
16 73 86 13 169
17 70 90 20 400
18 66 73 7 49
19 76 96 20 400
20 56 96 40 1600
21 76 90 14 196
22 63 76 13 169
23 73 86 13 169
24 70 86 16 256
25 70 90 20 400
26 60 83 23 529
27 63 96 33 1089
28 73 90 17 289
29 50 86 36 1296
30 66 70 4 16
31 53 83 30 900
32 66 80 14 196
Total 2068 2663 532 11944

1) Mean Calculation

M=

Explanation:

M = Mean of the students score

Σx = Sum of students score

N = Total number of students

Mean of Pre-test II = 2068

32
= 64,62 rounded (65)

Mean of Post-test II = 2663

32
 64

= 83,21 rounded (83)

 Mean of Pre-test II = 64,62

 Mean of Post-test II = 83,21

 There is an improvement of vocabulary mastery between

Pre-test and Post-test

2) Standard Deviation Calculation

2
SD =

2
=

= 9,85

3) T-test Calculation

To =

=
 65

= 9,38

4) T-table

DF = N – k = 32 – 2 = 30, the value of T-table with level

5% (0,05) is 2,04. The comparison between T-table and T-

calculation is 2,04 9,38.

In this cycle shows that the treatment that has been given

(through mnemonics technique) is accepted. The table present that the

mean of pre-test and post-test is 64,62 and 83,21. It means that

mnemonics technique is able to improve students’ vocabulary

mastery.

The T-calculation also shows that there is significant influence

of mnemonics technique to increase students’ vocabulary mastery.

The result of T-calculation is 9,38 while T-table is 2,04.

After analyzing the result of cycle I and cycle II, the researcher

summarized that by using mnemonics technique can increase students’

vocabulary mastery. It can be seen in the result of pre-test and post-

test is higher than passing grade (KKM) in score 70.

C. Discussion

From the result of analysis in cycle I and cycle II, the researcher

analyzed the students’ improvement from each cycle, as follow:

 66

Table 4.5

The Mean of Students’ Score

No. Analysis Cycle I Cycle II

1. Mean

Pre-test 60,56 64,62

Post-test 69,09 83,21

2. T-table N=32 2,04 2,04

3. T-calculation 7,10 9,38

From the table above, we know that the mean of post-test 69,09 is

higher than pre-test 60,56 in cycle I. the mean of post-test 83,21 is higher

than pre-test 64,62 in cycle II.

The table above also shows T-calculation in cycle I and cycle II,

which is 7,10 in cycle I and 9,38 in cycle II. It concluded that mnemonics

technique can increase students’ vocabulary mastery significantly.

Considering the results of the research explained above, the

researcher concluded that mnemonics technique gives many advantages in

vocabulary mastery. They are: (1) mnemonics technique can increase

students’ ability to memorize new words; (2) mnemonics technique helps

the students to be more creative and imaginative; (3) mnemonics technique

helps the students to practice their vocabulary; (4) mnemonics technique

helps the students to recall the information based on their imagination; (5)
 67

The result of the students’ mean score of pre-test and post-test in cycle I

and cycle II showed a better improvement.

From the explanation above, we can see that teaching vocabulary

through mnemonics technique is successful. Based on the analysis of the

result in cycle I and cycle II, the researcher concluded that the use of

mnemonics technique can increase students’ vocabulary mastery in SMP

N 2 Banyubiru in the academic year of 2016/2017. It can be seen on the

table above, that the students get higher score after mnemonics technique

applied.
 CHAPTER V

CLOSURE

A. Conclusion

Based on the data described previously, it can be concluded that

using mnemonics technique can increase students’ vocabulary mastery.

There were several improvements reached by the students, not only on

their academic score, but also on their behavior to the lesson. Dealing with

the score that the students got, there was a significant improvement.

The use of mnemonics technique can increase the students’

achievement in learning English especially in vocabulary mastery. It can

be seen from the comparison between the mean score of pre-test and post-

test in cycle I and cycle II. The passing grade of this research is 70. The

target is 85% from 32 students who join in the research.

In cycle I, the mean score was 60,56 for pre-test and the mean score

increased on post-test which is 69,09. In cycle II, the mean score of pre-

test was 64,62 and the post-test was 83,21. In cycle I, only 59% from the

students could reach the target of passing grade, so the researcher

continues to the cycle II. In cycle II, 93% of the students could pass the

passing grade. Therefore, the students achieved the target of the passing

grade, so the researcher stopped the research until cycle II.

Related to the students’ attitude or behavior to the lesson, there were

some positive progressions that supported them in mastering vocabulary.

The mnemonics technique can create more comfortable atmosphere inside

68
 69

the class. By applying mnemonics technique, the students practice their

brain to memorize words based on their imagination. During the teaching-

learning process, the students were more active, enthusiastic and also

interested to take a part in the lesson. They were not shy anymore and

highly motivated to join the class. It also increased their confidence. It can

be seen from their bravery in asking and answering the questions, and also

they can explore their own imagination to recall the information. As the

final result, they could remember the words easily.

B. Suggestions

In the end of this chapter, the writer would like to give suggestions

related to this research as follows:

1. To the students

It is better for the students to be active, creative and imaginative in

teaching and learning process. They have to be brave to ask and

answer the questions. By mnemonics technique, hopefully can make

the students more excited to follow teaching and learning process. So

the students can improve their achievement.

