DEVELOPING ENGLISH WORKSHEET BASED ON

MATERIALS FOR THE SEVENTH GRADE STUDENTS

AT MADRASAH TSANAWIYAH DARUL AMIN
PALANGKA RAYA ACADEMIC YEAR 2014/2015

THESIS

Proposed to the Department of Education of the State Islamic College of

Palangka Raya in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan Islam

By:

IBNU BAIHAKI
SRN. 1001120543

THE STATE ISLAMIC COLLEGE OF PALANGKA RAYA

THE DEPARTMENT OF EDUCATION
THE STUDY PROGRAM OF ENGLISH EDUCATION
1436 H/2014
 MOTTO

“I Will Never Stop Until I Get What I Want”

DEVELOPING ENGLISH WORKSHEET BASED ON MATERIALS FOR
THE SEVENTS GRADE STUDENTS AT MADRASAH TSANAWIYAH
DARUL AMIN PALANGKA RAYA ACADEMIC YEAR 2014/2015

ABSTRACT

The objectives of this study analyzed the base problems as follows: (a) To
know students’ and teachers’ needs and response to the English worksheet to
support English learning at MTs Darul Amin Palangka Raya. (b) To know the
types of worksheet for the seventh grade students at MTs Darul Amin Palangka
Raya to support of English learning.

In the study, the writer used research and development method. And then,
the writer used questionaire to collect the data. There were 40 persons as the
subject; 30 students the seventh grade at MTs Darul Amin Palangka Raya and 10
English teachers’ at MTs in Palangka Raya.

Based on the result of this research, MTs Darul Amin Palangka Raya on
academic year 2014/2015; There were 5 students’ response to the English
worksheet; (a) the students need worksheet that easy to understand, (b) the
students need text easy to understand, (c) the students need many examples and
instruction to do it, (d) the students need the interesting worksheet, and (e)
students needs the worksheet with the types multiple choice and essay.

On the other hand, teachers’ response to the worksheet were on 5

responses as follows: (a) the teachers need the materials in the worksheet suitable
to syllabus, (b) the teachers need the worksheet with many pictures, (c) the
teachers need the instruction to do the task, (d) the teachers need the worksheet
have not double meaning, and (e) the teachers need reading texts thhat easy to
understand.

Keyword: Research and development, worksheet.

 PENGEMBANGAN LEMBAR KERJA BAHASA INGGRIS
BERDASARKAN MATERI UNTUK SISWA KELAS TUJUH DI
MADRASAH TSANAWIYAH DARUL AMIN PALANGKA RAYA TAHUN
AJARAN 2014/2015

ABSTRAK

Tujuan utama penelitian ini adalah untuk mengkaji masalah-masalah

mendasar sebegai berikut: (a) Untuk mengetahui kebutuhan siswa dan guru serta
respon siswa dan guru terhadap lembar kerja bahasa Inggris dalam mendukung
pembelajaran bahasa Inggris di MTs Darul Amin Palangka Raya. (b) Untuk
mengetahui jenis-jenis lembar kerja untuk siswa kelas tujuh MTs Darul Amin
Palangka Raya sebagai pendukung dari pembelajaran bahasa Inggris.

Penelitian ini menggunakan metode penelitian dan pengembangan dimana

kuesioner digunakan dalam mengumpulkan data. Subyek penelitian berjumlah 40
orang. Terdiri dari 30 siswa kelas tujuh Madrasah Tsanawiyah Darul Amin
Palangka Raya dan 10 guru bahasa Inggris di Madrasah Tsanawiyah kota
Palangka Raya.

Berdasarkan hasil penelitian, Madrasah Tsanawiyah Darul Amin Palangka

Raya tahun ajaran 2014/2015 adalah: ada 5 respon siswa terhadap lembar kerja
bahasa Inggris, (a) siswa membutuhkan lembar kerja yang mudah untuk dipahami,
(b) siswa membutuhkan teks yang mudah dipahami, (c) siswa membutuhkan
banyak contoh dan cara untuk mengerjakan, (d) siswa membutuhkan lembar kerja
yang menarik, dan (e) siswa membutuhkan lembar kerja dengan jenis pilihan
ganda dan essay.

Sedangkan pada respon guru pada lembar kerja ada 5 respon diantaranya:
(a) guru membutuhkan materi lembar kerja yang sesuai dengan syllabus, (b) guru
membutuhkan lembar kerja yang banyak gambar, (c) guru membutuhkan lembar
kerja yang dilengkapi dengan cara mengerjakan soal, (d) guru membutuhkan
lembar yang kerja yang tidak mengandung makna ganda, and (e) guru
membutuhkan lembar kerja jenis teks bacaan yang mudah untuk dipahami.

