The Use of “Think Pair Share” Learning Model - Stain Salatiga

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THE USE OF “THINK PAIR SHARE” LEARNING MODEL TO

IMPROVE VOCABULARY MASTERY OF THE SECOND YEAR

STUDENTS OF SMK MUHAMMADIYAH SALATIGA IN ACADEMIC

YEAR 2011/2012

A GRADUATING PAPER

Submit to the board of Examiners as a partial fulfillment of the

Requirements for the Degree of Sarjana Pendidikan I slam (S.Pd.I) in the

English Departement of Education Faculty State Institute For Islamic

Studies (STAIN) Salatiga

IDA UBAIDAH HIDAYATI

NIM.11308083

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES ( STAIN )

SALATIGA

2012



MINISTRY OF RELIGIOUS AFFAIRS

STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)

SALATIGA

Jl. Tentara Pelajar 02 Phone (0298) 323706 Salatiga 50721

Website: www.stainsalatiga.ac.id E-mail: [email protected]

STATEMENT OF CERTIFICATION

THE USE OF “THINK PAIR SHARE” LEARNING MODEL TO

IMPROVE VOCABULARY MASTERY OF THE SECOND YEAR

STUDENTS OF SMK MUHAMMADIYAH SALATIGA IN ACADEMICYEAR 2011/2012

Ida Ubaidah Hidayati

11308083

Has been brought to the board of examiners in English Education Department,

State Institute for Islamic Studies (STAIN) Salatiga on 2012 to completely fulfill

the requirement of the Degree of

Sarjana Pendidikan Islam (S.Pd.I).

Head Examiner

Secretary

1st Examiner

2nd Examiner

3rd Examiner

:

:

:

:

:

Dr. Sa‟adi, M.Ag

RifqiAuliaErlangga,M.Hum

Norwanto, M.Hum

Setia Rini, M.Pd

Faizal Risdiyanto, M.Hum

Salatiga, 31 August 2012

The Head of State Institute for Islamic

Studies (STAIN) Salatiga

Dr. Imam Sutomo, M.Ag

NIP. 19580827 198303 1 002

http://www.stainsalatiga.ac.id/

mailto:[email protected]







SALATIGA



DECLARATION

In the name of truth and responsibility, the writer makes a statement that is

graduating paper has not substance which is ever written by other person or

published. Wherever, this paper also does not containt of one other mind, except

the information which is included into references as material reconciliation.

The writer is capable of accounting for this graduating paper if in the

future this graduating paper is proved of containing other‟s idea, or in fact, the

writer imites the other‟s graduating paper. The declaration is made by the writer

and the writer hopes that this declaration can be understood.


The writer

Ida Ubaidah Hidayati

11308083









SALATIGA



Hammam, M.Pd. Salatiga, 11 July 2012

The Lecture of English Department

State Institute for Islamic Studies Salatiga

ATTENTIVE COUNSELOR NOTES

Case: Ida Ubaidah Hidayati Graduating Paper

Dear

The Head of State Insittute

for Islamic Studies of

Salatiga

Assalamu’alaikum Wr. Wb.

After reading and correcting Ida Ubaidah‟s graduating paper entitled “THE USE

OF “THINK PAIR SHARE” LEARNING MODEL TO IMPROVE

VOCABULARY MASTERY OF THE SECOND YEAR STUDENTS OF

SMK MUHAMMADIYAH SALATIGA IN ACADEMIC YEAR 2011/2012; I

have dedicated and would like to propose that if it could be accepted by education

faculty, I hope it would be examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

Consultant,

Hammam, M.Pd NIP.1973061 020003 1 001







MOTTO

DO WHAT YOU CAN, WITH WHAT YOU HAVE, WHERE

YOU ARE

THEODORE ROOSELVELT



DEDICATION

I dedicate this graduating paper to:

My beloved mother, Khomsiyah and my beloved father, Hadi

Mulyono, thanks all support, trust, finance, and encouragement.

My big family that could not mention them one by one

My Best friends in Boarding House “ AL- HASAN “Pondok Atas”

( LAila, Nila, Yusa, Ina, Arlin, Hida, Mudrikah, Ani, Fajria, Fitria)

I will remember you all .

My partner ( Choiriatun Nikmah, Wulan Agustina, Mia faradila,

Inarotul, Arista niken, Devita, Ega Erma, Nurul hidayah, Sri

Sunarni) success for you all

The Big Family of Islamic Boarding School “Al-HASAN”

The Big Family of SMK Muhammadiyah Salatiga

My friends in TBI‟08 especially TBI C‟08



ACKNOWLEDGEMENT

All praises due to Allah, the Most Gracious and the Most Merciful because

of His wonderful blessing and His mercy, the writer can finish this thesis

successfully. His incredible blessings make realize that nothing is difficult in His

eyes. Thanks for Your will and endless blessing in my life.

Peace and salutation always be given to our beloved Prophet Muhammad

SAW that we hope his blessing in Judgment day.

However, this success would not be achieved without the support,

guidance, advice, help and encouragement from individuals and institutions.

Therefore, the writer would like to express the deepest gratitude to:

1. Dr. Imam Sutomo, M.Ag., as the Rector of State for Islamic Studies

Institute Salatiga.

2. Maslihatul Umami, M.A., as the head of English Department.

3.

Hammam, M.Pd., Thanks for suggestion and guidance for this graduating

paper from beginning until the end.

4. All lecturers of English Department of STAIN Salatiga.

5.

My beloved people (My Father, mother, brothers and sisters), thanks for

all support.

6. All of my friends who have helped me to finish this graduating paper.

7. All of the big family of Islamic Boarding School “AL-HASAN”.

8. All of the big family PMII Salatiga

9.

All of my friends in TBI C „08



Finally, this graduating paper is expected to be able to provide useful

knowledge and information to the readers.


The writer

Ida Ubaidah Hidayati11308083



ABSTRACT

Ubaidah, Ida. 2012 “The Use of Think, Pair, Share Learning model to Improve

Vocabulary Mastery of the Second Year Students of SMK Muhammadiyah

Salatiga in Academic Year 2011/2012.” Final Graduating Paper of English

and Education Department State Institute for Islamic Studies (STAIN)

Salatiga. Counselor: Hammam, M.Pd.

Key Words: Think, Pair, Share and Vocabulary Mastery.

The Aim of this research is to what extend does “Think, Pair, Share” use

to improve the vocabulary mastery of the second year students of SMKMuhammadiyah Salatiga.

The methodology of the study is classroom action research, where the writer as a

teacher in teaching learning process, and writer had a partner as observer in

learning activities. The objectives of the study are to what extend does “Think,

Pair, Share” use to improve the vocabulary mastery, to what extend does “Think,

Pair, Share” use to improve the students interest in teaching learning process for

second year students of SMK Muhammadiyah Salatiga. The writer applied test,

namely pre-test and post-test. She implemented three cycles. Each consists of

planning, implementation of the action, observation, and reflection.

The finding shows that Think, Pair, Share learning method can improve

vocabulary in teaching learning process. It is can be seen by the result of pretest

and posttest in cycle I is 5, 49, cycle II is 6, 32, and cycle III is 8, 03. From the

result is greater than t-table with n=33 is 0, 42. It means that the use of TPS can

improve the student‟s vocabulary mastery.



TABLE OF CONTENTS

TITLE ................................................................................................................... i

STATEMENT OF CERTIFICATION ................................................................. ii

DECLARATION .................................................................................................. iii

ATTENTIVE COUNSELOR NOTES.................................................................. iv

MOTTO ................................................................................................................ v

DEDICATION ...................................................................................................... vi

ACKNOWLEDGMENT ....................................................................................... vii

ABSTRACT .......................................................................................................... ix

CHAPTER I: INTRODUCTION

1.

Background of the Study .................................................... 1

2.

Statements of the Problem .................................................. 4

3.

Objectives of the Study ....................................................... 4

4. Benefit of the Study ............................................................ 5

5. Definition of Key Terms ..................................................... 5

6. Previous Research Review ................................................. 6

7. Paper organization .............................................................. 7

CHAPTER II: LITERATURE REVIEW

1. Definition of Vocabulary ................................................... 9

2. Kind of Vocabulary ........................................................... 10

3. Keys to Improve Vocabulary ............................................ 13

4. Principle of Teaching vocabulary ...................................... 14

5. Definition of Vocabulary Mastery ..................................... 16



6. Method of Teaching Vocabulary ....................................... 17

7.

Definition of Think, Pair, Share ......................................... 18

8.

Procedure of Think, Pair, Share.......................................... 20

9.

Function of Think, Pair, Share ............................................ 21

10.

The Strengthens of Think, Pair, Share ................................ 22

11. Application of Time The Use Think, Pair, Share ............... 22

CHAPTER III: METHODOLOGY OF RESEARCH

1. Setting of Research ............................................................. 23

2. Subject of the Research ....................................................... 24

3. Method of Research ............................................................. 25

4. Procedure of Research ......................................................... 27

4.1 Technique of Collecting Data ....................................... 30

4.2 Technique of Data Analysis ......................................... 31

CHAPTER IV: THE IMPLEMENTATION OF STUDY ANALYSIS

A. Cycle I ................................................................................ 33

B. Cycle II .............................................................................. 41

C. Cycle III .............................................................................. 46

D.

Discussion .......................................................................... 53

CHAPTER V: CLOSURE

1. Conclusion .......................................................................... 54

2. Suggestion .......................................................................... 57

BIBLIOGRAPHY

APPENDIX



CHAPTER I

INTRODUCTION

A. Background of the Study

Vocabulary is one of the language aspects that are very important for

English communication. If people have less vocabulary,they will not

understand what others say. Essential vocabulary is needed to improve the

four language skills such as listening, speaking, reading and writing. With

vocabulary students can conveyed their argument and students can easly to do

communication (Scott Thornbury, 2002:12). The students at SMK

Muhammadiyah Salatiga get a lot of problems to study English language,

especially for mastery of vocabulary in English.