2. To other English teachers

The teachers should improve their ability in teaching and be able to

find the most suitable technique or method to be applied in teaching

and learning process. The teachers have to make the classroom

atmosphere as interesting as possible. They also have to motivate the

students to be more diligent in learning English.

 70

3. To other researchers

This technique can be applied not only for English, but also for

other subject. In teaching English, this research can be used as the

source to obtain more information on how to teach the students with

mnemonics technique.
 REFERENCES

Arikunto, S. 2010. Prosedur Penelitian; Suatu Pendekatan Praktik. Jakarta:

Rineka Cipta

Burns, A. 2010. Doing Action Research in English Language Teaching. New

York: Routledge.

Djiwandono, P. I. 2009. Strategi Belajar Bahasa inggris; belajar menyimak,

membaca, menulis, dan berbicara dengan taktis. Jakarta: PT. Malta
Printindo.

Elfanany, B. 2013. Penelitian Tindakan Kelas. Yogyakarta: Araska.

Foster, J. K. 2009. Memory: A Very Short Introduction. New York: Oxford

University Press.

Frank, M. 1972. Modern English; a practical reference guide. New Jersey:

Prentice-Hall,INC.

Kozarenko,V. 2006. “Real Memory Improvement”. Available at http:

www.RealMemoryImprovement.com [Assessed: 20/11/2014 8.20 pm]

McCharty, M. 1990. Vocabulary. New York: Oxford University Press.

Mettetal, G. 2001. “Journal of Scholarship of Teaching and Learning (JoSoTL).”
the What, Why and How of Classroom Action Research. vol. 2, no. 1,
[Accessed: 23/11/2014, 6.27 pm]: 6-13

Nunan, D. 1991. Language Teaching Methodology. United States of America:

Prentice Hall International.

Scrivener, J. 1994. Learning Teaching; A guidebook for English language

teaching: The Bath Press.

Turkington, C. 1996. 12 Steps to a Better Memory. Jakarta: PT Grasindo.

Walidi. 2006. Games for improving English. Yogyakarta: PT. Citra Aji Parama.
Yamin, Moh. 2009. Manajemen Mutu Kurikulum Pendidikan; Panduan
Menciptakan Manajemen Mutu Pendidikan Berbasis Kurikulum yang
Progresif dan Inspiatif. Yogyakarta: Diva Press.
en.wikipedia.org/wiki/mastery (book) [Accessed: 26/11/2014]
 CURRICULUM VITAE

Name : Nia Lestari

Place of Birth : Semarang Regency

Date of Birth : January 3rd, 1992

Gender : Female

Religion : Moslem

Address : Rt 1 Rw 2, Dsn. Rowoganjar, Ds. Rowoboni,

Banyubiru Subdistrict, Semarang Regency.

E-mail/ Phone Number : [email protected] / 0856-4063-9895

Educational Background

Pre-school : TK “Al Ma’arif” Banyubiru, Kab. Semarang (1998)

Elementary School : SD No. 1 Kerobokan Kaja, Kuta Utara – Bali (2004)

Junior High School : SMP Negeri 3 Mengwi, Badung - Bali (2007)

Senior High School : SMK Pariwisata Triatma Jaya Badung - Bali (2010)

Organization Experience : Students Sport Club (SSC)

1. Materi Pembelajaran

Meaning of Recount text

Recount text is a text that telling the reader about one story, action or activity. Its
goal is to entertaining or informing the reader.

Generic Structure

 Orientation tells who was involved, what happened, where the events took
place, and when it happened.
 Events tell what happened and in what sequence.
 Reorientation consists of optional-closure of events/ending.
The example of recount text

Read and study the form of the recount text! Find the difficult word and find the
meaning of the words!

Pangandaran Beach

The tour to Pangandaran Beach started on holiday last semester. We decided to

go to Pangandaran Beach by our motorbike. That was very interesting tour. Riding a
motorbike from my hometown, Cirebon, to Pangandaran Beach with my best friends
made me feel exited.

The tour to Pangandaran Beach began at 09.00 a.m. in the morning and it took 5
hours riding to Pangandaran Beach. There were so many story that my friends and I
got when we were in the tour such as there was my friend who got lost, ran out of fuel
in the middle of jungle, and so forth. But it was interesting, because it was the first
moment that I ever had in touring.

We arrived at Pangandaran Beach at 02.00 p.m. and we straight to move to the

beach. At beach we just lied down there to stretch our muscle because of 5 hours
riding. We also had a lunch there by eating some foods that we brought from
Cirebon. That was very nice moment when we shared our own food to others.

After we had enough rest, we began to explore Pangandaran Beach using rented
boat. Then we went to dive by renting some diving equipment. We could see many
 coral there. We just had 2 hours to enjoy Pangandaran Beach because we had to come
back to Cirebon.

We came back to Cirebon at 04.00 p.m. It was impossible to ride in the night, so
we just decided to stay over in our friend house in Ciamis and we started to come
back in the morning. That was very nice experience that I and my friends ever had.
We would never forget that moment.