Kata kunci : penelitian dan pengembangan, lembar kerja.

 ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim

The researcher would like to show my best gratitude to the almighty, Allah

SWT who has given his a drop of knowledge with uncountable power and

patience. Peace and salutation be on to greatest reformer in Islam, he is

Muhammad SAW. The researcher finally was able to finish this thesis. In

addition, the writer would like to dedicate the best thank to:

1. Dr. Ibnu Elmi A.S. Pelu, SH, MH., as rector of STAIN Palangka Raya for his

permission and to conduct this research.

2. Drs. Fahmi, M.Pd., The Vice Chairman of Academic Affairs and Institutional

Development.

3. Triwid S.N., M.Pd., as the chair of the Department of Education.

4. Santi Erliana, M.Pd., as the coordinator of English Education Study Program .

5. Siminto, M.Hum., as the first advisor.

6. Zaitun Qamariah, M.Pd., as the second advisor.

7. Dr. H. Abdul Qodir, M.Pd., as the academic advisor.

The writer realized that the thesis is still far from the perfect therefore some

constructive suggestions are welcomed. Finally may Allah always bless us.

Alhamdulillahirabbil„Alamin

Palangka Raya, December 2014

IBNU BAIHAKI
SRN. 1001120543
 DEDICATION

This thesis is dedicated to some special people as follows:

1. My beloved parents, Bahri and Jawiyah. Thank for everything you give to me.

You are my inspirations and motivations for whole of my life.

2. My beloved brother, Kaspul Anwar and Asmadi.

3. My beloved sister, Janiah, S.Pd.I and my young sister Dahliana.

4. My beloved lecturers, Dr. H. Abdul Qodir M.Pd., Siminto, M.Hum, Zaitun

Qamariah, M.Pd., Hj. Apni Ranti, M.Hum, Nahdhiyah,S.S., M.Pd, Catharina

Elmayantie,M.Pd, Luqman Baehaqi., S.S., M.Pd., Dra. Halimah, M.Pd., Santi

Erliana, M.Pd., Rahmadi Nirwanto, M.Pd., and all of the lecturers of TBI,

thank for everything that you have given to me for my education and

experiences.

5. Thank you for Mr. Rohmudin, S.Ag as head master at MTs Darul Amin

Palangka Raya he was give me permation to research.

6. Thank you for Mr. Suryo Wibowo, S.Pd.Ing, MM as an English teacher at

MTs Darul Amin Palangka Raya he was help me to collect the data.

7. Special thank for my first sister Janiah, S.Pd.I she was support and given me

the tuition to finish my study.

8. My beloved friend in TBI 2010.

9. All of seventh grade students of MTs Darul Amin Palangka Raya academic

year 2014/2015.

10. Last but not least, Choirul Fuadi,S.Pd.I as your help and other people who help

me in this thesis.
 TABLE OF CONTENTS
Page

PAGE OF COVER .............................................................................................i

PAGE OF TITTLE .............................................................................................ii
APPROVAL OF THE THESIS ADVISORY COMMITEE APPROVAL OF THE
BOARD EXAMINER.........................................................................................iii
LEGALIZATION OF THESIS EXAMINING COMMITTEE .........................iv
ACKNOWLEDGMENTS ..................................................................................v
DECLARATION OF AUTHENTICATION......................................................vi
DEDICATION ....................................................................................................vii
MOTTO ..............................................................................................................viii
ABSTRACT........................................................................................................ix
TABLE OF CONTENTS....................................................................................x
LIST OF TABLE ................................................................................................xi
LIST OF FIGURE...............................................................................................xii
LIST OF ABBREVIATION AND SYMBOL....................................................xiii
LIST OF CHART................................................................................................xiv
LIST OF APPENDICES .....................................................................................xv

CHAPTER 1 INTRODUCTION

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

B. Problems of the Study ................................................................6
C. Objectives of the Study .............................................................6
D. Significance of the Study ............................................................7
E. Scope and Limition of the Study ................................................7
F. Framework of Discussion ...........................................................8
G. Definition of Key Terms ............................................................9