From my observation the problems are various as follows: 1) an

enthusiastic and active learning of students in participating still not visible, 2)

the students rarely ask questions, although teachers often request that the

students asked if there are things not clear, or less understood, 3) active in

working on training issues English language learning are also still lacking, 4)

lack of courage students to work on the problems in front of the class, 5)

students feel bored, because the learning is positioned only as a listener, 6)

learning process is monotonous and less interesting, and 7) lack of student

mastery to the subject matter of English especially in vocabulary. This

illustrates the effectiveness of teaching and learning in the classroom is still

less. Some students won't to ask the teacher even though didn't know the



meaning of vocabulary words in the sentences. In the process of learning

English in SMK Muhammadiyah Salatiga was found a situation when the

teacher explains the students was passive. However, after given some

exercises most students can not do about the material, they choose to cheat

their friends.

In the teaching process, teachers must be able to choose and use multiple

methods of teaching. Many learning methods are used by the teachers where

each method has strength and weakness. Lack of a method can be covered by

other teaching methods that teachers can use several methods of teaching in

the learning process. Teachers should use the new learning method to create

an atmosphere of learning an innovative and creative spirit of learning that can

provide students and reinforce learned vocabulary.

The selection of a method needs to consider the material presented,

learning objectives, time available, and the number of students as well as

matters related to teaching and learning process. In the problem solving in

SMK Muhammadiyah Salatiga English teaching in particular about the low

motivation and active learning of students in learning English, teachers need a

method or way of delivering course material that can foster motivation and

active learning students, teachers are required to be able to use the innovation

in learning methods for determining the selection of appropriate teaching

methods that will not affect the success of the learning process itself. One of

the Think-Pair-Share (TPS) methods is cooperative learning model. Think-

Pair-share Learning model is a simple model of cooperative learning. This



technique provides students with opportunities to work independently and in

collaboration with others. The advantages of this technique is the optimization

of student participation. With the classical method that allows only one

student forward and distribute the results to the entire class, a technique

Think-Pair-Share (TPS) is given an opportunity at least eight times as much to

each student to recognize and demonstrate their participation to others

(Miftahul Huda, 2001:136). This is what can motivate all students to compete

in front of the class to work on the problems in order to demonstrate its

participation to others.

According Widyaninggar, in his research can be concluded that the

cooperative learning model of Think-Pair-Share (TPS) which is applied to

enhance the creativity of students learning and understanding the concept of

the mean. Think-Pair-share (TPS) Learning model is expected to increase

student motivation and active learning. In addition, to make students become

more motivated and active in the learning process in class and students are

also more opportunities for the contribution of each member of the group. All

this created the inspiration for the researchers to conduct a class action,

because the writer wanted to know the extent to which TPS (Think, Pair,

Share) learning model can increase mastery of vocabulary. So the researcher

proposal a classroom action research with the title : “THE USE OF “THINK,

PAIR, SHARE” LEARNING MODEL TO IMPROVE VOCABULARY

MASTERY OF THE SECOND YEAR STUDENTS OF SMK

MUHAMMADIYAH SALATIGA IN ACADEMIC YEAR 2011/2012.”



B. Statement of the problem

1.

To what extent does “Think, Pair, Share” can be used to improve the

vocabulary mastery for the second year students of SMK Muhammadiyah

Salatiga?

2.

To what extent does “Think, Pair, Share” can be used to improve the

students interest in teaching learning process for second year students of

SMK Muhammadiyah Salatiga?

C. Objective of the Study

1. To find out whether TPS (Think, Pair, Share) learning method can

improve the vocabulary mastery of the second year students of SMK

Muhammadiyah Salatiga.

2.

To find out whether TPS (Think, Pair, Share) learning method can

improve the students‟ interest to study English of the second year students

of SMK Muhammadiyah Salatiga.

D. Benefit of Researcher

The researcher will get some benefits as follows:

1. Theoretically

a. In general, the research results are expected to contribute to improving

the quality of English language learning in particular.

b. Specifically, this research gives contribute to the learning method

through TPS (Think, Pair, Share) to improve vocabulary mastery.



2. Methodologically

The benefit of this research can give contribution and inspiration for

teachers to use method which are appropriate in teaching learning process.

3.

Practically

a.

For the students

To improve the students interest of SMK Muhammadiyah Salatiga and

students achievement vocabulary mastery in the English language

learning.

b. For the English Teacher

As the motivation teachers to improve the skills of selecting Think,

Pair, Share (TPS) learning method.

E. Definition of Key Terms

1. TPS (Think, Pair, Share)

Think-Pair-Share is learning that gives students the opportunity to

work independently and in cooperate with others. In this case, a very

important role of teachers to guide students to the discussion, thus creating

a learning atmosphere that is more alive, active, creative, effective and

fun. (Lie, 2002:57)

2. Vocabulary

Vocabulary is the stock of words used by people, class of people,

profession or collection or list of words, usually in alphabetical order and

defined. (Barn hart, 2008:697)



F. Previous Research Review

In this research, the writer takes two previous researches. The first is

research that has been done by Fella NurusShofa entitled “ Improving Students

Mastery through Cross-Word Puzzle (A Classroom Action Research of the

first Year students of MTS NU Salatiga in the Academic Year of 2009/2010)”.

The objectives of her study are to know the influences of crossword puzzle to

the improvement of student vocabulary mastery, to know the process of

teaching vocabulary through crossword puzzle and to know the teaching and

learning situation when crossword puzzle is implemented in vocabulary

instruction. The result of her research shows that using of crosswords puzzle

in teaching vocabulary can improve the motivation, interest and especially

students‟ vocabulary mastery.

The second study had been done by Prayuni, entitled” Impr oving Students

Vocabulary Mastery Using Mind Mapping (A Classroom Action Research of

the First Year Students of SMA N I Suruh in the Academic year 2011/2012)”.

In her research, she focuses on the psychological and characteristic factors of

the students, they are motivation, relax and interest. She does her research

through mind mapping as her method in the classroom. The result of her

research in the students‟ achievement in English lesson, especially on

vocabulary.

The difference of previous research from this graduating paper, her

research focuses on interest to study English and the writer using Think, Pair,

Share learning method to improve vocabulary mastery. The result of this



research, Think, Pair, Share learning method make increase optimization of

students‟ participation and expected to increase student motivation and active

learning especially on vocabulary learning.

G. Graduating Paper Outline

In this section, the writer would like to discuss some terms in chapter one

into last chapters as follows:

Chapter I is introduction. It convers of background of study which

include of the writers reason choose the topic as graduating paper, previous

research review, problem of statement that describes the problem of the

research, objective of the study that consists of the goal of the research,

benefits of the study that explain about the advantages from the study, next is

definition of key terms, review of related research, and then the outline of the

graduating paper.

Chapter II is theoretical framework. This chapter mentions the theory

used by the writer. There are TPS (Think, Pair, Share) learning methods,

improve, vocabulary mastery and teaching vocabulary.

Chapter III discusses methodology of research which consists of setting

of research, subject of study, method of research, the procedure of research,

technique of collection data and technique of data analysis.

Chapter IV is teaching implementation and data analysis which consist of

cycle I, cycle II, cycle III, analysis of cycle I, II, III



In chapter V the writer states the study in summary that includes

conclusion and suggestion. For the last part of this graduating paper is

bibliography.



CHAPTER II

THEORITICAL REVIEW OF TEACHING VOCABULARY

A. VOCABULARY IN TEACHING LEARNING

1. Definition

According of Richard, vocabulary is one of the most obvious

components of language and one of first things applied linguistic turned

their attention (2001:4). According to Hornby, vocabulary is total number

of words which (with rules for combining them) make up language

(1974:959). In Webster Dictionary, vocabulary is list of words, usually

arranged alphabetically and defined, explained or translated.

From the definition above, the writer infers that vocabulary is the

key to communication that will help someone in learning English. Without

a good vocabulary that someone will not be able to master and learn

foreign languages is very essential to everyone.

Furthermore, vocabulary has an important role in teaching learning

process. The importance to learn vocabulary is as follows:

a.

Vocabulary is an important element in the acquisition of a second

language.

b. Vocabulary is center to language especially for introducing new lexical

items

c. Vocabulary is related to word



d. Vocabulary is one step to know word, understanding the meaning and

used them in sentence.

2. Kind of vocabulary

There two kinds of vocabulary namely productive and receptive

vocabulary. Productive vocabulary is used to speech and writing while

receptive vocabulary is utilized in listening and reading. The kind of

vocabulary is needed in the advance level, for example, written passage

news paper, textbook, literature, etc (Scrivener;1994:74).

Sometimes, vocabulary is the easiest aspect of a foreign language

to learn but it hardly required formal attention in the classroom. The

students are quickly to accept but they are quickly forgotten. Thornbury

(2002:25) says the relevant to the subject of word learning as follows:

a. Repetition

Better way to committee the memory new vocabulary is through

repeated rehearsal of the material. But one kind of repetition that is

important is repetition of encounters with a new word.

b.

Pacing

A student has a different learning model to give opportunities to pace

their own rehearsal activities. And teacher must give opportunity for

students as a spur on learning activity in memorizing vocabulary.



c. Imaging

Used picture is the best subject to introduce a new word. The students

can accept new vocabulary appropriate students comprehension. In

other hand, students learn vocabulary used picture easier to remember

more than not used a picture.

d. Use

Put vocabulary preferably used interest way to ensure student long

term memory.

e. Spacing

Learn new vocabulary is better used a period of time than to mass

together in a single block. As each word becomes better learned, the

testing interval can be extended gradually.

f.

