IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH

LINGUALY APPLICATION TO THE EXTENSIVE READING ACTIVITIES

AT GRADE XI IPA 4 OF SMA N 1 PLERET BANTUL

By

Rossalinda Junita Susantica Beny

2015002059

English Education Department

UNIVERSITAS SARJANAWIYATA TAMANSISWA

YOGYAKARTA

2018
IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH LINGUALY
APPLICATION TO THE EXTENSIVE READING ACTIVITIES AT GRADE XI IPA 4 OF
SMA N 1 PLERET BANTUL CHAPTER I INTRODUCTION

A. Background of the Study

According to the English curriculum for senior high schools in Indonesia, the English teaching
covers four skills, namely reading, listening, speaking and writing. The four skills are supported
by the learning of language elements. The language components involve vocabulary, grammar,
and pronunciation. In fact, of all language components, vocabulary holds the main core in
language teaching. This is in line with what Richard and Renandya (2002: 255) say that
vocabulary is a core component of language proficiency and provides much of the basis for how
well learners speak, listen, read, and write. It means that to improve their language skills,
learners must master vocabulary. In reading, for instance, the students will get difficulties in
comprehending a text if they do not know the meaning of words in the text. In relation to the
objective of teaching reading in senior high school, which provides the students with the abilities
to get the information from books and references which are written in English, teachers need to
pay attention to the students’ vocabulary mastery. Similarly in speaking, they cannot speak
fluently if they have only few vocabularies. In addition, vocabulary is essential in writing. A
good writer has a good vocabulary because it is essential to clarity and accuracy. If the students
have a large stock of words, they can choose the most effective word. The more words they
know, the easier their words will flow. Furthermore, in listening the student can understand what
the speaker says if they know lots of words.

Based on the preliminary observation, students at XI IPA 4 of SMA N 1 Pleret faced

many difficulties in mastering vocabulary. Their achievement was low and far from the
expectation. The researcher found three causes that made the students have difficulties in
learning English vocabulary. Firstly, the students were lazy to memorize all the unfamiliar words
in the text. They also did not have willingness to read the text and even to do the task. Secondly,
the students had difficulties in understanding or comprehending the meanings of unfamiliar
words and mostly did not know the vocabulary in the text. Thirdly, the students were bored and
unmotivated to learn. They tended not to pay attention when the teacher explained the material.
 Based on these problems, the researcher found application that can make students to
improve their vocabulary. This application provides a reading in the form of articles that make
users read and if there are words that are not understood, they can directly search for meaning in
the application. This is not difficult because all of the students have a gadget so the can use the
application increase to help the students to be more successful in mastering English vocabulary.

Theoretical Review

In this research the title is improving students’ vocabulary mastery through Lingualy application
the extensive reading activities at grade xi IPA 4 of SMA N 1 Pleret Bantul to help here
researchers want to help students in the learning process in their classrooms using their
mobile phones. This application helps in increasing student vocabulary. Besides, that
students can also train themselves in reading, because in this application there is a
reading text. This application makes it easy for students to find difficult vocabulary. So
that cellphones that are allowed to be brought in at school can be useful also in the learning
process in the classroom.
 RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMAnegeri 1 Pleret

Mata Pelajaran : Bahasa Inggris-Wajib
Kelas/Semester : XI/1
Materi Pokok : Analytical Exposition
Alokasi Waktu : 2 × 45 menit (1 x pertemuan)
Tahun Pelajaran : 2018/2019

A. Kompetensi Inti (KI)

KI.1 Menghayati dan mengamalkan ajaran agama yang dianutnya

KI.2 Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong
royong, kerja sama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif
dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan,
keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan
regional, dan kawasan internasional.

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

konseptual, prosedural, dan metakognitif pada tingkat teknis, spesifik, detil, dan
kompleks berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.