CHAPTER II REVIEW OF RELATED LITERATURE

A. The Previous Studies ..................................................................11

B. Skills of English .........................................................................14
a. Listening ................................................................................15
b. Speaking ................................................................................20
c. Reading ..................................................................................27
d. Wrting ....................................................................................32
C. Elements of English ....................................................................35
a. Vocabulary .............................................................................35
b. Pronunciation .........................................................................39
c. Grammar .................................................................................42
D. Material Selection .......................................................................43
E. Type of Worksheet .....................................................................44
a. Matching Worksheet ..............................................................44
 b. Word Scrambels Worksheet ..................................................44
c. Jumbled Sentences Worksheet ...............................................45
d. Sorting Worksheet .................................................................45
e. Other Worksheet ....................................................................45
F. The Criteria of good worksheet ..................................................46
G. Curriculum ..................................................................................46
a. The Explicit Curriculum ........................................................47
b. The Implicit Curriculum ........................................................48
c. The Null Curriculum ..............................................................49
d. Extracurricular Programs .......................................................49
H. Need of Students and Teachers………………………………... 50

CHAPTER III RESEARCH METHOD

A. The Data ..................................................................................... 51
B. Instrumentation............................................................................ 51
C. Subject of the Study..................................................................... 52
D. Research Methodology ............................................................... 52
a. Assess Needs to Identify ........................................................ 52
b. Conduct Instructional Analysis .............................................. 55
c. Analyze Learners and Contexts ............................................. 55
d. Write Performance Objectives ............................................... 56
e. Develop Assessment Instruments ........................................... 56

CHAPTER IV THE RESULT OF THE STUDY

A. Data Analysis .............................................................................. 57
B. The Students’ Respon to the Worksheet ..................................... 58
1. The Students’ Response Realate to the Worksheet.
2. The Students’ Response Realate to the Worksheet in Their
School.
3. The Students’ Response Relate to Their Intertesting to the
Worksheet.
4. The Students’ Response About Their Interest in English
Learning Using Worksheet.
5. The Studdents’ Response About Their Difficulties Learning
Using Worksheet.
6. The Students’ Opinion About the Worksheet is Easy
Understanding.
7. The Students’ Response About the Interest of Worksheet and
Easy to Understand when They Do it.
8. The Students’ Response Relate to Type of Task on Worksheet.
9. The Students’ Response About the Type of Task in the
Worksheet was Very Appropriate with the Material.
10. The Students’ Response About the Type of Task in the
Worksheet was Appropriate with Their Needs.
 11. The Students’ Response About the Type of Task in the
Worksheet so was Easy to Do.
12. The Students’ Response About the Type of Task Same to the
Task in Examination.
13. The Students’ Response About the Type of TAsk in the
Worksheet was Easy to Do.
14. The Students’ Response About Their Ability to Do the Task in
the Worksheet.
15. The Students’ Response About Their Interest to Do Task in the
Worksheet at Their School.
16. The students’ Response About Their Need Toward Worksheet
were Very Fulfilled.
17. The Students’ Response About Worksheet at Their School was
Appropriate with Their Needs’.
18. The Students’ Response About Their Comprehension Toward
English Learning after Used Worksheet.
19. The Students’ Response the Worksheet Nowday was Easy to
Comprehend.
20. The Students’ Response About Worksheet at Their School Now
was Very Help in English Learning.
21. The Students’ Response About Their Active to Do the English
Worksheet.
22. The Students’ Response About the Effect of Used Worksheet
Toward Their Score in Daily Test and General Test.
23. The Students’ Response About Their Ablility to Answer All
Tasks After Exist of the Worksheet.
24. The Students’ Response About They Can Answer the Task
when Test was the Task in the Worksheet.
25. The Students’ Response They were More Active to Learn with
Using Worksheet at Their School.
26. The Students’ Response About Their Comprehension Toward
English Lesson Used Worksheet.
27. The Students’ Response About They Can Explain the Material
in Worksheet at Their School.
28. The Students’ Response About the Different Comprehension
Toward the Lesson Use Worksheet.
29. The Students’ Response About Their Comprehension Toward
Better Use Worksheet or not.
30. The Students’ Response About Thier Achievement Using
Worksheet or not.
C. The Teachers’ Res;ponse to the Worksheet ............................... 69
1. The Teachers’ Response Toward Worksheet at School.
2. The Teachers’ Response About the Appropriate Worksheet to
Teach.
3. The Teachers’ Response About the Interest of Worksheet to
Teach.
 4. The Teachers’ Response About the Type of Task in the
Worksheet.
5. The Teachers’ Response About the Type of Task was Easy to
Student Comprehend.
6. The Teachers’ Response About The Type of Task was
Appropriate to the Material.
7. The Teachers’ Response About the Type of Task That is Easy
for Students and Teachers Convey The Content Materials.
8. The Teachers’ Response Relate the Type of Task was
Appropriate to the Students’ Comprehension to do it.
9. The Teachers’ Response Relate to the Type of Task Was
Appropriate with They Needs to Teach.
10. The Teachers’ Response About the Type of Task They Needs in
the Weorksheet.
11. The Teachers’ Response About They were Satisfy or Not
Toward Worksheet.
12. The Teachers’ Response About the Worksheet were Enough
Help or not.
13. The Teachers’ Response About the Students’ are Difficult to do
Task from the Worksheet.
14. The Teachers’ Response About the Appropriate Worksheet that
They Needs and Easy to Comprehend.
15. The Teachers’ Opinion About Worksheet.
16. The Teachers’ Response About the Language Used in
Worksheet were Appropriate with Students’ Level.
17. The Teachers Respon About the Worksheet Used Instruction to
Answer and the Clear Sentence Structure.
18. The Teachers’ Response About the Sentence Used did not Make
Double Meaning.
19. The Teachers’ Response the Worksheet Used Simple Sentence
and Easy to Students Comprehend.
20. The Teachers’ Response About the Materials of Worksheet
Were Snap at All the Materials in Standard of Competence.
21. The Teachers’ Response About the Indiicators of Worksheet
were Appropriate with Standard of Competence and Based of
Competence.
22. The Teachers’ Response About the Material in the Worksheet
were Help the Students Achieve the Learning Objectives.
23. The Teachers’ Response Related to the Materials in the
Worksheet were Appropriate with Students Ability Level.
24. The Teachers’ Response Related to the Worksheet that has been
Circulated to Facilitate the Students to Build an Understanding
Based on Proviously Existing Knowledge.
25. The Teachers’ Response About the Workhseet were Can
Facilitate by Students to Search Information that They Needs to
Solve the Problem.
 26. The Teachers’ Response About the Worksheet Can Facilitate the
Students to Solve Their Problem in English Learning.
27. The Teachers’ Response About the Draft in the Worksheet did
not Made Many Meaning so the Students Difficult to do.
28. The Teachers’ Response About Images and Illustration in
English Worksheet Based on Daily Problems and Efficient to
Increase the Students Comprehension.
29. The Teachers’ Response About the Worksheet at School were
Easy to Comprehend.
30. Teachers’ Response About the Worksheet were Very Easy to
Implementation in Learning.