Attention

Someone can not improve vocabulary if they sleep. Other way

someone used tape to improve vocabulary. More attention needful to

increase memorizes someone.

In writer‟s opinion, the best way to memorize by repeating gradually,

give more attention of new word and practice in day‟s activities. In

addition, memory new words can be reinforced if they are used to express

personally relevant meanings. Not at all the vocabularies that learners need

can be „taught‟: learners need plentiful exposure to talk and text as well as

training for self-directed learning (Thornbury; 2002:30). There are some



sources to learn vocabulary in teaching learning process, (Thornbury;

2002:51). They are as follows:

a.

List

To easier someone learns vocabulary with making list and organizing

new vocabulary to study. This way can help someone to applicable in

learning model.

b. Course books

Course book includes in task instruction and grammar explanation.

Course book content of segregated and integrated vocabulary work.

Segregated activities typically present or word formation rules. And

Integrated into skills work typically in vocabulary focus.

c.

Vocabulary books

Vocabulary books are as an exercise book for students. Vocabulary

books are usually organized, but cover a range of vocabulary skills.

d. The teacher

Teachers must be more productive in teaching vocabulary. Giving new

vocabulary concerned with teaching learning process make easier

memorization students.

e. Other students

Each student can contribute to get new vocabularies. Each learner can

contribute to the shared class through activities such as brainstorming,

and research finding suggest than learner input more a powerful than

other vocabulary sources.



3. Keys to Improve Vocabulary

There are many keys to improve vocabulary (Edwards, 2006:73):

1.

Read as much as you can

By reading some articles, fiction or non fiction books, and

journal students will get new words. The students guess the meanings

of many of those words by their context.

2. Use dictionary

The dictionary should be all English, not a bilingual one can

increase students‟ vocabulary. A good dictionary should include the

following information about words:

a.

Its pronunciation

b.

Its part of speech (noun, adjective, word)

c.

A clear simple definition

d. An example of the word used in a sentence of phrase

e. Its origin

3. Learn roots, prefix

Roots and prefixes from Latin and Greek make up many

English words. It has been estimated that more than half of all English

words come from Latin and Greek. Prefixes are added to the beginning

of a root and suffixes are added to the end to modify the meaning of

words.



4. Learn from listening

Listening a good program in radio or a song as well as to

people who speak English well is another way to improve vocabulary.

5.

Use dictionary of synonyms and antonym

Synonyms are words that have almost the same meaning.

Antonym is words that have almost the opposite meaning. Some

dictionaries of antonyms and antonyms explain each synonym and

how it differs in meaning from the other synonym.

6. Make own word list

Whenever students read and don‟t know new words, write in

down in note book together with the sentence in which students found

it. Try to work out the meaning of the word from its context. Then

students can open dictionary and write the definition in notebook. Try

to add a new word to your list every day.

7. Use your new words

Using the new words, whether it is in speaking or writing is an

important step in learning.

4. Principle of Teaching Vocabulary

The most principles of teaching and learning vocabulary have been

forgotten or ignored. The several principles of teaching vocabulary are

presented below: (www.aitech.ac.jp/~ltestlj).



a. Teaching a word does not mean the students learned it. Teaching and

learning do not go lockstep, hand in hand, from the easy to the

difficult.

b.

Students do not learn a word form one meeting. Research tells us that

it takes among 5-16 meeting (or more) to learn and average word.

c. It is easier to forget a word than remember it. Initial word knowledge

is very fragile and memories of new words that were memorized

before can be lost from mind.

d. Students can not guess the meaning of unknown word from context if

the surrounding text is too difficult.

e.

Students do not need to learn every word they meet. This is because

not all words are equally useful. Words that are needed by students to

master are the general‟s services vocabularies i.e. that are found in

almost all text, including technical works.

f. Some words are more difficult to learn than others. Research suggests

that words that are more concrete and closer to a known concept, or

have a similar form in the first language tend to be learned before

those that are more abstract and relatively dissimilar from the first

language.

g. Words live with other words, not in isolation. Language are made up

of sets of works that together to make individual meanings such as by

the way, the day after tomorrow, bus ticket, half past three, sunny day

and soon. These are often called collocation, or lexical units.



h. Written and spoken vocabularies are different.

i.

Students learn best by making sense of their own vocabulary and

internalizing it.

j.

We do not have enough time to teach everything about a word so

students have become independent word learners.

5. Vocabulary Mastery

Vocabulary mastery is one component to master English as a

foreign language in elementary, intermediate, and advance levels. In

learning of four skills in language (listening, reading and writing),

vocabulary is one basic to be mastered. It is reasonable, remembering that

four language skills need knowledge of words because they will get

nothing without words.

According to Fries (1967:50), that indicates the distribution of

various kinds of vocabulary items through the four stages of the learner‟s

progress in the mastery of English.

a. Progress extends from the beginning to the mastery of the

fundamentals of the structure and sound system.

b. The vocabulary items chosen should still consist of those that must be

learned for production.

c. Vocabulary mastery for recognition is extended more completely over

the general areas of experience covered during the second stage,

indicated above, on an every limited productive level.



d. The choice of special areas of experience is necessary.

No one can master the total vocabulary used by the speakers of

language and after the students passed the three stages of vocabulary

mastery indicate above, circumstances will improve students to grow

in the control of vocabulary of certain special areas rather than in

others. For the fourth stage of the students learning, attention is

centered upon the typical vocabulary items of the special fields in

which he will be active.

6. Method of Teaching Vocabulary

Vocabulary is the central to language and important to language

learner. Without vocabulary, one can not communicate effectively or

canalize his ideas in both oral and written forms. Having a limited

vocabulary is also a problem that precludes learner from learning a foreign

language. When they do not know how to improve vocabulary, for

example, they often slowly lose interest in learning.

Based on this problem, teacher is suggested to use appropriate

method to teaching vocabulary is TPS (Think, Pair, Share) for example,

provides a balanced attention to both grammar and vocabulary.

Using this method, learners typically take great deal of their time

looking up words in the dictionary and translating text from the foreign

language into their native language. This method does not purpose at

getting the students to understand and speak the foreign language, they are



learning. The result is that most students are unable to use the foreign

language for real communication purpose after four, five or six year grade.

B. THINK, PAIR, SHARE (TPS) Method

1. Definition

Think, Pair, Share is a simple method, but it has a benefit. This

method is developed by Frank Lyman from University of Maryland

(Huda, 2011: 132).

Arend (Trianto, 2007:61) says that TPS (Think, Pair, Share) is an

effective way to diversify class discussion atmosphere. The procedure

used in the TPS can give students‟ more to think and help each other. The

procedure is applied explicitly to give students more time to think,

respond, and share with their partners.

Think-Pair-Share itself, as expressed by Lie (2002:57) explains that,

"Think-Pair-Share is learning that gives students the opportunity to work

independently and in cooperate with others. In this case, a very important

role of teachers to guide students to the discussion, thus creating a learning

atmosphere that is more alive, active, creative, effective and fun.

Think Pair Share learning model is followed by plenary discussion.

With this learning model the students are trained how to express their

opinions and students also learn to respect others' opinion while refer to

the material or learning objectives. TPS (Think-Pair-Share) learning model

is a type of cooperative learning is designed to influence of student



interaction. TPS requires the student to work to help each other in small

groups (2-4 students) and further detailed by the award cooperative, of the

individual awards (Ibrahim et al: 2000).

TPS is used to teach academic content, or to check students'

understanding of specific content. Teachers create interactions that

encourage curiosity, wanted to try, be independent, and want to advance.

Teachers provided information, only basic information, as a foundation for

students in searching and finding their own information. The teacher

explains the material by linking it with the experience and knowledge of

children to facilitate their response to and understand new experiences

make students even easier to concentrate. Therefore teachers need to

consider is the experience and knowledge the students who found them in

everyday life.

After introducing the Think-Pair-Share strategy to students, teacher

decides to make target for lesson. Teacher may choose to use a new text

that the class will be reading, or there might want to develop a set of

questions or prompts that target key content concepts that students have

been studying. According (Nurhadi, 2003:66) describe the strategy and its

purpose with students, and provide guidelines for discussions that will take

place:

a. Explain to students that they will. First, students think individually

about a topic or answer to a questions. Second, pair with a partner and



discuss the topic or question and third, share ideas with other group of

the class.

b.

Using a student or students from your classroom, model the procedure

to ensure that students understand how to use the strategy. Allow time

for students to ask questions that clarify their use of the technique.

c. Once students have a firm understanding of the expectations

surrounding the strategy, monitor and support students as they work

through the steps below. Teachers may also ask students to write or

diagram their responses while doing the Think-Pair-Share activity.

2. Procedure Think, Pair, Share:

Researcher can know procedure Think, Pair, Share method in teaching

learning process as follows (Muslimin, 2001:26):

1. Think: Teachers begin by asking a specific higher-level question

about the text or topic students will be discussing. Students "think"

about what they know or have learned about the topic for a given

amount of time (usually 1-3 minutes).

2.

Pair: Each student should be paired with another student. Teachers

may choose whether to assign pairs or let students pick their own

partner. Remember to be sensitive to learners' needs (reading skills,

attention skills, language skills) when creating pairs. Students share

their thinking with their partner, discuss ideas, and ask questions of

their partner about their thoughts on the topic (2-5 minutes).



3. Share: Once partners have had ample time to share their thoughts and

have a discussion, teachers expand the "share" into a whole-class

discussion. Allow each group to choose who will present their

thoughts, ideas, and questions they had to the rest of the class. After

the class “share,” teacher may choose to have pairs reconvene to talk

about how their thinking perhaps changed as a result of the “share”

element. From above the procedure , teacher can know how to play

Think, Pair, Share in the class as follows (Huda, 2011:136):

1) Students are grouped. Each of group consists of two until four

students.