2. Metode Pembelajaran: mnemonics

3. Langkah – Langkah Kegiatan:
Langkah-langkah kegiatan Pembelajaran Tatap Muka

Kegiatan
Deskripsi Waktu
Pembelajaran
Pendahuluan Kegiatan Awal 5 menit
1. Memberi salam, beramah tamah
2. Mengabsen kehadiran siswa
3. Menggali pengetahuan awal siswa mengenai materi
yang diberikan pada pertemuan tersebut
4. Siswa ditunjukkan gambar-gambar dan teks yang
berkaitan dengan materi
Inti Pertemuan I 35 menit

A. Eksplorasi
1. Guru memberikan Pre-test I
2. Guru menjelaskan tentang pengertian serta
generic structure dari teks recount
B. Elaborasi
1. Siswa diminta untuk menceritakan pengalaman
mereka selama liburan
2. Siswa diberi contoh teks recount yang berjudul
“Pangandaran Beach”
3. Siswa mengidentifikasi generic structure dari
teks tersebut
4. Siswa menulis kosa kata sulit yang ada dalam
teks dan mencari arti dari kata tersebut
5. Siswa membuat kalimat sederhana dari kosa kata
 sulit yang telah mereka dapat, kemudian dibahas
bersama-sama
C. Konfirmasi
1. Siswa bersama guru melakukan flash back dan
feed back agar memperoleh pengalaman belajar
dengan menanyakan kesulitan siswa mengenai
teks recount
Pertemuan II 35 menit

A. Eksplorasi
1. Guru menjelaskan metode mnemonics beserta
dengan contohnya
B. Elaborasi
1. Siswa diberi contoh cara menghafal kosa kata
dengan teknik mnemonics
2. Siswa diberi kartu berisi kosa kata baru dan
mencari arti dari kata tersebut
3. Siswa membuat kalimat sederhana dari kata yang
telah mereka dapat dengan menggunakan teknik
mnemonics, kemudian menukarkan kartu
tersebut dengan teman sekelas dan
membacakannya
4. Siswa diberi Post-test I
5. Siswa diberi tugas berupa daftar kosa kata baru
dan mencari arti dari tiap kata, kemudian siswa
membuat kalimat dengan menggunakan teknik
mnemonics seperti contoh yang diberikan oleh
guru
C. Konfirmasi
1. Siswa bersama guru melakukan flash back dan
feed back agar memperoleh pengalaman belajar
dengan menanyakan kesulitan siswa mengenai
teknik mnemonics
Pertemuan III 35 menit

A. Eksplorasi
1. Guru menggali pengetahuan siswa tentang
 mnemonics
2. Siswa diberi Pre-test II
B. Elaborasi
1. Guru menjelaskan kembali materi tentang
mnemonics
2. Guru memberi game tentang mnemonics
3. Siswa diberi kartu yang berisi kosa kata baru
berbahasa Inggris dan Bahasa Indonesia,
kemudian siswa harus mencocokan kartu yang
mereka dapat dengan teman mereka, setelah itu
menempelkannya di papan tulis
4. Siswa bersama guru mendiskusikan tugas yang
diberikan oleh guru
C. Konfirmasi
1. Siswa bersama guru melakukan flash back dan
feed back agar memperoleh pengalaman belajar
dengan menanyakan kesulitan siswa mengenai
teknik mnemonics

Pertemuan IV 35 menit

A. Eksplorasi
1. Guru membahas kembali materi yang diberikan
di pertemuan sebelumnya
B. Elaborasi
1. Siswa diberi game “messages through a
sequence” agar siswa lebih memahami teknik
mnemonics
2. Siswa diberi Post-test II
C. Konfirmasi
1. Siswa bersama guru melakukan flash back dan
feed back agar memperoleh pengalaman belajar
dengan menanyakan kesulitan siswa mengenai
teks recount
Penutup Dalam kegiatan penutup, guru bersama siswa: 5 menit
- Menyimpulkan materi pembelajaran
- Mengucapkan salam penutup
 4. Sumber belajar
a. Buku teks yang relevan
b. Fotocopy teks recount

c. Gambar-gambar

d. Kertas manila

e. Daftar kosa kata

5. Penilaian
No. Indikator Teknik Bentuk

1. Mengidentifikasi generic structure Teks Tulis Individu

Menulis kata sulit dalam teks recount
2. Membuat kalimat sederhana Teks Tulis Individu

Teks Tulis Individu

6. Instrumen Penilaian
Contoh instrumen penilaian
A. Read the text below and choose the correct answer by crossing (x) a, b, c, or
d!
Read the text and answer question 6-10

Grandpa’s Birthday
It was my Grandpa’s birthday last Sunday.
On Friday, my sister and I went shopping. We found a nice Batik shirt. We
bought it and wrapped it in a blue paper. Blue is my Grandpa’s favourite
colour.
On Saturday morning, my brother and I were in the kitchen. We made a
birthday cake. It was a big and beautiful. I wrote Happy Birthday on it. We
put some chocolate on it and a big candle on top of it. On Sunday evening,
we had a party. My uncle and my aunt came to my house. They brought some
cake and flowers for my Grandpa. We sat together in our living room. My
Dad said a beautiful prayer. Then, we sang “Happy Birthday” and my
Grandpa blew out the candle. He cut the cake and gave it to everybody in that
room. He opened his present and he was very happy with the shirt.
Finally, my grandma told us some stories about my Grandpa.
1. What is the topic of the text?
a. Party
b. Nice Shopping
c. Grandpa’s birthday
d. Weekend in grandpa’s house
2. What did the writer do in the kitchen?
a. Cooked meal
b. Prepared for lunch
c. Roasted a lobster
d. Made a cake
3. How many the siblings that the writer has?
a. One
b. Two
c. Three
d. Four
4. What was the present from the writer?
a. Cake
b. Flowers
c. Chocolate
d. Batik shirt
5. It was a big and beautiful cake. The word It in paragraph three
refers to?
a. Batik shirt
b. Cake
c. Flowers
d. Chocolate
Read the text and answer question 6-10

My family and I went on recreation to Solo. We went there on Monday

by car. We stayed at grandparent’s house.