KI.4 Menunjukkan keterampilan menalar, mengolah, dan menyaji secara; efektif, kreatif,
produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif, dalam ranah konkret
dan abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta
mampu menggunakan metoda sesuai dengan kaidah keilmuan.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar
3.4 membedakan fungsi sosial,
struktur teks,dan unsur
kebahasaan beberapa teks
eksposisi analitis lisan dan tulis
dengan memberi dan meminta
Indikator
 Menjelaskan tujuan teks eksposisi;
 Mengidentifikasi generic structure yang terdapat
dalam teks
 Mengidentifikasi language features apa saja yang
ada didalam teks
 Kompetensi Dasar Indikator
informasi terkait isu aktual,  Mencermati makna yang terkandung dalam teks
sesuai dengan konteks  Menjelaskan aplikasi yang akan digunakan
penggunaannya

C. Tujuan Pembelajaran
Melalui kegiatan pembelajaran discovery learning dengan teknik genre-based, peserta didik dapat
menghayati dan mengamalkan ajaran agama yang dianutnya dalam mempelajari materi Fungsi
sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran tentang
pentingnya sebuah buku bacaan, sesuai dengan konteks penggunaannya dengan penuh
kejujuran, teliti, disiplin, tanggung jawab, kerja keras dan menerima pendapat orang lain

D. Metode Pembelajaran
1. Model Pembelajaran : Discovery Learning (dengan teknik PPP Presentation,
Process, Product)
2. Metode/strategi : Mengajarkan siswa menggunakan aplikasi

E. Media Pembelajaran
1. Media : Power Point Presentation, gambar
2. Alat : Laptop, LCD, kamus Bahasa Inggris, handphone

F. Sumber Belajar
Sudarwati, Th dan Eudia Grace. (2013) Pathway to English untuk SMA/MA Kelas XI. Jakarta:
Penerbit Erlangga
https://nurinuryani.wordpress.com/kumpulan-tugas/analytical-exposition-2/
lingualy application
G. Langkah-langkah Pembelajaran
3.2.1

Kegiatan Sintak Deskripsi Kegiatan Alokasi

Pembelajaran waktu
(menit)
1. Pendahulua a. Guru memberi salam, menunjuk siswa secara 15
n bergantian untuk memimpin berdoa (religius)
sebelum pembelajaran dimulai, dan mengecek
kehadiran peserta didik.
b. Guru meminta peserta didik untuk mengecek
kebersihan kelas (peduli lingkungan), minimal
dalam laci dan sekitar tempat duduknya tidak ada
sampah sesuai dengan budaya sekolah
Adiwiyata.
c. Guru mengaitkan materi yang akan dipelajari
dengan kehidupan sehari-hari dengan
menunjukkan gambar tentang formulir.
 What is the picture about?
 Where do you find it?
d. Guru memotivasi untuk mendorong rasa ingin
tahu dan berfikir kritis
e. Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai,
menyampaikan cakupan materi dan penjelasan
uraian kegiatan sesuai silabus beserta penilaian
pembelajaran.
f. Guru menyampaikan mekanisme pembelajaran
meliputi penggunaan aplikasi Lingualy didalam
 kelas, langkah-langkah pembelajaran dan alokasi
waktu pembelajaran.

2. Inti Stimulation a. Disajikan gambar tentang Buku-Buku 60

(Pemberian pengetahuan beserta artikel “why books are
Stimulus) important for us”
b. Peserta didik mengamati teks tersebut sebagai
contoh analytical exposition