2)

Teacher give assignment to each grouped

3)

Each of group think and doing the individual task

4)

Group of members are pairing. Each pair to discuss the individual

task

5) The second pairs met again in each group to share the results of

discussions.

3.

Function of Think, Pair, Share

The use of Think, Pair, Share in English learning process are used to:

1) Note check

2) Vocabulary review

3) Quiz review

4)

Reading check



5) Concept review

6)

Lecture check

4. The strenght of Think-Pair Share :

The researcher will get some strengthens as follows (Hartina, lie,

2005:46):

a. TPS easily applied in various levels of education and in every

opportunity.

b.Provide time thinking about improving the quality of student

responses.

c. Students become more active in thinking about the concept of the eye

lessons.

d.Students understand more about the concept of the topic for

discussion.

e. Students can learn from other students.

f. Each student in the group has the opportunity to share or convey his

ideas.

5. The application of Time Use Think Pair Share

Application of time in using cooperative learning model of Think

Pair Share as follows (Maesuri, 2002:37):

1) Can be used at the beginning of lessons before studying a material

(to find out students' prior knowledge).

2) For the teacher to demonstrate, experiment, or explain.



CHAPTER III

METHODOLOGY OF RESEARCH

A. SETTING OF RESEARCH

This classroom action research was carried out at SMK Muhammadiyah

Salatiga. It in located in Jl. KH. Ahmad Dahlan Salatiga, Village:

SidorejoLor, District: Sidorejo, Regency / City: Salatiga, Province: Central

Java, Zip Code: 50 714. The location of this school is in the city, but the

situation is not noise and low pollution. SMK Muhammadiyah Salatiga is a

vocational school which was built since 21 years ago. There are 21

rooms/classes, 6 rooms Workshop, 2 rooms‟ laboratories (English,

computers).SMK Muhammadiyah has four vocational and three skills. There

are majors such as Installation of Electric Power Engineering class,

Technique class Machining, Mechanical Light Vehicle class, technique class

Garments.

The classroom action research was done from May 2012 to June 2012.

The description of the building SMK Muhammadiyah is as follow :

1. Facilities and infrastructure in SMK Muhammadiyah, consist of:

Classroom, Language laboratory, Computer laboratory , Library,

Electricity workshop, Machine workshop, Automotive workshop, Garment

laboratory, Physical room, Head master room, Administrative room,

Consulting room, Vice principle room, Mosque, Toilet for teacher, Toilet

for students‟, Tables, Chairs, Learning media, white board,etc.



B. SUBJECT OF THE RESEARCH

The subject of the research is XI Technic of Electricity (Teknik Listrik)

of the students of SMK Muhammadiyah in the academic year of 2011/2012. It

is only one class consits of 35 students. They are 34 boys and 1 girl. The girl

in this class tend to be silent, on the other hands some boys are talkactive,

make noise and especially they are not interested in English learning. In

learning activities and doing tasks, the students are passive. The researcher

chooses the second grades as subject of the research because the numbers of

students are much more than other classes and the students are more active.

So, the researcher is able to get more valid data. The following table shows the

name of subject of study :

Table 1

The Name of the Subject Study

NONAMA SISWA

1 Achmad Junaidi

2 Agung Setiawan3 Agus Prasetyo

4 Ahmad Khamdani

5 Akhmad Roghib Akhkan.A

6 Ariansya Eko Widodo

7 Arvin Ardhi Prasetyo

8 Aswin Renaldi

9 Didik Yulianto

10 Eko Saputro

11 Eko Sulistiyono



12 Eko Widayat

13 Fajar Ngudiarto

14 Fajar NurRochman

15 Ferdi Andre Kurniawan

16 Hanan Amina

17 Krisna Aji

18 M. Rudy Hermanto

19 M. Riky Andriyan

20 Merza Anggi. A

21 Mohamad Ali Fakur

22 Muchamad Haryanto

23 Muhamad Safrudin

24 Muhammad Fadkul. H

25 Muhammad Zamroni

26 Mujiono

27 Nanda Arif .W

28 Restu Mahardika Putra

29 RickaPermana Putra

30 Riswanda Chalif. SA

31 Rizky Hidayatullah

32 Rukidi

33 Teguh Priyanto

C. METHOD OF RESEARCH

The research method used in this study is class room action research

(CAR). There are some definitions of class room action research. The research

method used in this study is class room action research. There are some

definitions of class room action research. The first definition is given by

Kemmis in Hopkins (1993:44) that class room action research is a form of self

reflective enquiry undertaken by participants in social situation in order to

improve the rationality and justice, their understanding of these practices and

the situations in which the practice are carried out. In second definition, action



research organized condition ofthe practice-based learning experiences that

teachers themselves, Wiriaatmadja Rochiati (2008:13). Third definition is

given by Robert in Hopkins (1994:45) that action resarch aims to contribute

both to the practical concerns of people in an immediate problematic situation

and to goal of social sciences by joint collaboration within a mutually

acceptable ethical framework.

According to Suharsimi Arikunto (2007:58), classroom action research

comes from three words, they are:

a. Research: an activity to find out accuracy some object using

methodology to get data or information which benefit to improve

something which interest and important for researcher.

b.

Action: some activities deliberately done by having several aims,

in the research in form activities cycles.

c. Class: a group of student in same time, have same lesson from

teacher. Classroom action research conduct in SMK

Muhammadiyah Salatiga which aims to improve vocabulary the

students using Think, Pair, Share (TPS) method.

Based on definition about action research, the researcher can infer that

action research is one of form of research that trying out an idea in practice of

a social situation with a view to improving or changing something, trying have

a real effect on the situation.



D.

PROCEDURE OF RESEARCH

This research uses classroom action research and the procedures are as

follows:

a.

Planning

The activities in the planning are:

1. Preparing materials; making lesson plan, and design the steps in doing

the action

2. Preparing list of the students‟ name and scoring

3. Preparing teaching-aids

4.

Preparing sheets for classroom observation (to know the situation of

teaching-learning process when the method or technique or mode in

applied)

5. Preparing a test (to know whether students‟ vocabulary improve or

not).

b. Action

1. Giving pre-test

2.

Teaching vocabulary using “Think,Pair,Share”

3. Giving opportunity to the students to ask about difficulties

4. Giving post-test

c. Observation

Observing is an observation activity to know how far the action

effect have reach target. Observation is one of the instruments used in



collecting the data. As a scientific method, observation can be

systematically used to serve and note the phenomena investigated like

students feeling, thingking, and something that they do in teaching

learning process. The writer plans this observation flexible and open to

record the unexpected.

d. Reflection

Reflecting is an activity in expressing of experience that have by

writer as the self evaluation. The result of the observation is analyzed.It is

to remember what occurs that has been written in observation. Reflection

seeks to memorize sense of the process, problems and real issues in

strategic action. It takes account of the comprehension the issues and it

circumstance in which they are arisen.

Reflection has an evaluation aspect, it asks the writer to expand the

experience, to judge whether effects were desirable, and suggest ways of

processing. The writer‟s reflection is done by discussing with his

collaborator. Then the next cycle can decide or designed.

According to Elliot‟s action research model (2008: 64), the

procedures are briefly described in the following scheme:



Reconnaissance

C y c l e 1

Plan

Action 1

Action II

Action III

Action 1

Observation

C y c l e 2

Planning revise

ReconnaissancePlan

Action 1

Action II

Action III

C y c l e 3 ActionObservation

Planning reviseReconnaissance

Plan

Action 1

Action II

Action III

Observation Action

Reconnaissance

Identification of problem



1. 1. Technique of Collecting Data

In this study, several procedures would be used in order to get

the empirical data required. The research would be conducted in two

ways are as follows:

1.

Observation: this method would be used to observe the teaching

learning process and the student‟s activities.

In this research, the researcher

2. Collaborator: to work to another or others on a joint project to

cooperate as a traitor.

3. Before getting data, the writer used pre-test and post-test. Pre-test

given to students before the teacher used her method in teaching

and learning process, and post-test given after students‟ receiving

the method from teacher. Pre and post-test are to knowing the

differences of the students ability before and after the teacher use

the method.

4. Data

According to Kamus besar bahasa Indonesia pages 187 ,

Data is a group of facts which contains information which is the

basic reference in order to make a certain decision or to organize

conclusion. The data in the form of action includes the activities

of teacher and students during the learning process with inquiry

method, generic structure, punctuation, some questions, and



document includes field notes, learning process plans,

photograph, and students work.

5.

Source of data

In every research, there must be data to be analyzed. A

researcher can get the data from many sources, either person or

things.

Arikunto (2002:114) argues that if researchers using

observation techniques, the data of sources usually in the form of

objects, motion, or any process. From the above opinion, it can be

concluded that the data source in a form of human subjects,

objects, motion, or process in which something of the process can

be obtained the necessary data. As for the data sources used in this

study are:

6. Place and events, including teaching and learning process of the XI

TL students of SMK Muhammadiyah Salatiga.

7. Informants, including students and teachers English of the XI TL

SMK Muhammadiyah Salatiga.

8.

Documents, including the implementation of the lesson plans,

stories students, and assessment books.

9. Observation is an activity that teachers do in teaching and learning.



2. Technique Of Data Analysis

After collecting the data, the next steep of study is analyzing

the data. There are two ways to analyze the data, they are:

a.