On Tuesday we went to Tawangmangu. We enjoyed the scenic view with

its waterfall and ate lunch at there. We had traditional cuisine like gudangan,
tempe bacem, fried fish, and fried chicken. Then we continued our trip to
Taman Jurug.

The next day we went to Kasunanan Palace. We saw many kinds of

historical heritage of the palace. After that we had shopping at Klewer
Market and Solo Grand Mall. I bought some souvenir for my cousins. In the
evening we went sightseeing the town.

On Thursday morning we said goodbye to our grandparents and went

home.

I really enjoyed my holiday. It was fun.

6. What is the topic of the text above?

a. My family
b. Recreation to Solo
c. Shopping at Tawangmangu
d. Grandparent’s house
7. The second paragraph tells us about….
a. Going a trip to Solo
b. Going to Tawangmangu
c. Go home
d. Sightseeing in the town
8. What did they do on the third day?
a. They visited Kasunanan Palace
b. They went to Tawangmangu
c. They went to grandparent’s house
d. They went home
9. I really enjoyed my holiday. It was fun.
The word it in the sentence refers to…..
 a. Grandparents
b. Holiday
c. Fun
d. Thursday morning
10. When the writers go home?
a. Thursday
b. Tuesday
c. Monday
d. Saturday
B. Translate the words below!
1. Zoo
2. Scenery
3. Beach
4. Camping
5. Temple
6. Ticket
7. Lake
8. Concert
9. Sea
10. Cave

C. Read the text and fill in the blanks with suitable answers!

Trip to Jogjakarta

On the last holiday, my (1)……… and I went to Jogjakarta. That was my

third time visited Jogjakarta, but I still love to be there. Jogjakarta is very classic
and very special, that’s what I am feeling about this city. As soon as we arrived in
Jogjakarta, my family and I checked in at a (2)……… called “Septia”.
Our first day in Jogjakarta, we went to Prambanan (3)……… . That was
the third time I went to Prambanan temple. The situation still looks like the last
time when I visited it. My family and I started to walk around the Prambanan
temple. There, my family and I took pictures of ourselves. We also took some
pictures with (4)……… from another country.
The second day we visited Jogjakarta palace. Just like Prambanan
temple, that was also the third time I visited Jogjakarta (5)……… . I was not
really interest about the palace, because I thought that palace still like that. But,
there was something (6)……….. from the last time I visited it. My parents asked
 a guide that full of spirit to explain anything about the palace. He explained
anything, from the statue, the building and the pictures in that palace.
In the evening, my family and I (7)……. to “Malioboro”. We were so
happy at “Malioboro” because there, we bought so many things until our (8)……
got weak. So, we decided to stop and eat something before we continue to shop.
We ate “mie ayam” and (9)…….. a glass of iced tea. After we finished, we
continued to shop although we already felt tired. Finally we went (10)……. to the
hotel at ten o’clock at night.

tourist legs palace Different going hotel

drank back family Statue temple went

7. Pedoman Penilaian
Jawaban benar =1
Jawaban salah =0
Skor maksimal = 100
Nilai siswa = skor perolehan x 10
3

= 30 x 10 = 100
3

Salatiga, 16 Januari 2017

Mengetahui,
Kepala SMPN 2 Banyubiru Peneliti

( Sri Mulyati, S. Pd ) ( Nia Lestari )

 Post-test

Name :
Number :

B. Read the text below and choose the correct answer by crossing (x) a,
b, c, or d!
Read the text and answer question 1-5
Albert Einstein was born in 1879 in Germany. He graduated from
the University of Zurich in Switzerland in 1905. In 1905 he also did
some of his famous work in Physics. In 1919 he won the Noble Prize
for Physics. Between 1919 and 1933 he lived in Germany and traveled
a lot to talk to other scientists. Then, in 1933 he had to leave Germany
because of Hitler and the Nazy Party. He moved to United States from
1933 until his death. He lived in Princetown, New Jersey. He died on
18th April 1955.
1. What is the topic of the text?
a. The achievement of Albert Einstein
b. Albert Einstein’s home town
c. The life of Albert Einstein
d. Albert Einstein’s childhood
2. When did Albert Einstein win the Noble Prize?
a. In 1905
b. In 1955
c. In 1919
d. Between 1919 and 1933
3. Which of the following statements is TRUE according to the
text?
a. Albert Einstein was a Deutsch
 b. Albert Einstein won the Nobel Prizes for Chemistry
c. Albert Einstein had done some famous work in Physics
before 1905
d. Albert Einstein had spent the rest of his life in America for
21 years
4. “In 1905 he also did some of his famous work in physics.”
What is the similar meaning of the underlined word?
a. Familiar
b. Well known
c. Very good
d. Great
5. When Albert Einstein moved to United States?
a. 1933
b. 1955
c. 1919
d. 1879
Read the text and answer question 6-10
I think my first memories started when I was about three or
perhaps four years old. I remember falling from a tree and breaking my
arms. I think I was playing in the garden of the big, old house we lived
in. It was in a suburb of London. I can remember starting school when
I was five.
There was a little boy called Thomas in the same class. He used to
pull my hair when the teacher was not looking. One day I hit him on
the head with a book and he began to cry. The teacher was very angry
with me. I remember him saying, “Little girls don’t do things like
that.” But since then Thomas never pulled my hair again.
6. The writer started studying in his school when she was ……
years old.
a. 3
b. 7
 c. 5
d. 6
7. Thomas never pulled the writer’s hair again because ……
a. He was afraid of the writer
b. The teacher was angry with the writer
c. He moved to another school
d. He was afraid of the teacher
8. “One day I hit him on the head with ……” (Paragraph 2).
The underlined word means ……
a. broke
b. offended
c. bumped
d. attacked
9. Where did the writer live in?
a. New York
b. Washington
c. Suburb London
d. London
10. What the teacher said when he was angry with the writer?
a. Little girls don’t do things like that
b. Little boys don’t do things like that
c. I proud of you girl
d. Don’t do this anymore