Problem
Satetement
c. Guru menanyakan pendapat siswa teks tersebut
(identifikasi
masalah) (pada kegiatan ini diharapkan muncul pertanyaan-
pertanyaan kritis dari peserta didik/guru)
d. Guru memberikan penjelasan mengenai teks
tersebut berupa teks analytical exposition dan
guru memberikan penjelasan mengenai generic
structure yang terdapat didalam teks serta
language features berupa simple present tense
dan abstract nouns.
Data
Callecting
(mengumpulk
an data) e. Guru meminta peserta didik untuk membuka
aplikasi lingualy yang terdapat didalam hp
mereka dan melihat teks yang terdapat didalam
aplikasi tersebut
f. Peserta didik mencoba membaca teks tersebut
g. Peserta didik secara bersama-sama mencermati
makna yang terkandung dalam teks
h. Peserta didik menuliskan kata-kata yang tidak
dimengerti lalu mencari artinya
i. Peserta didik mengidentifikasi general structure
dan language features yang tertera dalam teks.
Data
Processing
(mengolah
data)
 j. Salah satu Peserta didik membaca teks tersebut
dan menuliskan general structure yang terdapat
dalam teks tersebut di papan.
k. Peserta didik lainya memperhatikan dan
mencermati jawaban teman lainya.

Verification
(Menguji
hasil)

l. Secara klasikal, guru dan siswa mendiskusikan

hasil diskusi dan jawaban mereka yang telah
diungkapkan..
Gereralization
(menyimpulka
n)

m. Peserta didik dipandu oleh guru menyimpulkan

apa yang sudah mereka kerjakan.
3. Penutup a. Guru dan peserta didik melakukan refleksi 15
sekaligus evaluasi terhadap pembelajaran
b. Peserta didik diberi tugas mencari teks analitycal
eksposition yang terdapat didalam aplikasi
Lingualy.
c. Menyampaikan rencana pembelajaran pada
pertemuan berikutnya.

H. Penilaian Hasil Pembelajaran

No Aspek Jenis/Teknik Penilaian Instrumen
1. Sikap Observasi Kerja kelompok - Lembar Observasi
- Jurnal
2. Pengetahuan Tes tulis Uraian
3 Keterampilan Praktik Performan tertulis
Penilaian instrumen terlampir.
Program Pengayaan dan Remedial
a. Pengayaan :
 Peserta didik diberi dialog ungkapan pendapat dan diminta menganalisis fungsi sosial, struktur
teks, serta unsur kebahasaannya.
b. Remedial :
1) Pembelajaran remedial dilakukan bagi peserta didik yang capain KD nya belum tuntas
2) Remidial diawali dengan pembelajaran ulang atau pemberian soal dengan tingkat kesuliatan
yang sama dengan ulangan yang sudah diberikan

Catatan

Pleret, Agustus 2018

Mengetahui
Guru Mata Pelajaran Mahasiswi Magang UST

Dara Zukhana, S.Pd Rossalinda J. Susantica Beny

NIP 19690906 200501 2 012 2015002059
 Lampiran 1
In pairs, read the following article and observe the generic structure and language features
of the text.

WHY BOOKS ARE IMPORTANT FOR US

Thesis A man once said, “learning without books means nothing.”. In my opinion,
this statement is true. Why do I say that? This is for several reason.

Firstly, books are crucial in developing the mind and help foster critical
thinking. For example, after reading a book, even if you don’t agree with some
of the points in the book, you might have ideas on how to improve them.

Secondly, books not only contain stories, but also record facts and review
Arguments histories. You can also learn about a certain period in history by discovering
the popular books of that era. For example, you can learn about the French
Revolutionary era by reading Alexander Dumas’ A Tale of Two Cities.

Lastly, books do not only educate but also entertain. There are books are
containing mystery, drama, comedy, adventures, and so on. There are books
about virtually everything. The possibilities are endless.

Based on the reasons above, it is obvious that reading books is important for
Reiteration
us. It is no wonder that books are said to be our “window to the world”.

Do You Know?
An analytical exposition text, also called a persuasive text, is a form of essay or argumentative
text designed persuade the reader or listener that something is the case (good, bad, necessary,
harmful, beneficial, etc.).
The text consists of three parts:
 Thesis, which indicates the topic, and ends with reasoning or proof of the statement.
 Argument, which lists reasons, facts, or statistics, or provides examples.
 Reiteration, which restates the thesis statement or draws a con conclusion based on the
argument.
Task 1
Please open your Lingualy application in you mobile phone, found text in the application
identify the generic structure, language features and found the difficult word of the text.