Descriptive technique

A descriptive technique is used to know the students behavior

during the teaching learning process. In descriptive technique, the

researcher analyzes the observation sheet which has been made by

her partner.

b. Statistical technique

A statistical technique is used to know the extent to using

“Think, Pair, Share” learning method toward the students

vocabulary the result of pre-test and post-test. This research is

calculated by Deviation Standard using SPSS 16.00 windows

program.



CHAPTER IV

THE IMPLEMENTATION OF STUDY AND ANALYSIS

Based on the explanation about procedure of action research above

(chapter III), the researcher has arranged three cycles. In each cycle, the steps

are planning, acting, observing and reflection in order to know each cycle with

the writer then will explain as follows:

A. Cycle I

1. Planning


6.

Preparing materials; making lesson plan, and design the steps in

doing the action

7.

Preparing list of the students‟ name and scoring

8. Preparing teaching-aids

9. Preparing sheets for classroom observation (to know the situation

of teaching-learning process when the method or technique or

mode in applied)

10.

Preparing a test (to know whether students‟ vocabulary improve or

not).

2. The Implementation of action

On Wednesday, 16 May 2012 the teacher came in English

class. The teacher open the lesson by introduce herself and checked of

the students present. Before the lesson, she gave pre-test to class for 30



minutes. After the students finished doing pre-test, teacher began to

teach vocabulary. She told the students‟,” students, today we will study

vocabulary with theme procedure text”. Next the teacher asked the

students orally, “explain procedure text about how to ironing clothes”.

The students answered together in Indonesian language. The teacher

wrote down students answer in the white board. Then the teacher

explains materials and steps in ironing clothes and students said in

Indonesian.

The teacher told the students‟,” students will learn the

procedure text in English and students must pay attention and repeat

words that teacher have said. Do you understand?”. “Yes” the

students‟ answered together. After the students‟ repeat the words from

teacher twice or more time, teacher asked the students‟,” have students

remember the vocabulary of procedure text how to iron clothes?”. The

students just keep silence. Then the teacher explained how to ironing

clothes and most of students‟ can remember the words with easier and

can say clearly.

Later, the teacher asked students‟ to say materials and steps

how to ironing clothes and the students‟ answered together in

Indonesian. The teacher wrote in white board and said in English then

the students‟ repeated after it. The teacher ordered the students‟ to

pairing discuss about how to ironing clothes. Students‟ doing task the

procedure text with their partner about how to ironing clothes.



Afterward they read with their partner in class to sharing with other

students‟. Time was up, the teacher asked the students‟ to learn at

home and the learning will continue the next meeting. The teacher

closes the meeting.

On the Wednesday, 16 May 2012, the teacher came in the

English class. The situation was follow:

Teacher : “ Assalamualaikumwr.wb.”

Students : “Waalaikumsallamwr.wb.”

Teacher : “Good afternoon students. How are you?”

Students :” Good afternoon miss. I‟ am fine.”

Teacher :” Students in this meeting we will study about procedure

text. Do you know procedure text?”

Students :” Yes, Miss”. (Most of students just keep silence)

Teacher :” Anak-anak pada pertemuan kali kita akan belajar

tentang procedure text. Apakah kalian sudah tahu procedure text ?

(Students in this meeting we will study about procedure text. Do you

know procedure text?)

Students :” Yes, Miss”.

Researcher:” Students, do you know about procedure text?

Students :” Students answered (but not all students can answer the

question)



Researcher:” Now, I will divide into group, each group consist of two

students. Each group must do the task that I will give to you.” Are you

ready?

Students :” Okay, Miss.”

Before teacher divide into group, Teacher gave the task to students.

The students must do the task individuals. Next, the students pairing

with their partner to discuss student‟s assignment. The students try to

solve the task by their group for about 30 minutes. Then the teacher

said: “Time is up class, now, we will share it together”. In addition,

the teacher wrote down the answer of the task in the whiteboard and

students try to correct task of other group. After the students finished,

they submitted the task.

3.

Observation

In the first cycle, teachers observed the teaching learning

process. By monitoring the student‟s activity in this action, the teacher

can see that the students still get difficult to say it and when they study

vocabulary. Some students pronounced them incorrectly and the

writing wrong.

Furthermore, the researcher will analyze the students

improving vocabulary by t-test calculation. The steps as follows:

a. The score of pretest and post test

Table 2

The result of pretest and posttest cycle I



No Score of pretest Score of posttest D D

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

40

45

45

65

45

45

0

65

50

50

45

50

45

45

50

50

45

40

40

45

40

45

70

70

80

50

50

0

80

75

75

55

75

40

40

70

40

55

50

55

50

45

5

25

25

15

5

5

15

25

25

5

25

-5

-5

20

-10

5

10

15

5

5

25

625

625

225

25

25

225

625

625

25

625

25

25

400

100

25

100

225

25

25



22

23

24

25

26

27

28

29

30

31

32

33

0

40

45

40

40

40

50

40

40

45

40

40

0

45

70

65

65

45

40

55

55

50

55

50

5

25

25

25

5

-10

15

15

5

15

10

25

625

625

625

25

100

225

225

25

225

100

= 350 = 7450

Then, the writer calculates the deviation standard by using SPSS 16.00

windows program. It can be shown as follows:

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

pre_test 33 0 65 42.58 12.632

post_test 33 0 80 53.48 18.519

Valid N

(listwise) 33



From the table above can be seen that the mean of pre-test in cycle

I is 42.58 with deviation standard 12.632. Based on the normal curve the

writer concludes that 68% student‟s score are 30 until 54. While mean

post-test in cycle I is 53.48 with deviation standard 18.519. So, the writer

concludes 68% student‟s score are 35 until 71.

b. Passing Grade of Cycle I

Cycle I also has shown that the students can improve their

English score especially in vocabulary with mean of post-test 53.48

, it is better than mean of pre-test 42.58. The researcher also

calculates the passing grade is 70. But, the result from post test in

cycle I students have not complete the passing grade because the

students in pre-test who still have the score less than 70 and in

post-test 22 students who still has the score less than 70.

4. Reflection

After analyzing the result of action cycle I, the researcher can

conclude that it is very important for the teacher to be careful with the

student‟s pronunciation. Teacher can ask the students two or three

times to repeat the words.

Action I also have shown that the students can improve their

vocabulary. Using appropriate vocabularies is important in study

English, the teacher must give some examples of right vocabularies.



B. Cycle II

Based on the result of Cycle I, the teacher continues the next

cycle.

1.

Planning


a. Preparing materials; making lesson plan, and design the steps in

doing the action

b. Preparing list of the students‟ name and scoring

c. Preparing teaching-aids

d. Preparing sheets for classroom observation (to know the situation


mode in applied)

e.

Preparing a test (to know whether students‟ vocabulary improve or

not).

2. The implementation of the action

On Wednesday, 22 May 2012 the teacher came in the class XI

TL. Teacher revised the teaching learning process in action I cycle I. In

cycle I there was some difficult words in pronunciation and written. In

the action 2, teacher introduced the model of presentation in studying

vocabulary. The steps are (show a picture, repetition, written form).

Before teacher started the lesson, teacher gave pre-test to students for

about 30 minutes.

The situation was as follows:



“Students, today we will study vocabulary with theme

procedure text”, teacher told. Teacher asked the students “remember

about procedure text” the students‟ answered together in Indonesian

language. Then the teacher shown a picture about fried noodle and

teacher said the material in English and asked the students‟ repeat it.

Teacher was also careful with students‟ pronunciation, teacher often

repeat the word twice or three time when their pronunciation is wrong.

The teacher asked the students “mention of the material to

make fried noodle and the steps.” The students‟ answered together in

Indonesian. The teacher list of based on the place. Teacher wrote the

words in the white board. Then the students are doing the assignment

individually and after that they pairing to discuss the task. After more

time, students with their friend share with other groups to share their

assignment. Every group gets opportunity to share their assignment.

The teacher wrote down the words in the white board. Teacher also

checks the students note one by one while walking around the

classroom. After finish writing, students must submit their assignment

as a post-test.

3. Observation

In the cycle II, observation was also carried out during

implementation of the action. The researcher got note from the

observer which has been written in above. By monitoring the student‟s

activity in the action, the teacher can see that the students still get



difficulty to say in English. Some students‟ pronunciation still

incorrectly and the written form was wrong when done the task.

Furthermore, the researcher will analyze the students‟

improvement of vocabulary by t-test calculation. The steps as follows:

a.

The score of pretest and posttest

Table 3

The result of pretest and posttest in cycle II


1

2

3

4

5

6

7

8

9

10

11

12

13

14

78

68

68

83

55

76

70

83

74

74

77

74

53

66

98

75

70

90

86

80

92

90

77

77

85

70

70

70

20

7

2

7

31

4

22

7

3

3

8

-4

17

4

400

49

4

49

961

16

484

49

9

9

64

16

289

16



15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

74

80

77

80

52

76

66

78

53

63

70

70

63

80

52

68

76

68

68

70

85

85

77

68

86

70

98

70

86

75

92

86

85

68

88

80

88

75

-4

5

8

-3

34

10

4

20

17

23

5

22

23

5

16

20

4

20

7

16

25

64

9

1156

100

16

400

289

529

25

484

529

25

256

400

16

400

49

= 367 = 7203






N Minimum Maximum Mean Std. Deviation

pre_test 33 52 83 70.09 9.077

post_test 31 68 98 80.61 9.124Valid N

(listwise)31


II is 70.09 with deviation standard 9.077. Based on the normal curve the


post-test in cycle II is 80.61 with deviation standard 9.124. So, the writer


b. Passing Grade of cycle II

The result in cycle II is better than cycle I. In previous

cycle the standardized of score that is calculated by the teacher is

70 and the result of post-test shows that one student has the score

less than 70, in pre-test there are 14 students, who still have the

score less than 70. So, the mean from post-test in cycle II is

80.61. The results of pre-test and post-test were used to know the

score of vocabulary mastery.