C. Translate the words below and make simple sentences using them!
1. Noble
2. Scientist
3. Physics
4. Memories
5. Hair
6. Famous
 7. Germany
8. Little
9. Remember
10. Hit

D. Read the text and fill in the blanks with suitable answers!

Bad Shopping Experience

I had a bad (1).…….. when I did shopping because of the shop

assistant’s fault. However, the security officer of the shop really

embarrassed me of stealing a pair of blue (2)…... .

That was on Sunday afternoon. I went to a fashion (3).….. with my

friends. I chose a pair of blue jeans to buy and paid for them at the

(4)……. . Unfortunately, the shop assistant was careless. She forgot to

take the (5)…… clip on the blue jeans. So, when I left the shop, the

(6)……… beeped. The security (7)…….. shouted at me, “Hey, you…!

Stop!!” Then, he took me to the manager’s room.

After (8)………, the security officer and the manager realized that

it was not my (9)…… . They said they were very sorry about what had

happened. Finally, the manager asked me to take one (10)…… of clothing

for free.

Experienc
detector fault shop cashier piece
e

forget examining T shirt Censor jeans officer

 Pre-test

Name :
Number :

A. Read the text below and choose the correct answer by crossing (x) a,
b, c, or d!
Read the text and answer question 1-5
Vacation to Surabaya
Last holiday, I went to Surabaya with my friend for vacation. We went
there on a night bus.
When we arrived in Lamongan, the bus stopped at a small
restaurant for a rest. I got off the bus to get a cup of ginger tea, and my
friend drank some cold lemonade. Then I went to the toilet. It took
only a few minutes. When I came out again, the bus was not
there. It had gone! My friend was not there too.
Feeling shocked and confused, I asked a waitress about the bus.
She said that the bus departed about five minutes ago. I tried to call my
friend on my cell-phone, but the battery was running low. I could not
do anything but hope and pray. After several minutes, my wish came
true. The bus came back! I got on the bus and walked to my seat.
I was so ashamed when everybody on the bus looked at me. I could
feel my face turn red.
1. What is the topic of the text above?
a. My vacation
b. Vacation to Surabaya
c. Vacation with family
d. Vacation to foreign country
 2. What did the writer do when the bus stop for rest in
Lamongan?
a. The writer bought some souvenirs
b. The writer drank some cold lemonade
c. The writer went to the toilet
d. The writer got off the bus to get a cup of ginger tea
3. What did the writer feel when the bus is not there?
a. Ashamed
b. Shocked and confused
c. Sad and Angry
d. Disappointed
4. How many friend that the writer had to join the vacation?
a. One
b. Two
c. Three
d. Four
5. ..…The bus was not there. It had gone!
The word it in paragraph three refers to?
a. The writer
b. The writer’s friend
c. The bus
d. The waitress
Read the text and answer question 1-5
On Saturday night, we went to the Town Hall. It was the last day of
the year and a 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,”It’s 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.
1. When did the clock stopped?
a. At 5.12
b. At 11.55
c. At 12.00
d. At 12.02
2. Why did the people gather under the Town Hall clock?
a. To welcome the New Year
b. To see the newly bought clock
c. To strike the laughing people
d. To stop people who shouted
3. When did the event happen?
a. in the middle of the year
b. the end of the year
c. Christmas celebration
d. at the weekend as usual
4. Which of the following is not true according to the text?
a. The writer was waiting to celebrate the New Year
b. The writer brought a watch
c. The writer was very happy
d. The writer celebrated the New Year with his family
5. What probably happened when someone shouted that the clock
stopped?
a. Everybody directly celebrated the New Year
b. everybody sings and laugh
c. everybody looked for a watch
d. everybody shouted too

B. Translate the words below and make simple sentences using them!
 1. Lemonade
2. Departed
3. Ashamed
4. Large crowd
5. Stop
6. Waitress
7. Cell-phone
8. Watch
9. Welcome
10. Laugh

C. Read the text and fill in the blanks with suitable answers!

My First Experience to Ride Motorcycle

One day, when I was ten years old, my father bought an old

motorcycle. That was "Honda 75". I think it was small (1)…… object and

easy to ride it. I persuaded my father to teach me to ride "Honda 75".

Firstly, my father refused my (2)…….. and promised that he would teach

me two or three years later, but I still whimpered. Finally, my father

surrendered and (3)…….. to teach me.

He began to teach me riding the motorcycle around a field in my

village. My father was very (4)……… to give me some directions. I was

very happy when I realized my (5)……… to ride a motorcycle. "Yes, I

can".

One day later, when I was alone at home, I intended to try my riding

ability. So, I tried (6)…….. . All ran fluently in the beginning, but when I

was going back to my home and I passed through a narrow (7)……..

street, I got nervous. I lost my (8)……… and I fell to the ditch. After that,

I told my father about the last accident.