CHAPTER V DISCUSSION
Discussion ................................................................................... 83

CHAPTER VI CLOSURE
A. Conclusion .................................................................................. 85
B. Suggestion .................................................................................. 86
REFERENCES
APPENDICES
 LIST OF TABLE

Table Page
4.1 Total of Students ............................................................................................ 57

4.2 Total of Teachers ........................................................................................... 57

 LIST OF ABBREVIATIONS

EFL : English as Foreign Language

ESL : English Second Language

KTSP : Kurikulum Tingkat Satuan Pendidikan

MAN : Madrasah Aliyah Negeri

MTs : Madrasah Tsanawiyah

R&D : Research and Development

SMP : Sekolah Menengah Pertama

TESL : Teaching Englsih Second Language

U.S : United State

 LIST OF APPENDICES

Appendix

1. Reseach Schedule

2. Questionaire for Students

3. Questionaire for Teachers

4. Syllabus

5. The English Worksheet

6. Permission Letter

7. Curriculum Vitae
 LIST OF CHART

Chart Page

4.1 – 4.30 The Chart of the Students’ Response to the Worksheet .................... 58
4.31 – 4.60 The Chart of the Teachers’ Response to the Worksheet .................. 69
 LIST OF FIGUR

Figur Page
3.1 The Procedure of the Development ................................................................ 53
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 CURRICULUM VITAE

Ibnu Baihaki is the fourth child from five siblings. He was

born on April, 5, 1990 in Tuyau village, Pematang Karau

District, Barito Timur Regency, Central Borneo. He has

two brothers, one old sister and one young sister. He

started his study at Madrsarah Ibtidaiyah Miftahul

Ulum Tuyau and he graduated from it in 2004, he

continued his study at Madrasah Tsanawiyah Mathla’ul

Anwar Tuyau and he graduated from it in 2007. Then, he

continued his study at Madrasah Aliyah Miftahul Ulum

Tuyau and he graduated from it in 2010, and

afterwards, he continued his study at STAIN Palangka

Raya and took English Education Program. He ended his

study 4,5 years.