4.

Reflection

After analyzing the result of action II, the teacher concluded

that the students can improve their vocabulary. Students can answer

the question well. Using Think, Pair, Share learning method also easy

for students to remember words in English. The teacher realizes that

some students‟ can improve their vocabulary with think, pair, share

learning model through picture in cycle II. It is necessary for teacher to

continue to the next cycle (cycle 3).

C. Cycle III

Based on the result of cycle, 1 and cycle 2, it is necessary for the

teacher to continue the next cycle.

1. Planning


a. Preparing materials; making lesson plan, and design the steps in

doing the action

b.

Preparing list of the students‟ name and scoring

c. Preparing teaching-aids

d. Preparing sheets for classroom observation (to know the situation


mode in applied)



e. Preparing a test (to know whether students‟ vocabulary improve or

not).

2.

The implementation of the action

On Wednesday 22 may 2012, the teacher continued in

English class. The steps are teacher showing power point, repetition

words, and written form.

There were still many problem in cycle 2, some students had

wrong pronunciation, wrote some words wrongly. Before teacher

continued the lesson teacher asked the students to repeat some words

from the words studied before. The theme in cycle 3 is procedure text

for introducing teachers showing a power point how to make chocolate

cheese bread. The teaching learning process was as follows:

“Students before continued studied vocabulary about

procedure text do this test (pretest) for about 30 minutes and teacher

distributed test to the students. Before make a group students must do

the task individual. After that the students must pairing to discuss with

their partner about the task and every group share in class with other

groups. When students‟ did the pre-test, teacher walked around the

class to check the students‟ task. After students finished doing the pre-

test, teacher collected and teacher asked the students” Mention the

material of how to make chocolate cheese bread?” the students

answered together in Indonesian. Then the teacher shown a power

point about how to make chocolate cheese bread to students and they



said it together in Indonesian. Then the teacher asked the students to

mention steps of how to make chocolate cheese bread. Students

answered together and the teacher wrote the words in the white board.

After that, the teacher read in white board and the students followed

and repeat it.

Teacher:” do you understand about procedure text?”

Students:” Yes miss.”

Teacher:” Any question about that?”

Students:” No”

Teacher:” Okay. Now you must make a group to do the assignment.

But, before you pairing with your partner you must do the task

individual. Okay?”

Students:” Yes, Miss”

Then the teacher gave a task for post test in cycle 3. Students

do the post-test for about 30 minutes. Students do the task with

individual after that they must pairing with their partner to discuss

about the task. After students finished doing the task, every group must

share with other groups in class about the result from the task. Teacher

wrote down the answer of task and the wrong vocabulary. After every

groups share the task, students read together about new vocabulary

from the task. And most of students were correct in pronunciation.



After the students finished do the post-test, the teacher asked

them to submit students‟ task. And the teacher said goodbye with the

students.

3.

Observation

The teacher observed in third action cycle 3, while teacher was

monitoring, teacher helped the students‟ when students get difficulties.

Teacher feel confuse and tired when the condition of students ‟ is quiet

in repeating the words.

The teaching learning process in cycle 3 was increasing the

students‟ who said words incorrectly, students can say correctly and in

written form process. There was some student who found difficulties.

The teaching learning process was very active.

By observing the teaching learning process in cycle 1, cycle 2,

and cycle 3, teacher concludes that think, pair, share learning method

can improve the student‟s vocabulary. The improvement can be seen

through the result of activity from cycle 1, cycle 2, and cycle 3.

Furthermore, the researcher analyzed the students improving of

vocabulary by t-test calculation. The steps as follows:

a. The result of pretest and post test

Table 4

The result of pretest and posttest.




1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

78

73

77

86

77

77

77

86

77

77

75

75

78

58

75

73

75

77

77

77

58

80

83

88

97

83

80

84

97

77

88

85

95

80

66

95

85

85

88

83

80

66

2

10

10

11

6

3

7

11

0

11

10

20

2

8

20

12

10

11

6

3

8

4

100

100

121

36

9

49

121

0

121

100

400

4

64

400

144

100

121

36

9

64



22

23

24

25

26

27

28

29

30

31

32

33

73

77

80

73

66

77

73

66

74

77

80

80

92

88

86

83

60

84

85

60

83

88

86

92

19

10

6

10

-6

10

12

-6

9

11

6

12

361

100

36

100

36

100

144

36

81

121

36

144

= 274 = 3398




N Minimum Maximum Mean

Std.

Deviation

pre_test 33 58 86 75.12 5.978

post_test 33 60 97 83.39 9.196

Valid N

(listwise)33




III is 75.12 with deviation standard 5.978. Based on the normal curve the


post-test in cycle III is 83.39 with deviation standard 9.196. So, the writer


b.

Passing Grade of Cycle III

In previous cycle the standardized of score is 70 and the result

of post-test shows that four students have the score less than 70, and

pre-test also four students‟ have score less than 70. Teacher also gave

oral test to each student during teaching learning process in each

cycle. Teacher gave a question that must be answered by the students

orally. In cycle III students can improvement their vocabulary.

4. Reflection

After analyzing the result of cycle1, cycle 2, and cycle 3, it can

be concluded that using think, pair, share learning method can

improve vocabulary mastery of the students‟ in the class.

The result of pre-test and post-test used to know the score of

vocabulary mastery. As stated before there were three cycles in this

action research, each cycle used pre-test and post-test. Pre-test and

post-test discuss into group with students partner. Teacher gave pre-

test to students before taught and post-test after teacher taught for each

cycle in teaching learning process.



D. Discussion

From the result of analyze in cycle 1, cycle 2, and cycle 3 the

researcher will analyze the students improvement from the cycle 1, cycle

2, and cycle 3.

Table 5

The analyze of students improvement

No ANALYZE CYCLE

I

CYCLE II CYCLE

III

1 MEAN

PRE-TEST

POST-TEST

42.58

53.48

70.09

80.61

75.12

83.39

2 STANDARD DEVIATION

PRE-TEST

POST-TEST

12.632

18.519

9.077

9.124

5.978

9.196

From the statement above, the researcher can see that mean between

pre-test and post-test has significant different, where post-test is greater

than pre-test. It shows that think, pair, share method learning gives

influence in improving students‟ vocabulary mastery, because the

students‟ achievement has been increase after the students‟ did a picture.



And in cycle 3 the students‟ comprehension used power point in teaching

learning process with theme procedure text, students‟ achievement very

increase. It means is appropriate with the situation and condition of

students‟ in SMK Muhammadiyah Salatiga in learning English especially

in vocabulary beside that, the students‟ are more interested and cab be

active in teaching learning process.



CHAPTER V

CLOSURE

A. Conclusion

Based on the explanation above, the researcher concludes that the

use of Think, Pair, Share in teaching English as follows:

1. The researcher concludes that the use of Think, Pair, Share learning

method in teaching vocabulary to the students SMK Muhammadiyah is

able to improve students‟ vocabulary mastery. For the result of the

research show that Think, Pair, Share learning model is able to help the

students‟ to improve their vocabulary mastery from the t-test calculated.

Based on the explanation above, the researcher concludes that the use of

Think, Pair, Share in teaching English as follows:



Std.

Deviation

pre_test 33 0 65 42.58 12.632

post_test 33 0 80 53.48 18.519

Valid N

(listwise)33


I is 42.58 with deviation standard 12.632. Based on the normal curve the


post-test in cycle I is 53.48 with deviation standard 18.519. So, the writer






Std.

Deviation pre_test 33 58 86 75.12 5.978

post_test 33 60 97 83.39 9.196

Valid N

(listwise)33

From the table above can be seen that the mean of pre-test

in cycle II is 70.09 with deviation standard 9.077. Based on the normal

curve the writer concludes that 68% student‟s score are 61 until 79. While

mean post-test in cycle II is 80.61 with deviation standard 9.124. So, the

writer concludes 68% student‟s score are 71 until 89.



Std.

Deviation

pre_test 33 58 86 75.12 5.978

post_test 33 60 97 83.39 9.196

Valid N

(listwise)33


III is 75.12 with deviation standard 5.978. Based on the normal curve the


post-test in cycle III is 83.39 with deviation standard 9.196. So, the writer


Besides that, the students‟ are having more interested and enthusiastic and

involved actively in teaching learning process.



2. From the statement above, the researcher can see that the mean between

pre-test and post-test has a significant different, where post-test is greater

than pre-test. It shows that Think, Pair, Share learning method gives

influence in improving students‟ vocabulary, because the students‟

achievement has been increase after the students‟ did the method in

learning English. It means that Think, Pair, Share method is appropriate

with the situation and condition of students in SMK Muhammadiyah in

learning English especially in vocabulary. Besides that, the students‟ are

more interested and involved actively in teaching learning process.

B. Suggestion

Based on the result of the study and conclusion, the researcher

would like to suggest as follows:

1. The teacher

Teacher should enhance student‟s ability in teaching

English especially when he taught using Think, Pair, Share

learning method to improve vocabulary mastery, so the students‟

will remember the words easily. The teacher should teach

vocabulary effectively. So, teacher role in teaching learning

process can influence students in improving students‟ vocabulary

mastery. Beside, the teacher asked the students to study English.



2. To the students

Students should always be active in teaching learning

process and are not afraid of English lesson, students should study

English continually in classroom and in their home. When teach

vocabulary, the students pay attention to the teachers explanation.

3. To the researcher

It has been known from the result of the study using Think,

Pair, Share learning method that it can improve the students‟

vocabulary mastery. Hereby, it is hoped that the result of the study

makes the English teacher use an appropriate teaching mode of

presentation on improving students‟ vocabulary mastery. Based on

the explanation the researcher would like to suggest other

researcher, the result of the study can be use as additional reference

for further researcher with the different sample and occasions.