I imagined my father would be angry and never let me (9)…….

again. But the reality is exactly on the contrary, my father was very proud

of me. He just gave me some (10)……… and since that accident, I got my

father's permission to ride motorcycle.

bravely advices ability Light run request

control patient ride Promised slippery goes

Kunci Jawaban
Pre test Post test
A. A.
1. b 1. c
2. d 2. c
3. a 3. a
4. a 4. a
5. c 5. a
6. b 6.a
7. a 7.d
8. b 8.d
9. d 9.c
10. c 10.a
B. B.
1. Lemon 1. penghargaan
2. Berangkat 2. ilmuwan
3. Malu 3. fisika
4. Keramaian yg besar 4. ingatan
5. Berhenti 5. rambut
6. Pelayan wanita 6. terkenal
7. Telepon genggam 7. jerman
8. Jam tangan 8. kecil
9. Selamat datang 9. ingat
10. Tertawa 10. memukul
C. C.

1. light 1. experience

2. request 2. jeans

3. promised 3. shop

4. patient 4. cashier

5. ability 5. censor

6. bravely 6. detector

7. slippery 7. officer

8.control 8. examining

9. ride 9. fault

10. advices 10. piece

 Post-test

Name :
Number :

E. Read the text below and choose the correct answer by crossing (x) a,
b, c, or d!
Read the text and answer question 1-5
Grandpa’s Birthday
It was my Grandpa’s birthday last Sunday.
On Friday, my sister and I went shopping. We found a nice Batik shirt.
We bought it and wrapped it in a blue paper. Blue is my Grandpa’s
favourite colour.
On Saturday morning, my brother and I were in the kitchen. We
made a birthday cake. It was a big and beautiful. I wrote Happy
Birthday on it. We put some chocolate on it and a big candle on top of
it. On Sunday evening, we had a party. My uncle and my aunt came to
my house. They brought some cake and flowers for my Grandpa. We
sat together in our living room. My Dad said a beautiful prayer. Then,
we sang “Happy Birthday” and my Grandpa blew out the candle. He
cut the cake and gave it to everybody in that room. He opened his
present and he was very happy with the shirt.
Finally, my grandma told us some stories about my Grandpa.
11. What is the topic of the text?
e. Party
f. Nice Shopping
g. Grandpa’s birthday
h. Weekend in grandpa’s house
12. What did the writer do in the kitchen?
e. Cooked meal
 f. Prepared for lunch
g. Roasted a lobster
h. Made a cake
13. How many the siblings that the writer has?
e. One
f. Two
g. Three
h. Four
14. What was the present from the writer?
e. Cake
f. Flowers
g. Chocolate
h. Batik shirt
15. It was a big and beautiful cake. The word It in paragraph three
refers to?
e. Batik shirt
f. Cake
g. Flowers
h. Chocolate

Read the text and answer question 6-10

My family and I went on recreation to Solo. We went there on
Monday by car. We stayed at grandparent’s house.
On Tuesday we went to Tawangmangu. We enjoyed the scenic
view with its waterfall and ate lunch at there. We had traditional
cuisine like gudangan, tempe bacem, fried fish, and fried chicken.
Then we continued our trip to Taman Jurug.
The next day we went to Kasunanan Palace. We saw many kinds of
historical heritage of the palace. After that we had shopping at Klewer
Market and Solo Grand Mall. I bought some souvenir for my cousins.
In the evening we went sightseeing the town.
 On Thursday morning we said goodbye to our grandparents and
went home.
I really enjoyed my holiday. It was fun.
16. What is the topic of the text above?
e. My family
f. Recreation to Solo
g. Shopping at Tawangmangu
h. Grandparent’s house
17. The second paragraph tells us about….
e. Going a trip to Solo
f. Going to Tawangmangu
g. Go home
h. Sightseeing in the town
18. What did they do on the third day?
e. They visited Kasunanan Palace
f. They went to Tawangmangu
g. They went to grandparent’s house
h. They went home
19. I really enjoyed my holiday. It was fun.
The word it in the sentence refers to…..
e. Grandparents
f. Holiday
g. Fun
h. Thursday morning
20. When the writers go home?
e. Thursday
f. Tuesday
g. Monday
h. Saturday
F. Translate the words below and make simple sentences using them!
1. Zoo
2. Scenery
3. Beach
4. Camping
5. Temple
6. Ticket
7. Lake
8. Concert
9. Sea
10. Cave

G. Read the text and fill in the blanks with suitable answers!

My Vacation with My Beloved Persons

One day, my (1)…….. named Putri said to me that she really
wanted to go to the beach. So I promised her that the next week we would
go to Mutun beach in Lampung.
The next week, we prepared everything needed in the morning. We
brought some foods and (2)………., such as chocolate wafers, potato
chips, water and (3)……... juice. Before going to the beach, I ask our
brother, Bayu, to join us. He agreed to join and we went there together
with our parents. We went there by (4)…. . It took 3 hours to arrive there.
Then, we bought tickets in the entrance gate. Before swimming, we
changed our clothes first. We swam there for more than one hour. We felt
so tired that we decided to eat the (5)……. that we had brought.
Next, three of us created very big sand (6)……, while my parents
were enjoying the (7)……… scenery there. After that, we decided to go
home because it was getting dark.
On the way home, we still felt (8)……. . So we stopped at a
restaurant to have dinner. I ordered sruit, Lampungnese traditional food,
while my brother, my sister, and my parents ordered fried rice. After
finished eating, we paid our (9)….. .
Then we went home. We arrived at home at 9 (10)…….. . We were
tired but we were absolutely happy.