REFERENCE

Prof.Dr.Wiriaatmadja Rochiati. 2008. Metode Penelitian Tindakan

Kelas.Bandung: PT.Remaja Rosda Karya

Huda Miftahul.2011.Cooperative Learning.Yogyakarta: Pustaka Pelajar

Hayati Fatma.Model Pembelajaran Think pair share ( http:/ghiffart. multiply.

com/journal/item/is text/ html)

Thornbury Scott. 2002. How To Teach Vocabulary. England: Pearson Education

Limited

Amin Moh, M.Pd. 2011. Panduan Praktis Penelitian Tindakan Kelas.

Yogyakarta: Inspirasi

Prasetyo Bambang, Jannah Miftahul Lina. 2011. Metode Penelitian Kuantitatif.

Jakarta: PT. Raja Grafindo Persada

Prof.Arikunto Suharsimi, Prof. Suhardjono, Prof. Supardi. 2007. Penelitian

Tindakan Kelas. Jakarta: PT. Bumi Aksara

Mod36_coop_think_pair_share.pdf retrieved 01 February 2012 at 19.30

Rodgers S. Theodore, Richards C. Jack. Approaches and Methods in Language

Teaching . New York: University Press

Nunan David. Language Teaching Methodology. 1991. Norwich: Prentice Hall

International (UK)

Madya Suwarsih. Teori dan Praktik Penelitian Tindakan Kelas (Action Reserach).

2006. Bandung: Alvabeta

Barn hahart,Cynthia A. 2008. The facts On File Students Dictionary of American English.

( http://www.thefreedictionary.com ) 01 February at 19.30

http://www.thefreedictionary.com/

http://www.thefreedictionary.com/



APPENDIX



RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMK MUHAMMADIYAH SALATIGA

Kompetensi Keahlian : Semua Program Keahlian

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/3

Alokasi Waktu : 2 x 45 menit

Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level

Elementary

Kompetensi Dasar : Memahami percakapan sederhana sehari-hari baik dalam

konteks profesional maupun pribadi dengan orang bukan

petutur asli

Indikator : Berbagai bentuk dan ungkapan digunakan dengan tepat

untuk menggambarkan proses kerja atau fungsi alat

I.Tujuan Pembelajaran

Dengan metode tanya jawab diharapkan

Siswa dapat mengungkapkan proses kerja atau berfungsinya suatu alat

Dengan metode diskusi diharapkan

Siswa dapat menggunakan ungkapan-ungkapan untuk membuat atau

mengoperasikan suatu benda

Siswa dapat mendiskripsikan cara mengoperasikan berbagai macam benda

Siswa dapat menyebutkan tahap-tahap dalam membuat atau mengoperasikan

suatu benda

Dengan metode penugasan diharapkan :

Siswa dapat memahami berbagai ungkapan yang digunakan untuk membuat

atau mengoperasikan suatu benda

II. Materi Ajar

TALKING ABOUT DISCRIBING PROCESS

Example of question : How do you start the copier?



Could you show me, please?

Where are the instructions?

Which button do you press to start it?

Example of response : First, turn it on. Then, press the button to start it.

First, you plug it in like this. Then, turn it on like this.

After that, you start it like this.

Here. It says if it doesn‟t work, check that it‟s plugged

in. Is it plugged in?

On/Off switch

III. Metode pembelajaran

A. Tanya Jawab

B. Diskusi

C. Penugasan

IV. KKM :70

V. Langkah-langkah kegiatan

Kegiatan Uraian Waktu

Kegiatan Awal Pendahuluan- Do‟a, salam pembuka dan mendata kehadiran

siswa- Memotivasi siswa dengan memberi pertanyaan

tentang ungkapan untuk menggambarkan proses

kerja dan fungsi suatu alat- Memberitahu siswa kompetensi dasar yang

ingin dicapai dalam proses pembelajaran ini

10 menit

Kegiatan Inti Eksplorasi:- Siswa dibagi menjadi kelompokyang terdiri dari

2 orang untuk masing-masing kelompok

Elaborasi:

- Siswa mendiskusikan tahap-tahap

pembuatan atau mengoperasikan suatu alat

- Siswa mempresentasikan hasil diskusi

dengan partnernya

25 menit



Konfirmasi:- Guru mengklarifikasi dan menyimpulkan hasil

diskusi- Guru menanyakan kesulitan siswa dalam

mengunakan ungkapan menggambarkan proses

kerja atau membuat suatu alat

Kegiatan akhir Memberi tugas sebagai pekerjaan rumah 10 menit

VI. Alat, Bahan dan Sumber belajar

A. The Universe Of English

B. LKS PISTA Bahasa Inggris untuk SMK kelas XI

C. Gambar sesuai tema

VII. Penilaian

A. Jenis tagihan : Tugas individu dan kelompok

B. Bentuk Soal : Tes tertulis

C. Instrumen : Terlampir

D. Butir Soal :

Students explain how to ironing, mention tools and the steps how to ironing.



Salatiga, 15 Mei 2012

Mengetahui,

Perneliti

Guru Mata Pelajaran

Ida Ubaidah

Hidayati Risda Mila Shanti S.Pd



Cycle I

Picture 2 Picture 5

After completely done, hang the shirt finally, when you finish

ironing, remove the main

plug from the electric source

socket

Picture 1 Picture 3

Choose the suitable temperature Iron by following line if there is a

fold



for the clothes material

Picture 4

Insert the main plug into

the electric source socket

Arrange this picture into good picture and mention the materials.




(RPP)







Elementary



petutur asli











suatu benda




II. Materi Ajar













On/Off switch


D. Tanya Jawab

E. Diskusi

F. Penugasan

IV. KKM :70



Kegiatan Awal Pendahuluan

- Do‟a, salam pembuka dan mendata kehadiran

siswa - Memotivasi siswa dengan memberi pertanyaan


kerja dan fungsi suatu alat - Memberitahu siswa kompetensi dasar yang


10 menit

Kegiatan Inti Eksplorasi:

- Siswa dibagi menjadi kelompokyang terdiri dari

2 orang untuk masing-masing kelompok Elaborasi:

-

Siswa mendiskusikan contoh gambar yang

diberikan untuk dibuat tahap-tahap



dengan partnernya

25 menit



Konfirmasi:

- Guru mengklarifikasi dan menyimpulkan hasil

diskusi - Guru menanyakan kesulitan siswa dalam

mengunakan ungkapan menggambarkan proseskerja atau membuat suatu alat



D. The Universe Of English

E. LKS PISTA Bahasa Inggris untuk SMK kelas XI

F. Gambar sesuai tema

VII. Penilaian

E.

Jenis tagihan : Tugas individu dan kelompokF. Bentuk Soal : Tes tertulis

G. Instrumen : Terlampir

H. Butir soal

Students explain about how to make fried noodle, mention the material, tools and

steps how to make fried noodle.




Mengetahui, Peneliti

Guru Mata Pelajaran

Risda Mila Shanti S.Pd Ida Ubaidah

Hidayati



Cycle II

Procedure Text how to make fried noodle

Mention the Material and explain the steps how to make procedure text!




(RPP)







Elementary



petutur asli











suatu benda




II. Materi Ajar













On/Off switch


G. Tanya Jawab

H. Diskusi

I. Penugasan

IV. KKM :70



Kegiatan Awal Pendahuluan- Do‟a, salam pembuka dan mendata kehadiran

siswa- Memotivasi siswa dengan memberi pertanyaan


kerja dan fungsi suatu alat- Memberitahu siswa kompetensi dasar yang


10 menit

Kegiatan Inti Eksplorasi:- Siswa dibagi menjadi kelompokyang terdiri dari

2 orang untuk masing-masing kelompok

Elaborasi:

- Siswa mendiskusikan contoh power point

yang diberikan untuk dibuat tahap-tahap



dengan partnernya

25 menit



Konfirmasi:- Guru mengklarifikasi dan menyimpulkan hasil

diskusi- Guru menanyakan kesulitan siswa dalam

mengunakan ungkapan menggambarkan proses

kerja atau membuat suatu alat



G.

The Universe Of English

H. LKS PISTA Bahasa Inggris untuk SMK kelas XI

I. Gambar sesuai tema

VII. Penilaian

I. Jenis tagihan : Tugas individu dan kelompok

J. Bentuk Soal : Tes tertulis

K. Instrumen : Terlampir

L. Butir Soal

Students explain about how to make orange jus, mention the material, tools and steps

in make orange jus.




Mengetahui,

Peneleiti

Guru Mata Pelajaran

Ida Ubaidah

Hidayati

Risda Mila Shanti S.Pd



Cycle III

Arrange this sentence into good sentence

1. Next, slide the SIM card carefully into the slot and make sure that the

golden connect arson are facing to the connector of the phon.

2. After that, push two catches in the opposite directions and remove the

battery.

3. Finally, insert the two catches of the back cover corresponding slot in the

phone and slide the cover forward button of the phone until locks into

place

4. Don‟t forget to switch on the cellphone. Wait until it is ready to use.

5. Inserting the SIM Card to handhone, make sure that the handphone has

been switched off and follow the direction bellow:

6. First of all, press the locking catch and slide the cover then lift it off the

phone.

7. Then, put the battery and align it until snaps into its place.



Cycle III

Picture 1

Picture 3

Mentions the Materials and explain how to make orange jus!



PROCEDURE TEXT

“How to Make

Simple Breakfast”

Ida Ubaidah

#

Chocolate Cheese Bread

#

Material :

4 slices white bread

2 spoons margarine

3 spoons sweetened condensed

Milk

messes chocolate enough

grated cheese enough

Utensils :

Spoon

Knife

plate

Cheese grater

#

Steps :

•Brush the entire surface of the bread with

margarine

•Rub a slice of bread with sweetened

condensed milk then sprinkle with

messes, cups with the other bread.