bills o’clock went Hungry orange car

sister foods castle Beautiful happy beverages

 Pre-test

Name :
Number :

D. Read the text below and choose the correct answer by crossing (x) a,
b, c, or d!
Read the text and answer question 1-5
On Wednesday, my students and I went to Yogyakarta. We stayed
at Dirgahayu Hotel which is not far from Malioboro.
On Thursday, we visited the temples in Prambanan. There are three
big temples, the Brahmana, Syiwa and Wisnu temples. They are really
amazing. We visited only Brahmana and Syiwa temples, because
Wisnu temple is being renovated.
On Friday morning we went to Yogya Kraton. We spent about two
hours there. We were lucky because we were led by a smart and
friendly guide. Then we continued our journey to Borobudur. We
arrived there at 4 p.m. At 5 p.m. we heard the announcement that
Borobudur gate would be closed.
In the evening we left for Jakarta by bus.
1. The text above mainly discusses about……..
a. the writer’s trip to Yogyakarta
b. the writer’s impression about the guide
c. the writer’s experience at Yogya Kraton
d. the writer’s impression about Borobudur
2. The purpose of the text is to……….
a. tell past events
b. entertain readers
c. describe the smugglers
d. report an event to the police
 3. What are the big temples in Prambanan?
a. angkor wat, syiwa, and sudra temples
b. paria, brahmana, and temples
c. brahmana, syiwa, and wisnu temples
d. borobudur, syiwa, and brahmana temples
4. When did they go home?
a. On Saturday morning
b. On Friday evening
c. On Thursday evening
d. On Saturday evening
5. Why did they only visit Brahmana and Syiwa temples?
a. because wisnu temple was amazing
b. because wisnu temple was too small
c. because wisnu temple was being repaired
d. because wisnu temple was being destroyed

Read the text and answer question 6-10

I really enjoyed my holiday in Australia. Last Sunday I visited a
marine park called Sea World which is at surfers’ Paradise near
Brisbane. It’s Australia’s largest marine park and I had a wonderful
day there.
The first thing I saw was the Oceanorium where you can watch all
sorts of sea fish and animal under water. There were huge turtles,
sharks, and a beautiful tropical sea fish. The most exciting thing was
watching a man feeding the sharks. He wore a special diving suit. Then
I watched the performance of sea animals. The saw was in a big
outdoor swimming pool. There were killer whales, dolphins and sea
lions, and they did all sort of fantastic things in the water. One of the
girls in the show rode around the pool on the back of killing whale, and
another girl rode underwater on the back of a big turtle. After the saw I
had lunch. There were several big restaurants at the park and I had
lunch in a restaurant that was shape like a ship! Then I watched a
wonderful water-ski show which was held on a lake.
There were lots of other things to do at the park. There was lake
cruising, a train ride, a big water slide, swimming pools, and an
incredible roller coaster called the ‘corkscrew’- because it goes three
loops upside down. But I wish I had gone on the roller coaster ride
before lunch rather than after it!
6. Which of the following sea animals is known as ‘killer’?
a. Sea lions
b. Dolphins
c. Turtles
d. Whales
7. What is the main idea of paragraph two?
a. There was a water-ski show held on a lake.
b. The sea animals performed fantastic things in the water.
c. The writer had lunch in one of the restaurants at the park.
d. The Oceanorium displayed all sorts of fish and animals
under water
8. Which of the following had made the writer very excited?
a. Watching a girl riding on a back of a turtle
b. Watching a girl riding on a back of a whale
c. Watching a man feeding the shark
d. Riding the roller coaster
9. “There were huge turtles, sharks, and a beautiful tropical sea
fish.” (Paragraph 2). The antonym of the underlined word is
…………
a. Tiny
b. Massive
c. Wide
d. Heavy
 10. Where the writer did have lunch?
a. On a lake
b. restaurant that was shape like a ship
c. Under water
d. restaurant that was shape like a shark

E. Translate the words below and make simple sentences using them!
1. Traveling
2. Garden
3. Tourist
4. Mountain
5. weekend
6. Fishing
7. River
8. Sunbathe
9. Forest
10. Vacation

F. Read the text and fill in the blanks with suitable answers!

Trip to Jogjakarta

On the last holiday, my (1)……… and I went to Jogjakarta. That

was my third time visited Jogjakarta, but I still love to be there. Jogjakarta
is very classic and very special, that’s what I am feeling about this city. As
soon as we arrived in Jogjakarta, my family and I checked in at a
(2)……… called “Septia”.
Our first day in Jogjakarta, we went to Prambanan (3)……… .
That was the third time I went to Prambanan temple. The situation still
looks like the last time when I visited it. My family and I started to walk
around the Prambanan temple. There, my family and I took pictures of
ourselves. We also took some pictures with (4)……… from another
country.
The second day we visited Jogjakarta palace. Just like Prambanan
temple, that was also the third time I visited Jogjakarta (5)……… . I was
not really interest about the palace, because I thought that palace still like
that. But, there was something (6)……….. from the last time I visited it.
My parents asked a guide that full of spirit to explain anything about the
palace. He explained anything, from the statue, the building and the
pictures in that palace.
In the evening, my family and I (7)……. to “Malioboro”. We were
so happy at “Malioboro” because there, we bought so many things until
our (8)…… got weak. So, we decided to stop and eat something before we
continue to shop. We ate “mie ayam” and (9)…….. a glass of iced tea.
After we finished, we continued to shop although we already felt tired.
Finally we went (10)……. to the hotel at ten o’clock at night.

tourist legs palace different going hotel

drank back family statue temple went

 Kunci Jawaban
Pre test Post test
A. A.
1. a 1. c
2. a 2. c
3. c 3. a
4. b 4. a
5. c 5. a
6. d 6.a
7. d 7.d
8. a 8.d
9. a 9.c
10.b 10.a

C. C.
1. family 1. experience
2. hotel 2. jeans
3. temple 3. shop
4. tourist 4. cashier
5. palace 5. censor
6. different 6. detector
7. went 7. officer
8. legs 8. examining
9. drank 9. fault
10. back 10. piece
The students doing pre-test

The students doing post-test

 The students are applying mnemonics technique

The researcher walks around to observe the students

The students plaed the game of mnemonics technique
 DAFTAR NILAI SKK

Nama : Nia Lestari Prodi : TBI

NIM : 11310016 PA : Dr. Rahmat Hariyadi, M. Pd

Waktu
No Jenis Kegiatan Jabatan Nilai
Pelaksanaan
1. Orientasi Pengenalan Akademik 3
dan Kemahasiswaan (OPAK) 25-27 Agustus 2010 Peserta
STAIN SALATIGA 2010
2. “User Education (Pendidikan 20-25 September
Peserta 2
Pemakai)” oleh UPT Perpustakaan 2010
3. “English Friendship Camp” oleh
Communicative English Club 23-24 Oktober 2010 Peserta 3

(CEC)
4. Kajian Tafsir Tematik “Indonesia
29 November 2010 Peserta 2
Menangis Darah” oleh JQH
4. “National Workshop of
Entrepreneurship and Basic
19 Desember 2010 Peserta 8
Cooperation 2010” oleh KOPMA
FATAWA
5. SSC CUP I Tingkat SMA oleh SSC 20-27 Februari 2011 Panitia 3

6. Practicum Program “Intensive

Course and Pronounciation 1 Maret 2011 Peserta 5

Practice”
7. Pekan Olahraga STAIN (PORS) III
22-24 April 2011 Panitia 3
oleh SSC
8. Reveal a Book “Ratusan Bangsa
Merusak Satu Bumi By Emil 3 Mei 2011 Peserta 2

Salim” oleh CEC

9. Seminar Nasional Pendidikan HMJ
18 Juni 2011 Peserta 8
Tarbiyah
10. Praktikum Kepramukaan Jurusan
22-27 Juli 2011 Peserta 3
Tarbiyah (STAIN)
11. Workshop Leadership
“Kepemimpinan dalam Mahasiswa
sebagai Gerakan Koreksi dan 23-25 Juli 2011 Peserta 3

Nurani Bangsa” oleh HMJ Syariah,

ITTAQO, SSC STAIN Salatiga
12. BEBEK CUP III oleh SSC 28-29 Oktober 2011 Panitia 3

13. Surat Keputusan Kepala UPK

STAIN Salatiga tentang Koordinator
Pengangkatan Pengurus STAIN 3 Januari 2012 Cabang 4

SPORT CLUB (SSC) STAIN Bulutangkis

Salatiga Masa Bakti 2012
14. “English Public Speaking Training
17 Maret 2012 Peserta 2
(EPST)” oleh CEC
15. Pekan Pengembangan Bakat dan
Atlet
Minat Mahasiswa (PPMBM) 20-22 April 2012 2
Bulutangkis
STAIN se-Jawa 2012
16. Pekan Pengembangan Bakat dan Juara III
Minat Mahasiswa (PPMBM) 22 April 2012 Bulutangkis 5

STAIN se-Jawa 2012 Tunggal Putri

17. Practicum Program “Book
28 April 2012 Peserta 2
Resume”
18. Bedah Buku “Sang Maha-
14 Mei 2012 Peserta 2
Segalanya Mencintai Sang Maha-
 siswa” oleh HMI
19. Seminar Nasional Ekonomi Syariah
2 Juni 2012 Peserta 8
oleh KSEI
20. Orientasi Pengenalan Akademik
05-07 September
dan Kemahasiswaan (OPAK) Panitia 3
2012
STAIN SALATIGA 2012
21 Seminar Nasional “Ahlussunnah
Waljamaah dalam Perspektif Islam 26 Maret 2013 Peserta 8

Indonesia” oleh DEMA

22. Seminar Pencegahan Bahaya
29 April 2013 Peserta 2
NAPSA oleh PIK SAHAJASA
23. “Teacher Training Workshop on
Communicative Language 2 Mei 2013 Peserta 2

Teaching” oleh I/A/L/F Jakarta

24. “Amalan Ramadhan Racana XV”
oleh Racana Kusuma Dilaga-Woro 25-28 Juli 2013 Peserta 3

Srikandhi
25. SSC CUP III Tingkat SMA oleh
1 Oktober 2013 Panitia 3
SSC
26. DIKLATSAR V STAIN Sport Club
17-26 Januari 2014 Panitia 4
(SSC)
27. Pekan Olahraga STAIN (PORS) VI Juara II
oleh SSC 24-25 Mei 2014 Bulu Tangkis 3

Tunggal Putri
28. Orientasi Pengenalan Akademik
dan Kemahasiswaan (OPAK) 18-19 Agustus 2014 Panitia 3

STAIN SALATIGA 2014

29. Seminar Nasional “Peran
Mahasiswa dalam Mengawal Masa 25 September 2014 Peserta 8

Depan Indonesia Pasca Pilpres