•Sprinkle cheese on the outside, while

inside messes.

•Serve.

#

Milk

#

THANK YOU



psb-psma Ikhlas berbagi rela memberi

REFERENCES

PRACTICE

MATERIAL

ABOUT

INDIKATOR

COMPETENCE

QUIZ

HOME

EXIT

Have you ever eaten a cheese omelete? Do you know

how to make a Cheese Omelette? No? Would you like me to

tell it for you? Okay. This is the way. Listen to me.

To make a Cheese Omelet, you should prepare

ingredients such as one egg, 50 grams of cheese, uhm... ¼

cup of milk, three tablespoons of cooking oil, uhm...what else

....? Oh, yeah, a pinch of salt and don ’t forget some pepper.

Now, to make a Cheese Omelet, you will need some kitchen

utensils like a frying pan, a fork, a whisk, a spatula, uhm..... a

cheese grater ...and a bowl and of course ....a plate. Okay?

Are you following me ? Right! Let me tell you how to make it.

How to make omelette

Goal

Materials

EXAMPLE


REFERENCES

PRACTICE

MATERIAL

ABOUT

INDIKATOR

COMPETENCE

QUIZ

HOME

EXIT

First, crack an egg into a bowl like this. Then whisk theegg with a fork until it is smooth. After that, add some milk and

whisk well. Grate the cheese into the bowl and stir. Next, heat

the oil in a frying pan, and pour the mixture into the frying pan.

Then, turn the omelet with a spatula when it browns. See, likethis. Okay, next cook both sides. After the omelet is done,place it on a plate, don ’t forget to season it with salt and

pepper and you can eat it while warm. It ’s easy, isn’t it? Bonappetite!

Goal

Sentence Connector

The orange colour words above are called sentence connectors. They are used for tellingactions in order (showing someone how to do something or to make things or showing theorder of constructions).

First of all….., then…….., next……, after that….., finally…….., meanwhile………, make sureyou………, be careful not to………, remember to………, don’t forget to………..

Note!


REFERENCES

PRACTICE

MATERIAL

ABOUT

INDIKATOR

COMPETENCE

QUIZ

HOME

EXIT

Choose the correct answer based on the text

1. Below are the things what should be prepared to makecheese omelette, except:

a. cheese

b. egg

e. pepper

d. orange

c. milk

2. We cannot use .... To make omelette.

a. frying pan

b. fork

e. spatula

d. vast

c. whisk


REFERENCES

PRACTICE

MATERIAL

ABOUT

INDIKATOR

COMPETENCE

QUIZ

HOME

EXIT

3. We should ...... Before we whisk the egg with milk.

a. Fry the egg

b. Serve the egg on a plate

e. Heat the oil in the frying pan

d. Grab the egg

c. Crack the egg

4. A. Heat the oil in a frying pan, and pour the mixture into the frying pan.

B. Add some milk and whisk well.

C. Whisk the egg with a fork until it is smooth.

D. Turn the omelet with a spatula when it browns.

E. The omelet is done, place it on a plate, season it with salt andpepper

The right order to make omelette is

a. A, B, D, E, C

b. B, E, A, C, D e. E, D, C, B, A

d. C, B, A, D, E

c. D, C, A, B, E




REFERENCES

PRACTICE

MATERIAL

ABOUT

INDIKATOR

COMPETENCE

QUIZ

HOME

EXIT

PR TI E

How to Use The Fan

Plug the power cord into a wall outlet ( ac 220 volt 60 Hz).

To make the fan move sideways, push the pin on top of the

motor.

To move the fan up or down, first pull up the oscillating pin,

then press the tilt adjustment knob.

To change the speed of the fan, press one of the switches at

the bottom


REFERENCES

PRACTICE

MATERIAL

ABOUT

INDIKATOR

COMPETENCE

QUIZ

HOME

EXIT

1. How do we connect the power to the fan?

a. By adjusting the knob

b. By pulling up the oscillating pin

c. By pressing the switches

d. By plugging the power cord into a wall outlet

e. By pushing the oscillating pin.

2. We can change the speed of the fan by……

a. Pushing the oscillating pin.

b. Pulling the oscillating pin.

c. Pressing the tilt adjustment knob.

d. Pressing one of the switches

e. Plugging the switches

Choose the correct answer based on the text


REFERENCES

PRACTICE

MATERIAL

ABOUT

INDIKATOR

COMPETENCE

QUIZ

HOME

EXIT

3. To make the fan move sideways, push the oscillating pin. The word „push‟

means….

a. press

b. fix

c. switch

d. turn

e. down

4. What is the goal of the text?

a. How to move the fan

b. How to make the fan

c. How to use the fan

d. How to press the button

e. How to plug the cable

5. What do we have to do to make the fan move sideways?

a. Pushing the pin on top of the motor

b. Pressing the tilt adjustment knob

c. Pressing the switches

d. Plugging the power cord into a wall outlet

e. Pulling the oscillating pin.

























CURRICULUM VITAE

“IDA UBAIDAH HIDAYATI” was bor n at august 2nd 1990. Her mother‟s

name is Khomsiyah and her father name is Hadi Mulyono. She has three brothers.

She was born in a little village in Dsn. Ngembag, Ds. Munggut district of Ngawi.

She begun their education in SDN Munggut II, When Junior high school, she

continued in MTsN 1 Paron. And when senior high school, she continued in

MAN 1 Ngawi. After she finished her education in senior high school, she came

to Salatiga to continue her education in STAIN Salatiga. In Salatiga, she stayed in

Al-Hasan Islamic boarding school. As a proof graduated, she makes a graduating

paper with the title “THE USE OF “THINK PAIR SHARE” LEARNING

MODEL TO IMPROVE VOCABULARY MASTERY OF THE SECOND

YEAR STUDENTS OF SMK MUHAMMADIYAH SALATIGA IN

ACADEMIC YEAR 2011/2012”.



DAFTAR SKK

Nama : Ida Ubaidah Hidayati Progdi : TBI

NIM : 11308083 Dosen PA : Dra. Lilik Sriyanti,

M.Si.

No Jenis kegiatan Tanggal Ket. Nilai

1 OPSPEK STAIN SALATIGA 25-27 Agustus 2008 Peserta 3

2 Bedah film “Laskar Pelangi dan

Penggalangan Dana untuk korban

Situ Gintung”

04 April 2009 Peserta 2

3 Bedah buku ”Metode Studi

Islam: Aplikasi sosiologi

pengetahuan Sebagai Cara

pandang.

26 Mei 2009 Peserta 2

4 BIMASTA PMII 30 Juli 2010 Panitia 3

5 Bedah buku “ Perjalanan Panjang

menggapai Iman”

12 November 2009 Peserta 2

6 MAPABA PMII 22 November 2009 Peserta 3

7 Seminar Nasional “Korupsi,

Kejahatan dibalik kekuasaan”

09 Desember 2009 Peserta 6

8 Sarasehan Nasional “Kesetaraan

Gender dalam Persepektif IslamIndonesia”

21 April 2010 Panitia 6

9 Seminar Pendidikan Seks Bagi

Remaja


10 SK Pengangkatan Pengurus Senat

Mahasiswa SEMA STAIN

Salatiga

29 Juni 2010 Anggota 3



11 SK Pengangkatan Pemantau

OPAK STAIN Salatiga

19 Agustus 2010 Pemantau 3

12 Praktikum pelatihan tes TOEFL 31 Juli-22 Agustus

2010

Peserta 3

13 Praktikum pelatihan tes ILAiK

( Ikhtibar al_lughah al-Arabiyah

Ka Lughah Ajnabiyah)

31 Juli-22 Agustus

2010

Peserta 3

14 Practicum programs 01 September 2010 Peserta 3

15 Seminar Sehari “Pemahaman

Makna Al Qur‟an dan AL hadits”

30 oktober 2010 Peserta 3

16 Seminar Keperempuanan “

Menumbuhkan Kembali Jiwa

Kekartinian dalam Ranah

Kampus”

27 Mei 2010 Panitia 3

17 Sarasehan Nasional “Islam

Transnasional dan Ideologinya”


18 Sarasehan Nasional “Membedah

Nilai Fikir Bangsa; Ikhtiar

Mengurai Permasalahan Negeri”

01 Juli 2011 Peserta 6

19 Seminar IALF 15 Juli 2011 Peserta 3

20 Intensive Training and Workshop 30 Nopember 2011 3

21 Seminar Regional “Negara Islam

dalam Tinjauan Islam Indonesia

dan NKRI”

22 November 2011 Panitia 4

22 Public Hearing I SEMA STAIN

Salatiga

15 Maret 2012 Peserta 3

23 MAPABA PMII 23-25 Maret 2012 Panitia 3

24 Workshop Leadership

“Menumbuhkan Jiwa

06 April 2012 Panitia 3



Kepemimpinan yang Ideal dan

Demokratis”

25 Seminar Nasional “Berpolitik

untuk Kesejahteraan Indonesia,

Reorientasi Gerakan Mahasiswa

Pasca Reformasi


26 Public Hearing II SEMA STAIN

Salatiga

18 Juni 2012 Peserta 3

27 Seminar Nasional ”Mewaspadai

Gerakan Islam Garis Keras di

Perguruan Tinggi”

23 Juni 2012 Panitia 6

Jumlah 97

Salatiga, 01 Agustus 2012

Mengetahui,

Pembantu Ketua Bidang

Kemahasiswaan

H.Agus Waluyo, M.Ag

NIP. 19750211 200003 1 001